a pragmatic analysis of illocutionary acts found

i

A PRAGMATIC ANALYSIS OF ILLOCUTIONARY ACTS FOUND

IN FINDING NEMO MOVIE AND ITS APPLICATION

IN TEACHING SPEAKING AT THE TWELFTH

GRADE OF SENIOR HIGH SCHOOL

S1 Thesis

Submitted as a partial fulfillment of the requirement to obtain

Sarjana Pendidikan degree at English Education Program of

Purworejo Muhammadiyah University

by

RIZKA EGUH ASHARI

122120261

ENGLISH EDUCATION PROGRAM

TEACHER TRAINING AND EDUCATION FACULTY

PURWOREJO MUHAMMADIYAH UNIVERSITY

2017

v

MOTTO

Remember Allah’s blessing. So that hopefully, you will be successful.(Q.S

AL-Araf 67)

Believe that Allah SWT always with us and help us. (The Researcher)

Positive thinking is the key to get a peace in every problem.(The Researcher)

Patience is needed when you want to achieve a success.(The Researcher)

If opportunity does not come to you, then create it.(The Researcher)

vi

DEDICATIONS

With proud, gratitude and love, this master piece is dedicated to:

Allah SWT as my savior. Thanks God for all that you give.

My beloved mother, Mrs. Menik Dwi Sukismiyati and my beloved father

Mr. Tukijo. Thanks for your prayer, love, support, motivation, and advice.

My beloved brother and aunts, Puguh Kharisma and Titik Setiyaningsih,

which always care and give motivation. Thanks your prayer.

My beloved grandma, Mrs. Halimah. Thanks for your help, prayer, and

support.

All of my lecturers, especially Zulia Chasanah and Puspa Dewi. Thanks

for your help, patience, and guidance to finish this thesis.

My special person, Arybowo. Thanks for your prayer, support, love, and

your time to always with me when I need you.

All my beloved friends, who give me spirit, advice, suggestion, and all of

kindness.

vii

ACKNOWLEDGEMENT

Firstly, the researcher would like to express her gratitude to Allah the

Almighty and the Most Merciful for blessing health, ability and guidance, so that

the researcher can complete and finish this thesis entitled “A Pragmatic Analysis

of Illocutionary Acts Found in Finding Nemo Movie and its Application in

Teaching Speaking at the Twelfth Grade of Senior High School”.

Then, the researcher would like to thank to:

1. Drs. H. Supriyono, M.Pd, as the Rector of Muhammadiyah University

of Purworejo.

2. Yuli Widiyono, M.Pd, as the Dean of Teacher Training and Education

Faculty of Muhammadiyah University of Purworejo.

3. Sri Widodo, S.S., M,Hum, the Head of English Education Program of

Teacher Training and Education Faculty of Muhammadiyah University

of Purworejo.

4. Zulia Chasanah, S.S., M.Pd, as her consultant in conducting this thesis

who give her suggestion, big motivation, and extremely patience in

correcting her thesis as well precious guidance to help her conducting

this thesis.

ix

ABSRACT

Rizka Eguh Ashari. 2017. A Pragmatic Analysis of Illocutionary Acts

Found in Finding Nemo Movie and Its Application in Teaching Speaking

At the Twelfth Grade of Senior High School. A Thesis, English Education

Program Teacher Training and Education Faculty Muhammadiyah

University of Purworejo.

Key words: Pragmatic Analysis, Illocutionary Acts, Finding Nemo Movie,

Teaching Speaking.

Communication is the way of people to interact each other. By

communicating people can convey information or expressing something to

the addresser such as ordering, requesting, stating, promising, thanking,

asking, complaining, apologizing, etc. Every sentence or utterance which

spoken by the speaker contains meaning or purpose. Under the discussion

of pragmatics, the language function is studied in speech acts. Speech acts

deals with the utterance to perform a specific action especially

illocutionary acts. The specific aim of this research is to identify the types

of illocutionary acts found by Nemo characters in Finding Nemo movie

and to describe the application of illocutionary acts found in Finding

Nemo movie to teach speaking at the twelfth grade of Senior High School.

This research uses descriptive qualitative analysis method. The data is

collected by documentation. The researcher collects the data from the

script, then analysing the types of illocutionary acts of Nemo‟s utterances

based on Searle‟s theory and then applied in teaching speaking.

From the analysis, the researcher finds four of five categories of

illocutionary acts appear in Nemo‟s utterances in Finding Nemo movie.

There are representative 11 utterances 36.67%, directive 14 utterances

46.67%, commissive 1 utterance 3.33%, and expressive 4 utterances

13.33%. The application can be applied in teaching speaking in the speech

material at the twelfth grade of Senior High School. The researcher

suggests that students can explore more about pragmatic in their daily life,

especially illocutionary acts.

x

TABLE OF CONTENT

TITLE ......................................................................................................... i

APPROVAL SHEET ................................................................................. ii

RATIFICATION SHEET .......................................................................... iii

STATEMENT ............................................................................................ iv

MOTTO ..................................................................................................... v

DEDICATION ........................................................................................... vi

ACKNOWLEDGEMENT ......................................................................... vii

ABSTRACT ............................................................................................... ix

TABLE OF CONTENT ............................................................................. x

LIST OF TABLE ....................................................................................... xii

LIST OF APPENDICES ............................................................................ xiii

CHAPTER I: INTRODUCTION

A. Background of the Study ............................................................... 1

B. Identification of the Problem......................................................... 4

C. Limitation of the Problem ............................................................. 4

D. Statements of the Study ................................................................. 5

E. Objectives of the Study ................................................................. 5

F. Significance of the study ............................................................... 6

CHAPTER II: REVIEW OF RELATED LITERATURE

A. Theoretical Review

1. Pragmatics ............................................................................... 7

2. Speech Acts ............................................................................. 11

3. Illocutionary Acts .................................................................... 16

xi

4. Movie ...................................................................................... 23

5. Finding Nemo Movie .............................................................. 30

6. Teaching Speaking .................................................................. 31

B. Previous Studies ........................................................................... 33

CHAPTER III: RESEARCH METHOD

A. Type of the Research ..................................................................... 36

B. Object of the Research .................................................................. 37

C. Unit of Analysis ............................................................................ 37

D. Source of Data ............................................................................... 38

E. Instrument of the Research ............................................................ 38

F. Technique of Colleting the Data ................................................... 39

G. Technique of Coding the Data ...................................................... 40

H. Technique of Analyzing the Data.................................................. 41

CHAPTER IV: DATA ANALYSIS AND DISCUSSION

A. Research Finding ........................................................................... 42

B. Discussion ..................................................................................... 43

1. The Illocutionary Acts Found in Finding Nemo Movie .......... 43

2. The Application of Illocutionary Acts Found in Finding Nemo

Movie in Teaching Speaking................................................... 71

CHAPTER V: CONCLUSION AND SUGGESTION

A. Conclusion ..................................................................................... 77

B. Suggestion ..................................................................................... 78

REFERENCES

APPENDICES

xii

LIST OF TABLE

Table 1: Research Finding ...................................................................... 42

xiii

LIST OF APPENDICES

Appendix 1. Movie Script

Appendix 2. Syllabus of Twelfth Grade of Senior High School

Appendix 3. Decree of Thesis Consultant

Appendix 4. Thesis Consultation Log

1

CHAPTER I

INTRODUCTION

In this chapter the researcher would explain the background of the study,

identification of the problem, limitation of the problem, statement of the

problem, objective of the study, and significance of the study.

A. Background of the Study

Language is the most important part in communication. People must have

good language skills to communication well. Language is meaningful, when the

meaning is conveyed though language, people use language to interact and

establish relations, to influence their behaviour and express then expression of

the word.

Communication is a very important in daily activity. In communication a

person has a certain purpose in what she/he said. That purpose is conveyed

through sentences or utterances. In other words, every sentence or utterance

which spoken by the speaker contains meaning or purpose. The understanding of

the use of the language in the real environment, in line the social context, role of

the participant, the function of the interaction, is an essential part in language

learning. In line with the notion of sociolinguistic competence; we can also

discuss that phenomenon of the use of language through other perspective, the

study of language.

In the study of language, how the language is used in context is

investigated in pragmatics. Pragmatics is a part of linguistics which deals with

2

meaning in context. In other words, pragmatics can also be defined as the study

of the relationship between the linguistic form (structure) and the user of that.

The language functions themselves are essentially the purposes that speakers

accomplished with language. In spite of that, studying pragmatic is important. It

is not only about how to understand people utterances but also about how to

understand the meaning in context. Under the discussion of pragmatics, the

language function is studied in speech acts.

Speech acts deals with the utterance to perform a specific action. In

simple words, speech acts is often said as language in action. By speech acts, we

know how to convey and understand the intention or purpose correctly, so that

the goal of the communication can be reached. If we refer to other concept of

speech acts, every utterance essentially contains three dimensions: locution,

illocution, and perlocution. Locution is what the speaker says, illocution is the

purpose of what speaker says, and perlocution is the effect of what the speaker

says. That is why the researcher interested to take it for his study. But here, the

researcher focuses study on the illocutionary acts only. An Illocutionary act is a

very important part of speech acts because illocutionary acts becomes the main

central of communication.

Actually exists not only in oral communication but by watching a movie,

we can learn some other things besides the storyline and the actor of the movie,

the moral values, the language style, culture, character, dialect, how the actor

pronounce every words said, utterance spoken by the actor here called speech

act. Illocutionary acts can be found in the daily life conversation. As the example

3

of conversation, movie script is a good example of conversation which can be

taken as the object of the study. To study illocutionary acts, the researcher takes

a movie entitled Finding Nemo, an animation movie from US which directed by

Andrew Stanton. This movie is a popular animation movie which released in

2003. This movie contains utterances describing types illocutionary acts

analysis. The illocutionary acts that found in the movie can be applied in

teaching speaking. Unlike printed materials, movie provides greater chance for

students to know how native speaker of English use the language in real

communication. It will be helpful for the teacher to get the students understand

about some types of illocutionary acts.

Speaking is the productive/oral skill. It consists of producing systematic

verbal utterance to convey meaning. In senior high school level, there are some

materials about functional skill, which related to speaking skill, that have to be

mastered by students. In teaching speaking, especially in senior high school

level, illocutionary acts can be found in the functional skills materials.

Functional skill usually taught in Twelfth Grade of Senior High School, such as

expression of suggesting, requesting, complaining, talking possibility or ability

in doing something and commanding.

In this occasion, the researcher will explain that this study focuses on

analyzing the illocutionary acts in every utterance that are used by the Nemo

characters in the movie entitled Finding Nemo. The researcher gave this research

title “A Pragmatic Analysis of Illocutionary Acts Found in Finding Nemo Movie

4

and Its Application in Teaching Speaking at theTwelfth Grade ofSenior High

School”.

B. Identification of the Problem

The scope of the research is focused on illocutionary acts in Finding

Nemo movie, so the researcher can conclude that,

1. Students are not able to identify the meaning of the expression of

suggesting, requesting, complaining, talking possibility or ability in

doing something and commanding.

2. Students are not able to respond the expression of suggesting,

requesting, complaining, talking possibility or ability in doing

something and commanding.

3. Students are not able to use the expression of suggesting, requesting,

complaining, talking possibility or ability in doing something and

commanding.

C. Limitation of the Problem

This conducted study is pragmatic study; pragmatic is concerned with many

principles. There are five principles or scope of pragmatic as follows deixis,

presupposition, entailment, implicature, and speech acts.The researcher will

discuss about speech act especially illocutionary acts. Speech acts deals with the

utterance to perform a specific action, so speech act usually contains three

dimensions: locution, illocution, and perlocution. There are many interesting

5

things that can be analysed in the movie such as theme, plot, character, and

language style. In this thesis, the researcher will discuss the theory of

illocutionary act and types of illocutionary act mostly used by Nemo‟s character

in Finding Nemo movie. The researcher limits the research for analysis of

movie in order that the researcher can manage the research well.

D. Statements of the Problem

Based on the background and the identification of the study above, the

problems that will be analyzed by the researcher are stated as follow:

1. What are the types of illocutionary acts found in Finding Nemo movie?

2. How is the application of illocutionary acts found in Finding Nemo movie to

teach speaking at the twelfth grade of Senior High School?

E. Objectives of the Study

In general, the objective of the research is to describe to phenomena of

speech act in communication that reflected in Finding Nemo movie. The specific

aim of this research is to find out the illocutionary act that is used by Nemo

characters in Finding Nemo movie.

There are two objectives of the study why the researcher chose the topic, as

follow:

1. To identify the types of illocutionary acts found by Nemo characters in

Finding Nemo movie

6

2. To describe the application of illocutionary acts found in Finding Nemo

movie to teach speaking at the twelfth grade of Senior High School

F. Significance of the Study

The researcher hopes contributes meaningful to pragmatics, theoretically to

increase the understanding of illocutionary acts and their meaning and to give

contribution to develop pragmatic study. The study is also conducted in the hope

that the result would give positive contribution to student, English teacher,

reader, and researchers.

1. To students

The result of this study is expected to be able to inform the students about

importance of speech acts in our real-life communication. The researcher

hopes that the reader can understand the definition, the use and the meaning

of illocutionary acts in the other.

2. To teacher

The researcher expects that the result of this study could give information

related to the material about speech acts and also to helps the teacher know

more about specific of illocutionary acts and apply in the teaching learning

process so that the students can get the intended meaning by the explanation

of the teacher.

7

3. To reader

The researcher hopes this thesis can make the reader understand about this

movie, the movie can give inspiration and the reader know the definition of

illocutionary acts and types of illocutionary acts from this movie.

4. To researcher

The researcher is to see types of illocutionary acts in from this movie. The

researcher can improve this thesis more. By watching this movie, they may

get personal enjoyment, pleasure and inspiration.

8

CHAPTER II

REVIEW OF RELATED LITERATURE

In this chapter presents about previous studies that support this research

and the theories that are related to the analysis of this thesis.

A. Theoretical Review

a. Pragmatics

For first we must know the explanation about pragmatics before the

researcher gives more explanation about another theory in this thesis.

Levinson (2008: 5) says syntax is the study of the combinatorial

properties of words and their parts and semantic to be the study of meaning, so

pragmatics is the study of language usage. Levinson states pragmatic is

understanding an utterance involves more than knowing the meaning of the

words uttered and the grammatical relation between them (2008: 21). According

to Levinson (2008: 24), pragmatics is the study of the ability of language users

to pair sentences with the contexts in which they would be appropriate.

In the order hand Yule states that pragmatic is concerned with the study

of meaning as communicated by a speaker and interpreted by a listener. It has,

consequently, more to do with the analysis of what people mean by their

utterance that what the words or phrase I those utterances might mean by

themselves. Pragmatic is the study of speaker meaning (2003: 3). Yule (2003: 3)

devised the definition of pragmatics into 4 terms:

8

9

a. Pragmatics is the study of speaker meaning

Pragmatics is concerned with the study of meaning as communicated by a

speaker and interpreted by a listener. It concern more on the analysis of what

people mean by their utterances then what the words or phrases in those

utterances might mean by themselves.

b. Pragmatics is the study of contextual meaning

Pragmatics involves the interpretation of what people mean in particular

context and how the context influences what is said. It involves how the

speaker organize what they want to say in accordance with who they are

talking to, where, when and under what circumstances.

c. Pragmatic is the study of how more gets communicated than is said this

approach also explore how the listener can make inferences about what is

said in order to arrive at an interpretation of the speaker‟s intended meaning.

d. Pragmatics is study of the expression of relatives distance

Pragmatic also give attention on how close or distant the speaker and the

listener is, speaker determine how much needs to be said. The perspective

will be determining the choice between the said and the unsaid.

Riemer (2010: 22) explains that the distinction between sentence

meaning and utterance meaning is also linked to the difference between

semantics and pragmatics. Semantics is study sentence meaning whereas

pragmatic is the study of utterances meaning and other principles of

language use. The job of semantic is to study the basic, literal meaning of

words as considered principally as parts of a language system, whereas

10

pragmatics concentrates on the ways in which these basic meanings are used

in practice, including such topics as the ways in which different expression

are assigned referents in different contexts, and the differing uses to which

language is put.

Richard and Smith (2002: 412) state that pragmatic is the study of the use

of language in communication, particularly the relationship between

sentence and the context and situation in which they are used. Pragmatic

includes the study of:

1. How the interpretation and use of utterance depends on knowledge of

the real world

2. How speakers use and understand speech acts

3. How the structure of sentences is influenced by the relationship

between the speaker and the hearer

Studying pragmatics means that we learn about how to understand the

utterance deeper with know the speaker meaning. By study pragmatic mean we

study about contextual meaning, we can know the speaker meaning through

pragmatics. Pragmatic itself is a branch of linguistic about the interaction of

semantic knowledge with the people‟s knowledge with the people‟s knowledge

of the world, taking context into account context of use (Griffiths, 2006:1).

According to Mey (2001: 8) pragmatic as the study of the way humans

uses their language in communication, based itself on a study of those premises

and determine how they affect, and effect, human language use. A pragmatic

perspective will focus on the societal factors that make a certain language use

11

more or less acceptable, in contrast to other, perhaps abstractly equivalent, but

pragmatic is radically different uses. A pragmatic looks at the problem of

endangered languages tells us not to go out there and describe, but to fight what

has been called linguistic genocide or linguicide for short. One of the tasks of

pragmatic is to explain how the same content is expressed differently in different

context such as cultural, religious, and professional. Often, such context will be

linguistically different, as is the case from language community to language

community.

Therefore, from all the definition above we can conclude that pragmatics

is the study of meaning in human communication. Learning pragmatics is

important in daily human‟s life. By studying pragmatics, someone can

understand an explicit and implicit meaning of other‟s speaking in a

conversation. The focus of pragmatics analysis is on the meaning of speaker

utterances rather than on the meaning of words or sentences. Studying

pragmatics mean that we can study about the speaker meaning of an utterance

deeply. Analysis a language through pragmatics we can talk about people‟s

intended meanings, their assumptions, their purposes or goals, and the kinds as

actions that they are performing when they speak.

b. Speech Acts

There are many researchers that states and explain the definition of

speech act. Yule states in attempting to express them, people do not only

12

produce utterance containing grammatical structure and words but also they

performation via those utterance (2003: 47).

Then Mey (2001: 111) states that speech acts are action happening in

the world that they bring about a change in the existing state of fairs. Definition

about speech act almost same for those researchers. There are act in the

statement of someone, so language is not just to tell something them enough but

language also have an act to do. In the general speech act is an act when the

people say a word and the people produce the words or the utterance in the aim

to make the thing happen.

For example, the boss‟s utterance of the following expression is more

than just a simple statement.

You‟re fired

The utterance you‟re fired can be used to perform the act of ending your

employment. When language is used by human being in real-life situation, there

is generally communication goals associated with every utterance.

Action performed via utterances are generally called speech act and in

English are commonly given more specific labels, such as apology, compliment,

invitation, promise, or request (Yule, 2003: 47). Levinson states that in linguistic

pragmatics, speech act remain, along with presupposition and implicature in

particular, one of the central phenomena that any general pragmatic theory must

account for (Levinson, 2008: 226).

Yule writes on his book that every occasion, speech act that produced

action by performing some utterance, consist of three elements indeed:

13

1) Locutionary act

According to Yule locutionary act is the basic act of utterance, or producing

a meaningful linguistic expression. If you have difficulty with actually

forming the sound and word to create a meaningful utterance in a language

(for example, because it‟s foreign or you‟re tongued-tied), then you might

fail to produce a locutionary act (2003: 48).

Locutionary act is the condition when someone produces a meaningful

utterance with their organ and indirectly there is a locutionary act in his/her

utterance. Mostly we don‟t just produce well-formed utterances with no

purpose. We form an utterance with some kind of function in mind. (Yule,

2003: 48)

According to Austin in Levinson locutionary act is the utterance of a

sentence with determinate sense and reference (2008: 236). When someone

makes an utterance or produces an utterance it‟s called locutionary act. For

example: A girl said I will order adrink so what girls say is locutionary act.

