A Pragmatic Analysis of Illocutionary Acts Found in Finding Nemo Movie and Its Application in Teaching Speaking at the Twelfth Grade of Senior High School

Home , Illocutionary act

A PRAGMATIC ANALYSIS OF ILLOCUTIONARY ACTS FOUND IN FINDING NEMO MOVIE AND ITS APPLICATION IN TEACHING SPEAKING AT THE TWELFTH GRADE OF 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 RIZKA EGUH ASHARI 122120261

ENGLISH EDUCATION PROGRAM TEACHER TRAINING AND EDUCATION FACULTY PURWOREJO MUHAMMADIYAH UNIVERSITY 2017

iii

MOTTO

 Remember Allah’s blessing. So that hopefully, you will be successful.(Q.S

AL-Araf 67)

 Believe that Allah SWT always with us and help us. (The Researcher)

 Positive thinking is the key to get a peace in every problem.(The Researcher)

 Patience is needed when you want to achieve a success.(The Researcher)

 If opportunity does not come to you, then create it.(The Researcher)

DEDICATIONS

With proud, gratitude and love, this master piece is dedicated to:

 Allah SWT as my savior. Thanks God for all that you give.

 My beloved mother, Mrs. Menik Dwi Sukismiyati and my beloved father

Mr. Tukijo. Thanks for your prayer, love, support, motivation, and advice.

 My beloved brother and aunts, Puguh Kharisma and Titik Setiyaningsih,

which always care and give motivation. Thanks your prayer.

 My beloved grandma, Mrs. Halimah. Thanks for your help, prayer, and

support.

 All of my lecturers, especially Zulia Chasanah and Puspa Dewi. Thanks

for your help, patience, and guidance to finish this thesis.

 My special person, Arybowo. Thanks for your prayer, support, love, and

your time to always with me when I need you.

 All my beloved friends, who give me spirit, advice, suggestion, and all of

kindness.

ACKNOWLEDGEMENT

Firstly, the researcher would like to express her gratitude to Allah the

Almighty and the Most Merciful for blessing health, ability and guidance, so that the researcher can complete and finish this thesis entitled “A Pragmatic Analysis of Illocutionary Acts Found in Finding Nemo Movie and its Application in

Teaching Speaking at the Twelfth Grade of Senior High School”.

Then, the researcher would like to thank to:

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

of Purworejo.

2. Yuli Widiyono, M.Pd, as the Dean of Teacher Training and Education

Faculty of Muhammadiyah University of Purworejo.

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

Teacher Training and Education Faculty of Muhammadiyah University

of Purworejo.

4. Zulia Chasanah, S.S., M.Pd, as her consultant in conducting this thesis

who give her suggestion, big motivation, and extremely patience in

correcting her thesis as well precious guidance to help her conducting

this thesis.

vii

ABSRACT

Rizka Eguh Ashari. 2017. A Pragmatic Analysis of Illocutionary Acts Found in Finding Nemo Movie and Its Application in Teaching Speaking At the Twelfth Grade of Senior High School. A Thesis, English Education Program Teacher Training and Education Faculty Muhammadiyah University of Purworejo.

Key words: Pragmatic Analysis, Illocutionary Acts, Finding Nemo Movie, Teaching Speaking. Communication is the way of people to interact each other. By communicating people can convey information or expressing something to the addresser such as ordering, requesting, stating, promising, thanking, asking, complaining, apologizing, etc. Every sentence or utterance which spoken by the speaker contains meaning or purpose. Under the discussion of pragmatics, the language function is studied in speech acts. Speech acts deals with the utterance to perform a specific action especially illocutionary acts. The specific aim of this research is to identify the types of illocutionary acts found by Nemo characters in Finding Nemo movie and to describe the application of illocutionary acts found in Finding Nemo movie to teach speaking at the twelfth grade of Senior High School. This research uses descriptive qualitative analysis method. The data is collected by documentation. The researcher collects the data from the script, then analysing the types of illocutionary acts of Nemo‟s utterances based on Searle‟s theory and then applied in teaching speaking. From the analysis, the researcher finds four of five categories of illocutionary acts appear in Nemo‟s utterances in Finding Nemo movie. There are representative 11 utterances 36.67%, directive 14 utterances 46.67%, commissive 1 utterance 3.33%, and expressive 4 utterances 13.33%. The application can be applied in teaching speaking in the speech material at the twelfth grade of Senior High School. The researcher suggests that students can explore more about pragmatic in their daily life, especially illocutionary acts.

TABLE OF CONTENT

TITLE ...... i

APPROVAL SHEET ...... ii

RATIFICATION SHEET ...... iii

STATEMENT ...... iv

MOTTO ...... v

DEDICATION ...... vi

ACKNOWLEDGEMENT ...... vii

ABSTRACT ...... ix

TABLE OF CONTENT ...... x

LIST OF TABLE ...... xii

LIST OF APPENDICES ...... xiii

CHAPTER I: INTRODUCTION

A. Background of the Study ...... 1

B. Identification of the Problem...... 4

C. Limitation of the Problem ...... 4

D. Statements of the Study ...... 5

E. Objectives of the Study ...... 5

F. Significance of the study ...... 6

CHAPTER II: REVIEW OF RELATED LITERATURE

A. Theoretical Review 1. Pragmatics ...... 7

2. Speech Acts ...... 11

3. Illocutionary Acts ...... 16

4. Movie ...... 23

5. Finding Nemo Movie ...... 30

6. Teaching Speaking ...... 31

B. Previous Studies ...... 33

CHAPTER III: RESEARCH METHOD

A. Type of the Research ...... 36

B. Object of the Research ...... 37

C. Unit of Analysis ...... 37

D. Source of Data ...... 38

E. Instrument of the Research ...... 38

F. Technique of Colleting the Data ...... 39

G. Technique of Coding the Data ...... 40

H. Technique of Analyzing the Data...... 41

CHAPTER IV: DATA ANALYSIS AND DISCUSSION

A. Research Finding ...... 42

B. Discussion ...... 43

1. The Illocutionary Acts Found in Finding Nemo Movie ...... 43 2. The Application of Illocutionary Acts Found in Finding Nemo Movie in Teaching Speaking...... 71

CHAPTER V: CONCLUSION AND SUGGESTION

A. Conclusion ...... 77

B. Suggestion ...... 78

REFERENCES

APPENDICES

LIST OF TABLE

Table 1: Research Finding ...... 42

xii

LIST OF APPENDICES

Appendix 1. Movie Script

Appendix 2. Syllabus of Twelfth Grade of Senior High School

Appendix 3. Decree of Thesis Consultant

Appendix 4. Thesis Consultation Log

xiii

CHAPTER I INTRODUCTION

In this chapter the researcher would explain the background of the study,

identification of the problem, limitation of the problem, statement of the

problem, objective of the study, and significance of the study.

A. Background of the Study

Language is the most important part in communication. People must have

good language skills to communication well. Language is meaningful, when the

meaning is conveyed though language, people use language to interact and

establish relations, to influence their behaviour and express then expression of

the word.

Communication is a very important in daily activity. In communication a

person has a certain purpose in what she/he said. That purpose is conveyed

through sentences or utterances. In other words, every sentence or utterance

which spoken by the speaker contains meaning or purpose. The understanding of

the use of the language in the real environment, in line the social context, role of

the participant, the function of the interaction, is an essential part in language

learning. In line with the notion of sociolinguistic competence; we can also

discuss that phenomenon of the use of language through other perspective, the

study of language.

In the study of language, how the language is used in context is

investigated in pragmatics. Pragmatics is a part of linguistics which deals with

meaning in context. In other words, pragmatics can also be defined as the study of the relationship between the linguistic form (structure) and the user of that.

The language functions themselves are essentially the purposes that speakers accomplished with language. In spite of that, studying pragmatic is important. It is not only about how to understand people utterances but also about how to understand the meaning in context. Under the discussion of pragmatics, the language function is studied in speech acts.

Speech acts deals with the utterance to perform a specific action. In simple words, speech acts is often said as language in action. By speech acts, we know how to convey and understand the intention or purpose correctly, so that the goal of the communication can be reached. If we refer to other concept of speech acts, every utterance essentially contains three dimensions: locution, illocution, and perlocution. Locution is what the speaker says, illocution is the purpose of what speaker says, and perlocution is the effect of what the speaker says. That is why the researcher interested to take it for his study. But here, the researcher focuses study on the illocutionary acts only. An Illocutionary act is a very important part of speech acts because illocutionary acts becomes the main central of communication.

Actually exists not only in oral communication but by watching a movie, we can learn some other things besides the storyline and the actor of the movie, the moral values, the language style, culture, character, dialect, how the actor pronounce every words said, utterance spoken by the actor here called speech act. Illocutionary acts can be found in the daily life conversation. As the example

of conversation, movie script is a good example of conversation which can be taken as the object of the study. To study illocutionary acts, the researcher takes a movie entitled Finding Nemo, an animation movie from US which directed by

Andrew Stanton. This movie is a popular animation movie which released in

2003. This movie contains utterances describing types illocutionary acts analysis. The illocutionary acts that found in the movie can be applied in teaching speaking. Unlike printed materials, movie provides greater chance for students to know how native speaker of English use the language in real communication. It will be helpful for the teacher to get the students understand about some types of illocutionary acts.

Speaking is the productive/oral skill. It consists of producing systematic verbal utterance to convey meaning. In senior high school level, there are some materials about functional skill, which related to speaking skill, that have to be mastered by students. In teaching speaking, especially in senior high school level, illocutionary acts can be found in the functional skills materials.

Functional skill usually taught in Twelfth Grade of Senior High School, such as expression of suggesting, requesting, complaining, talking possibility or ability in doing something and commanding.

In this occasion, the researcher will explain that this study focuses on analyzing the illocutionary acts in every utterance that are used by the Nemo characters in the movie entitled Finding Nemo. The researcher gave this research title “A Pragmatic Analysis of Illocutionary Acts Found in Finding Nemo Movie

and Its Application in Teaching Speaking at theTwelfth Grade ofSenior High

School”.

B. Identification of the Problem

The scope of the research is focused on illocutionary acts in Finding

Nemo movie, so the researcher can conclude that,

1. Students are not able to identify the meaning of the expression of

suggesting, requesting, complaining, talking possibility or ability in

doing something and commanding.

2. Students are not able to respond the expression of suggesting,

requesting, complaining, talking possibility or ability in doing

something and commanding.

3. Students are not able to use the expression of suggesting, requesting,

complaining, talking possibility or ability in doing something and

commanding.

C. Limitation of the Problem

This conducted study is pragmatic study; pragmatic is concerned with many

principles. There are five principles or scope of pragmatic as follows deixis,

presupposition, entailment, implicature, and speech acts.The researcher will

discuss about speech act especially illocutionary acts. Speech acts deals with the

utterance to perform a specific action, so speech act usually contains three

dimensions: locution, illocution, and perlocution. There are many interesting

things that can be analysed in the movie such as theme, plot, character, and

language style. In this thesis, the researcher will discuss the theory of

illocutionary act and types of illocutionary act mostly used by Nemo‟s character

in Finding Nemo movie. The researcher limits the research for analysis of

movie in order that the researcher can manage the research well.

D. Statements of the Problem

Based on the background and the identification of the study above, the

problems that will be analyzed by the researcher are stated as follow:

1. What are the types of illocutionary acts found in Finding Nemo movie?

2. How is the application of illocutionary acts found in Finding Nemo movie to

teach speaking at the twelfth grade of Senior High School?

E. Objectives of the Study

In general, the objective of the research is to describe to phenomena of

speech act in communication that reflected in Finding Nemo movie. The specific

aim of this research is to find out the illocutionary act that is used by Nemo

characters in Finding Nemo movie.

There are two objectives of the study why the researcher chose the topic, as

follow:

1. To identify the types of illocutionary acts found by Nemo characters in

Finding Nemo movie

2. To describe the application of illocutionary acts found in Finding Nemo

movie to teach speaking at the twelfth grade of Senior High School

F. Significance of the Study

The researcher hopes contributes meaningful to pragmatics, theoretically to

increase the understanding of illocutionary acts and their meaning and to give

contribution to develop pragmatic study. The study is also conducted in the hope

that the result would give positive contribution to student, English teacher,

reader, and researchers.

1. To students

The result of this study is expected to be able to inform the students about

importance of speech acts in our real-life communication. The researcher

hopes that the reader can understand the definition, the use and the meaning

of illocutionary acts in the other.

2. To teacher

The researcher expects that the result of this study could give information

related to the material about speech acts and also to helps the teacher know

more about specific of illocutionary acts and apply in the teaching learning

process so that the students can get the intended meaning by the explanation

of the teacher.

3. To reader

The researcher hopes this thesis can make the reader understand about this

movie, the movie can give inspiration and the reader know the definition of

illocutionary acts and types of illocutionary acts from this movie.

4. To researcher

The researcher is to see types of illocutionary acts in from this movie. The

researcher can improve this thesis more. By watching this movie, they may

get personal enjoyment, pleasure and inspiration.

CHAPTER II REVIEW OF RELATED LITERATURE

In this chapter presents about previous studies that support this research

and the theories that are related to the analysis of this thesis.

A. Theoretical Review

a. Pragmatics

For first we must know the explanation about pragmatics before the

researcher gives more explanation about another theory in this thesis.

Levinson (2008: 5) says syntax is the study of the combinatorial

properties of words and their parts and semantic to be the study of meaning, so

pragmatics is the study of language usage. Levinson states pragmatic is

understanding an utterance involves more than knowing the meaning of the

words uttered and the grammatical relation between them (2008: 21). According

to Levinson (2008: 24), pragmatics is the study of the ability of language users

to pair sentences with the contexts in which they would be appropriate.

In the order hand Yule states that pragmatic is concerned with the study

of meaning as communicated by a speaker and interpreted by a listener. It has,

consequently, more to do with the analysis of what people mean by their

utterance that what the words or phrase I those utterances might mean by

themselves. Pragmatic is the study of speaker meaning (2003: 3). Yule (2003: 3)

devised the definition of pragmatics into 4 terms:

a. Pragmatics is the study of speaker meaning

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

speaker and interpreted by a listener. It concern more on the analysis of what

people mean by their utterances then what the words or phrases in those

utterances might mean by themselves. b. Pragmatics is the study of contextual meaning

Pragmatics involves the interpretation of what people mean in particular

context and how the context influences what is said. It involves how the

speaker organize what they want to say in accordance with who they are

talking to, where, when and under what circumstances. c. Pragmatic is the study of how more gets communicated than is said this

approach also explore how the listener can make inferences about what is

said in order to arrive at an interpretation of the speaker‟s intended meaning. d. Pragmatics is study of the expression of relatives distance

Pragmatic also give attention on how close or distant the speaker and the

listener is, speaker determine how much needs to be said. The perspective

will be determining the choice between the said and the unsaid.

Riemer (2010: 22) explains that the distinction between sentence

meaning and utterance meaning is also linked to the difference between

semantics and pragmatics. Semantics is study sentence meaning whereas

pragmatic is the study of utterances meaning and other principles of

language use. The job of semantic is to study the basic, literal meaning of

words as considered principally as parts of a language system, whereas

pragmatics concentrates on the ways in which these basic meanings are used

in practice, including such topics as the ways in which different expression

are assigned referents in different contexts, and the differing uses to which

language is put.

Richard and Smith (2002: 412) state that pragmatic is the study of the use

of language in communication, particularly the relationship between

sentence and the context and situation in which they are used. Pragmatic

includes the study of:

1. How the interpretation and use of utterance depends on knowledge of

the real world

2. How speakers use and understand speech acts

3. How the structure of sentences is influenced by the relationship

between the speaker and the hearer

Studying pragmatics means that we learn about how to understand the utterance deeper with know the speaker meaning. By study pragmatic mean we study about contextual meaning, we can know the speaker meaning through pragmatics. Pragmatic itself is a branch of linguistic about the interaction of semantic knowledge with the people‟s knowledge with the people‟s knowledge of the world, taking context into account context of use (Griffiths, 2006:1).

According to Mey (2001: 8) pragmatic as the study of the way humans uses their language in communication, based itself on a study of those premises and determine how they affect, and effect, human language use. A pragmatic perspective will focus on the societal factors that make a certain language use

more or less acceptable, in contrast to other, perhaps abstractly equivalent, but

pragmatic is radically different uses. A pragmatic looks at the problem of

endangered languages tells us not to go out there and describe, but to fight what

has been called linguistic genocide or linguicide for short. One of the tasks of

pragmatic is to explain how the same content is expressed differently in different

context such as cultural, religious, and professional. Often, such context will be

linguistically different, as is the case from language community to language

community.

Therefore, from all the definition above we can conclude that pragmatics

is the study of meaning in human communication. Learning pragmatics is

important in daily human‟s life. By studying pragmatics, someone can

understand an explicit and implicit meaning of other‟s speaking in a

conversation. The focus of pragmatics analysis is on the meaning of speaker

utterances rather than on the meaning of words or sentences. Studying

pragmatics mean that we can study about the speaker meaning of an utterance

deeply. Analysis a language through pragmatics we can talk about people‟s

intended meanings, their assumptions, their purposes or goals, and the kinds as

actions that they are performing when they speak.

b. Speech Acts

There are many researchers that states and explain the definition of

speech act. Yule states in attempting to express them, people do not only

produce utterance containing grammatical structure and words but also they performation via those utterance (2003: 47).

Then Mey (2001: 111) states that speech acts are action happening in the world that they bring about a change in the existing state of fairs. Definition about speech act almost same for those researchers. There are act in the statement of someone, so language is not just to tell something them enough but language also have an act to do. In the general speech act is an act when the people say a word and the people produce the words or the utterance in the aim to make the thing happen.

For example, the boss‟s utterance of the following expression is more than just a simple statement.

You‟re fired

The utterance you‟re fired can be used to perform the act of ending your employment. When language is used by human being in real-life situation, there is generally communication goals associated with every utterance.

Action performed via utterances are generally called speech act and in

English are commonly given more specific labels, such as apology, compliment, invitation, promise, or request (Yule, 2003: 47). Levinson states that in linguistic pragmatics, speech act remain, along with presupposition and implicature in particular, one of the central phenomena that any general pragmatic theory must account for (Levinson, 2008: 226).

Yule writes on his book that every occasion, speech act that produced action by performing some utterance, consist of three elements indeed:

1) Locutionary act

According to Yule locutionary act is the basic act of utterance, or producing

a meaningful linguistic expression. If you have difficulty with actually

forming the sound and word to create a meaningful utterance in a language

(for example, because it‟s foreign or you‟re tongued-tied), then you might

fail to produce a locutionary act (2003: 48).

Locutionary act is the condition when someone produces a meaningful

utterance with their organ and indirectly there is a locutionary act in his/her

utterance. Mostly we don‟t just produce well-formed utterances with no

purpose. We form an utterance with some kind of function in mind. (Yule,

2003: 48)

According to Austin in Levinson locutionary act is the utterance of a

sentence with determinate sense and reference (2008: 236). When someone

makes an utterance or produces an utterance it‟s called locutionary act. For

example: A girl said I will order adrink so what girls say is locutionary act.

The sound that produced by the girl is locutionary acts. So locutionary act

from this utterance is what the girl said.

2) Illocutionary act

Illocutionary act is one of the elements of speech act if illocutionary act

is the condition when someone produces an utterance; illocutionary act is the

performance of an act in saying something. Illocutionary act is the act which

is committed by producing an utterance; for example by uttering a request, a

request is made and by uttering a promise, a promise is made. So the speaker

doing it, when the speaker says promise so the speakers do the promise. That is the simple example.

Yule (2003: 48) states that illocutionary act is the communicative purpose in their utterance such as request, prediction, offer, and etc. Searle states some of the English verbs denoting illocutionary act are state, describe, assert, warn, remark, comment, command, order, request, criticize, apologize, censure, approve, welcome, promise, object, demand, and argue.

According to Austin in Levinson illocutionary acts is making a statement, offer, promise, etc. In utterance a sentence, by virtue of the conventional force associated with it (2008: 236).

Example:

Take your hand on the table

The type of illocutionary act above is ordering. The example above in a condition where a speaker says to the hearer; take your hands on the table and the result or act from the utterance is the hearer takes her/his hands on the table. It is illocutionary act.

Another example:

I promise will give you some money

This utterance not just a statement that the speaker will give money but behind of the sentence, the speaker purpose to do something in the future to make her/his utterance made after say I promise will give you some moneyor we can say the speaker promise something. So the illocutionary of the statement above is promising.

3) Perlocutionary act

Perlocutionary act is the effect of the utterance on the hearer/reader, i.e.

the extent to which receiver‟s state of mind/knowledge/attitude is altered by

the utterance in question. According to Peccei (2005: 44) perlocutionary is

the consequent effect of the utterance on the hearer through the uttering of

linguistic expression, or the overall aim of the utterance.

There will be an effect from hearer on the command statement or order

statement. The effect from hearer called perlocutionary act.

Example:

I promise will give you some money

In the promise utterance I promise will give you some money there will

be effect from hearer. There is possible effect from hearer, positive effect or

negative effect. Positive effect will happen if the hearer is the best friend or

the people who need some money soon. The negative effect will happen if

the hearer is rich people who have much money, so he/she feel that the

speaker mock the hearer.

Another example:

Take your hands on the table

In the utterance above there will be effect from the hearer. There are

two possible effects positive and negative. If the speaker says the utterance

to his students for example the hearer will allow the order because the hearer

respect with the speaker as his teacher. If the speakers more young than the

hearer, for example the students to the teacher, so the effect for the hearer

will be negative.

Perlocutionary act correlated with the notion of illocutionary acts is the

notion of the consequence or effect such acts have on the action, thoughts, or

belief, etc. of hearer (Searle 1997: 23). For example, by arguing I may

persuade or convince someone, by warning him I may scare or alarm him, by

making a request I may get him to do something, by informing him I may

convince him (enlighten, edify, inspire him, get him to realize ). Effect,

persuade, convince, scare, alarm, convince him, enlighten, edify, inspire, get

aim to realize those are perlocutionary acts.

c. Illocutionary Acts

Hurfod and Heasley (2007:273) states that the illocutionary act (or

simply the illocution) carried out by a speaker making an utterance is the act

viewed in term of the utterance‟s significance within a conventional system of

social interaction. The illocutionary act is an utterance is intended by the speaker

under her full control. The illocutionary act performed via communicative force

of an utterance (Huford and Heasley, 2007:244). There are some names of some

utterances which are usually used by people, such as student and teacher. It

becomes important because by knowing the names of the utterances, the

responses which will be given appropriate to the interlocutors. According to

Peccei (2005: 44) illocutionary act is what the speaker is doing by uttering those

words: commanding, offering, promising, threating, thinking, etc.

a) The Concept of Illocutionary Acts

As stated in the previous section, illocutionary acts are none of the

three types of speech acts proposed by Austin which deal with the purpose,

function, or force of utterances. This type of speech acts is generally said to

be the central of speech acts and even said as the speech acts themselves

(Yule, 2003: 49).

The criteria of illocutionary acts are based on the contexts which

determine the forces or functions of the utterances (Mey, 2001:110-111).

Some utterances can be categorized as different illocutionary because of

different forces or functions which are greatly influenced by context of use.

According to Nunan (1993:65) forces are the characteristics that

differentiate speech acts from one another. Forces are mainly about the

different ways the content propositions are involved in speech acts. Some

examples of forces are pronouncing, stating, commanding, thanking, and

promising. Those forces are the functional intentions of speaker when

performing an utterance. b) The Classification of Illocutionary Acts

This study uses the speech acts theory from Searle. The categorization

of the five types of speech acts (especially illocutionary acts) that Searle

develops are as follows:

a. Representative

Representative is kinds of speech acts that state or express what the

speaker believes to be the case or not (Searle in Yule, 1996: 53). It shows

the truth condition of the meaning of the utterance. The examples types are agree, deny, affirm, believe, complain, conclude, forecast, inform, state, and suggest:

1. Agree: to say yes, to say that one is willing to do something or for

something to happen(Hornby, 1995). For example: She agreed to let

me go.

