- UNAIR REPOSITORY

Transcription

- UNAIR REPOSITORY

ADLN Perpustakaan Universitas Airlangga
THE ANALYSIS OF SPEECH ACTS IN MEDICAL CONSULTATIONS
BETWEEN MIDWIVES AND PATIENTS
IN BPS S.MIRANINGSIH, AMD.KEB GELURAN TAMAN SIDOARJO
A THESIS
By :
Rukhoiyah Swandani
St. Number : 121112057
ENGLISH DEPARTMENT
FACULTY OF HUMANITIES
UNIVERSITAS AIRLANGGA
SURABAYA
2015
Skripsi
Rukhoiyah Swandani
A THESIS
By :
Rukhoiyah Swandani
St. Number : 121112057
ENGLISH DEPARTEMENT
SURABAYA
2015
i
Skripsi
Rukhoiyah Swandani
A THESIS
Submitted as Partial Fulfillment of Requirements for the Sarjana Degree of
English Department, Faculty of Humanities,
Universitas Airlangga Surabaya
By :
Rukhoiyah Swandani
St. Number : 121112057
ENGLISH DEPARTMENT
SURABAYA
2015
ii
Skripsi
Rukhoiyah Swandani
DECLARATION
This thesis contains no material which has been accepted for the award of
any other degree or diploma in any university. And to the best of this candidate‘s
knowledge and believe, it contains no material previously published or written by
other person except where due reference is made in the text of the thesis.
Surabaya, 16 June 2015
Writer,
Rukhoiyah Swandani
iii
Skripsi
Rukhoiyah Swandani
The writer dedicates this thesis to
her beloved mother and father for
the love and sacrifice they always
give
iv
Skripsi
Rukhoiyah Swandani
Approved to be examined
Surabaya, 16 June, 2015
Thesis Advisor,
Dra. Lilla Musyahda, M.Pd.
NIP. 196612102007012001
Head of English Department,
NIP. 196612102007012001
ENGLISH DEPARTMENT
SURABAYA
2015
v
Skripsi
Rukhoiyah Swandani
This thesis has been approved and accepted by the Board of
Examiners,English Department, Faculty of Humanities, Universitas
Airlangga
on 30June 2015
The Board of Examiners are:
Noerhayati Ika Putri, M.A.
NIP. 197807162005012002
NIP. 196612102007012001
Ema Faiza, M.Hum.
NIP. 197410142003122001
vi
Skripsi
Rukhoiyah Swandani
ACKNOWLEDGEMENTS
Foremost, I would like to express my deepest gratitude to Allah SWT who
always blesses my life and especially helps to strengthen me finishing this thesis.
Deepest gratitude is also expressed to Prophet Muhammad SAW who influences
me to have great spirit for finishing this thesis with his inspiring and enlightening
way of life.
I would like to express the deepest appreciation to my thesis advisor, Dra.
LillaMusyahda, M.Pd, a genius who is filled with excellent idea. Without her
supervision and constant helps, this thesis would not have been possible. I am
grateful to be one of her pupils. It is an honor for me.
Deep appreciation is also given for the lecturers of English Department,
Faculty of HumanitiesUniversitas Airlangga, for the knowledge they have shared,
especially linguistics lecturers who inspire me a lot. I learn from them how to be a
‗real human‘, not only excellent in hardskill, but also softskill.
My endless love will always be sent for my mother, Mami, and my father,
Suwani, for all your support, motivation and prayers. You are the greatest parents
I have. For my four young sisters, thank you so much for always making me smile.
My deep gratitude is also for my grandparents, Munarah and Suyono, who always
support and pray for me. I would like to thank my aunt, Indah, for all her supports
and helps whenever I need. I also feel grateful for Yuli‘s help. Thank you for
lending me your laptop when mine is broken.For Mbak Nicky who does not mind
helping and accompanying me taking the data, thank you so much. For my big
vii
Skripsi
Rukhoiyah Swandani
family members who I cannot mention all, thank you for all support you have
given to me.
Last but not least, I would like to say thank you to all my friends. They are
my friends in genk NERO: Nabilah ‗qubil‘ and Kartika ‗cungkring‘, who are full
with brilliant idea, Desi ‗wiwik‘ who cares me so much, Putri ‗siomay‘, and Ariel
‗upiels‘) who always cheer me up with their ‗harsh joke‘. We study hard and play
hard together. I also want to say thank you to all of my friends in EDSA 2K11. We
have been together and have shared many unforgettable moments. I also want to
thank my friends in UKM Taekwondo Universitas Airlangga who strengthen me
with their spirit and support. I love you all.
Surabaya, 16 June 2015
Rukhoiyah Swandani
viii
Skripsi
Rukhoiyah Swandani
“If they give you ruled paper,
write the other way”
-Juan Ramon Jimenez-
ix
Skripsi
Rukhoiyah Swandani
TABLE OF CONTENTS
Inside Cover Page
i
Inside Title Page
ii
Declaration Page
iii
Dedication Page
iv
Thesis Advisor‘s Approval Page
v
Thesis Examiners‘ Approval Page
vi
Acknowledgements
vii
Epigraph
ix
Table of Contents
x
Abstract
xii
CHAPTER I INTRODUCTION
1.1 Background of the Study
1
1.2 Statement of the Problem
7
1.3 Objective of the Study
8
1.4 Significance of the Study
8
1.5 Definition of Key Terms
8
CHAPTER II LITERATURE REVIEW
2.1 Types of Utterances and Speech Events
10
2.2 Speech Acts
12
2.2.1Illocutionary Act
14
2.2.1.1 Assertive
15
2.2.1.2 Performative
16
2.2.1.3 Verdictive
17
2.2.1.4 Expressive
18
2.2.1.5 Directive
18
2.2.1.6 Commissive
20
2.2.1.7 Phatic
20
x
Skripsi
Rukhoiyah Swandani
2.3 Positioning Theory
21
2.4 Review of Related Studies
22
CHAPTER III METHOD OF THE STUDY
3.1 Research Approach
25
3.2 Participants and Setting
26
3.2.1 Participants
27
3.2.2 Setting
27
3.3 Instrument
28
3.4 Technique of Data Collection
28
3.5 Technique of Data Analysis
29
CHAPTER IV DISCUSSION
4.1 Data Presentation
30
4.1.1 Assertive
31
4.1.2 Performative
34
4.1.3 Verdictive
36
4.1.4 Expressive
38
4.1.5 Directive
40
4.1.6 Commissive
47
4.1.7 Phatic
49
4.2 Discussion
51
CHAPTER V CONCLUSION
Conclusion
60
REFERENCES
63
APPENDIX
65
xi
Skripsi
Rukhoiyah Swandani
TABLE OF CONTENTS
Inside Cover Page
i
Inside Title Page
ii
Declaration Page
iii
Dedication Page
iv
Thesis Advisor‘s Approval Page
v
Thesis Examiners‘ Approval Page
vi
Acknowledgements
vii
Epigraph
ix
Table of Contents
x
Abstract
xii
CHAPTER I INTRODUCTION
1
7
1.3 Objective of the Study
8
8
8
CHAPTER II LITERATURE REVIEW
10
2.2 Speech Acts
12
2.2.1Illocutionary Act
14
2.2.1.1 Assertive
15
2.2.1.2 Performative
16
2.2.1.3 Verdictive
17
2.2.1.4 Expressive
18
2.2.1.5 Directive
18
2.2.1.6 Commissive
20
2.2.1.7 Phatic
20
x
Skripsi
Rukhoiyah Swandani
21
22
CHAPTER III METHOD OF THE STUDY
25
26
3.2.1 Participants
27
3.2.2 Setting
27
3.3 Instrument
28
28
29
CHAPTER IV DISCUSSION
4.1 Data Presentation
30
4.1.1 Assertive
31
4.1.2 Performative
34
4.1.3 Verdictive
36
4.1.4 Expressive
38
4.1.5 Directive
40
4.1.6 Commissive
47
4.1.7 Phatic
49
4.2 Discussion
51
CHAPTER V CONCLUSION
Conclusion
60
REFERENCES
63
APPENDIX
65
xi
Skripsi
Rukhoiyah Swandani
Swandani, Rukhoiyah. 2015. The Analysis of Speech Acts in Medical
Consultations between Midwives and Patients in BPS S.Miraningsih, Amd.Keb
Geluran Taman Sidoarjo.
ABSTRACT
Every utterances are speech act because humans utter their utterances with intentions
behind their utterances (Robinson, 2006). One of speech community which employ
speech acts in their communication is midwives and patients. This study aims to find
what speech acts are mostly used by the midwives and patients and why those speech acts
are used. Qualitative research approach through a case study inquiry is implemented in
this study. The conversation between midwives and patients were recorded for the data.
In analyzing the data, the writer uses speech acts theory proposed by Charles W. Kreidler
(1998). The result shows that assertive utterances are mostly used, especially by the
midwives. Since it is a consultation, the midwives frequently give information to the
patient based on the empirical fact while the patients frequently use assertive to report
their experience. While speech act appears the least is performative type for the patients
and expressive type for the midwives. The analysis leads to a conclusion that the position
of the speakers are also related to the types of speech acts and the speech functions they
employ.
Keywords: midwives; patients; position theory; speech act theory
xii
Skripsi
Rukhoiyah Swandani
CHAPTER I
INTRODUCTION
Humans are dependable creature and in order to fulfill their needs, they
communicate their thoughts and feelings. Communication, generally, is
understood as the processes in which humans construct and make meaning
together, whether it is verbal or nonverbal, spoken or written, cooperation or
conflict, and face-to-face or not (Stewart, 2002). One of elements in a
communication is language which makes a communication successful. It denotes
everything in this world, concrete and abstract things. Humans use language for
many purposes since language seems to have many different functions as there are
occasions for using language, therefore, humans call it as speech functions
(Kreidler, 1998); humans use language to tell others what they know or what they
feel, to ask questions, to thank, to say hello and goodbye, and so on. Those speech
functions will also affect its form, why they select one way rather than another to
convey their message. The form of an utterance does not necessarily coincide
with the speaker's real intention. A speaker may produce an utterance that is just
the opposite of the message he wants to convey. What makes those utterances
understandable is the context or the people being involved (Kreidler, 1998).
There are a lot of examples on how humans employ the speech functions
to interact and fulfill their needs in daily speech community, how humans convey
their message in many different ways, for example in medical consultation in
1
Skripsi
Rukhoiyah Swandani
2
order to get health service. Based on Fischer and Ereaut (2012), medical
consultations can be defined differently according to their organizing principles of
purpose. In narrower sense, they might be organized around the achievement of a
diagnosis, a transaction involving the transfer of knowledge, whereas in a
complex sense means they might be organized around the development of
complex shared understanding: the creation of new knowledge for both
participants, unique to that patient. Medical profession who has right to deliver
medical consultation is a midwife, for example.
A midwife is a woman who attends women in confinement (The
American Medical Association, 1989) or she can be considered as a woman who
is educated and trained to help delivering babies and to advise pregnant women.
In Indonesia until 2013, the number of midwives is ranked at the top position with
136.489 persons compared to other medical professions (BKKBN, 2014).
Midwives outnumber doctors (42.189 persons), dentists (13.022 persons), and
specialist (38.210 persons). This is also supported with the data from Badan
Kependudukan dan Keluarga Berencana Nasional or BKKBN (National Family
Planning Coordination Board) in 2014 which claimed that in East Java the ratio
for doctors/people is 7,43 : 100.000, while the ratio for midwives/people is 33,48 :
100.000.
The number above is also equivalent to health problems in Indonesia
because health problems in Indonesia are dominated with maternal and children
health problems which are the focus of midwives care (Wang et al., 2009). In
addition, Indonesia is one of developed countries involved in United Nations
Skripsi
Rukhoiyah Swandani
3
Development Program which established eight goals named as Millenium
Development Goals. Millenium Development Goals are eight international
development goals as the result of United Nations summit in 2000 (UNICEF,
2012). Two of the eight goals are to reduce child mortality and to improve
maternal health. Those two issues are pertinent to midwife‘s scope of activity.
Those are the reason why midwives outnumber doctors in Indonesia and are still
needed in health service according to dominant health problem in Indonesia.
Interaction between a midwife and a patient includes the process of
examination and consultation. In this communication, the midwife differs from
the patient because of her roles, one of them is as a medical consultant. According
to Cohn (2003) the role of the medical consultant is to identify and evaluate a
patient‘s medical status and provide a clinical risk profile, to decide whether
further tests are indicated prior to surgery, and to optimize the patient‘s medical
condition in an attempt to reduce the risk of complications. Based on the roles
(explained by Cohn above), it can be considered that a midwife, as medical
consultant, positions herself as a person who knows and gives the information
while a patient positions herself as a client who needs and receives the
information.
All of conversation characteristics of midwives are shaped in midwifery.
In the midwifery, they are taught on how to do medical conversation with their
colleagues and their patients. They practice to communicate in accordance with
the foundation of professional conversation called as Positioning Theory proposed
by Rom Harre (1990). Three key components of positioning theory include
Skripsi
Rukhoiyah Swandani
4
position, storylines, and determinate speech acts, developing from the everyday
social interactions of professional conversations (Davies and Harre, 1990).
Furthermore, individuals manifest the concept of positioning by a certain set of
right, duties, and obligations through the story line within speech acts of the
conversation (Phillips & Hayes, 2007). Therefore, a midwife also uses different
ways to express particular speech functions to fit the context of communication
she is in and her position while she delivers medical consultation.
From the phenomenon above, the writer presumes there are some
intentions and act performed differently by the midwives and the patients through
their speech since they are involved in different role or position. In those speech
functions, several different kinds of utterances, or speech acts, will be recognized
then classified according to their general purpose. Smith et al. argued that ―the
notion of speech acts is a valuable contribution to health communication research
because of the positive and negative affect certain acts can have‖ (2009, p.2).
Therefore, the writer is interested in analyzing the speech acts mostly used in
medical conversation or consultation between a midwife and a patient since this
topic is valuable. The writer chooses midwives and patients as the research object
because linguistic research on medical conversation delivered by midwife has not
been conducted extensively, especially in Indonesia. In addition, it fits with
Indonesian people health need phenomenon as mentioned above.
The writer conducts this research at a private clinic or Bidan Praktek
Swasta in Geluran, Sidoarjo named BPS S. Miraningsih, Amd.Keb to be the
research place. Private clinic is chosen because almost Indonesian people prefer
Skripsi
Rukhoiyah Swandani
5
health facility of private sector to health facility of state sector for health cases
such as maternity (birth), childhood diarrhea, and Acute Respiratory Infection.
Moreover, a private clinic is chosen because the number of state clinic, such as
Puskesmas (Public Health Centre), is still low only 9.599 unit compared to private
clinic such as Bidan Praktik Swasta or BPS (Midwives in Private Practice) which
is 47.000 unit. Considering this number, the needs for getting health service from
midwives especially Midwives in Private Practice are high enough.
BPS is a Midwife who has Surat Ijin Praktek Bidan or SIPB (Midwives
Practice License) in compliance with medical laws, registered legally to have
private practice (Ikatan Bidan Indonesia, 2004). Therefore, BPS is always named
with the BPS owner‘s name itself because BPS refers to the midwife as the
individual. In addition, BPS S. Miraningsih, Amd.Keb is one member of Bidan
Delima. Bidan Delima is a midwife system standardization program launched by
Ikatan Bidan Indonesia or IBI (Indonesian Midwives Association) in 2003, to
educate and incentives Indonesian private midwives to meet and maintain the
standard of care. In contrast, there is still a major barrier in providing and
maintaining quality maternal health services in Indonesia because of the lack of
supervision, monitoring and evaluation of compliance with best practices of
private midwives. Thus, this clinic is trusted because it has been accredited with
Bidan Delima.
There have been many studies discussing speech acts. First is Ohtaki S,
Ohtaki. T, and Fetters MD‘s study (2003) about doctor-patient communication in
the USA compared to Japan. Ohtaki et al. found that ratios of questions and other
Skripsi
Rukhoiyah Swandani
6
speech acts in the USA and Japan were similar. Syaifana (2007) conducted
a study titled Speech Act in Military Conversations Performed by the Indonesian