The sound that produced by the girl is locutionary acts. So locutionary act

from this utterance is what the girl said.

2) Illocutionary act

Illocutionary act is one of the elements of speech act if illocutionary act

is the condition when someone produces an utterance; illocutionary act is the

performance of an act in saying something. Illocutionary act is the act which

is committed by producing an utterance; for example by uttering a request, a

request is made and by uttering a promise, a promise is made. So the speaker

14

doing it, when the speaker says promise so the speakers do the promise. That

is the simple example.

Yule (2003: 48) states that illocutionary act is the communicative

purpose in their utterance such as request, prediction, offer, and etc. Searle

states some of the English verbs denoting illocutionary act are state,

describe, assert, warn, remark, comment, command, order, request, criticize,

apologize, censure, approve, welcome, promise, object, demand, and argue.

According to Austin in Levinson illocutionary acts is making a statement,

offer, promise, etc. In utterance a sentence, by virtue of the conventional

force associated with it (2008: 236).

Example:

Take your hand on the table

The type of illocutionary act above is ordering. The example above in a

condition where a speaker says to the hearer; take your hands on the table

and the result or act from the utterance is the hearer takes her/his hands on

the table. It is illocutionary act.

Another example:

I promise will give you some money

This utterance not just a statement that the speaker will give money but

behind of the sentence, the speaker purpose to do something in the future to

make her/his utterance made after say I promise will give you some moneyor

we can say the speaker promise something. So the illocutionary of the

statement above is promising.

15

3) Perlocutionary act

Perlocutionary act is the effect of the utterance on the hearer/reader, i.e.

the extent to which receiver‟s state of mind/knowledge/attitude is altered by

the utterance in question. According to Peccei (2005: 44) perlocutionary is

the consequent effect of the utterance on the hearer through the uttering of

linguistic expression, or the overall aim of the utterance.

There will be an effect from hearer on the command statement or order

statement. The effect from hearer called perlocutionary act.

Example:

I promise will give you some money

In the promise utterance I promise will give you some money there will

be effect from hearer. There is possible effect from hearer, positive effect or

negative effect. Positive effect will happen if the hearer is the best friend or

the people who need some money soon. The negative effect will happen if

the hearer is rich people who have much money, so he/she feel that the

speaker mock the hearer.

Another example:

Take your hands on the table

In the utterance above there will be effect from the hearer. There are

two possible effects positive and negative. If the speaker says the utterance

to his students for example the hearer will allow the order because the hearer

respect with the speaker as his teacher. If the speakers more young than the

16

hearer, for example the students to the teacher, so the effect for the hearer

will be negative.

Perlocutionary act correlated with the notion of illocutionary acts is the

notion of the consequence or effect such acts have on the action, thoughts, or

belief, etc. of hearer (Searle 1997: 23). For example, by arguing I may

persuade or convince someone, by warning him I may scare or alarm him, by

making a request I may get him to do something, by informing him I may

convince him (enlighten, edify, inspire him, get him to realize ). Effect,

persuade, convince, scare, alarm, convince him, enlighten, edify, inspire, get

aim to realize those are perlocutionary acts.

c. Illocutionary Acts

Hurfod and Heasley (2007:273) states that the illocutionary act (or

simply the illocution) carried out by a speaker making an utterance is the act

viewed in term of the utterance‟s significance within a conventional system of

social interaction. The illocutionary act is an utterance is intended by the speaker

under her full control. The illocutionary act performed via communicative force

of an utterance (Huford and Heasley, 2007:244). There are some names of some

utterances which are usually used by people, such as student and teacher. It

becomes important because by knowing the names of the utterances, the

responses which will be given appropriate to the interlocutors. According to

Peccei (2005: 44) illocutionary act is what the speaker is doing by uttering those

words: commanding, offering, promising, threating, thinking, etc.

17

a) The Concept of Illocutionary Acts

As stated in the previous section, illocutionary acts are none of the

three types of speech acts proposed by Austin which deal with the purpose,

function, or force of utterances. This type of speech acts is generally said to

be the central of speech acts and even said as the speech acts themselves

(Yule, 2003: 49).

The criteria of illocutionary acts are based on the contexts which

determine the forces or functions of the utterances (Mey, 2001:110-111).

Some utterances can be categorized as different illocutionary because of

different forces or functions which are greatly influenced by context of use.

According to Nunan (1993:65) forces are the characteristics that

differentiate speech acts from one another. Forces are mainly about the

different ways the content propositions are involved in speech acts. Some

examples of forces are pronouncing, stating, commanding, thanking, and

promising. Those forces are the functional intentions of speaker when

performing an utterance.

b) The Classification of Illocutionary Acts

This study uses the speech acts theory from Searle. The categorization

of the five types of speech acts (especially illocutionary acts) that Searle

develops are as follows:

a. Representative

Representative is kinds of speech acts that state or express what the

speaker believes to be the case or not (Searle in Yule, 1996: 53). It shows

18

the truth condition of the meaning of the utterance. The examples types

are agree, deny, affirm, believe, complain, conclude, forecast, inform,

state, and suggest:

1. Agree: to say yes, to say that one is willing to do something or for

something to happen(Hornby, 1995). For example: She agreed to let

me go.

2. Deny: to say that something is not true(Hornby, 1995).For example:

She denied knowing anything about it.

3. Affirm: to state formally or confidently that something is true or

correct (Hornby, 1995). For example: He affirmed that he was

responsible.

4. Believe: to feel sure of the truth of something (Hornby, 1995). For

example: She believed everything he told her.

5. Complain: to say that one is annoyed, unhappy or not satisfied

(Hornby, 1995). For example: I cannot see a thing.

6. Conclude: to reach decision about believes as a result of reasoning

(Hornby, 1995). For example: The jury concluded that she was guilt.

7. Forecast: to say in advance what is expected to happen; to predict

something with to help of information (Hornby, 1995). For example:

He forecasts that it will be rain tomorrow.

8. Inform: to give somebody facts or information about something; to

tell somebody (Hornby, 1995). For example: We are pleased to

inform you that you have been accepted to work in office.

19

9. State: to express something in spoken words like carefully,

clearly(Hornby, 1995). For example: A policy state that the man is a

thief.

10. Suggest: to put something forwards as an idea or a candidate to be

considered; to purpose something or somebody (Hornby, 1995). For

example: There is something I want suggest to you.

b.Directive

Directive is speech act that speakers use to get someone else to do

something (Searle in Yule, 1996: 54). It is a condition when the speaker

requests the hearer to carry out some actions or to bring out some state or

affairs. Directive illocutionary act used by the speaker to get someone

else to do something. This directive can make the hearer under an

obligation. Performative verbs denoting to this category are to ask, order,

command, request, advise, forbid, demand, and recommend:

1. Ask: to request information by means of question; to request

permission to do something (Hornby, 1995). For examples:

Could you lend me a pen, please?.

2. Order: to give an order, to request somebody or something

(Hornby, 1995). For example: I order you to leave.

3. Command: to tell somebody that they must to something

(Hornby, 1995). For example: I command you to stand at

attention.

20

4. Request: to ask politely for something (Hornby, 1995). For

example: He requested a loan from the bank.

5. Advise: to give advice and to recommend something to

somebody (Hornby, 1995). For examples: We were advised not

to drink the soda.

6. Forbid: to order somebody not to do something, make

something difficult or impossible (Hornby, 1995). For

examples: He was forbidden to talk her.

7. Demand: to ask for something very strongly, or as if one has a

right to do something (Hornby, 1995). For example: The

worker is demanding better pay.

8. Recommend: to praise somebody or something and say that

they are suitable for a purpose; to speak favourably of

somebody or something (Hornby, 1995). For example: The

hotel is highly recommended for its excellent facilities.

c. Commissive

Commissive is kind of speech acts that speakers use to commit

themselves to do some in the future (Searle in Yule, 1996: 54). These

acts express what the speaker intends to do. Including in this type are

offer, promise, pledge, threat, refuse, and swear:

1. Offer: to put forward something to be considered, so it can

that be either accepted of refused; to present something

21

(Hornby, 1995). For example: I have been offer a job in

Japan.

2. Promise: to make a promise to somebody; to tell somebody

that one will definitely give or do or not to do something

(Hornby, 1995). For example: I promise to pay you the

money.

3. Swear: to use offensive words, especially when angry, to say

or promise something very seriously (Hornby, 1995). For

example: I have never seemed him before. I swear it.

d. Expressive

Expressive is speech acts that stated what the speaker feels (Searle

in Yule, 1996: 53). It expresses the psychological states and can be

statements of pleasure, pain, likes, dislike, joy or sorrow. They can be

caused by something the speaker does or the hearer does, but they are

about the speaker‟s experience. Performative verbs denoting to these

illocutionary acts are to thank, congratulate, apologize, condole, deplore,

mock, welcome, blame, and praise:

1. Thank: to express gratitude to something (Hornby, 1995). For

example: Thank you for giving me the money.

2. Congratulate: to tell somebody that one is pleased about their

good luck (Hornby, 1995). For example: I congratulate you on

winning the race.

22

3. Apologize: to say one is sorry, especially for having done

something wrong (Hornby, 1995). For example: I apologize for

stepping your toe.

4. Mock: to laugh at somebody or something in an unkind way; to

make somebody seen ridiculous (Hornby, 1995). For example:

5. Blame: to consider or say that somebody is responsible to

something bad (Hornby, 1995). For example: I don‟t blame

you.

6. Praise: to express approval or admiration for somebody or

something (Hornby, 1995). For example: He praised her for all

her hard work.

e. Declarative

Declaratives is kind of illocutionary acts that can changes world by

the utterances which are produced. Searle in Yule states that declarative

is kinds of speech acts that change the world via their utterance. The

world change which is intended here refers to any situation. It can be the

changing of the status of a person or, the ownership of something. The

verbs which belong to declarative are declare, communicate, name,

resign, and sentence:

1. Declare: to announce something formally or officially; to make

something known clearly (Hornby, 1995). For example: I

declare the meeting cancelled.

23

2. Communicate: to make something known; to exchange

information, news, and idea with somebody (Hornby, 1995).

For example: I find you guilty as charged.

3. Name: to give a name to somebody or something; to state

something exactly; to specify something (Hornby, 1995). For

example: I name this ship „Buster Brown‟.

4. Sentence: to state that somebody is to have a certain

punishment (Hornby, 1995). For example: I sentence you to 5

years in prison.

Based on all the explanation above, the researcher may conclude that

illocutionary acts is what actions we perform when we produce utterances.

d. Movie

Movie is recorded sequence of film or video image displayed on a screen

with sufficient rapidly as to create the illusion of motion and continuity

(www.thefreedictionary.com/movie). It may be produced by recording the

pictures, image or videos and added it with some musical background. For

recent years, movie or film considered being an important art form, now movie

become a source of education for citizens. Learned education from movies is

possible because of many messages that implied and found there. Mainly,

movies come with moral values, educational values and other values.

Movies are divided into some genres. They are adventure, action, comedy,

horror, crime and gangster, drama, historical, musical, science fiction, war, and

http://www.thefreedictionary.com/movie

24

western or it can be the composite of them (http://www.filmsite.org/genres.html).

According to Longford (2003: 54-233) also divided some genres of movie.

Those genres are the western, the musical, the war / combat, the horror, the

science fiction, and the action blockbuster. To know more about the movie

genres, the researcher will explain it below.

1. Adventure

Adventure movies are usually exciting stories, with new experiences

or exotic locales, very similar to or often paired with the action film genre.

They can include traditional swashbucklers, serialized films, and historical

spectacles (similar to the epics film genre), searches of expeditions for lost

continents, “jungle” and “desert” epics, treasure hunts, disaster films, or

searches for the unknown.

Examples of adventure movies:

2. Action

Action movies usually include high energy, big-budget physical

stunts and chases, possibly with rescues, battle, fight, escape, destructive

crises (floods, explosions, natural disasters, fires, etc.), non-stop motion,

spectacular rhythm and pacing, and adventurous, often two-dimensional

heroes battling and others.

http://www.filmsite.org/genres.html

25

Example of action movies:

3. Comedy

Comedies are light-hearted plots consistently and deliberately

designed to amuse and provoke laughter by exaggerating the situation, the

language, action, relationships and characters. This section describes various

form of comedy through cinematic history, including slapstick, screwball,

spoofs and parodies, romantic comedies and others.

Example of comedy movies:

4. Horror

Horror movies are the boundaries of sanity and madness, of the

conscious and unconscious minds, of the external surfaces of the body, the

flesh and organs within, pre-eminently the boundaries of life and death.

Horror movies dramatize the eruption of violence, often supranatural and

irrational into normative social / domestic context. Horror movies are design

26

to frighten and to invoke our hidden worst fears, often in terrifying, shocking

finale and entertaining us at the same time in cathartic experience. They are

often combined with science fiction like monsters. The fantasy and

supranatural movie genres are not usually synonymous with horror genre.

There are many sub-genre of horror: slasher, teen terror, serial killers,

zombies, satanic, dracula etc.

Examples of horror movies:

5. Drama

Dramas are serious, plot-driven presentations, portraying realistic

character, settings, life situations and involving intense character

development and interaction. Usually, there are not focused on special

effects, comedy, or action. Dramatic films are probably the largest movie

genre with many subsets.

Examples of drama movie:

27

6. Crime

Crime films are developed around the sinister actions of criminals or

mobsters, particularly bank-robbers, underworlds figures or ruthless

hoodlums who operate outside the law, stealing and murdering their way

through life. A criminal film is often categorized as film noir or detective-

mystery films, because of underlying similarities between these cinematic

forms. This category includes a description of various „serial killer‟ film.

Example of crime movies:

7. Historical

Historical movies usually called as epics. Epics include costume

dramas, war film, medical romps, or „period pictures‟ that often cover a large

expanse of time set against a vast, panoramic backdrop. Epics often share

element of the elaborate adventure films genre. Epics take an historical or

imagined event, mythic, legendary, or heroic figure, add an extravagant

setting and lavish costumes, accompanied by grandeur and spectacle,

dramatic scope, high production values, and a sweeping musical score.

28

Example of historical movies:

8. Science Fiction

Science fiction are often quasi-scientific, visionary and imaginative

complete with heroes, aliens, distant planets, impossible quests, improbable

setting, fantastic places, great dark and shadowy villains, futuristic

technology, unknown and unknowable forces, and extraordinary monsters.

They are sometimes an off shoot of fantasy films (or superhero films), or

they share some similarities with action/adventure films. Science fiction

often expresses the potential of technology to destroy humankind and easily

overlaps with horror film

Example of Science Fiction movies:

9. War

War films acknowledge the horror and heartbreak of war, letting the

actual combat fighting (against nations or humankind) on land, sea, or in the

29

air provide the primary plot or background for the action of the film. War

films are often paired with other genres, such as action, adventure, drama,

romance, comedy (black), suspense, and even epics. And they often take a

denunciatory approach toward warfare. They may include stories of military

operations and training.

Example of War movies:

10. Musical

The musical creates a hermetically enclosed generic world whose

convention and verisimilitudes are purely and peculiarly its own and whose

function is to enable and situate the musical performances that define the

form. Musical/dance films are cinematic forms that emphasize full-scale

scores or song and dance routines in a significant way or they are films that

are centered on combinations of music, dance, song or choreography. Major

subgenres include the musical comedy or the concert film.

30

Example of musical movies:

Based on all the explanation before, the researcher may concludes that

movie is moving pictures which differed by some genre. They are adventure,

action, drama, and etc.

e. Finding Nemo Movie

Finding Nemo is an animated film that was released in 2003, directed by

Andrew Stanton, Lee Unkrich. Finding Nemo was produced by Pixar Animation

Studios and Walt Disney pictures. Voiced in the film include Albert Brooks, Ellen

De, Alexander Gould, Willem Dafoe, and Geoffrey Rush. This animated film also

contains elements of various genres ranging from adventure, comedy, and family.

Finding Nemo tells the story of a kind of clown fish named Marlin. Marlin

and his partner were happy middle because the eggs will soon hatch theirs. That

means the two of them will soon become parents. But before happiness was

31

realized there was a ferocious fish that want to make their eggs as a meal. A

mother's instinct to make a couple of Marlin tried to protect her eggs. Marlin itself

is also doing the same business. But unfortunately, Marlin fish attack from the

unconscious. When he awoke, he realized that the eggs and her partner is not

there. This makes very sad Marlin. So then he saw an egg that was still alive.

Marlin then promised that he would protect these children from anything. And

Marlin gave her name is Nemo. Years later, Nemo were grown up. However

Marlin still saves the trauma of the past. So he often forbids Nemo do various

things that he is dangerous. One of the loudest ban given to Nemo Marlin was

never to Nemo out of coral reefs. Because Marlin sure a lot of dangers that await

her there. Once when Nemo was playing with his school friends turned out to

Nemo reckless action that is out of the coral reefs. This is done Nemo because he

cannot stand with various prohibitions of his father, who he thinks is excessive.

So when Nemo was out of the reef turns out there was a diver who caught it. It

certainly makes Marlin directly pursue divers. Unfortunately, divers had already

boarded the ship which of course can no longer be pursued by Marlin. Marlin

were harassed when out Nemo is taken by someone in front of his eyes. He felt

like a failure to keep its promise in order to protect from any Nemo. Marlin

returned to find hope when goggles belonged to people who take turns falling

Nemo. Of those addresses, then Marlin undertake a long journey at once

heartwarming to be able to find Nemo. (https://filmbor.com/finding-

nemo/sinopsis/).

32

Based on all the explanation before, the researcher may conclude there

are many illocutionary acts that found this movie. The researcher choose this

movie because to analyzed of illocutionary acts that found in Finding

Nemomovie to teach speaking for the reason that is very important and interested

way to teach about utterances in teaching speaking.

f. Teaching Speaking

In language learning, learners should master four language skills they are

speaking, reading, writing and listening. Brown (2007: 8) says that teaching is

guiding and facilitating learning, enabling the learner to learn, and setting the

condition for learning. Teaching may be defined as showing or helping someone

to learn how to do something, giving instruction, guiding in the study of

something, providing with knowledge, causing to know or understand. Teaching

is the activities of educating or instructing, or activities that impart knowledge or

skill.

Speaking is the productive or oral skill. According to Thornburry (2005:

1) speaking is so much part of daily life that the people take it for granted. So,

teaching speaking is giving instruction to a person in order to

communicate.Many language learners regard speaking ability as the measure of

knowing a language. These learners define fluency as the ability to converse

with others, much more than the ability to read, write, or comprehend oral

language. The teacher regard speaking as the most important skill because can

33

be acquire, and to assess progress in terms of students accomplishments in

spoken communication.

Language learners need to recognize that speaking involves three areas of

knowledge:

a. Mechanics (pronunciation, grammar, and vocabulary): Using the right

words in the right order with the correct pronunciation

b. Functions (transaction and interaction): Knowing when clarity of message

is essential (transaction/information exchange) and when precise

understanding is not required (interaction/relationship building)

c. Social and cultural rules and norms (turn-taking, rate of speech, length of

pauses between speakers, relative roles of participants): Understanding

how to take into account who is speaking to whom, in what circumstances,

about what, and for what reason.

In the communicative model of language teaching, instructors

help students develop this body of knowledge by providing authentic

practice that prepares students for real-life communication situations. The

teacherhelp students develop the ability to produce grammatically correct,

logically connected sentences that are appropriate to specific contexts, and

to do so using acceptable (that is, comprehensible) pronunciation.

(http//www.nclrc.org/essentials/speaking/spandex.htm)

Based on all the explanation before, the researcher may conclude

that speaking activities provide opportunities for rehearsal give both

teacher and students feedback and motivate students.