2. Deny: to say that something is not true(Hornby, 1995).For example:

She denied knowing anything about it.

3. Affirm: to state formally or confidently that something is true or

correct (Hornby, 1995). For example: He affirmed that he was

responsible.

4. Believe: to feel sure of the truth of something (Hornby, 1995). For

example: She believed everything he told her.

5. Complain: to say that one is annoyed, unhappy or not satisfied

(Hornby, 1995). For example: I cannot see a thing.

6. Conclude: to reach decision about believes as a result of reasoning

(Hornby, 1995). For example: The jury concluded that she was guilt.

7. Forecast: to say in advance what is expected to happen; to predict

something with to help of information (Hornby, 1995). For example:

He forecasts that it will be rain tomorrow.

8. Inform: to give somebody facts or information about something; to

tell somebody (Hornby, 1995). For example: We are pleased to

inform you that you have been accepted to work in office.

9. State: to express something in spoken words like carefully,

clearly(Hornby, 1995). For example: A policy state that the man is a

thief.

10. Suggest: to put something forwards as an idea or a candidate to be

considered; to purpose something or somebody (Hornby, 1995). For

example: There is something I want suggest to you. b.Directive

Directive is speech act that speakers use to get someone else to do

something (Searle in Yule, 1996: 54). It is a condition when the speaker

requests the hearer to carry out some actions or to bring out some state or

affairs. Directive illocutionary act used by the speaker to get someone

else to do something. This directive can make the hearer under an

obligation. Performative verbs denoting to this category are to ask, order,

command, request, advise, forbid, demand, and recommend:

1. Ask: to request information by means of question; to request

permission to do something (Hornby, 1995). For examples:

Could you lend me a pen, please?.

2. Order: to give an order, to request somebody or something

(Hornby, 1995). For example: I order you to leave.

3. Command: to tell somebody that they must to something

(Hornby, 1995). For example: I command you to stand at

attention.

4. Request: to ask politely for something (Hornby, 1995). For

example: He requested a loan from the bank.

5. Advise: to give advice and to recommend something to

somebody (Hornby, 1995). For examples: We were advised not

to drink the soda.

6. Forbid: to order somebody not to do something, make

something difficult or impossible (Hornby, 1995). For

examples: He was forbidden to talk her.

7. Demand: to ask for something very strongly, or as if one has a

right to do something (Hornby, 1995). For example: The

worker is demanding better pay.

8. Recommend: to praise somebody or something and say that

they are suitable for a purpose; to speak favourably of

somebody or something (Hornby, 1995). For example: The

hotel is highly recommended for its excellent facilities. c. Commissive

Commissive is kind of speech acts that speakers use to commit

themselves to do some in the future (Searle in Yule, 1996: 54). These

acts express what the speaker intends to do. Including in this type are

offer, promise, pledge, threat, refuse, and swear:

1. Offer: to put forward something to be considered, so it can

that be either accepted of refused; to present something

(Hornby, 1995). For example: I have been offer a job in

Japan.

2. Promise: to make a promise to somebody; to tell somebody

that one will definitely give or do or not to do something

(Hornby, 1995). For example: I promise to pay you the

money.

3. Swear: to use offensive words, especially when angry, to say

or promise something very seriously (Hornby, 1995). For

example: I have never seemed him before. I swear it. d. Expressive

Expressive is speech acts that stated what the speaker feels (Searle

in Yule, 1996: 53). It expresses the psychological states and can be

statements of pleasure, pain, likes, dislike, joy or sorrow. They can be

caused by something the speaker does or the hearer does, but they are

about the speaker‟s experience. Performative verbs denoting to these

illocutionary acts are to thank, congratulate, apologize, condole, deplore,

mock, welcome, blame, and praise:

1. Thank: to express gratitude to something (Hornby, 1995). For

example: Thank you for giving me the money.

2. Congratulate: to tell somebody that one is pleased about their

good luck (Hornby, 1995). For example: I congratulate you on

winning the race.

3. Apologize: to say one is sorry, especially for having done

something wrong (Hornby, 1995). For example: I apologize for

stepping your toe.

4. Mock: to laugh at somebody or something in an unkind way; to

make somebody seen ridiculous (Hornby, 1995). For example:

5. Blame: to consider or say that somebody is responsible to

something bad (Hornby, 1995). For example: I don‟t blame

you.

6. Praise: to express approval or admiration for somebody or

something (Hornby, 1995). For example: He praised her for all

her hard work. e. Declarative

Declaratives is kind of illocutionary acts that can changes world by

the utterances which are produced. Searle in Yule states that declarative

is kinds of speech acts that change the world via their utterance. The

world change which is intended here refers to any situation. It can be the

changing of the status of a person or, the ownership of something. The

verbs which belong to declarative are declare, communicate, name,

resign, and sentence:

1. Declare: to announce something formally or officially; to make

something known clearly (Hornby, 1995). For example: I

declare the meeting cancelled.

2. Communicate: to make something known; to exchange

information, news, and idea with somebody (Hornby, 1995).

For example: I find you guilty as charged.

3. Name: to give a name to somebody or something; to state

something exactly; to specify something (Hornby, 1995). For

example: I name this ship „Buster Brown‟.

4. Sentence: to state that somebody is to have a certain

punishment (Hornby, 1995). For example: I sentence you to 5

years in prison.

Based on all the explanation above, the researcher may conclude that

illocutionary acts is what actions we perform when we produce utterances.

d. Movie

Movie is recorded sequence of film or video image displayed on a screen

with sufficient rapidly as to create the illusion of motion and continuity

(www.thefreedictionary.com/movie). It may be produced by recording the

pictures, image or videos and added it with some musical background. For

recent years, movie or film considered being an important art form, now movie

become a source of education for citizens. Learned education from movies is

possible because of many messages that implied and found there. Mainly,

movies come with moral values, educational values and other values.

Movies are divided into some genres. They are adventure, action, comedy,

horror, crime and gangster, drama, historical, musical, science fiction, war, and

western or it can be the composite of them (http://www.filmsite.org/genres.html).

According to Longford (2003: 54-233) also divided some genres of movie.

Those genres are the western, the musical, the war / combat, the horror, the science fiction, and the action blockbuster. To know more about the movie genres, the researcher will explain it below.

1. Adventure

Adventure movies 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 of expeditions for lost

continents, “jungle” and “desert” epics, treasure hunts, disaster films, or

searches for the unknown.

Examples of adventure movies:

2. Action

Action movies usually include high energy, big-budget physical

stunts and chases, possibly with rescues, battle, fight, escape, destructive

crises (floods, explosions, natural disasters, fires, etc.), non-stop motion,

spectacular rhythm and pacing, and adventurous, often two-dimensional

heroes battling and others.

Example of action movies:

3. Comedy

Comedies are 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

form of comedy through cinematic history, including slapstick, screwball,

spoofs and parodies, romantic comedies and others.

Example of comedy movies:

4. Horror

Horror movies are the boundaries of sanity and madness, of the

conscious and unconscious minds, of the external surfaces of the body, the

flesh and organs within, pre-eminently the boundaries of life and death.

Horror movies dramatize the eruption of violence, often supranatural and

irrational into normative social / domestic context. Horror movies are design

to frighten and to invoke our hidden worst fears, often in terrifying, shocking

finale and entertaining us at the same time in cathartic experience. They are

often combined with science fiction like monsters. The fantasy and

supranatural movie genres are not usually synonymous with horror genre.

There are many sub-genre of horror: slasher, teen terror, serial killers,

zombies, satanic, dracula etc.

Examples of horror movies:

5. Drama

Dramas are serious, plot-driven presentations, portraying realistic

character, settings, life situations and involving intense character

development and interaction. Usually, there are not focused on special

effects, comedy, or action. Dramatic films are probably the largest movie

genre with many subsets.

Examples of drama movie:

6. Crime

Crime films are developed around the sinister actions of criminals or

mobsters, particularly bank-robbers, underworlds figures or ruthless

hoodlums who operate outside the law, stealing and murdering their way

through life. A criminal film is often categorized as film noir or detective-

mystery films, because of underlying similarities between these cinematic

forms. This category includes a description of various „serial killer‟ film.

Example of crime movies:

7. Historical

Historical movies usually called as epics. Epics include costume

dramas, war film, medical romps, or „period pictures‟ that often cover a large

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

element of the elaborate adventure films genre. Epics take an historical or

imagined event, mythic, legendary, or heroic figure, add an extravagant

setting and lavish costumes, accompanied by grandeur and spectacle,

dramatic scope, high production values, and a sweeping musical score.

Example of historical movies:

8. Science Fiction

Science fiction are often quasi-scientific, visionary and imaginative

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

setting, fantastic places, great dark and shadowy villains, futuristic

technology, unknown and unknowable forces, and extraordinary monsters.

They are sometimes an off shoot 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 film

Example of Science Fiction movies:

9. War 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 they often take a

denunciatory approach toward warfare. They may include stories of military

operations and training.

Example of War movies:

10. Musical

The musical creates a hermetically enclosed generic world whose

convention and verisimilitudes are purely and peculiarly its own and whose

function is to enable and situate the musical performances that define the

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

scores or song and dance routines in a significant way 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.

Example of musical movies:

Based on all the explanation before, the researcher may concludes that

movie is moving pictures which differed by some genre. They are adventure,

action, drama, and etc.

e. Finding Nemo Movie

Finding Nemo is an animated film that was released in 2003, directed by

Andrew Stanton, Lee Unkrich. Finding Nemo was produced by Pixar Animation

Studios and Walt Disney pictures. Voiced in the film include Albert Brooks, Ellen

De, Alexander Gould, Willem Dafoe, and Geoffrey Rush. This animated film also

contains elements of various genres ranging from adventure, comedy, and family.

Finding Nemo tells the story of a kind of clown fish named Marlin. Marlin

and his partner were happy middle because the eggs will soon hatch theirs. That

means the two of them will soon become parents. But before happiness was

realized there was a ferocious fish that want to make their eggs as a meal. A mother's instinct to make a couple of Marlin tried to protect her eggs. Marlin itself is also doing the same business. But unfortunately, Marlin fish attack from the unconscious. When he awoke, he realized that the eggs and her partner is not there. This makes very sad Marlin. So then he saw an egg that was still alive.

Marlin then promised that he would protect these children from anything. And

Marlin gave her name is Nemo. Years later, Nemo were grown up. However

Marlin still saves the trauma of the past. So he often forbids Nemo do various things that he is dangerous. One of the loudest ban given to Nemo Marlin was never to Nemo out of coral reefs. Because Marlin sure a lot of dangers that await her there. Once when Nemo was playing with his school friends turned out to

Nemo reckless action that is out of the coral reefs. This is done Nemo because he cannot stand with various prohibitions of his father, who he thinks is excessive.

So when Nemo was out of the reef turns out there was a diver who caught it. It certainly makes Marlin directly pursue divers. Unfortunately, divers had already boarded the ship which of course can no longer be pursued by Marlin. Marlin were harassed when out Nemo is taken by someone in front of his eyes. He felt like a failure to keep its promise in order to protect from any Nemo. Marlin returned to find hope when goggles belonged to people who take turns falling

Nemo. Of those addresses, then Marlin undertake a long journey at once heartwarming to be able to find Nemo. (https://filmbor.com/finding- nemo/sinopsis/).

Based on all the explanation before, the researcher may conclude there

are many illocutionary acts that found this movie. The researcher choose this

movie because to analyzed of illocutionary acts that found in Finding

Nemomovie to teach speaking for the reason that is very important and interested

way to teach about utterances in teaching speaking.

f. Teaching Speaking

In language learning, learners should master four language skills they are

speaking, reading, writing and listening. Brown (2007: 8) says that teaching is

guiding and facilitating learning, enabling the learner to learn, and setting the

condition for learning. Teaching may be defined as showing or helping someone

to learn how to do something, giving instruction, guiding in the study of

something, providing with knowledge, causing to know or understand. Teaching

is the activities of educating or instructing, or activities that impart knowledge or

skill.

Speaking is the productive or oral skill. According to Thornburry (2005:

1) speaking is so much part of daily life that the people take it for granted. So,

teaching speaking is giving instruction to a person in order to

communicate.Many language learners regard speaking ability as the measure of

knowing a language. These learners define fluency as the ability to converse

with others, much more than the ability to read, write, or comprehend oral

language. The teacher regard speaking as the most important skill because can

be acquire, and to assess progress in terms of students accomplishments in spoken communication.

Language learners need to recognize that speaking involves three areas of knowledge:

a. Mechanics (pronunciation, grammar, and vocabulary): Using the right

words in the right order with the correct pronunciation

b. Functions (transaction and interaction): Knowing when clarity of message

is essential (transaction/information exchange) and when precise

understanding is not required (interaction/relationship building)

c. Social and cultural rules and norms (turn-taking, rate of speech, length of

pauses between speakers, relative roles of participants): Understanding

how to take into account who is speaking to whom, in what circumstances,

about what, and for what reason.

In the communicative model of language teaching, instructors

help students develop this body of knowledge by providing authentic

practice that prepares students for real-life communication situations. The

teacherhelp students develop the ability to produce grammatically correct,

logically connected sentences that are appropriate to specific contexts, and

to do so using acceptable (that is, comprehensible) pronunciation.

(http//www.nclrc.org/essentials/speaking/spandex.htm)

Based on all the explanation before, the researcher may conclude

that speaking activities provide opportunities for rehearsal give both

teacher and students feedback and motivate students.

B. Previous Study

To provide the originality of this research, the researcher wants to

present the previous researches which deal with the students‟ attitude toward

English subject. As the related studies, the researcher uses two studies from

previous researchers in the same field as this study. In the first previous study,

the researcher takes Destra Wibowo Kusumo (2015) from Yogyakarta States

University that conducted a research entitled “A Pragmatic Analysis Of

illocutionary Acts In English Teaching-Learning at SMA N 1 Wates Kulon

Progo”. In his study, the writer found that the objective of the study is to

describe the illocutionary acts by teacher in English teaching-learning process at

SMA N 1 Wates Kulon Progo. The method that used by the researcher is

qualitative method. The data included all utterances from English teaching-

learning process containing illocutionary acts. The result of the study shows us

that there are 438 utterances, as folows representative 105 utterances, expressive

49 utterances, directive 278 utterances, and commissive 6 utterancesand there

are not found declarative categories. .

Second previous study, the researcher takes Siti Zumaroh (2012) from

State Institude for Islamic Studies (STAIN)Salatiga that conducted a research

entitled “The Analysis of Speech Acts used in Air Force One Movie Script”. In her

study, the writer found that the objective of her study is to describe the speech acts

from of the utterance among the character in Air Force One movie script. The writer

used the descriptive method to classify and analyze the utterance. The result of the

study shows us that there are 127 direct speech act, 35 indirect speech acts, 147

literal speech acts, 16 non literal speech acts, 121 direct and literal speech acts, 11 direct and non literal speech act, 28 indirect and literal speech acts, and also 5 indirect an non literal speech acts. The writer also found five categories of illocutionary acts from the movie script as follows 53 representatives, 64 directives,

29 commissives, 17 expressives, and there are not found declarative categories.

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

Destra Wibowo Kusumo and Siti Zumaroh 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 study and the two others study is the objective. The objective of Destra Wibowo Kusumo research is to describe the illocutionary acts in English teaching-learning process, while the objective of Siti Zumaroh research is to describe the speech acts from of the utterance among the character in Air Force One movie script.

The researcher herself is going to find types of illocutionary acts and the application of illocutionary acts found in Finding Nemo movie in teaching speaking.

CHAPTER III RESEARCH METHODS

This chapter consists of research method. Research method is necessary to find the result of the research. It is very useful for the researcher in solving the problem. According to Arikunto (2010: 203), research method is a way used by the researcher in collecting data. In order to make the discussion of the research method clearer, the researcher divides this chapter into type of research, object of research, unit of analysis, source of data, instrument of the study, technique of collecting the data, technique coding the data, and technique of analyzing the data.

A. Type of the Research

In this part the researcher would like to explain about the type of

research that she uses. To conduct this study, the researcher deals as a kind

of research procedure that generates descriptive data in words and languages

from (Moleong, 2011:3). Qualitative research is used to understand

phenomena focusing on the total picture rather than breaking it down into

variables. The goal of qualitative research is a holistic picture and a depth of

understanding rather than a numeric analysis of data.

According to Sugiyono (2012: 13), the characteristics of qualitative

research as follow:

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

data and research is the key instrument.

2. Qualitative research is descriptive. The data collected is in the

form of words of pictures rather than number.

3. Qualitative research is concerned with process rather than simply

with outcomes or products.

4. Qualitative researches tend to analysed their data inductively.

The result of descriptive qualitative research is not shown with

statistic procedure in analyzing the data, but the result present data in from

of description. It is because of the data that collected was words and may

pictures, not numeral data. In a qualitative research, the researcher made an

accurate explanation to analyzed and reveal what have been found.

B. Object of the Research

Object here means the object of research that researcher tries to

examine and analyzed. Object in qualitative research is totally different if

compare with object in quantitative research. According to Sugiyono

(2011: 215) in qualitative research there is no population term, but

Spradley named “social situation” or social situation that is consist of three

elements are: place, actor, activity that have a synergy interaction. The

object of this research is the form of all dialogue of Nemo characters that

taken from Finding Nemo movie script.

C. Unit of Analysis

The researcher used unit of analysis for doing this research. The unit

of analysis of this research used script by Nemo‟s utterances in Finding

Nemo movie directed by Andrew Stanton released in 2003 produced by

Pixar Animation Studios and Walt Disney pictures.

D. Source of Data

According to Arikunto (2010: 172), source of data on the research is

subject from where the data can be gained. If the researcher uses interview

or questionnaire in collecting the data, so the source of the data is called

respondent. Meanwhile, if the researcher uses observation technique,

source of the data can be good, activity or process of something.

Moreover, if the researcher uses documentation, the source of the data is

documents.

The primary data used by the researcher is the all of utterances from

Finding Nemo movie, there are 1005 utterances. The researcher in this

research only used the form of utterances of Nemo characters that taken

from Finding Nemo movie script. The secondary data is the movie itself

and other books that related to this research.

E. Instrument of the Study

The key instrument of the collection used in this qualitative research

was the researcher itself. Sugiyono (2011: 213) says in qualitative

research, the researcher is the key instrument. In addition to this, several

steps to collect the data were watching the movie and reading the script.

Then, the writer took some notes to construct the analysis based on the

data obtain. All steps were done by the researcher. So, the researcher was

the key instrument of the study.

F. Technique of Collecting the Data

Data collection is systematic procedure to get the data that the

researcher needs. In collecting data, the researcher needed some

techniques. Sugiyono (2012: 224) state that technique of collecting data is

the strategies way in research, because the main purpose of the research is

getting the data. Without knowing the technique of collecting data, so the

researcher will not get the data that complete data standard.

According to Catherine Marshall, Gretchen B. Rossman, Sugiyono

(2012: 225) says the fundamental method relied on by qualitative

researchers for gathering information are, participation in the setting,

direct observation, in-depth interviewing, and document review. Beside,

Creswell (2012: 233) state that researcher collect one or more of the four

basic categories of qualitative data: observations, interviews, documents,

and audiovisual materials.

Based on the explanation above, in generall there are four kinds of data

collecting technics, there are obsevatin, interview, documentation, and

triangulation. In this research, the researcher uses documentation methode

to collect the data. She does the following steps:

1. Searching the movie and the script of Finding Nemo movie.

2. Watching the Finding Nemomovie.

3. Reading the script of Finding Nemo movie.

4. Detecting there is illocutionary acts or not in Finding Nemo movie.

5. Taking some notes of the illocutionary acts in the movie.

G. Technique of Coding the Data

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

data, each datum is marked by code. The coding of data in this research

can be seen through the following ways:

1. The number of each datum.

2. The characters by Nemo in the movie that produce the utterance

contain illocutionary acts.

3. Type of illocutionary acts.

a. Reprsentative (R)

b. Directive (Dr)

c. Commissive (C)

d. Expressive (E)

e. Declarative (Dc)

4. The time begining until finish when the speakers produce the

utterance.

To make clear the coding, an example will be presented:

(01/E/00:02:36-00:03:48)

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

utterance is Nemo. The utterance is showing type of illocutionary act

that is expressive (E). The utterance is on the time 00:02:36-00:03:48

in the movie.

H. Technique of Analyzing the Data

According to Sugiyono (2012: 224) data analysis is a process of

finding and arranging systematically the data from interview, field notes,

and documentation. Data analysis is the important thing in a research

involved selection, classification, categorization, looking for specific

pattern, and drawing a conclusion. Sudjana (2009: 126) says qualitative

data can be arranged and interpret directly to find the conclusion of the

researcher is not necessary to do the mathematic counting in data

processing.

In this research, the technique of analysis data covers the following

steps:

1. Collecting all of the illocutionary acts.

2. Coding the data collection.

3. Classifying the type of the illocutionary acts.

4. Describing the types of illocutionary acts in movie script entitled

Finding Nemo, the context of illocutionary acts, and the data

interpretation.

5. Making conclusion and suggestion.

CHAPTER IV RESEARCH FINDING AND DISCUSSION

In this chapter the researcher presents the result of the analysis of illocutionary acts in movie entitled Finding Nemo. In analysing the data, the researcher uses theory of speech acts from Searle theory. The researcher is conducted based on the steps as follow:

A. Research Finding

In these research findings, the researcher would like to present the classification of illocutionary acts from Nemo utterances in Finding Nemo movie there are 30 utterances that are indicated containing illocutionary acts.

Table 01. The percentage of research finding

Types of Illocutionary Acts Frequency Percentage (%)

Representative 11 36.67%

Directive 14 46.67%

Commissive 1 3.33%

Expressive 4 13.33%

Declarative - -

Total 30 100%

Based on the table the researcher find of illocutionary acts there are

30 utterances as follow representative 11 utterances 36.67%, directive 14

utterances 46.67%, commissive 1 utterance 3.33%, and expressive 4 utterances 13.33%. The declarative were not finding in this research.

B. Discussion

The researcher took the data from the dialogue of Nemo as main character in Finding Nemo, an animation movie by Andrew Stanton. First, the researcher will identified the illocutionary acts found in Nemo‟s utterance.

Second, the researchers will application the illocutionary acts found in Finding

Nemo movie in teaching speaking. Below the explanation of discussion as follows:

1. The Illocutionary Acts Found in Finding Nemo Movie

Yule (2003: 48) states that illocutionary act is the communicative

purpose in their utterance such as request, prediction, offer, and etc. Based

on Searle in Yule theory there are five types of illocutionary acts there are

representative, directive, commissive, expressive, and declarative.

a. Representative

Representative is kinds of speech acts that state or express what the

speaker believes to be the case or not (Searle in Yule, 1996: 53). It shows

the truth condition of the meaning of the utterance. The example is these

types are agree, deny, affirm, believe, complain, conclude, forecast,

inform, state, and suggest. The following are Nemo‟s utterance that

included in representative illocutionary act:

1) Affirming

03/R/00:06:20--00:06:27

MARLIN: “Are you sure wanna go to school this year? Cause there is no problem if you don‟t, you can wait 5 or 6 years.” NEMO : “Come on, dad. It’s time for school.” These are aspects which supported an analysis as follows: a. Context of situation

That dialogue took place in Nemo‟s house. In that morning, before

going to school, Marlin asks Nemo whether he really want to school

this year or not. Marlin does not want force his son to go to school if

he is not already yet. But, surely Nemo affirms that he really believe

want to start school this year. b. Data Interpretation

From the dialogue, Marlin asks to Nemo whether he really want to

start school this year or not. Then Nemo answers “Come on, dad. It‟s

time for school”. From the utterances, Nemo affirms that he really

want to start school this year. He conveys it by invite his father to go to

school soonly.

Nemo‟s illocutionary act above is representative. Representative

describes some state of affairs. Nemo conveys that he really want to

start school from this year. It is clear that this utterance is affirming.