Navy’s Personnel at KRI Lambung Mangkurat. She found that performative
utterances that are found in each data contain order, question, request, advising,
and warning. In addition, Amelia (2008) discussed the functions of speech acts
used by male and female preachers in a church in Surabaya and drew to a
conclusion that personal character, culture, and power-relation are determinant
factors in the use of direct or indirect language style.
Another study was conducted by Arifin (2008) who analyzed the speech
acts used by non-Madurese police officer and Madurese victims and witnesses and
revealed that representative act is the act most frequently used by police officers
and victims or witnesses and Indonesian is the chosen language in the process of
interrogation. Smith et al. (2009) conducted a research on memorable messages
about breast cancer and their speech acts (purposes of the messages). They found
that individuals who had personal and friend or relative experience with breast
cancer were significantly more possible to recall memorable messages than other
respondents and the most frequently perceived speech acts were providing facts,
providing advice, and giving hope. Hayati (2011) did an observation about speech
acts analysis of public service advertisement and found that directive function was
most frequently used. The last is Ismail (2013) who analyzed the illocutionary act
used in Jokowi‘s campaign speech using John Searle‘s speech acts theory and
found that Jokowi mostly used representative act in his campaign speech.
Skripsi
Rukhoiyah Swandani
7
Almost all of studies above use the same theory that is five types of speech
acts proposed by John Searle (1969) and different participants such as between
doctors and patients in different culture, police and victim or witness, preachers,
and so on. The present study, by contrast, utilizes Kreidler‘s theory, which
proposes seven kinds of speech acts as analytic tool to examine the utterances in
the medical conversation between a midwife and a patient. This study is
conducted to examine what speech act frequently appears and why it appears most.
The information about the most common used speech acts and whether those
speech acts are effective and understandable is the importance of this study. By
knowing this information, what speech acts frequently appear in the consultation
between midwives and patients, the writer hopes this study could help the
midwives to use effective speech acts for improving their service in their clinics
better.
According to position and role, a midwife and a patient will use different
ways to express particular speech acts. To know more about speech acts used in
consultation between midwives and patients and the relationship between speech
acts and role, problems are discussed in this study as follow:
1. What kinds of speech acts used dominantly by both midwives and patients in
consultation BPS S Miraningsih, Amd. Keb Geluran Taman Sidoarjo?
2. Why are those speech acts used in the consultation at BPS S Miraningsih,
Amd. Keb Geluran Taman Sidoarjo?
Skripsi
Rukhoiyah Swandani
8
1.3
Objective of the Study
Based on the statement of the problem mentioned above, the objectives of
this study are:
1. To find the speech acts used dominantly by midwives and patients in BPS S
Miraningsih, Amd. Keb., Geluran Taman Sidoarjo
2. To find the reasons why those speech acts are used in the consultation
The result of this study is expected to give both theoretical and practical
significance to the society. The writer hopes it will give new insights to linguistic
studies, especially pragmatics, since it concerns speech acts. Moreover, this study
is expected to make linguistics readers, especially linguistics students, understand
about speech acts theory as important in analyzing verbal communication uttered
by each person with different role or position. Since this study is related health
service, this study can be used as references to improve a better service in medical
centers by using right speech acts to avoid redundancy and gain an effective
consultation. It is also expected to be further reading or reference for other
researchers who plan to conduct pragmatics studies, especially related to speech
act theory.
Medical
: pertaining to medicine or to the treatment of disease (The
American Medical Association, 1989).
Skripsi
Rukhoiyah Swandani
9
Consultation
: a consultation with a doctor or other expert is a meeting with
them to discuss a particular problem and get their advice (Collins
COBUILD Dictionary on CD-ROM 2006, 2006).
Midwife
: a woman who attends women in confinement (The American
Medical Association, 1989)
Speech Act
Skripsi
: an action performed through an utterance (Kreidler, 1998)
Rukhoiyah Swandani
CHAPTER II
LITERATURE REVIEW
This section presents the theory applied in analyzing the intentions of
midwives and patients in their communication and the relation between their
speech and their position in a determined situation, in the context of medical
consultation. The main theory used for this study is the theory proposed by
Kreidler (1998) who categorized the speech act based on the utterances
characteristic. Furthermore, Kreidler also provides the explanation about speech
act and its categorization. Therefore, the writer uses the theory proposed by
Kreidler as the main theory for categorizing the speech acts because Kreidler
gives more specific speech acts categorization and more understandable
explanation about speech act. To gain more understanding about speech act, the
writer prefaces Kreidler‘s theory with the theory of speech acts proposed by
Austin and Searle. The last but not least positioning theory proposed by Rom
Harre which has relation with communication and position is used to see the
correlation between speech act and position.
Pragmatics would serve as the linguistic approach for this study, since
pragmatics is one of the major fields in linguistic that could reveal meaning in
language use or simply as a systematic way of explaining the language used in
context and situation. Leech (1983) stated that pragmatics aims to explain aspects
of meaning from the way in which utterances are used and how they relate to the
10
Skripsi
Rukhoiyah Swandani
11
context in which they are uttered. Therefore, the writer confines her attention to
language utterances. There are two types of utterances proposed by Austin as cited
in Lyons (1977), constative utterances and performative utterances. Constative
utterances are statements which functions to describe some event, process or state
of affairs, and they have the property being either true or false while performative
utterances attempts to study people doing things with words rather than saying
something is true or not.
According to Robinson (2006), performativist see a language as a drama.
All participants involved in this drama have collaborated on a group of speech act.
Austin in 1962 (as cited in Robinson, 2006) also suggested that performativist see
language as made up of speech acts. The speech acts can form a speech event
(Yule‘s term) or speech situation (Robinson‘s term), and every speech event is a
little drama. Speech event is a set of speech generated from social situations
involving participants who need to have social relationships and may have a
special purpose on certain circumstance (Yule, 1996) or it is simply the
circumstances surrounding the utterance. In a speech event, it often includes a
central speech act accompanied by other utterances reacting to that central action,
but it can also exclude a central speech act. An example to explain speech event
without central speech act is proposed by George Yule (1996, p.57) as the
following:
Him:
Her:
Him:
Her:
Him:
Her:
Skripsi
Oh,Mary.I’m glad you’re here.
What’s up?
I can’t get my computer to work.
Is it broken?
I don’t think so.
What’s it doing?
Rukhoiyah Swandani
12
Him:
Her:
Him:
Her:
Him:
Her:
Him:
I don’t know. I’m useless with computers.
What kind is it?
It’s a Mac. Do you use them?
Yeah.
Do you have a minute?
Sure.
Oh, great.
The dialogue above is about ‗request‘. The request above is not made up with
obvious speech act of request such as can you fix my computer? or I need you to
fix my computer. The dialogue above can be called as a ‗request‘ speech event
without the presence of a central speech act of request.
2.2 Speech acts
Because of the fact that people perform some actions through the use of
words, the theory of speech acts would serve as a tool for analysis of the selected
speeches in this study. Speech act makes the writer able to discover the intention
of the utterances of midwives and patients when they are communicating.
When people speak, they use language to achieve several functions like
expressing uncomforted situation, offering an apology, greeting, request,
complaint, compliment, invitation, or refusal. Thus, all things can be done through
process of speaking (Saddock, 1974). The speech acts theory was firstly proposed
by Austin in 1962 and further developed by Searle in 1969. Austin (as cited in
Robinson, 2006, p. 76) assumed that every utterance does something, performs an
action and according to Searle, speaking a language is performing speech acts,
acts such as making statements, giving commands, asking questions or making
promises (as cited in Kreidler, 1998). Searle also stated that all linguistic
communication involves linguistic (speech) acts. In addition, speech acts are the
Skripsi
Rukhoiyah Swandani
13
fundamental units of linguistic communication because the principal of
communication is to construct meanings together between the speaker and the
addressee. By ―knowing‖ what speech act in every utterance is, both speaker and
hearer are able to understand the meaning or the intention of their counterpart.
There are three levels of speech act introduced by Austin (as cited in Archer,
Aijmer, and Wichmann, 2012), those three levels are: locution, illocution, and
perlocution. Locution refers to the actual words uttered, so this level concerns
with the meaning of the words themselves. Illocution refers to what is performed
in saying something, the speaker‘s intention to communicate to the addressee.
Illocution is discussed in the next subchapter for further explanation. Perlocution
refers to the result of taking the hearer‘s perspective, his interpretation of what the
speaker says. Perlocutionary act is the actual effect of speaker‘s utterance to the
addressee, so this act happens after the locution and illocution act are produced.
Since this study is primarily focused on the meaning and act performed of
midwives and patients speech, so the writer continues to the illocutionary act
which is also considered as speech act itself. It is not necessary to discuss locution
act because This study does not concern with semantic level of the utterances.
Communication in a determined situation does not ask how languages organize
and express meanings, but rather the participants‘ utterances are success or not in
accomplishing their intentions or aims (Kreidler, 1998). In addition, it is a
pragmatics study which emphasizes the speaker‘s intended meanings, meaning in
use and meaning in context (Thomas, 1995). Moreover, because it has no purpose
to find the effects to the hearer or the addressee and the effects are difficult to be
Skripsi
Rukhoiyah Swandani
14
evaluated especially the effects on the patients it takes deeper research with
prolonged time, so this study excludes perlocutionary act as a tool for analyzing
the data.
2.2.1 Illocutionary Act
The illocutionary act is one of sub levels of speech act proposed
firstly by Austin. Illocutionary act is the central concept of the speech act
theory which functions as analyzing tool the use of language in
communication. It is employed to understand the meaning of someone‘s
utterance. It is in accordance of the statement that illocutionary acts are
important because they are basic units of meaning in the use and
comprehension of language (Vanderveken, 1990). Austin also classified
speech acts into expositives, verdictives, commissives, exercitives, and
behabitive, but then, Ballmer and Brennenstuhl in 1981 argued that
Austin‘s approach is far too limited, only five categories (as cited in
Robinson, 2006).
Another theory of speech acts and its categorization was proposed by
John Searle in 1969. It is a wide and helpful theory because he gives a
great explanation about speech act, but still a narrow taxonomy. According
to Searle there are just five basic kinds of action that one can perform in
saying utterance. Five basic kinds
of action are:
declaration,
representatives, expressive, directives, and commissives (as cited in Archer,
Aijmer, and Wichmann, 2012), but the writer thinks those five macro
classes are still limited as Ballmer and Brennenstuhl said before. Both of
Skripsi
Rukhoiyah Swandani
15
two big theories of speech act above are lack of categories. Both of them
do not include the polite formulas such as chitchat about weather, asking
for someone‘s health and so on. However, those utterances are equally
important from linguistic perspective (Holmes, 2008). So, the writer
considers another profound and newest taxonomy of speech acts which is
proposed by Kreidler, but it still has the correlation with the theory
proposed by Austin and Searle. Kreidler (1998) grouped the speech acts
into more specific categorization. According to Kreidler, the categories of
illocutionary acts are assertive, performative, verdictive, expressive,
directive, commissive, and phatic (Kreidler, 1998). The following are the
explanation of each illocutionary act categories proposed by Kreidler.
2.2.1.1 Assertive
Assertive is an utterance which functions to tell what the speakers or
the writers believe or know. Assertive concerns with facts and its purpose
is to inform. Generally, assertive can be verified or falsified, not
necessarily at the moment the speaker utter them or by the addressee hear
them. The form of the utterances can be either direct or indirect assertive.
Direct assertive starts with the subject I or we and an assertive verb,
whereas indirect assertive no need those all. Here are the examples:
a. We declare that most plastics are made from soy beans. (direct
assertive)
b. Most plastics are made from soy beans. (indirect assertive)
Skripsi
Rukhoiyah Swandani
16
Shortly, the use of assertive is for stating, claiming, denying,
concluding, and deducing in our daily life. There are certain conditions to
make an assertive appropriate such as what is reported must be possible,
the speaker commits himself to the truth of what is reported, and the
addressee also receive it as a truth (Kreidler, 1998).
2.2.1.2. Performative
Performative is an utterance that brings the state of affairs.
Performative changes the world by uttering something and it makes things
happen just by being uttered. Performative utterances are appropriate if
those are spoken by someone who has authority to make them accepted
and in appropriate circumstance. Performative functions can be found in
the daily life such as for firing, marrying, and arresting. It also includes
things said in ceremonies and official acts which affect the people as the
addressee.
There are some qualifications for utterance can be a performative.
First of all, the performative verb must be in the present tense which
means that the speaker utters performative utterances in the present time in
accordance with the performance of actions. The most important is that the
speaker must be appropriate; he must have the authority to utter those
performatives. Performative utterances are valid only if spoken by an
appropriate person in socially determined situations. The success of this
speech act depends on the speaker being approved by the social
Skripsi
Rukhoiyah Swandani
17
community or the addressee. Therefore, performatives usually take place
in formal settings.
The last, the subject of the sentence must be I or we. However, it is
necessary to distinguish between explicit or direct and implicit or indirect
performative. Here are the examples:
a. I declare this meeting adjourned. (direct performative)
b. This meeting is adjourned. (indirect performative)
The example ―I declare this meeting is adjourned‖ is a direct
performative while ―This meeting is adjourned‖ is an indirect performative
when it is spoken by the same person (Kreidler, 1998).
2.2.1.3 Verdictive
Verdictive is an utterance which the speaker makes an assessment or
judgement about the previous action of the addressee or their present
results.
Verdictive
utterances
include
congratulation,
accusation,