34

B. Previous Study

To provide the originality of this research, the researcher wants to

present the previous researches which deal with the students‟ attitude toward

English subject. As the related studies, the researcher uses two studies from

previous researchers in the same field as this study. In the first previous study,

the researcher takes Destra Wibowo Kusumo (2015) from Yogyakarta States

University that conducted a research entitled “A Pragmatic Analysis Of

illocutionary Acts In English Teaching-Learning at SMA N 1 Wates Kulon

Progo”. In his study, the writer found that the objective of the study is to

describe the illocutionary acts by teacher in English teaching-learning process at

SMA N 1 Wates Kulon Progo. The method that used by the researcher is

qualitative method. The data included all utterances from English teaching-

learning process containing illocutionary acts. The result of the study shows us

that there are 438 utterances, as folows representative 105 utterances, expressive

49 utterances, directive 278 utterances, and commissive 6 utterancesand there

are not found declarative categories. .

Second previous study, the researcher takes Siti Zumaroh (2012) from

State Institude for Islamic Studies (STAIN)Salatiga that conducted a research

entitled “The Analysis of Speech Acts used in Air Force One Movie Script”. In her

study, the writer found that the objective of her study is to describe the speech acts

from of the utterance among the character in Air Force One movie script. The writer

used the descriptive method to classify and analyze the utterance. The result of the

study shows us that there are 127 direct speech act, 35 indirect speech acts, 147

35

literal speech acts, 16 non literal speech acts, 121 direct and literal speech acts, 11

direct and non literal speech act, 28 indirect and literal speech acts, and also 5

indirect an non literal speech acts. The writer also found five categories of

illocutionary acts from the movie script as follows 53 representatives, 64 directives,

29 commissives, 17 expressives, and there are not found declarative categories.

Therefore, those two studies have similarity with the researcher study.

Destra Wibowo Kusumo and Siti Zumaroh used descriptive qualitative method

in doing their research. The researcher also uses descriptive qualitative method

to carry out her research. The difference between the researcher study and the

two others study is the objective. The objective of Destra Wibowo Kusumo

research is to describe the illocutionary acts in English teaching-learning

process, while the objective of Siti Zumaroh research is to describe the speech

acts from of the utterance among the character in Air Force One movie script.

The researcher herself is going to find types of illocutionary acts and the

application of illocutionary acts found in Finding Nemo movie in teaching

speaking.

36

CHAPTER III

RESEARCH METHODS

This chapter consists of research method. Research method is necessary to

find the result of the research. It is very useful for the researcher in solving the

problem. According to Arikunto (2010: 203), research method is a way used by

the researcher in collecting data. In order to make the discussion of the research

method clearer, the researcher divides this chapter into type of research, object

of research, unit of analysis, source of data, instrument of the study, technique of

collecting the data, technique coding the data, and technique of analyzing the

data.

A. Type of the Research

In this part the researcher would like to explain about the type of

research that she uses. To conduct this study, the researcher deals as a kind

of research procedure that generates descriptive data in words and languages

from (Moleong, 2011:3). Qualitative research is used to understand

phenomena focusing on the total picture rather than breaking it down into

variables. The goal of qualitative research is a holistic picture and a depth of

understanding rather than a numeric analysis of data.

According to Sugiyono (2012: 13), the characteristics of qualitative

research as follow:

1. Qualitative research has the natural setting as a direct source and

data and research is the key instrument.

36

37

2. Qualitative research is descriptive. The data collected is in the

form of words of pictures rather than number.

3. Qualitative research is concerned with process rather than simply

with outcomes or products.

4. Qualitative researches tend to analysed their data inductively.

The result of descriptive qualitative research is not shown with

statistic procedure in analyzing the data, but the result present data in from

of description. It is because of the data that collected was words and may

pictures, not numeral data. In a qualitative research, the researcher made an

accurate explanation to analyzed and reveal what have been found.

B. Object of the Research

Object here means the object of research that researcher tries to

examine and analyzed. Object in qualitative research is totally different if

compare with object in quantitative research. According to Sugiyono

(2011: 215) in qualitative research there is no population term, but

Spradley named “social situation” or social situation that is consist of three

elements are: place, actor, activity that have a synergy interaction. The

object of this research is the form of all dialogue of Nemo characters that

taken from Finding Nemo movie script.

C. Unit of Analysis

The researcher used unit of analysis for doing this research. The unit

of analysis of this research used script by Nemo‟s utterances in Finding

38

Nemo movie directed by Andrew Stanton released in 2003 produced by

Pixar Animation Studios and Walt Disney pictures.

D. Source of Data

According to Arikunto (2010: 172), source of data on the research is

subject from where the data can be gained. If the researcher uses interview

or questionnaire in collecting the data, so the source of the data is called

respondent. Meanwhile, if the researcher uses observation technique,

source of the data can be good, activity or process of something.

Moreover, if the researcher uses documentation, the source of the data is

documents.

The primary data used by the researcher is the all of utterances from

Finding Nemo movie, there are 1005 utterances. The researcher in this

research only used the form of utterances of Nemo characters that taken

from Finding Nemo movie script. The secondary data is the movie itself

and other books that related to this research.

E. Instrument of the Study

The key instrument of the collection used in this qualitative research

was the researcher itself. Sugiyono (2011: 213) says in qualitative

research, the researcher is the key instrument. In addition to this, several

steps to collect the data were watching the movie and reading the script.

Then, the writer took some notes to construct the analysis based on the

39

data obtain. All steps were done by the researcher. So, the researcher was

the key instrument of the study.

F. Technique of Collecting the Data

Data collection is systematic procedure to get the data that the

researcher needs. In collecting data, the researcher needed some

techniques. Sugiyono (2012: 224) state that technique of collecting data is

the strategies way in research, because the main purpose of the research is

getting the data. Without knowing the technique of collecting data, so the

researcher will not get the data that complete data standard.

According to Catherine Marshall, Gretchen B. Rossman, Sugiyono

(2012: 225) says the fundamental method relied on by qualitative

researchers for gathering information are, participation in the setting,

direct observation, in-depth interviewing, and document review. Beside,

Creswell (2012: 233) state that researcher collect one or more of the four

basic categories of qualitative data: observations, interviews, documents,

and audiovisual materials.

Based on the explanation above, in generall there are four kinds of data

collecting technics, there are obsevatin, interview, documentation, and

triangulation. In this research, the researcher uses documentation methode

to collect the data. She does the following steps:

1. Searching the movie and the script of Finding Nemo movie.

2. Watching the Finding Nemomovie.

40

3. Reading the script of Finding Nemo movie.

4. Detecting there is illocutionary acts or not in Finding Nemo movie.

5. Taking some notes of the illocutionary acts in the movie.

G. Technique of Coding the Data

In order to make the researcher easier in classifying and analyzing the

data, each datum is marked by code. The coding of data in this research

can be seen through the following ways:

1. The number of each datum.

2. The characters by Nemo in the movie that produce the utterance

contain illocutionary acts.

3. Type of illocutionary acts.

a. Reprsentative (R)

b. Directive (Dr)

c. Commissive (C)

d. Expressive (E)

e. Declarative (Dc)

4. The time begining until finish when the speakers produce the

utterance.

To make clear the coding, an example will be presented:

(01/E/00:02:36-00:03:48)

41

It means the datum is number 01. The character who produces the

utterance is Nemo. The utterance is showing type of illocutionary act

that is expressive (E). The utterance is on the time 00:02:36-00:03:48

in the movie.

H. Technique of Analyzing the Data

According to Sugiyono (2012: 224) data analysis is a process of

finding and arranging systematically the data from interview, field notes,

and documentation. Data analysis is the important thing in a research

involved selection, classification, categorization, looking for specific

pattern, and drawing a conclusion. Sudjana (2009: 126) says qualitative

data can be arranged and interpret directly to find the conclusion of the

researcher is not necessary to do the mathematic counting in data

processing.

In this research, the technique of analysis data covers the following

steps:

1. Collecting all of the illocutionary acts.

2. Coding the data collection.

3. Classifying the type of the illocutionary acts.

4. Describing the types of illocutionary acts in movie script entitled

Finding Nemo, the context of illocutionary acts, and the data

interpretation.

5. Making conclusion and suggestion.

42

CHAPTER IV

RESEARCH FINDING AND DISCUSSION

In this chapter the researcher presents the result of the analysis of

illocutionary acts in movie entitled Finding Nemo. In analysing the data, the

researcher uses theory of speech acts from Searle theory. The researcher is

conducted based on the steps as follow:

A. Research Finding

In these research findings, the researcher would like to present the

classification of illocutionary acts from Nemo utterances in Finding Nemo

movie there are 30 utterances that are indicated containing illocutionary acts.

Table 01. The percentage of research finding

Types of Illocutionary Acts Frequency Percentage (%)

Representative 11 36.67%

Directive 14 46.67%

Commissive 1 3.33%

Expressive 4 13.33%

Declarative - -

Total 30 100%

Based on the table the researcher find of illocutionary acts there are

30 utterances as follow representative 11 utterances 36.67%, directive 14

42

43

utterances 46.67%, commissive 1 utterance 3.33%, and expressive 4

utterances 13.33%. The declarative were not finding in this research.

B. Discussion

The researcher took the data from the dialogue of Nemo as main

character in Finding Nemo, an animation movie by Andrew Stanton. First, the

researcher will identified the illocutionary acts found in Nemo‟s utterance.

Second, the researchers will application the illocutionary acts found in Finding

Nemo movie in teaching speaking. Below the explanation of discussion as

follows:

1. The Illocutionary Acts Found in Finding Nemo Movie

Yule (2003: 48) states that illocutionary act is the communicative

purpose in their utterance such as request, prediction, offer, and etc. Based

on Searle in Yule theory there are five types of illocutionary acts there are

representative, directive, commissive, expressive, and declarative.

a. Representative

Representative is kinds of speech acts that state or express what the

speaker believes to be the case or not (Searle in Yule, 1996: 53). It shows

the truth condition of the meaning of the utterance. The example is these

types are agree, deny, affirm, believe, complain, conclude, forecast,

inform, state, and suggest. The following are Nemo‟s utterance that

included in representative illocutionary act:

44

1) Affirming

03/R/00:06:20--00:06:27

MARLIN: “Are you sure wanna go to school this year? Cause there is

no problem if you don‟t, you can wait 5 or 6 years.”

NEMO : “Come on, dad. It’s time for school.”

These are aspects which supported an analysis as follows:

a. Context of situation

That dialogue took place in Nemo‟s house. In that morning, before

going to school, Marlin asks Nemo whether he really want to school

this year or not. Marlin does not want force his son to go to school if

he is not already yet. But, surely Nemo affirms that he really believe

want to start school this year.

b. Data Interpretation

From the dialogue, Marlin asks to Nemo whether he really want to

start school this year or not. Then Nemo answers “Come on, dad. It‟s

time for school”. From the utterances, Nemo affirms that he really

want to start school this year. He conveys it by invite his father to go to

school soonly.

Nemo‟s illocutionary act above is representative. Representative

describes some state of affairs. Nemo conveys that he really want to

start school from this year. It is clear that this utterance is affirming.

Here, the speaker affirms that he really want to start school this year.

45

2) Believing

25/R/01:27:35--01:27:37

MARLIN: “No, I am not gonna lose you again!”

NEMO: “Dad, there’s no fine! It’s the only way we can save Dory! I

can do this!”



At that moment, Nemo and Dory have met with Marlin. It occurs in

the ocean. But, immediately they are caught by fishing nets together

with hundreds of other fish. Nemo and Marlin lucky, they are not

caught. Dory is caught in the fishing net. Nemo swim into the fishing

net in order to save them by inviting them to swim down. Marlin

worries about what Nemo doing, he is scared lost him again.


From the dialogue, Marlin orders Nemo to get out of the fishing net.

But, Nemo ignores his order. He does not want to get out of the fishing

net because he believes his plan will success, as he said “I know this

will work!”. It is obvious that Nemo‟s illocutionary act is

representative. The speaker, Nemo states his believe that his plan will

be success. By swimming down they will free from the fishing net. It

is a clear that this utterance is believed.

3) Forecasting

05/R/00:07:17--00:07:21

NEMO : “Dad, maybe while I’m at school, I’ll see a shark!”

MARLIN: “I highly doubt that!”

46



At the time Nemo is really want to see a shark. When he is on the way

to school he hopes would meet a shark. He is very curious with it

because his mother and daughters/sisters are eaten by it.


From the dialogue, Nemo tells to his father that he hope will meet a

shark at the school. By saying “Dad, maybe while I‟m at school, I‟ll

see a shark!”. Nemo conveys his hope that he is really want to see a

shark.

Nemo illocutionary act above is representative. Nemo conveys a hope

that he want to see a shark. It is clear that this utterance is forecast.

Forecast is to say in advance what is expected to happen. Here, the

speaker expected to see a shark.

4) Informing

4.1. 04/R/00:06:33--00:06:35

MARLIN: “Brush!”

NEMO : “Okay, I’m done.”



In the dialogue the participants are Nemo and Marlin. The setting of

place is in Nemo‟s house. At that time Nemo and Marlin will go to

school. Before they go, Marlin reminds Nemo to brush his body. Then,

Nemo do it by himself.

47


From the dialogue, Marlin as Nemo‟s father orders him to brush his

body before go to school. Then, Nemo do it. After finished he tells his

father by saying “Okay, I‟m done”. From the utterance, Nemo informs

that he has finished brushing. It is obvious that Nemo‟s illocutionary is

representative. Nemo tells his father that he finished brushing. It is

clear that this utterance includes informing.

4.2. 09/R/00:13:01--00:13:05

TAD : “Come on Nemo. How far can you go?”

NEMO: “Uh, my dad says it’s not safe.”


a. Context of the situation

In the dialogue the participants are Nemo and Tad. It took place in the

ocean. At the moment, Nemo is playing together with his friends; they

are Tad, Pearl, and Sheldon. They are amazed by the beauty of the

ocean. They look a boat upon the sea, they call it a butt. Tad, Pearl,

and Sheldon swim into the ocean and they invite Nemo to follow them.


From the utterance above, Tad invites and challenges Nemo how far he

can swim. By saying “Uh, my dad says it‟s not safe”, he tells what his

father ever said that is swimming far in the ocean is not safe.

Nemo‟s illocutionary act above is representative. Nemo affirms Ted,

Pearl, and Sheldon that his father ever said that the ocean is not safe.

48

So, this utterance includes informing because here the speaker gives

information or tells something to somebody.

4.3. 18/R/00:30:03--00:30:11

GILL : “I just wanna see him do it, okay? Calm down. Alternate

wiggling your fins and your tail.”

NEMO : “I can’t. I have a bad fin.”



Participants of the dialogue are Nemo and Gill (and friends). The

dialogue above occurs at an aquarium in the dentist room. At that time,

Nemo is sucked up into a pipe in the aquarium because he panic and

afraid to Darla. He asks help to Gill and all sea animals in the

aquarium to pull him out of the pipe. Gill forbids anyone to help him

because he believes that he can do it by himself.


From the dialogue, Gill does not want to help Nemo get out from the

pipe. He also forbids anybody to help him because he believes Nemo

can do it by himself. But Nemo said that he cannot do it by himself. He

told that his fin is bad.

Nemo‟s illocutionary act above is representative. Nemo tells that he

has a bad fin. Tell about something to somebody is called informing.

So, Nemo‟s utterance includes informing.

49

4.4. 30/R/01:32:07--01:32:12

NEMO : “Uh, dad, you can let go now.”

MARLIN: “Sorry! Now go have an adventure!”



Participants of the dialogue are Nemo and Marlin. It takes place in

school. At that moment, Nemo is back to school. He is driven by his

father and Dory. Marlin has to leave and let his son together with his

teacher and friends.


From the dialogue, Nemo tells his father that it is time for him to go, as

Nemo said “Uh, dad, you can let go now”. By the utterance Nemo

wants his father to go and let him study with his teacher and friends.

That is because based on the context learning process will be started

immediately. So, Nemo‟s illocutionary act above is representative

and the utterance is informing. Indirectly, Nemo in this dialogue is

informing his father that learning process will be started immediately.

So, his father has to go and let him together with his teacher and

friends.

5) Denying

10/R/00:13:09--00:13:12

MARLIN: “You were about to swim into open water!”

NEMO : “No, I wasn’t go out.”


50


Participants of the dialogue are Nemo and Marlin. It took place at

school. In the dialogue, Nemo is invited by his friends to swim up

close to the boat. Before he swim follow his friends, then his father

come and avoid him to not do it. Marlin worries his son will swim into

open water.


Marlin worries about Nemo‟s safety. He thinks that Nemo was swim

into open water. Nemo tries to explain that he does not swim into open

water. He explains by saying “No, I wasn‟t go out”. By the utterance

Nemo denying clearly that he does not swim into open water.

Nemo‟s illocutionary act above is representative. Nemo denies his

father‟s statements that suppose he has swum into open water. This

utterance includes denying. Denying is an illocutionary verb used to

say that something is not true.

6) Stating

11/R/00:13:17--00:13:24

MARLIN: “This does not concern you, kids. And you‟re lucky I don‟t

tell your parents you were out there. You know you can‟t

swim well.”

NEMO : “I can swim fine,dad. Okay?”


51


Participants of the dialogue are Nemo and Marlin. It occurs in the

ocean. At the moment, Marlin is angry. He advises Nemo. Marlin is

very worry about him because with his little fin he cannot swim well.


The dialogue above shows that Marlin angry with Nemo and his

friends. Even, he states that Nemo cannot swim well. But Nemo denies

it by saying “I can swim fine,dad. Okay?”. He states his believe to his

father that he can swim well. It is obvious that Nemo‟s illocutionary

act is representative. The utterance includes stating because he state

clearly that he can swim well.

7) Agreeing

19/R/00:40:12--00:40:19

GILL : “He‟s fine, he can do this. So sharkbait, what do you think?”

NEMO:“Let’s do it.”



Participants of the dialogue are Nemo and Gill. It takes place at

aquarium in the dentist room. At that moment, Gill plans to escape

from the aquarium. To do that plan, he needs one of them to take a

pebble inside of the filter and jam the gears. According to him, Nemo

is the only one who can get in and out of that filter because his body is

the most little of them.

52


From the dialogue, Gill request Nemo to get to the filter and take a

pebble inside it. He agrees with Gill‟s request. His agreement can be

known from his utterance “Let‟s do it”. What Nemo said is not only an

inviting but a statement of agreement. It is obvious that Nemo‟s

illocutionary ac is representative. Nemo states his believe that he can

do it by agreeing Gill‟s request. It is clear this utterance is agreeing.

8) Concluding

20/R/00:48:30--00:48:38

GILL : “Well, you‟re lucky to have someone out there who‟s looking

for you.”

NEMO : “He’s not looking for me. He’s scared of the ocean.”



Participants of the dialogue are Nemo and Gill. It takes place at

aquarium in the dentist room. At that time, Nemo is missing his

father; he is very want to back to him. Gill understands what Nemo

feel. Gill thinks that Nemo‟s father is looking for him. But according

Nemo, his father is scared with the ocean, so he will not be able to

look for him.


From the dialogue, Gill said that Nemo is lucky because his father

must be looking for him. Nemo does not believe that his father will

53

look for him because he is scared with the ocean as he said “He‟s not

looking for me. He‟s scared of the ocean”.

Nemo‟s illocutionary act above is representative. Nemo does not

believe that his father will look for him because his father is scared

with the ocean. So he concludes that he will not look for him. It is a

clear this utterance is concluding.

b. Directive

Directive is speech act that speakers use to get someone else to do

something (Searle in Yule, 1996: 54). It is a condition when the speaker

requests the hearer to carry out some actions or to bring out some state or

affairs. Performative verbs denoting to this category are to ask, order,

command, request, advise, forbid, demand, recommend. The following

are Nemo‟s utterance that included in directive illocutionary act:

1) Ordering

1.1. 01/D/00:05:34--00:05:42

NEMO : “First day of school! First day of school! Wake up, wake

up! Came on, first day of school!”

MARLIN: “I don‟t wanna go to school. Five more minutes.”



The participants of the dialogue are Nemo and Marlin, the setting of

place in Nemo‟s house. At the moment is the first day of school for

54

Nemo. He wake up early morning, and then makes noisy while beating

his father with his tail.


