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CHAPTER I

INTRODUCTION

1.1 The Background of the Study

Speech acts in one form of utterances can be used by the speakers of

interlocutors to convey the meaning off their purposes in communication. This

notion is supported by Zulfan (2018) where he claims that in using a speech act,in

addition to expressing intention and desire, a speaker naturally aims to create and

maintain certain social relationships between the speaker's self and his

interlocutor.

Austin (2009) divided the performance of speech acts into three types:

namely locutionary, illocutionary and perlocutionary act. In this study related to

the intention of utterances or performances of particular language function.

Speech act is a process in which a person uses an utterances to perform an act

such stating a fact, stating an opinion, confirming, and denying something so the

speech acts are kind, namely assertive, declarative, commissive, expressive and

declarative predict occur, although one kind of speech acts, in particular situation

(Searle, 1969).

In another setting the utterance of language is used in da’wah. Because

Da’wah is a moment of Ustadz in performing speech act with difference situation,

purpose and jema’ah (Salfah, 2013). According to Saerozi (2013) in da’wah

speech act of Ustadz has two domains, those are the matter and jema’ah. Ustadz

has to prepare the matter of da’wah accurately.

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The researcher interest to analyse the speech act of Ustadz’s da’wah. It

causes usually Ustadz speech about the matter of da’wah and should be related to

with the need of jema’ah with direct and indirect way. The matter of da’wah can

be different based on who is the jema’ah in that place and also use different kinds

of speech act.

Risdian (2014) states that Ustadz as the figure who has more quality and

able to share the message of da’wah for the people according to the problem of

jema’ah. The context in here is the matter of speech da’wah. Akbar (2017) states

that Da’ie or Ustadz must know who the listeners are so use the language and

words according to the level of audience and know the different culture and

tradition. It includes nonverbal communication, it is communication with sign an

symbol, shaking one’s hand and head or body language. Harmony speech and

body language is very important.

Ilyas (2013) states that the utterances matter of Ustadz has the meaning of

information, explanation, opinions, argumentation, and the fact of live in Al-

qur’an or Hadist and solving the problems of jema’ah. Therefore an Ustadz should

mind his language and matter in delivering da’wah based on jema’ah, place and

when He comes to delivering da’wah, an Ustadz uses words with the intention of

prohibiting, commanding, counseling, praising, thanking, praying, affirming,

warning, asking questions, explaining, and even threatening (Zulfan,2018).

The way of speech acts to youth are informative speeches, instructive

speeches, persuasive speeches, and fun speeches.An informative speech requires

detailed research on a topic. The topic select should resonate with youth audience

and be easy to listen. Find a topic can discuss in an objective, straightforward

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manner, Try to think of topics that would be useful in the daily life of an average

teen, When delivering a persuasive speech, provide your listeners with

information on a controversial subject, convince them why they should take a

particular side of the issue, then call them to action and fun speeches should be

entertaining, conversational and unscripted. Selecting a topic can discuss in a

lighthearted, humorous fashion without much preparation (Meyer, 2017).

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The researcher chooses “Ustadz Abdul Somad’s da’wah (UAS)”. UAS is a

familiar Ustadz in Indonesia. The speech of da’wah UAS would be trending topic

in Google or Internet access. UAS convey his da’wah clearly and can be accepted

because the background of education UAS himself related to speech the matter of

da’wah. It can be looked so many jema’ah to see and hear his da’wah. UAS also

speech the matter of da’wah based on his experience especially for the youth

jema’ah.

An Ustadz has to use correct speech therefore jema’ah can accept da’wah

(Hidayati, 2013). Risdian (2014) states that speech act of directive is in

requesting, suggesting and interruption. Directive speech acts in the form of order,

advices and challanges can be seen in da’wah (Neldawati, 2016). As Ustadz, he

has to make his jema’ah know what he said. Sometime Ustadz making a statement

in ordering advice and challenges to solve jema’ah’s problems. It means that

utterances of speech da’wah has directive. From that explanation Ustadz has

mission that it can be applied by jema’ah.

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Beside directive speech acts, in another particular setting, Ustadz also use

representative in da’wah as shown in the following:

“Sababul yaum anak mudah sekarang rizalulul ghot pemimpin masa depan.

Sekarang saya sedang berada di hadapan para calon-calon gubernur Sumatra

Utara. Saya sedang berhadapan dengan orang-orang yang akan menjadi

pemimpin negeri ini di masa yang akan datang. Oleh sebab itu maka pemimpin

ini harus dibentuk supaya dia benar dalam tiga hal, yang pertama Aqidah.

Aqidah diambil dari tiga huruf “aqodah” akad. Kenapa disebut akad karena dia

dua tali yang disimpul diikat mati. Aqidah tidak bolah macam ikat tali sepatu

kalau terasa sempit dilonggarkan. Kalau sudah haram maka haram kalau sudah

bathil maka bathil oleh sebab itu kalau dari mahasiswa ini berani bermain-main

dengan aqidah. Berani beraqidah islam berani mengatakan tidak, maka ia

mengatakan La illaha illah allah.

From example above, the utterance of UAS has speech acts. There are

some kinds of representative speech acts occurred, such as:

1) “Sababul yaum anak mudah sekarang rizalulul ghot pemimpin masa

depan.”

2) “Sekarang saya sedang berada di hadapan para calon-calon gubernur

Sumatra Utara.”

3) “Saya sedang berhadapan dengan orang-orang yang akan menjadi

pemimpin negeri ini di masa yang akan datang.”

4) “Oleh sebab itu pemimpin ini harus dibentuk supaya dia benar dalam

tiga hal, yang pertama Aqidah.”

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5) “Aqidah tidak boleh seperti ikat tali sepatu kalau terasa sempit

dilonggarkan.”

In that preliminary data above, there are some kinds of representative.

Those are in sentence one, two and three (1, 2 and 3) include to predicting

representative because the statements have predicted, it means to say something

will happen in the future. In sentence four (4) include to concluding representative

because the statement has the purpose to bring something or making something.

In sentence five (5) include to describing representative because the speaker tells

to hearer about what something is like.

From the preliminary data above UAS only use representative speech acts

so the researcher wants to identify of what kinds of speech acts used in UAS’s

da’wah. And the researcher wants to know the reason why UAS speech those

utterance in his da’wah.

In that pliminary data above also, there are many axplanation as the matter

of dakwah. It is the competency of UAS to convay the dakwah therefore the UAS

dakwah can be accepted to jema’ah.

