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Analysis of A Short Story
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“Eleven” by Sandra Cisneros

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Regina V. P. Bail

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 The second page of “Eleven”
By Sandra Cisneros

"Whose is this?" Mrs. Price says, and she holds the red sweater up in the air for
all the class to see. "Whose? It's been sitting in the coatroom for a month."

"Not mine," says everybody. "Not me."

"It has to belong to somebody," Mrs. Price keeps saying, but nobody can
remember. It's an ugly sweater with red plastic buttons and a collar and sleeves all
stretched out like you could use it for a jump rope. It's maybe a thousand years old and
even if it belonged to me I wouldn't say so.

Maybe because I'm skinny, maybe because she doesn't like me, that stupid Sylvia
Saldivar says, "I think it belongs to Rachel." An ugly sweater like that, all raggedy and
old, but Mrs. Price believes her. Mrs. Price takes the sweater and puts it right on my
desk, but when I open my mouth nothing comes out.

"That's not, I don't , you’re not...Not mine," I finally say in a little voice that was
maybe me when I was four.

"Of course it's yours," Mrs. Price says. "I remember you wearing it once." Because
she's older and the teacher, she's right and I'm not.

Not mine, not mine, not mine, but Mrs. Price is already turning to page thirty-
two, and math problem number four. I don't know why but all of a sudden I'm feeling
sick inside, like the part of me that's three wants to come out of my eyes, only I squeeze
them shut tight and bite down on my teeth real hard and try to remember today I am
eleven, eleven. Mama is making a cake for me tonight, and when Papa comes home
everybody will sing Happy birthday, happy birthday to you.

But when the sick feeling goes away and I open my eyes, the red sweater's still
sitting there like a big red mountain. I move the red sweater to the corner of my desk
with my ruler. I move my pencil and books and eraser as far from it as possible. I even
move my chair a little to the right. Not mine, not mine, not mine.

In my head I'm thinking how long till lunchtime, how long till I can take the red
sweater and throw it over the school yard fence, or even leave it hanging on a parking
meter, or bunch it up into a little ball and toss it in the alley. Except when math period
ends Mrs. Price says loud and in front of everybody , "Now Rachel, that's enough,"
because she sees I've shoved the red sweater to the tippy-tip corner of my desk and it's
hanging all over the edge like a waterfall, but I don't' care.

"Rachel," Mrs. Price says. She says it like she's getting mad. "You put that sweater
on right now and no more nonsense.”
 CHAPTER 1

1.1 Background
Language is a tool that people use to communicate each other. Language has three
language’s forms, there are text (could prologue and monologue), sentence, and utterance.
One of the forms of language, that is text, has variety of forms. One of the kinds of text is
short story. According to Allan Poe, short story is should be able to read in one sitting, from
a half hour to two hours. According to oxford dictionary, short story is a story with a fully
developed theme but significantly shorter and less elaborate than a novel. From those two
definition, we can conclude that story is a story which is shorter than novel and can be read
in one sitting.
Short story certainly has a message that the writer wants to deliver. Usually, the writer of
short story use figurative language to deliver the story, which sometimes makes the reader of
the story needs time to get the message. Just like the short story that was made by Sandra
Cisneros, titled “Eleven”, which contain a lot of figurative language. The use of figurative
language in “Eleven” makes the reader curios about the real message that Sandra Cisneros
wants to deliver.
To understand and get the message, information, and meaning from “Eleven”, need
linguistic’s devices, there are formal paradigm and functional paradigm. Formal paradigm
and functional paradigm are part of discourse analysis which can be used to analyze the
message, information, and meaning from a text, in this case, short story. Formal paradigm
tries to analyze sentence meaning, and functional paradigm tries to analyze speaker’s
meaning.
Beside formal paradigm and functional paradigm, there is also a tool called “Speech
Acts” which can be used to analyze utterance meaning, the speaker’s meaning, and the effect
from a text. Speech acts have three forms, there are locutionary act, illocutionary act, and
perlocutionary act. The message of a short story can be a suggestion or advice which is
delivered by the writer briefly. Those tools, discourse analysis and speech acts, will help us
to get the message of the story easily.
1.2 Problems of Study
a. How to analyze the paragraph using Formal Paradigm and Functional Paradigm?
b. What kind of Speech Acts that is used in the paragraph?

1.3 Aims of Study

a. To analyze the paragraph using Formal Paradigm and Functional Paradigm.
b. To know what kind of Speech Acts that is used in the paragraph.
 CHAPTER 2

2.1 Concept
 Discourse Analysis
Discourse analysis is defined in three ways:
 Language above the sentence
 Utterance
 Language use

The first definition, “language above the sentence” is a formalist definition of discourse
analysis, while the second and the third definition are the functionalist definition of
discourse analysis.

The formalist definition and functionalist definition, or let’s say the formal
paradigm and functional paradigm are two linguistic’s devices that we need to get
message, information, and meaning from a text. Formal paradigm will lead us to know
the sentence meaning grammatically. Functional paradigm helps us to understand the
force (speaker’s meaning) of a text.

 Speech Acts
According to John Langshaw Austin, speech acts has three forms, there are:
 Locutionary act is the production of sounds and words with meaning.
 Illocutionary act is the issuing of an utterance with concentional communicative force
achieved ‘in saying”).
 Perlocutionary acts is the actual effect achieved “by saying”).