From the dialogue, Nemo conveys an order to his father. He requests

the hearer to wake up. It is obvious that Nemo‟s illocutionary act is

directive, and the illocutionary force is ordering. It can be known

because Nemo‟s utters the utterance while beating his father. Directive

describes the speaker‟s represent to get someone to do something.

Someone in this context is Marlin. So in that utterance, Nemo orders

his father to wake up.

1.2. 02/D/00:05:44--00:05:49

NEMO : “up, get up! It’s time for school! It’s time for school! It’s

time for school! It’s time for school! Oh boy! Oh boy!”

MARLIN: “All right. I‟m up.”



In the dialogue above occurs in Nemo‟s house with the participant are

Nemo and Marlin. At that moment, one day Nemo will go to school

for the first day. He wakes up early morning happily. His happiness

expressed by singing an absurd song. He makes a noisy which causes

his father wake up from his sleep. In his song he requests his father to

get up and then drive him to school.

55

b. Data interpretation

From the dialogue, Nemo conveys his request his father. By saying

“Get up, get up! It‟s time for school! It‟s time for school! It‟s time for

school! It‟s time for school! Oh boy! Oh boy!”, he requests his father

to get up from his sleeping. He asks her father to get up soon by

informing to his father that now is time for school.

Nemo‟s illocutionary act above is directive. Directive describes the

speaker‟s represent to get his father to do something. In that utterance,

it is clear that the utterance is ordering.

2) Asking

2.1. 06/D/00:08:57--00:09:02

NEMO : “Dad, dad…can I go play too? Can I?”

MARLIN: “I would feel better if you go play over on the sponge

beds.”



The participants of the dialogue are Nemo and Marlin. It takes place in

Nemo‟s school. At the time, Nemo has at school, he friends his friends

playing swimming here and there. As a little fish, he has a desire to

join playing with them.


From the dialogue, Nemo conveys his desire to join playing with his

friends. By saying “Dad, dad…can I go play too? Can I?”, he asks

permission to his father to play with his friends. Nemo‟s illocutionary

56

act above is directive. Nemo wants to play with his friends. Before

join them, he asks his father whether he can join them or not. It is clear

that this utterance is asking.

2.2. 14/D/00:26:50--00:26:54

DEB : “Oh, he‟s scared to death.”

NEMO: “I wanna go home. Do you know where my dad is?”



The dialogue between Nemo and Deb above occurs in an aquarium in

the dentist room. At the moment, after caught by a diver, Nemo is

placed in an aquarium in the dentist‟s room. He is a new comer in the

aquarium. There are some animals there, one of them is Deb. At the

time Nemo is scared and he wants to go home.


From the dialogue, Nemo wants to go home and back together with his

father, Marlin. He tries to ask the sea animal in the aquarium about his

father. He asks “I wanna go home. Do you know where my dad is?” to

them.

Nemo‟s illocutionary act is above is directive. Nemo asks the sea

animal in the aquarium whether they know where his father is or not.

This utterance includes asking. The speaker here requests information

to the hearer through a question.

57

2.3. 15/D/00:29:21--00:29:25

NEMO : “What? What’s wrong with her?”

GURGLE: “She doesn‟t stop shaking the bag.”



The dialogue between Nemo and Gurgle above occurs in an aquarium

in the dentist room. The situation at the time, the dentist will give

Nemo as a present to his niece, Darla. Darla will come to pick and

bring Nemo home. Darla is known as a daughter who like playing fish

as she want, she likes shaking fish in the bag. Hence, the sea animals

in the aquarium (except Nemo) are shocked when hear a name Darla.


Nemo was curious why all animals in the aquarium are shocked when

they hear name of Darla. He tries to get an answer by asking them,

“What? What‟s wrong with her?”. He is very curious and wants to

know what is wrong with Darla.

Nemo‟s illocutionary act above is directive. Nemo requests

information to the animals in the aquarium about Darla. So, this

utterance includes asking.

2.4. 23/D/01:24:49--01:24:58

NEMO : “Umm, excuse me. Are you all right?”

DORY :“I don‟t know where I‟m I don‟t know what‟s going on. I

think I lost somebody but I can‟t remember.”


58


The dialogue between Nemo and Dory above occurs in the ocean. At

that time, Nemo has succed escape from the aquarium. When he is

looking for his father in the ocean he meets Dory. Dory is a fish who

help Marlin looking for Nemo, but Marlin has gone leaving her. He

gives up and thinks that the searching process of Nemo has finished.


From the dialogue, Nemo asks about Dory condition. He looks Dory in

confusion, so he asks her. “Umm, excuse me. Are you all right?”. He

wants to know whether Dory fine or not.

Nemo‟s illocutionary act above is directive. The speaker requests

information to the speaker. So, Nemo‟s utterance is asking.

3) Requesting

3.1. 07/D/00:10:23--00:10:30

MARLIN: “Just so you know, he‟s got a little fin. I find if he‟s having

trouble swimming, let him take a break. Ten, fifteen

minutes.”

NEMO: “Dad, it’s time for you go now.”



The dialogue between Nemo and Dory above occurs in the Nemo‟s

school. At the moment, Nemo was a clown fish which born from an

egg of Coral, the wife of Marlin. Nemo is the only egg which is left

from some eggs that eaten by a shark. Nemo was born with abnormal

fin. One of his fins was defect. When he was at school, his friends

59

invited him to play swimming away. His father tried to explain them

that Nemo has a trouble in swimming, his fin was little and defect.


From the dialogue, Marlin tries to explain that Nemo has trouble in

swimming because he has little and defect fin. He explains by saying

“Just so you know, he‟s got a little fin. I find if he‟s having trouble

swimming, let him take a break. Ten, fifteen minutes”.Nemo fell shy.

By saying “Dad, it‟s time for you go now”, he requests his father to

leave and go home. He thinks if his father gives explanation more he

will feel shyer. So, is better for him if his father leaves and goes home.

It is obvious that Nemo‟s illocutionary act is directive. Nemo request

his father to leave him and go home. It is clear that this utterance is

requesting.

3.2. 08/D/00:12:17--00:12:26

NEMO: “Hey guys,wait up! Whoa.”

TAD : “Cool.”



The dialogue between Nemo and Tad above occurs in the ocean. At the

time, Tad and his two friends swam to the ocean. Nemo followed

them, but they swam quickly. He wanted them to wait him.

60


Based on the context, Nemo swims following Tad and his two friends

who swim to the ocean. But, they swim quickly so Nemo left behind

them. Then Nemo requests them to wait him as he utters in the

dialogue “Hey guys,wait up! Whoa”. From the dialogue, Nemo‟s

illocutionary act is directive. Here, the speaker intends to get someone

to do something. Nemo asks the hearer to wait him. So the

illocutionary force of this utterance is requesting.

3.3. 16/D/00:29:34--00:29:44

PEACH :“She‟s a fish killer.”

NEMO :“I can’t go with that girl! I have to get back to my dad!

Aaah! Daddy! Help me!”



The conversation between Nemo and Peach above occurs in the

aquarium in the dentist room. Peach is one of animals in the aquarium

that has been living long time enough. He tells Nemo that Darla is a

fish killer, so Nemo is very afraid hear that. He does not want to go

with her.


From the dialogue, Nemo panicked when he know that Darla is a killer

fish. He is afraid and hopes his father help him. Actually, by the

utterance Nemo requests a help to his father. But, based on the context,

61

his father is not with him. By saying “I can‟t go with that girl! I have

to get back to my dad! Aaah! Daddy! Help me!”Nemo asks help to the

animals in the aquarium. He wants them to help himback to his father.

From the utterance, Nemo‟s illocutionary act is directive. He asks for

something to someone. So, it is clear that this utterance is requesting.

3.4. 17/D/00:29:57--00:30:02

NEMO : “Can you help me?”

GILL : “No, you got yourself in there, you can get yourself out.”



The conversation between Nemo and Gill above occurs in the

aquarium in the dentist room. At the moment, Nemo is pulled up into

the pipe in the aquarium. He asks help to pull him out from the pipe


In the dialogue, Nemo asks for help. Based on the context, Nemo

pulled into a pipe in the aquarium. He feels cannot get out from the

pipe. So, h asks a help.

Nemo‟s illocutionary act above is directive. Here, the speaker intends

to get someone to do something. He asks the hearer to help him get out

from the aquarium. So, this utterance is requesting.

3.5. 22/D/01:15:53--01:15:56

NEMO :“Gill! Don’t let me go belly up!”

62

GILL : “Just calm down, Nemo.”




aquarium in the dentist room. At that time, the dentist caught Nemo by

a seine from the aquarium. He was going to put Nemo in a bag as a

present for his niece, Darla.


From the dialogue, Nemo asks Gill to do let him caught by the dentist,

as he said “Gill! Don‟t let me go belly up!”. He does not want to be

the present for Darla, so he asks help to Gill. It is obvious that

Nemo‟sillocutionary act is directive. Nemo request Gill to help him

out from the dentist‟s seine. It is clear that this utterance is requesting.

3.6. 26/D/01:27:37--01:27:45

MARLIN: “No, I am not gonna lose you again!”

NEMO : “Dad, there’s no fine! It’s the only way we can save Dory!

I can do this!”



The conversation between Nemo and Marlin above occurs in the

ocean. At that moment, Marlin does not want lost Nemo again.

Therefore, he forbids Nemo get into the fishing net. But, continuously

Nemo tries to make his father believe that it is the only way to save

Dory, and Nemo will be okay.

63


From the dialogue, Marlin said that he does not want lost Nemo again.

He worries will be caught by fish man. But, Nemo tries to explain that

there is no time and it was the only way to save Dory. He said “Dad,

there‟s no fine! It‟s the only way we can save Dory! I can do this!”.

Nemo‟s illocutionary act above is directive. By that utterance, the

speaker explains that there is no time and it is the only way to save

Dory. Through the utterance the speaker wants the hearer to believe in

him. It is clear that this utterance is requesting.

3.7. 27/D/01:27:54--01:28:00

NEMO :“Tell all the fish to swim down!”

MARLIN:“Well, you hear my son? Come on!”



The conversation between Nemo and Marlin above occurs in the

ocean. At that time, Nemo can make his father believe that he can be

help Dory get out of the fishing net. Immediately, he commands Dory

and all fish in the fishing net to swim down.


The dialogue above shows that Nemo wants all fish in the fishing net

to swim down. It can be known from his utterance “Tell all the fish to

swim down!”.

64

Nemo‟s illocutionary act above is directive, because he intends to get

someone to do something. So, it is clear that this utterance is

requesting. He requests his father to tell all fish to swim down.

4) Commanding

28/D/01:28:16--01:28:20

NEMO :“Come on! You have to swim down!”

DORY : “Swim down, okay.”



The dialogue above between Nemo and Dory above occurs in the sea

of Sydney. At that moment is known that to escape from the fishing

net. Dory and other fish have to swim down. Therefore, Nemo directs

them to continue swim down.


From the dialogue, Nemo gives a direction to Dory and other fish to

swim down. It is known from utterance “Come on! You have to swim

down!”.Nemo‟s illocutionary act above is directive. Here, the speaker

intends to get someone to do something. So, it is clear that this

utterance is commanding. Nemo commands Dory and all of fish in the

fishing net to swim down.

65

c. Commissive

Commissive is kind of speech acts that speakers use to commit

themselves to do some in the future (Searle in Yule, 1996: 54). These

acts express what the speaker intends to do. Including in this type are

offer, promise, pledge, threat, refuse, and swear.The following are

Nemo‟s utterance that included in commissive illocutionary act:

1) Offering

24 /C/01:24:54--01:25:05

DORY :“I don‟t know where I am? I don‟t know what‟s going on. I

think I lost somebody but I can‟t remember.”

NEMO:“It’s okay, it’s okay. I’m looking for someone too. Hey, we

can look together.”



The dialogue above between Nemo and Dory above occurs in the

ocean. At that moment, Nemo looks Dory is confusing. When he asks

her condition, she answers that she does not know where she is, she

does not know what is going on. She lost somebody and she cannot

remember it.


From the dialogue, Dory look sad and confused. Dory said that she lost

somebody. While at the same time Nemo is looking for his father.

Because both of them are looking for somebody, by the utterance “I

don‟t know where I am? I don‟t know what‟s going on. I think I lost

somebody but I can‟t remember”. Nemo offers Dory to look for

66

together. They do not know that somebody who they looking for is

same, Marlin.

Nemo‟s illocutionary act above is commissive. The speaker offers a

help to the speaker. So, Nemo‟s utterance is offering. He offers a help

to Dory to look for somebody who they mean together.

d. Expressive

Expressive is speech acts that stated what the speaker feels (Searle

in Yule, 1996: 53). It expresses the psychological states and can be

statements of pleasure, pain, likes, dislike, joy or sorrow. They can be

caused by something the speaker does or the hearer does, but they are

about the speaker‟s experience. Performative verbs denoting to these

illocutionary acts are to thank, congratulate, apologize, condole, deplore,

mock, welcome, blame, praise, and pardon. The following are Nemo‟s

utterance that included in expressive illocutionary act:

1) Mocking

12/E/00:13:24--00:13:33

MARLIN:“No. It‟s not okay. You shouldn‟t be anywhere near here.

Okay, I was right. You‟ll start school in a year or two.”

NEMO :“No, dad! Just because you’re scared of the ocean—“



The dialogue above between Nemo and Marlin above occurs in the

Nemo‟s school. At the moment, Marlin angry with Nemo because he

67

plays in the ocean which it is far from the school. Although Nemo

states that he can swim well but his father still worries about him.

Therefore, he states that Nemo should not be anywhere near the ocean

and star school in one till two years later.


Nemo does not want start school one or two years later. He tries to

refuse his father‟s suggestion by saying “No, dad! Just because you‟re

scared of the ocean”. He refuses it by mocking his father as an

expression of his disappointment of the statement of his father.

Nemo‟s illocutionary act above is expressive. Nemo expresses his

feel, his disappointment by mocking his father. So, this utterance is

mocking.

2) Disappointing

13/E/00:13:33--00:13:41

MARLIN:“Clearly. You‟re not ready, and you‟re not coming back

until you are. You think you can do these things but you just

can‟t. Nemo!”

NEMO :“I hate you.”



The dialogue above between Nemo and Marlin above occurs in the

Nemo‟s school. At the time, Marlin is very sure that Nemo does not

ready to start school yet. He thinks Nemo does not understand well yet

about the danger of the ocean. He also thinks that Nemo cannot swim

well.

68


From the dialogue, Marlin is very angry and worries about Nemo.

Even, he said that Nemo cannot swim well and does not ready yet to

star school. Nemo feels disappointed with his father utterance. So, he

state “I hate you” to his father.

Nemo‟s illocutionary act above is expressive. Nemo expresses his

disappointment of his father. This utterance is includes in verb of

illocutionary act disappointing.

3) Apologizing

3.1. 21/E/00:58:31--00:58:51

NEMO :“I’m sorry I couldn’t stop the—“

GILL : “No, I‟m the one who should be sorry. I was so ready to get

out, so ready to taste that ocean. I was willing to put you in

harm‟s way to get there. Nothing should be worth that, I‟m

sorry I couldn‟t get out back to your father, kid.”




aquarium in the dentist room. At that moment, the situation Nemo has

been successfully enters in to the filter pipe. But, he cannot stop the

fan inside it. He is regret and apologized to Gill and friends in the

aquarium.

69


From the dialogue, Nemo apologizes to Gill and all animals in the

aquarium because he cannot stop the fan. He feels regret and says “I‟m

sorry I couldn‟t stop the-”.

Nemo‟s illocutionary act above is expressive. He states what he fells.

He is regret and then apologizes to Gill and friends because he cannot

stop the fan. It is clear that this utterance is apologizing.

3.2. 29/E/01:29:56--01:30:12

NEMO :“(coughts) Daddy?”

MARLIN: “Oh, thank goodness.”

NEMO : “Dad…I don’t hate you.”

MARLIN:“No..no..no. I‟m sorry, Nemo.”



The conversation with participants Nemo and Marlin above occurs in

the se of Sydney. At that time, Nemo faints after helped Dory and

other fish escape from the fishing net. He is dropped under the fishing

net on the seabed. Immediately Marlin and Dory help him.


Based on the context, Nemo‟s illocutionary act above is expressive.

He states what he fells. He felt guilty to his father because he ever said

that hated him. Through his words, “Dad…I don‟t hate you”. He

intends to express his apologies to his father. So, it is clear that this

utterance is apologizing.

70

The result of the study shows us that there are 1005 utterances in

Finding Nemo Movie. Based on the explanation above the researcher

concludes that the types of illocutionary acts used by Nemo‟s utterance, there

are four kinds of illocutionary acts as follows: representative used by Nemo

are affirming, believing, forecasting, informing, denying, stating, agreeing,

and concluding. The data can identify as representative are number 3, 4, 5, 9,

10, 11, 18, 19, 20, 25, and 30. Directive illocutionary acts used by Nemo are

ordering, asking, requesting, and commanding. The data which identify as

directive illocutionary act are number 1, 2, 6, 7, 8, 14, 15, 16, 17, 22, 26, 27,

and 28. Commissive illocutionary acts which is founded in Nemo‟s utterance

only offering. In appears in data number 24. Expressive illocutionary acts

which are founded in Nemo‟s utterances are mocking, disappointing, and

apologizing. The data which identify as directive illocutionary act are number

12, 13, 21, and 29. Those categories identified appear in 30 data which

analysed in this research.

2. The Application of Illocutionary Acts Found in Finding Nemo Movie

in Teaching Speaking

In Senior High School teaching English have four skills there are

speaking, writing, listening, and reading. Teaching speaking is very important

to be learning with the students. According to Nunan (2003: 54-56), there are

some principle for teaching speaking: (1) differences between second

language and foreign language learning context, (2) give students practice

with both fluency and accuracy, (3) provide opportunities for students to talk

71

by using group work or pair work, limiting teacher talk, (4) plan speaking

tasks that involve negotiation for meaning, and (5) design classroom activities

that involve guidance and practice in both transactional and interactional

speaking. Therefore, it is necessary for teachers to prepare the class well.

In this research, the researcher will discuss about the application of

illocutionary acts in Senior High School. There are five kinds of illocutionary

acts are representative, directive, commissive, expressive, and declarative. The

researcher applied illocutionary acts for language teaching to make the teacher

and the students know well the definition and the classification and the way to

perform illocutionary acts through teaching speaking. The student learning

illocutionary acts to know and find out the act behind the word or the deeper

meaning behind utterance. Every utterance is speech act, so with analysing the

language through illocutionary acts hopefully students will know that

language is not just to explain something with word but language also have an

action and an action.

Especially in English speaking classroom, students will make many

utterances that contain act, but they usually not know well that they produce

an utterance that contain act need an act. In teaching speaking in Senior High

School the teacher can explain about illocutionary acts to the student, because

when we study speech act it means that we study what the speaker meaning

and speaker want during the conversation. Studying illocutionary acts can be

applied in teaching speaking which deals with how to express requesting and

commanding. For example in utterance requesting, in speech act theory

72

requesting means ask somebody to do something. So, when student know and

learn well about illocutionary acts they will know when they make

communication with foreigner for example, they know what they must to do

and what they must answer the question or utterance requesting. To make it

more interesting, the teacher can use movie to show illocutionary acts. Movie

is the best application for teaching English, watching movie can make the

students more easy to learn, they can more easy to catch material about

illocutionary acts. These illocutionary acts can teach in twelfth grade of senior

high school first semester. The researcher will give an example of lesson plan

of illocutionary acts uses the movie as the media in teaching.

LESSON PLAN

School : SMA N 11 Purworejo

Class/Semester : XII/I

Time Allocation : 2 x 45 Minutes

Competency Standard

Speaking

Expressing meaning in transactional and interpersonal conversation formal

and continuing (sustained) in the context of daily life-days.