In every da’wah of UAS is very crowded jema’ah to see and hear

especially for youth. Sometime UAS speechs the matter of da’wah with funny

way to entertain youth’s jema’ah. It is caused that the researcher to conduct an

analysis on how the speech acts in realized in UAS da’wah.

Actually, this kind of issue is not new in Systemic Functional study. There

are so many researchers which have been conducted relate to various case based

on speech acts theory. For example, Hindawi (2014) in language field he stated

that this paper mainly concerned with proving that it is not Wittgenstein, the
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German philosopher, who actually seeded the main gist of the Speech Act Theory;

there are others who preceded him (and all those who followed him, the first of

whom is Austin) in doing so: Arab scholars. Accordingly, this work starts by

reviewing the most basic ideas of the original theory proposed by Austin and

developed by Searle. The basic ideas presented by the Arabic theory are presented

in the second section, and then a contrast between the two is made.

While, Sbisa (2014) conduct to discuss context of speech acts, she stated

that this paper argues for a reorientation of speech act theory towards an Austin-

inspired conception of speech acts as context-changing social actions. After an

overview of the role assigned to context by Austin, Searle, and other authors in

pragmatics, it is argued that the context of a speech act should be considered as

constructed as opposed to merely given, limited as opposed to extensible in any

direction, and objective as opposed to cognitive. The compatibility of such claims

with each other is discussed. Finally, the context-changing role of speech acts is

analyzed differentiating between the illocutionary and the perlocutionary

dimension.

Moreover, Darraji (2014) conduct an analysis commisive and directive

speech act, he stated that this paper sheds light on one of the most rigorous

theories in modern Linguistics. It is the speech Act theory focuses on offer as one

of the speech acts which can be subsumed under two categories namely

commissive and directives. This paper also discusses the art of offer from

different perspectives. It also focuses on the speech act of offering from

philosophical, social, and cultural views.

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Next, Salgueiro (2014) conducted a study of foundations of speech act

theory. He stated that suggest that promises and threats are similar speech acts and

pose analogous problems for Speech Act Theory. After showing that they share

the same formal types, he argue against there being purportedly fundamental

differences between them in regard to explicitability, deontics, and

illocution/perlocution. He concludes that the joint analysis of promises and threats

suggests the propriety of a holistic theory of illocutionary acts.

The previous research studies above take place in the different fields, but

all of them are still relevant with this study speech acts. But from the previous of

studies until here the researcher have not yet found a research examining speech

acts in da’wah, so the researcher interested to make this research about speech

acts in da’wah.

1.2 The Problems of the Study

Based on the background above, the problems of the study are formulated

as follows:

a) What types of speech acts are used by Ustadz Abdul Somad in da’wah?

b) How are the speech acts realized in da’wah?

c) Why Ustadz Abdul Somad use the speech acts in the ways they are?

1.3 The Objectives of the Study

In relation to the problems, the objectives of the study are

a) to discover the types of speech acts used by Ustadz Abdul Somad in

da’wah,
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b) to elaborate how Ustadz Abdul Somad speech acts in da’wah and

c) to explain the reasons of speech acts used by Ustadz Abdul Somad in

da’wah.

1.4 The Scope of the Study

This study will apply the theory of speech acts which is proposed by

Searle (1969). The focus of the analysis deals with speech acts analysis realized

in UAS in da’wah with youth jema’ah. Specifically, this studies focus in da’wah

on speech of representatives, directives, commisives, suppressive and

declaratives.

1.5 The Significances of the Study

Findings of the study are expected to be useful as theoretically and

practically as the following:

a) Theoretically, findings of this study will become the basic for further

research which also concern about analysis speech acts used by Ustadz

with different jema’ah.

b) Practically, this research can be made as a guideline for adults, teachers,

and especially Ustadz who are concerned teaching religion or delivering

da’wah in relation to speech acts production. It will be a reference in

assisting and facilitating Ustadz with appropriate language use process in

accordance with difference jema’ah.

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CHAPTER II

RIVIEW OF LITERATURE

2.1 Theoretical Framework

2.1.1 Pragmatics

Pragmatics, the study of the relation of signs to interpreters pragmatics will

than include the study of the interaction between linguistic knowledge and the

entirety of participants’ knowledge of those relations between language and

context that are gramaticalized of encoded on structure (Levinson,

2008:12).Pragmatics is how language used in communication and for the purposes

of linguistics as the study of meaning in relation to speech situation (Leech,

2010:3). Pragmatics focus on the meaning of words interaction and how

interactions communicate more information than the words they use (Cutting,

2002:6). One of the central concerns of Pragmatics is to understand the

mechanisms that allow speakers to work out the hidden, indirect or implied

meanings of utterances or whole texts (Juez, 2016).

Pragmatics, on the other hand, is a more theoretically-oriented discipline,

which has traditionally been concerned with topics (such as speech acts,

implicatures or reference) which are used by, but are not necessarily central topics

within, discourse studies (Juez, 2016). For the study of speech acts three things
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have to be considered (i) language use, (ii) intention of the speaker and (iii)

interaction in a social context.Pragmatics determines our choice of wording and

our interpretation of language in different situations (Ilyas, 2013).

The key to interpretation is the context of utterance. Just as rules exist for

creating grammatical sentences, linguistic conventions guide the appropriate use

of language in various contexts. The situational context of a speech between

speaker and hearer are includes the interlocutor, the purpose of the speech, the

speech as a form of action or activity, the speech as a product of verbal process

(Winarti, 2015).Other instances of verbal communication may be problematic as

well. Meaning making are sensitive to context and the meaning of an utterance

may be completely different in different context, for example, the sentence “her

hand is so dirty?”Could be an expression of several speech acts with different

meanings, depending on the context. It could be an indirect command “have your

hands wash”, an insult or compliment, or just a neutral statement. In spoken

language the tone of voice and the intonation often make the intended meanings

and illocutions explicit and help in the interpretation, but extra linguistic cues are

lost in the written mode and we have to rely on other means of interpretation. In

some genres, like fiction, narrators’ comments are sometimes present and make

the intended meanings explicit.

2.1.2 Speech Acts

According to Santoso (2014) speech acts are acts of communication to

communicate, it is to express a certain attitude, and the type of speech act being

performed corresponds to the type of attitude being expressed. For example, a

statement expresses a belief, a request expresses a desire, and an apology

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expresses a regrets. As an act of communication, a speech act succeeds if the

audience identifies, in accordance with the speaker’s intention, the attitude being

expressed.