Here, the speaker affirms that he really want to start school this year.

2) Believing

25/R/01:27:35--01:27:37

MARLIN: “No, I am not gonna lose you again!” NEMO: “Dad, there’s no fine! It’s the only way we can save Dory! I can do this!”

These are aspects which supported an analysis as follows: a. Context of situation

At that moment, Nemo and Dory have met with Marlin. It occurs in

the ocean. But, immediately they are caught by fishing nets together

with hundreds of other fish. Nemo and Marlin lucky, they are not

caught. Dory is caught in the fishing net. Nemo swim into the fishing

net in order to save them by inviting them to swim down. Marlin

worries about what Nemo doing, he is scared lost him again. b. Data Interpretation

From the dialogue, Marlin orders Nemo to get out of the fishing net.

But, Nemo ignores his order. He does not want to get out of the fishing

net because he believes his plan will success, as he said “I know this

will work!”. It is obvious that Nemo‟s illocutionary act is

representative. The speaker, Nemo states his believe that his plan will

be success. By swimming down they will free from the fishing net. It

is a clear that this utterance is believed.

3) Forecasting

05/R/00:07:17--00:07:21

NEMO : “Dad, maybe while I’m at school, I’ll see a shark!” MARLIN: “I highly doubt that!”

These are aspects which supported an analysis as follows: a. Context of situation

At the time Nemo is really want to see a shark. When he is on the way

to school he hopes would meet a shark. He is very curious with it

because his mother and daughters/sisters are eaten by it. b. Data Interpretation

From the dialogue, Nemo tells to his father that he hope will meet a

shark at the school. By saying “Dad, maybe while I‟m at school, I‟ll

see a shark!”. Nemo conveys his hope that he is really want to see a

shark.

Nemo illocutionary act above is representative. Nemo conveys a hope

that he want to see a shark. It is clear that this utterance is forecast.

Forecast is to say in advance what is expected to happen. Here, the

speaker expected to see a shark.

4) Informing

4.1. 04/R/00:06:33--00:06:35

MARLIN: “Brush!” NEMO : “Okay, I’m done.”

These are aspects which supported an analysis as follows: a. Context of situation

In the dialogue the participants are Nemo and Marlin. The setting of

place is in Nemo‟s house. At that time Nemo and Marlin will go to

school. Before they go, Marlin reminds Nemo to brush his body. Then,

Nemo do it by himself.

b. Data Interpretation

From the dialogue, Marlin as Nemo‟s father orders him to brush his

body before go to school. Then, Nemo do it. After finished he tells his

father by saying “Okay, I‟m done”. From the utterance, Nemo informs

that he has finished brushing. It is obvious that Nemo‟s illocutionary is

representative. Nemo tells his father that he finished brushing. It is

clear that this utterance includes informing.

4.2. 09/R/00:13:01--00:13:05

TAD : “Come on Nemo. How far can you go?” NEMO: “Uh, my dad says it’s not safe.”

These are aspects which supported an analysis as follows: a. Context of the situation

In the dialogue the participants are Nemo and Tad. It took place in the

ocean. At the moment, Nemo is playing together with his friends; they

are Tad, Pearl, and Sheldon. They are amazed by the beauty of the

ocean. They look a boat upon the sea, they call it a butt. Tad, Pearl,

and Sheldon swim into the ocean and they invite Nemo to follow them. b. Data Interpretation

From the utterance above, Tad invites and challenges Nemo how far he

can swim. By saying “Uh, my dad says it‟s not safe”, he tells what his

father ever said that is swimming far in the ocean is not safe.

Nemo‟s illocutionary act above is representative. Nemo affirms Ted,

Pearl, and Sheldon that his father ever said that the ocean is not safe.

So, this utterance includes informing because here the speaker gives information or tells something to somebody.

4.3. 18/R/00:30:03--00:30:11

GILL : “I just wanna see him do it, okay? Calm down. Alternate wiggling your fins and your tail.” NEMO : “I can’t. I have a bad fin.”

These are aspects which supported an analysis as follows:

a. Context of the situation

Participants of the dialogue are Nemo and Gill (and friends). The dialogue above occurs at an aquarium in the dentist room. At that time,

Nemo is sucked up into a pipe in the aquarium because he panic and afraid to Darla. He asks help to Gill and all sea animals in the aquarium to pull him out of the pipe. Gill forbids anyone to help him because he believes that he can do it by himself.

b. Data Interpretation

From the dialogue, Gill does not want to help Nemo get out from the pipe. He also forbids anybody to help him because he believes Nemo can do it by himself. But Nemo said that he cannot do it by himself. He told that his fin is bad.

Nemo‟s illocutionary act above is representative. Nemo tells that he has a bad fin. Tell about something to somebody is called informing.

So, Nemo‟s utterance includes informing.

4.4. 30/R/01:32:07--01:32:12

NEMO : “Uh, dad, you can let go now.” MARLIN: “Sorry! Now go have an adventure!”

These are aspects which supported an analysis as follows: a. Context of situation

Participants of the dialogue are Nemo and Marlin. It takes place in

school. At that moment, Nemo is back to school. He is driven by his

father and Dory. Marlin has to leave and let his son together with his

teacher and friends. b. Data Interpretation

From the dialogue, Nemo tells his father that it is time for him to go, as

Nemo said “Uh, dad, you can let go now”. By the utterance Nemo

wants his father to go and let him study with his teacher and friends.

That is because based on the context learning process will be started

immediately. So, Nemo‟s illocutionary act above is representative

and the utterance is informing. Indirectly, Nemo in this dialogue is

informing his father that learning process will be started immediately.

So, his father has to go and let him together with his teacher and

friends.

5) Denying

10/R/00:13:09--00:13:12

MARLIN: “You were about to swim into open water!” NEMO : “No, I wasn’t go out.”

These are aspects which supported an analysis as follows:

a. Context of situation

Participants of the dialogue are Nemo and Marlin. It took place at

school. In the dialogue, Nemo is invited by his friends to swim up

close to the boat. Before he swim follow his friends, then his father

come and avoid him to not do it. Marlin worries his son will swim into

open water.

b. Data Interpretation

Marlin worries about Nemo‟s safety. He thinks that Nemo was swim

into open water. Nemo tries to explain that he does not swim into open

water. He explains by saying “No, I wasn‟t go out”. By the utterance

Nemo denying clearly that he does not swim into open water.

Nemo‟s illocutionary act above is representative. Nemo denies his

father‟s statements that suppose he has swum into open water. This

utterance includes denying. Denying is an illocutionary verb used to

say that something is not true.

6) Stating

11/R/00:13:17--00:13:24

MARLIN: “This does not concern you, kids. And you‟re lucky I don‟t tell your parents you were out there. You know you can‟t swim well.” NEMO : “I can swim fine,dad. Okay?”

These are aspects which supported an analysis as follows:

a. Context of situation

Participants of the dialogue are Nemo and Marlin. It occurs in the

ocean. At the moment, Marlin is angry. He advises Nemo. Marlin is

very worry about him because with his little fin he cannot swim well. b. Data Interpretation

The dialogue above shows that Marlin angry with Nemo and his

friends. Even, he states that Nemo cannot swim well. But Nemo denies

it by saying “I can swim fine,dad. Okay?”. He states his believe to his

father that he can swim well. It is obvious that Nemo‟s illocutionary

act is representative. The utterance includes stating because he state

clearly that he can swim well.

7) Agreeing

19/R/00:40:12--00:40:19

GILL : “He‟s fine, he can do this. So sharkbait, what do you think?” NEMO:“Let’s do it.”

These are aspects which supported an analysis as follows: a. Context of the situation

Participants of the dialogue are Nemo and Gill. It takes place at

aquarium in the dentist room. At that moment, Gill plans to escape

from the aquarium. To do that plan, he needs one of them to take a

pebble inside of the filter and jam the gears. According to him, Nemo

is the only one who can get in and out of that filter because his body is

the most little of them.

b. Data Interpretation

From the dialogue, Gill request Nemo to get to the filter and take a

pebble inside it. He agrees with Gill‟s request. His agreement can be

known from his utterance “Let‟s do it”. What Nemo said is not only an

inviting but a statement of agreement. It is obvious that Nemo‟s

illocutionary ac is representative. Nemo states his believe that he can

do it by agreeing Gill‟s request. It is clear this utterance is agreeing.

8) Concluding

20/R/00:48:30--00:48:38

GILL : “Well, you‟re lucky to have someone out there who‟s looking for you.” NEMO : “He’s not looking for me. He’s scared of the ocean.”

These are aspects which supported an analysis as follows: a. Context of situation

Participants of the dialogue are Nemo and Gill. It takes place at

aquarium in the dentist room. At that time, Nemo is missing his

father; he is very want to back to him. Gill understands what Nemo

feel. Gill thinks that Nemo‟s father is looking for him. But according

Nemo, his father is scared with the ocean, so he will not be able to

look for him. b. Data Interpretation

From the dialogue, Gill said that Nemo is lucky because his father

must be looking for him. Nemo does not believe that his father will

look for him because he is scared with the ocean as he said “He‟s not

looking for me. He‟s scared of the ocean”.

Nemo‟s illocutionary act above is representative. Nemo does not

believe that his father will look for him because his father is scared

with the ocean. So he concludes that he will not look for him. It is a

clear this utterance is concluding.

b. Directive

Directive is speech act that speakers use to get someone else to do

something (Searle in Yule, 1996: 54). It is a condition when the speaker

requests the hearer to carry out some actions or to bring out some state or

affairs. Performative verbs denoting to this category are to ask, order,

command, request, advise, forbid, demand, recommend. The following

are Nemo‟s utterance that included in directive illocutionary act:

1) Ordering

1.1. 01/D/00:05:34--00:05:42

NEMO : “First day of school! First day of school! Wake up, wake up! Came on, first day of school!” MARLIN: “I don‟t wanna go to school. Five more minutes.”

These are aspects which supported an analysis as follows:

a. Context of situation

The participants of the dialogue are Nemo and Marlin, the setting of

place in Nemo‟s house. At the moment is the first day of school for

Nemo. He wake up early morning, and then makes noisy while beating

his father with his tail. b. Data Interpretation

From the dialogue, Nemo conveys an order to his father. He requests

the hearer to wake up. It is obvious that Nemo‟s illocutionary act is

directive, and the illocutionary force is ordering. It can be known

because Nemo‟s utters the utterance while beating his father. Directive

describes the speaker‟s represent to get someone to do something.

Someone in this context is Marlin. So in that utterance, Nemo orders

his father to wake up.

1.2. 02/D/00:05:44--00:05:49

NEMO : “up, get up! It’s time for school! It’s time for school! It’s time for school! It’s time for school! Oh boy! Oh boy!” MARLIN: “All right. I‟m up.”

These are aspects which supported an analysis as follows: a. Context of situation

In the dialogue above occurs in Nemo‟s house with the participant are

Nemo and Marlin. At that moment, one day Nemo will go to school

for the first day. He wakes up early morning happily. His happiness

expressed by singing an absurd song. He makes a noisy which causes

his father wake up from his sleep. In his song he requests his father to

get up and then drive him to school.

b. Data interpretation

From the dialogue, Nemo conveys his request his father. By saying

“Get up, get up! It‟s time for school! It‟s time for school! It‟s time for

school! It‟s time for school! Oh boy! Oh boy!”, he requests his father

to get up from his sleeping. He asks her father to get up soon by

informing to his father that now is time for school.

Nemo‟s illocutionary act above is directive. Directive describes the

speaker‟s represent to get his father to do something. In that utterance,

it is clear that the utterance is ordering.

2) Asking

2.1. 06/D/00:08:57--00:09:02

NEMO : “Dad, dad…can I go play too? Can I?” MARLIN: “I would feel better if you go play over on the sponge beds.”

These are aspects which supported an analysis as follows: a. Context of situation

The participants of the dialogue are Nemo and Marlin. It takes place in

Nemo‟s school. At the time, Nemo has at school, he friends his friends

playing swimming here and there. As a little fish, he has a desire to

join playing with them. b. Data Interpretation

From the dialogue, Nemo conveys his desire to join playing with his

friends. By saying “Dad, dad…can I go play too? Can I?”, he asks

permission to his father to play with his friends. Nemo‟s illocutionary

act above is directive. Nemo wants to play with his friends. Before

join them, he asks his father whether he can join them or not. It is clear

that this utterance is asking.

2.2. 14/D/00:26:50--00:26:54

DEB : “Oh, he‟s scared to death.” NEMO: “I wanna go home. Do you know where my dad is?”

These are aspects which supported an analysis as follows: a. Context of situation

The dialogue between Nemo and Deb above occurs in an aquarium in

the dentist room. At the moment, after caught by a diver, Nemo is

placed in an aquarium in the dentist‟s room. He is a new comer in the

aquarium. There are some animals there, one of them is Deb. At the

time Nemo is scared and he wants to go home. b. Data Interpretation

From the dialogue, Nemo wants to go home and back together with his

father, Marlin. He tries to ask the sea animal in the aquarium about his

father. He asks “I wanna go home. Do you know where my dad is?” to

them.

Nemo‟s illocutionary act is above is directive. Nemo asks the sea

animal in the aquarium whether they know where his father is or not.

This utterance includes asking. The speaker here requests information

to the hearer through a question.

2.3. 15/D/00:29:21--00:29:25

NEMO : “What? What’s wrong with her?” GURGLE: “She doesn‟t stop shaking the bag.”

These are aspects which supported an analysis as follows: a. Context of situation

The dialogue between Nemo and Gurgle above occurs in an aquarium

in the dentist room. The situation at the time, the dentist will give

Nemo as a present to his niece, Darla. Darla will come to pick and

bring Nemo home. Darla is known as a daughter who like playing fish

as she want, she likes shaking fish in the bag. Hence, the sea animals

in the aquarium (except Nemo) are shocked when hear a name Darla. b. Data Interpretation

Nemo was curious why all animals in the aquarium are shocked when

they hear name of Darla. He tries to get an answer by asking them,

“What? What‟s wrong with her?”. He is very curious and wants to

know what is wrong with Darla.

Nemo‟s illocutionary act above is directive. Nemo requests

information to the animals in the aquarium about Darla. So, this

utterance includes asking.

2.4. 23/D/01:24:49--01:24:58

NEMO : “Umm, excuse me. Are you all right?” DORY :“I don‟t know where I‟m I don‟t know what‟s going on. I think I lost somebody but I can‟t remember.” These are aspects which supported an analysis as follows:

a. Context of situation

The dialogue between Nemo and Dory above occurs in the ocean. At

that time, Nemo has succed escape from the aquarium. When he is

looking for his father in the ocean he meets Dory. Dory is a fish who

help Marlin looking for Nemo, but Marlin has gone leaving her. He

gives up and thinks that the searching process of Nemo has finished. b. Data Interpretation

From the dialogue, Nemo asks about Dory condition. He looks Dory in

confusion, so he asks her. “Umm, excuse me. Are you all right?”. He

wants to know whether Dory fine or not.

Nemo‟s illocutionary act above is directive. The speaker requests

information to the speaker. So, Nemo‟s utterance is asking.

3) Requesting

3.1. 07/D/00:10:23--00:10:30

MARLIN: “Just so you know, he‟s got a little fin. I find if he‟s having trouble swimming, let him take a break. Ten, fifteen minutes.” NEMO: “Dad, it’s time for you go now.”

These are aspects which supported an analysis as follows: a. Context of situation

The dialogue between Nemo and Dory above occurs in the Nemo‟s

school. At the moment, Nemo was a clown fish which born from an

egg of Coral, the wife of Marlin. Nemo is the only egg which is left

from some eggs that eaten by a shark. Nemo was born with abnormal

fin. One of his fins was defect. When he was at school, his friends

invited him to play swimming away. His father tried to explain them

that Nemo has a trouble in swimming, his fin was little and defect. b. Data Interpretation

From the dialogue, Marlin tries to explain that Nemo has trouble in

swimming because he has little and defect fin. He explains by saying

“Just so you know, he‟s got a little fin. I find if he‟s having trouble

swimming, let him take a break. Ten, fifteen minutes”.Nemo fell shy.

By saying “Dad, it‟s time for you go now”, he requests his father to

leave and go home. He thinks if his father gives explanation more he

will feel shyer. So, is better for him if his father leaves and goes home.

It is obvious that Nemo‟s illocutionary act is directive. Nemo request

his father to leave him and go home. It is clear that this utterance is

requesting.

3.2. 08/D/00:12:17--00:12:26

NEMO: “Hey guys,wait up! Whoa.” TAD : “Cool.”

These are aspects which supported an analysis as follows: a. Context of the situation

The dialogue between Nemo and Tad above occurs in the ocean. At the

time, Tad and his two friends swam to the ocean. Nemo followed

them, but they swam quickly. He wanted them to wait him.

b. Data Interpretation

Based on the context, Nemo swims following Tad and his two friends

who swim to the ocean. But, they swim quickly so Nemo left behind

them. Then Nemo requests them to wait him as he utters in the

dialogue “Hey guys,wait up! Whoa”. From the dialogue, Nemo‟s

illocutionary act is directive. Here, the speaker intends to get someone

to do something. Nemo asks the hearer to wait him. So the

illocutionary force of this utterance is requesting.

3.3. 16/D/00:29:34--00:29:44

PEACH :“She‟s a fish killer.” NEMO :“I can’t go with that girl! I have to get back to my dad! Aaah! Daddy! Help me!”

These are aspects which supported an analysis as follows: a. Context of the situation

The conversation between Nemo and Peach above occurs in the

aquarium in the dentist room. Peach is one of animals in the aquarium

that has been living long time enough. He tells Nemo that Darla is a

fish killer, so Nemo is very afraid hear that. He does not want to go

with her. b. Data Interpretation

From the dialogue, Nemo panicked when he know that Darla is a killer

fish. He is afraid and hopes his father help him. Actually, by the

utterance Nemo requests a help to his father. But, based on the context,

his father is not with him. By saying “I can‟t go with that girl! I have

to get back to my dad! Aaah! Daddy! Help me!”Nemo asks help to the

animals in the aquarium. He wants them to help himback to his father.

From the utterance, Nemo‟s illocutionary act is directive. He asks for

something to someone. So, it is clear that this utterance is requesting.

3.4. 17/D/00:29:57--00:30:02

NEMO : “Can you help me?” GILL : “No, you got yourself in there, you can get yourself out.”

These are aspects which supported an analysis as follows: a. Context of the situation

The conversation between Nemo and Gill above occurs in the

aquarium in the dentist room. At the moment, Nemo is pulled up into

the pipe in the aquarium. He asks help to pull him out from the pipe b. Data Interpretation

In the dialogue, Nemo asks for help. Based on the context, Nemo

pulled into a pipe in the aquarium. He feels cannot get out from the

pipe. So, h asks a help.

Nemo‟s illocutionary act above is directive. Here, the speaker intends

to get someone to do something. He asks the hearer to help him get out

from the aquarium. So, this utterance is requesting.

3.5. 22/D/01:15:53--01:15:56

NEMO :“Gill! Don’t let me go belly up!”

GILL : “Just calm down, Nemo.” These are aspects which supported an analysis as follows: a. Context of situation The conversation between Nemo and Gill above occurs in the

aquarium in the dentist room. At that time, the dentist caught Nemo by

a seine from the aquarium. He was going to put Nemo in a bag as a

present for his niece, Darla. b. Data Interpretation

From the dialogue, Nemo asks Gill to do let him caught by the dentist,

as he said “Gill! Don‟t let me go belly up!”. He does not want to be

the present for Darla, so he asks help to Gill. It is obvious that

Nemo‟sillocutionary act is directive. Nemo request Gill to help him

out from the dentist‟s seine. It is clear that this utterance is requesting.

3.6. 26/D/01:27:37--01:27:45

MARLIN: “No, I am not gonna lose you again!” NEMO : “Dad, there’s no fine! It’s the only way we can save Dory! I can do this!”

These are aspects which supported an analysis as follows: a. Context of situation

The conversation between Nemo and Marlin above occurs in the

ocean. At that moment, Marlin does not want lost Nemo again.

Therefore, he forbids Nemo get into the fishing net. But, continuously

Nemo tries to make his father believe that it is the only way to save

Dory, and Nemo will be okay.

b. Data Interpretation

From the dialogue, Marlin said that he does not want lost Nemo again.

He worries will be caught by fish man. But, Nemo tries to explain that

there is no time and it was the only way to save Dory. He said “Dad,

there‟s no fine! It‟s the only way we can save Dory! I can do this!”.

Nemo‟s illocutionary act above is directive. By that utterance, the

speaker explains that there is no time and it is the only way to save

Dory. Through the utterance the speaker wants the hearer to believe in

him. It is clear that this utterance is requesting.

3.7. 27/D/01:27:54--01:28:00

NEMO :“Tell all the fish to swim down!” MARLIN:“Well, you hear my son? Come on!”

These are aspects which supported an analysis as follows: a. Context of situation

The conversation between Nemo and Marlin above occurs in the

ocean. At that time, Nemo can make his father believe that he can be

help Dory get out of the fishing net. Immediately, he commands Dory

and all fish in the fishing net to swim down. b. Data Interpretation

The dialogue above shows that Nemo wants all fish in the fishing net

to swim down. It can be known from his utterance “Tell all the fish to

swim down!”.

Nemo‟s illocutionary act above is directive, because he intends to get

someone to do something. So, it is clear that this utterance is

requesting. He requests his father to tell all fish to swim down.

4) Commanding

28/D/01:28:16--01:28:20

NEMO :“Come on! You have to swim down!” DORY : “Swim down, okay.”

These are aspects which supported an analysis as follows: a. Context of the situation

The dialogue above between Nemo and Dory above occurs in the sea

of Sydney. At that moment is known that to escape from the fishing

net. Dory and other fish have to swim down. Therefore, Nemo directs

them to continue swim down. b. Data Interpretation

From the dialogue, Nemo gives a direction to Dory and other fish to

swim down. It is known from utterance “Come on! You have to swim

down!”.Nemo‟s illocutionary act above is directive. Here, the speaker

intends to get someone to do something. So, it is clear that this

utterance is commanding. Nemo commands Dory and all of fish in the

fishing net to swim down.

c. Commissive

Commissive is kind of speech acts that speakers use to commit

themselves to do some in the future (Searle in Yule, 1996: 54). These

acts express what the speaker intends to do. Including in this type are

offer, promise, pledge, threat, refuse, and swear.The following are

Nemo‟s utterance that included in commissive illocutionary act:

1) Offering

24 /C/01:24:54--01:25:05

DORY :“I don‟t know where I am? I don‟t know what‟s going on. I think I lost somebody but I can‟t remember.” NEMO:“It’s okay, it’s okay. I’m looking for someone too. Hey, we can look together.”

These are aspects which supported an analysis as follows:

a. Context of situation

The dialogue above between Nemo and Dory above occurs in the

ocean. At that moment, Nemo looks Dory is confusing. When he asks

her condition, she answers that she does not know where she is, she

does not know what is going on. She lost somebody and she cannot

remember it.

b. Data Interpretation

From the dialogue, Dory look sad and confused. Dory said that she lost

somebody. While at the same time Nemo is looking for his father.

Because both of them are looking for somebody, by the utterance “I

don‟t know where I am? I don‟t know what‟s going on. I think I lost

somebody but I can‟t remember”. Nemo offers Dory to look for

together. They do not know that somebody who they looking for is

same, Marlin.