Basic Competence

73

Expressing the meaning in transactional conversation (to get things done)

and interpersonal (social) formal and continuing (sustained) by using a

variety of spoken language accurately, fluently, and acceptable in the

context of daily life and involves expression of suggesting, requesting,


commanding.

Indicators

1. Identifying the meaning of the expression of suggesting, requesting,


commanding.

2. Responding the expression of suggesting, requesting, complaining,

talking possibility or ability in doing something and commanding.

3. Using the expression of suggesting, requesting, complaining, talking

possibility or ability in doing something and commanding.

Learning Objectives

1. Students are able to identify the meaning of the expression of

suggesting, requesting, complaining, talking possibility or ability in

doing something and commanding.

2. Students are able to respond the expression of suggesting, requesting,


commanding.

74

3. Students are able to use the expression of suggesting, requesting,


commanding.

Material

Short conversations that contain the expressions as follow:

Requesting:

A: Could you lend me a book, please?

B: Yeah, of course. Here you are.

Commanding:

A: The floor is too dirty. Sweep the floor now!

B: Alright mom!

Related vocabulary: could you, sweep

Teaching Method

Discussion and role play

Meeting 1

Learning Activities:

a. Initial Activities

Greets and absences the students

Tells the aim of teacher learning process

Explain the expression of requesting and commanding

b. Core Activities

Exploration

1. Watching and listen to the movie that played by teacher.

75

Elaboration

1. Identify the expression and the use of accent that available in the

dialogue of the movie.

2. Identify the English accents used by the character on the movie.

3. Practice the expression using the differentiation of those accents

found in movie in front of the class.

Confirmation

1. Making the dialogue that contain the expression

c. Closing Activities

1. Asking the difficulties in the process of learning.

2. Make the conclusion.

Learning Sources

1. LKS Kreatif

2. Movie

Evaluation

a. Technique: Test and Non-test

b. Form: Observation and Practice

c. Instrument: Ask the students to practice dialogue which contains

the expression using those accents that have been learning in front

of the class.

77

CHAPTER V

CONCLUSION AND SUGGESTION

In this chapter, the researcher presents the conclusion and suggestion dealing

with the finding of the data analysis. It presents the summary of the finding which

is analysed and discussed in the previous chapter.

A. Conclusion

Based on analysing of utterances which are found in Finding Nemo

movie by Nemo‟s character, the researcher can draw conclusions which

presents two subjects according to the problem formulated in the chapter

one. There are the following:

1. Based on the result of the study shows us that there are 1005 utterances

in Finding Nemo Movie. The researcher found four of five categories

of illocutionary acts appear in Nemo‟s utterances in Finding Nemo

movie. Those categories identified appear in 30 data which analysed in

this research. There are representative 11 utterances 36.67%, directive

14 utterances 46.67%, commissive 1 utterance 3.33%, and expressive

4 utterances 13.33%. Those categories identified appear in 30 data

which analysed in this research. The declarative were not finding in

this research.

2. The application of analysing illocutionary acts can be implemented at

the twelfth grade of senior high school in the material using

transactional meaning in the conversation in the context of daily

77

78

activity. Illocutionary acts can categorize as functional skill material. It

is about expressing requesting and commanding. By watching the

movie, the students can find the utterance that related to the material

taught by the teacher, which is illocutionary acts. The students may

analyse the characteristics of the utterances that belong to requesting

and commanding and the students produce the similar conversation

contains expression of requesting and commanding.

B. Suggestion

Based on the result analysis of the study, the researcher suggest to:

1. The teacher

The researcher suggests that teacher can give more material related to

pragmatics subject, especially in illocutionary acts.

2. The students

The researcher suggests that students can explore more about

pragmatic in their daily life, especially illocutionary acts. They can

know more about how to use language and to produce utterances in the

right way.

3. The other researchers

The researcher suggests to the future researchers to continue in

conducting the research about illocutionary acts, so the researcher

hopes that this research will benefit for the English Department,

especially to students in Muhammadiyah University of Purworejo.

79

REFERENCES

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Praktik. Jakarta: Rineka Cipta.

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Griffiths, Patrick. 2006. An Introduction to English Semantics and

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Remaja Rosdakarya.

Nunan, David. 2003. Practical English Language Teaching. New York:

McGraw- Hill Companies Inc.

____________. 1993. Introducing Discourse Analysis. London: Penguin

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Peccei, Jean Stilwell. 2005. Pragmatics. London: Routledge.

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Riemer, Nick. 2010. Introducing Semantics. Cambridge: Cambridge

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Searle, John R. 1997. Expressing and Meaning: Studies in the Theory of

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Sudjana, Nana. 2009. Penelitian dan Penilaian Pendidikan. Bandung:

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Sugiyono. 2011. Metode Penelitian: Pendekatan Kuantitatif, Kualitatif,

dan R&D. Bandung: Alfabeta.

Thornburry, Scott. 2005. How to Teach Speaking. Harlow: Pearson

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Yule, George. 1996. Pragmatics. Oxford: O.U.P

___________. 2003. Pragmatics. New York: Oxford University Press.

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Salatiga.

http://www.nclrc.org/essentials/speaking/spandex.htm (Monday, August

22th

2016. 16.45 pm)

http://www.filmsite.org/genres.html (Monday, August 22th

2016. 16.45 pm)

https://filmbor.com/finding-nemo/sinopsis (Thursday, September 8th

2016.

18.40 pm)

www.thefreedictionary.com/movie (Thursday, September 8th

2016. 18.40

pm)

http://www.nclrc.org/essentials/speaking/spandex.htm

http://www.filmsite.org/genres.html

https://filmbor.com/finding-nemo/sinopsis

http://www.thefreedictionary.com/movie

APPENDIX 1

Movie Script

FINDING NEMO Transcript, 2003 Walt

Disney Pictures, Pixar Animation Studios

----------------------------------------------------

MARLIN: Wow.

CORAL: Mmm.

MARLIN: Wow.

CORAL: Mmm-hmm.

MARLIN: Wow.

CORAL: Yes, Marlin. No, I see it. It's

beautiful.

MARLIN: So, Coral, when you said you

wanted an ocean view, you didn't think that

we we're gone get the whole ocean, did you?

Huh? [sighs] Oh yeah. A fish can breathe out

here. Did your man deliver or did he

deliver?

CORAL: My man delivered.

MARLIN: And it wasn't so easy.

CORAL: Because a lot of other clownfish

had their eyes on this place.

MARLIN: You better believe they did--

every single one of them.

CORAL: Mm-hmm. You did good. And the

neighborhood is awesome.

MARLIN: So, you do like it, don't you?

CORAL: No, no. I do, I do. I really do like

it. But Marlin, I know that the drop off is

desirable with the great schools and the

amazing view and all, but do we really need

so much space?

MARLIN: Coral, honey, these are our kids

we're talking about. They deserve the best.

Look, look, look. They'll wake up, poke

their little heads out and they'll see a whale!

See, right by their bedroom window.

CORAL: Shhh, you're gone wake the kids.

MARLIN: Oh, right. Right.

CORAL :Aww, look. They're dreaming. We

still have to name them.

MARLIN : You wanna name all of

'em, right now? All right, we'll name this

half Marlin Jr. and then this half Coral Jr.

Okay, we're done.

CORAL: I like Nemo.

MARLIN: Nemo? Well, we'll name one

Nemo but I'd like most of them to be Marlin

Jr.

CORAL: Just think that in a couple of days,

we're gonna be parents!

MARLIN: Yeah. What if they don't like me?

CORAL: Marlin.

MARLIN: No, really.

CORAL: There's over 400 eggs. Odds are,

one of them is bound to like you.

CORAL: What?

MARLIN: You remember how we met?

CORAL: Well, I try not to.

MARLIN: Well, I remember. 'Excuse me,

miss, can you check and see if there's a hook

in my lip?'

CORAL: Marlin!

MARLIN: 'Well, you gotta look a little

closer because it's wiggling'.

CORAL: Get away!

MARLIN: Here he is. Cutie's here! Where

did everybody go?

MARLIN: [gasps] Coral, get inside the

house, Coral. No, Coral, don't. They'll be

fine. Just get inside, you, right now.

MARLIN: No!

MARLIN: Coral! Coral?

MARLIN: Coral? Oh!

MARLIN: Ohh. There, there, there. It's

okay, daddy's here. Daddy's got you. I

promise, I will never let anything happen to

you...Nemo.

NEMO: First day of school! First day of

school! Wake up, wake up! C'mon, first day

of school!

MARLIN: I don't wanna go to school. Five

more minutes.

NEMO: Not you, dad. Me!

MARLIN: Okay...huh?

NEMO: Get up, get up! It's time for school!

It's time for school! It's time for school! It's

time for school! Oh boy! Oh boy!

MARLIN: All right, I'm up.

NEMO: Oh boy--whoa!

MARLIN: Nemo!

NEMO: First day of school!

MARLIN: [gasps] Nemo, don't move! Don't

move! You'll never get out of there yourself.

I'll do it. All right, where's the break? You

feel a break?

NEMO: No.

MARLIN: Sometimes you can't tell 'cause

fluid is rushing to the area. Now, any

rushing fluids?

NEMO: No.

MARLIN: Are you woozy?

NEMO: No.

MARLIN: How many stripes do I have?

NEMO: I'm fine.

MARLIN: Answer the stripe question!

NEMO: Three.

MARLIN: No! See, something's wrong with

you. I have one, two, three--that's all I have?

Oh, you're okay. How's the lucky fin?

NEMO: Lucky.

MARLIN: Let's see.

MARLIN: Are you sure you wanna go to

school this year? 'Cause there's no problem

if you don't. You can wait 5 or 6 years.

NEMO: Come on, dad. It's time for school.

MARLIN: Ah-ah-ah! Forgot to brush.

NEMO: Ohh...

MARLIN: Do you want this anemone to

sting you?

NEMO: Yes.

MARLIN: Brush.

NEMO: Okay, I'm done.

MARLIN: You missed a spot.

NEMO: Where?

MARLIN: There. Ha ha! Right there. And

here and here and here!

MARLIN: All right, we're excited. First day

of school, here we go. We're ready to learn

to get some knowledge. Now, what's the one

thing we have to remember about the ocean?

NEMO: It's not safe.

MARLIN: That's my boy. So, first we check

to see that the coast is clear. We go out and

back in. And then we go out, and back in.

And then one more time--out and back in.

And sometimes, if you wanna do it four

times--

NEMO: Dad..

MARLIN: All right. Come on, boy.

NEMO: Dad, maybe while I'm at school, I'll

see a shark!

MARLIN: I highly doubt that.

NEMO: Have you ever met a shark?

MARLIN: No, and I don't plan to.

NEMO: How old are sea turtles?

MARLIN: Sea turtles? I don't know.

NEMO: Sandy Plankton from next door, he

said that sea turtles, said that they live to be

about a hundred years old!

MARLIN: Well, you know what, if I ever

meet a sea turtle, I'll ask him. After I'm done

talking to the shark, okay? Whoa, whoa,

whoa! Hold on, hold on, wait to cross. Hold

my fin, hold my fin.

NEMO: Dad, you're not gonna freak out like

you did at the petting zoo, are you?

MARLIN: Hey, that snail was about to

charge. Hmm, I wonder where we're

supposed to go.

FISH KIDS: Bye, mom!

FISH MOM: I'll pick you up after school.

CRAB KID: Come on, you guys. Stop it!

Give it back!

MARLIN: Come on, we'll try over there.

MARLIN: Excuse me, is this where we meet

his teacher?

BOB : Well, look who's out of the

anemone.

MARLIN: Yes. Shocking, I know.

BOB : Marty, right?

MARLIN: Marlin.

BOB : Bob.

TED: Ted.

BILL: Bill. Hey, you're a clownfish. You're

funny, right? Hey, tell us a joke.

BOB/TED: Yeah, yeah. Come on, give us a

funny one.

MARLIN: Well, actually, that's a common

misconception. Clownfish are no funnier

than any other fish.

BILL: Aw, come on, clownie.

TED : Yeah, do something funny.

BOB : Yeah!

MARLIN: All right, I know one joke. Um,

there's a mollusk, see? And he walks up to a

sea, well he doesn't walk up, he swims up.

Well, actually the mollusk isn't moving. He's

in one place and then the sea cucumber,

well they--I mixed up. There was a mollusk

and a sea cucumber. None of them were

walking, so forget that I--

BOB : Sheldon! Get out of Mr.

Johansenn's yard, now!

KIDS: Whoa!

MR. JOHANSSEN: All right, you kids!

Ooh! Uuh, where'd you go? Where'd you

go? Where, where'd you go?

NEMO: Dad, dad...can I go play too? Can I?

MARLIN: I would feel better if you go play

over on the sponge beds.

MARLIN: That's where I would play

PEARL: What's wrong with his fin?

TAD: He looks funny!

SHELDON: Ow! Hey, what'd I do? What'd I

do?

BOB : Be nice. It's his first time at

school.

MARLIN: He was born with it, kids. We call

it his lucky fin.

NEMO: Dad.

PEARL: See this tentacle? It's actually

shorter than all my other tentacles but you

can't really tell.Especially when I twirl them

like this.

SHELDON: I'm H2O-intolerant. [sneezes]

TAD: I'm obnoxious.

MR. RAY: [singing] Oooh, let's name the

zones, the zones, the zones. Let's name the

zones of the open sea.

KIDS: Mr. Ray!

SHELDON: Come on, Nemo.

MARLIN: Whoa, you better stay with me.

MR. RAY: [singing]..mesopolagic, bathyal,

abyssalpelagic. All the rest are too deep for

you and me to see.

MR. RAY: Huh, I wonder where my class

has gone?

KIDS: We're under here!

MR. RAY: Oh, there you are. Climb aboard,

explorers. [singing] Oh, knowledge

exploring is oh so lyrical, when you think

thoughts that are empirical.

NEMO: Dad, you can go now.

MR. RAY: Well, hello. Who is this?

NEMO: I'm Nemo.

MR. RAY: Well, Nemo, all new explorers

must answer a science question.

NEMO: Okay.

MR. RAY: You live in what kind of home?

NEMO: An anemo-none. A nemenem-

menome-nememen-nenemone--

MR. RAY: Okay, okay, don't hurt yourself.

Welcome aboard, explorers!

MARLIN: Just so you know, he's got a little

fin. I find if he's having trouble swimming,

let him take a break. Ten, fifteen minutes.

NEMO: Dad, it's time for you to go now.

MR. RAY: Don't worry. We're gonna stay

together as a group. Okay, class, optical

orbits up front. And remember, we keep our

supraesophogeal ganglion to ourselves...that

means you, Jimmy.

JIMMY: Aw, man!

MR. RAY: [singing]

MARLIN: Bye, Nemo!

NEMO: Bye, dad!

MARLIN: Bye, son! Be safe.

BOB: Hey, you're doing pretty well for a

first timer.

MARLIN: Well, you can't hold onto them

forever, can you?

BILL; Yeah, I had a tough time when my

oldest went out at the drop off.

MARLIN: They just gotta grow up--the drop

off?! They're going to the drop off?! Wh-

what are you, insane?! Why don't we fry 'em

up now and serve them with chips!?

BOB: Hey, Marty. Calm down.

MARLIN: Don't tell me to be calm, pony

boy!

BOB: 'Pony boy'?

BILL: You know for a clownfish, he really

isn't that funny.

TED: Pity.

MR. RAY: [singing] Oh, let's name the

species, the species, the species. Let's name

the species that live in thesea.

NEMO: Whoa.

MR. RAY: [singing] There's porifera,

coelenterata, hydrozoa, scyphozoa,

anthozoa, ctenophora, bryozoas, three!

Gastropoda, arthropoda, echinoderma, and

some fish like you and me. Come on, sing

with me. Oh...!

MR. RAY: Just the girls this time. [singing]

Oh, seaweed is cool. Seaweed is fun. It

makes it's food with the rays of the sun...

MR. RAY: Okay, the drop off. All right,

kids, feel free to explore but stay close.

[gasps] Stromalitic cyanobacteria! Gather.

An entire ecosystem contained in one

infinitesimal speck. There are as many

protein pairs contained in this...

TAD: Come on, let's go.

MR. RAY: Come on, sing with me! [singing]

There's porifera, coelentera, hydrozoa,

scyphozoa, anthozoa, ctenophora, bryozoas,

three!

NEMO: Hey guys, wait up! Whoa.

TAD: Cool.

TAD: Saved your life!

PEARL: Aw, you guys made me ink.

NEMO: What's that?

TAD: I know what that is. Oh, oh! Sandy

Plankton saw one. He called, he said it was

called a...a butt.

NEMO: Whoa.

PEARL: Wow. That's a pretty big butt.

SHELDON: Oh, look at me. I'm gonna go

touch the butt. [sneezes] Whoa!

SHELDON: Oh yeah? Let's see you get

closer.

PEARL: Okay. Beat that.

TAD: Come on, Nemo. How far can you go?

NEMO: Uh, my dad says it's not safe.

MARLIN: Nemo, no!

NEMO: Dad?

MARLIN: You were about to swim into

open water!

NEMO: No, I wasn't go out--but dad!

MARLIN: It was a good thing I was here. If

I hadn't showed up, I don't know--

PEARL: Sir, he wasn't gonna go.

TAD: Yeah, he was too afraid.

NEMO: No, I wasn't.

MARLIN: This does not concern you, kids.

And you're lucky I don't tell your parents

you were out there. You know you can't

swim well.

NEMO; I can swim fine, dad, okay?

MARLIN: No, it's not okay. You shouldn't

be anywhere near here. Okay, I was right.

You'll start school in a year or two.

NEMO: No, dad! Just because you're scared

of the ocean--

MARLIN: Clearly, you're not ready. And

you're not coming back until you are. You

think you can do these things but you just

can't, Nemo!

NEMO: I hate you.

MR. RAY: There's--nothing to see. Gather,

uh, over there. Excuse me, is there anything

I can do? I am a scientist, sir. Is there any

problem?

MARLIN: I'm sorry. I didn't mean to

interrupt things. He isn't a good swimmer

and it's a little too soon for him to be out

here unsupervised.

MR. RAY: Well, I can assure you, he's quite

safe with me.

MARLIN: Look, I'm sure he is. But you

have a large class and he can get lost from

sight if you're not looking. I'm not saying

you're not looking--

FISH KID: Oh my gosh! Nemo's swimming

out to sea!

MARLIN: Nemo! What do you think you're

doing? You're gonna get stuck out there and

I'll have to get you before another fish does!

Get back here! I said get back here, now!

Stop! You take one move, mister. Don't

youdare! If you put one fin on that boat..are

you listening to me? Don't touch the bo--

Nemo!

TAD: [whispering] He touched the butt.

MARLIN: You paddle your little tail back

here, Nemo. That's right. You are in big

trouble, young man. Do you hear me?

Big...big--

NEMO: Aaaah! Daddy! Help me!

MARLIN: I'm coming, Nemo!

KIDS: Aaaah!

MR. RAY: Get under me, kids!

NEMO: Ah! Oh no! Dad! Daddy!

MARLIN: Oh! Nemo! Unh! Nemo! Nemo,

no! Nemo! Nemo! Nemo! No! No! Aah!

Nemo! Nemo!

DIVER: Whoa! Hold on.

MARLIN: Oh no. No, no. It's gone, it's

gone. No, no, it can't be gone. No, no!

Nemo! Nemo! Nemo! No! Nemo! Nemo!

No! No, please, no! No, no!

MARLIN: Has anybody seen a boat!?

Please! A white boat! They took my son! My

son! Help me, please!

DORY: Look out!

MARLIN; Waaaah!

MARLIN: Ooh, ooh...

DORY: Ohh. Oh, oh. Sorry! I didn't see you.

Sir, are you okay?

MARLIN: He's gone, he's gone..

DORY: There, there. It's all right.

MARLIN: He's gone.

DORY: It'll be okay.

MARLIN: No, no. They took him away. I

have to find the boat.

DORY: Hey, I've seen a boat.

MARLIN: You have?

DORY: It passed by not too long ago.

MARLIN: A white one?

DORY: Hi. I'm Dory.

