CHAPTER I

INTRODUCTION

A.Background of the Study

Since human beings are created in the earth, they need a tool to express

what they want and feel which is called language. The function of language is

clear as a means of communication. In conversation, language has important role

in conveying message from somebody to others. It is true that most people make

conversation using language during their lives. Clark (2007:7) stated that people

talk as a way of conveying their ideas to others, answering questions, registering

promises, and so forth.We realized that language production has very closed

relationship with communication.

According to Clark (2007:3-4), communication with language is carried

out through two basic human activities, speaking and listening. In speaking,

people put ideas into words, talking about perceptions, feelings and intentions.

They want other people to understand. In listening, they turn words into ideas,

trying to reconstruct the perceptions, feelings, and intentions. They were meant to

understand. Speaking and listening ought to reveal something fundamental about

the mind and how it deals with perceptions, feeling, and intentions.

We are requested to use the good and the right language in order we can

avoid misunderstanding. Every language consists of sounds and sound pattern,

basic unit of meaning or words, and rules to combine them to form new sentences.

Those elements constitute the grammar of the language. Therefore, to understand

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a language, people have to know its grammar. But in conversation sometimes

people use utterances that grammatically have no connection with the previous or

next sentences. They use it to express their feeling or perform a certain sense, it is

called interjection.

An interjection, sometimes called a filled pause, is a part of speech that

usually has no grammatical connection to the rest of the sentence and simply

expresses emotion on the part of the speaker, although most interjections have

clear definitions. Interjections are uninfected function words that express the

attitude or emotion of the speaker. They are used when the speaker encounters

events that cause some emotions, such as unexpectedly, painfully, surprisingly or

in many other sudden ways ( http://en.wikipedia.org/wiki/Interjection )

In daily conversation, consiously or unconsiously people always involve

interjection in it. For example, when someone is finding something, he/she

spontaneously says Aha!, or when someone is surprised about something

happened, he says Wow!, or Oh my God! Interjections are so complex. Sometimes

people make the variation of interjection according to the sense of their emotion.

Ouch express more sense than Oh, although it is based on the same interjection

and expressed the same emotion. On the other hand, an interjection can express

several kinds of emotion. People use Oh my God to express several kinds of

emotion such as astonishment, unexpection or maybe pain. It is concerned with

the context of the situation of utterance.

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 There are some researchers have conducted a research about interjection.

The first is a research fromYuniarty (2018) in her research entitled “interjections

in students’ conversation”. In her research mentioned that emotive and conative

interjection are frequently used by the students followed by phatic interjection.

The students used the emotive interjection to express or show their feelings or

emotions towards something and the conative interjection to get someone’s

attention or demand on action or response from someone of speaker’s wants. Then

another reseaarch from Anggoro (2013) in his research entitled “ Interjection In

English Comic Books Scooby-Doo Where Are You” found that there are 20

primary interjection and 10 secondary interjection and also found emotive,

cognitive, conative, and phatic and emotive was the highest used followed by

cognitive, conative, and phatic. Next, a research from Kinasih (2015) in her

research entitled “ Interjection in Nanny Mcphee Movie” found the same resulth

with Anggoro that emotive is the highest used in the conversation of characters in

that movie.

Another research about interjection has conducted from Anggraini (2011)

in her research entitled “ Discourse Analysis of Interjection Used in the Script of

Harry Potter Film”. In her research shown that there are some interjection found,

they are cognitive, phatic, emotive, and conative and phatic was the highest used

in the conversation of script. The last research from Iqbal (2019) in his research

entitled “ Analysis of The Use of Interjection in The Graphic ofWarkop Novel

DKI Reborn” shown that conative is the mostly interjection used then followed by

emotive, cognitive and phatic.

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 Based on the previous related research mentioned before, the researcher is

interested to find out about the interjection that students used in their English

speaking by focusing on the types, classifications and functions of interjection.

In this research, the researcher will analyze interjections uttered by the

students in speaking English by using speech act theory and pragmatics approach.

Knowing the context of utterance is the basic need in understanding the function

and meaning of interjections those are uttered by the speaker. So, the most

appropriate theories in analyzing interjections are speech act theory and

pragmatics.

B.Problems Statement

Based on the explanation above, the problems of the study were formulated as

follows:

1. What types and classification of interjection are uttered by the students in

speaking English ?

2. What functions of interjection are used in students’ English Speaking ?

C.Objective of the Study

Based on the problems statement above, the objectives of the study were to find out:

1. The types and classification of interjections that are uttered by the

students in speaking English.

2. The function of interjection used in students’ English Speaking.

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D.Significances of the Study

Theoritically, the researcher expects that this study will give contribution

to anyone who is interested ininterjection or everything that deals with the topic

that will be presented in this research.

Practically, it will enrich the knowledge in understanding interjection

especially that are used in students’ English Speaking, since it is not impossible

that.

