AN ANALYSIS OF ILLOCUTIONARY ACT

IN JANE EYRE MOVIE AND

ITS CONTRIBUTION TO ENGLISH LANGUAGE
TEACHING (ELT)

A Research Proposal

Submitted in Partial Fulfillmen of the Requirements for a Bachelor’s

Degree in English Education

By:
Hidayatusyifa Nuzula
2519061

ENGLISH EDUCATION DEPARTEMENT

FACULTY OF EDUCATION AND TEACHER TRAINING
UIN K.H. ABDURRAHMAN WAHID PEKALONGAN
2023
A. Background of the Study
Much to learned in pragmatics related to language, one of which is the
speech act. Yule (1996) states that discourse acts are an investigation of how
speakers and audience members use language. Bach (1979) explained that
activity in verbal communication has its own message, so correspondence isn't
just about language; activity is likewise the discourse. An act is an element that
is vital to pragmatics, so it is basic in pragmatics. According to Austin (1962),
basically, when someone says something, they also do it. This assertion then
underlies the introduction of the discourse-act hypothesis. Speech acts,
according to Yule (1996), are actions carried out through utterances. In
conclusion, speech acts are utterances that occur and acts refer to actions.
According to Austin's (1962) theory of speech acts, people can perform
three kinds of actions while speaking: locutionary acts, illocutionary acts, and
perlocutionary acts. Austin (1962) compared locutionary acts to uttering
particular utterances with particular meanings and references, which are also
comparable to meaning in the traditional sense. 108). Yule (1996) also
communicated that locutionary acts will be exhibitions of conveying critical
articulations. This speech act can be referred to as "the act of saying something."
For instance, the lighting in the room is referred to in the phrase "It is very dark
in this room." When it comes to saying something, illocutionary behaviors are
also known as "the demonstrations of following through with something." The
primary level of activity in a speech act is an illocutionary act because the
discourse act is determined by the speaker's desire for power. Illocutionary
behavior can accurately depict the conditions of interaction. "This room is
extremely dim," for instance. The sentence suggests that the light should be
turned on, taking into consideration the model above. A perlocutionary's other
name "The act of affecting someone" refers to an act. The influence that speech
has on the thoughts or actions of another person is referred to as a
"perlocutionary act." For example: Using this example, it is possible to conclude
that when someone asked to turn on the light, the first thing they said was, "It is
very dark in this room."
 Puspitasari (2018: 2) In English language teaching (ELT), illocutionary
acts can also be used. Because English language instruction is learning English
as a second language, it is essential to know and comprehend the language's
exact meaning. Additionally, English language skills must be developed in a
manner that is acceptable and contextually appropriate to the context, conditions,
and situations that students face on a daily basis. This is to create a type of
learning English that is more in touch with the language needs of students.
Lately, there has been an expanding interest in the education of discourse in
English as a Subsequent Language (ESL) and English as an Unknown Dialect
(EFL) homerooms. (Fathiaty & Meirisa, 2017) Great discourse in class and
collaboration are required with the goal that the learning climate in class actually
happens.
In this era of highly deified technology, it has a very large influence and
is very closely related to the world of education. One of them is the ease of
learning English. To make learning English more enjoyable, you can watch
western films or films in English. Film world is inseparable from illocutionary
speech acts, both spoken and written utterances. Illocutionary speech acts are
also found in the Jane Eyre film. This phenomenal and viral film is adapted from
the novel of the same name, Jane Eyre, a work written by Charlotte Brontë. The
story and speech acts of the characters make the audience curious about this
film. In this research, the writer examines the script of the movie. This study,
based on Searle's theory, the writer will find and analyze the types of
illocutionary acts contained in the film Jane Eyre. According to Searle (1979:12-
30), there are five types of illocutionary action, namely assertive, directive,
commisive, expressive, and declarative. The Jane Eyre movie is taken from a
true story and was popular at that time and has been made into two versions.
Version 2006 and version 2011. However, this study uses the 2011 version as
the object of research and only focuses on the main character “Jane Eyre”
during the teaching scene. In this movie by Moira Buffini & Cary Joji, the focus
of the writer is the main character Jane Eyre who is employed as a teacher. With
her naturalness and gentleness, Adele, who is known to be a child who is not
good at developing very rapidly after being tutored by Jane Eyre.
 From the several statements that have been described, the writer decides
that illocutionary act is important to study. This is because learning activities are
a means of fulfilling material. The speech conveyed in the learning activity has a
very significant meaning in shaping student understanding. Therefore, the author
will conduct research with the title “An Analysis Of Illocutionanry act Found In
The Jane Eyre Movie and its Contribution In English Language Teaching
(ELT)”
B. Formulation of the Problem
According the writer reason of analyzing the problem, to gives statement of the
problem as follows:
1. What are the type of illocutionary acts found in the movie jane eyre?
2. What is the most dominant type of illocutionary act found the the movie jane
eyre?
3. What is the contribution of the movie jane eyre in English Language Teaching
(ELT)?