Speech acts are actions performed through words. Austin (2009) explains

that while using the language, people do not only produces an isolated series of

sentences, but also perform an action. In other words, by using the language they

either do something or make other she is using of speech act founded in various

sentence, both in the mode of declarative, interrogative, and imperative

(Tressyalina, 2015).

Searle (2000) highlight that speech acts is presented in real language use

situations. Accordingly, he says that the basic assumption on the speech act theory

should be that the smallest unit in human communication is the implementation of

certain types of acts.

Austin (2009) makes a distinction related to the speech acts as constatives

and performatives. Constatives is used to describe an incident or a situation, are

statements. Constatives can be qualified as true/false values. However, constatives

are used to perform a task and cannot be characterized as true or false Austin and

Searle felt particularly attracted to performatives. Austin (2009) indicated that

three acts can occur simultaneously while performing a statement. One of these is

the locutionary act. This describes only the action of saying something.

Illocutionary act, on the other hand, is to do something by saying something.

Perlocutionary act is related to the conclusion of something He said. He tells the

effect left on the hearer.

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Austin (2009) collects the performatives under five headings. Searle

(2000) reviews this classification and makes some changes. Accordingly,

directives (ordering requesting, forbidding) aimed at leading the hearer to do

something, declarations (resigning, appointing) that aim to create a change,

commisives (promising) showing that the speaker undertook to do something by

expressing an intention, expressive (apologizing, celebrating) revealed the

speaker’s state of mind with regard to a situation, assertive (claiming, swearing)

referring to the accuracy of what is said are the five types of speech acts that

Searle set up.

When a performative expression is carried out, the speaker does something

simultaneously. For example, when saying “it is very hot”, the speaker stated that

she feels hot she may request to buy drinking in the store. Additionally, the

speaker may perform an illucutionay act by using a locutionary act. “Can I have a

drink of water?” seem as if it is means whether the hearer has such ability:

however, speaker constitutes indirect requests (Asher and Lascarides, 2006).

Speech act can be performed either in an explicit or implicit manner.

Implicitness is defined as the expressions performed in a speech act indirectly by

another act (Asher and Lascarides, 2006:183). According to this, while such a

sentence I invite you to my graduation party tomorrow is an explicit performative,

I will be very happy if you come to my graduation party tomorrow expression is

an implicit performative. The state of being happy in the second example as an

implicit invitation.

2.1.3 Kinds of Speech Acts

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In daily communication, a speaker tries to communicate the messages to a

hearer by starting the utterances. According to Austin (2009), making a normal

utterance in communication involves a hierarchy of acts. There are three kinds of

speech act namely locutionary act, illocutionary act, and perlocutionary act.

Therefore, it is important for the participant of communication to be aware of

those acts because a communication is successful not when the hearers recognize

the linguistics meaning of the utterance, but when they are able to infer the

speaker’s intention from it.

2.1.3.1. Locutionary Act

In simple terms, the locutionary acts are the basic act of making an

utterance containing a literal meaning (Staplon, 2004).Locutionay act can be

defined as the act of making a meaningful utterance and using a referring

expression according to Kristiani (2013). The speaker usually uses the identifiable

expression to produce a meaningful expression to the hearer. In other words,

locutionary act is an act to produce meaningful and understandable utterances.

Every utterance expresssed is meaningful and understandable. It also known as

the utterance itself which means that the utterances are artificially separated from

their social context. In the sentence “I am Ustadz”, that sentence is a referring

expression, whose referent is that person (who know about religion ) to which it

refers. Ustadz has (at least) two different senses: either who knowing religion or

teacher teach religion. Together, the sense and reference of an utterance make up

the content.

In performing a locutionary act we shall also be performing such an act

as:Asking or answering a question, giving some information or an assurance or a

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warning, announcing a verdict or an intention, pronouncing sentence, making an

appointment or an appeal or a criticism.

2.1.3.2 Illocutionary Act

Illocutionary act, which is the intention the speaker has in uttering a

statement and an act performed in saying something (Akinwotu, 2013). Peccei

(1994) defines that illocutionary act is what the speaker is doing, by uttering

words such as commanding, offering, promising, threatening, thanking,

etc.Speech acts may be conveniently classified by their illocutionary type, such

as asserting, requesting, promising, and apologizing, for which we have familiar

verbs which these different types may in turn be distinguished by the type of

attitude the speaker expresses in corresponding to each such attitude iincluding

certain attitude on the part of the hearer (getting the hearer to form this

correlative attitude is essential to the success of the perlocutionary act) (Bach,

2008:5).From those ideas, it is concluded that the utterance produced by the

speaker may constitute an act instead of just assigning information to a hearer.

So, it can be said that an illocutionary act is the real intention or the real message

a speaker wants to communicate. In sentence Masukkan anak Ibu ke sekolah-

sekolah yang bermutu seperti Pesantren (register your cihildrens at Islamic

Boarding School). The speaker is performing a locutionary act by stating the

utterance, in difference purpose of illocutionary act to requesting.

2.1.3.3 Perlocutionary Act

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Perlucutionary act is a speech act relating to the effect, impact, or

influence caused by a speech (Wijaya, 2015). In other words, this type of act is the

effect of the utterance received by the hearer in the given situation. For example,

Ustadz Somad said that Takbir. The jema’ah replaced with Allahu Akbar. The

utterance of Allahu Akbar is as perlucutionary act.

2.1.4 Types of Speech Acts

Searle (2000) developed five basic kinds of speech acts that used to

express someone’s communicative intent purpose in speaking, namely:

representatives, directives, commissive, expressive and declaratives.

a) Representatives

Representatives are basic assertions made by the speaker, which contain a

truth value on the position (Yule, 2006). Mey (2001) states that representative

represents subjective state of mind, the speaker who asserts a proposition as true

does so in force of his or her belief. If someone says, “I state that the earth is flat”,

an assertion has been made, although the statement is false.

There were several categories of representative speech acts. Searle and

Vanderveken (2000) classify the sub categories in representative speech act into

eight. Those are asserting, stating, affirming, denying, informing, predicting,

concluding and describing. Here are the categories of representative speech acts:

(1) Representative speech acts of asserting

Asserting is “assert”, which names the illocutionary force of assertion.