appraising, and blaming.
The action of the addressee also can be viewed as positive or
negative by the speaker. Verdictive verbs used to judge the addressee‘s
previous action as positive or as negative. Verdictives are considered as
positive when the speaker honors, compliments or praises the addressee.
Verdictives are viewed as negative when the speaker accuses, blames or
criticizes the addressee.
Felicity conditions for verdictive are the act was feasible, the
addressee was capable to perform it, the speaker is sincere in making the
Skripsi
Rukhoiyah Swandani
18
utterance, and the addressee believes that the speaker is sincere (Kreidler,
1998).
2.2.1.4 Expressive
Expressive is similar with verdictive. Whereas verdictives assess the
addressee’s previous actions or the failure of those actions, expressive
utterances assess the speaker’s previous actions or the failure of those
actions, and even the present results of those actions or failures Therefore,
expressive is retrospective (concerns with something happened or has
happened) same as verdictive. Here are the examples:
a. We admit that we were mistaken.
b. I apologize for having disturbed you.
Felicity conditions of expressive are: the possibility of the act, the
ability of the speaker to perform it, the sincerity of the speaker in making
the utterance, and the addressee‘s belief that the speaker is sincere
(Kreidler, 1998).
2.2.1.5 Directive
Directive is an utterance used by the speaker to get the addressee to
do something or refrain from doing something. Therefore, directive has
pronoun you as the object or the doer of an action the speaker means,
whether the pronoun is shown in the utterance or not.
A directive utterance is prospective which means it is oriented
toward later happenings because someone cannot tell others to do
Skripsi
Rukhoiyah Swandani
19
something in the past. Three kinds of directive utterances are often found
in daily communication: commands, request, and suggestions.
A command is effective if only the speaker has power, control, or
even the authority to get the addressee to perform or refrain from the
actions. Command is viewed as positive when the speaker orders,
commands, tells the addressee to do something while it is viewed as
negative when the speaker forbids the addressee to do something.
A request is the speaker‘s expression to get the addressee to fulfill
the speaker‘s wants. Whereas a command needs the authority or the
control power of the speaker toward the addressee, a request does not need
all of those.
A suggestion is the utterance the speaker makes to give other
persons his/her opinion what they should do or not. So, the addressee has a
choice of performances and the speaker gives an opinion about it.
Expression for suggestion can be viewed positively or negatively.
Suggestion is viewed as positive when the speaker use ‗nice‘ verbs such as
recommend, advise and so on. Suggestion is viewed as negative when the
speaker gives pressure by using verbs such as warn, caution and so on.
The felicity conditions for directive are the act is feasible and the
addressee is capable to do it. There is addition for each subdivisions of
directive speech act. A command to be felicitous, the addressee must
accept the speaker‘s authority or power. A request to be felicitous, the
addressee must accept the speaker‘s wishes or wants. The last, a
Skripsi
Rukhoiyah Swandani
20
suggestion will be felicitous if the addressee accepts the speaker‘s
judgment (Kreidler, 1998).
2.2.1.6 Commissive
Kreidler (1998) explained that commissives are the utterances which
can be used to commit or refuse to commit oneself to some future actions.
Therefore, commissive is retrospective because it concerns toward later
happenings, it is yet to occur, and it is speaker-involved also since the
utterance makes the speaker commits to some future actions. Commissives
include promise, pledge, threat, and vow.
Commissive has the addresse whether the utterance shows it or not
because the speaker must be making a commitment to somebody. Felicity
conditions for commissive are the speaker intends to perform it, the ability
of the speaker to perform that act, the addressee believes the speaker‘s
ability and intention. Here are the examples:
a. I promise to be on time.
b. We volunteer to put up the decorations for the dance.
2.2.1.7 Phatic
Kreidler (1998) stated that phatic is an utterance which expresses
solidarity with others and its purpose is to maintain social bonds between
members of the same society. Phatic utterances include greetings and
farewells, the polite chitchat about weather, and whatever is expected in
particular society. Phatic utterances are no less important compared to the
previous six speech act although it has less obvious function. According to
Skripsi
Rukhoiyah Swandani
21
Holmes (2008), phatic utterances convey social message rather than a
referential one because language is not only functioned to convey only
referential information but also the information about social relationship.
Kreidler stated that phatic utterance is felicitous if the speaker and
the addressee share the same social customs and recognize phatic
utterances for what they are (1998, p.194).
Finally, predicates used in those seven types of speech acts above can be
described according to their relative ‗strength‘, politeness, and consequences.
Direct speech acts contain a first-person pronoun and a predicate that specifies
what utterance it is, whereas indirect speech acts lack of these.
As mentioned above that we can see language as a drama. Analogically, in
the dramaturgical model, people are seen as actors with lines already written and
their roles determined in the play they are in, but they still have freedom as to how
to play their roles in the play (Davies and Harre, 1990). This is what is called as
positioning by Harre, how people position themselves or another in their
conversation. Position, storylines and relatively determinate speech acts are three
key factors inherent during conversations (Davies and Harre, 1990). By using this
theory, the writer is going to be able to reveal the reason why specific speech acts
are uttered by the midwives or patients in their conversation related to their
position in the context of midwife-patient consultations.
Furthermore, individuals manifest the concept of positioning by a certain
set of right, duties, and obligations through the story line within speech acts of the
Skripsi
Rukhoiyah Swandani
22
conversation (Phillips & Hayes, 2007). In the medical consultation context,
midwives represent certain rights and duties because one of their roles as the
medical consultant is to identify and evaluate a patient‘s medical status and
provide a clinical risk profile, to decide whether further tests are indicated prior to
surgery, and to optimize the patient‘s medical condition in an attempt to reduce
the risk of complications (Cohn, 2003). By knowing what the participants‘ role in
the consultation, the writer is able to identify participants‘ specific reason beyond
their utterances or the functions of their utterances.
There are a lot of works related to speech act in the recent years. First is
the study conducted by Sachiko Ohtaki, Toshio Ohtaki and Michael D Fetters
(2003) about doctor–patient communication in the United States of America and
Japan. They aim to examine communication patterns of doctor–patient
consultations in two different cultures, namely the USA and Japan, and to find
linguistic differences and similarities in communication. They use quantitative
discourse analysis from linguistics to compare 20 consultations of four physicians
in Japan with 20 consultations of five physicians in USA are taken as the data.
They measure the time spent in each consultations, number of categorized speech
acts, distribution of question types and frequencies of back-channel responses and
interruptions.
Another research was conducted by Syaifana (2007) titled Speech Act in
Military Conversations Performed by the Indonesian Navy’s Personnel at KRI
Skripsi
Rukhoiyah Swandani
23
Lambung Mangkurat. She found that performative utterances that are found in
each data contain order, question, request, advising, and warning.
There are two studies from year 2008. Amelia (2008) discussed the
functions of speech acts used by male and female preachers in a church in
Surabaya. The female preacher was from USA and the male preacher was from
Germany. Both of them gave sermons in English and then the interpreter
translated those sermons into Indonesian language. She drew to a conclusion that
personal character, culture, and power-relation are determinant factors in the use
of direct or indirect language style. Another study was conducted by Arifin (2008)
who analyzed the speech acts used by non-Madurese police officer and Madurese
victims and witnesses. He revealed that representative act is the act most
frequently used by police officers and victims or witnesses and Indonesian is the
chosen language in the process of interrogation.
Smith et al. (2009) conducted a research on memorable messages about
breast cancer and their speech acts (purposes of the messages). Their participants
are the individuals who are breast cancer patients or have relation with breast
cancer patients. They found that individuals who had personal and friend or
relative experience with breast cancer were significantly more possible to recall
memorable messages than other respondents and the most frequently perceived
speech acts were providing facts, providing advice, and giving hope.
Hayati (2011) did an observation about speech acts analysis of public
service advertisement. She observed the public service advertisement such as
poster and billboard in Surabaya and found that directive function was most
Skripsi
Rukhoiyah Swandani
24
frequently used. The last is Ismail (2013) who analyzed the illocutionary act used
in Jokowi‘s campaign. He took the Jokowi‘s speech in the form of video from
Youtube. Ismail categorized Jokowi‘s utterances using John Searle‘s speech acts
theory and found that Jokowi mostly used representative act in his campaign
speech.
The researchers above had already conducted research related to speech
act. Most of the studies above especially in Indonesia, still observed the speech
acts in the social themes conversations such as politic and still used the speech act
categories proposed by Searle. Their object in their study also varied, from the
written discourse such as public advertisement until the spoken discourse such as
the Jokowi‘s speech. However, this study utilizes Kreidler‘s categories of speech
act and discusses different theme of conversation and different participants,
medical consultation between patients and midwives.
Skripsi
Rukhoiyah Swandani
CHAPTER III
METHOD OF THE STUDY
In analyzing the data, the writer uses qualitative method. Flick argues that
qualitative methods take the researcher's communication with the object as an
explicit part of knowledge instead of judging it as an intervening factor and are
used to make sense of the individual‘s subjective experience in a natural setting
(Flick, 2009). Furthermore, the characteristics of qualitative research are taking
place in the natural setting, using multiple methods that are interactive and
humanistic, and emergent rather than tightly prefigured. (Kwary, 2014, p.16). The
writer considers this study is more appropriate to apply qualitative method since
the writer has to gain information about the setting where the consultation occurs
and about the participants‘ identity. Moreover, this study is presented in a
descriptive way.
For the strategy of inquiry, the writer uses case study. Case study is one
case (or perhaps a small number of cases) that is studied in detail, using whatever
methods seem appropriate (Punch, 1998, p. 150). Case study aims to understand
case depth, and in its natural setting, recognizing its complexity and its context.
Thus, this approach is appropriate because in this study, the writer will focus on
the type and use of speech acts based on the specific circumstance, the situation of
a consultation between a midwife and a patient and the reason why some certain
speech acts are mostly used.
25
Skripsi
Rukhoiyah Swandani
26
In doing this research, the writer specifically takes the data from BPS,
stands for Bidan Praktik Swasta (Midwives in Private Practice) clinic. The
preference of doing this research in the BPS is because the fact that almost
Indonesian people prefer health facility of private sector to health facility of state
sector for health cases such as maternity (birth), childhood diarrhea, and Acute
Respiratory Infection (Wang et al., 2009). Moreover, the woman patients tend to
see midwives in BPS rather than in Puskesmas. They state that BPS is nearer from
their place, accessible, and fast-service.
Location for this research is in a BPS or Midwives in Private Practice
named BPS S.Miraningsih, AMd.Keb in Geluran Taman Sidoarjo. Geluran is
chosen because the writer has known the area very well and there is no research
conducted in this area especially linguistics research related to medical practice.
Thus, the writer was curious about the pattern of the medical communication in
this area. The writer chose this BPS because it is one of the three biggest BPS in
Geluran and it is in strategic place, therefore, this BPS has more clients or patients
compared to others. In addition, BPS S. Miraningsih, Amd.Keb is one member of
Bidan Delima. Bidan Delima is a midwife system standardization program
launched by Ikatan Bidan Indonesia or IBI (Indonesian Midwives Association) in
2003. Therefore, this clinic is trusted because it has been accredited with Bidan
Delima.
Skripsi
Rukhoiyah Swandani
27
3.2.1 Participants
Participants of the research is all of the patients, with average 30
patients per day and two midwives in there. In order to get the best
respondents and manageable results, the writer only takes ten consultations
by limiting on the patients number using some criteria. The writer includes
all the midwives in the BPS as her particpants because there are only two
midwives, the senior midwife as the BPS owner and her assistant (junior
midwife). The criteria for choosing the patients are followed. First, the
patients must be registered in BPS S. Miraningsih, AMd.Keb. The writer
uses case study in BPS S. Miraningsih, Amd. Keb for this research, so the
patients must be registered to make the data requirements fulfilled.
Second, the patients must understand and speak both Javanese and
Indonesian. The reason why the writer used this criterion is to anticipate
their code mixing in the consultation, so their consultation is
understandable. Third, their conversation is about medical consultation.
This criterion was to make the data accurate and fit with the topic of this
study. Finally, the writer finds ten up to thirteen patients per day who have
consultation sessions with the midwives. Therefore, the writer considers
taking ten consultation sessions which are qualified with those three
criteria as the data.
3.2.2 Setting
In this study, the writer took the recordings at October 29th 2014
and from April 7th 2015 until April 20th 2015 in the BPS S. Miraningsih,
Skripsi
Rukhoiyah Swandani
28
Amd. Keb Geluran Taman Sidoarjo. Ten transcribed conversations were
used in this study. Each conversation is between two persons, a midwife
and a patient. Their conversation are about maternal and children health
problems. The participants also talk more informally and they use the
mixture of Javanese and Indonesian language as in their daily conversation
since they usually have known each other. Therefore, the writer assumes
that she can get the adequate data of the most natural midwife-patient
consultations for the intention of fulfilling the naturalism that is one of the
characteristic of qualitative approach.
3.3 Instrument
In order to record the conversation in midwife-patient consultations, the
writer uses two cellular phone sound recorders. Cellular phone was preferred
because it is capable enough to record middle range audio. Moreover, the
condition of the clinic is quiet enough so disturbance from outside is very
minimum. In addition, cellular phone could camouflage well to get hidden
recording. Although the participants‘ gesture could not be recorded, the writer
noticed that they sometimes used it. The writer was able to notice their gesture
because she is camouflaged as the midwives‘ assistant. However, the writer
considered to use sound recorder instead of video recorder to protect their identity