Nemo‟s illocutionary act above is commissive. The speaker offers a

help to the speaker. So, Nemo‟s utterance is offering. He offers a help

to Dory to look for somebody who they mean together.

d. Expressive

Expressive is speech acts that stated what the speaker feels (Searle

in Yule, 1996: 53). It expresses the psychological states and can be

statements of pleasure, pain, likes, dislike, joy or sorrow. They can be

caused by something the speaker does or the hearer does, but they are

about the speaker‟s experience. Performative verbs denoting to these

illocutionary acts are to thank, congratulate, apologize, condole, deplore,

mock, welcome, blame, praise, and pardon. The following are Nemo‟s

utterance that included in expressive illocutionary act:

1) Mocking

12/E/00:13:24--00:13:33

MARLIN:“No. It‟s not okay. You shouldn‟t be anywhere near here. Okay, I was right. You‟ll start school in a year or two.” NEMO :“No, dad! Just because you’re scared of the ocean—“

These are aspects which supported an analysis as follows:

a. Context of the situation

The dialogue above between Nemo and Marlin above occurs in the

Nemo‟s school. At the moment, Marlin angry with Nemo because he

plays in the ocean which it is far from the school. Although Nemo

states that he can swim well but his father still worries about him.

Therefore, he states that Nemo should not be anywhere near the ocean

and star school in one till two years later. b. Data Interpretation

Nemo does not want start school one or two years later. He tries to

refuse his father‟s suggestion by saying “No, dad! Just because you‟re

scared of the ocean”. He refuses it by mocking his father as an

expression of his disappointment of the statement of his father.

Nemo‟s illocutionary act above is expressive. Nemo expresses his

feel, his disappointment by mocking his father. So, this utterance is

mocking.

2) Disappointing

13/E/00:13:33--00:13:41

MARLIN:“Clearly. You‟re not ready, and you‟re not coming back until you are. You think you can do these things but you just can‟t. Nemo!” NEMO :“I hate you.”

These are aspects which supported an analysis as follows: a. Context of situation

The dialogue above between Nemo and Marlin above occurs in the

Nemo‟s school. At the time, Marlin is very sure that Nemo does not

ready to start school yet. He thinks Nemo does not understand well yet

about the danger of the ocean. He also thinks that Nemo cannot swim

well.

b. Data Interpretation

From the dialogue, Marlin is very angry and worries about Nemo.

Even, he said that Nemo cannot swim well and does not ready yet to

star school. Nemo feels disappointed with his father utterance. So, he

state “I hate you” to his father.

Nemo‟s illocutionary act above is expressive. Nemo expresses his

disappointment of his father. This utterance is includes in verb of

illocutionary act disappointing.

3) Apologizing

3.1. 21/E/00:58:31--00:58:51

NEMO :“I’m sorry I couldn’t stop the—“ GILL : “No, I‟m the one who should be sorry. I was so ready to get out, so ready to taste that ocean. I was willing to put you in harm‟s way to get there. Nothing should be worth that, I‟m sorry I couldn‟t get out back to your father, kid.”

These are aspects which supported an analysis as follows: a. Context of situation

The conversation between Nemo and Gill above occurs in the

aquarium in the dentist room. At that moment, the situation Nemo has

been successfully enters in to the filter pipe. But, he cannot stop the

fan inside it. He is regret and apologized to Gill and friends in the

aquarium.

b. Data Interpretation

From the dialogue, Nemo apologizes to Gill and all animals in the

aquarium because he cannot stop the fan. He feels regret and says “I‟m

sorry I couldn‟t stop the-”.

Nemo‟s illocutionary act above is expressive. He states what he fells.

He is regret and then apologizes to Gill and friends because he cannot

stop the fan. It is clear that this utterance is apologizing.

3.2. 29/E/01:29:56--01:30:12

NEMO :“(coughts) Daddy?” MARLIN: “Oh, thank goodness.” NEMO : “Dad…I don’t hate you.” MARLIN:“No..no..no. I‟m sorry, Nemo.”

These are aspects which supported an analysis as follows: a. Context of situation

The conversation with participants Nemo and Marlin above occurs in

the se of Sydney. At that time, Nemo faints after helped Dory and

other fish escape from the fishing net. He is dropped under the fishing

net on the seabed. Immediately Marlin and Dory help him. b. Data Interpretation

Based on the context, Nemo‟s illocutionary act above is expressive.

He states what he fells. He felt guilty to his father because he ever said

that hated him. Through his words, “Dad…I don‟t hate you”. He

intends to express his apologies to his father. So, it is clear that this

utterance is apologizing.

The result of the study shows us that there are 1005 utterances in

Finding Nemo Movie. Based on the explanation above the researcher concludes that the types of illocutionary acts used by Nemo‟s utterance, there are four kinds of illocutionary acts as follows: representative used by Nemo are affirming, believing, forecasting, informing, denying, stating, agreeing, and concluding. The data can identify as representative are number 3, 4, 5, 9,

10, 11, 18, 19, 20, 25, and 30. Directive illocutionary acts used by Nemo are ordering, asking, requesting, and commanding. The data which identify as directive illocutionary act are number 1, 2, 6, 7, 8, 14, 15, 16, 17, 22, 26, 27, and 28. Commissive illocutionary acts which is founded in Nemo‟s utterance only offering. In appears in data number 24. Expressive illocutionary acts which are founded in Nemo‟s utterances are mocking, disappointing, and apologizing. The data which identify as directive illocutionary act are number

12, 13, 21, and 29. Those categories identified appear in 30 data which analysed in this research.

2. The Application of Illocutionary Acts Found in Finding Nemo Movie

in Teaching Speaking

In Senior High School teaching English have four skills there are speaking, writing, listening, and reading. Teaching speaking is very important to be learning with the students. According to Nunan (2003: 54-56), there are some principle for teaching speaking: (1) differences between second language and foreign language learning context, (2) give students practice with both fluency and accuracy, (3) provide opportunities for students to talk

by using group work or pair work, limiting teacher talk, (4) plan speaking tasks that involve negotiation for meaning, and (5) design classroom activities that involve guidance and practice in both transactional and interactional speaking. Therefore, it is necessary for teachers to prepare the class well.

In this research, the researcher will discuss about the application of illocutionary acts in Senior High School. There are five kinds of illocutionary acts are representative, directive, commissive, expressive, and declarative. The researcher applied illocutionary acts for language teaching to make the teacher and the students know well the definition and the classification and the way to perform illocutionary acts through teaching speaking. The student learning illocutionary acts to know and find out the act behind the word or the deeper meaning behind utterance. Every utterance is speech act, so with analysing the language through illocutionary acts hopefully students will know that language is not just to explain something with word but language also have an action and an action.

Especially in English speaking classroom, students will make many utterances that contain act, but they usually not know well that they produce an utterance that contain act need an act. In teaching speaking in Senior High

School the teacher can explain about illocutionary acts to the student, because when we study speech act it means that we study what the speaker meaning and speaker want during the conversation. Studying illocutionary acts can be applied in teaching speaking which deals with how to express requesting and commanding. For example in utterance requesting, in speech act theory

requesting means ask somebody to do something. So, when student know and learn well about illocutionary acts they will know when they make communication with foreigner for example, they know what they must to do and what they must answer the question or utterance requesting. To make it more interesting, the teacher can use movie to show illocutionary acts. Movie is the best application for teaching English, watching movie can make the students more easy to learn, they can more easy to catch material about illocutionary acts. These illocutionary acts can teach in twelfth grade of senior high school first semester. The researcher will give an example of lesson plan of illocutionary acts uses the movie as the media in teaching.

LESSON PLAN

School : SMA N 11 Purworejo

Class/Semester : XII/I

Time Allocation : 2 x 45 Minutes

Competency Standard

Speaking

Expressing meaning in transactional and interpersonal conversation formal

and continuing (sustained) in the context of daily life-days.

Basic Competence

Expressing the meaning in transactional conversation (to get things done) and interpersonal (social) formal and continuing (sustained) by using a variety of spoken language accurately, fluently, and acceptable in the context of daily life and involves expression of suggesting, requesting, complaining, talking possibility or ability in doing something and commanding.

Indicators

1. Identifying the meaning of the expression of suggesting, requesting,

complaining, talking possibility or ability in doing something and

commanding.

2. Responding the expression of suggesting, requesting, complaining,

talking possibility or ability in doing something and commanding.

3. Using the expression of suggesting, requesting, complaining, talking

possibility or ability in doing something and commanding.

Learning Objectives

1. Students are able to identify the meaning of the expression of

suggesting, requesting, complaining, talking possibility or ability in

doing something and commanding.

2. Students are able to respond the expression of suggesting, requesting,

complaining, talking possibility or ability in doing something and

commanding.

3. Students are able to use the expression of suggesting, requesting,

complaining, talking possibility or ability in doing something and

commanding.

Material

Short conversations that contain the expressions as follow:

Requesting:

A: Could you lend me a book, please? B: Yeah, of course. Here you are.

Commanding:

A: The floor is too dirty. Sweep the floor now! B: Alright mom!

Related vocabulary: could you, sweep

Teaching Method

Discussion and role play

Meeting 1

Learning Activities: a. Initial Activities

Greets and absences the students

Tells the aim of teacher learning process

Explain the expression of requesting and commanding b. Core Activities

Exploration

1. Watching and listen to the movie that played by teacher.

Elaboration

1. Identify the expression and the use of accent that available in the

dialogue of the movie.

2. Identify the English accents used by the character on the movie.

3. Practice the expression using the differentiation of those accents

found in movie in front of the class.

Confirmation

1. Making the dialogue that contain the expression c. Closing Activities

1. Asking the difficulties in the process of learning.

2. Make the conclusion.

Learning Sources

1. LKS Kreatif

2. Movie

Evaluation

a. Technique: Test and Non-test

b. Form: Observation and Practice

c. Instrument: Ask the students to practice dialogue which contains

the expression using those accents that have been learning in front

of the class.

CHAPTER V CONCLUSION AND SUGGESTION

In this chapter, the researcher presents the conclusion and suggestion dealing with the finding of the data analysis. It presents the summary of the finding which is analysed and discussed in the previous chapter.

A. Conclusion

Based on analysing of utterances which are found in Finding Nemo

movie by Nemo‟s character, the researcher can draw conclusions which

presents two subjects according to the problem formulated in the chapter

one. There are the following:

1. Based on the result of the study shows us that there are 1005 utterances

in Finding Nemo Movie. The researcher found four of five categories

of illocutionary acts appear in Nemo‟s utterances in Finding Nemo

movie. Those categories identified appear in 30 data which analysed in

this research. There are representative 11 utterances 36.67%, directive

14 utterances 46.67%, commissive 1 utterance 3.33%, and expressive

4 utterances 13.33%. Those categories identified appear in 30 data

which analysed in this research. The declarative were not finding in

this research.

2. The application of analysing illocutionary acts can be implemented at

the twelfth grade of senior high school in the material using

transactional meaning in the conversation in the context of daily

activity. Illocutionary acts can categorize as functional skill material. It

is about expressing requesting and commanding. By watching the

movie, the students can find the utterance that related to the material

taught by the teacher, which is illocutionary acts. The students may

analyse the characteristics of the utterances that belong to requesting

and commanding and the students produce the similar conversation

contains expression of requesting and commanding.

B. Suggestion

Based on the result analysis of the study, the researcher suggest to:

1. The teacher

The researcher suggests that teacher can give more material related to

pragmatics subject, especially in illocutionary acts.

2. The students

The researcher suggests that students can explore more about

pragmatic in their daily life, especially illocutionary acts. They can

know more about how to use language and to produce utterances in the

right way.

3. The other researchers

The researcher suggests to the future researchers to continue in

conducting the research about illocutionary acts, so the researcher

hopes that this research will benefit for the English Department,

especially to students in Muhammadiyah University of Purworejo.

REFERENCES

Arikunto,Suharsimi,. 2010. Prosedur Penelitian: Suatu Pendekatan Praktik. Jakarta: Rineka Cipta. Brown, H. Douglas. 2007. Principles of Language Learning and Teaching 5th Edition. New York: Pearson Education, Inc. Creswell, J.W. 2012. Educational Research Planning. Boston: Pearson Education Inc. Griffiths, Patrick. 2006. An Introduction to English Semantics and Pragmatics. Edinburgh: Edinburgh University Press Ltd. Hornby, A.S. 1995. Oxford Advanced Learner Dictionary. Oxford: Oxford University Press. Hurford R. James, Brendan Heasley. 2007. Semantic: A coursebook (Second Edition). Cambridge: University Press.

Kusumo, Destra Wibowo. 2015. A Pragmatic Analysis Of illocutionary Acts In English Teaching-Learning at SMA N 1 Wates Kulon Progo. Unpublish: Yogyakarta States University

Levinson, Stephen C. 2008. Pragmatics. Cambridge: Cambridge University Press. Longford, Barry. 2005. Film Genre Hollywood and Beyond. Edinburgh: Edinburgh University Press. Mey, Jacob L. 2001. Pragmatics: An Introduction, 2nd Edition. Maldon: Blackwell.

Moleong, Lexy J. 2009. Metodologi Penelitian Kualitatif. Bandung: Remaja Rosdakarya. Nunan, David. 2003. Practical English Language Teaching. New York: McGraw- Hill Companies Inc.

______. 1993. Introducing Discourse Analysis. London: Penguin English.

Peccei, Jean Stilwell. 2005. Pragmatics. London: Routledge. Richards, Jack C and Richard Schmidt. 2002. Language Teaching and Applied Linguistics. New York: Longman.

Riemer, Nick. 2010. Introducing Semantics. Cambridge: Cambridge University Press. Searle, John R. 1997. Expressing and Meaning: Studies in the Theory of Speech Acts. Cambridge: Cambridge University Press.

Sudjana, Nana. 2009. Penelitian dan Penilaian Pendidikan. Bandung: Sinar Baru Algesindo.

Sugiyono. 2011. Metode Penelitian: Pendekatan Kuantitatif, Kualitatif, dan R&D. Bandung: Alfabeta.

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

Yule, George. 1996. Pragmatics. Oxford: O.U.P ______. 2003. Pragmatics. New York: Oxford University Press. Zumaroh, Siti. 2012. The Analysis of Speech Acts used in Air Force One Movie Script. Unpublish: State Institute for Islamic Studies (STAIN) Salatiga.

http://www.nclrc.org/essentials/speaking/spandex.htm (Monday, August 22th 2016. 16.45 pm) http://www.filmsite.org/genres.html (Monday, August 22th 2016. 16.45 pm) https://filmbor.com/finding-nemo/sinopsis (Thursday, September 8th 2016. 18.40 pm) www.thefreedictionary.com/movie (Thursday, September 8th 2016. 18.40 pm)