Example: L: Always is used “to” and should be verb one

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When the lecturer asserted something to the students about his opinion or

statement, the students would give their attention. In this utterance the

lecturer explained about the material of speech to the students. The

students gave their opinion to answer the lecturer’s question about the

goals of speech. One of the speech’s goals is to motivate, but one of the

students said that the goal of speech is to motivation. And then the lecturer

blamed the student’s answer because the student’s answer is wrong. After

that the lecturer explained to the students about the rule in English

grammar. He said that “to” should be following by verb, not noun. In the

last of the explanation the lecturer asserted one more about the rule of

English grammar. He asserted that “to” should be followed by verb 1.

(2) Representative speech acts of stating

Stating something is connected to the notion of setting something forth or

representing something normally for the benefit or edification of the

hearer. Stating in the other hands will connect to the motion of setting

something.

Example: I make bold to say fellow compatriots that government is a

serious business.

The utterance act in that example is stating. Stating is achieved through the

verb phrase make bold to say to the motion of setting something.

(Rohmah, 2011).

(3) Representative speech acts of affirming

It is assertive which have the same illocutionary point, mode of

achievement, degree of strength, proportional content conditions,

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preparatory conditions, and sincerity conditions as “assert”. Affirming in

this case, carrying the positive assertion as opposed to negative assertion.

Example: L: Appearance of this news

S: Applause, applause

L: Ya… exactly

In this case the lecturer uttered affirming acts because the lecturer affirmed

the students answer by giving a response to the student’s utterance that the

phrase of Ya… exactly is correct by replaying the pronunciation of correct

that the student had pronounced (Rohmah, 2011).

(4) Representative speech acts of denying

Denying creates the action of denial and oppose or negate the proportion.

It can be said that ‖deny‖ P) = ╞ (~P). To deny that P is simply to assert

not P.

Example: I never said that I love you

The utterance become a denying because the word of never indicate that

the speaker does not loves the girl (Larson, 1980).

(5) Representative speech acts of believing

Believe is a representative speech act, it is feeling that something or

somebody is real, true and can be trusted or being sure that somebody is

feeling the truth. Uttering this verb means that the speaker tells the truth

proposition to the hearer.

Example: He's giving some friends a ride up to Port Angeles. I think they

were going to catch a double feature or something. He's gone for

the whole day.

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The words ‘I think’ in the utterance above indicate the speaker’s belief

about something to the hearer. The speaker believes in his opinion that they

will catch a double feature or something (Rohmah, 2011).

(6) Representative speech acts of praddicting

The statement predict means to say something will happen in the future. In

other words, by predicting something the speaker tells the truth condition

about something will happen in the future to the hearer.

Example: Yeah, it'll be pretty cold—not as cold as it is today. Can you feel

the weather changing? The pressure? It will be warmer

tomorrow.

Utterances contain the speech act verb predict. The italic words are the

speaker’s prediction about the weather for tomorrow. The speaker wants the

hearer believes in him (Rohmah, 2011).

(7) Representative speech acts of describing

Describing what somebody or something is like is also the representative

speech act, the speaker tells the hearer about something truly. The data of

speech act verb describe are:

Example: Well, there are lots of legends, some of them claiming to date

back to the Flood supposedly, the ancient Quileutes tied their

canoes to the tops of the tallest trees on the mountain to survive,

like Noah and the ark. He smiled then, to show me how little

stock he put in the histories (Rohmah, 2011).

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In utterance the speaker describes the hearer about the Quileutes legend.

The speaker tells the fact that Quileutes tied their canoes to the tops of the

tallest trees on the mountain to survive, like Noah and the ark.

(8) Representative speech acts of concluding

Concludding is coming to believe something as a result of what we have

seen or heard. The purpose is to bring something to an end base on the

world fit.

Example: She thought it more appropriate to kill you than Edward fair

turnabout, mate for mate. She asked me to get the lay of the land

for her, so to speak. I didn't imagine you would be so easy to get

to. So maybe her plan was flawed apparently it wouldn't be the

revenge she imagined, since you must not mean very much to

him if he left you here unprotected (Rohmah, 2011).

The utterance above contains the speaker’ conclusion, it is noted by the

italic word so. The speaker tells the hearer about someone more

appropriate to kill the hearer than Edward and the speaker also tells the

hearer that someone asked the speaker to get the lay of the land for her and

gives conclusion that maybe her plan was flawed.

b) Directives

Directives are utterances made in an attempt by the speaker to get the

hearer to do something for him. These directives may be expressed in different

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forms, such as in question form or in command form like “would pass the salt?”

or “pass the salt”. In their case, the speaker wants the hearer to pass the salt. They

are requesting, commanding, advice, questioning, suggestion, etc.

Some examples of directives:

(1) Directive speech acts of requesting

Requesting is the speaker asks the hearer to do something for him or her

(Hufford and Heasly, 1983)

- Could you give me a glass of water?

This utterance of phrase could you shows the request. It is not asking the

ability of someone to pass the water because the speaker gives the

questions about something the hearer must give the answer.

- I would ask to slow down a bit.

This utterance is used by the speaker to ask the hearer to do something or

take a specific action. The utterance can be granted or refused by hearer.

(2) Directive speech acts of commanding

Command is the speaker delivers an utterance and hearer must follow it

(Hufford and Healsy, 1983;255)

- Teacher to class, “I don’t want to hear noise at the back of the class.

This utterance of sentence of I don’t want to hear noise. It is a command

from the speaker to hearers.

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(3) Directive speech acts of advising

Advising speech act is telling someone of what you think they should do

in particular situation. Roman (1993) states advice is expressed

prototypical in polish by means of an imperative form, for example:

- If were you, I would tell him the truth

The phrase of tell him the truth who speaker’s utterance, it is should do

for hearer cause the thru.

(4) Directive speech acts of questioning

Searle (1969) states that are attempts to get hearer to perform a speech

act.

For instance: What was the specific purpose of the speech?

It is used as asking question cause the question word of what, whereas

the speaker is asking question for examination presumably the speaker

already knew the answer.

(5) Directive speech acts of suggesting

Suggesting speech acts is an act which has meaningful advice to do in the

future.