and unwanted situation that would disturb the participants.
There are several steps in collecting the data. First the writer observed the
activity in BPS S. Miraningsih, AMd. Keb Geluran Taman Sidoarjo to get
Skripsi
Rukhoiyah Swandani
29
knowledge about the routine activity happens there and made a trial for her
recorders to make sure, at least, one of the recorders could work properly. Second,
she recorded all the exchanges in the BPS at October 29th 2014 and from April 7th
2015 until April 20th 2015 by placing the cell phones on the desk near the position
of participants. The last, she sorted the recordings based the criteria above that the
conversation should be a medical consultation in order to be examined in this
study.
After selecting the data, the writer began to analyze the data starting from
preparing and transcribing the data manually. The writer chose to transcribe in
common orthography because the writer only focuses on the meaning of the
utterances. Second step was reading through all the data. Then the writer
categorized the data of the medical consultations into macro classes of speech acts
proposed by Kreidler. Those macro classes are: Assertive, Performative,
Verdictive, Expressive, Directive, Commissive, and Phatic. The next step is
analyzing the speech act used by the midwives and the speech act used by the
patients. The last step, the writer related participants‘ utterances with the context,
their position as midwife or patient. Finally, the writer concluded the finding of
speech act in midwife-patient consultations.
Skripsi
Rukhoiyah Swandani
CHAPTER IV
DISCUSSION
4.1 Result
In the ten recorded conversation, the writer finds 330 utterances which can
be classified into some kinds of speech act proposed by Kreidler. Almost all of
those speech acts appear in the form of indirect speech act. They do not contain
first-person pronoun and performative verb, a predicate which specifies what type
of speech acts the utterance is. As the researcher, the writer should be careful to
identify the intention behind the speaker‘s utterances. The results are presented
below.
Table 1
Types of Speech Act and Their Occurrences in Medical Consultation
Total Occurences
Category
Occurences
Assertive
%
Patients
Occurences
Midmives
%
%
174
52,73
8
2,42
0
0,00
8
2,42
Verdictive
10
3,03
1
0,30
9
2,73
Expressive
10
3,03
9
2,73
1
0,30
Directive
78
23,64
5
1,52
Commissive
10
3,03
7
2,12
3
0,91
Phatic
40
12,12
20
6,06
20
6,06
330 100,00
92
Performative
TOTAL
50 15,15
Occurences
124 37,58
73 22,12
238
30
Skripsi
Rukhoiyah Swandani
31
In the following analysis there are some abbreviations so the writer would
like to give explanation first to make them understandable. KB stands for
Keluarga Berencana (Family Planning), but in the context of the community here,
it refers to birth control or contraception medicines (pill, injection, and so on). P
stands for patient and M stands for Midwife.
4.1.1 Assertive
Assertive is used to state speaker‘s belief that something is true. The aim
of this speech act is to inform the addressee what is in speaker‘s mind. From the
conversations have been recorded with 330 utterances classified as speech acts,
the writer finds many assertive utterances both from the patients and midwives,
with 174 occurences or 52,73% of the total (330) occurrences. It is then specified
into two, the speech act performed by the patients and the speech act performed
by the midwives. From the patients, there are 50 occurrences or 15,15 % of the
total utterances while from the midwives, there are 124 occurrences or 37,24%.
The following excerpts are midwives and patients utterances which contain
assertive speech acts.
Consultation I
P: Yo maksude sing iso cepetan mens iko loh mbak. (I mean the pills which
make me get menstruation as soon as possible, miss.)
M: Sepuluh ada, ya tergantung. Lha nek misale njenengan minume teratur ya
Insya Allah bisa mens. Tapi lha nek tiga bulan gini biasanya nggak langsung
mens. (Ten thousand, it depends you. If you drink it regularly, Insha Allah
Skripsi
Rukhoiyah Swandani
32
you will get menstruation. But, in the three months usually you do not get
menstruation directly.)
In the consultation above, the patient made a request to the midwife to give
her KB (Keluarga Berencana) or Birth Control pill which would make her get
menstruation as soon as possible. The midwife replied her request using assertive
to explain and guarantee that the period of getting menstruation depends on the
patient‘s condition itself. She was confident to guarantee because she knew that
her information is based on empirical fact. She focused the speech act on the
truth-value of her utterance. Because the midwife in this consultation is a Moslem,
she asserted indirectly that her utterance is true and she guaranteed the truth by
using Insha Allah. This phrase is commonly uttered by Moslems. It means that if
human has done the best then God will do the rest.
Consultation III
P: Sakbotol mbak. (One bottle, miss.)
M: Kenapa kok nggak asi? Iki loh kok kurang eh mbak. Pancet ae nang garis
kuning, gak naik. Arek sakmene iki minimal berat’e 6. (Why not breast
milk? It is underweight, ma‘am. Still in the yellow line, it is not increased.
Children in this age should be weighed 6 kilograms.)
In the excerpt from the Consultation III above, the midwife examined and
evaluated the patient‘s infant. When the patient was questioned how much she
gave her infant the formula (milk), the patient answered, informed that it was one
bottle. Then, the midwife informed her that the infant‘s progress is not good
because the baby lacked of breast milk. Although both of them focused their
Skripsi
Rukhoiyah Swandani
33
speech acts on information, but there is still difference in the content of their
information. The difference between patient and midwife in using assertive is the
patient reported what she had done to her baby (giving a bottle of formula) while
the midwife reported the result of her investigation toward the baby‘s condition
and emphasized the importance of breast milk and ideal weight for the baby.
Consultation VII
P: Laah kula biyen niku lak ndamel KB sing tiga bulan sekali, ternyata niku loh
kok mboten men. Nopo’o? (So, in the past I used trimester KB/ birth control,
but I did not get menstruation. Why?)
M: Soalnya buk yaa.. Setiap orang itu berbeda-beda hormonnya. Nah.. Ada
yang pake tiga bulan, lancar, ada yang nggak lancar. Itu menurut hormonnya
ibuk sendiri. Soalnya setiap hormone itu berbeda beda, ada yang pake satu
bulan, nggak mens. Ibuknya sebelum pake tiga bulan pake apa? (It is
because everybody has different hormones. There are people who consume
the trimester one then they get menstruation and there are people who do not.
It depends on you hormone itself. Because every hormone is different, there
are people who consume monthly but they do not get menstruation. What do
you consume before the trimester ones?)
The context of the consultation above is about a patient who wanted to
consult her KB program. She told the midwife her problems when she had used
her previous KB pill. The midwife gave her information and explanation about her
problem and its solution. It can be seen that the patient used assertive to report the
fact she had experienced. The patient utterance focused on information by
Skripsi
Rukhoiyah Swandani
34
reporting her experience. She also focused on the nature of the message by
narrating a unified series of events, that she had used trimester KB but she did not
get menstruation yet. In contrast, the midwife used assertive to explain and
emphasize the fact based on empirical investigation that the patient‘s problem was
caused by her hormones, because everyone has different hormones (state). The
midwife emphasized her information by telling the patient frequently that
everyone‘s hormones are different.
4.1.2 Performative
Performative is an utterance that changes the state of an affair and it is
acceptable if spoken by appropriate person. In the conversation, the writer finds 8
occurrences or 2,42% from the total utterances. Interestingly, not even once the
patient uttered this kind of speech act. All of the performatives are uttered by the
midwives. Here are the excerpts from the consultations which contain
performative speech act.
Consultation IX
M: Ayoo satune. Monggo Buk. (Okay the next. Please, ma‘am.)
P: Nggih. (Yes)
Consultation X
M: Pun buk. (Finished ma‘am)
The first utterance above was uttered by the midwife in the beginning of
the consultation to let the patient come in and start sharing her problems soon
after previous patient left. Indirectly, the midwife had decided that the
consultation with the patient who just arrived could be started, while the utterance
Skripsi
Rukhoiyah Swandani
35
in the second consultation above was used by the midwife to finish a session of
examination or a consultation. Not only changing the state of the consultation,
‗not started‘ became ‗started‘ and ‗not finished‘ became finished‘. Performative
can also change the state of the patients like the excerpts below.
Consultation V
M: Terus niki hepatitis BCG ne kan pun telas, sakniki tak paringi BCG dulu.
(Because the BCG is used up, so I am going to give you BCG firstly)
Consultation VIII
M:
Yawes kalau gitu pake yang pil. (Okay then you consume the tablets/ pills.)
In the consultation V, the midwife prescribed new medicine for the patient
because the patient had used up her medicine. In the consultation VIII, the patient
consulted about her KB program. After listening to her patient, the midwife
decided to give her certain type of KB. Both of the statements in the two
consultations above are categorized as performatives because those would change
the condition of the patients after those utterances were uttered by the midwives.
Patient in the consultation V was changed from the condition ‗she did not
give her baby the BCG because she has used up it all‘ become ‗she will give her
baby the BCG again because the midwife is prescribing it again‘. While patient‘s
condition in the consultation VIII would be changed from ‗not consuming the pills‘
become ‗will be consuming the pills‘. Because midwives have the authority to
prescribe those medicines, they are also appropriate to utter those performatives
which affect the patients‘ future condition.
Skripsi
Rukhoiyah Swandani
36
4.1.3 Verdictive
Verdictive is an utterance which the speaker makes an assessment or
judgment about the acts of another, usually the addressee (Kreidler, 1998).
Verdictive occurs in this conversation, either uttered by the patients or the
midwives. Total occurrences are 10 or 3,03 % of the total occurences. The
patients uttered only once or 0,30% and the midwives uttered 9 times 2,73%. The
number between patients‘ utterance and midwives‘ utterances is different enough.
The following excerpts containing verdictives are from the consultations between
midwives and patients.
Consultation II
M: Biasane nganu mbak, terlalu panas. Sampean ndeleh’e kepanasen. (It is
usually ehm, too hot. You put it in hot condition.)
The midwife uttered the utterance above as her response to the patient who
stated that she found her medicines being crystallized. The midwife hypothesized
that it was because she had put it in wrong place. She also judged negatively the
patien‘t action at the same time that what the patient did by placing the medicine
in the hot place was a mistake. Beside to admonish the hearer, the speaker can use
verdictive to judge other addressee, the third person such as in the excerpt below.
Consultation VI
P: Oh belum buk, ini kemarin dapet info dari temen, eeh kalau udah berumur,
udah agak tua, mendekati paruhbaya mending kamu Pap Smear. Makanya
saya kesini mau tanya kan. (Not yet ma‘am, this is the information I got from
Skripsi
Rukhoiyah Swandani
37
my friend: hey, if you are aged, almost middle aged you better do Pap Smear.
Therefore, I come here for asking.)
M: Nah yoo bener seperti ibu iku. Soale ya... apa yang namanya Pap Smear itu
harus, diwajibkan buat orang yang sudah menikah atau yang sudah
melakukan hubungan intim. Apalagi ibuknya sudah punya anak toh ibuk?
(That woman is right. Because... what is called as Pap Smear is an obligation
for women who has married or who has mated. You even have kids, right?)
The patient above came to the midwife and told her what she had heard
from her friend about Pap Smear. The midwife who considered that her friend is
right and what the patient did by coming to her is right also, so she assessed both
of the patient and her friend‘s action as something right. In other words, she
assessed and complimented on what they have done as positive.
Although most of verdictives are uttered by the midwives, but there is still
a verdictive uttered by the patient as her denial toward midwife‘s action. When
the midwife uttered assertive utterance to inform the result of measurement, the
patient wanted to criticize indirectly that her measurement might be wrong. See
the excerpt below.
Consultation II
M: (Menimbang berat badan) Inggih, tujuh koma empat. [(Measuring the weight)
Yes, seven point four.]
P: Hah! Tujuh koma empat? Gak enam tah mbak? (Huh! Seven point four?
Not six, miss?)
Skripsi
Rukhoiyah Swandani
38
Verdictive are mostly used by the midwives because once again, either patients or
midwives themselves unconsciously position the midwife as the person who has
right to judge or assess the action or the failures of the addressee, the patients.
4.1.4 Expressive
Expressive is similar with verdictive. Whereas verdictive is about what the
addressee has previously done, an expressive utterance springs from the previous
actions of the speaker, or perhaps the present result of those actions or failures.
From the record, expressive appears ten times or 3,03%. Almost of xpressive were
uttered by the patient, 9 times or 2,73% while the midwives only uttered it once or
0,30% from the total occurrences. Patients more often use this kind of speech act
to express their judgment toward their action or their failures.
Consultation I
M: Nopo’o mbak? (What is up, ma‘am?)
P: Mari mulih loh mbak lali aku... sek tas pirang dino iku. (After coming home,
I forgot it...It was only few days)
Consultation IX
M: ...Sisan, ambek mbak’e iku sering minum air putih ya.. Pinggange sakit?
(And also, you should drink water frequently, okay..Is your waist alright?)
P: Kula minum air putih sering buk, tapi kadang-kadang lali. (I frequently
drink water ma‘am, but sometimes I forget.)
The patient in the first excerpt above forgot that she had a schedule for
regular meet (KB) with the midwife after she came back (from her origin). She
came the other day. When the midwife opened the consultation, the patient as
Skripsi
Rukhoiyah Swandani
39
soon as possible gave the reasons that she was fail to remember her schedule for
KB. In the consultation IX, the midwife asked her about her drinking habit.
According to the midwife implicitly, drinking water frequently is good for health
but the patient confessed that she did not drink water frequently. Both patients‘
admissions above are included in expressive because the patients wanted to be
honest by judging themselves as the persons who are not good remembering
something or not good to do something right. By admitting their failure, they hope
the hearer, midwife, might understand and forgive them.
Although it is not significant, but the writer is not going to exclude the
midwife‘s expressive. Here is the excerpt:
Consultation IV
P: Tanggal 16 Februari sampe terakhir niku.. 23 Februari.(16 February until
the last...23 February.)
M: Lha nggeh itu mulai mens? (Yes, it started menstruation?)
P: Mulai 16 (Started from 16)
M: 16 mulai mens? Ooh salah berarti. (On 16th you got menstruation? Oh..I get it
wrong.)
In the excerpt above, the midwife misunderstood the information given by
the patient. When the midwife was not certain with the information, she asked the
patient again to crosscheck her understanding and she found that she was wrong.
Therefore the midwife‘s utterance above is included as expressive. The expressive
uttered by the midwife above has similar function with previous patients‘
Skripsi
Rukhoiyah Swandani
40
expressive. It is used to admit a failure. She acknowledged that she misunderstood
the patient‘s utterance and she felt sorry for her ‗arguments‘ before.
4.1.5 Directive
Directive is an utterance in which the speaker tries to get the addressee to
perform some act or refrain from performing some act (Kreidler, 1998). There are
so many occurrences in the conversation, 78 times or 23,64% from the total
utterances. Patients uttered directive speech act 5 times or 1,52% while the