APPENDIX 1

Movie Script

FINDING NEMO Transcript, 2003 Walt CORAL: What? Disney Pictures, Pixar Animation Studios MARLIN: You remember how we met? ------CORAL: Well, I try not to. MARLIN: Well, I remember. 'Excuse me, MARLIN: Wow. miss, can you check and see if there's a hook CORAL: Mmm. in my lip?' MARLIN: Wow. CORAL: Marlin! CORAL: Mmm-hmm. MARLIN: 'Well, you gotta look a little MARLIN: Wow. closer because it's wiggling'. CORAL: Yes, Marlin. No, I see it. It's CORAL: Get away! beautiful. MARLIN: Here he is. Cutie's here! Where MARLIN: So, Coral, when you said you did everybody go? wanted an ocean view, you didn't think that MARLIN: [gasps] Coral, get inside the we we're gone get the whole ocean, did you? house, Coral. No, Coral, don't. They'll be Huh? [sighs] Oh yeah. A fish can breathe out fine. Just get inside, you, right now. here. Did your man deliver or did he MARLIN: No! deliver? MARLIN: Coral! Coral? CORAL: My man delivered. MARLIN: Coral? Oh! MARLIN: And it wasn't so easy. MARLIN: Ohh. There, there, there. It's CORAL: Because a lot of other clownfish okay, daddy's here. Daddy's got you. I had their eyes on this place. promise, I will never let anything happen to MARLIN: You better believe they did-- you...Nemo. every single one of them. NEMO: First day of school! First day of CORAL: Mm-hmm. You did good. And the school! Wake up, wake up! C'mon, first day neighborhood is awesome. of school! MARLIN: So, you do like it, don't you? MARLIN: I don't wanna go to school. Five CORAL: No, no. I do, I do. I really do like more minutes. it. But Marlin, I know that the drop off is NEMO: Not you, dad. Me! desirable with the great schools and the MARLIN: Okay...huh? amazing view and all, but do we really need NEMO: Get up, get up! It's time for school! so much space? It's time for school! It's time for school! It's MARLIN: Coral, honey, these are our kids time for school! Oh boy! Oh boy! we're talking about. They deserve the best. MARLIN: All right, I'm up. Look, look, look. They'll wake up, poke NEMO: Oh boy--whoa! their little heads out and they'll see a whale! MARLIN: Nemo! See, right by their bedroom window. NEMO: First day of school! CORAL: Shhh, you're gone wake the kids. MARLIN: [gasps] Nemo, don't move! Don't MARLIN: Oh, right. Right. move! You'll never get out of there yourself. CORAL :Aww, look. They're dreaming. We I'll do it. All right, where's the break? You still have to name them. feel a break? MARLIN : You wanna name all of NEMO: No. 'em, right now? All right, we'll name this MARLIN: Sometimes you can't tell 'cause half Marlin Jr. and then this half Coral Jr. fluid is rushing to the area. Now, any Okay, we're done. rushing fluids? CORAL: I like Nemo. NEMO: No. MARLIN: Nemo? Well, we'll name one MARLIN: Are you woozy? Nemo but I'd like most of them to be Marlin NEMO: No. Jr. MARLIN: How many stripes do I have? CORAL: Just think that in a couple of days, NEMO: I'm fine. we're gonna be parents! MARLIN: Answer the stripe question! MARLIN: Yeah. What if they don't like me? NEMO: Three. CORAL: Marlin. MARLIN: No! See, something's wrong with MARLIN: No, really. you. I have one, two, three--that's all I have? CORAL: There's over 400 eggs. Odds are, Oh, you're okay. How's the lucky fin? one of them is bound to like you. NEMO: Lucky. MARLIN: Let's see. his teacher? MARLIN: Are you sure you wanna go to BOB : Well, look who's out of the school this year? 'Cause there's no problem anemone. if you don't. You can wait 5 or 6 years. MARLIN: Yes. Shocking, I know. NEMO: Come on, dad. It's time for school. BOB : Marty, right? MARLIN: Ah-ah-ah! Forgot to brush. MARLIN: Marlin. NEMO: Ohh... BOB : Bob. MARLIN: Do you want this anemone to TED: Ted. sting you? BILL: Bill. Hey, you're a clownfish. You're NEMO: Yes. funny, right? Hey, tell us a joke. MARLIN: Brush. BOB/TED: Yeah, yeah. Come on, give us a NEMO: Okay, I'm done. funny one. MARLIN: You missed a spot. MARLIN: Well, actually, that's a common NEMO: Where? misconception. Clownfish are no funnier MARLIN: There. Ha ha! Right there. And than any other fish. here and here and here! BILL: Aw, come on, clownie. MARLIN: All right, we're excited. First day TED : Yeah, do something funny. of school, here we go. We're ready to learn BOB : Yeah! to get some knowledge. Now, what's the one MARLIN: All right, I know one joke. Um, thing we have to remember about the ocean? there's a mollusk, see? And he walks up to a NEMO: It's not safe. sea, well he doesn't walk up, he swims up. MARLIN: That's my boy. So, first we check Well, actually the mollusk isn't moving. He's to see that the coast is clear. We go out and in one place and then the sea cucumber, back in. And then we go out, and back in. well they--I mixed up. There was a mollusk And then one more time--out and back in. and a sea cucumber. None of them were And sometimes, if you wanna do it four walking, so forget that I-- times-- BOB : Sheldon! Get out of Mr. NEMO: Dad.. Johansenn's yard, now! MARLIN: All right. Come on, boy. KIDS: Whoa! NEMO: Dad, maybe while I'm at school, I'll MR. JOHANSSEN: All right, you kids! see a shark! Ooh! Uuh, where'd you go? Where'd you MARLIN: I highly doubt that. go? Where, where'd you go? NEMO: Have you ever met a shark? NEMO: Dad, dad...can I go play too? Can I? MARLIN: No, and I don't plan to. MARLIN: I would feel better if you go play NEMO: How old are sea turtles? over on the sponge beds. MARLIN: Sea turtles? I don't know. MARLIN: That's where I would play NEMO: Sandy Plankton from next door, he PEARL: What's wrong with his fin? said that sea turtles, said that they live to be TAD: He looks funny! about a hundred years old! SHELDON: Ow! Hey, what'd I do? What'd I MARLIN: Well, you know what, if I ever do? meet a sea turtle, I'll ask him. After I'm done BOB : Be nice. It's his first time at talking to the shark, okay? Whoa, whoa, school. whoa! Hold on, hold on, wait to cross. Hold MARLIN: He was born with it, kids. We call my fin, hold my fin. it his lucky fin. NEMO: Dad, you're not gonna freak out like NEMO: Dad. you did at the petting zoo, are you? PEARL: See this tentacle? It's actually MARLIN: Hey, that snail was about to shorter than all my other tentacles but you charge. Hmm, I wonder where we're can't really tell.Especially when I twirl them supposed to go. like this. FISH KIDS: Bye, mom! SHELDON: I'm H2O-intolerant. [sneezes] FISH MOM: I'll pick you up after school. TAD: I'm obnoxious. CRAB KID: Come on, you guys. Stop it! MR. RAY: [singing] Oooh, let's name the Give it back! zones, the zones, the zones. Let's name the MARLIN: Come on, we'll try over there. zones of the open sea. MARLIN: Excuse me, is this where we meet KIDS: Mr. Ray! SHELDON: Come on, Nemo. species, the species, the species. Let's name MARLIN: Whoa, you better stay with me. the species that live in thesea. MR. RAY: [singing]..mesopolagic, bathyal, NEMO: Whoa. abyssalpelagic. All the rest are too deep for MR. RAY: [singing] There's porifera, you and me to see. coelenterata, hydrozoa, scyphozoa, MR. RAY: Huh, I wonder where my class anthozoa, ctenophora, bryozoas, three! has gone? Gastropoda, arthropoda, echinoderma, and KIDS: We're under here! some fish like you and me. Come on, sing MR. RAY: Oh, there you are. Climb aboard, with me. Oh...! explorers. [singing] Oh, knowledge MR. RAY: Just the girls this time. [singing] exploring is oh so lyrical, when you think Oh, seaweed is cool. Seaweed is fun. It thoughts that are empirical. makes it's food with the rays of the sun... NEMO: Dad, you can go now. MR. RAY: Okay, the drop off. All right, MR. RAY: Well, hello. Who is this? kids, feel free to explore but stay close. NEMO: I'm Nemo. [gasps] Stromalitic cyanobacteria! Gather. MR. RAY: Well, Nemo, all new explorers An entire ecosystem contained in one must answer a science question. infinitesimal speck. There are as many NEMO: Okay. protein pairs contained in this... MR. RAY: You live in what kind of home? TAD: Come on, let's go. NEMO: An anemo-none. A nemenem- MR. RAY: Come on, sing with me! [singing] menome-nememen-nenemone-- There's porifera, coelentera, hydrozoa, MR. RAY: Okay, okay, don't hurt yourself. scyphozoa, anthozoa, ctenophora, bryozoas, Welcome aboard, explorers! three! MARLIN: Just so you know, he's got a little NEMO: Hey guys, wait up! Whoa. fin. I find if he's having trouble swimming, TAD: Cool. let him take a break. Ten, fifteen minutes. TAD: Saved your life! NEMO: Dad, it's time for you to go now. PEARL: Aw, you guys made me ink. MR. RAY: Don't worry. We're gonna stay NEMO: What's that? together as a group. Okay, class, optical TAD: I know what that is. Oh, oh! Sandy orbits up front. And remember, we keep our Plankton saw one. He called, he said it was supraesophogeal ganglion to ourselves...that called a...a butt. means you, Jimmy. NEMO: Whoa. JIMMY: Aw, man! PEARL: Wow. That's a pretty big butt. MR. RAY: [singing] SHELDON: Oh, look at me. I'm gonna go MARLIN: Bye, Nemo! touch the butt. [sneezes] Whoa! NEMO: Bye, dad! SHELDON: Oh yeah? Let's see you get MARLIN: Bye, son! Be safe. closer. BOB: Hey, you're doing pretty well for a PEARL: Okay. Beat that. first timer. TAD: Come on, Nemo. How far can you go? MARLIN: Well, you can't hold onto them NEMO: Uh, my dad says it's not safe. forever, can you? MARLIN: Nemo, no! BILL; Yeah, I had a tough time when my NEMO: Dad? oldest went out at the drop off. MARLIN: You were about to swim into MARLIN: They just gotta grow up--the drop open water! off?! They're going to the drop off?! Wh- NEMO: No, I wasn't go out--but dad! what are you, insane?! Why don't we fry 'em MARLIN: It was a good thing I was here. If up now and serve them with chips!? I hadn't showed up, I don't know-- BOB: Hey, Marty. Calm down. PEARL: Sir, he wasn't gonna go. MARLIN: Don't tell me to be calm, pony TAD: Yeah, he was too afraid. boy! NEMO: No, I wasn't. BOB: 'Pony boy'? MARLIN: This does not concern you, kids. BILL: You know for a clownfish, he really And you're lucky I don't tell your parents isn't that funny. you were out there. You know you can't TED: Pity. swim well. MR. RAY: [singing] Oh, let's name the NEMO; I can swim fine, dad, okay? MARLIN: No, it's not okay. You shouldn't DORY: Look out! be anywhere near here. Okay, I was right. MARLIN; Waaaah! You'll start school in a year or two. MARLIN: Ooh, ooh... NEMO: No, dad! Just because you're scared DORY: Ohh. Oh, oh. Sorry! I didn't see you. of the ocean-- Sir, are you okay? MARLIN: Clearly, you're not ready. And MARLIN: He's gone, he's gone.. you're not coming back until you are. You DORY: There, there. It's all right. think you can do these things but you just MARLIN: He's gone. can't, Nemo! DORY: It'll be okay. NEMO: I hate you. MARLIN: No, no. They took him away. I MR. RAY: There's--nothing to see. Gather, have to find the boat. uh, over there. Excuse me, is there anything DORY: Hey, I've seen a boat. I can do? I am a scientist, sir. Is there any MARLIN: You have? problem? DORY: It passed by not too long ago. MARLIN: I'm sorry. I didn't mean to MARLIN: A white one? interrupt things. He isn't a good swimmer DORY: Hi. I'm Dory. and it's a little too soon for him to be out MARLIN: Where!? Which way!? here unsupervised. DORY: Oh, oh, oh! It-it went, um, this way! MR. RAY: Well, I can assure you, he's quite And it went this way! Follow me! safe with me. MARLIN: Thank you! Thank you, thank MARLIN: Look, I'm sure he is. But you you so much! have a large class and he can get lost from DORY: No problem. sight if you're not looking. I'm not saying MARLIN: Hey! Wait! you're not looking-- DORY: Will you quit it? FISH KID: Oh my gosh! Nemo's swimming MARLIN: What? out to sea! DORY: I'm trying to swim here. What, MARLIN: Nemo! What do you think you're ocean ain't big enough for you? doing? You're gonna get stuck out there and MARLIN: Huh? I'll have to get you before another fish does! DORY: You got a problem, buddy? Huh? Get back here! I said get back here, now! Huh? Do 'ya? Do 'ya? Do 'ya? You want a Stop! You take one move, mister. Don't piece of me? Yeah, oooh, I'm scared now. youdare! If you put one fin on that boat..are Whaat!? you listening to me? Don't touch the bo-- MARLIN: Wait a minute.. Nemo! DORY: Stop following me, okay!? TAD: [whispering] He touched the butt. MARLIN: What? You're showing me which MARLIN: You paddle your little tail back way the boat went! here, Nemo. That's right. You are in big DORY: A boat? Hey, I've seen a boat. It trouble, young man. Do you hear me? passed by not too long ago. It went this way, Big...big-- it went this way. Follow me! NEMO: Aaaah! Daddy! Help me! MARLIN: Wait a minute, wait a minute! MARLIN: I'm coming, Nemo! What is going on? You already told me KIDS: Aaaah! which way the boat was going! MR. RAY: Get under me, kids! DORY: I did? Oh dear... NEMO: Ah! Oh no! Dad! Daddy! MARLIN: If this is some kind of practical MARLIN: Oh! Nemo! Unh! Nemo! Nemo, joke, it's not funny! And I know funny..I'm a no! Nemo! Nemo! Nemo! No! No! Aah! clownfish! Nemo! Nemo! DORY: No, it's not. I know it's not. I'm so DIVER: Whoa! Hold on. sorry. See, I suffer from short-term memory MARLIN: Oh no. No, no. It's gone, it's loss. gone. No, no, it can't be gone. No, no! MARLIN: Short-term memory loss..I don't Nemo! Nemo! Nemo! No! Nemo! Nemo! believe this! No! No, please, no! No, no! DORY: No, it's true. I forget things almost MARLIN: Has anybody seen a boat!? instantly. It runs in my family..or at least I Please! A white boat! They took my son! My think it does. Hmmm..where are they? Can I son! Help me, please! help you? MARLIN: Something's wrong with you, feeling this would be a difficult step, you really. You're wasting my time. I have to find can help yourself to one of my friends. my son. [gasps] CHUM: Oh, thanks, mate. A little chum for BRUCE: Hello. Chum, eh? DORY: Well, hi! BRUCE: I'll start the testimonies. Hello, my BRUCE: Name's Bruce. It's all right, I name is Bruce. understand. Why trust a shark, right? So, ANCHOR/CHUM: Hello, Bruce. what's a couple of bites like you doing out BRUCE: It has been three weeks since my so late, eh? last fish, on my honor, or may I be chopped MARLIN: Nothing. We're not doing up and made into soup. anything. We're not even out. CHUM: You're an inspiration to all of us. BRUCE: Great! Then how'd you morsels ANCHOR: Amen. like to come to a little get-together I'm BRUCE: Right, then. Who's next? havin'? DORY: Ooh! Pick me! Pick me! DORY: You mean like a party? BRUCE: Yes, the little Sheila down the BRUCE: Yeah, yeah, that's right--a party! front. What do you say? DORY: Woo-hoo! DORY: Ooh, I love parties! Parties are fun! BRUCE: Come on up here. MARLIN: Parties are fun, and it's tempting DORY: Hi. I'm Dory. but-- BRUCE/ANCHOR/CHUM: Hello, Dory. BRUCE: Oh, come on, I insist. DORY: And, uh, well, I don't think I've ever MARLIN: O-okay..that's all that matters. eaten a fish. DORY: Hey, look--balloons! It is a party! CHUM: Hey, that's incredible. BRUCE: Ha ha ha! Mind your distance, BRUCE: Good on 'ya, mate! though. Those balloons can be a bit dodgy. DORY: Whew! I'm glad I got that off my You wouldn't want one of them to pop. chest. BRUCE: Anchor! Chum! BRUCE: All right, anyone else? Hello, how ANCHOR: There you are, Bruce, finally! 'bout you, mate? What's your problem? BRUCE: We got company. MARLIN: Me? I don't have a problem. ANCHOR: It's about time, mate. BRUCE: Oh. Okay.. CHUM: We've already gone through all the BRUCE/ANCHOR/CHUM: Denial. snacks and I'm still starvin'! BRUCE: Just start with your name. ANCHOR: We almost had a feeding frenzy. MARLIN: Okay. Uh, hello. My name is CHUM: Come on, let's get this over with. Marlin. I'm a clownfish-- BRUCE: Right, then. The meeting has CHUM: A clownfish? Really?! officially come to order. Let us all say the BRUCE: Go on, tell us a joke! pledge.. CHUM: Ooh! I love jokes! BRUCE/ANCHOR/CHUM: 'I am a nice MARLIN: Actually I do know one that's shark, not a mindless eating machine. If I am pretty good. There was this mollusk and he to change this image, I must first change walks up to a sea cucumber. Normally, they myself. Fish are friends, not food'. don't talk, sea cucumbers, but in a joke, ANCHOR: Except stinkin' dolphins. everyone talks. So the sea mollusk says to CHUM: Dolphins! Yeah, they think they're the cucumber... sooo cute! 'Hey, look at me. I'm a flippin' NEMO: Daddy! little dolphin! Let me flip for 'ya! Ain't I a MARLIN: Nemo! somethin'!' CHUM: Nemo! Ha ha ha! Nemo! I don't get BRUCE: Right, then. Today's meeting is it. step 5, 'BRING A FISH FRIEND'. Now do BRUCE: For a clownfish, he's not that you all have your friends? funny. ANCHOR: Got mine. MARLIN: No, no, no, no. He's my son. He DORY: Hey there! was taken by these divers. BRUCE: How 'bout you, Chum? DORY: Oh my, you poor fish. CHUM: Oh, um, I seem to have misplaced CHUM: Humans. Think they own my uh, friend. everything. BRUCE: That's all right, Chum. I had a ANCHOR: Probably American. BRUCE: Now there is a father looking for CHUM: Don't fall off the wagon! his little boy. MARLIN: Oh no, it's blocked! MARLIN: Ugh! What do these markings ANCHOR: No, Bruce. Focus! mean? CHUM: Sorry about--this, mate! BRUCE: I never knew my father! [sobs] ANCHOR: He's really--a nice guy! CHUM: Aw, come here. MARLIN: I need to get that mask! ANCHOR: Group hug. DORY: You want that mask? Okay. CHUM: We're all mates here, mate. MARLIN: No, no, no, no, no, no! MARLIN: I can't read human. MARLIN: Quick grab the mask! DORY: Well then we gotta find a fish who ANCHOR: Oh no. Bruce? can read this. Hey, look. Sharks! BRUCE: What? [gasps] Swim away! Swim MARLIN: No, no, no, Dory! away! DORY: Guys, guys! DORY: Aw, is the party over? MARLIN: No, Dory! PELICAN: Nice. DORY: That's mine! Give it to me! Gimme! NEMO: Dad? Daddy? Oww! DENTIST: Barbara? MARLIN: Oh, I'm sorry. Are you okay? BARBARA: Uh-huh? DORY: Ow, ow, ow. DENTIST: Prep for his anterior crown, MARLIN: I'm so sorry. would you, please? And I'm going to need a DORY: You really clocked me there. Am I few cotton rolls. bleeding? BARBARA: Okay. MARLIN: Ohh... DENTIST: Hello, little fella! DOR: Ow, ow, ow. NEMO: Aah! BRUCE: Dory, are you oka--oohh. Oohh, DENTIST: Heh heh heh! Beauty, isn't he? I that's good. found that guy struggling for life out on the ANCHOR/CHUM: Intervention! reef and I saved him. So, has that novocaine BRUCE: Just a bite! kicked in yet? ANCHOR: Hold it together, mate! PATIENT: I think so. We're ready to roll. CHUM: Remember, Bruce, fish are friends, BUBBLES: Bubbles! [muttering] My not food! bubbles. BRUCE: FOOD! PEACH: He likes bubbles. MARLIN: Dory, look out! NEMO: Aah! Ohh! No! Uhh! BRUCE: I'm havin' fish tonight! JACQUES: Bonjour. CHUM: Remember the steps, mate! NEMO: Aah! BRUCE: Just one bite! BLOAT: Heh heh! Slow down, little fella. BRUCE: G'day! There's nothing to worry about. MARLIN/DORY: Aaaaaaaah! DEB: Oh, he's scared to death. BRUCE: Arrrr! NEMO: I wanna go home. Do you know MARLIN: There's no way out! There's got where my dad is? to be a way to escape! PEACH: Honey, your dad's probably back at DORY: Who is it? the pet store. MARLIN: Dory, help me find a way out! NEMO: Pet store? DORY: Sorry, you'll have to come back BLOAT: Yeah, you know, like I'm from later. We're trying to escape. Bob's Fish Mart. MARLIN: There's gotta be a way out! GURGLE: Pet Palace. DORY: Look, here's something! 'ESSS-CA- BUBBLES: Fish-O-Rama. PE'! I wonder what that means. It's funny, DEB: Mail order. it's spelled just like the word 'escape'. PEACH: Ebay. MARLIN: Let's go! GURGLE: So which one is it? BRUCE: Here's Brucey! NEMO: I'm from the ocean. MARLIN: Wait a minute..you can read?! GURGLE: Ah, the ocean. The ocean! Aaah! DORY: I can read? That's right, I can read! He hasn't been decontaminated yet! Jacques! MARLIN: Well, then here. Read this now! JACQUES: Oui. ANCHOR: He really doesn't mean it, GURGLE: Clean him! y'know! He never even knew his father! JACQUES: Oui. GURGLE: Ocean! NIGEL: Who's this? JACQUES: Ooh, la mer. Bon. Voila. He is DEB: New guy. Ha ha ha! clean. GURGLE: The dentist took him off the reef. BUBBLES: Wow. The big blue. What's it NIGEL: An outie. From my neck of the like? woods, eh? Sorry if I ever took a snap at NEMO: Big...and blue? you. Fish gotta swim, birds gotta eat. [gasps] BUBBLES: I knew it. DENTIST: Hey! No, no, no, no! They're DEB: Kid, if there's anything you need, just not your fish. They're my fish. Come on, go! ask your auntie Deb, that's me. Or if I'm not Go on, shoo! Oh, the picture broke. This around, you can always talk to my sister Flo. here's Darla. She's my niece. She's going to Hi,how are you? Don't listen to anything my be eight next week. Hey, little fella. Say sister says, she's nuts! Ha ha ha ha! hello to your new mummy. She'll be here PEACH: [muffled] We got a live one! Friday to pick you up. You're her present. BLOAT: Can't hear you, Peach. Shh, shh, shh! It's our little secret. Well, Mr. PEACH: I said we got a live one. Tucker, while that sets up I'm going to see GURGLE: Yes! a man about a wallaby. BLOAT: Oh boy, oh boy, oh boy, oh boy! BLOAT: Oh, Darla. DEB: What do we got? NEMO: What? What's wrong with her? PEACH: Root canal, and by the looks of GURGLE: She wouldn't stop shaking the those x-rays it's not gonna be pretty. bag. PATIENT: Owwwwwwwww! BUBBLES: Poor Chuckles. BLOAT: Rubber dam and clamp installed? DEB: He was her present last year. PEACH: Yep. BLOAT: Hitched a ride on the porcelain GURGLE: What did he use to open? express. PEACH: Gator-Glidden drill. He seems to PEACH: She's a fish killer. be favoring that one lately. NEMO: I can't go with that girl! I have to DEB: I can't see, Flo. get back to my dad! Aaah! Daddy! Help me! PATIENT: You're getting a little too-- GURGLE: Oh, he's stuck! aaaaah!!! GILL: Nobody touch him! Nobody touch PEACH: Now he's doing the Schilder him. technique. NEMO: Can you help me? BLOAT: Oooh, he's using a Hedstrom file. GILL: No. You got yourself in there, you GURGLE: That's not a Hedstrom file. That's can get yourself out. a K-Flex. PEACH: Gill.. BLOAT: It's got a teardrop cross-section. GILL: I just wanna see him do it, okay? Clearly a Hedstrom. Calm down. Alternate wiggling your fins GURGLE: No, no. K-Flex. and your tail. BLOAT: Hedstrom! NEMO: I can't. I have a bad fin. GURGLE: K-Flex! GILL: Never stopped me. BLOAT: Hedstro--! [inflates] There I go. A GILL: Just think about what you need to do. little help over here. BLOAT: Come on. DEB: I'll go deflate him. GILL: Perfect. DENTIST: All right, go ahead and rinse. BUBBLES: Yay! GURGLE: Ugh! The human mouth is a GURGLE: You did it! disgusting place. DEB: Good squirming! Ha ha ha! PEACH: Hey, Nigel. PEACH: Wow. From the ocean. Just like NIGEL: What did I miss? Am I late? you, Gill. PEACH: Root canal and it's a doozy. GILL: Yeah. NIGEL: Root canal, eh? What did he use to PEACH: I've seen that look before. What are open? you thinking about? PEACH: Gator-Glidden drill. GILL: I'm thinking, tonight, we give the kid NIGEL: He seems to be favoring that one. a proper reception. Hope he doesn't get surplus sealer at the BLOAT: So kid, you got a name or what? portal terminus... hello. NEMO: Nemo. I'm Nemo. NEMO: [gasps] MARLIN: Nemo. Nemo. [mutters] DORY: Are you gonna eat that? Careful with DORY: It's so pretty. that hammer... MARLIN: I'm feeling...happy. Which is a MARLIN: Huh? No, no! What does it say? big deal for me. Dory! DORY: I want to touch it. Oh! DORY: Sea monkey has my money... MARLIN: Hey, come back. Come on back MARLIN: Wake up! Get up! Come on! here. Come on! DORY: [singing] I'm gonna get you. I'm DORY: Yes, I'm a natural blue... gonna get you. I'm gonna swim with you. MARLIN: Get up! MARLIN: I'm gonna get you. I'm gonna be DORY: Look out! Sharks eat fish! Aaaaaah! your best friend...good feeling's gone. MARLIN/DORY: AAAAAAAAAAHHH!!! MARLIN: I can't see! I don't know where DORY: Wow. Dusty. I'm going! MARLIN: [gasps] The mask! Where's the DORY: Haah! mask? No! No, not the mask! Get it! Get the MARLIN: The mask! mask! Get the mask! Get it! DORY: What mask? DORY: [singing] Hoo doot doo doot doot DORY: Okay, I can't see a thing. doo doot. Whoo-hoo! La la la la la la. Just MARLIN: Oh, gee! keeps going on, doesn't it? Echo! Echo! Hey, DORY: Hey, look! A mask! what are you doing? MARLIN: Read it! MARLIN: It's gone. I've lost the mask. DORY: I'm sorry, but if you could just bring DORY: Did you drop it? it a little closer, I kind of need the light. MARLIN: You dropped it! That was my That's great, keep it right there. only chance of finding my son, now it's MARLIN: Just read it! gone. DORY: Okay, okay. Mr. Bossy. Uh, 'P'. DORY: Hey, Mr. Grumpy Gills. When life Okay, 'P'. 