MARLIN: Where!? Which way!?

DORY: Oh, oh, oh! It-it went, um, this way!

And it went this way! Follow me!

MARLIN: Thank you! Thank you, thank

you so much!

DORY: No problem.

MARLIN: Hey! Wait!

DORY: Will you quit it?

MARLIN: What?

DORY: I'm trying to swim here. What,

ocean ain't big enough for you?

MARLIN: Huh?

DORY: You got a problem, buddy? Huh?

Huh? Do 'ya? Do 'ya? Do 'ya? You want a

piece of me? Yeah, oooh, I'm scared now.

Whaat!?

MARLIN: Wait a minute..

DORY: Stop following me, okay!?

MARLIN: What? You're showing me which

way the boat went!

DORY: A boat? Hey, I've seen a boat. It

passed by not too long ago. It went this way,

it went this way. Follow me!

MARLIN: Wait a minute, wait a minute!

What is going on? You already told me

which way the boat was going!

DORY: I did? Oh dear...

MARLIN: If this is some kind of practical

joke, it's not funny! And I know funny..I'm a

clownfish!

DORY: No, it's not. I know it's not. I'm so

sorry. See, I suffer from short-term memory

loss.

MARLIN: Short-term memory loss..I don't

believe this!

DORY: No, it's true. I forget things almost

instantly. It runs in my family..or at least I

think it does. Hmmm..where are they? Can I

help you?

MARLIN: Something's wrong with you,

really. You're wasting my time. I have to find

my son. [gasps]

BRUCE: Hello.

DORY: Well, hi!

BRUCE: Name's Bruce. It's all right, I

understand. Why trust a shark, right? So,

what's a couple of bites like you doing out

so late, eh?

MARLIN: Nothing. We're not doing

anything. We're not even out.

BRUCE: Great! Then how'd you morsels

like to come to a little get-together I'm

havin'?

DORY: You mean like a party?

BRUCE: Yeah, yeah, that's right--a party!

What do you say?

DORY: Ooh, I love parties! Parties are fun!

MARLIN: Parties are fun, and it's tempting

but--

BRUCE: Oh, come on, I insist.

MARLIN: O-okay..that's all that matters.

DORY: Hey, look--balloons! It is a party!

BRUCE: Ha ha ha! Mind your distance,

though. Those balloons can be a bit dodgy.

You wouldn't want one of them to pop.

BRUCE: Anchor! Chum!

ANCHOR: There you are, Bruce, finally!

BRUCE: We got company.

ANCHOR: It's about time, mate.

CHUM: We've already gone through all the

snacks and I'm still starvin'!

ANCHOR: We almost had a feeding frenzy.

CHUM: Come on, let's get this over with.

BRUCE: Right, then. The meeting has

officially come to order. Let us all say the

pledge..

BRUCE/ANCHOR/CHUM: 'I am a nice

shark, not a mindless eating machine. If I am

to change this image, I must first change

myself. Fish are friends, not food'.

ANCHOR: Except stinkin' dolphins.

CHUM: Dolphins! Yeah, they think they're

sooo cute! 'Hey, look at me. I'm a flippin'

little dolphin! Let me flip for 'ya! Ain't I a

somethin'!'

BRUCE: Right, then. Today's meeting is

step 5, 'BRING A FISH FRIEND'. Now do

you all have your friends?

ANCHOR: Got mine.

DORY: Hey there!

BRUCE: How 'bout you, Chum?

CHUM: Oh, um, I seem to have misplaced

my uh, friend.

BRUCE: That's all right, Chum. I had a

feeling this would be a difficult step, you

can help yourself to one of my friends.

CHUM: Oh, thanks, mate. A little chum for

Chum, eh?

BRUCE: I'll start the testimonies. Hello, my

name is Bruce.

ANCHOR/CHUM: Hello, Bruce.

BRUCE: It has been three weeks since my

last fish, on my honor, or may I be chopped

up and made into soup.

CHUM: You're an inspiration to all of us.

ANCHOR: Amen.

BRUCE: Right, then. Who's next?

DORY: Ooh! Pick me! Pick me!

BRUCE: Yes, the little Sheila down the

front.

DORY: Woo-hoo!

BRUCE: Come on up here.

DORY: Hi. I'm Dory.

BRUCE/ANCHOR/CHUM: Hello, Dory.

DORY: And, uh, well, I don't think I've ever

eaten a fish.

CHUM: Hey, that's incredible.

BRUCE: Good on 'ya, mate!

DORY: Whew! I'm glad I got that off my

chest.

BRUCE: All right, anyone else? Hello, how

'bout you, mate? What's your problem?

MARLIN: Me? I don't have a problem.

BRUCE: Oh. Okay..

BRUCE/ANCHOR/CHUM: Denial.

BRUCE: Just start with your name.

MARLIN: Okay. Uh, hello. My name is

Marlin. I'm a clownfish--

CHUM: A clownfish? Really?!

BRUCE: Go on, tell us a joke!

CHUM: Ooh! I love jokes!

MARLIN: Actually I do know one that's

pretty good. There was this mollusk and he

walks up to a sea cucumber. Normally, they

don't talk, sea cucumbers, but in a joke,

everyone talks. So the sea mollusk says to

the cucumber...

NEMO: Daddy!

MARLIN: Nemo!

CHUM: Nemo! Ha ha ha! Nemo! I don't get

it.

BRUCE: For a clownfish, he's not that

funny.

MARLIN: No, no, no, no. He's my son. He

was taken by these divers.

DORY: Oh my, you poor fish.

CHUM: Humans. Think they own

everything.

ANCHOR: Probably American.

BRUCE: Now there is a father looking for

his little boy.

MARLIN: Ugh! What do these markings

mean?

BRUCE: I never knew my father! [sobs]

CHUM: Aw, come here.

ANCHOR: Group hug.

CHUM: We're all mates here, mate.

MARLIN: I can't read human.

DORY: Well then we gotta find a fish who

can read this. Hey, look. Sharks!

MARLIN: No, no, no, Dory!

DORY: Guys, guys!

MARLIN: No, Dory!

DORY: That's mine! Give it to me! Gimme!

Oww!

MARLIN: Oh, I'm sorry. Are you okay?

DORY: Ow, ow, ow.

MARLIN: I'm so sorry.

DORY: You really clocked me there. Am I

bleeding?

MARLIN: Ohh...

DOR: Ow, ow, ow.

BRUCE: Dory, are you oka--oohh. Oohh,

that's good.

ANCHOR/CHUM: Intervention!

BRUCE: Just a bite!

ANCHOR: Hold it together, mate!

CHUM: Remember, Bruce, fish are friends,

not food!

BRUCE: FOOD!

MARLIN: Dory, look out!

BRUCE: I'm havin' fish tonight!

CHUM: Remember the steps, mate!

BRUCE: Just one bite!

BRUCE: G'day!

MARLIN/DORY: Aaaaaaaah!

BRUCE: Arrrr!

MARLIN: There's no way out! There's got

to be a way to escape!

DORY: Who is it?

MARLIN: Dory, help me find a way out!

DORY: Sorry, you'll have to come back

later. We're trying to escape.

MARLIN: There's gotta be a way out!

DORY: Look, here's something! 'ESSS-CA-

PE'! I wonder what that means. It's funny,

it's spelled just like the word 'escape'.

MARLIN: Let's go!

BRUCE: Here's Brucey!

MARLIN: Wait a minute..you can read?!

DORY: I can read? That's right, I can read!

MARLIN: Well, then here. Read this now!

ANCHOR: He really doesn't mean it,

y'know! He never even knew his father!

CHUM: Don't fall off the wagon!

MARLIN: Oh no, it's blocked!

ANCHOR: No, Bruce. Focus!

CHUM: Sorry about--this, mate!

ANCHOR: He's really--a nice guy!

MARLIN: I need to get that mask!

DORY: You want that mask? Okay.

MARLIN: No, no, no, no, no, no!

MARLIN: Quick grab the mask!

ANCHOR: Oh no. Bruce?

BRUCE: What? [gasps] Swim away! Swim

away!

DORY: Aw, is the party over?

PELICAN: Nice.

NEMO: Dad? Daddy?

DENTIST: Barbara?

BARBARA: Uh-huh?

DENTIST: Prep for his anterior crown,

would you, please? And I'm going to need a

few cotton rolls.

BARBARA: Okay.

DENTIST: Hello, little fella!

NEMO: Aah!

DENTIST: Heh heh heh! Beauty, isn't he? I

found that guy struggling for life out on the

reef and I saved him. So, has that novocaine

kicked in yet?

PATIENT: I think so. We're ready to roll.

BUBBLES: Bubbles! [muttering] My

bubbles.

PEACH: He likes bubbles.

NEMO: Aah! Ohh! No! Uhh!

JACQUES: Bonjour.

NEMO: Aah!

BLOAT: Heh heh! Slow down, little fella.

There's nothing to worry about.

DEB: Oh, he's scared to death.

NEMO: I wanna go home. Do you know

where my dad is?

PEACH: Honey, your dad's probably back at

the pet store.

NEMO: Pet store?

BLOAT: Yeah, you know, like I'm from

Bob's Fish Mart.

GURGLE: Pet Palace.

BUBBLES: Fish-O-Rama.

DEB: Mail order.

PEACH: Ebay.

GURGLE: So which one is it?

NEMO: I'm from the ocean.

GURGLE: Ah, the ocean. The ocean! Aaah!

He hasn't been decontaminated yet! Jacques!

JACQUES: Oui.

GURGLE: Clean him!

JACQUES: Oui.

GURGLE: Ocean!

JACQUES: Ooh, la mer. Bon. Voila. He is

clean.

BUBBLES: Wow. The big blue. What's it

like?

NEMO: Big...and blue?

BUBBLES: I knew it.

DEB: Kid, if there's anything you need, just

ask your auntie Deb, that's me. Or if I'm not

around, you can always talk to my sister Flo.

Hi,how are you? Don't listen to anything my

sister says, she's nuts! Ha ha ha ha!

PEACH: [muffled] We got a live one!

BLOAT: Can't hear you, Peach.

PEACH: I said we got a live one.

GURGLE: Yes!

BLOAT: Oh boy, oh boy, oh boy, oh boy!

DEB: What do we got?

PEACH: Root canal, and by the looks of

those x-rays it's not gonna be pretty.

PATIENT: Owwwwwwwww!

BLOAT: Rubber dam and clamp installed?

PEACH: Yep.

GURGLE: What did he use to open?

PEACH: Gator-Glidden drill. He seems to

be favoring that one lately.

DEB: I can't see, Flo.

PATIENT: You're getting a little too--

aaaaah!!!

PEACH: Now he's doing the Schilder

technique.

BLOAT: Oooh, he's using a Hedstrom file.

GURGLE: That's not a Hedstrom file. That's

a K-Flex.

BLOAT: It's got a teardrop cross-section.

Clearly a Hedstrom.

GURGLE: No, no. K-Flex.

BLOAT: Hedstrom!

GURGLE: K-Flex!

BLOAT: Hedstro--! [inflates] There I go. A

little help over here.

DEB: I'll go deflate him.

DENTIST: All right, go ahead and rinse.

GURGLE: Ugh! The human mouth is a

disgusting place.

PEACH: Hey, Nigel.

NIGEL: What did I miss? Am I late?

PEACH: Root canal and it's a doozy.

NIGEL: Root canal, eh? What did he use to

open?

PEACH: Gator-Glidden drill.

NIGEL: He seems to be favoring that one.

Hope he doesn't get surplus sealer at the

portal terminus... hello.

NEMO: [gasps]

NIGEL: Who's this?

DEB: New guy. Ha ha ha!

GURGLE: The dentist took him off the reef.

NIGEL: An outie. From my neck of the

woods, eh? Sorry if I ever took a snap at

you. Fish gotta swim, birds gotta eat. [gasps]

DENTIST: Hey! No, no, no, no! They're

not your fish. They're my fish. Come on, go!

Go on, shoo! Oh, the picture broke. This

here's Darla. She's my niece. She's going to

be eight next week. Hey, little fella. Say

hello to your new mummy. She'll be here

Friday to pick you up. You're her present.

Shh, shh, shh! It's our little secret. Well, Mr.

Tucker, while that sets up I'm going to see

a man about a wallaby.

BLOAT: Oh, Darla.

NEMO: What? What's wrong with her?

GURGLE: She wouldn't stop shaking the

bag.

BUBBLES: Poor Chuckles.

DEB: He was her present last year.

BLOAT: Hitched a ride on the porcelain

express.

PEACH: She's a fish killer.

NEMO: I can't go with that girl! I have to

get back to my dad! Aaah! Daddy! Help me!

GURGLE: Oh, he's stuck!

GILL: Nobody touch him! Nobody touch

him.

NEMO: Can you help me?

GILL: No. You got yourself in there, you

can get yourself out.

PEACH: Gill..

GILL: I just wanna see him do it, okay?

Calm down. Alternate wiggling your fins

and your tail.

NEMO: I can't. I have a bad fin.

GILL: Never stopped me.

GILL: Just think about what you need to do.

BLOAT: Come on.

GILL: Perfect.

BUBBLES: Yay!

GURGLE: You did it!

DEB: Good squirming! Ha ha ha!

PEACH: Wow. From the ocean. Just like

you, Gill.

GILL: Yeah.

PEACH: I've seen that look before. What are

you thinking about?

GILL: I'm thinking, tonight, we give the kid

a proper reception.

BLOAT: So kid, you got a name or what?

NEMO: Nemo. I'm Nemo.

MARLIN: Nemo. Nemo. [mutters]

DORY: Are you gonna eat that? Careful with

that hammer...

MARLIN: Huh? No, no! What does it say?

Dory!

DORY: Sea monkey has my money...

MARLIN: Wake up! Get up! Come on!

Come on!

DORY: Yes, I'm a natural blue...

MARLIN: Get up!

DORY: Look out! Sharks eat fish! Aaaaaah!

MARLIN/DORY: AAAAAAAAAAHHH!!!

DORY: Wow. Dusty.

MARLIN: [gasps] The mask! Where's the

mask? No! No, not the mask! Get it! Get the

mask! Get the mask! Get it!

DORY: [singing] Hoo doot doo doot doot

doo doot. Whoo-hoo! La la la la la la. Just

keeps going on, doesn't it? Echo! Echo! Hey,

what are you doing?

MARLIN: It's gone. I've lost the mask.

DORY: Did you drop it?

MARLIN: You dropped it! That was my

only chance of finding my son, now it's

gone.

DORY: Hey, Mr. Grumpy Gills. When life

gets you down, you know what you gotta

do?

MARLIN: I don't wanna know what you

gotta do when life gets you down.

DORY: [singing] Just keep swimming. Just

keep swimming, swimming, swimming.

What do we do? We swim, swim.

MARLIN: Dory, no singing.

DORY: [singing] Ho ho ho ho ho ho! I love

to swim! When you want to swim..

MARLIN: See, I'm going to get stuck now

with that song now it's in my head!

DORY: Sorry.

MARLIN: Dory, do you see anything?

DORY: Aaah! Something's got me!

MARLIN: That was me. I'm sorry.

DORY: [gasps] Who was that?

MARLIN: Who could it be? It's me!

DORY: Are..are you my conscience?

MARLIN: Yeah, yeah. I'm your conscience.

We haven't spoken for a while. How are

you?

DORY: Hmm, can't complain.

MARLIN: Yeah? Good. Now, Dory. I want

you to tell me..do you see anything?

DORY: I see..I see a light.

MARLIN: A light.

DORY: Yeah. Over there. Hey, conscience.

Am I dead?

MARLIN: No, I see it too. What is it?

DORY: It's so pretty.

MARLIN: I'm feeling...happy. Which is a

big deal for me.

DORY: I want to touch it. Oh!

MARLIN: Hey, come back. Come on back

here.

DORY: [singing] I'm gonna get you. I'm

gonna get you. I'm gonna swim with you.

MARLIN: I'm gonna get you. I'm gonna be

your best friend...good feeling's gone.

MARLIN: I can't see! I don't know where

I'm going!

DORY: Haah!

MARLIN: The mask!

DORY: What mask?

DORY: Okay, I can't see a thing.

MARLIN: Oh, gee!

DORY: Hey, look! A mask!

MARLIN: Read it!

DORY: I'm sorry, but if you could just bring

it a little closer, I kind of need the light.

That's great, keep it right there.

MARLIN: Just read it!

DORY: Okay, okay. Mr. Bossy. Uh, 'P'.

Okay, 'P'. 'Shh-eer...Sher--P. Sher--P.

Shirley? P.--'. Oh! The first line's 'P.

Sherman'!

MARLIN: P. Sherman doesn't make any

sense!

DORY: Okay, second line. '42'.

MARLIN: Don't eat me! Don't eat me!

Aaaah!

DORY: Light, please. 'Walla--Walla--Walla-

beee'...

MARLIN: Waah! Waaah! Waaaah!

DORY: The second line's '42 Wallaby Way'!

MARLIN: That's great! Speed read! Take a

guess! No pressure! No problem! There's a

lot of pressure! Pressure! Take a guess now

with pressure!

DORY: 'Sydney'. It's 'Sydney'!

MARLIN: Duck!

DORY: Aaah!

MARLIN: I'm dead, I'm dead, I'm dead, I'm

dead, I'm dead, I died, I'm dead.

MARLIN: Whoo-hoo! [singing] We did it,

we did it! Oh yeah, yeah, yeah! No eating

here tonight, whoo!

BOTH: [singing] Eating here tonight!

MARLIN: Dory.

DORY: [singing] No, no, no eating here

tonight. You on a diet--

MARLIN: Dory! What did the mask say?

DORY: 'P. Sherman, 42 Wallaby Way,

Sydney'. [gasps] I remember what it said! I

usually forget things, but I remembered it

this time!

MARLIN: Whoa, whoa, wait! Where is

that?

DORY: I don't know. But who cares? I

remembered!

MARLIN/DORY: Aaah!

DORY: P. Sherman, 42 Wallaby Way,

Sydney. I remembered it again!

JACQUES: Psst. Nemo.

NEMO: Mmmm...

JACQUES: Nemo.

NEMO: Huh?

JACQUES: Suivez-moi. Follow me.

BLOAT/BUBBLES/GURGLE: [chanting]

Ha! Ho! Hwa! Hwee! Ha! Ho! Ho! Ho! Ha!

Ho! Hwa! Hwee! Ha! Ho! Ho! Ho! Ha! Ho!

Hwa! Hwee! Ha! Ho! Ho! Ho! Hahoo!

Wahoo! Yahoo! Ho! Ha! Ho! Wahee! Ha!

Ho! Ho! Ho! Hoo!

GILL: State your name.

NEMO: Nemo.

GILL: Brother Bloat, proceed.

BLOAT: Nemo! Newcomer of orange and

white, you have been called forth to the

summit of Mount Wannahockaloogie to join

with us in the fraternal bonds of tankhood.

NEMO: Huh?

PEACH: We want you in our club, kid.

NEMO: Really?

BLOAT: If you are able to swim

through..THE RING OF FIRE! [whispers to

Jacques] Turn on the Ring of Fire! The Ring

of Fire, you said you could do it--THE

RING OF FIRE!

BUBBLES: Bubbles! Bubbles! Let me--

oww!

BLOAT/BUBBLES/GURGLE: [chanting]

PEACH: Isn't there another way? He's just a

boy!

JACQUES: [wailing]

GILL: From this moment on, you will now

be known as Sharkbait.

BLOAT/BUBBLES/GURGLE: Sharkbait!

Ooh ha ha!

GILL: Welcome, brother Sharkbait!

BLOAT/BUBBLES/GURGLE: Sharkbait!

Ooh ha ha!

GILL: Enough with the Sharkbait.

GURGLE: Sharkbait! Ooh..ba-ba-doo.

GILL: Okay, Sharkbait's one of us now,

agreed?

BLOAT/BUBBLES/GURGLE: Agreed!

GILL: We can't send him off to his death.