midwives uttered 73 times or 22,12%. Here the writer categorizes directive
utterances into more specific function as Kreidler‘s theory namely: command,
request, and suggestion.
a.
Command
Interestingly, from the total utterances of directives more than half are
command. 51 directives appeared as commands and all of those commands are
uttered by the midwives only. Those commands can be positive which means that
the midwives strongly order the patients to do something and it can be negative
which means that the midwives strongly forbid the patients for to do something.
Here are the excerpts contain positive commands.
Consultation I
M: Malem aja gak boleh pagi nggeh. Kalau pagi nanti mual, tapi nek ada
keluhan engken njenengan control! (Only at night, do not drink it at
morning. You will get nausea in the morning, but if you have problem you
must come for control.)
Skripsi
Rukhoiyah Swandani
41
In this consultation, the patient consulted her KB and the directions to
consume it. The midwife explained how to use it, the risks and so on. She ordered
the patient when she gets problem with her KB pills someday, she have to come
back for check up. Here the midwives wanted to make sure that the patient would
not take risk by ignoring the nausea if it appears someday, so she used command
which is forceful to the patient.
Consultation VI
P: Puasa dulu? (Fast for it before?)
M: He’eh. Puasa dulu, ya?! Trus habis itu dicuci dengan air bersih. Jadi pas
waktunya periksa, sudah dalam keadaan bersih. (Uh huh. Fast for a while,
okay?! Then wash it with clean water so in the examination day, it is
already clean.)
P: Ooh nggih, nggih, nggih. (Ooh yes, yes, yes.)
In the excerpt above, the patient wanted to ask about Pap Smear and its
procedure. The midwife ordered her to stop her intercourse activity for a while
before she got her examination done. The midwife commanded her to stop it
implicitly by using implicit word like ‗puasa‘ or ‗fast‘ because in the context of
this community, intercourse is taboo for public conversation, although it is in a
session of a consultation with physician. Literally, if you fast, you eat no food for
a period of time, usually for either religious or medical reasons, or as a protest
(CollinsCOBUILD, 2006). But in this context, the patient was required to not
have intercourse for a period of time for medical reason the midwifes had
mentioned. It was also already understandable by only using that word for this
Skripsi
Rukhoiyah Swandani
42
community because BPS or Midwives in Private Practice is a place for handling
maternity and children health. One of those health issues is reproduction organ
health. So it is enough to order the patient to not have intercourse for a while only
using that word.
Midwife‘s command also continued until when she told the patient to
clean reproduction organ before she would be examined. Because those
requirements, fasting for having intercourse and cleaning the reproduction organ
before the examination, are obligatory, the midwife then commanded the patient
to do all her say.
Consultation VII
M: Biasanya itu buk, hormone juga bisa mempengaruhi pola makan ibu. Semua
pil KB ada hormone buat menggemukkan. Cuma..ibuknya aja pola
makannya yang harus dijaga. Jadinya kalau pake yang tiga bulan ada yang
mens ada yang nggak. Tapi ibuknya ngeflek? (Usually, hormone can affect
your diet. All Birth Control pills contain fertilizer hormones. You must
manage your diet only. So if someone uses the pills during three months,
she can get menstruation or even she cannot. Are you getting fleck?)
In the consultation above, the patient was afraid that she will get fat if she
consumes KB pills. The midwife calmed the patient that all KB pills contain
fattening hormones. She told the patient that for ideal weight maintenance, diet is
needed. Here, the midwife also displayed her position by using more direct
command than previous commands. She explicitly ordered the patient to control
her diet by using ‗harus‘ or ‗must‘. It is because she has authority because as a
Skripsi
Rukhoiyah Swandani
43
consultant she has to evaluate the patient‘s condition and provide that information
to optimize the patient‘s condition. Commands also can be negative which means
that the midwives strongly forbid the patients to do something like the excerpts
below.
Consultation II
P: Oh, terus deleh kulkas? (Oh, then put it in the refrigerator?)
M: Ojo, nggumpal. Ojo ditaruh kulkas! (No, it will be crystallized. Do not put
it in the refrigerator!)
In the excerpt above the patient wanted to store the medicine at the right
place so she consulted it. When she asked the midwife whether it is allowed or not
to put the medicine in the refrigerator, the midwife spontaneously answered no,
prohibited her. The midwife forbade the patient to put her medicine in the
refrigerator because it is not safe, even it will damage the medicine itself. Because
she has knowledge about medicine and duty to control the patient, she is able to
forbid the patient forcefully.
Consultation VI
M: Ndak usah mbawa apa aja. Pokoknya, ibuknya nggak boleh habis melakukan,
trus habis itu.. habis menstruasi. Kalau menstruasi nggak boleh. (No need to
bring anything. You only need to not do it before and also your menstruation
is already finished. If you get menstruation, you are not allowed.)
The midwife‘s excerpt above was uttered when her patient asked what
requirements needed for Pap Smear test. The midwife only answered that the
patient must not have menstruation. The midwife ordered the patient to make sure
Skripsi
Rukhoiyah Swandani
44
that her menstruation is finished and forbade her to do Pap Smear if had
menstruation.
b. Request
The utterance function as request appears 11 times. Six times it appears in
the midwives‘ utterances and five times it appears in the patients‘ utterances. Here
are the excerpts of request either uttered by the midwives or uttered by the
patients.
Consultation VII
M: Sekarang ibuke mau ganti apa? (Now, what do you want to use?)
P: Saya mau coba itu aja yang katanya pil itu. (I want to try pill.)
The exerpt above is about a patient who wanted to replace her previous
KB. The midwife then asked her what type of KB she wants to use after the
midwife explained the types, benefits and deficiencies. After that, the patient
expressed her want and indirectly made request to the midwife. Her request was
made by asking the midwife to give her new variant of KB pill.
Consultation VIII
P: Buk, saya mau konsultasi soal Pap Smear. (Ma‘am, I want to consult about
Pap Smear)
M: Iya, sebentar, tak catet dulu. Siapa namanya? (Yes, wait a minute, I record
first. What is your name?)
The patient in the excerpt above came and told what she wanted by
coming to the BPS and then the midwife agreed to meet her and give her
consultation. The patient‘s utterance above is included in directive–request
Skripsi
Rukhoiyah Swandani
45
because by telling her intention, she indirectly made a request to the midwife to
spare time for a consultation session. The midwife also fulfilled the patient‘s want
by agreeing it.
Consultation VIII
M: Nggak usah takut! Kalau bisa ibu jadi motivasi. Pap Smear itu nggak sakit,
cuma dilihat lendirnya bagus apa gak. Berapa nomernya? (Don‘t be afraid!
You become a motivation (motivator for others) if possible. Pap Smear is
not hurt, it is only observed that the mucus whether it is good or not. What is
your phone number?)
P: 081xxxxxx
The midwife above gave consultation to her patient about Pap Smear.
When the consultation was almost finished, she asked the patient to be a motivator
for women in her environment and she also asked the patient to give her phone
number. This is clearly a request although there is no ‗request words‘ such as ask
and beg. Moreover the patient responded positively the midwife‘s request by
giving her phone number that proves the midwife‘s utterance is a request.
c. Suggestion
Suggestion here is not as forceful as command. The speaker gives opinion
about the addressee‘s choice of performance (Kreidler, 1998). Suggestion appears
16 times in the consultation between the patients and the midwives. Interestingly,
not even once the patients uttered it. Only the midwives uttered this kind of
directive speech act. Here are the excerpts of the consultations.
Skripsi
Rukhoiyah Swandani
46
Consultation IX
P: Kula loh eneg nek minum susu. (I feel nauseous if I drink cow milk.)
M: Nek sampean eneg nggih, tumbas susu kedele. Nek susu kedele diganti
mboten opo-opo. Nek suka maem es krim maem eskrim, gakpopo. (If you
feel nauseous, you can buy soy milk. If you replace soy milk it is okay. If you
like to eat ice cream then eat ice cream. It is okay.)
P: Oooh angsal maem eskrim? (Ooh ice cream is allowed?)
The patient above was pregnant and she had regular consultation with the
midwife for checking up her pregnancy. She consulted about her and the baby‘s
nutrition. She dislikes certain food or drink, but that food nutrition is needed to
support her baby‘s growth. Therefore, she asked the midwife for an advice. The
midwife then advised her to replace cow milk with soy milk or ice cream. Here,
the midwife gave the patient some options as solution for her problem. The patient
was free to choose what option because those option functions are same. Here the
midwife already examined the patient‘s condition, evaluated it, and she gave
information about the risk for the patient if she avoids certain food or drink.
Consultation I
M: Tergantung.. Kalau mau yang nek gak gampang mual iku sing tujuh ribu.
Tapi kalau mau yang agak bagus (***)sama (***)tiga empat sama empat
puluh ribu. Atau yang dua belas (*) hampir sama semua. Tapi kalau yang
lima belas, eh, lima ribu takut gemuk saya tidak menganjurkan. (Depend..If
you want to not easily get nausea, then choose the seven thousand rupiahs
(pills). But if you want the better, the (***) and (***) the thirty four thousand
Skripsi
Rukhoiyah Swandani
47
and also the forty thousand rupiahs. Or, the twelve thousand, all is almost the
same. But if you choose the fifteen thousand, oh, five thousand and afraid
of getting fat, then I do not recommend it.)
P: Yo. Sing limolasan iku ae lah. (Okay. That‘s the fifteen thousand then.)
The patient in the consultation above consulted about KB. Then the
midwife explained about the types of KB, its price, and its specification. In the
end of her explanation, she gave the patients suggestion what she should better
choose. The midwife had explained some kinds of KB pills and then
automatically the patient had some choices from the midwife‘s explanation.
Finally, the midwife was the person who advised the patient which the best among
those choices. Here the midwife used negative expression by stating that she does
not recommend certain KB pill.
4.1.6 Commissive
Commissive is a kind of speech acts that commit a speaker to a course of
action (Kreidler, 1998). Commisive happened ten times in the conversation, with
3,03%. From the total occurence, most of them were uttered by the patients with
seven utterances or 2,12% while the midwive suttered commisive 3 times or
0,91%. Here are the scripts for the patients.
Consultation I
M: Dua belas. Mulai dari malam ini bisa minum soale njenengan suntike telat.
(Twelve. Started from tonight, you drink the pills because you are late for
injection.)
Skripsi
Rukhoiyah Swandani
48
P: Rabu, Kamis, Jumat jam berapa? Engken diikuti. (Wednesday, Thursday,
Friday at what time? It will be followed.)
The setting is about patient who had consultation with the midwife about
KB. Before the consultation ended, the midwife ordered the patient to drink the
KB pills according to the directions given. When the midwife ordered, she used
directive speech act because the patient was indirectly obliged to consume the
pills that night soon after the consultation. Then, as a response to directive, the
patient answered with commissive ‗engken diikuti‘ which means ‗it will be
followed‘. The patient agreed to the midwife‘s statement and made a commitment
to the midwife that she would do the action the midwife referred to. Even though
external force such as midwife‘s directive above mostly makes the patients utter
commissive, but there is also patient‘s commissive as her voluntary action such as
the following excerpt.
Consultation VIII
P: Oh ya udah buk, saya mau Pap Smear. Nanti saya kembali kesini aja dulu,
besok ya? (Oh, okay then, I will do the Pap Smear. I will come here first,
tomorrow right?)
Whereas patients tend to utter commissives as their response toward
midwives‘ directives, the midwives tend to use commissive to promise or to
volunteer themselves to do something and they make commitment to the patients.
Midwives‘ commissive is used as a self-motivation rather than used as response to
directive like the patients mostly do. See the script below.
Skripsi
Rukhoiyah Swandani
49
Consultation VIII
P: 081xxxxxx
M: Bu yuyun ya? Rumahnya kedungturi, nanti saya hubungin. (Mrs. Yuyun
right? The address is at kedungturi, I will call you later.)
The midwife above asked the patient‘s phone number and she got it then.
Without command, the midwife voluntarily offered to call the patient first. There
was no force toward the midwife‘s action.
4.1.7 Phatic
It is an utterance which the purpose is to establish rapport between
members, the speaker and the addressee, of the same society. There are 40
occurences or 12,12% of the total 330 utterances. Both of patients and midwives
uttered phatic utterances at the same number. 6,06% of the total occurrences or 20
phatic utterances are uttered by the patients while the midwives also uttered
6,06 %. Both of the participants mostly uttered polite formulas such as amit nggih
(excuse me), Assalamu’alaikum (greetings), suwun (thank you) and monggo
(please). Look at the excerpts below.
Consultation VII
P: Udah nek gitu. Terima kasih yaa buk. (Okay then. Thank you ma‘am)
M: Sama-sama (You‘re welcome.)
Consultation VIII
P: Assalamu’alaikum buk. (Assalamualaikum, ma‘am)
M: Wa’alaikumsalam. Ada yang bisa saya bantu ya buk ya? (Waalaikumsalam.
Can I help you?)
Skripsi
Rukhoiyah Swandani
50
The two excerpts above contain phatic utterances. In the consultation VII,
the patient said ‗thank you‘ because she would leave the consultation room and it
is a custom that after you getting helps from someone you should thank him/her.
And then, the midwife answered the ‗collocation‘ of thank you with ‗you are
welcome‘. Those phatic utterances are usually used in the end of a conversation.
In the second excerpt, the patient uttered phatic for greeting and goodbye. In the
speech community, it is common to open a conversation with ‗greetings‘ and it
happens also in this community. Because in the consultation context the
participants are mostly moslem, they greeted each other with ‗assalamualaikum‘
and ‗waalaikumsalam‘.
The excerpts below are phatic utterances. The midwives uttered these
utterances as chit-chat for the patients‘ babies or the patients themselves to make
them closer. Moreover, the patients also replied with the similar comment which
proves that they understand the midwives phatic utterances. They understand
those comments because they share same custom and context of the conversation.
Consultation II
M: Oh yo gak popo. Wah ibuk’e gak tego iki ya? Loh gak nangis. Durung..
habis ini ya? Diteken! (Oh it is okay. Woaa does his mother not have a
heart to see this? Huh you aren’t crying. Not yet..after this, right? Push
it!)
P: Iya. Kurang keroso. (Yes. It is not felt.)
In the consultation above, the patient examined and immunized her baby.
When the midwife gave the baby injection, she played with the baby, teased her.
Skripsi
Rukhoiyah Swandani
51
Here, the midwife wanted to establish rapport between herself and the mother‘s
baby as her patient. She also indirectly displayed her maternal love toward the
patient‘s baby by showing her interest and care. It is because of her position as a
midwife which requires her to be mature and gentle for handling children health
issue in accordance with her duties and her scope of health problem. And her
technique is effective enough since the patient replied her comments too.
Consultation X
M: Gak keroso ya? (It is not hurt, right?)
P: Gak keroso buk sampean. (You are not strong, ma‘am.)
In the consultation above, the patient was given birth control or KB
injection. When the injection was finished, the patient did not react or move as a
sign that she would get up from the bed of examination. Therefore, the midwife
uttered an allusion that the injection is not hurt. By saying this, she would have a