C. Operational Definitions
The key term that is used in this study, the writer wants to define. The key terms
is as follows:
1. Speech Act
A speech act is an action carried out with the aim or intention of conveying,
giving information, or conveying his (speaker's) wishes to the listener by
speaking or communicating directly.
2. Illocutionary Act
Acording to Keylli (2012) in his scientific work that Illocutionary acts are words
and actions uttered by the speaker that have a specific purpose. For example, We
are very happy for your presence at this party. This sentence shows how grateful
the listener is.
3. ELT
English language teaching (ELT) is learning English as a second language so it
is necessary to know and understand exactly what the language itself means.
D. Significances of the Research
1. Theoritically
 It is anticipated that the findings of this study will provide information,
contribute to the development of speech act theory, which is typically found
in linguistics, particularly pragmatic studies, and serve as a point of reference
for more in-depth studies of the same topic. This has to do with how language
is used to communicate.
2. Practically
Using speech acts and speech act strategies that students can easily
understand is expected to be helpful for teachers in developing
communication skills, particularly during the classroom learning process.
This will make learning English more interesting for students and teachers
alike.
E. Literature Review
1. Pragmatic
Nuramila (2020: 1) Language research cannot only be carried out
internally or on linguistic issues. Language can be examined in terms of the
symptoms of its use in society. Learning a language is not only learning about
knowledge of the language, but more than that how the language can be used
according to context. The field of language that analyzes language and its
setting is called pragmatics. Pragmatics is an investigation of the multitude of
connections between language and setting. Pragmatics is essentially the study
of communication through language. Pragmatics is different from semantics
since pragmatics doesn't talk about the construction of language inside but
instead analyzes the outside implications of lingual units. Pragmatics is more
than just studying the structure of language; it also tries to understand the
connection between language and how speakers act.
Leech citated in Nuramila (2020: 8) pragmatics is the study of speech
situations which include speakers and speech partners, aspects related to this
component include: age, social foundation, economy, orientation, level of
training, and commonality level. All of the background information that is
comprehended by both speakers and speech partners together is related to the
context of the speech. Because, basically, speech is realized because it is
motivated by clear aims and objectives, and the purpose of speech is closely
 related to the form of a person's speech. The discourse goes about as a type of
activity or movement, and the discourse is a result of verbal demonstrations.
According to experts, pragmatics can be defined as the study of the use
of language in its context. Pragmatic studies focus primarily on two keywords:
the meaning that arises as a result of social interactions that depend on
solidarity or distance between interlocutors.
2. The Theory of Speech Act
Austin developed speech act theory in 1962, which Searle continued in
1969. Speech acts, according to Austin (1962), are acts performed while
speaking. This indicates that when someone speaks, they also carry out an
action. Speech acts, according to Searle (1969), are the fundamental units of
language used to convey meaning and utterances to convey intentions. In
contrast, Yule (1996) asserts that people not only produce utterances or words
but also carry out actions from the utterances they utter through speech acts.
All in all, discourse acts are actions while articulating expressions, offering
expressions, providing orders, clarifying some pressing issues, declining,
lauding, saying thanks to, and so forth. According to Austin (1962), there are
three types of speech acts: locutionary acts, illocutionary acts, and
perlocutionary acts. The literature reviewed in this paper focuses on
illocutionary acts for the purpose of movie analysis.