For example:

One of the things I want to suggest is that you slow down your rate

(Cristine, 1992)

The speaker uses the phrase of you slow down. This utterance to offer

for consideration different options that would allow the speaker’s future

success in regards to different aspects for their speech.

c) Commissives
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Commissives are these actions commit the speaker to some future event or

action. They are promises, threats, refusal, pledges, agreeing, guaranteeing, and

consenting. Some examples of commisive:

(1) Commissives speech acts of promising

Promising is the speaker deliver an utterance that s/he do something to

the hearer (Hufford and Heasly, 1983), for example:

- I promise that will never happen again

- I will come to your house tonight

(2) Commissives speech acts of treating

Treating is a treat the speaker gives to hearer. There is a consequence

which is given by the speaker to the hearer does not follow the speaker

expectation (Hatch, 1980:2)

Example: If you don’t stop fighting, I will call the police.(Larsen,

1980:6)

This utterance of sentence if you don’t stop fighting is a treat from the

speaker to the hearer that he must stop fighting; otherwise, the speaker

will call police.

(3) Commissives speech acts of offering

Offer is a regarded as a common word in everyday usage of language for

presenting something to be accepted or refused. On the utterances below,

the speaker is given a chance to the hearer to follow, the speaker says.

For example: Please let me pay for the damage I have done
 24

d) Expressives

These speech acts express psychological states within the speaker and tell

how the speaker feels. Adedun & Atolagbe (2011) explicates expressive are acts

which specify the psychological state of the sincerity condition expressed about a

state of affairs specified in the propositional content. Cruse (2000: 329) describes

that Searle’s theory in; there are five classifications of Expressive Speech Act:

(1) Expressive Speech Act of Wishing

Wishing is a feeling or expresses a strong desire or hope for something

that is not easily attainable; want something that cannot or probably not

happen. Wishing is to want something to happen or to be true eventhough

it is unlikely or impossible and to want to do something to happen,

(Lukman, 2016). In other words, wishing is an expression to do something

of which its have to happen suitable for speaker wants.

Example: oh my god

It is expresses of phrase oh my god. It is Bella’s dreaming as she realizes

that's not Gran; it's Bella, sixty-five years older

(2) Expressive Speech Act of Thanking

Thank is an express gratitude to (someone), especially by saying “Thank

you”, and return thanks before the meal often used in an utterance

containing no verb and serving as a courteous and somewhat informal

expression of gratitude. According to Nickel (2008:2), Thanking is an

expression something in which have done in activities of all person.

Thanking has function to express gratitude (sincerity condition).

Example: Um... thanks?

 25

The word of thanks is expresses to thanking

(3) Expressive Speech Act of Attitude

Attitude is an acquired or predisposed mental state regarding an object

with some degree of positivity or negativity which is perceived from a

social or personal stimuli or a relational mental state connecting a person

to a proposition. Attitude is a way that you think and feel about

something; that you behave toward tosomething and people to be

confident, sometimes aggressive behavior (refusal form) that shows ones

characters not care about other people’s opinion and that you want to do

things individual way.

Example: I am most grateful to all of you for the unqualified honour

you have done me.

He express to party delegates for his nomination as their presidential

candidate. In this example, the adjective grateful and unqualified

describe this stated of mine.

e) Declaratives

These are statements made by authority, which cause immediate action

from the utterance. According to Adedun & Atolagbe (2011) declarative are act

that resemble performative but typically require an extra linguistic instruction

such as a court, a committee, church or rule book to provide rules of use. These

are only effective when stated by the appropriate authority. In turn officially cause

the couple to be wed, and can take effect only if said by a priest or someone who

carries authority to wed individuals. The examples of declaratives are declaring

war, seconding a motion, adjourning a meeting, firing, nominating, christening,

 26

finding guilty/innocent, betting, passing (in a game), divorcing, baptizing, and

resigning.

2.1.5 The Way of Performing Speech Acts

There are different categories in how the speech act is performed either

directly or indirectly.

2.1.5.1 Direct Speech acts

As Searle (1975) says, “The simplest cases of meaning are those in

which the speaker utters a sentence and means exactly and literally what he says,”

In these cases, there is a direct correlation in the utterance type and the function,

giving a direct speech act. Therefore, the utterances:

a) “I apologize” and

b) “Give me your jacket!”

Would be direct speech act because the type and function are related. In

(a), the expressive is given and expresses an apology. In (b), the direct is used to

order or direct someone to give a jacket. The essential condition is fulfilled in the

“attempt for the addressee to perform the speaker’s intention” by the predict

“Give me your jacket” (Clark & Carlson, 1982).

2.1.5.2 Indirect Speech acts

The statement (s) “I am a little cold” where the type of act (declarative)

carries the function (stating for the purpose of getting the jacket). In indirect

speech acts, the form differs from the function. Usually in these cases, indirect

speech acts carries meaning in the utterance, but the intended force in the speech
 27

act has a secondary meaning also. As Searle states, (1975) “the speaker utters a

sentence, means what he says, but also means something more.” The classic

example (d) “cam you pass the salt?” is clearly a case for indirect speech act. The

literal meaning of (d) refers to the ability of the hearer to pass the salt physically

while the intended meaning or perlucutionary effect of the utterance is for the

hearer to pass the salt. Searle (1975) describe the indirect speech acts as “cases

where one illocutionary act is performed indirectly by way of performing another.

Much debate has been focused on direct and indirect speech acts,

questioning primarily the operations of indirect speech acts. One theory (Searle,

1975) explaining certain types of indirect speech acts is the idiom theory, stating

that indirect speech acts are many times idioms of direct speech acts. The

utterance (d) “Can you pass the salt” in the literal sense refers to ability;

proponents of the idiom suggest that this expression has become short circuited to

mean (e) “I request that you pass the salt”, which is a direct speech act. Several

problems arise with the notion of indirect speech acts as idioms.

Staplon (2004) states one problem with the idiom theory is that even with

implied meaning, one cannot remove literal meaning of the utterance. The hearer,

while likely to infer the idiomatic meaning of utterance (d), can also respond with

“Yes”, stating the ability to pass salt. A second problem with the idiom theory

(according to Stepleton, 2004) is that the indirect speech act can be stated in

various ways to arrive at the same function. For example, returning to (d) “Can

you pass the salt?” a speaker may also use example like “This sour sure is bland,

mom”, or “Would you mind passing the salt” or “Is salt within your reach?”
 28

Similarly, Sadock (1974) analyses this method through an encoded sense

of a sentence such as in can you close the window? And I request that you close

the window would be similar to that in the sentence. As Searle 91975) explains,

while these indirect speech acts function idiomatically, Stapleton argues that they

are not idioms.

By comparison, Bach & Harnish’s (1979:173-202) indirect speech act do

not involve explicit illocutionary forces, and therefore must be explained as “more

indirect” than any of the literal questions just mentioned. However, since their

indirect speech acts don’t contain any direct speech acts (that is, explicit

illocutionary forces), they are unable to explain their indirectness.