E. Scope and Limitation

The researcher focused on the interjections that are uttered by the students

in speaking English, especially in interjection types (primary and secondary),

interjection classification (expressive, conative and phatic) and interjection

function (referential, emotive, conative, phatic, metalingual, and poetic).

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 CHAPTER II

REVIEW OF RELATED LITERATURE

A. Previous Related Research Findings

Review of the previous study is made in order to avoid replication. This

study is intended to identify the students’ interjection in speaking English. Other

studies have been conducted to find the interjection. The first is a study conducted

by Yuniarty (2018). Her study entitled “Interjection In Student Conversation” had

shown that interjection words that are often used are primary interjections and are

followed by secondary interjections, and the frequently used interjections are

emotive interjection, followed by conative and phatic.

Next study is from Yuliana (2013). In his study entitled “Interjection In

English Comic Books Scooby-doo Where Are You”, he found that based on type

of interjection that used in that comic, had found 20 primary interjection and 10

secondary interjection and also found interjection based on its classification, that

are emotive, cognitive, conative, phatic

The third is study from Jovanovic (2004). In his study entitled “The Form,

Position and Meaning of Interjections in English” had shown that The paper is

concerned with the most important aspects of English interjections, giving a more

detailed account of the difference between exclamations and interjections, the

formal characteristics of the latter, their sentence position and the meaning

implications of this part of speech. The analysis is complemented with a

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comprehensive list of interjections that are used in the English language with

corresponding explanations of their meaning.

The similarities between previous researches and my research had the

same topic and same objective of the research, that was to find out the types and

classification of interjection. The difference between previous researches and my

research was the focus of the research. The previous researches just focused on

two aspects while my research focused on three aspects.

B. Theoretical Framework

1. Pragmatics

Language is the one of the important things in a society. In

everyday life, people use language to communicate with others. The

language is used by people for delivering the intended messages from one

person to another. From languages, dialects and words that are chosen by

people when they are speaking can show their background, character, and

intention. In the social context, the study of language shows how people

organize a social relationship within a particular community. Based on

Radford et. al., (2009: 14) there are some possible relationships between

language and society. The first is that social backgrounds of the speaker

and the addressee. The social backgrounds include age, sex, social class,

ethnic background, etc. The second is the relationship between the speaker

and the addressee. The relationship meant is good friends, employer -

employee, grandmother – grandchild, teacher – student, etc. The last is the

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context and manner of the interaction i.e. in bed, in the supermarket, in the

classroom, loudly, whispering, etc.

In reference to language study, pragmatics is a very wide field and

interesting to be investigated because it examines our use and

understanding of the language we speak and listen. Therefore, pragmatics

deals with utterances, by which people will mean specific events and the

intentional acts of speaker in a context. According to Trask (2005: 161),

pragmatics is the branch of linguistics that studies the use and meaning of

utterances in relation to their context. Here, the context is considered as

the previous utterances (discourse context), participants in the speech

events, and the physical setting of the speech.

A different idea about pragmatics is stated by Finch (2000 : 150).

He says that pragmatics is concerned with the meaning of utterance. He

asserts that pragmatics focuses on what is implicitly stated and on how

people interpret utterances in situational contexts. In the other words, it is

about how language is used in communication, including how people use

language to establish their identities, to express their emotions, and to

carry on conversations with others.

However, the previous statements mention that pragmatics not only

concerns the language use but also concerns the aspects of conversation.

To make it clearer, a broader definition is proposed by Yule (1996: 3) who

mentions four definitions of pragmatics. Firstly, pragmatics is the study of

speaker’s meaning. It has to do with the analysis of what people mean by

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their utterances. Secondly, pragmatics is the study of contextual meaning.

It involves the interpretation of what people mean in a particular context

and how the context influences what is said. Thirdly, pragmatics is the

study of how the meaning gets communicated more than what is said by

the speaker. It is the way how listeners can make inferences what is said in

order to get the interpretation of the speakers’ intended meaning. Fourthly,

pragmatics is the study of the expression of relative distance. It

investigates the assumption of the speakers about the distance of the

shared experience between the speakers and the listeners in order to

determine how much needs to be said.

Based on some definitions of pragmatics, it can be concluded that

pragmatics studies the aspects of meaning and the language use that are

dependent on the speaker, the addressees and other features of the context

of utterance. It deals with the ways people reach the goal in a

communication. Pragmatics covers the study of implicature,

presupposition, speech acts, reference, deixis, definiteness and

indefiniteness (Horn and Ward, 2005: 1). Because the objective of this

study is to investigate the functions and the effects of speech acts in

Bilingual English – Indonesia classroom, the next section discusses the

theory of speech acts.