2.1 Illocutionary Act

Illocutionary acts relate to what the speaker does, such as ordering,
demanding, promising, thanking, affirming, offering, threatening, or
suggesting. An illocutionary act is the main degree of movement in a speech
act. is determined by the.speaker's desire for power. Illocutionary behavior
can accurately depict interaction conditions. As a result, the study's focus is
on illocutionary behaviors contained in the "Jane Eyre" movie dialogue.
Language functions serve as the teacher's instructions. In logical
examinations, this is connected with the idea of discourse acts, or barely,
illocutionary acts. Ilocutionary acts are helped out through the informative
force of an expression, for example, promising, saying 'sorry' or offering
(Yule, 1996). The phrase "acting something by saying something" also
 applies to this action. llocutionary acts relate to the intent of the speaker. In
other words, every speaker has an intention through his utterances, through
these utterances everyone can intend to ask, tell, promise, warn and order
(Wardani, 2015).
2.2 The classification of illocutionary act
Searle (1962: 12-17) classifies illocutionary speech is divided into
five types of speech forms, each of which has a communicative function.
The five types of speech forms that show this function can be summarized
as follows: assertive, specifically, the form of speech that obligates the
speaker to accept the proposition as true, such as stating, suggesting,
boasting, complaining, and claiming.
Directives,. specifically, the form of speech that the narrative intends
to use to influence the speech partner to act, such as ordering, commanding,
requesting, advising, and recommending.
Expressives, is a style of speech used to convey or demonstrate the
mental state of the speaker towards a circumstance, such as condoling,
praising, congratulating, pardoning, blaming, or thanking.
Commissives, specifically the manner of speech used to convey
promises or offers, such as swearing and offering something.
Declarations, that is the type of discourse that associates the items
in the discourse with the real world, for instance leaving, excusing, naming,
appointing, excommunicating, and sentencing.
The following table summarizes the subtypes of illocutionary
acts above. Austin's speech act theory is a discourse act hypothesis in light
of the speaker, where the focal point of consideration is on how the speaker
understands the aim in talking; alternately, Searle sees discourse acts in light
of the audience, to be precisely the way that the audience answers the
expression, in particular how the person assesses the reason for the speaker's
use of a specific statement. In this way, Searle attempts to perceive how
audience members catch and perceive illocutionary esteem.
3. English Language Teaching (ELT)
English Language Teaching (ELT) includes different approaches,
methods and techniques used in teaching English to people who use English as a
second or foreign language in addition to those who speak English as their first
language. The goal of language acquisition is communication skills, therefore,
the ability to use language correctly and appropriately to achieve
communicative goals. The speaker's mother tongue or mother tongue is known
as L1 and the speaker's second language is known as L2 in ELT and linguistics.
ELT is primarily about teaching English to L2 learners, whether they are in an
L1 country such as the UK or USA, or in an L2 country such as Asia or the
Middle East or an EFL country, how do European countries rank in approach
and The methods used are very different.
Learning is often defined as imparting knowledge, mainly in a formal
and structured setting. It can be done by professionals and has specific methods,
objectives and approaches. Teaching values by parents or teachers outside the
classroom will also have a specific purpose and approach.
Socio-cultural aspects as well as psychological aspects are important in
the ELT classroom. Successful language learning depends on the realization of
the learner's dreams and hopes. In the context of ELT language, especially in
different cultures and social contexts, language command is also directly related
to the acquisition of meaning in a social structure. Education pedagogy is always
closely related to psychology of pedagogy. The various methods and approaches
in ELT actually derive their main source from different schools of psychological
thought that explain the process of language learning/acquisition. Three main
schools of thought are often mentioned: behaviorism and cognitivism.
Structuralism is a theory that tries to figure out broad issues by
examining their individual components and their interactions. This is especially
useful when teaching English. When structuralism is applied to ELT, students
theoretically learn how to put the parts of English together for a complete
understanding of the language. When you break the English language down to
its basics, you divide words into several categories, such as nouns, verbs,
adjectives, adverbs, prepositions, and particles.