In accommodating these two different ideas about direct and indirect

speech acts, Clark (1979), suggests six properties of indirect speech acts are

described based on the work of many researchers. These six properties summarize

how indirect speech acts function and will be useful in the analysis of speech.

They are as follows:

1) Indirect speech acts have multiple meanings. There are literal and implied

meanings.

2) Indirect speech acts follow logical priority of meanings. Since multiple

meanings are available in the utterance, the most logical and salient one

will be selected based on the given context.

3) Indirect speech acts are rational. Based on the principles of

cooperativeness found in Grice (1968), speakers and hearers assume that

the utterances are rational and according to the maxims set for

conversation.
 29

4) Indirect speech acts have conventionality. Speakers tend to speak

idiomatically rather than directly. This idiomatic usage has become

conventional, so “Can you reach the salt?” the ability is not questioned,

but rather serves as an indirect speech acts for passing the salt.

5) Finally indirect speech acts are polite and purposeful.

Based on the notion of linguistic politeness, the indirect speech acts are

used to fulfil a certain society norm of indirectness and serve the purpose for

meeting the speaker’s intentions.

2.1.6 Da’wah

Da’wah is a few of knowledge that arranged consistent systematically and

about concepts, the rule correlation with effort to invite someone for believing and

praying to Allah (Ilyas, 2013:91). Da’wah literally means invitation, in relation to

Islam dakwah is an invitation to the way of Allah, for example give the meaning

of da’wah as the “call to Allah “ which is in line with the aforesaid definition.

This is clear mention in the Al-Qur’an: “And who is fairer in speech than he who

calls to Allah and acts righteously and says: I am a Muslim” (Abdul, 2009). Many

of the ideas raised are relevant to a consideration of da’wah in relation to civil

society (Anne, 2008). This verse indicates importance of speech act of utterances

by Ustadz with attention of various jema’ah in that field.

Da’wah is an act that usually performed by Muslims referring to spread

the message of Islam. It is encouraged that Muslims would practice noble

attitudes and values in their activities of Da’wah as they shows the beauty of
 30

Islam and it can be good attraction to Muslims as well as non-Muslims towards

the essence of Islam (Akbar, 2017).it is directed by Allah, SWT in the Qur’an:

“Verily, those who believe (in the Oneness of Allah - Islamic Monotheism) and do

righteous good deeds, and humble themselves (in repentance and obedience)

before their Lord, they will be dwellers of Paradise to dwell therein forever.”

According to Azis (2014:60) said that the function of da’wah as follow:

first, to share Islam for people as in individual so that they feel Islam as

“rahmatan lil alamin”. Second, to conserve the point of Islam for the continue

generation of Islam. Third, to function correction and preventing wrong way. In

here the dakwah as the function to construct spiritual of people according to

Islam.

Because da’wah is an effort to convey the message by an Ustadz for

people so that the relationship in communication between Ustadz and jema’ah can

be in informative, communicative and persuasive. In surah Ali Imron ayat 104;

“Dan hendaklah ada diantara kamu segolongan diantara kamu yang

menyeru/mengajak kepada kebaikan, menyuruh kepada yang ma”ruf dan

mencegah kepada yang munkar, mereka itulah orang - orang yang beruntung”.

Who is the inviter in Islam as we can call them with Ustadz.

Asmuni Syukir states that the purpose of da’wah can be divided into two

kinds. Those are the general purpose and specify purpose. The first the general

purpose. At this purpose is to invite human, involve Mukmin and Kafir or

Musyrik into the right way. The second purpose involves:

a) To increase taqwa for Allah SWT.

b) To build the mental of Muslim that still mu’alaf

 31

c) To invite Muslim who not believe to Allah SWT

d) To educate and teach the children to be good.

it can be cited studies that da’wah messages of Islam is so broad and

infinity. Islam is not understood as simply perform the ritual mahdha only such as

prayer, fasting, charity, and pilgrimage, but beyond of that all the virtue valuescan

deliver for people to achieve His blessing. Included in this case, discipline and

determination are also be a part of worship and is used as the da’wah messages

too.

2.1.7 Ustadz Abdul Somad

Ustadz Abdul Somad is one Ustadz familiar in Indonesia. He is an Ustadz

that learning about Islam at Islam country. The background education of Ustadz

Abdul Somad himself in Mesir and Cairo so the insight of Ustadz Abdul Somad in

Islam is high quality. Ustadz Abdul Somad study S1 and S2 degree by getting

scholarship. It is indicated that Ustadz Abdul Somad very smart because defeat

another students. He is an Hadist lecturer in UIN Kasim Riau. Ustadz Abdul

Somad has special characteristic. Special characters in conveying da’wah are

funny, clear and deeply based on Al-qur’an and Hadist. So many jema’ah of Islam

are enthusiast for following his da’wah. If the jema’ah did not look him directly

they can looked in video on YouTube by downloading.

Ustadz Abdul Somad convay his da’wah with difference jema’ah. In first

session is ustadz Abdul Somad convey the matter dakwah for vision and mission

about Islam. He always asks for jema’ah to be one. For example, Ustadz Abdul

Somad said that “choose the good leader who can leader in our country to be
 32

solid (pilihlah pemimpin yang dapat mempin Negara ini menjadi lebih baik)

(directive-imperative)”.

In the second session of Ustadz Abdul Somad Da’wah, he gives the

opportunity for the jema’ah to asking him related to jema’ah’s problem. At the

generally the jema’ah’s utterance is the questions indirectly by writing the

question on the paper and then Ustadz Abdul Somad answer their questions with

reading again directly. For example, questions of jema’ah is “Ustadz, how about

chine’s people sell the food who the buyers are Muslim and they made islam’s

people as worker in their store ( Ustadz bagaimana dengan orang Cina yang

berjualan makanan yang membeli itu orang Muslim dan orang cina itu

mempekerjakan orang Islam sebagai pekerjanya di toko mereka) (directive-

questening)”Ustadz Abdul Somad red jema’ah’s questions directly and literally

after that Ustadz Abdul Somad Gave the utterance as the solution of the answer by

carry out from Al-qu’ran and Hadist as the references like this one “if the pig soup

in the bowl, the bowl have to wash with land and water. It is from practicing of

prophet Muhammad SAW (jika soup babinya di dalam mangkok, maka

mangkoknya harus di basuh dengan tanah dan air hal itu yang seperti di buat

oleh rasul Muhammad SAW) (directive-suggesting)”. In making suggesting for

jema’ah, Ustadz Abdul Somad used the description of Prophet Muhamad SAW as

the source.