2. Speech Act Theory

According to Austin in Nugroho (2013) states that the term ‘speech

act’ was found by the linguist named Austin and it was developed by

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 another linguist named Searle. They explain that people describe situations

and communicative actions in a conversation when they use language or

words. When people communicate with others, they do not only produce

utterances which contain grammatical structure and words, but also

perform some actions via those utterances. He states that speech acts as the

actions performed in saying something. He also distinguishes the act of

saying something, what one does in saying, and what one does by saying it

and dubs these a locutionary, an illocutionary, and a perlocutionary.

The theory of speech acts judges that people do more things with

words rather than convey information and when people convey

information, they often convey more than their words encode. Further,

Aitchison (2003: 106) defines speech act as a number of utterances that

behave somewhat like actions. He states that when a person utters a

sequence of words, the speaker often tries to achieve some effects with

those words; an effect which may in some cases has been accomplished by

an alternative action. In conclusion, speech act is utterances that can

replace action for a particular purpose in a certain situation.

3. Classification of Speech Act

Grundy (2008) based on Austin’s classification explained that when

people say something, they may involve the three dimensions, which are

locutionary acts, illocutionary acts, and perlocutionary acts

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a. Locutionary acts

Locutionary acts are basic utterances uttered by people shaped in

the right grammar and understandable vocabulary. From the examples

given by Yule (1996) in his book, it is clear that he tried to say that one

of the requirements to meet in performing locutionary acts is that both

the speaker and the hearer share the same language; otherwise, there

will be misunderstanding or the meaning intended will not be

understood by the hearer.

b. Illocutionary acts

Yule (1996) stated that the term “illocutionary acts” is often

closely associated with the term speech act. When people have

communicative force in saying an utterance, it means that they are

performing an illocutionary act. For example, saying “put it out” may

have a different kind of force behind that. The speaker may say that

because he tries to stop a lady smoking in a smoke free area, or he sees

a window curtain is on fire. Having intention to say particular utterances

contribute to the idea of illocutionary acts.

c. Perlocutionary acts

People (speakers) perform perlocutionary acts by expecting to

affect other people’s (hearers’) behavior. Affecting behavior does not

necessarily mean getting the hearer to do physical movements; it also

deals with the change of thought or habit of the hearer. This statement is

in line with Yule (1996) who pointed out that perlocutionary acts bring

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 the-so-called perlocutionary effect. One of the examples illustrating this

situation is when a speaker is feeling sad of being left out, he says “I am

useless” to a friend. By hearing the utterance, the hearer is affected and

feels sorry. Felling sorry is the effect of the perlocutionary acts of the

utterance “I am useless”. The term “speech act” comprises many

theories under it. It includes the theory of performative verbs, IFIDs

(Illocutionary Force Indicating Devices, felicity conditions, speech acts

classification, direct and indirect speech acts, speech events, and so on.

To make clear about the meaning from the utterance, Searle (1999)

proposed that speech act could be grouped into general categories based

on the relation of word and world. There are five basic kinds of actions

that one can perform on speaking or utterance, by means of the following

types:

a. Assertive / Representative

The assertive refers to the dimension of assessment which includes true

and false. Therefore, this speech act describes states or events in the world

such as stating, claiming, reporting, announcing, etc. Testing an assertive

speech acts can be done by giving questions that are categorized as true and

false. According to Yule (1996: 53) assertive / representative is a kind of

speech acts that states what the speaker believes to be the case or not. In

using assertive or representative, the speaker makes the words fit the world.

The examples of assertive / representative are illustrated below:

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 (1) The earth is flat

(2) The color “Red” in Indonesia is merah.

The two examples above represent the world’s events as what the speaker

believes.

b. Directive

Directive refers to a speech act that has a function to make the hearer to do

something such as ordering, requesting, demanding, begging, and etc.

According to Yule (1996: 53), directive is a kind of speech acts that speakers

use to get someone else to do something. By performing directive, the

speaker attempts to make the world fit the words (via the hearer). It can be

concluded that directive expresses what the speaker wants. The examples of

directive are shown below:

(1)Don’t touch that!

(2)Could you lend me your pen, please?

Example 1 shows that the speaker gives command to get the hearer acts what

8the speaker wants. Meanwhile, in example 2, in the form of interrogative,

the speaker has an intention to perform a request that has a function to get the

hearer to do what speaker wants.

c. Commisive

Commisive refers to a speech acts that commits the speaker to do

something in the future such as promising, offering, swearing to do

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 something, etc. Yule (1996: 53) states that commisive is a kind of speech acts

that the speakers use to commit themselves to do some future actions. He also

adds that in using commisive, the speaker makes the world fit the words (via

the speaker). It express what the speaker intends. The examples of commisive

are as follows:

(1)I’ll be back soon.

(2)I’m going to give you a gift.

The modal ‘will’ or to be ‘going to’ in certain rules, contexts, and situation

signifies a promise in which it will do in the future. Therefore, these

examples are considered as commisive.

d. Expressive

In using expressive speech acts, the speaker expresses feelings and

attitudes about something. Yule (1996: 53) states that expressive is a kind of

speech acts that states what the speaker feels. It expresses psychological

states and can be statements of pleasure, pain, like, dislike, joy or sorrow. In

this case, the speaker makes the words fit the world, which incorporates

his/her feeling. The examples of expressive are:

(1)Congratulation!