Darmayanti (2022), In order to bridge the gap between theory and
practice, we have developed a method that works best certain techniques and
applying them with confidence. With other customized structures, we may not
apply teaching methods without considering the criteria for applying these
methods to classroom learning activities. The information is incorporated into
the method of ensuring the safety of the lingua franca and the language in order
to achieve success. Despite this, it was challenging to master the fundamentals
of Bahasa. The principle is "cognitive" because it is based on mental and
intellectual development. The theory of behaviorism based on Jesus
demonstrates that a variety of risky behaviors can be prolonged, controlled, and
exhibited.
Brown (1994) describes 12 principles of language teaching in his book
"Teaching by Principles: An Interactive Approach to Language Pedagogy".
Automatization, as stated in this principle, demonstrates that the teaching
of a language allows for the systematic study of its meaning in relation to a
given task, as well as its meaning in relation to a given task in terms of
communication, despite the fact that many different translations exist. The
purpose of language learning is more important to this principle than the
language's form.
Learning is meaningful, and the meaning of related components will
uphold grasping in learning expositions. (Brown, 1994:18). Siswa can use
bahasa in situations where communication is needed if the language used is
different from the language used by the person using it and if the language used
by the person using it has a focus on communication. According to Brown
(2007:140), the term "conceptual" Bahasa refers to a language that is understood
and relevant in relation to the context in which it is spoken.
The anticipation of rewards, People generally have a tendency to act or
behave for the reward, whether it is short-term or long-term, tangible or
intangible, obtained as a result of their action or behavior, according to this
principle. Positive behavior can be reinforced and students' sense of self-worth
and self-esteem raised by giving prizes or rewards. Rewards can be given in a
variety of ways, including verbal expressions or praise to increase students'
interest, materials or gifts to motivate students, especially when the gift is
unexpected, or a smile, a touch, or a look that demonstrates the teacher's
gratitude for the students' involvement in the learning process.
 Intrinsic Motivation, every human endeavor requires accelerating power
in the form of motivation to achieve a goal. The more grounded the inspiration,
the more enthusiasm and energy are required to achieve the goal. Psychologists
believe that a person's motivation has a significant impact on their language
ability and language development in the field of language learning. With solid
inspiration, language learning can be energizing and enthusiastic. However,
language learning becomes dull when motivation is low or absent (Mukalel,
2003: 68–70).
Strategic investment, based on this tenet, asserts that the most crucial
aspects of educational success are the role students play in their education and
the time, effort, and focus they put into studying. The habit of reading with the
most important parts underlined or circled, looking up the dictionary's meaning
of difficult words, or looking for other relevant sources are all ways students
learn to learn according to how they learn best.
Autonomy, this tenet states that a person's success depends on their
capacity to learn a foreign language independently. Regardless of whether he is
an educator, demonstrate enthusiasm and effectively participate in class and
outside of class.
Effective social principles, preparing is cognizant work to accomplish
general conduct change that incorporates mental, emotional, and psychometric
viewpoints. The emotional perspective assumes a significant part in deciding
outcomes in schooling, work, or different exercises. Love alludes to sentiments
or feelings. The emotional aspect of human behavior, which can be compared to
the cognitive aspect, is the affective domain. An individual's sentiments or
feelings are impacted by a few character factors, such as sentiments about
themselves as well as other people with whom they connect.
Because they are intertwined in the human soul, the Willingness to
Communicate (WTC) principle combines self-assurance and risk-taking
courage. According to this guiding principle, successful language learners
typically possess self-confidence and the courage to utilize the target language in
a productive and receptive manner due to their belief in their own
communication abilities. They are prepared to use the newly acquired language
for a significant purpose. Brown (2007:170-171) says that inspiration, character,
intergroup environment, and fearlessness are a portion of the mental and
emotional elements that impact regardless of whether somebody conveys in a
subsequent language. These factors have a significant impact on a person's
desire to communicate or willingness to communicate.