'Shh-eer...Sher--P. Sher--P. gets you down, you know what you gotta Shirley? P.--'. Oh! The first line's 'P. do? Sherman'! MARLIN: I don't wanna know what you MARLIN: P. Sherman doesn't make any gotta do when life gets you down. sense! DORY: [singing] Just keep swimming. Just DORY: Okay, second line. '42'. keep swimming, swimming, swimming. MARLIN: Don't eat me! Don't eat me! What do we do? We swim, swim. Aaaah! MARLIN: Dory, no singing. DORY: Light, please. 'Walla--Walla--Walla- DORY: [singing] Ho ho ho ho ho ho! I love beee'... to swim! When you want to swim.. MARLIN: Waah! Waaah! Waaaah! MARLIN: See, I'm going to get stuck now DORY: The second line's '42 Wallaby Way'! with that song now it's in my head! MARLIN: That's great! Speed read! Take a DORY: Sorry. guess! No pressure! No problem! There's a MARLIN: Dory, do you see anything? lot of pressure! Pressure! Take a guess now DORY: Aaah! Something's got me! with pressure! MARLIN: That was me. I'm sorry. DORY: 'Sydney'. It's 'Sydney'! DORY: [gasps] Who was that? MARLIN: Duck! MARLIN: Who could it be? It's me! DORY: Aaah! DORY: Are..are you my conscience? MARLIN: I'm dead, I'm dead, I'm dead, I'm MARLIN: Yeah, yeah. I'm your conscience. dead, I'm dead, I died, I'm dead. We haven't spoken for a while. How are MARLIN: Whoo-hoo! [singing] We did it, you? we did it! Oh yeah, yeah, yeah! No eating DORY: Hmm, can't complain. here tonight, whoo! MARLIN: Yeah? Good. Now, Dory. I want BOTH: [singing] Eating here tonight! you to tell me..do you see anything? MARLIN: Dory. DORY: I see..I see a light. DORY: [singing] No, no, no eating here MARLIN: A light. tonight. You on a diet-- DORY: Yeah. Over there. Hey, conscience. MARLIN: Dory! What did the mask say? Am I dead? DORY: 'P. Sherman, 42 Wallaby Way, MARLIN: No, I see it too. What is it? Sydney'. [gasps] I remember what it said! I usually forget things, but I remembered it gonna do? I'll tell you what we're gonna do: this time! we're gonna get him outta here. We're gonna MARLIN: Whoa, whoa, wait! Where is help him escape. that? NEMO: Escape? Really? DORY: I don't know. But who cares? I GILL: We're all gonna escape! remembered! GURGLE: Gill, please, not another one of MARLIN/DORY: Aaah! your escape plans. DORY: P. Sherman, 42 Wallaby Way, DEB: Sorry, but they, they just, they never Sydney. I remembered it again! work. JACQUES: Psst. Nemo. NEMO: Mmmm... BLOAT: Yeah. Why should this be any JACQUES: Nemo. different? NEMO: Huh? GILL: 'Cause we've got him. JACQUES: Suivez-moi. Follow me. NEMO: Me? BLOAT/BUBBLES/GURGLE: [chanting] GILL: You see that filter? Ha! Ho! Hwa! Hwee! Ha! Ho! Ho! Ho! Ha! NEMO: Yeah? Ho! Hwa! Hwee! Ha! Ho! Ho! Ho! Ha! Ho! GILL: You're the only one who can get in Hwa! Hwee! Ha! Ho! Ho! Ho! Hahoo! and out of that thing. What we need you to Wahoo! Yahoo! Ho! Ha! Ho! Wahee! Ha! do is take a pebble inside and jam the gears. Ho! Ho! Ho! Hoo! You do that and this tank's gonna get filthier GILL: State your name. and filthier by the minute. Pretty soon, the NEMO: Nemo. dentist'll have to clean the tank himself. And GILL: Brother Bloat, proceed. when he does, he'll take us out of the tank, BLOAT: Nemo! Newcomer of orange and put us in the individual baggies, then we roll white, you have been called forth to the ourselves down the counter, out of the summit of Mount Wannahockaloogie to join window, off the awning, into the bushes, with us in the fraternal bonds of tankhood. across the street and into the harbor! It's NEMO: Huh? foolproof! Who's with me? PEACH: We want you in our club, kid. BLOAT: Aye! NEMO: Really? JACQUES: Aye! BLOAT: If you are able to swim DEB: Aye! through..THE RING OF FIRE! [whispers to BUBBLES: Aye! Jacques] Turn on the Ring of Fire! The Ring GURGLE: I think your nuts. of Fire, you said you could do it--THE GILL/NEMO: [sighs] RING OF FIRE! GURGLE: No offense, kid, but, um..you're BUBBLES: Bubbles! Bubbles! Let me-- not the best swimmer. oww! GILL: He's fine, he can do this. So BLOAT/BUBBLES/GURGLE: [chanting] Sharkbait, what do you think? PEACH: Isn't there another way? He's just a NEMO: Let's do it. boy! DORY: I'm going to P. Sherman, 42 Wallaby JACQUES: [wailing] Way, Sydney. Where are you going? I'm GILL: From this moment on, you will now going to P. Sherman, 42 Wallaby Way, be known as Sharkbait. Sydney. If you're askin' where I'm goin'. I'll BLOAT/BUBBLES/GURGLE: Sharkbait! tell you that's where I'm going. It's P. Ooh ha ha! Sherman, 42 Wallaby Way, Sydney. Where? GILL: Welcome, brother Sharkbait! I'm sorry, I didn't hear you. P. Sherman, 42 BLOAT/BUBBLES/GURGLE: Sharkbait! Wallaby Way... Ooh ha ha! MARLIN: Excuse me. Ex-excuse me, um, GILL: Enough with the Sharkbait. hi. Do you know how to get to--hello? W-w- GURGLE: Sharkbait! Ooh..ba-ba-doo. w-wait! Can you tell me--hey! Hold it! Wait GILL: Okay, Sharkbait's one of us now, a minute! I'm trying to talk to you. Okay, agreed? fellas, come back here. Please, one quick BLOAT/BUBBLES/GURGLE: Agreed! question. I need to aaaaand they're gone GILL: We can't send him off to his death. again. [sighs] Darla's coming in 5 days, so what are we DORY: P. Sherman 42 Wallaby Way, Sydney. Why do I have to tell you over and MARLIN: What? over again? I'll tell you again. I don't get MOONFISH LEADER: Lots of legs, lives tired of it-- in the ocean. MARLIN: Okay, all right. DORY: Clam! DORY: Huh? MOONFISH LEADER: Close enough. MARLIN: Here's the thing. [singing] Oh, it's a whale of a tale, I'll tell DORY: Uh-huh. you lad, a whale of a tale. MARLIN: Y'know, I just, I-I think it's best if DORY: Oh, they're good. I just, if I just, carry on from here by..by MARLIN: Will somebody please give me myself. directions? DORY: Okay. MOONFISH LEADER: [impersonating MARLIN: Y'know, alone. Marlin] Will somebody please give me DORY: Uh-huh. directions? MARLIN: Without, without..well, I mean, DORY: Ha ha ha ha ha! not without you. I mean, it's just that I don't MARLIN: I'm serious. want you... with me. MOONFISH LEADER: Blah-blah-blah! DORY: Huh? Me-me-blah! Blah-blah-blah-blah-me-me- MARLIN: I don't wanna hurt your feelings.. me! DORY: You want me to leave? MARLIN: Thank you. MARLIN: Well, I mean not..yes, yeah. It's DORY: Oh dear. Hey, hey come back! Hey, just that you know I-I just can't afford what's the matter? anymore delays and you're one of those fish MARLIN: What's the matter? While they're that cause delays. And sometimes it's a good doing their silly little impressions, I am thing. There's a whole group of fish. miles from home, with a fish that can't even They're..'delay fish'. remember her own name. DORY: You mean..[whimper]you mean you DORY; Boy, bet that's frustrating. don't..like me? [sobs] MARLIN: Yeah. Meanwhile my son is out MARLIN: No, of course I like you. It's there. because I like you I don't wanna be with DORY: You're son Chico? you. It's a complicated emotion. Oh, don't MARLIN: Nemo. cry. I like you. DORY: Right. Got it. MOONFISH LEADER: Hey, you! Lady, is MARLIN: But it doesn't matter, 'cause no this guy botherin' you? fish in this entire ocean is gonna help me. DORY: Um, I don't remember. Were you? DORY: Well, I'm helping you. Wait right MARLIN: No, no, no, no, no. We're just, here. Hey, guys. we're..hey, do you guys know how I can get MOONFISH LEADER: What, is he to-- bothering you again? MOONFISH LEADER: Look, pal. We're DORY: No, no, he's a good guy. Go easy on talkin' to the lady, not you. Hey-hey, you like him, he's lost his son, Fabio. Any of you impressions? heard of P. Sherman, 42 Wallaby Way, DORY: Mm-mmm-mmmm. Sydney? MOONFISH LEADER: Okay. Just like in MOONFISH LEADER: Sydney? Oh sure. rehearsals, gentlemen. So, what are we? Why, Ted here's got relatives in Sydney. Take a guess. Don't you, Ted? DORY: Oh, oh, I've seen one of those. MOONFISH TED: Sure do. MOONFISH LEADER: I'm a fish with a DORY: Oh, hey! They know Sydney! nose like a sword. MARLIN: [gasps] DORY: Wait, wait, um.. DORY: You wouldn't know how to get there, MARLIN: It's a swordfish. would you? MOONFISH LEADER: Hey, clown boy! MOONFISH LEADER: What you wanna do Let the lady guess. Where's the butter? is follow the EAC, that's the East Australian DORY: Oh-oh-oh! It's on the tip of my Current. Big current, can't miss it, it's in..that tongue. direction. And then you gotta follow that for MARLIN: [coughs up answer]Lobster. about, I don't know, what do you guys think? MOONFISH LEADER: Saw that. About three leagues? And that little baby's gone put you right past Sydney. DORY: Don't touch it! Don't touch it! MOONFISH SCHOOL MARLIN: I'm not gonna touch it. I just TA-DAA! wanna look. MARLIN: Great! That's great! Dory, you did DORY: Heeey, how come it didn't sting you? it! MARLIN: It did. It's just that.. DORY: Oh, please. I'm just your little DORY: Ow! Ow, oww! helper. Helping along, that's me. MARLIN: ..hold still. I live in this anemone MARLIN: Well, listen fellas, thank you. and I'm, I'm, I'm used to these kind of stings. MOONFISH LEADER: Don't mention it. Come here. And, uh, loosen up. Okay, buddy? DORY: Ow, ow! Oww! DORY: Oh, you guys. You really nailed him. MARLIN: It doesn't look bad, you're gonna Bye. be fine. But now we know, don't we? MOONFISH LEADER: Oh, hey ma'am, one DORY: Yeah. more thing. MARLIN: That we don't wanna touch these DORY: Yes. again. Let's be thankful this time it was just MOONFISH LEADER: When you come to a little one.[gasps] this trench, swim through it, not over it. MARLIN/DORY: Aaaah! DORY: Trench, through it, not over it. I'll MARLIN: Don't move! This is bad, Dory. remember. Hey, hey! Hey! Hey! Hey, wait DORY: Hey, watch this! Boing! Boing! up, partner. Hold on. Wait! Wait-wait! I got, MARLIN: [gasps] Dory! I gotta tell you something. Whoa. Nice DORY: Boing-boing-boing! [Singing] You trench. Hello! Okay, let's go. can't catch me! MARLIN: Bad trench, bad trench. Come on, MARLIN: Dory! Don't bounce on the tops! we're gonna swim over this thing. They will..not sting you. The tops don't sting DORY: Whoa, whoa, partner. Little red flag you, that's it! goin' up. Something’s telling me we should DORY: Ooh! Two in a row, beat that. swim through it, not over it. MARLIN: Dory! All right, listen to me. I MARLIN: Are you even looking at this have an idea, a game. thing? It's got death written all over it. DORY: A game? DORY: I'm sorry, but I really, really, really MARLIN: A game. think we should swim through. DORY: A game? MARLIN: And I'm really, really done MARLIN: Yes. talking about this. Over we go. DORY: Aah! I love games! Pick me! DORY: Come on, trust me on this. MARLIN: All right, here's the game. Um, MARLIN: Trust you? whoever can hop the fastest out of these DORY: Yes, trust. It's what friends do. jellyfish, wins. MARLIN: Look! Something shiny! DORY: Okay! DORY: Where? MARLIN: Rules, rules, rules! MARLIN: Oh, it just swam over the trench. DORY: Okay! Come on, we'll follow it. MARLIN: You can't touch the tentacles, DORY: Okay. only the tops. DORY: Boy, sure is clear up here. DORY: Something about tentacles, got it. MARLIN: Exactly. And look at that, there's On your mark, get set, go! the current. We should be there in no time. MARLIN: W-wait! Wait! Not something DORY: Hey, little guy. about them, it's all about them! Wait! MARLIN: You wanted to go through the DORY: Weeee! trench. MARLIN: Dory! DORY: I shall call him Squishy and he shall DORY: Gotta go faster if you wanna win! be mine and he shall be my Squishy. Come MARLIN: [gasps] Dory! here, Squishy. Come here, little Squishy. DORY: Boing! Boing! Boing-boing-boing- [Baby talk]---oww! boing! MARLIN: Dory! That's a jellyfish! MARLIN: Wait a minute--whoa! Dory! DORY: Bad Squishy! Bad Squishy! DORY: Weeee! MARLIN: Shoo! Shoo, shoo! Get away! MARLIN: So, we're cheating death now. Come here, let me see. That's what we're doing'. We're havin' fun at the same time. I can do this, just be careful. NEMO: Okay. DORY: Yeah, careful I don't make you cry GILL: Go on, it'll be a piece of kelp. when I win! NEMO: [takes a deep breath] MARLIN: Oh, I don't think so! GILL: Nicely done! Can you hear me? DORY: Ha ha ha ha! Whooo! Give it up, old NEMO: Yeah. man. You can't fight evolution, I was built GILL: Here comes the pebble. Now, do you for speed. see a small opening? MARLIN: The question is, Dory, are you NEMO: Uh-huh. hungry? GILL: Okay, inside it you'll see a rotating DORY: Huh? Hungry? fan. Very carefully, wedge that pebble into MARLIN: Yeah, 'cause you're about to eat the fan to stop it turning. my bubbles! Duck to the left! Right there! NEMO: Aaah! The clownfish is the winner! Woohoo! We GILL: Careful, Sharkbait. did it! We're gonna...Dory? Oh no. Dory! NEMO: I can't do it! Dory! Dory! [gasps] Dory! Uggghhh! PEACH: Gill, this isn't a good idea. DORY: Ugh...am I disqualified? GILL: He'll be fine. Try again. MARLIN: No, you're doing fine! You're, NEMO: Okay. you're actually winning! But you gotta stay GILL: That's it, Sharkbait. Nice and steady. awake. Uh, where does P. Sherman live? NEMO: I got it! I got it! DORY: P..Sherman..Wallaby Way...Sydney... PEACH: [sigh] MARLIN: That's it! Oww! Ow! Stay awake! BLOAT: He did it! Stay awake! Ow! Stay awake! Stay--awake! GURGLE: Whew! DORY: Awake...P..Sherman.. GILL: That's great, kid! Now, swim up the MARLIN: Awake... tube and out. DORY: ..42 Wallaby Way... NEMO: Oh no! Gill! Gill! MARLIN: Awake...wake up...Nemo... GILL: Sharkbait! GILL: You miss your dad, don't you, BLOAT: Oh my gosh! Sharkbait? GILL: Get 'I’m outta there! Get 'I’m outta NEMO: Yeah. there! GILL: Well, you're lucky to have someone BUBBLES: Help him! out there who's looking' for you. GURGLE: What do we do!? What do we NEMO: He's not looking for me. He's scared do!? of the ocean. PEACH: Oh no! GILL: Peach, any movement? GILL: Stay calm, kid! Just don't panic! PEACH: He's had at least four cups of NEMO: Help me! coffee, it's gotta be soon. GILL: Sharkbait! Grab hold of this! GILL: Keep on him. NEMO: No! No! GILL: My first escape, landed on dental GILL: Feed me more! tools. I was aiming for the toilet. GURGLE: That's it! NEMO: Toilet? GILL: Come on, Sharkbait! Grab it! GILL: All drains lead to the ocean, kid. NEMO: I got it! NEMO: Wow. How many times have you GILL: Pull! tried to get out? PEACH: Gill, don't make him go back in GILL: Aah, I've lost count. Fish aren't meant there. to be in a box, kid. It does things to 'ya. GILL: No. We're done. BUBBLES: Bubbles! Bubbles, bubbles, CRUSH: Dude. bubbles--- MARLIN: Ooh... PEACH: Potty break! Potty break! He just CRUSH: Dude. Focus, dude. Dude. grabbed the Reader's Digest! We have 4.2 MARLIN: Ooooh... minutes. CRUSH: Oh, he lives! Hey, dude! GILL: That's your cue, Sharkbait. MARLIN: Ooooh..what happened? BLOAT: You can do it, kid. CRUSH: Oh, saw the whole thing, dude. GILL: Okay, you gotta be quick. Once you First you were like, 'whoa'! And then we get in, you swim down to the bottom of the were all like, 'whoa'! And then you were chamber and I'll talk you through the rest. like, 'whoa'. MARLIN: What're you talking about? MARLIN: Ow. CRUSH: You, mini-man. Taking on the CRUSH: Curl away, my son. Aw, it's jellies. You got serious thrill issues, dude. awesome, Jellyman. Little dudes are just MARLIN: Ooh. eggs, leave 'em on the beach to hatch, then CRUSH: Awesome. coo-coo-ca-choo, they find their way back to MARLIN: Ooh..ooh, my stomach. Ooooh.. the big 'ol blue. CRUSH: Oh, man. No hurling on the shell, MARLIN: All by themselves? dude, okay, just waxed it. CRUSH: Yeah. MARLIN: So Mr. Turtle... MARLIN: But-but-but dude, how do you CRUSH: Whoa, dude. Mr. Turtle is my know when they're ready? father. Names Crush. CRUSH: Well, you never really know. But MARLIN: Crush? Really? Okay Crush, when they'll know, you'll know, you know? listen I need to get to the East Australian Ha. Current. EAC? DORY: Hey! Look, everybody! CRUSH: Ha ha ha, dude, ha ha, you're ridin' SQUIRT: I know that dude. It's the it, dude! Check it out! Jellyman. CRUSH: Okay, grab shell, dude! DORY: Well, go on, jump on him. MARLIN: Grabbing-- TURTLE KIDS: Turtle pile! waaaaaaaaaaaaaaaaah!!! Aaaaaaaaaaaah!!! MARLIN: W-w-wai-wait-- Aaaaaaaaaaaah!!! Whooooooaaaa!!! TURTLE KID 1: Are you funny? CRUSH: Ha ha! Righteous! Righteous! TURTLE KID 2: Where's your shell? Yeah! MARLIN: Hold on, I need to breath-- MARLIN: Stop! TURTLE KID 3: Are you running away? CRUSH: So, what brings you on this fine TURTLE KID 4: Did you really cross the day to the EAC? jellyfish forest? MARLIN: Well, Dory and I need to get to Sydney. [gasps] Dory! Dory! Is she all TURTLE KID 5: Did they sting you? right!? MARLIN: One at a time! CRUSH: Oh. Oh, Little Blue. She is sub- TURTLE KID 6: Mr. Fish, did you die? level, dude. DORY: Sorry. I was a little vague on the MARLIN: Dory, Dory! Dory! details. DORY: Hmm-mmm.... SQUIRT: So where are you going? MARLIN: Oh, Dory. I-I-I'm so sorry. This is MARLIN: Well, you see my son was taken. all my fault, it's my fault... My son was taken away from me. DORY: ..29, 30! Ready or not, here I come! TURTLE KIDS: [gasp] There you are! Catch me if you can! Ha ha! DORY: No way. Ha ha ha ha! SQUIRT: What happened? MARLIN: Huh? MARLIN: No, no, no, kids. I don't wanna SQUIRT: Whoa! talk about it. MARLIN: [gasps] Oh my goodnes! TURTLE KIDS: Awww! Please? CRUSH: Whoa. Kill the motor, dude. Let us SQUIRT: Pleeeease? see what Squirt does flying solo. MARLIN: [sighs] Well, okay. I live on this SQUIRT: Whoa! Whoa! That was so cool! reef, a long long way from here. Hey dad, did you see that? Did you see me? DORY: Oh, boy. This is gonna be good, I Did you see what I did? can tell. CRUSH: You so totally rock, Squirt! So give MARLIN: And my son, Nemo, see he was me some fin..noggin.. mad at me. And maybe he wouldn't have CRUSH/SQUIRT: ..dude! done it if I hadn't been so tough on him, I CRUSH: Oh, intro. Jellyman, Offspring. don't know. Anyway, he swam out in the Offspring, Jellyman. open water to this boat and when he was out SQUIRT: Jellies? Sweet. there, these divers appeared and I tried to CRUSH: Totally. stop them but the boat was too fast. So we MARLIN: Well, apparently, I must've done swam out in the ocean to follow them... something you all like. Heh, uh, dudes. TURTLE KID: They couldn't stop them. SQUIRT: You rock, dude. And then Nemo's dad, he swims out to the ocean and they bump into.. GILL: No, I'm the one who should be sorry. SMALL FISH: ..three ferocious sharks! He I was so ready to get out, so ready to taste scares away the sharks by blowin' them up! that ocean. I was willing to put you in harm's BIG FISH: Golly, that's amazing! way to get there. Nothing should be worth SMALL FISH: And then dives thousands that. I'm sorry I couldn't get you back to of.. your father, kid. LOBSTER: ..feet straight down into the NIGEL: All right! Hey, hey, hey, hey--! dark. It's like wicked dark down there, you DENTIST: What the!? can see a thing. How's it goin', Bob? And the PATIENT: AAAAAAAAAH!!! Oooooh... only thing that they can see down there.. DENTIST: Well, uh, that's one way to pull a SWORDFISH: ..is the light from this big tooth. He he he he he! Huh, darn kids. Well, horrible creature with razor sharp teeth. Nice good thing I pulled the right one, eh, prime parry, old man. And then he has to blast his minister? He he he he! way... NIGEL: Hey, hey. Psst! DOLPHIN: So, these two little fish have PEACH: Oh, Nigel. You just missed an been..searching the ocean for days. On the extraction. East Australian Current. NIGEL: Ooh! Has he loosened the FEMALE BIRD: Which means that he may periodontal ligament yet--oh, what I'm be on his way here right now. That should talkin' about!? Nemo! Where's Nemo? I put them in Sydney.. gotta speak with him. MALE BIRD 1: ..Harbor in a matter of days. NEMO: What? What is it? I mean, it sounds like this guy's gonna stop NIGEL: Your dad's been fighting the entire at.. ocean looking for you. MALE BIRD 2: ..nothing until he finds his NEMO: My father? Really? son. I sure hope he makes it. GILL: Really? MALE BIRD 3: That's one dedicated father NIGEL: Oh yeah. He's travelled hundreds of if you ask me. miles. He's been battling sharks and jellyfish GULLS: Mine! Mine! Mine! Mine! Mine! and all sorts of-- Mine! Mine! Mine! Mine! NEMO: Sharks? That can't be him. NIGEL: Oh, would you just shut up! You're NIGEL: Are you sure? What was his name? rats with wings! Some sort of sportfish or something: tuna, PELICAN: ..bloke's been lookin' for his boy uh, trout.. Nemo. NEMO: Marlin? NIGEL: Nemo? NIGEL: That's it! Marlin! The little PELICAN: He was taken off the reef by clownfish from the reef. divers and this.. NEMO: It's my dad! He took on a shark! NIGEL: There, take it! You happy! NIGEL: I heard he took on three. GULLS: Mine! Mine! Mine! Mine! DEB/BLOAT/GURGLE: Three!? NIGEL: Hey, hey, hey! Say that again! You GILL: Three sharks!? said something about Nemo. What was it? BLOAT: That's gotta be forty eight hundred GULLS: Mine! Mine! Mine! teeth! CRAB: Whooooooaaa..watcha! NIGEL: You see, kid, after you were taken GULL: Mine! by diver Dan over there, your dad followed PELICAN: Last I heard, he's headin' the boat you were on like a maniac. towards the harbor. NEMO: Really? NIGEL: Ho ho! Brilliant! NIGEL: He's swimming and he's NEMO: [sighs] swimming and he's giving it all he's got and DEB: Is he doing okay? then three gigantic sharks capture him and GURGLE: I don't know, but whatever you he blows them up! And then dives thousands do, don't mention D-A-R.. of feet and gets chased by a monster with NEMO: It's okay, I know who you're talking huge