(2)I’m really sorry.

Example 1 is used to congratulate someone and example 2 is an expression of

sympathy.

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e. Declarative

Declaration refers to a speech act which changes the state of affairs in the

world such as naming, resigning, sentencing, dismissing, excommunicating,

and christening. According to Yule (1996: 53) declarative is a kind of speech

acts that change the world via the words (utterance). This is a very special

category of speech acts. In order to perform a declaration appropriately, the

speaker has to have a special institutional role in specific context that

provides rules for their use. The examples of declarative are as follows:

(1)Time out!

(2)Game over!

Utterance 1 and 2 bring about the changes in reality. They are not just

statements. Utterance 1 is used to perform the act of ending the test and

utterance is used to perform the ending of a game.

4. Interjection

According to Ameka (1992), interjections are little words or nonwords

which can stand on its own and have their own word class found in any

languages.

“It is perhaps true that apart form nouns and verbs, interjections–

those little words, or ‘non-words’, which can constitute utterances by

themselves – are another word class found in all languages” (Ameka,

1992:101).

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 Ameka also states that interjections are relatively conventionalized

vocal gestures (or more generally linguistics gestures) which express a

speaker’s mental state, action or attitude or reaction to a situation (Ameka,

1992:105).Interjection could also called as a filled pause, a part of speech

that usually does not have grammatical connection to the rest of the

sentence that simply expresses emotion of the speaker to the hearer or the

listener. Interjection is uninflected function words that express the attitude

or emotion of the speaker. Besides being self-oriented expressions of

emotions and attitude, interjection may also be directed at someone to

acquire a desired reaction, for example to stop an action or to serve

communicative intentions more broadly.

a. Types of Interjection

Ameka states that interjections can be divided into two types there

are primary Interjections and secondary Interjections (1992:105).

1). Primary Interjections

Primary Interjections are little words or non-words which can stand

on its own and do not normally include in other word classes such verb,

noun, adjective, etc. For example, Ouch!, Wow!, Gee!, Oho!, Oops!, etc.

Example in sentence:

Gee, you look like you have it!

Oho, I have another suit! Wow!

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 You look fantastic today Ouch!

This scarf hurts me Oops! I am sorry

Primary Interjections may be made up of sounds and sounds

sequences that are not found in other parts of the language such as tut-tut,

Psst!, Sh!, and etc.

2).Secondary Interjections

Secondary Interjections are those words which have independent

semantic values but can be used conventionally as utterances by

themselves to express a mental attitude or state. The examples of

secondary interjections are alarm calls and attention getters like Help!,

Fire!, Careful!, etc. Swearing and taboo words like Damn!, Hell!,

Heavens!, Christ! And other emotively used words such as Shame!,

Bother! And Drats! Are also the examples of secondary interjections.

Besides those examples, according to Ameka (1992:111) there also

multi- morphemic one which constitute a phonological word such as

Goddammit! That may be referred to as complex interjections.

As quoted by Ameka (1992:111) from Bloomfield there are

interjectional expressions called as secondary interjections. There are

multiword expressions, phrases, which can be free utterance units and refer

to mental acts, such as, bloody hell!, dear me!, My Goodness!, Thank God!,

etc. These utterances are called as ‘interjectional phrases’.

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 b. Classification Of Interjection

According to Ameka (1992:113-114), interjections can be

classified into three classifications there are Expressive Interjections,

Conative Interjections and Phatic Interjections.

1) Expressive Interjections are vocal gestures which are symptoms of the

speaker’s mental state. They may be subdivided into two groups:

(a) Emotive Interjections are those that express the speaker’s state with

respect to the emotions and sensations they have at the time. For

example as quoted by Ameka from Wierzbicka (1992:167), Yuk! ‘I

feel disgust’, Wow! ‘I am surprised’, Ouch! ‘I feel pain’ etc.

(b) Cognitive Interjections are those that pertain to the state of

knowledge and thoughts of the speaker’s at the time of the

utterance. For example, Aha! ‘I know this’.

2) Conative Interjections are those expressions which are directed at an

auditor. They either aimed at getting someone’s attention or they demand on

action or response from someone of a speaker’s wants.

For example, sh! ‘I want silence here’, eh? ‘I want to know something’.

3) Phatic Interjections are used in the establishment and maintenance of

communicative contact. A variety of conventional vocalizations, which

express a speaker’s mental attitude towards the ongoing discourse, that is

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back channeling or feedback signaling vocalizations, may be classified as

phatic. For instance, mhm, uh-uh, yeah.

c. Function of Interjection

Jakobson (1963: 64-66), in Esai de Linguistique Générale, said there are 6

language functions that are related to the constituent factors of verbal

communication. Before knowing the functions of language need to know the

factors that make up the communication process.In sending messages to

opponents, the speakers need to know the context to whom the message is

sent and the text can be handled by opponents in both oral and other forms.