The Language-Culture Connection, The intricate connections that exist
between culture and language are the focus of this principle. Because language is
a component of culture, it is crucial to learn a second language (Hudson,
1988:84). Language and culture are inseparable in human life. Then again,
language is likewise significant considering the turn of events and support for
culture. A group of people's ideas, practices, skills, arts, and tools over a specific
time period are referred to as their culture. Culture includes values, convictions,
standards, and perspectives on ways of behaving that are shared by a gathering
but are kept up with distinctively by every particular unit inside the gathering
concerned, are imparted across ages, are somewhat steady yet have a valuable
chance to change over the long run (Brown, 2007: 206-207).
Interlanguage, the impact of language structures on different dialects is
underlined by this interlanguage rule. As they endeavor to become familiar with
a subsequent language, learners frequently draw inspiration from earlier
languages. An error analysis is produced and distinguished from errors
(mistakes) by this inter-language study. According to Corder (1981:45), the
following is a summary of the concept of stages of language development: The
first student made an unintentional typo when he said "Mary can dance" and
then changed it to "Mary can dance." During the awakening stage, students have
begun to internalize some of the rules of the second language, but they have not
yet been able to correct mistakes made by other speakers. Understudies can
utilize the second language reliably in the deliberate stage, in spite of not having
dominated the language's all's rules. During the stabilization phase, students can
produce languages with few errors and are relatively proficient in the second
language system.
Communicative Competence, according to this principle, the objective of
language classes is communicative competence. The utilization of language with
 the end goal of exactness as well as with the end goal of familiarity, or
familiarity, will assist with accomplishing the objectives of correspondence.
F. Previous Study
There are a few past investigations connected with the current
examinations entitled “An Analysis of Illocutionary Act in Jane Eyre Movie and
its contribution in English Language Teaching (ELT)” which are used as the
guidelines in conducting the present study.
Ribka Simbolon & Tiara Pasaribu (2009) conducted a study entitled "An
Analysis of Illocutionary Acts In New Moon Movie". According to the findings,
the movie New Moon employed five types of illiteracy: representatives,
declarations, expressives, directives, and commas. Declarations account for 57
(15.04 percent), representatives for 114 (30.08 percent), expressives for 43
(11.35%), directives for 127 (33.50%), and commissives for 38 (10.03 percent)
of all illocutionary acts. Directives 127 constitute the majority of illocutionary
acts (33.50 percent).
Wulan Angelia & Ambalegin (2019), conducted a study entitled
"Illocutionary Acts on the 2019 Aladdin Movie." It tracked down 30 utterances
of illocutionary acts. The information was ordered into
five;.directives,.assertive,.declarative,.commissives, and expressive. Of the 30
illocutionary acts, directives were the most continuous sorts of
illocutionary..acts on the grounds that the main characters generally
communicated their utterances in direct ways such as by ordering, requesting,
asking, and commanding. Conversely, the "declarative kind of illocutionary act"
didn't show up in this exploration in light of the fact that the characters that
played out the expression contained an illocutionary act and were not chosen as
the information to dissect. Directive (ask, command, order, request, beg, plead,
pray, entreat, invite, permit, and advise), assertive (description, claim, statement
of fact, report, and conclusion), declarative (forbidding, classifying, forgiving),
commissives (committing, promising, offering, threatening, refusing), and
expressive (apologizing, thanking, congratulating, deploring, and welcoming)
were the functions of the various types of illocutionary acts.
 Azizah, H. Y. (2021). An Analysis of Illocutionary Acts Found in The
Movie “Toy Story 4.” The result of the research, it is shown that there are the
entire five sorts of illocutionary acts. Of the 417 expressions that contain
illocutionary acts, there were 164 expressions that have a place with decisive,
163 expressions have a place with the mandate, 66 expressions have a place with
expressive, 23 expressions have a place with commissive, and 1 expression has a
place with definitive illocutionary acts. The most prevailing sort of illocutionary
acts which are performed by the main. characters of the film "Toy Story 4" —
Woody and Bo Peep — are emphatic (39,3% out of 100 percent), and mandates
(39.09% out of 100 percent). Additionally, this study's findings can be utilized
as a teaching tool in English.
Based on the previous studies above, it can be seen that some similarities