chit-chat with the patient and could establish rapport with her. Midwife‘s joke was
used as a tool to have a chit-chat in order to estrapport between her and her patient.
This joke is effective to make the participants closer enough since the patient also
replies her joke.
4.2 Discussion
Based on the results above, the writer found that midwives performed all
seven speech act categories in the consultation while patients performed only six
speech act categories in the consultation. Patients did not performed performative
category even once in the consultations. From the result, assertive is mostly used
by both midwives and patients. It can also be seen that the midwives tend to use
Skripsi
Rukhoiyah Swandani
52
assertive more than the patients. It is because the position or role of either the
midwives or the patients is different.
The setting is a consultation which means one of the participants positions
herself either intentionally or unintentionally as the ‗information seeker‘ in the
consultation and another positions herself as the ‗information provider‘. Here, the
midwives position themselves as a provider of medical knowledge, or in narrower
sense as the medical consultant for their patient. They also position the patients as
commons who are not expert in medical knowledge. It is because midwives as
medical profession have more knowledge as a result of their study and training to
be a professional. Unconsciously, the patients also position themselves as the
‗information seeker‘ from the midwives because they consider that they are only
commons who do not get medical knowledge through education and training as
the midwives get. That is why patients utter less assertive than the midwives.
There are also the differences in the use of assertive between the midwives
and the patients. According to Kreidler (1998), what is reported in the assertive
can be true or has been verified through empirical investigation. Assertive can
have relation with scientific facts or only someone‘s belief. In the consultations,
the patients tend to use assertive to inform the midwives about what they
experienced or to conclude information given by the midwives. In contrast, the
midwives use assertive to inform facts rather than to inform what they believe or
experience because they are physicians who should make sure their medical
information would not danger the patients. They also use assertive to inform the
results of patients condition examination.
Skripsi
Rukhoiyah Swandani
53
Next speech act is performative. Performative utterances in the
conversation are only uttered by the midwives and most performatives are used to
declare that the consultation can be started or finished or not. It is because the
midwives are the ones who have authority in this conversation and in higher
position compared to the patients because their rights as BPS owner and duties as
medical consultant manifest their position. They position themselves as the
―active‖ one to start or change the state of affairs in the conversation. Midwives
usually are the ones who start or open the conversation and decide whether the
medical conversation or examination is finished or not. Performative in a
conversation is like an ‗opening‘ or a ‗closing‘ declaration of a conversation.
Performatives are also employed by the midwives to change the state of
patients‘ condition. Because midwives have the authority to decide the action
toward the patient in order to optimize the patients‘ condition, it makes the
midwives appropriate to utter those performatives which affect the patients‘ future
condition. Midwives have responsibilities for their patients, therefore, they have
rights also toward the patients according to their responsibilities. Here the patients
can only receive what the midwives have decided for her as her position as the
person who receive the treatment. It is supported with many definitions about
patient, for example from CollinsCOBUILD (2006) which defines a patient as a
person who is receiving medical treatment from a doctor or hospital.
Third speech act is verdictive which is used to assess the addressee‘s
previous action. For the patients themselves, to assess or judge the act or the
service given by the midwives is considered as rather impossible because they do
Skripsi
Rukhoiyah Swandani
54
not have more knowledge than the midwives to decide whether the midwives‘
information or medical act is appropriate, good, or not. Both midwives and
patients themselves unconsciously position the patients as the ones who are more
appropriate receiving the judgment or the assessment without question given by
the midwives for their action. Whereas the patients only utter once, the midwives
utter nine times. Midwives uttered this speech act because they need to judge or
assess the patients whether the patients do or not what they have told. They
consider that patients‘ medical action needs to be controlled and assessed whether
it is appropriate and safe or not. They get their authority indirectly because they
have more medical knowledge and have role as the medical consultant whose
tasks are to identify and evaluate a patient‘s medical status (as Cohn statement
before). Therefore, they are able to evaluate their patients‘ action by judging.
There is also a speech act which its function is to judge, but jugde the
speaker herself. Expressive are uttered more by the patients than the midwives.
Patients unconsciously feel that their action needs to be assessed by the midwives
whether it is appropriate and safe or not. Therefore, they voluntarily judged
themselves as they were fishing for midwives approval or disapproval toward
their action.
The expressive uttered by the midwife has similar function with patients‘
expressives. It is used to admit a failure in understanding the patient‘s information
but she does not need the patients‘ aprroval. She directly admit her mistake in
order to correct the information since her has duty to make sure all the
information she receive, record, and give is true so she can avoid mistakes in
Skripsi
Rukhoiyah Swandani
55
diagnosing or prescribing. It is also implied that midwives very rarely make
mistakes in their action because they position themselves as the persons who work
excellently without mistakes in order to fulfill their duty and minimize
malpractice risks.
Directive is the second mostly used speech act in the consultation.
Directive is divided into three subtype based on the major function: command,
request and suggestion. Directive-commands are only uttered by the midwives
because they have authority to get the patients to perform an action or refrain from
performing an action. Commands are effective if the speaker has some degree of
control over the hearer‘s action (Kreidler, 1998) and the midwives have this
control over the patients‘ action. Because she is a midwife, her position makes her
able to order or forbid and to have the right for taking a medical decision toward
the patient condition. It is in accordance with Cohn‘s statement (2003) that the
role of medical consultant is to identify and evaluate patient‘s condition and
provide clinical risks, and to optimize patient‘s condition in order to reduce the
risks.
Midwives‘ directive-commands are always responded by the patients with
positive response such as ―yes‖. Response from the patient also implied that
midwife‘s utterances were forceful because patient gave positive feedback by
saying ‗yes‘ which means she would do what the midwife already said. Here, the
midwife positions herself higher than the patient because she has the authority to
control the actions of the patient. They have to be sure with their utterance and
Skripsi
Rukhoiyah Swandani
56
make the patients do as what they order, so they use commands which are more
forceful or obligatory.
Request is used by the patients and the midwives as the speaker to get their
addressee fulfill or do what they want without force. Kreidler stated that request
does not assume the speaker‘s control over the person addressed (1998, p.190),
therefore, the addressee has choice to fulfill or not the speaker‘s want. Both
midwives and patients uttered directive request, unlike other directives subtypes
which are only uttered by the midwives. Patients are also able to make because
request does not need the authority of the speaker.
Suggestion is also a directive uttered by the midwives only. It is because in
the context of medical consultation, the person who needs medical counseling or
information is patient, not the midwife. Therefore, midwives are the ones who
give suggestion to the patients about what they should do or should not do.
Midwives as the one who have medical knowledge share it with her patients by
giving suggestion. She not only shares the knowledge, but also tries to reduce that
risk by giving advices. A good example is when the midwife in consultation IX
provided clinical risks to the patient that it may risk the baby condition if the
patient avoids certain food. So, she optimized patient‘s condition by giving advice
in order to reduce the risks. Therefore, the midwife‘s action above fits with the
role of a medical consultant as argued by Cohn (2003) that is to reduce the risk of
complication by identifying and evaluating patient‘s medical status.
Once again, the position of the speaker also influences her speech acts. It
is seen in the consultation that the position of the midwives is considered as
Skripsi
Rukhoiyah Swandani
57
higher than the patients because of her rights and duties. They are also medical
consultants. They have rights to give their opinions and lead the patients to do
something or prevent the patients from doing something according to their order
within their utterances or speech acts. It is in accordance with Phillips & Hayes
(2007) who argued that individuals manifest the concept of positioning by a
certain set of right, duties, and obligations through the story line within speech
acts.
Next speech act is commissive. Patients more often uttered commissive in
the consultation than the midwives. Commissives make the speaker commit to a
course of an action. Patients are the persons who receive the advice from the
midwives or in other words that midwives who give command, order, and advice
make the patients to commit and do what the midwives say. Therefore, patients
are the one who frequently use commisive more than midwives as their response
toward midwives‘ directive.
Whereas patients tend to utter commissives as their response toward
midwives‘ directives, the midwives tend to use commissive to promise or to
volunteer themselves to do something and they make commitment to the patients.
Midwives‘ commissive is used as a self-motivation rather than used as response to
directive like the patients mostly do. There was no force toward the midwife‘s
action. Their different function is influenced by their position. The midwife‘s
position, which needs intelligence, work hard and heavier duty than the patients, is
higher than the patients because she is a medical consultant.
Skripsi
Rukhoiyah Swandani
58
The last speech act is phatic. It is an utterance which the purpose is to
establish rapport between members, the speaker and the addressee, of the same
society. Phatic utterance here was employed as a means to build rapport between
the midwives and patients (Kreidler, 1998). Both of the members tried to use
polite formulas such as amit nggih (excuse me), Assalamu’alaikum (greetings),
suwun (thank you) and monggo (please).
Patients tend to use polite formulas to give their honor toward the
midwives. They consider midwives as the persons who are educated and trained
well. Midwives also do their job by giving medical service for them. Therefore,
they consider that they should be polite and honor the midwives. The midwives
themselves use polite formulas to reduce the gap between themselves and the
patients. They also consider that patients are their customers who use their service.
They need to keep their customer by giving a good service.
The forms of polite formulas depend on the context of the social
community where those polite formulas exist. Because in the consultation the
participants are mostly Muslims, therefore, it is found many Islamic polite
formulas such as assalamu’alaikum (greeting). Beside polite formulas, all sort
comments which are expected to build rapport between the members such as joke
and chit-chat are included as phatic. Those comments are useful to make the
situation more fluid and closer for both participants. They understand those
comments because they share same custom and context of the conversation.
There is a pattern in their communication by using certain speech acts. In a
consultation there is a storyline built up from the participants‘ certain speech act
Skripsi
Rukhoiyah Swandani
59
as the result of their position. There is an opening of the consultation such as
greeting, then it goes to the core of the consultation and the last it is finished with
goodbye, for example. From all the speech acts employed by the midwives and
the patients differently above, they play their role in that consultation through
their speech acts.
In the medical consultation between the patient and the midwife, the
patients ―play‖ a role as passive one. It is supported as the patient is defined as a
person who is receiving medical treatment. In contrast, the midwives play the role
as the active one. It can be seen from the total of the speech acts they uttered,
midwives are more productive. They are active because they have to identify and
evaluate the patients, provide the information, and decide the action for the
patients.
Their speech acts are also effective since the patients and the midwives use
appropriate speech act according to their position and both participants understand
their counterpart‘s utterances. They can maintain their position through their
appropriate speech act and its functions so the consultation would not be messed.
It must be confusing if they violate their speech act, and even dangerous if a
patient who does not have medical knowledge and license to do medical practice
give advice by uttering directive-suggestion to the midwife or if the midwife who
is considered to give valid information by using assertive, such as prescription,
but she gives subjective information based on her feelings which may not be
validated.
Skripsi
Rukhoiyah Swandani
CHAPTER V
CONCLUSION
There is intention from either the patients or the midwives behind their
utterances. Because their position in this consultation is different, they also use
different speech functions and different speech acts. From the investigation, the
writer finds that all seven categories of speech acts in the midwife-patient
consultations. The result shows that the three highest speech acts uttered by the
midwives are assertive, directive, and phatic, and the three highest speech acts
uttered by the patients are assertive, phatic, and expressive.
Although both of patients and midwives dominantly use assertive, but they
still have differences in the total utterances and the function of their assertives. It
is because of their position is different. The midwives are as medical consultants
who have authority, duty, and obligation to deliver medical knowledge to their
patients through the conversation. Their medical knowledge are mostly based on
empirical or scientific fact rather than only their subjective thoughts or self
experiences. In contrast, the patient‘s assertive is used to state what they know.
Their knowledge is mostly based on their experience but it is match with their
position as the information seeker. By reporting their experience and consulting it
to the midwife, the midwives would be able to explain and inform or even
guarantee the medical knowledge they share.
What makes the findings interesting is directive. Directives number is
significantly different between the patients and the midwives. It is because the
60
Skripsi
Rukhoiyah Swandani
61
position of the patients in the consultation is as information seeker. They need
those advices and information. Therefore they very rarely uttered directives.
While the midwives‘ position is as medical consultant who has duty and authority
to optimize patients‘ condition, therefore, they utter more directives than the
patients. It is also possible for them to use more directives as they are capable to
give direction, advise, and order to the patients. In contrast, the patients use only
directive-request in order to get the midwives to do certain action because request