Darla's coming in 5 days, so what are we

gonna do? I'll tell you what we're gonna do:

we're gonna get him outta here. We're gonna

help him escape.

NEMO: Escape? Really?

GILL: We're all gonna escape!

GURGLE: Gill, please, not another one of

your escape plans.

DEB: Sorry, but they, they just, they never

work.

BLOAT: Yeah. Why should this be any

different?

GILL: 'Cause we've got him.

NEMO: Me?

GILL: You see that filter?

NEMO: Yeah?

GILL: You're the only one who can get in

and out of that thing. What we need you to

do is take a pebble inside and jam the gears.

You do that and this tank's gonna get filthier

and filthier by the minute. Pretty soon, the

dentist'll have to clean the tank himself. And

when he does, he'll take us out of the tank,

put us in the individual baggies, then we roll

ourselves down the counter, out of the

window, off the awning, into the bushes,

across the street and into the harbor! It's

foolproof! Who's with me?

BLOAT: Aye!

JACQUES: Aye!

DEB: Aye!

BUBBLES: Aye!

GURGLE: I think your nuts.

GILL/NEMO: [sighs]

GURGLE: No offense, kid, but, um..you're

not the best swimmer.

GILL: He's fine, he can do this. So

Sharkbait, what do you think?

NEMO: Let's do it.

DORY: I'm going to P. Sherman, 42 Wallaby

Way, Sydney. Where are you going? I'm

going to P. Sherman, 42 Wallaby Way,

Sydney. If you're askin' where I'm goin'. I'll

tell you that's where I'm going. It's P.

Sherman, 42 Wallaby Way, Sydney. Where?

I'm sorry, I didn't hear you. P. Sherman, 42

Wallaby Way...

MARLIN: Excuse me. Ex-excuse me, um,

hi. Do you know how to get to--hello? W-w-

w-wait! Can you tell me--hey! Hold it! Wait

a minute! I'm trying to talk to you. Okay,

fellas, come back here. Please, one quick

question. I need to aaaaand they're gone

again. [sighs]

DORY: P. Sherman 42 Wallaby Way,

Sydney. Why do I have to tell you over and

over again? I'll tell you again. I don't get

tired of it--

MARLIN: Okay, all right.

DORY: Huh?

MARLIN: Here's the thing.

DORY: Uh-huh.

MARLIN: Y'know, I just, I-I think it's best if

I just, if I just, carry on from here by..by

myself.

DORY: Okay.

MARLIN: Y'know, alone.

DORY: Uh-huh.

MARLIN: Without, without..well, I mean,

not without you. I mean, it's just that I don't

want you... with me.

DORY: Huh?

MARLIN: I don't wanna hurt your feelings..

DORY: You want me to leave?

MARLIN: Well, I mean not..yes, yeah. It's

just that you know I-I just can't afford

anymore delays and you're one of those fish

that cause delays. And sometimes it's a good

thing. There's a whole group of fish.

They're..'delay fish'.

DORY: You mean..[whimper]you mean you

don't..like me? [sobs]

MARLIN: No, of course I like you. It's

because I like you I don't wanna be with

you. It's a complicated emotion. Oh, don't

cry. I like you.

MOONFISH LEADER: Hey, you! Lady, is

this guy botherin' you?

DORY: Um, I don't remember. Were you?

MARLIN: No, no, no, no, no. We're just,

we're..hey, do you guys know how I can get

to--

MOONFISH LEADER: Look, pal. We're

talkin' to the lady, not you. Hey-hey, you like

impressions?

DORY: Mm-mmm-mmmm.

MOONFISH LEADER: Okay. Just like in

rehearsals, gentlemen. So, what are we?

Take a guess.

DORY: Oh, oh, I've seen one of those.

MOONFISH LEADER: I'm a fish with a

nose like a sword.

DORY: Wait, wait, um..

MARLIN: It's a swordfish.

MOONFISH LEADER: Hey, clown boy!

Let the lady guess. Where's the butter?

DORY: Oh-oh-oh! It's on the tip of my

tongue.

MARLIN: [coughs up answer]Lobster.

MOONFISH LEADER: Saw that.

MARLIN: What?

MOONFISH LEADER: Lots of legs, lives

in the ocean.

DORY: Clam!

MOONFISH LEADER: Close enough.

[singing] Oh, it's a whale of a tale, I'll tell

you lad, a whale of a tale.

DORY: Oh, they're good.

MARLIN: Will somebody please give me

directions?

MOONFISH LEADER: [impersonating

Marlin] Will somebody please give me

directions?

DORY: Ha ha ha ha ha!

MARLIN: I'm serious.

MOONFISH LEADER: Blah-blah-blah!

Me-me-blah! Blah-blah-blah-blah-me-me-

me!

MARLIN: Thank you.

DORY: Oh dear. Hey, hey come back! Hey,

what's the matter?

MARLIN: What's the matter? While they're

doing their silly little impressions, I am

miles from home, with a fish that can't even

remember her own name.

DORY; Boy, bet that's frustrating.

MARLIN: Yeah. Meanwhile my son is out

there.

DORY: You're son Chico?

MARLIN: Nemo.

DORY: Right. Got it.

MARLIN: But it doesn't matter, 'cause no

fish in this entire ocean is gonna help me.

DORY: Well, I'm helping you. Wait right

here. Hey, guys.

MOONFISH LEADER: What, is he

bothering you again?

DORY: No, no, he's a good guy. Go easy on

him, he's lost his son, Fabio. Any of you

heard of P. Sherman, 42 Wallaby Way,

Sydney?

MOONFISH LEADER: Sydney? Oh sure.

Why, Ted here's got relatives in Sydney.

Don't you, Ted?

MOONFISH TED: Sure do.

DORY: Oh, hey! They know Sydney!

MARLIN: [gasps]

DORY: You wouldn't know how to get there,

would you?

MOONFISH LEADER: What you wanna do

is follow the EAC, that's the East Australian

Current. Big current, can't miss it, it's in..that

direction. And then you gotta follow that for

about, I don't know, what do you guys think?

About three leagues? And that little baby's

gone put you right past Sydney.

MOONFISH SCHOOL

TA-DAA!

MARLIN: Great! That's great! Dory, you did

it!

DORY: Oh, please. I'm just your little

helper. Helping along, that's me.

MARLIN: Well, listen fellas, thank you.

MOONFISH LEADER: Don't mention it.

And, uh, loosen up. Okay, buddy?

DORY: Oh, you guys. You really nailed him.

Bye.

MOONFISH LEADER: Oh, hey ma'am, one

more thing.

DORY: Yes.

MOONFISH LEADER: When you come to

this trench, swim through it, not over it.

DORY: Trench, through it, not over it. I'll

remember. Hey, hey! Hey! Hey! Hey, wait

up, partner. Hold on. Wait! Wait-wait! I got,

I gotta tell you something. Whoa. Nice

trench. Hello! Okay, let's go.

MARLIN: Bad trench, bad trench. Come on,

we're gonna swim over this thing.

DORY: Whoa, whoa, partner. Little red flag

goin' up. Something’s telling me we should

swim through it, not over it.

MARLIN: Are you even looking at this

thing? It's got death written all over it.

DORY: I'm sorry, but I really, really, really

think we should swim through.

MARLIN: And I'm really, really done

talking about this. Over we go.

DORY: Come on, trust me on this.

MARLIN: Trust you?

DORY: Yes, trust. It's what friends do.

MARLIN: Look! Something shiny!

DORY: Where?

MARLIN: Oh, it just swam over the trench.

Come on, we'll follow it.

DORY: Okay.

DORY: Boy, sure is clear up here.

MARLIN: Exactly. And look at that, there's

the current. We should be there in no time.

DORY: Hey, little guy.

MARLIN: You wanted to go through the

trench.

DORY: I shall call him Squishy and he shall

be mine and he shall be my Squishy. Come

here, Squishy. Come here, little Squishy.

[Baby talk]---oww!

MARLIN: Dory! That's a jellyfish!

DORY: Bad Squishy! Bad Squishy!

MARLIN: Shoo! Shoo, shoo! Get away!

Come here, let me see.

DORY: Don't touch it! Don't touch it!

MARLIN: I'm not gonna touch it. I just

wanna look.

DORY: Heeey, how come it didn't sting you?

MARLIN: It did. It's just that..

DORY: Ow! Ow, oww!

MARLIN: ..hold still. I live in this anemone

and I'm, I'm, I'm used to these kind of stings.

Come here.

DORY: Ow, ow! Oww!

MARLIN: It doesn't look bad, you're gonna

be fine. But now we know, don't we?

DORY: Yeah.

MARLIN: That we don't wanna touch these

again. Let's be thankful this time it was just

a little one.[gasps]

MARLIN/DORY: Aaaah!

MARLIN: Don't move! This is bad, Dory.

DORY: Hey, watch this! Boing! Boing!

MARLIN: [gasps] Dory!

DORY: Boing-boing-boing! [Singing] You

can't catch me!

MARLIN: Dory! Don't bounce on the tops!

They will..not sting you. The tops don't sting

you, that's it!

DORY: Ooh! Two in a row, beat that.

MARLIN: Dory! All right, listen to me. I

have an idea, a game.

DORY: A game?

MARLIN: A game.

DORY: A game?

MARLIN: Yes.

DORY: Aah! I love games! Pick me!

MARLIN: All right, here's the game. Um,

whoever can hop the fastest out of these

jellyfish, wins.

DORY: Okay!

MARLIN: Rules, rules, rules!

DORY: Okay!

MARLIN: You can't touch the tentacles,

only the tops.

DORY: Something about tentacles, got it.

On your mark, get set, go!

MARLIN: W-wait! Wait! Not something

about them, it's all about them! Wait!

DORY: Weeee!

MARLIN: Dory!

DORY: Gotta go faster if you wanna win!

MARLIN: [gasps] Dory!

DORY: Boing! Boing! Boing-boing-boing-

boing!

MARLIN: Wait a minute--whoa! Dory!

DORY: Weeee!

MARLIN: So, we're cheating death now.

That's what we're doing'. We're havin' fun at

the same time. I can do this, just be careful.

DORY: Yeah, careful I don't make you cry

when I win!

MARLIN: Oh, I don't think so!

DORY: Ha ha ha ha! Whooo! Give it up, old

man. You can't fight evolution, I was built

for speed.

MARLIN: The question is, Dory, are you

hungry?

DORY: Huh? Hungry?

MARLIN: Yeah, 'cause you're about to eat

my bubbles! Duck to the left! Right there!

The clownfish is the winner! Woohoo! We

did it! We're gonna...Dory? Oh no. Dory!

Dory! Dory! [gasps] Dory! Uggghhh!

DORY: Ugh...am I disqualified?

MARLIN: No, you're doing fine! You're,

you're actually winning! But you gotta stay

awake. Uh, where does P. Sherman live?

DORY: P..Sherman..Wallaby Way...Sydney...

MARLIN: That's it! Oww! Ow! Stay awake!

Stay awake! Ow! Stay awake! Stay--awake!

DORY: Awake...P..Sherman..

MARLIN: Awake...

DORY: ..42 Wallaby Way...

MARLIN: Awake...wake up...Nemo...

GILL: You miss your dad, don't you,

Sharkbait?

NEMO: Yeah.

GILL: Well, you're lucky to have someone

out there who's looking' for you.

NEMO: He's not looking for me. He's scared

of the ocean.

GILL: Peach, any movement?

PEACH: He's had at least four cups of

coffee, it's gotta be soon.

GILL: Keep on him.

GILL: My first escape, landed on dental

tools. I was aiming for the toilet.

NEMO: Toilet?

GILL: All drains lead to the ocean, kid.

NEMO: Wow. How many times have you

tried to get out?

GILL: Aah, I've lost count. Fish aren't meant

to be in a box, kid. It does things to 'ya.

BUBBLES: Bubbles! Bubbles, bubbles,

bubbles---

PEACH: Potty break! Potty break! He just

grabbed the Reader's Digest! We have 4.2

minutes.

GILL: That's your cue, Sharkbait.

BLOAT: You can do it, kid.

GILL: Okay, you gotta be quick. Once you

get in, you swim down to the bottom of the

chamber and I'll talk you through the rest.

NEMO: Okay.

GILL: Go on, it'll be a piece of kelp.

NEMO: [takes a deep breath]

GILL: Nicely done! Can you hear me?

NEMO: Yeah.

GILL: Here comes the pebble. Now, do you

see a small opening?

NEMO: Uh-huh.

GILL: Okay, inside it you'll see a rotating

fan. Very carefully, wedge that pebble into

the fan to stop it turning.

NEMO: Aaah!

GILL: Careful, Sharkbait.

NEMO: I can't do it!

PEACH: Gill, this isn't a good idea.

GILL: He'll be fine. Try again.

NEMO: Okay.

GILL: That's it, Sharkbait. Nice and steady.

NEMO: I got it! I got it!

PEACH: [sigh]

BLOAT: He did it!

GURGLE: Whew!

GILL: That's great, kid! Now, swim up the

tube and out.

NEMO: Oh no! Gill! Gill!

GILL: Sharkbait!

BLOAT: Oh my gosh!

GILL: Get 'I’m outta there! Get 'I’m outta

there!

BUBBLES: Help him!

GURGLE: What do we do!? What do we

do!?

PEACH: Oh no!

GILL: Stay calm, kid! Just don't panic!

NEMO: Help me!

GILL: Sharkbait! Grab hold of this!

NEMO: No! No!

GILL: Feed me more!

GURGLE: That's it!

GILL: Come on, Sharkbait! Grab it!

NEMO: I got it!

GILL: Pull!

PEACH: Gill, don't make him go back in

there.

GILL: No. We're done.

CRUSH: Dude.

MARLIN: Ooh...

CRUSH: Dude. Focus, dude. Dude.

MARLIN: Ooooh...

CRUSH: Oh, he lives! Hey, dude!

MARLIN: Ooooh..what happened?

CRUSH: Oh, saw the whole thing, dude.

First you were like, 'whoa'! And then we

were all like, 'whoa'! And then you were

like, 'whoa'.

MARLIN: What're you talking about?

CRUSH: You, mini-man. Taking on the

jellies. You got serious thrill issues, dude.

MARLIN: Ooh.

CRUSH: Awesome.

MARLIN: Ooh..ooh, my stomach. Ooooh..

CRUSH: Oh, man. No hurling on the shell,

dude, okay, just waxed it.

MARLIN: So Mr. Turtle...

CRUSH: Whoa, dude. Mr. Turtle is my

father. Names Crush.

MARLIN: Crush? Really? Okay Crush,

listen I need to get to the East Australian

Current. EAC?

CRUSH: Ha ha ha, dude, ha ha, you're ridin'

it, dude! Check it out!

CRUSH: Okay, grab shell, dude!

MARLIN: Grabbing--

waaaaaaaaaaaaaaaaah!!! Aaaaaaaaaaaah!!!

Aaaaaaaaaaaah!!! Whooooooaaaa!!!

CRUSH: Ha ha! Righteous! Righteous!

Yeah!

MARLIN: Stop!

CRUSH: So, what brings you on this fine

day to the EAC?

MARLIN: Well, Dory and I need to get to

Sydney. [gasps] Dory! Dory! Is she all

right!?

CRUSH: Oh. Oh, Little Blue. She is sub-

level, dude.

MARLIN: Dory, Dory! Dory!

DORY: Hmm-mmm....

MARLIN: Oh, Dory. I-I-I'm so sorry. This is

all my fault, it's my fault...

DORY: ..29, 30! Ready or not, here I come!

There you are! Catch me if you can! Ha ha!

Ha ha ha ha!

MARLIN: Huh?

SQUIRT: Whoa!

MARLIN: [gasps] Oh my goodnes!

CRUSH: Whoa. Kill the motor, dude. Let us

see what Squirt does flying solo.

SQUIRT: Whoa! Whoa! That was so cool!

Hey dad, did you see that? Did you see me?

Did you see what I did?

CRUSH: You so totally rock, Squirt! So give

me some fin..noggin..

CRUSH/SQUIRT: ..dude!

CRUSH: Oh, intro. Jellyman, Offspring.

Offspring, Jellyman.

SQUIRT: Jellies? Sweet.

CRUSH: Totally.

MARLIN: Well, apparently, I must've done

something you all like. Heh, uh, dudes.

SQUIRT: You rock, dude.

MARLIN: Ow.

CRUSH: Curl away, my son. Aw, it's

awesome, Jellyman. Little dudes are just

eggs, leave 'em on the beach to hatch, then

coo-coo-ca-choo, they find their way back to

the big 'ol blue.

MARLIN: All by themselves?

CRUSH: Yeah.

MARLIN: But-but-but dude, how do you

know when they're ready?

CRUSH: Well, you never really know. But

when they'll know, you'll know, you know?

Ha.

DORY: Hey! Look, everybody!

SQUIRT: I know that dude. It's the

Jellyman.

DORY: Well, go on, jump on him.

TURTLE KIDS: Turtle pile!

MARLIN: W-w-wai-wait--

TURTLE KID 1: Are you funny?

TURTLE KID 2: Where's your shell?

MARLIN: Hold on, I need to breath--

TURTLE KID 3: Are you running away?

TURTLE KID 4: Did you really cross the

jellyfish forest?

TURTLE KID 5: Did they sting you?

MARLIN: One at a time!

TURTLE KID 6: Mr. Fish, did you die?

DORY: Sorry. I was a little vague on the

details.

SQUIRT: So where are you going?

MARLIN: Well, you see my son was taken.

My son was taken away from me.

TURTLE KIDS: [gasp]

DORY: No way.

SQUIRT: What happened?

MARLIN: No, no, no, kids. I don't wanna

talk about it.

TURTLE KIDS: Awww! Please?

SQUIRT: Pleeeease?

MARLIN: [sighs] Well, okay. I live on this

reef, a long long way from here.

DORY: Oh, boy. This is gonna be good, I

can tell.

MARLIN: And my son, Nemo, see he was

mad at me. And maybe he wouldn't have

done it if I hadn't been so tough on him, I

don't know. Anyway, he swam out in the

open water to this boat and when he was out

there, these divers appeared and I tried to

stop them but the boat was too fast. So we

swam out in the ocean to follow them...

TURTLE KID: They couldn't stop them.

And then Nemo's dad, he swims out to the

ocean and they bump into..

SMALL FISH: ..three ferocious sharks! He

scares away the sharks by blowin' them up!

BIG FISH: Golly, that's amazing!

SMALL FISH: And then dives thousands

of..

LOBSTER: ..feet straight down into the

dark. It's like wicked dark down there, you

can see a thing. How's it goin', Bob? And the

only thing that they can see down there..

SWORDFISH: ..is the light from this big

horrible creature with razor sharp teeth. Nice

parry, old man. And then he has to blast his

way...

DOLPHIN: So, these two little fish have

been..searching the ocean for days. On the

East Australian Current.

FEMALE BIRD: Which means that he may

be on his way here right now. That should

put them in Sydney..

MALE BIRD 1: ..Harbor in a matter of days.

I mean, it sounds like this guy's gonna stop

at..

MALE BIRD 2: ..nothing until he finds his

son. I sure hope he makes it.

MALE BIRD 3: That's one dedicated father

if you ask me.

GULLS: Mine! Mine! Mine! Mine! Mine!

Mine! Mine! Mine! Mine!

NIGEL: Oh, would you just shut up! You're

rats with wings!

PELICAN: ..bloke's been lookin' for his boy

Nemo.

NIGEL: Nemo?

PELICAN: He was taken off the reef by

divers and this..

NIGEL: There, take it! You happy!

GULLS: Mine! Mine! Mine! Mine!

NIGEL: Hey, hey, hey! Say that again! You

said something about Nemo. What was it?

GULLS: Mine! Mine! Mine!

CRAB: Whooooooaaa..watcha!

GULL: Mine!

PELICAN: Last I heard, he's headin'

towards the harbor.

NIGEL: Ho ho! Brilliant!

NEMO: [sighs]

DEB: Is he doing okay?

GURGLE: I don't know, but whatever you

do, don't mention D-A-R..

NEMO: It's okay, I know who you're talking

about.