teeth! He ties this demon to a rock and about. what does he get for a reward? He gets to NEMO: Gill? Gill? battle an entire jellyfish forest! And now he's GILL: Hey, Sharkbait. riding with a bunch of sea turtles on the NEMO: I'm sorry I couldn't stop the-- East Australian Current and the word is he's headed this way right now, to Sydney! CRUSH: Okay, Squirt here will now give BLOAT: Wow! Ha ha ha! you a rundown of proper exiting technique! DEB: Oh, what a good daddy! SQUIRT: Good afternoon, we're gonna have GILL: He was lookin' for you after all, a great jump today! Okay, crank a hard Sharkbait. cutback as you hit the wall! There's a GILL: [gasps] screaming bottom turn, so watch out! GURGLE: He's swimming to the filter! Remember: rip it, roll it and punch it! GILL: [gasps] Sharkbait! MARLIN: It's like he's trying to speak to BLOAT: Not again! me, I know it! You know, you're really cute! GILL: Sharkbait! But I don't know what you're saying! Say the DEB: No! first thing again! GURGLE: You've got your whole life ahead CRUSH: Okay, Jellyman! Go, go, go, go, of you! go, go! BLOAT: Oh no! MARLIN/DORY: Aaaaaaaaaah!!! GILL: We'll help you, kid! Weeeeeeeeeeee!!! Whoooooooooooaaaaa!!! BLOAT: Gotta get him out! Aaaaaaaaaaah!!! Woohoooo!!! DEB: Gimme that thing! Whoooooaaa!!! DEB: Get him outta there! DORY: Whoooo! GURGLE: Come on, kid! Grab the end! MARLIN: Ha ha ha ha! That was..fun! Ha ALL: [gasps] ha! I actually enjoyed that! DEB: Sharkbait! DORY: Hey, look! Turtles! BLOAT: Sharkbait! Are you okay!? CRUSH: Ha ha! Most excellent! Now, turn GURGLE: No! your fishy tails 'round and swim straight on GILL: Can you hear me, Sharkbait!? Nemo! through to Sydney! No worries, man! Can you hear me!? MARLIN: No worries! Thank you, dude NEMO: Yeah, I can hear you. Crush! GILL: Sharkbait, you did it! TURTLE KIDS: Bye! Bye, Jellyman! GURGLE: Sharkbait, you're--covered with CRUSH: You tell your little dude I said 'hi', germs! Aaaaaaah!!! okay? GILL: That took guts, kid. SQUIRT: See you later, dudes! GILL: All right, gang. We have less than 48 DORY: Bye, everyone! hours before Darla gets here. This tank'll get MARLIN: Oh, Nemo would've loved this. plenty dirty in that time but we have to help Hey, ooh! Hey, Crush! Crush, I forgot! How it along any way we can. Jacques! old are you? JACQUES: Oui! CRUSH: Hundred and fifty, dude! And still GILL: No cleaning. young! Rock on! JACQUES: I shall resist. MARLIN: Hundred and fifty! Hundred and GILL: Everybody else, be as gross as fifty, I gotta remember that. possible. Think dirty thoughts. We're gonna DORY: Whoa. We goin' in there? make this tank so filthy, the dentist'll have to MARLIN: Yup. clean it. DORY: P. Sherman, 42 Wallaby Way, BLOAT: [belch] Sydney? GILL: Good work. MARLIN: Yup. We're gonna just swim NEMO: Ha ha ha ha! straight. CRUSH: All right, we're here, dudes! Get DORY: [singing] Just keep swimming, just ready! Your exit's comin' up, man! keep swimming. MARLIN: Where!? I don't see it! MARLIN: Dory? DORY: Right there! I see it! I see it! MARLIN: Boy, this is taking a while. MARLIN: You mean the swirling vortex of DORY: Hey, how about we play a game? terror!? MARLIN: Okay. CRUSH: That's it, dude! DORY: Uh, okay. I'm thinking of something, MARLIN: Of course it is. uh, orange. And it's small.. CRUSH: Okay, first: find your exit buddy! MARLIN: It's me. CRUSH: Do you have your exit buddy? DORY: Right. Okay.. DORY: Yes! DORY: Orange, and uh, small.. MARLIN: It's me. think that's a little fella. DORY: All righty, Mr. Smarty Pants. DORY: Oh. Oh, oh, big fella. Big fe--whale. DORY: ..orange and small, and white Okay. Maybe he only speaks whale. stripes.. MOOOOO-WEEEEEEE-NEEEEED... MARLIN: Me. And the next one's just a MARLIN: Uh, Dory..what're you doing? guess: me. DORY: TOOOOOOO-FIIIIIIND... DORY: Okay, that's just scary. MARLIN: What're you doing? MARLIN: W-w-wait, I have definitely seen DORY: HIS-SOOOOOOOOOOOON... this floating speck before. That means we've MARLIN: Are you sure you speak whale? passed it before and that means we're going DORY: CAN-YOOOOOUUU-GIIIIIVE- in circles and that means we're not going USSSS-DIRECTIOOOOOOOONS- straight! TOOOOOOOOO... DORY: Hey. Hey! MARLIN: Dory! Heaven knows what you're MARLIN: We gotta get to the surface, come saying! See, he's swimming away. on! Let's figure it out up there. Let's go! DORY: COOOME- Follow me! Wha--? BAAAAAAAAAAAAAACK! DORY: Whoa, whoa, whoa! Hey! Relax. MARLIN: He's not coming back. You Take a deep breath. Now, let's ask somebody offended him. for directions. DORY: Maybe a different dialect. MARLIN: Oh, fine. Who do you wanna ask, MOOOOOOOOOOOOOO! the speck? There's nobody here! MOOOOOAAAAAAAAAA..! DORY: Well, there has to be someone. It's MARLIN: Dory. Dory, this is not whale. the ocean, silly, we're not the only two in You're speaking like upset stomach. here. Let's see...okay, no one there. Uhh, DORY: Maybe I should try humpback. nope. Nada. [gasps] There's somebody. Hey! MARLIN: No, don't try humpback. Excuse-- DORY: MARLIN: Dory! Dory! Dory! Okay, now WAAAAAAAAAAAAAAOOOOOOO!!! it's my turn. I'm thinking of something dark WAAAAAAAAAOOOOOO!!! and mysterious. It's a fish we don't know. MARLIN: Okay, you actually sound sick. And if we ask it directions, it could ingest us DORY: Maybe louder, huh? RAAAH!!! and spit out our bones! RAAAAH!!! DORY: What is it with men and asking for MARLIN: Don't do that! directions? DORY: Too much orca. Didn't it sound a MARLIN: Look, I don't wanna play the little orca-fish? gender card right now. You wanna play a MARLIN: It doesn't sound orca! It sounds card? Let's play the 'Let's Not Die' card. like nothing I've ever heard! DORY: You wanna get outta here, don't you? DORY: MARLIN: Of course, I do. MOOOO..MOOOOOOOOOOOOOOO!!! DORY: Well then, how are we gonna do that MARLIN: It's just as well, he might be unless we give it a shot and hope for the hungry. best? Hmmm? Hmmmm!? Come on, trust DORY: Don't worry. Whales don't eat me on this. clownfish, they eat krill. MARLIN: All right. KRILL: Swim away! DORY: Excuse me! Woohoo! Little fella? DORY: Oh, look. Krill. Hello. Don't be rude, say 'hi'. MARLIN: Move, Dory! Move! MARLIN: Ha..hello. DORY: Aah-aaah! Aaaaaaaaaah! DORY: His son Bingo.. GILL: Look at that. Would you look at that? MARLIN: Nemo. Filthy. Absolutely filthy. And it's all thanks DORY: ..Nemo, was taken to, uh.. to you, kid. You made it possible. Jacques, I MARLIN: Sydney. said no cleaning! DORY: Sydney. Yes. And it's really, really JACQUES: I am ashamed. important that we get there as fast as we can. PEACH: Hey, look. Scum angel. So can you help us out? Come on, little fella. GURGLE: Aah! Aaaah! Ooh-ooh! Aaaaah! Come on. BUBBLES: Bubbles! I love the bubbles--! MARLIN: Dory, I'm a little fella. I don't [coughs] DEB: Flo! Flo! Has anybody seen Flo? Flo! anything happen to him. PEACH: Nine o' clock and cue dentist. DORY: Huh. That's a funny thing to DENTIST: Hello, Barbara. Sorry I'm late. promise. PEACH: Okay. Okay, here we go. Here we MARLIN: What? go, okay. DORY: Well, you can never let anything DENTIST: Little Davey Reynolds. happen to him. Then nothing would ever PEACH: Okay. Walks to the counter, drops happen to him. Not much fun for little the keys.. Harpo. GURGLE: Bloat, that's disgusting! DORY: Hmm.. BLOAT: Tastes pretty good to me. [belch] MARLIN: What's going on? GURGLE: Eww! Don't you people realize DORY: I don't know. I'll ask him. we are swimming in our own-- MMMWWHAAAAAAAAA! PEACH: Shhh! Here he comes. HUUUWHAAAAAAAAA.. DENTIST: Crikey, what a state. Oh. MARLIN: Dory. Dory. Barbara, what's my earliest appointment MARLIN: ..AAAAAAAAAAT'SSS- tomorrow? GOOIIIIIIING.. BARBARA: Uh, ten 'o clock, luv. MARLIN: Dory. DENTIST: Leave it open, would you? I DORY: ..OOOOOOOOONNN? gotta clean the fish tank before Darla gets DORY: I think he says we've stopped. here. MARLIN: Of course, we've stopped. Just GILL; He he! Did you hear that, Sharkbait? stop trying to speak whale, you're gonna NEMO: Yay! He does gonna clean the tank! make things worse. [gasps] What is that He's gonna clean the tank! We're gonna be noise? Oh no. Look what you did. The clean! water's going down! It's-it's-it's going down! GILL: Are you ready to see your dad, kid? DORY: Really? Are you sure about that? NEMO: Uh-huh. MARLIN: Look, it's already half-empty! GILL: Of course you are. You know, I DORY: Hmm..I'd say it's half full. wouldn't be surprised if he's out there in the MARLIN: Stop that! It's half-empty! harbor waiting' for you right now. DORY: Okay, that one was a little tougher. NEMO: Yeah. He either said we should go to the back of MARLIN: Aaaaaaaaaaaah! Ooof! the throat or he wants a root beer float. DORY: Ha~~haaa~~haaaaaaah! Whooo! MARLIN: Of course he wants us to go MARLIN: Aaaaaaaaaaaah! there! That's eating us! How do I taste, DORY: Here comes a big one--whooooooo! Moby!? Huh!? Do I taste good!? You tell Come on, you gotta try this! him I'm not interested in being lunch! MARLIN: Would you just stop it!? DORY: Okay. HEEEEEEEEE-- DORY: Why? What's wrong? MARLIN: Stop talking to him--waaaah! MARLIN: We're in a whale! Don't you get DORY: Aaaaaaaaaaaaaaaaaaah!!! it!? MARLIN: What is going on!? DORY: A whale? DORY: I'll check! WHAAAAAAA--! MARLIN: A whale! 'Cause you had to ask MARLIN: No! No more whale! You can't for help! And now we're stuck here! speak whale! DORY: Wow. A whale. You know I speak DORY: Yes, I can! whale. MARLIN: No, you can't! You think you MARLIN: No, you're insane! You can't could do these things but you can't, Nemo! speak whale! I have to get out! I have to find DORY: Okay. my son! I have to tell him how old sea MARLIN: Dory! turtles are! [sobs] DORY: He says it's time to let go! DORY: Woo-ho-ho-ho-ho-ho-hoo! Hey. You Everything's gonna be all right! okay? MARLIN: How do you know!? How do you DORY: There, there. It's all right. It'll be know something bad isn't gonna happen!? okay. DORY: I don't! MARLIN: No. No, it won't. MARLIN/DORY: DORY: Sure it will, you'll see. AAAAAAAAAAAAAAAAAAHHH!!! MARLIN: No. I promised him I'd never let AAAAAAAAAAAAAAAHHH!!! MARLIN: Ha ha ha! We're alive! GILL: Hold on! I'm coming'! DORY: Look! Sy-d-ney..Sydney! Uh, NEMO: Help me! Sydney! Sydney again! GILL: Swim down! Come on, kid! Swim MARLIN: You were right, Dory! We made down! Come on! it! We're gonna find my son! BLOAT: Everybody jump in! MARLIN: THAAAAAAAAAAANK- DEB: Swim down! YOOOOOOOOOUUUU- GILL: That's it! SIIIRRRRRRRRR! DENTIST: What the!? DORY: Wow. I wish I could speak whale. ALL: Yay! MARLIN: Okay. All we got to do is find the GILL: Good work! boat that took him. NEMO: Gill! DORY: Right! GILL: [gasps] Nemo! MARLIN: Come on, Dory. We can do this! BLOAT: Shark bait! PEACH: [yawn] Morning. [gasps] It's GILL: Roll, kid! Lean! Lean! morning, everyone! Today's the day! The DENTIST: Whoops. That would've been a sun is shining, the tank is clean and we are nasty fall. getting out of--[gasps]--the tank is clean. NEMO: Gill! Don't let me go belly up! The tank is clean! GILL: Just calm down, Nemo. DEB: But how? NEMO: Don't let me go belly up! GILL: Boss must've installed it last night GILL: You won't go belly up, I promise. while we were sleepin'. You're gonna be okay. NEMO: What're we gonna do? ALL: [gasps] Darla! GILL: What's it say, Peach? DORY: All right, do any of these boats look PEACH: [muffled] The AquaScum two- familiar to you? thousand.. MARLIN: No, but the boat has to be here GILL: I can't hear you, Peach. somewhere! Come on, Dory, we're gonna PEACH: 'The AquaScum 2003 is an all- find it. purpose, self-cleaning maintenance free salt DORY: I'm totally excited. [yawn] Are you water purifier that is guaranteed to even excited? [yawn] extend the life of your aquarium fish'. MARLIN: Dory, wake up, wake up. Come BLOAT: [inflates] Stop it! on. PEACH: 'The AquaScum is programmed to DORY: [gasps] Duck! scan your tank environment every 5 MARLIN: That's not a duck. It's a--pelican! minutes'? Whooooaaaaah! GURGLE: Scan? What does that mean? DORY: Aaaaaaaaaaaah! GURGLE: Aaah! MARLIN: No! I didn't come this far to be AQUASCUM: Temperature: 82 degrees. PH breakfast! balance: normal. PELICAN: Hey, hey, Nigel. Heh, would you ALL: Oooooh. look at that? PEACH: Nice. NIGEL: Huh? Wha-what? GURGLE: Ooh..ah..curse you, AquaScum! PELICAN: Sun's barely up and already BLOAT: That's it for the escape plan. It's Gerald's had more than he can handle. ruined! NIGEL: Yeah. Reckon somebody ought to NEMO: Then what're we gonna do about-- help the poor guy. ALL: [gasps] Darla! PELICANS: Yeah, yeah, right. GILL: Stay down, kid! NIGEL: Well, don't everybody fly off at BLOAT: False alarm. once. GURGLE: My nerves can't take much more NIGEL: All right, Gerald, what is it? Fish of this. got your tongue? BLOAT: What're we gonna do when that DORY: Aaaaaaaaaaaaaah!!! little brat gets here? NIGEL: Love a duck! GILL: I'm thinking', I'm thinking'. MARLIN: I gotta find my son Nemo! NEMO: Aaah! Oh! Gill! NIGEL: [gasps] Nemo? Hey, hey, hey! He's GILL: [gasps] Nemo! that fish! Y'know the one we were talking NEMO: Help me! Help me! about! The one that's been fighting the whole ocean! Hey, I know where your son i- GILL: [gasps] He's still alive! -huh? Hey, wait! Come back! Stop! PEACH: He's not dead! MARLIN: Dory, keep going! He's crazy! BLOAT: What's happening? Why is he NIGEL: I got something to tell 'ya! playing dead? GULL: Mine. GILL: He's gonna get flushed down the NIGEL: Okay, don't make any sudden toilet! He's gonna get outta here! moves. Hop inside my mouth if you want to DEB: Yay! live. BLOAT: He's gonna get flushed! MARLIN: Hop in your mouth, huh? And GURGLE: What a smart little guy! how does that make me live? GILL: Oh no, not the trash can! GULL: Mine. BUBBLES: Nemo! No! NIGEL: Because I can take you to your son. NIGEL: Hey! Hey! I found his dad! MARLIN: Yeah, right. MARLIN: Where's Nemo!? Where is he!? NIGEL: No. I know your son. He's orange, BLOAT: Dentist! Dentist! he's got a gimpy fin on one side.. GILL: He's over there! MARLIN: That's Nemo! MARLIN: What's a dentist!? What is that!? GULLS: Mine! Mine! Mine! Mine! Mine! [gasps] Nigel, get in there! Mine! NIGEL: I can't go in there. DORY: Aaaaaaaaaaaaaah!!! MARLIN: Oh yes, you can! Charge! NIGEL: Fasten your seatbelts! DARLA: Aaaaaaaaaaaah! GULLS: Mine! Mine! Mine! Mine! Mine! DENTIST: What the--!? Darla, sweetie! Mine! Look out! DORY: Whoooooo! Woohooooo! DARLA: Aaaaaaaah! GULLS: Mine! Mine! Mine! Mine! Mine! DENTIST: Hold still! Mine! DARLA: Aaaaaaaah! DORY: Ha-haaaa! Ha ha ha ha! DENTIST: Easy! Easy! MARLIN: Aaaaaaaaaaaaaaaah! DARLA: Aaaaaaaah! NIGEL: Everybody hold on! DENTIST: Hold still! Nobody's going to MARLIN/DORY: Aaaaaaaaaaaaaaaaah! hurt you! Oof! GULLS: Mine! Mine! Mine! Mine! Mine! MARLIN: [gasps] Nemo. Mine! DORY: [gasps] Oh my goodness. BUBBLES: Aaaah! Too loud! Too loud for DENTIST: Gotcha! Keep down! me! MARLIN: Nemo! DARLA: [singing] Twinkle, twinkle little NEMO: Daddy? star. DENTIST: Out with 'ya! And stay out! PEACH: Find a happy place, find a happy NEMO: Daddy!? place, find a happy place! DARLA: Fishy? Fishy! Wake up! Wake up! BARBARA: Darla, you're uncle will see DEB: Oh no! you now. GILL: Quick! To the top of Mt. DENTIST: All right, let's see those pearly Wannahockaloogie! whites. DARLA: Why are you sleeping!? DARLA: RAAAH! I'm a piranha. They're in PEACH: Hurry! the Amazon. GILL: Bloat! Ring of Fire! DENTIST: And a piranha's a fish, just like DARLA: Fishy--aaaaaaaaaaaah! your present. Aaaaaaaaaah! DARLA: [giggling] I get a fishy! Fishy, DENTIST: What!? All the animals have fishy, fishy! gone mad! DENTIST: Oh no. Poor little guy. DARLA: Aaaaaaaah! Get it out! BLOAT: He's dead! GURGLE: Smack her in the head! GILL: Shark bait! BLOAT: Go, Gill! Go! DARLA: Yay! Fishy, fishy, fishy! DARLA: Fish in my hair! Aaaaaaaah! DENTIST: He he he! Must've left your NEMO: Gill. present in the car, sweetie. Ha ha ha ha ha! GILL: Sharkbait. Tell your dad..I said..hi. DARLA: Awwwww. Go get 'em. DENTIST: I'll go and get it. DENTIST: Ooooh. [gasps] BLOAT: He did it! Ha ha! NEMO: Dad! DEB: Yay! DORY: Dad! BUBBLES: I'm so happy! NEMO: Dad! GURGLE: Is he gonna be okay, Gill? DORY: Dad! Wait a minute, is it your dad or GILL: Don't worry. All drains lead to the my dad? ocean. NEMO: My dad. DARLA: Fishy! DORY: Got it. Dad! NEMO: Aaaaaaaaaaaaaah! Daddy! NEMO: Where are we, anyway? NIGEL: I'm, I'm so sorry. Truly, I am. DORY: Dad! Dad! Oh. S-ss-syl--shi-- DORY: Hey.. Sydney. [gasps] 'P. Sherman, 42 Wallaby MARLIN: Dory. If it wasn't for you, I never Way, Sydney'. even would have made it here. So, thank DORY: Aaaaah! Nemo! It's you! Aaaaaah! you. You're Nemo! DORY: Hey! Hey, wait a minute. W-w-wait! NEMO: [muffled] Yes! Yes! I'm Nemo! Where are you going? DORY: Oh! You're Nemo! [gasps] You were MARLIN: It's over, Dory. We were too late. dead! I saw you! And then I--[gasps], here Nemo's gone and I'm going home now. you are! I found you! You're not dead! And DORY: No..no, you can't! Stop! Please don't your father--[gasps]! Your father! go away. Please? No one's ever stuck with NEMO: My father!? You know my father!? me for so long before. And if you leave, if Where is he!? you leave...I just, I remember things better DORY: [gasps] This way! He went this way! with you. I do. Look, P. Sherman, Quick! 42..40..2..agh! I remember it, I do. It's there, DORY: Hey! Hey, hey! Hey! I know it is because when I look at you, I CRAB 1/CRAB 2: Hey! Hey, hey, hey! can feel it. And I, I look at you and...I'm DORY: Hey! Have you seen an orange fish home. Please. I don't want them to go away. swim by? It looks just like him! I don't wanna forget. NEMO: But bigger! MARLIN: I'm sorry, Dory, but I do. CRAB 2: Yeah, I saw 'im, bluey! But I'm not CRAB 1: Manna from heavens! tellin' you where he went. And there's no CRAB 2: Sweet nectar of life! way you're gonna make me! CRAB 1/CRAB 2: Hey! Hey, hey! Hey! GULL: Mine. CRAB 1: This is our spot! CRAB: Huh!? Aaaah! All right! I'll talk! I'll CRAB 2: Go on! Get outta here! talk! He went to the fishing grounds! CRAB 1/CRAB 2: Hey, hey! Hey! Hey, hey, Aaaaah! hey! GULLS: Mine!Mine! Mine! Mine! Mine! CRAB 1: Yeah, that's it fella! Just keep on Mine! swimmin', you got that! FISH: Hey! Look out! CRAB 2: Too right, mate! Oh, Oh! I got a MARLIN: Sorry. Just trying to get home. live one here! NEMO: Dad! Dad! NEMO: Hey, have you seen my dad? MARLIN: Nemo? CRAB 2: Gotcha! Hey! Hey! Come back NEMO: Daddy! here! MARLIN: Nemo? CRAB 1: You let 'im go! NEMO: Dad! CRAB 1/CRAB 2: Hey! Hey, hey, hey! DORY: Nemo's alive! NEMO: Dad! Dad! Dad! MARLIN: Dory? [gasps] Nemo! DORY: Aah! No! NEMO: Daddy! NEMO: Um, excuse me. Are you all right? MARLIN: Nemo! I'm coming, Nemo! DORY: I don't know where I am! I don't NEMO: Dad! know what's going on, I think I lost MARLIN: Nemo! somebody but I, I can't remember. NEMO: Dad! NEMO: It's okay, it's okay. I'm looking for MARLIN: Oh, thank goodness! It's all right, someone too. Hey, we can look together. son. It's gonna be okay. DORY: I'm Dory. FISH: Turn around! You're going the wrong NEMO: I'm Nemo. way! Aaaaaaaaaaah! DORY: Nemo? That's a nice name. DORY: Aaaaaaaaaaaah! Look out! MARLIN: Move! Move! DORY: Hey! FISH: Aaaaaaaaaaaah! MARLIN: Dory! Where's Nemo!? DORY: Help! AAAAAAAAAAAAH!!! DORY: [gasps] There! MARLIN: Dory! MARLIN: Oh no. Nemo! NEMO: Come on! MARLIN: Nemo? Nemo? It's okay. Daddy's DORY: Heeeeeeeelp!!! Help! here, daddy's got you. NEMO: Dory! NEMO: [coughs] Daddy? DORY: Help! Get us out! Aaaaaaaah! MARLIN: Oh, thank goodness. MARLIN: No, no, no! No! Dory! NEMO: Dad...I don't hate you. NEMO: Dad! I know what to do! MARLIN: No, no, no. I'm so sorry, Nemo. MARLIN: Nemo! No! MARLIN: Hey, guess what? NEMO: We have to tell all the fish to swim NEMO: What? down together! MARLIN: Sea turtles? I met one! And he MARLIN: Get out of there, now! was a hundred and fifty years old. NEMO: I know this will work! NEMO: Hundred and fifty? MARLIN: No, I am not gonna lose you MARLIN: Yep. again! NEMO: 'Cause Sandy Plankton said they NEMO: Dad, there's no time! It's the only only live to be a hundred. way we can save Dory! I can do this! MARLIN: Sandy Plankton? Do you think I MARLIN: You're right. I know you can. would cross the entire ocean and not know NEMO: Lucky fin! as much as Sandy Plankton!? MARLIN: Now go! Hurry! NEMO: Ha ha ha ha! NEMO: Tell all of the fish to swim down! MARLIN: He was a hundred and fifty! Not MARLIN: Well!? You heard my son! Come one hundred! Who is this Sandy Plankton on! who knows everything? NEMO: Dory! MARLIN: Time for school! Time for DORY: [gasps] school! Get up! Let's go! Go! NEMO: You have to tell everybody to.. MARLIN: I'm gonna win! MARLIN: ..swim down together! Do you NEMO: No, you're not! I did it! Woohoo! understand what I'm saying to you!? Swim Ha ha ha! down! MARLIN: Oh! My own son beats me! DORY: Everybody swim down! MR. RAY: Climb aboard, explorers! NEMO: Come on! You have to swim down! MARLIN: So just then, the sea cucumber DORY: Swim down, okay? looks over to the mollusk and says : 'with NEMO: Swim.. fronds like these, who needs anemones?'! MARLIN: down! Swim down! Swim down! BOB/TED/BILL: Haaa-ha ha ha ha ha ha! Swim down! MR. RAY: Well, hello, Nemo! Who's this? MARLIN: Don't give up! Keep swimming! NEMO: Exchange student. Just keep swimming! SQUIRT: I'm from the EAC, dude! NEMO: It's working! MR. RAY: Sweet. FISH: Keep swimming! Keep swimming! NEMO/SQUIRT: Totally. Keep swimming! BOB: But seriously, Marty, did you really do MARLIN: Just keep swimming! Keep all the things you say you did? swimming! BRUCE: Uh, pardon me. NEMO: Come on, dad! BOB/TED/BILL: [gasps] MARLIN: You're doing great, son! BRUCE: Hello. NEMO: That's my dad! TED: Ohh! MARLIN: Come on! Let's get to the bottom! BRUCE: Don't be alarmed. Keep swimming! ANCHOR: Oh, we just wanna make sure DORY: [singing] Just keep swimming, just that our newest member got home safe. keep swimming. DORY: Thanks, guys. MARLIN: Almost there! Keep swimming! BRUCE: Well, we'll see you next week. FISH: Keep swimming! Keep swimming! CHUM: Keep up with the program, Dory. Keep swimming! Keep swimming! Yay! ANCHOR: Remember: fish are friends.. MARLIN: Oww! DORY: ..not food! Bye! MR. RAY: Hold on! Here we go! Next up, knowledge! MARLIN: Bye, son! Have fun! NEMO: Bye, dad! Oh! Oh, Mr. Ray! Wait. I forgot something. NEMO: Love you, dad. MARLIN: I love you too, son. NEMO: Uh, dad, you can let go now. MARLIN: Sorry! Now go have an adventure! SQUIRT: Goodbye! See you later, dudes! DORY: Bye, Elmo! MARLIN: Nemo. DORY: Nemo! Bye, Nemo! NEMO: See you after school, Dory! Bye, dad! MARLIN: Bye, son. DENTIST: Barbara? BARBARA: Uh-huh? DENTIST: I don't understand it. Here this thing has a lifetime guarantee and it breaks! Had to clean the tank myself, take all the fish out, put 'em in bags and---where'd the fish go? GILL: Come on, Peach! DEB: Hurry! GILL: You can do it! BLOAT: Yeah, that's it! You can do it! GURGLE: Just a little further! PEACH: That's the shortest red light I've ever seen! BLOAT: Come on, Peach! PEACH; Oooh--aaaaah! ALL: Yay! We did it! Ha ha ha ha ha! BLOAT: Now what?