does not need some degree of control over the hearer.
Speech act appears the least is performative for the patients and expressive
for the midwives. Patients never uttered this kind of speech act because of their
position. They cannot change the state of the consultations. They do not have
authority to make the utterance appropriate because they are the ones who need
the midwife. In contrast, the midwives are recognized as having authority in the
medical consultations. Whereas the patients never uttered performative, the
midwives almost never utter expressive speech act. It is because that midwives‘
position needs them to be careful and accurate delivering their consultation to
minimize risks such as malpractice. Therefore, they do not need to judge their
action and inform the patient about their action is appropriate or not.
From their utterances and the speech acts they use, we can see the
relationship between midwives and patients. Speech acts are related to the speaker
position, here, midwives have higher position than the patients. Furthermore, there
are relation between speaker‘s duties and rights in the story line of consultation
Skripsi
Rukhoiyah Swandani
62
with their speech acts. How they position themselves and another in the
consultations is implied in their speech acts.
Their speech acts are also effective since the patients and the midwives use
appropriate speech act according to their position and both participants understand
their counterpart‘s utterances. They can maintain their position through their
appropriate speech act and its functions so the consultation would not be messed.
Finally, the writer would suggest to other researcher to conduct a study toward
other physicians or medical professions such as doctor, dentist, specialist and so
on to gain deeper understanding about the relation between medical conversation
and speech acts.
Skripsi
Rukhoiyah Swandani
REFERENCES
Amelia, J. (2008). Analysis of the Functions of Speech Acts Used by Male and
Female Preachers: A Study of Sermons Delivered in Bethany Indonesia
Church in Nginden, Surabaya. Surabaya: Universitas Airlangga.
Archer, D., Aijmer, K., & Wichmann, A. (2012). Pragmatics: An Advanced
Resource Book for Students. New York: Routledge.
Arifin, B. (2008). An Analysis of Speech Acts Used by Non Madurese Police
Officers and Locals Crime Victims or Witnesses of Madurese Ethnicities
in Bangkalan Madura. Surabaya: Universitas Airlangga.
Cohn, S.L. (2003). The Role of the Medical Consultant. The Medical Clinics of
North America. Med Clin N Am (87), 1–6.
Collins COBUILD Dictionary on CD-ROM. (2006). UK: HarperCollins
Publisher.
Davies, B., & Harre, R. (1990). Positioning: The discursive production of selves.
Retrieved
May
19,
2015
from
http://www.massey.ac.nz/~alock/position/position.htm
Fischer, M., & Ereaut, G. (2012). Report: When doctors and patients talk: making
sense of the consultation. London: Health Foundation.
Flick, U. (2009). An Introduction to Qualitative Research (4th ed.). London:
SAGE Publications Ltd.
Hayati, I. (2011). The Speech Acts Analysis of Public Service Advertisement in
Surabaya City. Surabaya: Universitas Airlangga.
Holmes, J. (2008). An Introduction to Sociolinguistics (3rd ed.). Harlow: Pearson
Education Limited.
Hornby, A.S. (1995). Oxford Advanced Learner’s Dictionary (5th ed.). Oxford:
Oxford University Press.
Ikatan Bidan Indonesia. (2004). Bidan Delima. Retrieved September 19, 2014
from http://www.bidanindonesia.org/?part=2011020020&lang=id
Ismail, F. (2013). The Study of Illocutionary Act: Jokowi’s Campaign Speech on
“Mewujudkan Jakarta Baru”. Surabaya: Universitas Airlangga.
Kreidler, C.W. (1998). Introducing English Semantics. London: Routledge.
Kwary, D.A. (2014). Methods of Linguistics Research.[PDF Document].
Surabaya: English Department Universitas Airlangga.
63
Skripsi
Rukhoiyah Swandani
64
Leech, G.N. (1983). Priciples of Pragmatics. London: Longman.
Lyons, J. (1977). Semantics. Cambridge: Cambridge University Press.
Ohtaki S, Ohtaki T and Fetters MD. Doctor–patient communication: a comparison
of the USA and Japan. Family Practice 2003; 20: 276–282.
Phillips, D., & Hayes, B. (2007). Securing the oral tradition: Reflective
positioning and professional conversations in midwifery education.
Collegian, 15 (2008), 109—114. doi:10.1016/j.colegn.2007.09.002
Punch, Keith F. (1998). Introduction to Social Research: Quantitative and
Qualitative Approachs. London: SAGE Publications Ltd.
Robinson, D. (2006). Introducing Performative Pragmatics. New York:
Routledge.
Saddock, M.I. (1974). Toward a linguistic Theory of Speech Act. New York:
Academic Press.
Smith, S.W., Atkin. C., Skubisz, C.M., Nazione, S., & Stohl, C. (2009). The
Impact of Personal and/or Close Relationship Experience on Memorable
Messages About Breast Cancer and the Perceived Speech Acts of the
Sender. Journal of Cancer Education, 24 (2), 129-134.
Stewart, J. (2002). Bridges not walls: A book about interpersonal communication.
Boston: Mc Graw Hill.
Syaifana. N. (2007). Speech Act in Military Conversations Performed by the
Indonesian Navy’s Personnel at KRI Lambung Mangkurat. Surabaya:
Universitas Airlangga.
The American Medical Association. (1989). Home Medical Encyclopedia. New
York: Random House, Inc.
UNICEF Indonesia. (2012). Ringkasan Kajian Kesehatan Ibu dan Anak.
Retrieved September 19, 2014 from http://www.unicef.org/indonesia/id
Vanderveken, D. (1990). Meaning and Speech Acts, Vol. I. Cambridge:
Cambridge University Press.
Wang, H., McEuen, M, Mize, L., Cisek, C., & Barraclough, A. (2009). Private
Sector Health in Indonesia: A Desk Review. Maryland: Abt Associates
Inc.
Witjaksono. (2014). Peningkatan Akses dan Kualitas Pelayanan KB. Indonesia:
Badan Kependudukan dan Keluarga Berencana Nasional.
Yule, G. (1996). Pragmatics. Oxford: Oxford University Press.
Skripsi
Rukhoiyah Swandani
APPENDIX
Consultation I
M:
Nopo‘o mbak? (performative)
P:
Mari mulih loh mbak, lali aku.. (expressive) sek tas pirang dino iku (***)
M:
Lapo o buk kok pengen ganti?
P:
Wes mblenger mbak. (expressive)
M:
Rencanane mau pake yang apa?
P:
Ono opo ae mbak?
M:
Macem-macem, mulai dari yang harga yang terendah 5000 ada, 7000 ada.
(assertive)
P:
Yo maksude sing iso cepetan mens iko loh mbak. (directive – request)
M:
Sepuluh ada, ya tergantung lha nek misale njenengan minume teratur ya
Insya Allah bisa mens. (assertive) Tapi lha nek tiga bulan gini biasanya nggak
langsung mens. (assertive)
P:
Gitu?
M: He eh. Nunggu hormonnya stabil dulu baru biasanya baru mens, empat, lima
kali pil. (assertive) Tapi ada juga yang langsung mens juga ada, tapi jarang.
(assertive) Itu nanti tergantung sampean, tergantung hormon‘e. (assertive)
sampean pernah dulu pake pil?
P:
Ya..sakdurunge iki.
M:
Pake apa?
P:
Ndak tau, wes lama. (assertive)
M:
Wes lama?
P:
Lama, berapa tahun iki. Iki ganti kartu baru kan iki. (assertive) Kartune
ilang ta entek. (assertive)
Skripsi
M:
Tapi mual muntah gak? Pake pil?
P:
Ndak. Ndak kayake (assertive)
M:
Lali yo pil e opo?
P:
Lali mbak, wong wes suwe. (assertive)
M:
Ini terserah mau pake yang berapa, hargae?
Rukhoiyah Swandani
59
P:
Onok e piro mbak?
M:
Yo niku wau, macem-macem harga pil‘e. (assertive) Mulai harga yang
lima ribu sampek yang seratus ribu ada. (assertive)
P: laughs
M: Tergantung.. Kalau mau yang nek gak gampang mual iku sing tujuh ribu.
(assertive) Tapi kalau mau yang agak bagus (***)sama (***)tiga empat sama
empat puluh ribu. (assertive) Atau yang dua belas (*) hampir sama semua.
(assertive)
Tapi kalau yang lima belas, eh, lima ribu takut gemuk saya tidak
menganjurkan. (directive – suggestion)
P:
Yo. Sing limolasan iku ae lah. (directive – request)
M:
Yang dua belas (**) biron iku ya? Monggo tak tensi buk (directive -
command)
P:
Pun ngonten na mbak?
M:
Saniki hari rabu. (assertive) Minumnya berarti mulai malam ini. (indirect
assertive) Kalau bisa minumnya malam malam terus. (directive – suggestion)
Jamnya sama, misalnya jam delapan ya.. jam delapan terus. (assertive) Telat satu
atau dua jam nggak masalah. (assertive) Yang nggak boleh minumnya besok pagi,
besoknya malem. (assertive) Nggak boleh.
(directive - command) Nanti
njenengan mual muntah atau memengaruhi mensnya, ya? (assertive) Ini hari rabu,
besok ngikutin arah panahnya. (Directive – command) Iki enak kok, mek dua arah
panahe. (indirect assertive)
P:
Maringunu mandek nek men?
M:
Men gak men tetep harus diminum. (directive – command) Awal- awal
gini yo gak lancar, dadi tetep diminum. (assertive) Men gak men tetep diminum.
(directive – command)
Hubungan gak hubungan tetep diminum. (directive –
command) Supoyo njenengan lancar. (assertive) Nek njenengan gak minum yo
gak ada harapan gawe lancar. (assertive)
P: laughs
M: Soale ini isinya vitamin. (assertive)Dadi fungsine vitamin iki supoyo saat men
gak ono gangguan nyeri koyo nyeri perut. (assertive)
P:
Skripsi
Apa, resiko gak pengaruh pas mens * ?
Rukhoiyah Swandani
60
M:
Bukan, yang saya maksud (**)
P:
Iya
M:
Ooh.. Nggak. Nggak ada pengaruh, nggak ada pengaruhnya sama sekali
(assertive)
P:
Ooh
M:
Jadi walaupun sampean mens tidurnya pagi siang sore ndak pengaruh.
(assertive)
P:
Soale enten sing ngomong naik. Naik..
M:
Darah putih?
P:
He.eh
M: Nggak, nggak naik. Onok sing ngomong ngunu, tapi nggak. Itu hanya mitos.
(assertive) Sebenernya nggak ada darah naik. (assertive) Soale kan nek tidur
yamunu, males. (assertive) Gak oleh..
P:
Males buk, soale
M:
Tapi kalau tidur pagi itu biasanya kurang dari jam sebelas, nggarai diabet.
(assertive)
P:
Habis sarapan tidur. Berapa mbak‘e?
M: Dua belas. Mulai dari malam ini bisa minum soale njenengan suntike telat.
(directive – command)
P:
Rabu kamis jumat jam berapa? Engken diikuti (commissive as a response)
M:
Malem aja gak boleh pagi nggeh. (directive –command) Kalau pagi nanti
mual tapi nek ada keluhan engken njenengan control. (directive – command)
P:
Makasih ya mbak (phatic)
M:
Inggih, inggih. Monggo (phatic)
Consultation II
M:
Duduk aja, mau imunisasi? (directive – command and performative – open
the session) overlapping
Skripsi
P:
Biasane mbak icha
M:
Iya ibuk. Umur berapa ini buk?
P:
Empat. Monggo.. mumpung dereng nangis (directive – request)
Rukhoiyah Swandani
61
M:
Inggih (laughs) tujuh koma empat (measuring the weight) (assertive)
P:
Hah! Tujuh koma empat? Gak enam tah mbak? (**) ( verdictive – to
criticize)
Midwife’s phone rang. She answered the phone call
M:
Imunisasi aa mbak?
P:
Nggeh, mantun imunisasi langsung mlentung mbak jek ntas. (assertive)
Imunisasine wes suwi mlentunge jek ntas (assertive)
M: Oh yo gak popo. (assertive) Wah ibuk‘e gak tego iki ya? (phatic) Loh gak
nangis. (Phatic) Durung.. habis ini ya? (phatic) Diteken!(directive – command)
P:
Iya. Kurang keroso (phatic)
M:
Tenanan tah iki? (Giving immunization and talking to the baby) Lah,
sudah. Lah kok pinter, kok gak nangis? heh, Le kok gak nangis? Ora keroso tah?
Mek ngowoh (phatic)
………………………………………………
P:
Obat panase wonten mbak?
M:
Wonten
P:
Mbak wingi obat panase kok modele nggulo mbak? (assertive – to report)
M:
Yo mesti ngunu mbak (assertive)
P:
Oh.. Kula wingi kok onok gedhe ngene * (indirect assertive)
M:
Biasane nganu mbak,terlalu panas. (assertive) Sampean ndeleh‘e
kepanasen. (verdictive)
P:
Oh terus deleh kulkas?
M: Ojo, nggumpal. Ojo ditaruh kulkas! (directive – command) Ditaruh ruangan
biasa ae. (directive – suggestion)
P:
Oh
M:
Sing wingi ditaruh kulkas?
P:
Sing kawitan ditaruh kulkas. (indirect assertive)
M:
Sing kedua?
P:
Mboten
M:
Gak oleh mbak yo ditaruh kulkas. (overlapping purpose, directive –
command and verdictive – judge)
Skripsi
Rukhoiyah Swandani
62
P:
Oh ngoten, nggeh! (commissive – response)
M:
Nanti rusak (examines)
M:
Pinten timbange iki mau?
P:
Kula? Enam lapan (assertive)
M:
Pancet?
P:
Sinten?
M:
Sampean.
P:
Oh..tujuh puluh (assertive)
M:
Netek tah tasikan?
P:
Nggeh
M:
Niki anake kurang mek campak tok, anake umur sembilan bulan, Maret.
(assertive)
P:
Pun pinten?
M:
Tiga tujuh.(Play with the baby) Turune menclek tah mbak kok pipine
gedhe sisih?
P:
Inggih. Senengane tengen. (assertive)
M: Gak popo.Lek gedhe wes mari-mari dhewe kok. (assertive) Lek angel ngunu
kasure, bantale ae sing diwalik. (directive -suggestion) Diwalik biar miring, biar
ganti posisi. (directive – suggestion)
P: Inggih, kula ganti posisine. (expressive) Cuman nek mimik ngiri, sing mriki
metentheng. (assertive)
Consultation III
M:
Opo mbak? Imunisasi tah? Sek ya? (directive – request)
P:
wait
M:
Monggo mbak.. (phatic) pundi bukunya? (directive – request) (measuring
the weight)4,4 kg. (assertive) Nopo‘o mbak, mimike sing angel tah?
P:
Nggak, iih
M:
Kurang berarti. (assertive) Kurang akeh? Asi tah? Mboten formula
dicampur asi? Sedino sewengi ngunu dadi piro susu formulae?
P:
Skripsi
Sakbotol mbak (assertive)
Rukhoiyah Swandani
63
M:
Kenapa kok nggak asi? (verdictive) Iki loh kok kurang eh mbak.
(assertive) Pancet ae nang garis kuning, gak naik. (assertive) Arek sakmene iki
minimal berat‘e 6 (assertive) (injecting the baby) Diangkat ae pak. (directive –
command) Nek gak keluar darah ndak papa pak. (assertive) Namae siapa? Si
kecil? Laila?
P:
Dikek‘i banyu anget ngunu gak popo tah?
M:
Pokoke gak gampang kembung kembung ngunu gakpopo. (assertive)
P:
Iyo mbak, nek dikeki obat anget titik ngunu ilat‘e mrintis. (assertive) Tapi
iki nek dikeki bubur tithik-tithik gak popo?
M:
Umur piro sik‘an?
P:
Telu.
M:
Gak nggarai lemu.(assertive) Bubur iku nggarai perut‘e mlenthing, gak
perlu. (assertive) Arek sakmene iki susu thok ae, cukup. (assertive) Arek nangis
bukan berarti gak cukup. (assertive) Arek..
P:
Iki.. susune lumayan.(assertive) Wingi malah mundhak‘e sakkilo saiki 6
ons. (assertive)
M:
Lah yo gedhene loh angel. Ngengek‘e yok opo? Mari mimik gak langsung
ngengek?
P:
Enggak, sedino pisan. (assertive) Ngunu gak lemu lemu iih. (assertive)
M:
Sering sakit?
P:
Enggak. Pokoke iki lak panas mari imunisasi iki, sedino rong dino lah.
(assertive)
M:
Iki balik tanggal 5 eh 3. (directive – command)
P:
Bulan 12 yo, 11? (assertive)
M:
Iki satu bulan. Saiki akhir, nanti awal desember. (assertive)
P:
Piro?
M: 20, nanti sampe rumah obat panase lanjut yoo. (directive – command) Nek
arek sakmene gemuk‘e mek lewat susu thok mbak. (assertive) Jadi semakin
banyak arek‘e pipis semakin bagus. (assertive)
Skripsi
P:
Bolak balik pipis sak pampers eeh. (assertive)
M:
Ngene iki gak nangis aah?
Rukhoiyah Swandani
64
P:
Enggak. Nek sakit ngene iki mek pas imunisasi rong dino thok. (assertive)
monggo (phatic)
M:
Inggih
Consultation IV
M:
Bulan dua, sampe mens nopo mboten?
P:
Tanggal 16 Februari sampe terakhir niku.. 23 Februari.(assertive)
M:
Lha nggeh itu mulai mens?
P:
Mulai 16 (assertive)
M:
16 mulai mens? Ooh salah berarti. (expressive) Sek yo? (directive –
command)
P:
Nggeh. Nek terose niku mek dua hari
M:
Sek 20 eh 16 februari, berarti 23 bulan 11 perkiraannya (assertive)
M: Kalau menurut itungannya, harusnya masih 23. (assertive) Kalau 16 mulai,
berhentinya 23. Itu dari 16 berarti perkiraane 23 bulan sebelas. Kondisie sae, pun
mapan, bayi‘e nggeh mboten terlalu besar kok buk. (assertive) Soale nek kontrol
pun sepuh ngenten niki kadang-kadang ** buk. Mangkane kula tanglet bukune,
nek ada bukunya damel mbandingaken perkembangane.
P:
Ooh
M:
Soale enten bayi sing perkembangane memang besar, tujuh bulan karo
bayi sembilan bulan tapi perkembangane kecil, kan podho mawon. (assertive)
P:
Nggih. kkene taksih 2 juta niku?
M:
Nggeh
P:
Biasane perkiraan niku setunggal minggu nopo sesuai tanggale?
M:
Perkiraan niku 9 bulan 10 hari. (assertive)
Consultation V
P:
Kados pundi mboten di timbang?
M:
Terus niki hepatitis BCG ne kan pun telas, sakniki tak paringi BCG dulu.
(performative) BCG, mboten panas, karo tetes polio mbak ya?
P:
Skripsi
Ping kalih?
Rukhoiyah Swandani
65
M:
Mboten. Satunya suntik, satunya tetes. Nggeh?
P:
Nggeh
M:
Nggak usah BCG. Iku posisine dipindah ke kanan, kepalae. (directive –
command)
P:
Nggeh.
M:
Pokoke ibuke mau ae, njenengan kasih motivasi.(directive –command)
(Injecting the baby)
P:
Kepalanya ndak usah?
M:
Ndak papa, ndak papa kepalanya nggak usah dipegang.
Mungkin nanti
beberapa hari timbul..anu..bengkak. (assertive) Nggak boleh diuyek-uyek, nggak
boleh digosok-gosok! (directive – command)
P:
Nggeh
M:
Kembalinya nanti umur dua bulan. (directive – command) Ke posyandu
ae. (directive - suggestion)
P:
Posyandu ae? Posyandu endi?
M:
Posyandu rt ne bu Hindun. (assertive) Onok arek kok ayu dewe (phatic)
P:
Nggeh. Panas nggeh niki?
M:
Mboten, mboten.
P:
Nggeh pun, suwun sing kathah.(phatic)
M:
Nggeh, nggeh.
Consultation VI
P:
Assalamualaikum buk (phatic)
M:
Oooh nggih, monggo buk, masuk buk.(directive – command)
P:
Nggih, amit. (phatic)
M:
Ada perlu apa iki kok rene iki? Tumben..
P:
Niki buk..kula badhe konsul. Kula ajenge, pengene sih, niku, melakukan
PAP SMEAR.(assertive and commissive)overlapping
M:
Ooooh..pap smear. Nggih. Ada di sini, pap smear juga ada, IVA juga ada.
(assertive) Tapi sing paling bagus itu pap smear buk.(assertive) Ibuke sudah
pernah pap smear sebelume?
Skripsi
Rukhoiyah Swandani
66
P:
Oh belum buk, ini kemarin dapet info dari temen, eeh kalau udah berumur,
udah agak tua, mendekati paruhbaya mending kamu pap smear. Makanya saya
kesini mau tanya kan (*)
M:
Nah yoo bener seperti ibu iku. (verdictive) Soale ya... apa yang namanya
pap smear itu harus, diwajibkan buat orang yang sudah menikah atau yang sudah
melakukan hubungan intim. (assertive) Apalagi ibuknya sudah punya anak toh
ibuk?
P:
Oh sudah, tiga.
M:
Hoo.. Apalagi sudah tiga. Tambah rawan kalau kena kanker serviks.
(assertive) Tahu gak kanker serviks itu apa?
P:
Eeeeeh.. Kurang tahu buk.
M:
Kanker serviks itu kanker yang menyerang pada leher rahimnya ibuk
gituloh. (Assertive) Jadi itu..harus kita lakukan pap smear supaya tahu ibu itu
sudah terkena apa belum. (directive – suggestion)
P:
Tapi saya rada wedhi eeh mbak. Wedhine engko dadakno malah kenek
kanker. Ragu ragu iku piye terusan. (expressive)
M:
Ndak usah, ngapain? Wong namanya kita iku cek otomatis kita pengen
tahu gimana keadaan badane kita iku kayak gimana gituloh buk. Wong cuma
diambil lendirnya aja terus ditaruh di laboratorium.(assertive). Wong nggak sakit
buk. (assertive) Masak dimasukin itunya suami nggak sakit masak dimasukin
barang yang kecil aja sakit. (assertive)
P:
Ndak diobok obok sampek sakit gitu tah buk?
M:
Ya ndak lah
P:
Oooh.. Trus itu kira-kira biayanya berapa yaa buk ya?
M:
Sekitar.. Ini kan saya kan..apa namanya itu..barengan sama ibuk-ibuk RT
sini sama RT yang lainnya jadi cuma 85 kalau gabungan. (assertive)
P:
Oh..
M:
Kalau njenengan mau nanti langsung saya daftarkan, nanti jadwalnya saya
sms,(commissive) nanti tinggal nomer telponnya saja.(directive- suggestion)
P:
Skripsi
Eeh.. Nek pengen tes pap smear niki mbetha nopo mawon nggih buk?
Rukhoiyah Swandani
67
M:
Ndak usah mbawa apa aja. Pokoknya, ibuknya nggak boleh habis
melakukan, trus habis itu.. habis menstruasi.(assertive) Kalau menstruasi nggak
boleh (directive- command)
P:
Oooh
M:
Pokoknya sebelum, nggak boleh. Malem melakukan besoknya periksa
nggak boleh. (assertive) Dadi..
P:
Puasa dulu?
M:
He‘eh. Puasa dulu, ya?! Trus habis itu dicuci dengan air bersih. (directive
– command) Jadi pas waktunya periksa, sudah dalam keadaan bersih. (assertive)
P:
Oooh..nggih, nggih, nggih.
M: Ya, sudah. Apalagi yang mau ditanyakno? Nggak usah takut. (directive –
command) Wong pap smear buat dirinya sendiri kok.
P:
Ooh nggih pun nek ngonten. Engken kula tak tanglet bojo kula piye
enak‘e, kapan tes‘e (commissive)
M:
Segera loh buk, ditunggu loh yaa (directive - request)
P:
Nggih nggih
M:
Nggak usah wedhi. Nanti dikasih tahu barangkali tetanggae, supaya lebih
murah, ya? (directive – request)
P:
Nggih, nggih. Maturnuwun nggih (phatic)
M:
Ya
P:
Monggo.. Assalamualaikum (phatic)
M:
Nggih
Consultation VII
P:
Buk, kula ngriki niku badhe tanglet (assertive)
M:
Inggih monggo (phatic)
P:
Masalah niku loh buk, KB. (assertive)
M:
Nggih.. Nopo‘o KB ne ibuke?
P:
Laah kula biyen niku lak ndamel KB sing tiga bulan sekali, ternyata niku
loh kok mboten men. (assertive) Nopo‘o?
Skripsi
Rukhoiyah Swandani
68
M:
Soalnya buk yaa.. Setiap orang itu berbeda-beda hormonnya.(assertive)
Nah.. Ada yang pake tiga bulan, lancer, ada yang nggak lancar. (assertive) Itu
menurut hormonnya ibuk sendiri. (assertive) Soalnya setiap hormone itu berbeda
beda, ada yang pake satu bulan, nggak mens. (assertive) Ibuknya sebelum pake
tiga bulan pake apa?
P:
Dulu itu waktu menyusui,pake yang sebulan. (assertive)
M:
Ooh
P:
Katanya, ada yang bilang itu bisa mens. Ternyata..pake yang sebulan kok
juga nggak mens. (indirect assertive) Trus badan saya itu loh kok gemuk
sekarang? Apa ada pengaruhnya?
M:
Biasanya itu buk, hormone juga bisa mempengaruhi pola makan ibu.
(assertive) Semua pil kb ada hormone buat menggemukkan. (assertive) Cuma..
Ibuknya aja pola makannya yang harus dijaga. (directive – command) Jadinya
kalau pake yang tiga bulan ada yang mens ada yang nggak. (assertive)Tapi
ibuknya ngeflek?
P:
Maksud flek, gimana?
M:
Yaa ituloh.. Apa, kayak bintik bintik, kecoklatan yang di celana dalamnya
ibuk ada coklat-coklat gitu. (assertive)
P:
Nggak. Perasaan biasa. Ndak ada flek, sesret pun, sithik ndak ada.
(indirect assertive)
M:
Sekarang ibuke mau ganti apa?
P:
Saya mau coba itu aja yang katanya pil itu (directive - request)
M:
Pil? Pil itu juga bervariasi, buk. Ada pil yang kombinasi, ada yang lebih
bagus. (assertive) Terserah njenengan, mau pilih yang mana
P:
Terus cara minume gimana?
M:
Nanti ada aturan pakenya di belakangnya. (assertive) Nanti ada harinya,
senin, selasa, rabu, kamis. (assertive) Pokoknya ikutin arah panahnya. (directive –
command) Kalau ibuk.. kalau mau diminum jam sembilan malam, wes, jam
sembilan malam terus.(assertive and directive - command) Gak boleh sekarang
diminum jam sembilan malam, besoknya diminum jam enam pagi. (directive –
command) Soalnya harus teratur
Skripsi
Rukhoiyah Swandani
69
P:
Kenapa?
M:
Ya iya.. Otomatis kalau jam sembilan malam diminum, trus besoknya jam
enam minum, berarti itu nanti ada perubahan hormone. (assertive) Jadi kalau
ibunya minum jam sembilan ke jam enam otomatis ada perubahan hormone.
(assertive) Nanti kalau ibu melakukan, nanti bisa jadi. (assertive)
P:
Trus kalau gini, suamiku kan nggak setiap hari dirumah. (assertive)
Kadang layar, ada tugas. (assertive) Terus kalau misalnya suami saya ndak ada
M:
Oh.. Suaminya angkatan laut tah?
P:
Iya
M:
Ohh gitu buk ya, hahaha. Yawes gak papa buk. (verdictive – assess the
patient‘s previous act)Ini ibuknya sudah pernah pap smear apa belum?
P:
Dulu. Sudah lama (assertive)
M:
Iya nggak apa apa kalau sudah melakukan pap smear, maksudnya ibuk
sudah menjaga dirinya ibuk. (indirect verdictive) Tapi kalau ibuknya pengennya
pil ya gak papa, tapi gak bisa langsung mens soalnya perubahan hormonnya masih
harus distabilkan dengan hormonnya ibuk. (assertive)
P:
Ehhm… ya ya ya. Terus untuk pap smear sendiri itu sebaiknya berapa
dalam pap smear
M:
Setahun?
P:
Berapa kali dalam setahun?
M:
Iya..iya.. Kalau ibuknya umur berapa sekarang?
P:
Sekarang sudah empat puluh (assertive)
M:
Empat puluh.. setahun sekali juga nggak papa. (assertive) Apalagi ibuk ini
kan suaminya juga layar, kalau bisa ya ndak usah jajan (directive – suggestion)
P:
Oalah..hahah yayaya. Tak kira beli rujak.
M:
Yawes kalau gitu pake yang pil..(performative) Yang kombinasi juga ada,
harganya beda-beda bu. (assertive) Ada yang delapan ribu, ada yang lima belas,
ada yang dua lima (assertive)
P:
Skripsi
Loh? Kenapa kok beda? Nek pake yang murah?
Rukhoiyah Swandani
70
M:
Sebenernya sama. Cuma ada yang bagus, ada yang biasa, kan terserah ibuk
seh yang kayak gitu. (assertive) Yang murah juga sama hasilnya, cuma ada lebih
bagusnya gituloh, kan beda sih.(assertive)
P:
Oooh.. Berarti yang mahal kualitasnya bagus?
M:
He‘eh.. Tapi fungsinya juga sama (assertive)
P:
Udah nek gitu. Terima kasih yaa buk (phatic)
M:
Sama-sama (phatic)
Consultation VIII
P:
Assalamu‘alaikum buk (phatic)
M:
Wa‘alaikumsalam. (phatic) Ada yang bisa saya bantu ya buk ya? (phatic)
P:
Buk saya mau konsultasi soal Pap Smear (directive - request)
M:
Iya, sebentar tak catet dulu. (directive – command) Siapa namanya?
P:
Yuyun
M:
Rumahnya mana?
P:
Kedungturi buk
M:
Tanya apa ini ibunya?
P:
Buk, pap smear itu gunanya apa sih buk, kok tetangga saya terkena kanker
serviks. (assertive) Kan saya takut (expressive)
M: Pap smear itu untuk mendeteksi adanya kanker serviks yang ada di dalam
kemaluan ibu. (assertive) Jadi, ibu bisa mencegah atau mengobati sebelum
terjadinya kanker lebih lanjut. (assertive)
P:
Harganya berapa sih buk?
M:
Kalau disini saya mengadakan kolektif. (assertive) Jadi bersama-sama,
kayak ibu sama tetangga ibuk ada berapa orang nanti bisa murah disini. (assertive)
P:
Oh gitu ya buk. Tapi saya takut. (expressive) Kata tetangga saya itu
dimasukin alat. Itu alat apa sih buk?
M:
Itu alatnya untuk membuka serviks ibu atau kemaluan ibu, nanti lendirnya
diambil terus ditaruh di laboratorium. (assertive) Nanti ibunya bisa tahu rahimnya
ibu itu bagus apa ndak. (assertive) Jadi ndak usah takut, wong buat kesehatan ibu
sendiri kok (directive – suggestion)
Skripsi
Rukhoiyah Swandani
71
P:
Ooh. Itu gejalanya kanker serviks itu apa sih buk? Kelihatan apa nggak sih
buk?
M:
Memang buk, gejala pada kanker itu tidak kelihatan pada awalnya.
(assertive) Pada stadium 4 baru, maksudnya baru muncul gejala-gejala
yang..apanya.. nyeri perut, keluar nanah atau darah yang berlebihan seperti itu.
(assertive) Tapi gejala kanker sendiri bisa dilihat dari..hmm.. seperti kalau ibu
keputihannya berlebihan terus kalau ibu omong-omongan sama temen, temennya
ibu itu bisa kebauan. (assertive) Terus celana dalam, kalau basah itu kalau bisa
cepet diganti. (directive – suggestion) Kalau celananya basah itu bisa menjadi
gejala kanker. (assertive) Nanti celana ibu basah terus muncul bakteri-bakteri lalu
dipakai lagi, ituloh buk. (assertive)
P:
Saya kan nggak ada gejala, masa‘ harus periksa pap smear?
M:
Loh, harusnya. (verdictive) Ibuk kan sudah menikah. (assertive)
P:
Oh gitu
M:
Pap smear itu, syarat-syarat untuk pap smear itu orang yang sudah
menikah atau orang yang sudah melakukan hubungan, dan yang sudah
mempunyai lebih dari dua orang anak. (assertive) Ndak apa apa, nggak usah
takut! (directive – command)
P:
Oh ya udah buk, saya mau pap smear. (commissive) Nanti saya kembali
kesini aja dulu, besok ya? (commissive)
M:
Tinggal nomer telpon aja buk ya. (directive – command) Nanti saya
hubungi, (commissive) ada berapa orang biar ibuk bisa kolektif, biar lebih murah.
(assertive)
P:
Oh iya buk. Nanti saya ngasih tahu tetangga-tetangga saya juga.
(commissive)
M:
Nggak usah takut! Kalau bisa ibu jadi motivasi. (directive –request) Pap
smear itu nggak sakit, cuma dilihat lendirnya bagus apa gak. (assertive) Berapa
nomernya? (directive – request)
Skripsi
P:
081xxxxxx
M:
Bu yuyun ya? Rumahnya kedungturi, nanti saya hubungin. (commissive)
P:
Iya, buk. Makasih ya buk ya. (phatic)
Rukhoiyah Swandani
72
M:
Sama-sama (phatic)
P:
Assalamu‘alaikum (phatic)
M:
Wa‘alaikumsalam (phatic)
Consultation IX
M:
Ayoo satune.(performative) Monggo buk (phatic)
P:
Nggih
M:
Bu Rita.. Timbang sik buk nggih. (directive – command)(call her assistant)
dek itu dek, timbangen dulu. (directive – command) Berapa dek?
M2:
Enam puluh lapan buk. (assertive)
M:
Ooh enam puluh lapan. Ayo buk, monggo, mlebet buk! (Directive –
command)
P:
Nggih, nggih.
M: Tensi sek nggih buk, nggih? (melakukan cek tensi) normal buk, 120/80.
(assertive) Sek nggih. Diangkat buk sikile buk. (Directive – command) Lapo‘o
sakniki sampean? Enten keluhan?
P:
Niki buk, kula sakniki kok sering pusing, sering nguyah nguyuh. Sering
pipis kula.(assertive)
M:
(examining the patient’s stomach) wah wes rodho masuk iki, Wes dua per
lima iki (assertive)
P:
Maksute?
M:
Yo iki sing nggarai nguyah nguyuh iki. (assertive) Kepalae bu, wes masuk,
kan menekan, menekan daerah, apa namanya.. daerah kewanitaan ibuk, vaginanya
ibuk. (assertive) Jadinya itu langsung gemretek kepingin pipis ae, kan itunya
diteken.. apa kayak kandung kemihnya itu tertekan gituloh. (assertive) Ibu sering
pusing?
Skripsi
P:
Iya, sering pusing, rasanya lemes kayak mau pingsan (assertive)
M:
Muntah kalau pagi?
P:
Nggak, nggak pernah.
Rukhoiyah Swandani
73
M: Sek tak DJJ dulu ya buk ya. Alate rusak buk..wes tak nggawe iki ae. Baterene
durung ditukokno (setelah memeriksa) ehhm.. Bagus kok bu. (verdictive) Ambek
sopo mrene?
P:
Niku suami kula, teng ajeng.
M:
Pun, ibuke iki gak usah pegel pegel, nggih? (Directive – command)
P:
Nggih
M: Mpun delapan. Kepalae nggih pun rodhok masuk, kurang sediluk engkas.
(assertive) Tafsirane kan bulan depan iki sih? Tapi itu bisa juga maju bisa juga
mundur. (assertive) Sing penting ibuke makan. (assertive) Ibuke arep sayur nopo
mboten niki?
P:
Saya suka banget sayur. Saya yang nggak suka apa ya..cuman susu sih
(assertive)
M:
Justru iku sing paling penting kok. (verdictive) Gawe kalsium ibuk. Nek
njenengan gak onok kalsium, gak onok susune, engkok bayine nutrisine tekan
endi, bu Rita. (assertive)
P:
Kula loh eneg nek minum susu. (assertive)
M: Nek sampean eneg nggih, tumbas susu kedele. (directive - suggestion) Nek
susu kedele diganti mboten opo-opo. (directive – suggestion) Nek suka maem es
krim maem eskrim, gakpopo (Directive – suggestion)
P:
Oooh angsal maem eskrim?
M:
Nggih angsal. Eskrim walls iku lak wonten susune seh, kathah. (assertive)
P:
Nggih, nggih. Kalau eskrim saya suka bu. Kalau susu saya eneg (assertive)
M:
Lah gakpapa, pake itu ae. (assertive) Tapi yo ngunu yo, bapake. Bapake
iku thorok, yo? (phatic – joke to establish rapport)
P:
Hehehe, nggih. Nek ben dinten tumbas eskrim, jebol kantonge bapake.
(phatic – joke to establish rapport)
M:
Wes, iki tak kek‘i obat, tak tambahi gawe penambah darah karo vitamine
dimimik. (directive – command) Nek wes entek engko control utawa nek bayine
ono opo-opo atau merasakan keluhan, gak usah menunggu jadwal, langsung balik
kesini, ya? (directive – command)
P:
Skripsi
Oh
Rukhoiyah Swandani
74
M:
Langsung control gak usah nunggu ada apa-apa. (directive – command)
Barangkali ad keluhan langsung kesini, ndak papa, ya? (directive – command)
P:
Oh yaya
M: Pokoke dijaga gak boleh berat-berat wes. (directive – command) Ya? Ibuke
mau wes apik djjne, detak jantunge, tensie yo normal. (assertive) Gak usah terlalu
mikir. (directive – command) Anak pertama tah iki?
P:
Iya buk, baru anak pertama (assertive)
M:
Oalah..penganten anyar iki? (phatic)
P:
Mangkane saya iki cemas kalo misale kerasa wes pusing atau nyeri- nyeri
trus pipis pipis (assertive)
M: Gak perlu. Pokoke sampean gak sampek keluar ketubane pecah dulu, gak
papa. (assertive) Kayak ngflek, ngflek sih ada tapi nggak banyak. Cuma ngeflek di
celana dalam.(assertive) Sisan, ambek mbak‘e iku sering minum air putih ya..
(directive – command) Pinggange sakit?
P: Kula minum air putih sering buk, tapi kadang-kadang lali (assertive and
expressive)overlapping
M:
Minum air putih, pinggange cek gak sakit, nggih engko. (directive –
command) Iki mau tak delok sikile rodho aboh. (assertive) Nek tidur bantale
diganjel nang sikil, apa ditapakno nang sikil. (directive – suggestion)Dadi sikile
diganjel nang bantal (directive – suggestion)
Skripsi
P:
(*)
M:
Wes, tiga lima. (performative)
P:
Nggih, sekedhap.
M:
Obate ojo lali diminum (directive – command)
P:
Niki pun mek cukup penambah darah mawon, nggih?
M:
Tasik wonten jarene njenengan iki mau
P:
Nggih pun, buk. Monggo (phatic)
M:
Nggih
P:
M:
Wa‘alikumsalam (phatic)
Rukhoiyah Swandani
75
Consultation X
P:
Assalamu‘alaikum, bu mira! (phatic)
M:
Wa‘alikumsalam, nopo buk? (phatic)
P:
Suntik, buk. Biasane (assertive)
M:
Telat nopo mboten niki?
P:
Mboten
M:
Sek timbang riyin (directive –command)
P:
Oh nggih (while measuring) loh lak lueemu niki, bu mira! (phatic) Loh lah
kok mundhak sak kilo?! (expressive)
M:
Subur berarti
P:
Mangane yo biasa biasa loh bu mira (assertive and expressive)overlapping
M:
Nggih pun buk ayo ndang suntik sik. (directive – command) Mbak iku
mbak, opo jenenge, tensi mbak (menyuruh asistennya) (directive – command)
M2:
oh nggih (segera mempersiapkan alat tensi)
P:
Iku eeh bulan wingi mens, sak niki mboten mens bu mira (assertive)
M:
Mboten mens sakniki?
P:
Inggih, mboten mens. Tapi e nopo niku ndukure bathuk keroso kemeng
(assertive)
M:
(looking the tensimeter) normal. (assertive) Sek nggih buk nggih.
(directive – command) Pun buk (performative)
P:
Loh, pun?
M:
Gak keroso ya? (phatic – chitchat)
P:
Gak keroso buk sampean (phatic)
M:
Nggih balike niki mbenjeng Mei tanggal 7 nggih buk nggih (directive –
command)
P:
Oh, nggih.
M: Niki wau lak tanggal 9 dadi mbalik‘e tanggal 7. (assertive) Dikurangi tiga hari,
bekne sampean engko telat.. Engko tambah ditelat-telatno. (assertive) Mangkane
tak kek‘i tanggal 7
Skripsi
P:
Oh, nggih.
M:
Dua lima buk (performative)
Rukhoiyah Swandani
76
Skripsi
P:
Niki buk, nggih. Matur suwun nggih (phatic)
M:
Nggih
P:
M:
Wa‘alaikumsalam (phatic).
Rukhoiyah Swandani

- UNAIR REPOSITORY

Transcription

Similar documents

an inspirational step-by-step

presentation ( format)

Assertive Discipline: Lee Canter

Happy Birthday? - International Confederation of Midwives

Health Quest OBGYN

Maternity and Neonatal Care - St John of God Health Care

BODYWORK WITH REBOZO Within tradition, the rebozo in México

Untitled - GROMUTUAL

UNIVERSITAS KATOLIK PARAHYANGAN

The Guide to Handling Conflict and Mediation: A Manager`s Webinar