The message requires a code that is understood by two parties.

The message requires contact, namely the physical channel and

psychological support between speakers and opponents of speech. This

contact allows both to build and maintain communication. Schematically the

constituent factors of communication can be described as follows. Each of

these factors gives birth to different linguistic functions like the following:

1. Referential

It is denotative,cognitive function which is oriented toward the ‘context’.

To show things or facts, the refential function is the most obvious function of

language: for example:

“The earth is round.”

“Water boils at 100 degrees.”

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 Referential function is a function of language related to the context of

speech, namely the language used to refer to other things outside the

utterance. Jakobson explained that this function is a denotative function that

places the message reference as the most important element

2. Emotive

It is also known as “expressive function”. This function focuses on the

‘addresser’. This function comes out when we want to express our emotions

although we don’t speak to give an information. In this function, we

communicate for ourselves more than other people who hear us or not. For

example: the interjections, which are words or phrases used to express sudden

surprise, pleasure or annoyance such as : “Bah!” , “Oh!” , “Yuck!” “Ouch”

,”Aie”. They are not components but equivalent of sentences. Moreover, as

Roman Jakobson’s example in “Linguistics and Poetics” , only from the

changes in the sound shape of the same two words ( like “this evening” ), we

can make a list of forty or more emotional situations by diversifying its

expressive tint.

3. Conative

The conative function is an orientation toward ‘addressee’. This function

finds it purest grammatical expression in vocative and imperative sentences,

and it helps us to make people do something and it includes orders and

prayers. For example: “Drink!” or “Go Away”.

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4. Phatic

The phatic function which sets for ‘contact’ establishes, prolongs or

discontinues the communication. We use this function to know whether

channel works or whether the contact is still there. Our purpose in this

function firstly to maintain the contact with the person we are talking to. For

example: “Hello!” “Are you listening?” “Do you hear me?”.

It is also the first verbal function which is acquired by infants before they are

able to send or receive informative communication.

5. Metalingual

‘Code’ performs the “ metalingual function” which is used whenever the

addresser and the addressee need to check whether they use same code and

when the language is used to speak about language. For example: “What do

you mean by “krill”?” , “ What is plucked?”. In the process of language

learning, the acqusition of mother tongue includes wide use of metalingual

actions; for example aphasia may be described as a loss of capability for

metalingual actions.

6. Poetic

The poetic function which is orientation toward “message” and “the focus

on the message for its own sake”. This function includes more than poetry,

linguistics cannot limit itself just to the field of poetry. When we say “John

and Margery” instead of “Margery and John” or when we say “horrible

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Harry” instead of “ terrible Harry , dreadful Harry” which have same

meaning, we use the poetic function of language.

When we analyze the functions of language for a given unit such as a

word, a text, or an image, we specify which functions are present or absent, to

which class or type this unit belongs and which characteristics these functions

have regarding hierarchical and other relations that can operate between

them.

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C. Conceptual Framework

SPEAKING

CONVERSATION

PRONOUN

NOUN

VERB

PART OF INTERJECTION
SPEECH
ADJECTIVE

ADVERB

PREPOSITION

CONJUNCTION

TYPES
IDENTIFY STUDENTS’
INTERJECTION

CLASSIFICATION

FUNCTION STUDENTS’
INTERJECTION

Figure 2.1: The Stages of Students’ Interjection Analyzing

This research applies descriptive qualitative approach in which the

researcher focuses on interjection uttered by the students in SMA

Muhammadiyah1 Makassar. The researcher will give some clues like treatment

about interjection and then the student will be asked to speak or do a

23
conversation and the researcher will record it and identify the interjection that

are uttered by the students based on the types of interjection, the classifications

of interjection and the functions of interjection.

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 CHAPTER III

RESEARCH METHOD

A. Research Design

The method that is used in this research was descriptive qualitative method. It

is intended to identify students’ interjection in speaking English. Qualitative

research refers to process - oriented methods use to understand, interpret, describe

and develop a theory on a phenomenon or setting. It is a systematic, subjective

approach use to describe life experiences and give them meaning. (Mujib, 2018)

Descriptive qualitative research is mostly associated with words, language and

experiences rather than measurements, statistics and numerical figures. In this

case, the researcher identified the students’ interjection. The data were collected

from the students’ conversation to analyze what types, classification and function

of interjection that students use in speaking English.

B. Research Participants

The subject in this study were the students of SMA Muhammadiyah 1

Makassar at Grade 11, whereas the object of this research were words, phrases

and sentences in the form of interjections contained in students’ English speaking.