2.1.8 Relevant Studies

In this study, some relevant studies in speech acts theory are exposed in

order to build the researcher’s point of view in conducting his own study about

speech acts in the thesis of Susanto (2016) The objectives of the study are to
 33

describe the types of speech acts occurring in children’s conversation with

different addresses, i.e. parents, siblings and peers, the way the children produce

the speech acts, and the reasons of the occurrence of the speech act. The findings

showed that four out of five types of speech acts occurred in the children’s

utterances with all addresses, they are representative, directive, commissive and

expressive. Declarative speech acts did not occur in all conversation with all

addressees. The reasons of the occurrences of the speech acts were answering and

convincing addressees, commanding to do something, asking what to do, offering

favours, threatening, and expressing dislike, pain and anger. The occurrences

depended on the addressees, gender, status and situation or occasions.

Muhammad (2014 this study were to describe the types of speech acts

used by the host, advisors and contestants of the Apprentice Asia, to explain how

those types of speech acts were used by them and to explain the reasons why those

types of speech acts were used as the ways they were. The findings of this study

showed that all types of speech acts, namely representative, directive, commisive,

expressive, and declarative were used by the host and contestants, while the

advisors did not use expressive and declarative. The participants performed them

by direct, indirect, literal and non-literal way. In order to get information from

other participants about the performances of the contestants in running the task,

type of speech acts used the host was directive in the form of questioning.

Zulfan (2018) describing and identify the importance of speech politeness

in the Islamic da'wah. It is known that polite language uttered by a da’i (the one

does the da’wah) would harmonize people and establish harmony amongst

religious communities. The inevitability of pluralism in Indonesia and Qur'anic

 34

argument which states that Islam is a mercy for all the creatures promote the need

to build a more polite, friendly and peaceful strategy of da’wah. Politeness

strategy applied in a da'wah speech may lead to building a character of a wise,

polite and smart nation and may help preserve Indonesia’s diversity by keeping

social and cultural conflict at bay.

Hindawi (2014) concerned with proving that it is not Wittgenstein, the

German philosopher, who actually seeded the main gist of the Speech Act Theory;

there are others who preceded him (and all those who followed him, the first of

whom is Austin) in doing so: Arab scholars. Accordingly, this work starts by

reviewing the most basic ideas of the original theory proposed by Austin and

developed by Searle. The basic ideas presented by the Arabic theory are presented

in the second section, and then a contrast between the two is made.

Marina (2014) has identified speech act theory towards an Austin-inspired

conception of speech acts as context-changing social actions. After an overview of

the role assigned to context by Austin, Searle, and other authors in pragmatics, it

is argued that the context of a speech act should be considered as constructed as

opposed to merely given, limited as opposed to extensible in any direction, and

objective as opposed to cognitive. Finally, the context-changing role of speech

acts is analyzed differentiating between the illocutionary and the perlocutionary

dimension.

Qasim (2016) has tried to find out the indirect speeches in the text of

Hamlet and tried to analyze them keeping in view the rules and orders laid by the

indirect speech acts.

 35

Keilly Kristani (2016) has identify the directive speech act performed in

movie. Likewise, it will find out how often the directive speech act performed and

which type of directive speech act that are most frequently used in the movie. This

study used qualitative method in which data collection is done by watching the

movie, analyzing the body movement and the dialogues of each character, reading

the script and library research. A total of 139 directive speech acts were

successfully identified. The result of analysis showed that the directive speech act

of ordering is the most frequently used in the movie (21,6%). The least frequently

used directive speech act is inviting directive speech act (0,7%). The study also

revealed the importance of directive speech act in keeping the flow of storyline of

the movie. This study is expected to give some useful insights in understanding

what directive speech acts is.

Ad-Darraji (2014) has analysis of Offering stametement As Commisive

And Directive Speech Act: Consequence For Cross-Culture Communication. He

stated that this paper sheds light on one of the most rigorous theories in modern

Linguistics. It is the speech Act theory focuses on offer as one of the speech acts

which can be subsumed under two categories namely commissive and directives.

This paper also discusses the art of offer from different perspectives. It also

focuses on the speech act of offering from philosophical, social, and cultural

views.

Ariff (2013) the study is on the pragmatic analysis of the speech act of

‘promising’ in Jordanian Arabic. This particular article, however, concentrates on

the analysis of the most prominent strategies of promising gender i.e. male

promise and female promise. The analysis reveals that Jordanians opt for either
 36

one or more of the following strategies when issuing their promises: discourse

conditionals, tautological-like expressions, body-part expressions, self-

aggrandizing expressions, time expressions, courtesy-like expressions, swearing

in Jordanian Arabic that are utilized by Jordanians to forge promises with

reference to expressions, adjacency pairs and false promises.

Ardita (2017): investigates the role of language in the communication and

interpretation of intentions by examining a selected political speech as some piece

of discourse with specific goals. It presents and documents some of the significant

illocutionary acts that convey the intentions of speakers in political speeches.

Firstly, we will provide the theoretical explanation of the two main theories

concerning speech acts, austin and searle`s ones. Secondly, we will try to analyze

the first edi rama`s victorious political speech after the general elections held in

albania in june 2013 concerning speech acts and their categorizations.

Simona Simon and Daniel Dejica-Cartis (2014): The present paper

approaches speech acts from an interdisciplinary perspective. Using a series of

illocutionary force indicating devices, the paper identifies, classifies and analyses

the types of speech acts used in written advertisements. The findings point out the

advertisers’ preference of using some speech acts over others with the aim of

obtaining the intended effect on the target audience. This quantitative analysis is

performed on a corpus of eighty-four written advertisements selected from various

newspapers and magazines, and the results can be viewed as genre-defining.

Karim (2015) investigating fifteen speech acts among the most frequently

used ones in the daily life conversations, namely the speech acts of apologizing,

inviting, congratulating, adding information, complimenting, introducing,

 37

greeting, expressing gratitude, refusing, helping, making suggestions, requesting,

offering, criticizing, and complaining. Discourse Completion Tasks (DCTs) were

used as the major data collection instruments; they are one of the most powerful

methods used in speech act research (Kasper & Dahl 1991). The findings of this

study proved that Moroccan EFL learners suffer widely from using the

appropriate expressions when they perform these functions. Thus, the present

findings pave the ground to reconsider some critical points regarding the gap

existing in the learners’communicative competence.