Speech acts can be used to identify the acts of a text, such as promising, greeting,
inviting, suggesting, or even insinuation.
2.2 Theoretical framework
 Formal paradigm:
- Complex sentences
- Sound projection
- Pronoun reference
- Morphological process
 Functional paradigm
 Speech Acts:
- Locutionary Act
- Illocutionary Act
- Perlocutionary Act
 CHAPTER 3

DISCUSSION

3.1 Formal paradigm

As already said before, formal paradigm will help us to know sentence meaning
grammatically. Now, we will try to identify the sentence meaning that is contained in the second
page of “Eleven”.

3.1.1 Complex sentences

Complex sentence according to Oxford Dictionary is also made up of clauses, but in this
case, the clauses are not equally balanced. They contain a main clause and one or more
subordinate clause. We can simply say that complex sentence contain of two clauses, the first
clause is the main clause, and the other one is subordinate clause. These are several complex
sentences in “Eleven”:

1) It's an ugly sweater with red plastic buttons and a collar and sleeves all stretched out like
you could use it for a jump rope.
The underlined sentence is the main clause, and the rest is the subordinate clause.
2) Because she's older and the teacher, she's right and I'm not.
The underlined sentence (the second clause) is the main clause, and the first clause is the
subordinate clause.
3) But when the sick feeling goes away and I open my eyes, the red sweater's still sitting
there like a big red mountain.
The second clause is the main clause, and the first clause is the subordinate clause.
4) In my head I'm thinking how long till lunchtime, how long till I can take the red sweater
and throw it over the school yard fence, or even leave it hanging on a parking meter, or
bunch it up into a little ball and toss it in the alley.
The first clause is subordinate clause, the rest is the main clause.
3.1.2 Sound Projection

Words Phoneme Sound projection

is /iz/
I I /ai/
in /in/

Words Phoneme Sound projection

air /ɛər/
an A /uhn/
all /awl/

3.1.3 Pronoun reference

These are several pronoun that are appeared in “Eleven” which connected each other.
1. "Whose is this?" Mrs. Price says, and she holds the red sweater up in the air for all
the class to see. "Whose? It's been sitting in the coatroom for a month."
- It refers to the red sweater
2. "Not mine," says everybody. "Not me."
- Mine refers to the students in the story
3. It's maybe a thousand years old and even if it belonged to me I wouldn't say so.
- It refers to the red sweater, and I refers to Rachel, the main character of the story.
4. Maybe because I'm skinny, maybe because she doesn't like me, that stupid Sylvia
Saldivar says, "I think it belongs to Rachel." An ugly sweater like that, all raggedy
and old, but Mrs. Price believes her.
- Her refers to Sylvia Saldivar.

3.1.4 Morphological process

 There are some morphological processes that are appeared in the story:
1. Says = say + suffix s
2. Keeps = keep + suffix s
3. Sees = see + suffix s
4. Getting = get + suffix ing
5. Takes = take + suffix s
6. Wearing = wear + suffix ing
7. Shoved = shove + suffix ed

3.2 Functional paradigm

Functional paradigm will help us to know the force, or the speaker’s meaning of the
story. Now, we will try to analyze “Eleven” using formal paradigm.

1. "Whose is this?" Mrs. Price says, and she holds the red sweater up in the air for all the
class to see. "Whose? It's been sitting in the coatroom for a month."
- The force is Mrs. Price try to make the owner the student takes the red sweater.
2. "It has to belong to somebody," Mrs. Price keeps saying, but nobody can remember.
- Mrs. Price still curious about who is the owner of the red sweater. The force is Mrs.
Price persuades the student, to know the owner of the red sweater.
3. Maybe because I'm skinny, maybe because she doesn't like me, that stupid Sylvia
Saldivar says, "I think it belongs to Rachel." An ugly sweater like that, all raggedy and
old, but Mrs. Price believes her. Mrs. Price takes the sweater and puts it right on my desk,
but when I open my mouth nothing comes out.
- In this situation, Mrs. Price believed what Sylvia said because no one remembers
about the red sweater. The force is, Sylvia persuaded Mrs. Price to believe herself,
that the owner of the red sweater is Rachel.

3.3 Speech Acts

 Speech acts will help us to know the locutionary act, illocutionary acts, and perlocutionary
act of “Eleven”:

1. Maybe because I'm skinny, maybe because she doesn't like me, that stupid Sylvia Saldivar
says, "I think it belongs to Rachel." An ugly sweater like that, all raggedy and old, but Mrs.
Price believes her. Mrs. Price takes the sweater and puts it right on my desk, but when I open
my mouth nothing comes out.
- The locutionary act: Sylvia thought that the red sweater is Rachel’s.
- The illocutionary act: Sylvia stated that the red sweater is Rachel’s.
- The perlocutionary act: Mrs. Price believed what Sylvia said, and then Mrs. Price gave
the sweater to Rachel.
2. In my head I'm thinking how long till lunchtime, how long till I can take the red sweater and
throw it over the school yard fence, or even leave it hanging on a parking meter, or bunch it
up into a little ball and toss it inthe alley. Except when math period ends Mrs. Price says loud
and in front of everybody , "Now Rachel, that's enough," because she sees I've shoved the red
sweater to the tippy-tip corner of my desk and it's hanging all over the edge like a waterfall,
but I don't care.
- The locutionary act: Rachel kept ignoring the red sweater, because it is not hers.
- The illocutionary act: From what Rachel’s did in the story, Rachel wanted to state that the
red sweater is not hers.
- The perlocutionary act: Mrs. Price became mad because Rachel kept ignoring the red
sweater.