C. Research Instrument

Burns (1994:925) states that the role of the researcher in qualitative

approach is as an instrument. The researcher acts as the planner, data

collector, analyst, the data interpreter and the reporter of the research findings

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(Moleong, 2001: 121). There were three instruments that researcher used in

conducting the data. These were observation, field note and documentation.

1. Observation

Observation is essentially an activity by using the senses, vision,

smell, hearing, to obtain information needed to answer research problems.

The results of the observations are in the form of certain activities, events,

objects, conditions, and emotions. Observations are made to get a real

describing of an event to answer the research question. In this case the

researcher applied observation checklist. it is used to know whether

subject that will be studied is rich of source or not.

2. Field note

In this study research records are very useful for researchers as an

intermediary tool that researchers see, hear, feel in order to collect data.

Field notes are prepared after observation and after conducting interviews

with research subjects. This is an interview with the research subjects.

This is to facilitate the cultivation of reports because the data obtained will

be easily forgotten by researchers.

Therefore, field notes can be used as the heart of qualitative

research because a theory must be supported by data and material in

memory. So in this case the researcher applied field note after doing

observation to check these following items:

(1) techniques used, (2) time of data collection, (3) place of activity, (4)

exposure to results and notes, and (5) impressions and comments.

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 3. Documentation

In this research, the researcher used documentation instrument in

conducting the data, in this case the researcher applied recording technique to

record students’ English speaking in conversation form to analyze types and

classification of interjection and function of interjection.

D. Technique of Data Collection

The data is the object of the research target and its context. The data in this

study were all words, phrases and sentences containing interjections in

students’ English speaking. In collecting data, the first the researcher observed

the subject that will be studied whether the subject is rich of source or not to

avoid dry source in the data. After the researcher was sure that the research

subjects were capable to be studied, the researcher started to do research.

So to conduct the main data, the researcher used recording technique to

record students’ English speaking. The researcher listened to students English

speaking recording and find out the available interjection. Next, the researcher

transcribed the recorded students’ conversation into script of conversation.

After the interjections are found, the interjections were collected and analyzed

based on its type, classifications and functions.

E.Technique of Data Analysis

According to Djajasudarma (2006), states that "Activities in data

analysis include three concurrent activities (1) data reduction, (2) data

presentation, and (3) conclusion drawing.

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1. Data Reduction

Reduction is part of the analysis, not separate. Its function is to

sharpen, classify, direct, dispose of unnecessary, and organize so that

the interpretation can be drawn. The reduced data gives a sharper

picture of the results of the observation, also makes it easier for the

author to look back on the data obtained if needed. In this case the

researcher will only focus in interjection contained in students’

conversation recording. The researcher ignored another part of speech

that exist in the students’ conversation recording.

2. Data Presentation

Data presentation is a set of structured information that gives the

possibility to draw conclusions and take action. The form of

presentation includes technical narratives, matrices, graphs, networks,

and charts. The aim is to make easily in reading and drawing

conclusions. In this case, the researcher presented a table contained

students’ interjection analysis used in their conversation.

3. Conclusion Drawing

Drawing conclusions is only a part of one activity from a

complete configuration. In this stage, the researcher formulates

propositions related to the principle of logic, raises them as research

findings, then continues to review repeatedly the existing data,

grouping the data that has been formed, and propositions that have

been formulated. The next step is to report the full research results,

28
with new findings that are different from the findings that already

exist. In this case, the researcher identified the types, classification

and function of interjection mostly used.

29
 CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

A. Findings

1. The Types and Classification of Interjection

a. Types of Interjection in Students Conversation

There are two types of interjection. Those are primary interjection

and secondary interjection. The findings of interjection types in students’

conversation are presented on the table below

Table 4.1 Interjection types

No Interjection Types of Interjection Frequency

Primary Secondary

1 Oh my God!  4

2 Oh my  1

Goodness!

3 Thank God!  3

4 Sshh!  2

5 Yups!  2

6 Wow!  6

7 Aha!  1

30
 8 Oops!  4

9 Sorry!  1

10 Ouch!  2

11 Shut Up!  1

Based on the table 4.1 above, the researcher found that there are 6

interjection Wow!, 2 interjection Yups!, 2 interjection Sshh!, 4 interjection

Oops!, 2 interjection Ouch!, and 1 interjection Aha! that can be

determined as primary interjection. The researcher also found 4

interjection Oh my God!, 1 interjection Oh my Goodness!, 3 interjection

Thank God!, 1 interjection Sorry!, and 1 interjection Shut up! That can be

determined as secondary interjection.

b. Classification of Interjection in Students Conversation

There are three classifications of interjection. Those are expressive

interjection, conative interjection and phatic interjection. The findings of

interjection classification are presented on the table below.

Table 4.2 Classification of Interjection

No Interjection Classification of Interjection Frequency

Expressive Conative Phatic

31
1 Oh my God!  4

2 Oh my  1

Goodness!