The previous researches have certainly met the relevance of this study that

also means to analyse speech act. This study is expected to independently find the

types of speech acts used by Ustadz Abdul Somad in da’wah, how Ustadz Abdul

Somad use them in da’wah and the reasons of using those speech acts.

2.1.9 Conceptual Framework

Ustadz Abdul Somad was delivering da’wah, the jema’ah listen da’wah

with full attention. Jema’ah is comfortable, understand, and happiness in his

da’wah. It can be looked where the place Ustadz Abdul Somad convey the da’wah

with various jema’ah. The problems of jema’ah is differences so the utterances of

speech acts in delivering the matter of da’wah is different also.

Speech act is developed into five types: representatives/assertive (what the

speaker believe), directives (what the speaker wants), commisives (what the

speaker intends by committing themselves to do some future actions), expressive

(express the psychological states that the speaker feels, such as statements of

pleasure, pain, likes, dislikes, joy or sorrow and declaratives (statements make by

authority, which cause immediate action from the utterance). This study will
 38

analysis speech acts used by Ustadz Abdul Somad in da’wah with difference

jema’ah. There are some ways of expressing speech acts whether direct or

indirect. There are also some reasons of using types of speech acts used by Ustadz

Abdul Somad in da’wah. The reasons are in relation with the theory of speech acts

suggested by Susanto in speaking between two or more participants, it is very

important for the participants to be aware of those acts because a communication

is not when the hearers recognize the linguistics meanings, but when they are able

to infer the speaker’s intention. Therefore, the conceptual framework underlying

the research is given in the following figure.

Those related theories are assumed to be highly useful to be implemented

in analysing Ustadz Abdul Somad’s speech acts dakwah as data and describing

the findings. Dakwah with teenager will be analysed by those related theories.
 39

Speech Acts used by Ustadz Abdul Somad

in Da’wah

Types of Speech Acts The Way of speech Reasons used speech

Acts acts in da’wah

1. Representatives 1. Direct 1. general purpose

2. Directives 2. Indirect 2. specify purpose
3. Commissive - Literal,implied - Increasing
4. Expressive - Building
5. Declarative - Logical - Inviting
- Education
- Priority - Teaching
- Rational

- Idiomatically

- Polite

- Purposeful

Findings of Speech Acts in Da’wah

 40

Figure 2.1 Conceptual Framework of the Study

CHAPTER III

RESEARCH METHOD

3.1 The Research Design

This study will be conducted by using qualitative research. According to

Bogdan and Biklen (2006: 5) state that the data collected are in the form of words

or pictures rather than numbers. In addition, qualitative research is direct source of

data and the researcher is the key instrument. The data can be taken from

transcript, field notes, photographs, videotapes, personal document, memos and

other official records in natural setting. To analyze the data with all of their

richness as closely as possible to the form in which will downloaded or

transcribed. Therefore, this study used descriptive qualitative research because the

data are in the form of clauses, in the natural setting and the researcher is the key

instrument in this research. In this case, the use of qualitative method means to

find out how a theory works in different phenomenon. This study is concerned

with the application of speech acts theory in Ustadz Abdul Somad’s Da’wah.

3.2 Data and Data Source

According to Bogdan and Biklen (2006: 117), data refers to the rough

materials researchers collect from the world they are studying. They are

particulars that form the basis of analysis. Data include materials the people doing

the study actively record, such as transcripts, participant observation, and field
 41

notes. Data also include what others have created and the researcher finds, such as

diaries, photographs, video, official documents and newspaper article. The data of

this research are the sentences, clauses and phrases of utterances UAS which have

speech act. The source of the data in this study is two scripts of da’wah UAS with

youth jema’ah in Unimed and Yayasan Pendidikan Jaya Karsa taken from www.

YouTube.com. Because in that place UAS’ da’wah uses more speech of

representatives, directives, commisives, suppressive and declaratives that include

of Searle’s theory (1976).

3.3The Technique for Collecting Data

To collect the data, documentary technique will be applied. Data collection

is important to determine the result of the study. In this study the procedure used

in the data collection are:

1. Collecting the data by downloading da’wah from www.youtube.com that

consists of utterances Ustadz Abdul Somad.

2. Transcribing the utterances of UAS into written form. But da’wah Ustadz

Abdul in Unimed and Yayasan Pendidikan Jaya Karsa will be analyse, only

the utterances which have speech acts.

3. Selecting the sentences which have speech acts and also identifying the

sentences which have declarative, questioning, and imperative.

4. Classifying them base on the scope of the study, Searle theory about speech

acts, into the orientation of speech acts of assertive, representative,

commissive, expressive and declarative.

3.4 The Technique of Data Analysis

 42

Based on the explanation above, the data were analyzed by using

interactive model proposed by Miles, Huberman and Saldana (2014). In this

analysis, it will be on going to analysis and after collecting the entire the data.

Purpose an analysis as four congruent flowed of activity: data condensation, data

display and conclusion drawing / verification.

1. Data condensation

Data condensation is aimed at processing the raw data that appear in the

written-up field notes, transcripts and documents in order to be analyzed. The

processes can be in form of selecting, focusing, simplifying, abstracting, and

transforming. Data reduction often forces choices about which aspects of the

assembled data should be emphasized, minimized or set aside completely for the

purposes of the project at hand. There will be many data that has been collected in

the data collection. By condensing, the data will be stronger and easier to be

analyzed. In this research, it is the process to select the speech acts used by

Ustadz Abdul Somad in da’wah as the data base on Searle theory.

2. Data Display

A display can be an extended piece of sentences, phrase, clauses or

diagram, chart, table, or matrix that provides new way of arranging and thinking

more textually embedded speech UAS in da’wah. In the data display the

researcher identified and analyzed the sentences, phrase, clauses of utterances

UAS to get the broad explanation speech acts UAS in da’wah about the types,

process, and its reasons of occurrence, then it was displayed descriptively.

3. Drawing Conclusion
 43

Conclusion speech acts used by UAS in da’wah involves stepping back to

consider what the analyzed data mean and to access their applications for the

question at hands. Verification speech acts used by UAS to the drawing

conclusion, revisiting the data as many times as necessary to cross check or

verifies these emergent conclusions. Conclusion is drawn based on the data

display.
 44

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