APPENDIX 2

Syllabus

KURIKULUM TINGKAT SATUAN PENDIDIKAN (KTSP) PERANGKAT PEMBELAJARAN SILABUS

Mata Pelajaran : Bahasa Inggris Satuan Pendidikan : SMA / MA Kelas/Semester : XII/1

Nama Guru : NIKY : SILABUS PEMBELAJARAN

Nama Sekolah : Mata Pelajaran : Bahasa Inggris Kelas / Semester : XII / 1

Materi Nilai Budaya & Kewirausahaan Indikator Penca- Standar Kompetensi Kegiatan Alokasi Sumber Pembelajaran Karakter /Ekonomi paian Penilaian Kompetensi Dasar Pembelajaran Waktu Belajar Bangsa Kreatif Kompetensi Mendengarkan 1.1 Merespon  Responding to  Religius, jujur,  Percaya diri  Mendengarkan  Mengidentifikasi Tertulis 1 x 45 Developin 1 Memahami makna dalam expressions toleransi, (keteguhan percakapan makna kata (PG dan 2 x 45 g English percakapan disiplin, kerja hati, optimis). interpersonal/tr Competen makna dalam teks  Mengidentifikasi Uraian) 2 x 45 transaksional (to keras, mandiri, ansaksional cies percakapan  Berorientasi hubungan antar Tugas transaksional dan get things done) demokratis, pada tugas secara individu. pembicara for Grade interpersonal resmi dan interpersonal rasa ingin tahu, Quiz X Senior (bermotivasi,  Mendiskusikan  Mengidentifikasi dan berlanjut (bersosialisasi) semangat High tekun/tabah, tindak tutur makna tindak dalam konteks resmi dan kebangsaan, School bertekad, yang digunakan tutur kehidupan sehari- berlanjut cinta tanah air, (SMA/MA) enerjik). dalam mengusulkan hari (sustained) menghargai  Pengambil percakapan Tape secara akurat, prestasi, yang didengar  Merespon tindak lancar dan bersahabat, resiko (suka tutur Kamus tantangan, secara berterima dalam cinta damai, berpasangan. mengusulkan Kaset/CD konteks mampu gemar  Mengidentifikasi Tape/CD kehidupan sehari- memimpin)  Mendiskusikan membaca, makna tindak Player hari dan respon yang peduli  Orientasi ke tutur memohon melibatkan tindak lingkungan, masa depan diberikan OHP/LCD tutur: peduli sosial, (punya terhadap tindak  Merespon tindak Foto/ mengusulkan, tanggung perspektif tutur yang tutur memohon Poster didengar memohon, jawab untuk masa  Mengidentifikasi Gambar mengeluh, depan) makna tindak Koran membahas tutur membahas berbehasa kemungkinan kemungkinan Inggris atau untuk atau kemampuan melakukan untuk melakukan Majalah sesuatu, dan sesuatu Internet memerintah  Merespon tindak Materi Nilai Budaya & Kewirausahaan Indikator Penca- Standar Kompetensi Kegiatan Alokasi Sumber Pembelajaran Karakter /Ekonomi paian Penilaian Kompetensi Dasar Pembelajaran Waktu Belajar Bangsa Kreatif Kompetensi tutur membahas kemungkinan atau kemampuan untuk melakukan sesuatu  Mengidentifikasi makna tindak tutur memerintah  Merespon tindak tutur memerintah  Mengidentifikasi kontek situasi 1.2 Merespon  Responding to  Religius, jujur,  Percaya diri  Mendengarkan  Mengidentifikasi Tertulis 1 x 45 Developin makna dalam expressions toleransi, (keteguhan percakapan makna tindak (PG dan 1 x 45 g English percakapan disiplin, kerja hati, optimis). interpersonal/tr tutur mengakui Competen Uraian) 1 x 45 transaksional (to keras, mandiri, ansaksional kesalahan cies  Berorientasi Quiz get things done) demokratis, pada tugas secara klasikal  Merespon tindak for Grade Tugas dan interpersonal rasa ingin tahu, (bermotivasi,  Mendiskusikan tutur mengakui X Senior (bersosialisasi) semangat tekun/tabah, tindak tutur kesalahan High resmi dan kebangsaan, School bertekad, yang digunakan  Mengidentifikasi berlanjut cinta tanah air, enerjik). dalam (SMA/MA) (sustained) menghargai makna tindak  Pengambil percakapan tutur berjanji Tape secara akurat, prestasi, yang didengar lancar dan bersahabat, resiko (suka  Merespon tindak Kamus tantangan, secara berterima dalam cinta damai, berpasangan. tutur berjanji Kaset/CD konteks mampu gemar  Mengidentifikasi Tape/CD kehidupan sehari- memimpin)  Mendiskusikan membaca, makna tindak Player hari dan respon yang peduli  Orientasi ke tutur melibatkan tindak diberikan OHP/LCD lingkungan, masa depan menyalahkan/me tutur: mengakui terhadap tindak peduli sosial, (punya nuduh Foto/ kesalahan, tanggung perspektif tutur yang Poster didengar  Merespon tindak berjanji, jawab untuk masa Gambar tutur Materi Nilai Budaya & Kewirausahaan Indikator Penca- Standar Kompetensi Kegiatan Alokasi Sumber Pembelajaran Karakter /Ekonomi paian Penilaian Kompetensi Dasar Pembelajaran Waktu Belajar Bangsa Kreatif Kompetensi menyalahkan, depan) menyalahkan/ Koran menuduh, menuduh berbehasa mengungkapkan  Mengidentifikasi Inggris keingintahuan makna tindak Majalah dan hasrat, dan tutur Internet menyatakan mengungkapkan berbagai sikap keingintahuan dan hasrat  Merespon tindak tutur mengungkapkan keingintahuan dan hasrat  Mengidentifikasi makna tindak tutur menyatakan berbagai sikap  Merespon tindak tutur menyatakan berbagai sikap 2 Memahami 2.1 Merespon  Responding to  Religius, jujur,  Percaya diri  Mendengarkan  Mengidentifikasi Tertulis 1 x 45 Developin makna dalam teks makna dalam a monologue toleransi, (keteguhan sebuah topik sebuah teks (PG dan 1 x 45 g English fungsional pendek teks fungsional disiplin, kerja hati, optimis). pengumuman fungsional Competen Uraian) 1 x 45 dan monolog pendek resmi keras, mandiri, lisan. pendek yang cies  Berorientasi Tugas berbentuk dan tak resmi demokratis, pada tugas  Mendiskusikan didengar for Grade narrative, yang rasa ingin tahu, (bermotivasi, isi teks yang  Mengidentifikasi X Senior explanation dan menggunakan semangat tekun/tabah, didengar secara informasi tertentu High discussion dalam ragam bahasa kebangsaan, bertekad, berpasangan. dari teks School konteks kehidupan lisan secara cinta tanah air, enerjik). fungsional (SMA/MA) sehari-hari akurat, lancar dan menghargai  Mendiskusikan  Pengambil bentuk bahasa pendek yang Tape berterima dalam prestasi, didengar konteks bersahabat, resiko (suka lisan Kamus Materi Nilai Budaya & Kewirausahaan Indikator Penca- Standar Kompetensi Kegiatan Alokasi Sumber Pembelajaran Karakter /Ekonomi paian Penilaian Kompetensi Dasar Pembelajaran Waktu Belajar Bangsa Kreatif Kompetensi kehidupan sehari- cinta damai, tantangan, berdasarkan  Mengidentifikasi Kaset/CD hari gemar mampu teks yang tujuan teks Tape/CD membaca, memimpin) didengar secara fungsional Player peduli berkelompok. pendek yang  Orientasi ke OHP/LCD lingkungan, masa depan didengar. Foto/ peduli sosial, (punya Poster tanggung perspektif jawab untuk masa Gambar depan) Koran berbehasa Inggris Majalah Internet 2.2 Merespon  Responding to  Religius, jujur,  Percaya diri  Mendengarkan  Mengidentifikasi Tugas 2 x 45 Developin makna dalam a monologue toleransi, (keteguhan sebuah teks main idea dari Quiz 1 x 45 g English teks monolog disiplin, kerja hati, optimis). teks explanation Competen narrative/explan Tes tertulis 1 x 45 yang keras, mandiri,  Berorientasi ation/discussion yang didengar cies menggunakan demokratis, pada tugas secara klasikal.  Mengidentifikasi for Grade ragam bahasa rasa ingin tahu, (bermotivasi, tokoh dari cerita X Senior lisan secara semangat  Mendiskusikan tekun/tabah, isi teks yang yang didengar High akurat, lancar dan kebangsaan, School bertekad, didengar secara  Mengidentifikasi berterima dalam cinta tanah air, enerjik). (SMA/MA) konteks menghargai berpasangan. kejadian dalam Tape kehidupan sehari- prestasi,  Pengambil  Mendiskusikan teks yang hari dalam teks bersahabat, resiko (suka bentuk bahasa didengar Kamus berbentuk: cinta damai, tantangan, lisan  Mengidentifikasi Kaset/CD narrative, mampu gemar berdasarkan urutan suatu Tape/CD explanation, dan memimpin) membaca, teks yang peristiwa dalam Player discussion peduli  Orientasi ke didengar secara teks narasi OHP/LCD lingkungan, masa depan berkelompok.  Mengidentifikasi peduli sosial, (punya keuntungan dari Foto/ tanggung perspektif suatu kejadian Poster Materi Nilai Budaya & Kewirausahaan Indikator Penca- Standar Kompetensi Kegiatan Alokasi Sumber Pembelajaran Karakter /Ekonomi paian Penilaian Kompetensi Dasar Pembelajaran Waktu Belajar Bangsa Kreatif Kompetensi jawab untuk masa  Mengidentifikasi Gambar depan) proses suatu Koran kejadian yang berbehasa didengar dari teks Inggris explanation Majalah Internet Berbicara 3.1 Mengungkap-  Expressing  Religius, jujur,  Percaya diri  Bermain peran  Menggunakan Tugas 3 x 45 Developin 3 Mengungkapkan kan makna dalam gratitude toleransi, (keteguhan secara tindak tutur Performans g English makna dalam teks percakapan disiplin, kerja hati, optimis). berkelompok mengusulkan Competen percakapan transaksional (to keras, mandiri,  Berorientasi  Menggunakan cies transaksional dan get things done) demokratis, pada tugas tindak tutur for Grade interpersonal resmi dan interpersonal rasa ingin tahu, (bermotivasi, memohon X Senior dan berlanjut (bersosialisasi) semangat High tekun/tabah,  Menggunakan dalam konteks resmi dan kebangsaan, School bertekad, tindak tutur kehidupan sehari- berlanjut cinta tanah air, enerjik). (SMA/MA) (sustained) menghargai mengeluh hari Tape secara akurat, prestasi,  Pengambil  Menggunakan lancar dan bersahabat, resiko (suka tindak tutur Kamus berterima dalam cinta damai, tantangan, membahas Kaset/CD konteks mampu gemar kemungkinan Tape/CD kehidupan sehari- memimpin) membaca, atau kemampuan Player hari dan peduli  Orientasi ke untuk melakukan melibatkan tindak lingkungan, masa depan sesuatu OHP/LCD tutur: peduli sosial, (punya  Menggunakan Foto/ mengusulkan, tanggung perspektif tindak tutur Poster memohon, jawab untuk masa memerintah Gambar mengeluh, depan) membahas Koran kemungkinan berbehasa atau untuk Inggris melakukan Majalah sesuatu, dan Internet Materi Nilai Budaya & Kewirausahaan Indikator Penca- Standar Kompetensi Kegiatan Alokasi Sumber Pembelajaran Karakter /Ekonomi paian Penilaian Kompetensi Dasar Pembelajaran Waktu Belajar Bangsa Kreatif Kompetensi memerintah 3.2 Mengungkap-  Performing a  Religius, jujur,  Percaya diri  Berrmain peran  Menggunakan Developin kan makna dalam monologue toleransi, (keteguhan secara tindak tutur g English percakapan disiplin, kerja hati, optimis). berkelompok mengakui Competen transaksional (to keras, mandiri,  Berorientasi  Secara kesalahan cies get things done) demokratis, pada tugas berpasangan  Menggunakan for Grade dan interpersonal rasa ingin tahu, (bermotivasi, melakukan tindak tutur X Senior (bersosialisasi) semangat tekun/tabah, tourist hunting berjanji High resmi dan kebangsaan, School bertekad, dan merekam  Menggunakan berlanjut cinta tanah air, enerjik). percakapan (SMA/MA) (sustained) menghargai tindak tutur  Pengambil mereka menyalahkan / Tape secara akurat, prestasi, terutama dalam lancar dan bersahabat, resiko (suka menuduh Kamus tantangan, tindak tutur berterima dalam cinta damai, mengungkapka  Menggunakan Kaset/CD konteks mampu gemar n keinginan dan tindak tutur Tape/CD kehidupan sehari- memimpin) membaca, hasrat serta mengungkapkan Player hari dan peduli  Orientasi ke keingintahuan menyatakan OHP/LCD melibatkan tindak lingkungan, masa depan berbagai sikap dan hasrat tutur: mengakui peduli sosial, (punya  Menggunakan Foto/ kesalahan, tanggung perspektif tindak tutur Poster berjanji, jawab untuk masa menyatakan Gambar menyalahkan, depan) berbagai sikap menuduh, Koran mengungkapkan berbehasa keingintahuan Inggris dan hasrat , dan Majalah menyatakan Internet berbagai sikap 4 Mengungkapkan 4.1 Mengungkap-  Performing a  Religius, jujur,  Percaya diri  Mendengarkan  Mengidentifikasi Tertulis 1 x 45 Developin makna dalam teks kan makna dalam monolog toleransi, (keteguhan sebuah topik sebuah teks (PG dan 1 x45 g English fungsional pendek teks fungsional disiplin, kerja hati, optimis). pengumuman fungsional Competen Uraian) 1 x 45 dan monolog pendek resmi keras, mandiri, lisan. pendek yang cies  Berorientasi Tugas berbentuk dan tak resmi demokratis, for Grade Materi Nilai Budaya & Kewirausahaan Indikator Penca- Standar Kompetensi Kegiatan Alokasi Sumber Pembelajaran Karakter /Ekonomi paian Penilaian Kompetensi Dasar Pembelajaran Waktu Belajar Bangsa Kreatif Kompetensi narrative, dengan rasa ingin tahu, pada tugas  Mendiskusikan didengar X Senior explanation dan menggunakan semangat (bermotivasi, isi teks yang  Mengidentifikasi High discussion dalam ragam bahasa kebangsaan, tekun/tabah, didengar secara informasi tertentu School konteks kehidupan lisan secara cinta tanah air, bertekad, berpasangan. dari teks (SMA/MA) sehari-hari akurat, lancar dan menghargai enerjik).  Mendiskusikan fungsional Tape berterima dalam prestasi,  Pengambil bentuk bahasa pendek yang Kamus konteks bersahabat, resiko (suka lisan didengar kehidupan sehari- cinta damai, Kaset/CD tantangan, berdasarkan  Mengidentifikasi hari gemar Tape/CD mampu teks yang tujuan teks membaca, memimpin) didengar secara Player peduli fungsional berkelompok. OHP/LCD lingkungan,  Orientasi ke pendek yang peduli sosial, masa depan didengar. Foto/ tanggung (punya Poster jawab perspektif Gambar untuk masa depan) Koran berbehasa Inggris Majalah Internet 4.2 Mengungkap-  Performing a  Religius, jujur,  Percaya diri  Secara  Menggunakan Tugas 2 x 45 Developin kan makna dalam monologue toleransi, (keteguhan berkelompok kalimat simple Performans 4 x 45 g English teks monolog disiplin, kerja hati, optimis). menyampaikan present dalam Competen dengan keras, mandiri,  Berorientasi penjelasan menyampaikan cies menggunakan demokratis, pada tugas tentang proses penjelasan for Grade ragam bahasa rasa ingin tahu, (bermotivasi, terjadinya tentang proses X Senior lisan secara semangat tekun/tabah, sesuatu  Melakukan High akurat, lancar dan kebangsaan, bertekad,  Secara monolog School berterima dalam cinta tanah air, enerjik). berkelompok berbentuk (SMA/MA) konteks menghargai  Pengambil melakukan narrative Tape kehidupan sehari- prestasi, debat hari dalam teks bersahabat, resiko (suka  Melakukan Kamus berbentuk: cinta damai, tantangan, monolog Materi Nilai Budaya & Kewirausahaan Indikator Penca- Standar Kompetensi Kegiatan Alokasi Sumber Pembelajaran Karakter /Ekonomi paian Penilaian Kompetensi Dasar Pembelajaran Waktu Belajar Bangsa Kreatif Kompetensi narrative, gemar mampu berbentuk Kaset/CD explanation, dan membaca, memimpin) discussion Tape/CD discussion peduli  Orientasi ke  Menggunakan Player lingkungan, masa depan kalimat argumen OHP/LCD peduli sosial, (punya  Melakukan debat Foto/ tanggung perspektif Poster jawab untuk masa depan) Gambar Koran berbehasa Inggris Majalah Internet Membaca 5.1 Merespon  Identifying the  Religius, jujur,  Percaya diri  Membaca  Membaca Tugas 2 x 45 Developin 5 Memahami makna dalam structure of a toleransi, (keteguhan banner, poster, wacana ragam Quiz 2 x 45 g English teks fungsional text disiplin, kerja hati, optimis). pamphlet tulis yang Competen makna teks Tes tertulis 2 x 45 fungsional pendek pendek resmi keras, mandiri,  Berorientasi secara individu dibahas cies dan teks tulis esei dan tak resmi demokratis, pada tugas  Mendiskusikan  Mengidentifikasi for Grade berbentuk yang rasa ingin tahu, (bermotivasi, isi teks yang topik dari teks X Senior narrative, menggunakan semangat tekun/tabah, dibaca secara yang dibaca High explanation dan ragam bahasa kebangsaan, School bertekad, berpasangan.  Mengidentifikasi discussion dalam tulis secara cinta tanah air, (SMA/MA) enerjik).  Mendiskusikan informasi tertentu konteks kehidupan akurat, lancar dan menghargai  Pengambil ciri-ciri dari teks Tape sehari-hari dan berterima dalam prestasi, resiko (suka gramatika yang fungsional untuk mengakses konteks bersahabat, Kamus tantangan, digunakan pendek ilmu pengetahuan kehidupan sehari- cinta damai, Kaset/CD hari dan untuk mampu dalam teks yang gemar Tape/CD mengakses ilmu memimpin) dibaca secara membaca, Player pengetahuan peduli  Orientasi ke berkelompok. lingkungan, masa depan OHP/LCD peduli sosial, (punya Foto/ tanggung perspektif Poster Materi Nilai Budaya & Kewirausahaan Indikator Penca- Standar Kompetensi Kegiatan Alokasi Sumber Pembelajaran Karakter /Ekonomi paian Penilaian Kompetensi Dasar Pembelajaran Waktu Belajar Bangsa Kreatif Kompetensi jawab untuk masa Gambar depan) Koran berbehasa Inggris Majalah Internet 5.2 Merespon  Reading texts  Religius, jujur,  Percaya diri  Membaca  Mengidentifikasi Tugas 1 x 45 Developin makna dan toleransi, (keteguhan nyaring makna kata Quiz 2 x 45 g English langkah retorika disiplin, kerja hati, optimis). bermakna teks dalam teks yang Competen Tes tertulis 1 x 45 dalam esei yang keras, mandiri,  Berorientasi explanation dibaca cies menggunakan demokratis, pada tugas secara individu  Mengidentifikasi for Grade ragam bahasa rasa ingin tahu, (bermotivasi,  Mendiskusikan makna kalimat X Senior tulis secara semangat tekun/tabah, berbagai aspek dalam teks yang High akurat, lancar dan kebangsaan, bertekad, dari teks seperti dibaca School berterima dalam cinta tanah air, enerjik). isi, struktur (SMA/MA) konteks menghargai  Mengidentifikasi  Pengambil teks, secara komplikasi dalam Tape kehidupan sehari- prestasi, berkelompok. hari dan untuk bersahabat, resiko (suka sebuah cerita Kamus mengakses ilmu cinta damai, tantangan,  Berlatih narasi Kaset/CD pengetahuan mampu menggunakan gemar  Mengidentifikasi Tape/CD dalam teks memimpin) kalimat present membaca, kejadian dalam Player berbentuk: peduli  Orientasi ke tense dalam teks yang dibaca narrative, bentuk kalimat OHP/LCD lingkungan, masa depan  Mengidentifikasi explanation, dan komplek yang peduli sosial, (punya proses sebuah Foto/ discussion tanggung perspektif menyatakan Poster proses peristiwa jawab untuk masa Gambar depan) terjadinya  Mengidentifikasi sesuatu dan argument yang Koran kalimat yang pro dan kontra berbehasa menyatakan dalam teks Inggris kontra.  Mengidentifikasi Majalah langkahlangkah Internet Materi Nilai Budaya & Kewirausahaan Indikator Penca- Standar Kompetensi Kegiatan Alokasi Sumber Pembelajaran Karakter /Ekonomi paian Penilaian Kompetensi Dasar Pembelajaran Waktu Belajar Bangsa Kreatif Kompetensi retorika dari teks  Mengidentifikasi tujuan komunikasi teks dibaca Menulis 6.1 Mengungkap-  Writing short  Religius, jujur,  Percaya diri  Menuliskan  Menulis gagasan Tugas 4 x 45 Developin 6 Mengungkapkan kan makna dalam funcntional toleransi, (keteguhan sebuah banner, utama Unjuk kerja g English hati, optimis). makna dalam teks teks fungsional text and disiplin, kerja poster,  Menggunakan Competen tulis monolog yang pendek resmi monologue keras, mandiri,  Berorientasi pamphlet tata bahasa, cies berbentuk dan tak resmi demokratis, pada tugas secara kosa kata, tanda for Grade dengan rasa ingin tahu, (bermotivasi, narrative, berkelompok baca, ejaan, dan X Senior explanation dan menggunakan semangat tekun/tabah, tata tulis dengan High dan discussion secara ragam bahasa kebangsaan, bertekad, akurat School akurat, lancar dan tulis secara cinta tanah air, enerjik). mempublikasi (SMA/MA)  Mengelaborasi berterima dalam akurat, lancar dan menghargai  Pengambil kannya di gagasan utama Tape konteks kehidupan berterima dalam prestasi, resiko (suka Mading sehari-hari konteks bersahabat, tantangan,  Membuat draft, Kamus kehidupan sehari- cinta damai, mampu  sekolah merevisi, Kaset/CD hari gemar memimpin) menyunting Tape/CD membaca,  Orientasi ke  Menghasilkan Player peduli masa depan banner, poster, OHP/LCD lingkungan, (punya atau pamphlet peduli sosial, perspektif Foto/ tanggung untuk masa Poster jawab depan) Gambar Koran berbehasa Inggris Majalah Internet 6.2 Mengungkap-  Writing a text  Religius, jujur,  Percaya diri  Membuat draft  Menggunakan if Developin Materi Nilai Budaya & Kewirausahaan Indikator Penca- Standar Kompetensi Kegiatan Alokasi Sumber Pembelajaran Karakter /Ekonomi paian Penilaian Kompetensi Dasar Pembelajaran Waktu Belajar Bangsa Kreatif Kompetensi kan makna dan toleransi, (keteguhan teks narrative, clause dalam g English langkah retorika disiplin, kerja hati, optimis). explanation dan menyampaikan Competen da-lam teks mo- keras, mandiri,  Berorientasi discussion sebuah berita cies nolog dengan demokratis, pada tugas  Menggunakan for Grade mengguna-kan rasa ingin tahu, (bermotivasi, adverbial clause X Senior ragam bahasa semangat tekun/tabah, dalam membuat High tulis secara aku- kebangsaan, bertekad, sebuah School rat, lancar dan cinta tanah air, enerjik). explanation (SMA/MA) berteri-ma dalam menghargai konteks kehi- prestasi,  Pengambil  Menghasilkan Tape dupan sehari-hari bersahabat, resiko (suka teks berbentuk Kamus tantangan, explanation dalam teks cinta damai, Kaset/CD berben-tuk: gemar mampu  Menghasilkan Tape/CD narrative, membaca, memimpin) teks berbentuk Player explanation, dan peduli  Orientasi ke narrative OHP/LCD discus-sion lingkungan, masa depan  Menghasilkan peduli sosial, (punya teks berbentuk Foto/ tanggung perspektif discussion Poster jawab untuk masa Gambar depan) Koran berbehasa Inggris Majalah Internet

APPENDIX 3

Decree of Thesis Consultant

APPENDIX 4

Thesis Consultation Log