3 Thank God!  3

4 Sshh!  2

5 Yups!  2

6 Wow!  6

7 Aha!  1

8 Oops!  4

9 Sorry!  1

10 Ouch!  2

11 Shut Up!  1

Based on the table 4.2 above, the researcher found that there are 6 interjection

Wow!, 1 interjection Oh my Goodness!, 4 interjection Oh my God!, 3 interjection

Thank God!, 1 interjection Sorry!, and 2 interjection Ouch! That can be determined as

emotive interjection. Then, there are 2 interjection Sshh!, and 1 interjection Shut up!

That can be determined as conative interjection. Next, there are 4 interjection Oops!,

and 1 interjection Aha!, that can be determined as cognitive interjection. The

researcher also found 2 interjection Yups!, that can be determined as phatic

interjection.

32
 2. The Function of Interjection

There are six functions of interjection. Those are referential, emotive,

conative, phatic, metalingual, and poetic. The findings of interjection

function in students’ conversation are presented on the table below.

Table 4.3 Function of Interjection

No Interjection Functions of Interjection Frequency

Referential Emotive Conative Phatic Metalingual Poetic

1 Oh my God!  4

2 Oh my  1

Goodness!

3 Thank God!  3

4 Sshh!  2

5 Yups!  2

6 Wow!  6

7 Aha!  1

8 Oops!  4

9 Sorry!  1

10 Ouch!  2

11 Shut Up!  1

33
 Based on the table 4.3 above, the researcher found that there are 6 interjection

Wow!, 1 interjection Oh my Goodness!, 4 interjection Oh my God!, 3 interjection

Thank God!, 1 interjection Sorry!, and interjection Oops! That can be determined as

emotive function. Then, there are 2 interjection Sshh!, that can be determined as

conative function. Next, there is 1 interjection Aha!, that can be determined as

metalingual function. The researcher also found 2 interjection Yups!, that can be

determined as phatic function. Then, there are 2 interjection Ouch!, that can be

determined as referential function and the last is there is one interjection Shut up!,

that can be determined as poetic function.

B. Discussion

1. Types and Classifications of Interjection

a. Types of Introduction

According to Ameka(1992: 105), interjection can be divided into

two types. Those are primary interjection and secondary interjection.

The following is the discussion of interjection types that are found in

students’ conversation script.

1) Primary Interjection

Primary interjections are little words or non-words which can

stand on its own and do not normally include in other word classes

such verb, noun, adjective etc.

34
 Below is one of the examples of stating:

Angga: Good morning.

Bima: Good morning too.

Angga: What do you think about my new hair cut?

Bima: Wow! You look handsome.

…………

(Data 2 on appendix)

Based on the data above, it shows interjection Wow!, that can

be determined as primary interjection because it is a little word

which is not included in any word classes and it can stand on its

own.

2) Secondary Interjection

Secondary interjections are those words which have

independent semantic values but can be used conventionally as

utterances by themselves to express a mental attitude or state.

Below is one of the examples of stating:

Septian: Sure. So there is a man who assume has killed and his

body is found in Tello river.

Ahmad: Oh my God! It is terrible.

Septian: Yups! I think so.

(Data 1 on appendix)

35
 Based on the data above, it shows interjection Oh my God!,

that can be determined as secondary interjection because it has

multiword expressions, phrases, which can be free utterance unit and

refer to mental acts.

b. Classifications of Interjection

According to Ameka (1992: 113-114), interjection can be

classified into three classifications. Those are expressive interjection,

conative interjection and phatic interjection.

1) Expressive Interjection

Expressive interjections are vocal gestures which are

symptoms of the speakers’ mental state, that express the

speakers’ state with respect to the emotion and sensation they

have at the same time and to pertain to the state of knowledge

and thoughts of the speakers’ at the time of the utterance.

Below is one of the examples of stating:

………..

Rina: Don’t mind, he is fine.

Sasmita: Really? Oh thank God! Lets’see Angga

later.

(Data 8 on appendix)

36
 Based on the data above, it shows interjection Thank God!, that can be

determined as expressive interjection because it expresses Sasmita relief about

Anggas’ condition.

2) Conative Interjection

Conative interjections are those expression which are

directed at an auditor. They are either aimed at getting

someone’s attention or they demand on action or response

from someone of a speakers’ want.

Below is one of the examples of stating:

………………

Kinta: I like how they teach us but I sometimes don’t

like too.

Andira: Sshh! Don’t be noise!

Kinta: Oopss!

(Data 11 on appendix)

Based on the data above, it shows interjection Sshh!, that can

be determined as conative interjection because it is to make Kinta be

silence because she worry that their conversation will be heard anyone

else.

37
 3) Phatic

Phatic interjections are used in the establishment and

maintenance of communicative contact. A variety of

conventional vocalizations, which express a speakers’ mental

attitude towards the ongoing discourse, that is back channelling

or feedback signalling vocalizations, may be classified as

phatic interjection.

Below is one of the examples of stating:

…………….

Fajar: This is invitation for you.