and differences between this research and previous research. Similar to this
study, the focus of previous research was to determine the most common types
of illocutionary acts and types of illocutionary acts in the movie. On the other
hand, there are also differences between this study and previous studies. This
difference can be seen in the object of research. This study uses the film "Jane
Eyre" as a research object. Apart from that, what differentiates this research
from previous research is that, in this study, the essayist attempts to figure out
the commitment of this examination to educating English. The writer assumes
that it will be more interesting to study English, especially materials that discuss
everyday expressions through the use of films.
G. Research Design
In this research, the writer uses the descriptive qualitative method.
According to Landman (2007) citated in Karundeng, P. (2021: 8) descriptive
method refers to the method used to describe data and data presented in the form
of a description. Research on document analysis is research that is carried out
systematically on records or documents as data sources. Hardani (2020: 117) In
qualitative research, the instrument or research tool is the researcher himself.
Qualitative researchers as human instruments function to determine research
focus, select informants as data sources, collect data, assess data quality, analyze
data, disclose data, and make conclusions on their findings.
H. Setting and Participants
The Jane Eyre movie is taken from a true story and was popular at that
time and has been made into two versions. Version 2006 and version 2011.
However, this study uses the 2011 version as the object of research and only
focuses on the main character “Jane Eyre” during the teaching scene. In this
movie by Moira Buffini & Cary Joji, the focus of the writer is the main character
Jane Eyre who is employed as a teacher. With her naturalness and gentleness,
Adele, who is known to be a child who is not good at developing very rapidly
after being tutored by Jane Eyre.
This film is loved by all ages because of the diversity of genres, and the
solid storyline that will prevent students from getting bored. Therefore, it is
expected to increase people's motivation to learn English. In addition, because
the film "Jane Eyre" is a story from a novel which was later filmed, so the writer
is curious to know what kind of illocutionary acts are performed in this film. The
settings used as research objects in this film are classrooms, rooms and gardens.
The participants involved in this research are the characters or actors in this Jane
Eyre movie.
I. Data Collection
Data collection techniques are the most strategic steps in research,
because the main goal of research is to get data. In this study, data collection
was carried out using the documentation method, namely reviewing existing
data. Because this research uses film as the research title, the data used as a
reference in this study are transcriptions or dialogues in the film. In this
research, the writer collects the following steps:
1. Preparation
The writer downloads films and scripts from the internet, then the writer watches
the Jane Eyre film repeatedly to get a good understanding of the film. The writer
also reads pragmatic books to get theories that match the research title, and
information about illocutionary acts on the internet, theses and journals.
2. Data Collection
In collecting data, the writer re-watched the Jane Eyre film and focused the data
only on the conversations uttered by the main character in the Jane Eyre film,
 and identified them by writing the illocutionary speech acts found above on
several pieces of paper and numbering them accordingly. minutes or hours and
classified based on the type of illocutionary speech act. The author also uses
scripts to make it easier to identify data. Not all conversations are used as
research data because the data is not in accordance with the theory that the
author uses.
J. Data Analysis
The data reduction analysis step was used in this study. Each researcher
will be guided in data reduction by the objectives to be achieved. Findings are
the primary focus of qualitative research. Because the purpose of this study was
to determine the message or meaning of the illocutionary acts in the film "Jane
Eyre," the author used descriptive analysis techniques to analyze the data. The
techniques are as follows:
1. Identifying the illocutionary acts in the film “Jane Eyre”.
2. Ordering illocutionary acts in light of Searle's grouping of illocutionary acts
which are assertive, commissive, expressive, declarative, and directive.
3. Describe the meaning of illocutionary acts in the film ”Jane Eyre”.
4. Make conclusions.

K. Research Schedule
No Activities Jul Dec Feb Marc Apr
2022 2022 2023 2023 2023
1. Submission of a topic
for research
2. Approval of the
research topic
3. Composing research
endorsement
4. Proposal approval
5. Seminar proposal
examination
 6. Conducting and writing
the research

7. Estimation of the
research examination

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