Rahmi: Wow! Are you doing birth day party?

Fajar: Yups! Come and join us.

Rahmi: O.K. Thank you.

(Data 9 on appendix)

Based on the data above, it shows interjection Yups!,

that can be determined as phatic interjection because it

shows the same situation as Rahmi say.

c. Function of Interjection

According to Jacobson (1963: 64-66), interjection can be

divided into six functions of interjection. Those are referential

38
function, emotive function, conative function, phatic function,

metalingual function and poetic function.

1) Referential Function

Referential functions are language functions that relate

to the context of speech, that is the language used to refer

to anything other than speech. Jakobson explained that this

function is a denotative function that places the message

reference as the most important element.

Below is the example of stating:

…………..

Harti: Why you did not come to school yesterday?

Tika: Hhmm… I am sick.

Harti: Ouch! How is your feeling now?

Tika: I am fine enough.

(Data 10 on appendix)

Based on the data above, it shows interjection Ouch!,

that can be determined as referential function because it

shows a message that Harty feel worrying about Tika’s.

39
2) Emotive Function

Emotive functions express the speakers’ state with

respect to the emotions and sensations they have at the

time.

Below is one of the examples of stating:

……………

Anwar: What do you think about it?

Rifa’i: Wow! It is awesome. How about you? What do you

think about it?

Anwar: Hhmm… I did not see it.

(Data 5 on appendix)

Based on the data above, it shows interjection Wow!,

that can be determined as emotive function because it

expresses about Rifai’s feeling of independence day

ceremony.

3) Conative Function

Conative function are aimed at getting someone’s

attention or they demand on action or response from someone

of speakers’ want.

40
 Below is the example of stating:

…………

Nabiel: Really? Wow! It is good. So how is the result?

Ikram: Sshh! I lose.

Nabiel: Oops! It is alright. At least you have tried it.

(Data 3 on appendix)

Based on the data above, it shows interjection Sshh!,

that can be determined as conative function because it

shows that Ikram asks Nabiel to be silence and do not tell

anyone else that he lose.

4) Phatic Function

The function of the language is associated with the

phatic component of communication in the form of contact.

Language is used to build, continue, or break communication.

In addition, language is also useful for knowing the functioning

of flow of communication, and attracts the attention of the

speaker.

41
 Below is the example of stating:

…………….

Septian: Sure. So there is a man who assume has killed and his

body is found in the Tello river.

Ahmad: Oh my God! That is terrible!

Septian: Yups! I think so.

(Data 1 on appendix)

Based on the data above, it shows interjection Yups!,

that can be determined as phatic function because it shows that

Kirana agree with what Elmy feel.

5) Metalingual Function

This function is centered on code, in this case is

language. Language as the object of description or

conversation.

Below is the example of stating:

……………

Aulia: Aha! I have an idea.

Siska: What is your idea?

Aulia: How about we go to Tope Jawa?

42
Siska: Wow! It is a good idea. Let’s go there.

(Data 4 on appendix)

Based on the data above, it shows interjection Aha!,

that can be determined as metalingual function because it

shows to emphasize that Aulia has an idea.

6) Poetic Function

The function of this language is emphasized in the

message delivered in communication. Language is used to

convey a message. According to Jacobson the function of

poetic language is the function that makes message into

works of art.

Below is the example of stating:

………

Rifai: Wow! It is awesome. How about you? What do you

think about it?

Anwar: Hhmm… I did not see it.

Rifai: Oops! Poor you.

Anwar: Hhmm… Shut up!

(Data 5 on appendix)

43
 Based on the data above, it shows interjection Shut up!, that can be

determined as poetic function because it signs that Anwar did not want to Rifai to

discuss it.

44
 CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

As conclusion of this research, primary interjection is the types of

interjection that are mostly used by the students in their English speaking or in

this case in their conversation (there are 7 kinds of primary interjections are

found). and then followed by secondary interjection (there are 4 kinds of

secondary interjections are found). Next, Expressive interjection is the

classification of interjection that are mostly used by the students in their

conversation (there are 6 expressive interjection are found). and then followed by

conative interjection (2 kinds of conative interjection are found) and phatic

interjection (there is only one kind of phatic interjection are found). The last is

emotive that is a function of interjection that are mostly used by the students in

their conversation (there 9 kinds of emotive function are found) and then followed

by referential function, phatic function, conative function, metalingual function

and poetic function which all of them just found only one kind.

B. Suggestion

1. For the College Students of Unismuh Makassar

My suggestion for college students especially English students

department of Unismuh Makassar to pay attention about interjection

45
 because interjection is not as simple as we thought. Interjection is a

complex one that has types, classification, meaning, form, function and

etc.

2. For the Next Researcher

My suggestion for the next researcher especially researcher who want

to do a research about interjection to do a research not just only focus on

types, classification and function of interjection but try the other kinds of

interjection such meaning and form of interjection.

46
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