NEMO: Gill? Gill?

GILL: Hey, Sharkbait.

NEMO: I'm sorry I couldn't stop the--

GILL: No, I'm the one who should be sorry.

I was so ready to get out, so ready to taste

that ocean. I was willing to put you in harm's

way to get there. Nothing should be worth

that. I'm sorry I couldn't get you back to

your father, kid.

NIGEL: All right! Hey, hey, hey, hey--!

DENTIST: What the!?

PATIENT: AAAAAAAAAH!!! Oooooh...

DENTIST: Well, uh, that's one way to pull a

tooth. He he he he he! Huh, darn kids. Well,

good thing I pulled the right one, eh, prime

minister? He he he he!

NIGEL: Hey, hey. Psst!

PEACH: Oh, Nigel. You just missed an

extraction.

NIGEL: Ooh! Has he loosened the

periodontal ligament yet--oh, what I'm

talkin' about!? Nemo! Where's Nemo? I

gotta speak with him.

NEMO: What? What is it?

NIGEL: Your dad's been fighting the entire

ocean looking for you.

NEMO: My father? Really?

GILL: Really?

NIGEL: Oh yeah. He's travelled hundreds of

miles. He's been battling sharks and jellyfish

and all sorts of--

NEMO: Sharks? That can't be him.

NIGEL: Are you sure? What was his name?

Some sort of sportfish or something: tuna,

uh, trout..

NEMO: Marlin?

NIGEL: That's it! Marlin! The little

clownfish from the reef.

NEMO: It's my dad! He took on a shark!

NIGEL: I heard he took on three.

DEB/BLOAT/GURGLE: Three!?

GILL: Three sharks!?

BLOAT: That's gotta be forty eight hundred

teeth!

NIGEL: You see, kid, after you were taken

by diver Dan over there, your dad followed

the boat you were on like a maniac.

NEMO: Really?

NIGEL: He's swimming and he's

swimming and he's giving it all he's got and

then three gigantic sharks capture him and

he blows them up! And then dives thousands

of feet and gets chased by a monster with

huge teeth! He ties this demon to a rock and

what does he get for a reward? He gets to

battle an entire jellyfish forest! And now he's

riding with a bunch of sea turtles on the

East Australian Current and the word is he's

headed this way right now, to Sydney!

BLOAT: Wow! Ha ha ha!

DEB: Oh, what a good daddy!

GILL: He was lookin' for you after all,

Sharkbait.

GILL: [gasps]

GURGLE: He's swimming to the filter!

GILL: [gasps] Sharkbait!

BLOAT: Not again!

GILL: Sharkbait!

DEB: No!

GURGLE: You've got your whole life ahead

of you!

BLOAT: Oh no!

GILL: We'll help you, kid!

BLOAT: Gotta get him out!

DEB: Gimme that thing!

DEB: Get him outta there!

GURGLE: Come on, kid! Grab the end!

ALL: [gasps]

DEB: Sharkbait!

BLOAT: Sharkbait! Are you okay!?

GURGLE: No!

GILL: Can you hear me, Sharkbait!? Nemo!

Can you hear me!?

NEMO: Yeah, I can hear you.

GILL: Sharkbait, you did it!

GURGLE: Sharkbait, you're--covered with

germs! Aaaaaaah!!!

GILL: That took guts, kid.

GILL: All right, gang. We have less than 48

hours before Darla gets here. This tank'll get

plenty dirty in that time but we have to help

it along any way we can. Jacques!

JACQUES: Oui!

GILL: No cleaning.

JACQUES: I shall resist.

GILL: Everybody else, be as gross as

possible. Think dirty thoughts. We're gonna

make this tank so filthy, the dentist'll have to

clean it.

BLOAT: [belch]

GILL: Good work.

NEMO: Ha ha ha ha!

CRUSH: All right, we're here, dudes! Get

ready! Your exit's comin' up, man!

MARLIN: Where!? I don't see it!

DORY: Right there! I see it! I see it!

MARLIN: You mean the swirling vortex of

terror!?

CRUSH: That's it, dude!

MARLIN: Of course it is.

CRUSH: Okay, first: find your exit buddy!

CRUSH: Do you have your exit buddy?

DORY: Yes!

CRUSH: Okay, Squirt here will now give

you a rundown of proper exiting technique!

SQUIRT: Good afternoon, we're gonna have

a great jump today! Okay, crank a hard

cutback as you hit the wall! There's a

screaming bottom turn, so watch out!

Remember: rip it, roll it and punch it!

MARLIN: It's like he's trying to speak to

me, I know it! You know, you're really cute!

But I don't know what you're saying! Say the

first thing again!

CRUSH: Okay, Jellyman! Go, go, go, go,

go, go!

MARLIN/DORY: Aaaaaaaaaah!!!

Weeeeeeeeeeee!!! Whoooooooooooaaaaa!!!

Aaaaaaaaaaah!!! Woohoooo!!!

Whoooooaaa!!!

DORY: Whoooo!

MARLIN: Ha ha ha ha! That was..fun! Ha

ha! I actually enjoyed that!

DORY: Hey, look! Turtles!

CRUSH: Ha ha! Most excellent! Now, turn

your fishy tails 'round and swim straight on

through to Sydney! No worries, man!

MARLIN: No worries! Thank you, dude

Crush!

TURTLE KIDS: Bye! Bye, Jellyman!

CRUSH: You tell your little dude I said 'hi',

okay?

SQUIRT: See you later, dudes!

DORY: Bye, everyone!

MARLIN: Oh, Nemo would've loved this.

Hey, ooh! Hey, Crush! Crush, I forgot! How

old are you?

CRUSH: Hundred and fifty, dude! And still

young! Rock on!

MARLIN: Hundred and fifty! Hundred and

fifty, I gotta remember that.

DORY: Whoa. We goin' in there?

MARLIN: Yup.

DORY: P. Sherman, 42 Wallaby Way,

Sydney?

MARLIN: Yup. We're gonna just swim

straight.

DORY: [singing] Just keep swimming, just

keep swimming.

MARLIN: Dory?

MARLIN: Boy, this is taking a while.

DORY: Hey, how about we play a game?

MARLIN: Okay.

DORY: Uh, okay. I'm thinking of something,

uh, orange. And it's small..

MARLIN: It's me.

DORY: Right. Okay..

DORY: Orange, and uh, small..

MARLIN: It's me.

DORY: All righty, Mr. Smarty Pants.

DORY: ..orange and small, and white

stripes..

MARLIN: Me. And the next one's just a

guess: me.

DORY: Okay, that's just scary.

MARLIN: W-w-wait, I have definitely seen

this floating speck before. That means we've

passed it before and that means we're going

in circles and that means we're not going

straight!

DORY: Hey. Hey!

MARLIN: We gotta get to the surface, come

on! Let's figure it out up there. Let's go!

Follow me! Wha--?

DORY: Whoa, whoa, whoa! Hey! Relax.

Take a deep breath. Now, let's ask somebody

for directions.

MARLIN: Oh, fine. Who do you wanna ask,

the speck? There's nobody here!

DORY: Well, there has to be someone. It's

the ocean, silly, we're not the only two in

here. Let's see...okay, no one there. Uhh,

nope. Nada. [gasps] There's somebody. Hey!

Excuse--

MARLIN: Dory! Dory! Dory! Okay, now

it's my turn. I'm thinking of something dark

and mysterious. It's a fish we don't know.

And if we ask it directions, it could ingest us

and spit out our bones!

DORY: What is it with men and asking for

directions?

MARLIN: Look, I don't wanna play the

gender card right now. You wanna play a

card? Let's play the 'Let's Not Die' card.

DORY: You wanna get outta here, don't you?

MARLIN: Of course, I do.

DORY: Well then, how are we gonna do that

unless we give it a shot and hope for the

best? Hmmm? Hmmmm!? Come on, trust

me on this.

MARLIN: All right.

DORY: Excuse me! Woohoo! Little fella?

Hello. Don't be rude, say 'hi'.

MARLIN: Ha..hello.

DORY: His son Bingo..

MARLIN: Nemo.

DORY: ..Nemo, was taken to, uh..

MARLIN: Sydney.

DORY: Sydney. Yes. And it's really, really

important that we get there as fast as we can.

So can you help us out? Come on, little fella.

Come on.

MARLIN: Dory, I'm a little fella. I don't

think that's a little fella.

DORY: Oh. Oh, oh, big fella. Big fe--whale.

Okay. Maybe he only speaks whale.

MOOOOO-WEEEEEEE-NEEEEED...

MARLIN: Uh, Dory..what're you doing?

DORY: TOOOOOOO-FIIIIIIND...

MARLIN: What're you doing?

DORY: HIS-SOOOOOOOOOOOON...

MARLIN: Are you sure you speak whale?

DORY: CAN-YOOOOOUUU-GIIIIIVE-

USSSS-DIRECTIOOOOOOOONS-

TOOOOOOOOO...

MARLIN: Dory! Heaven knows what you're

saying! See, he's swimming away.

DORY: COOOME-

BAAAAAAAAAAAAAACK!

MARLIN: He's not coming back. You

offended him.

DORY: Maybe a different dialect.

MOOOOOOOOOOOOOO!

MOOOOOAAAAAAAAAA..!

MARLIN: Dory. Dory, this is not whale.

You're speaking like upset stomach.

DORY: Maybe I should try humpback.

MARLIN: No, don't try humpback.

DORY:

WAAAAAAAAAAAAAAOOOOOOO!!!

WAAAAAAAAAOOOOOO!!!

MARLIN: Okay, you actually sound sick.

DORY: Maybe louder, huh? RAAAH!!!

RAAAAH!!!

MARLIN: Don't do that!

DORY: Too much orca. Didn't it sound a

little orca-fish?

MARLIN: It doesn't sound orca! It sounds

like nothing I've ever heard!

DORY:

MOOOO..MOOOOOOOOOOOOOOO!!!

MARLIN: It's just as well, he might be

hungry.

DORY: Don't worry. Whales don't eat

clownfish, they eat krill.

KRILL: Swim away!

DORY: Oh, look. Krill.

MARLIN: Move, Dory! Move!

DORY: Aah-aaah! Aaaaaaaaaah!

GILL: Look at that. Would you look at that?

Filthy. Absolutely filthy. And it's all thanks

to you, kid. You made it possible. Jacques, I

said no cleaning!

JACQUES: I am ashamed.

PEACH: Hey, look. Scum angel.

GURGLE: Aah! Aaaah! Ooh-ooh! Aaaaah!

BUBBLES: Bubbles! I love the bubbles--!

[coughs]

DEB: Flo! Flo! Has anybody seen Flo? Flo!

PEACH: Nine o' clock and cue dentist.

DENTIST: Hello, Barbara. Sorry I'm late.

PEACH: Okay. Okay, here we go. Here we

go, okay.

DENTIST: Little Davey Reynolds.

PEACH: Okay. Walks to the counter, drops

the keys..

GURGLE: Bloat, that's disgusting!

BLOAT: Tastes pretty good to me. [belch]

GURGLE: Eww! Don't you people realize

we are swimming in our own--

PEACH: Shhh! Here he comes.

DENTIST: Crikey, what a state. Oh.

Barbara, what's my earliest appointment

tomorrow?

BARBARA: Uh, ten 'o clock, luv.

DENTIST: Leave it open, would you? I

gotta clean the fish tank before Darla gets

here.

GILL; He he! Did you hear that, Sharkbait?

NEMO: Yay! He does gonna clean the tank!

He's gonna clean the tank! We're gonna be

clean!

GILL: Are you ready to see your dad, kid?

NEMO: Uh-huh.

GILL: Of course you are. You know, I

wouldn't be surprised if he's out there in the

harbor waiting' for you right now.

NEMO: Yeah.

MARLIN: Aaaaaaaaaaaah! Ooof!

DORY: Ha~~haaa~~haaaaaaah! Whooo!

MARLIN: Aaaaaaaaaaaah!

DORY: Here comes a big one--whooooooo!

Come on, you gotta try this!

MARLIN: Would you just stop it!?

DORY: Why? What's wrong?

MARLIN: We're in a whale! Don't you get

it!?

DORY: A whale?

MARLIN: A whale! 'Cause you had to ask

for help! And now we're stuck here!

DORY: Wow. A whale. You know I speak

whale.

MARLIN: No, you're insane! You can't

speak whale! I have to get out! I have to find

my son! I have to tell him how old sea

turtles are! [sobs]

DORY: Woo-ho-ho-ho-ho-ho-hoo! Hey. You

okay?

DORY: There, there. It's all right. It'll be

okay.

MARLIN: No. No, it won't.

DORY: Sure it will, you'll see.

MARLIN: No. I promised him I'd never let

anything happen to him.

DORY: Huh. That's a funny thing to

promise.

MARLIN: What?

DORY: Well, you can never let anything

happen to him. Then nothing would ever

happen to him. Not much fun for little

Harpo.

DORY: Hmm..

MARLIN: What's going on?

DORY: I don't know. I'll ask him.

MMMWWHAAAAAAAAA!

HUUUWHAAAAAAAAA..

MARLIN: Dory. Dory.

MARLIN: ..AAAAAAAAAAT'SSS-

GOOIIIIIIING..

MARLIN: Dory.

DORY: ..OOOOOOOOONNN?

DORY: I think he says we've stopped.

MARLIN: Of course, we've stopped. Just

stop trying to speak whale, you're gonna

make things worse. [gasps] What is that

noise? Oh no. Look what you did. The

water's going down! It's-it's-it's going down!

DORY: Really? Are you sure about that?

MARLIN: Look, it's already half-empty!

DORY: Hmm..I'd say it's half full.

MARLIN: Stop that! It's half-empty!

DORY: Okay, that one was a little tougher.

He either said we should go to the back of

the throat or he wants a root beer float.

MARLIN: Of course he wants us to go

there! That's eating us! How do I taste,

Moby!? Huh!? Do I taste good!? You tell

him I'm not interested in being lunch!

DORY: Okay. HEEEEEEEEE--

MARLIN: Stop talking to him--waaaah!

DORY: Aaaaaaaaaaaaaaaaaaah!!!

MARLIN: What is going on!?

DORY: I'll check! WHAAAAAAA--!

MARLIN: No! No more whale! You can't

speak whale!

DORY: Yes, I can!

MARLIN: No, you can't! You think you

could do these things but you can't, Nemo!

DORY: Okay.

MARLIN: Dory!

DORY: He says it's time to let go!

Everything's gonna be all right!

MARLIN: How do you know!? How do you

know something bad isn't gonna happen!?

DORY: I don't!

MARLIN/DORY:

AAAAAAAAAAAAAAAAAAHHH!!!

AAAAAAAAAAAAAAAHHH!!!

MARLIN: Ha ha ha! We're alive!

DORY: Look! Sy-d-ney..Sydney! Uh,

Sydney! Sydney again!

MARLIN: You were right, Dory! We made

it! We're gonna find my son!

MARLIN: THAAAAAAAAAAANK-

YOOOOOOOOOUUUU-

SIIIRRRRRRRRR!

DORY: Wow. I wish I could speak whale.

MARLIN: Okay. All we got to do is find the

boat that took him.

DORY: Right!

MARLIN: Come on, Dory. We can do this!

PEACH: [yawn] Morning. [gasps] It's

morning, everyone! Today's the day! The

sun is shining, the tank is clean and we are

getting out of--[gasps]--the tank is clean.

The tank is clean!

DEB: But how?

GILL: Boss must've installed it last night

while we were sleepin'.

NEMO: What're we gonna do?

GILL: What's it say, Peach?

PEACH: [muffled] The AquaScum two-

thousand..

GILL: I can't hear you, Peach.

PEACH: 'The AquaScum 2003 is an all-

purpose, self-cleaning maintenance free salt

water purifier that is guaranteed to even

extend the life of your aquarium fish'.

BLOAT: [inflates] Stop it!

PEACH: 'The AquaScum is programmed to

scan your tank environment every 5

minutes'?

GURGLE: Scan? What does that mean?

GURGLE: Aaah!

AQUASCUM: Temperature: 82 degrees. PH

balance: normal.

ALL: Oooooh.

PEACH: Nice.

GURGLE: Ooh..ah..curse you, AquaScum!

BLOAT: That's it for the escape plan. It's

ruined!

NEMO: Then what're we gonna do about--

ALL: [gasps] Darla!

GILL: Stay down, kid!

BLOAT: False alarm.

GURGLE: My nerves can't take much more

of this.

BLOAT: What're we gonna do when that

little brat gets here?

GILL: I'm thinking', I'm thinking'.

NEMO: Aaah! Oh! Gill!

GILL: [gasps] Nemo!

NEMO: Help me! Help me!

GILL: Hold on! I'm coming'!

NEMO: Help me!

GILL: Swim down! Come on, kid! Swim

down! Come on!

BLOAT: Everybody jump in!

DEB: Swim down!

GILL: That's it!

DENTIST: What the!?

ALL: Yay!

GILL: Good work!

NEMO: Gill!

GILL: [gasps] Nemo!

BLOAT: Shark bait!

GILL: Roll, kid! Lean! Lean!

DENTIST: Whoops. That would've been a

nasty fall.

NEMO: Gill! Don't let me go belly up!

GILL: Just calm down, Nemo.

NEMO: Don't let me go belly up!

GILL: You won't go belly up, I promise.

You're gonna be okay.

ALL: [gasps] Darla!

DORY: All right, do any of these boats look

familiar to you?

MARLIN: No, but the boat has to be here

somewhere! Come on, Dory, we're gonna

find it.

DORY: I'm totally excited. [yawn] Are you

excited? [yawn]

MARLIN: Dory, wake up, wake up. Come

on.

DORY: [gasps] Duck!

MARLIN: That's not a duck. It's a--pelican!

Whooooaaaaah!

DORY: Aaaaaaaaaaaah!

MARLIN: No! I didn't come this far to be

breakfast!

PELICAN: Hey, hey, Nigel. Heh, would you

look at that?

NIGEL: Huh? Wha-what?

PELICAN: Sun's barely up and already

Gerald's had more than he can handle.

NIGEL: Yeah. Reckon somebody ought to

help the poor guy.

PELICANS: Yeah, yeah, right.

NIGEL: Well, don't everybody fly off at

once.

NIGEL: All right, Gerald, what is it? Fish

got your tongue?

DORY: Aaaaaaaaaaaaaah!!!

NIGEL: Love a duck!

MARLIN: I gotta find my son Nemo!

NIGEL: [gasps] Nemo? Hey, hey, hey! He's

that fish! Y'know the one we were talking

about! The one that's been fighting the

whole ocean! Hey, I know where your son i-

-huh? Hey, wait! Come back! Stop!

MARLIN: Dory, keep going! He's crazy!

NIGEL: I got something to tell 'ya!

GULL: Mine.

NIGEL: Okay, don't make any sudden

moves. Hop inside my mouth if you want to

live.

MARLIN: Hop in your mouth, huh? And

how does that make me live?

GULL: Mine.

NIGEL: Because I can take you to your son.

MARLIN: Yeah, right.

NIGEL: No. I know your son. He's orange,

he's got a gimpy fin on one side..

MARLIN: That's Nemo!


Mine!

DORY: Aaaaaaaaaaaaaah!!!

NIGEL: Fasten your seatbelts!


Mine!

DORY: Whoooooo! Woohooooo!


Mine!

DORY: Ha-haaaa! Ha ha ha ha!

MARLIN: Aaaaaaaaaaaaaaaah!

NIGEL: Everybody hold on!

MARLIN/DORY: Aaaaaaaaaaaaaaaaah!


Mine!

BUBBLES: Aaaah! Too loud! Too loud for

me!

DARLA: [singing] Twinkle, twinkle little

star.

PEACH: Find a happy place, find a happy

place, find a happy place!

BARBARA: Darla, you're uncle will see

you now.

DENTIST: All right, let's see those pearly

whites.

DARLA: RAAAH! I'm a piranha. They're in

the Amazon.

DENTIST: And a piranha's a fish, just like

your present.

DARLA: [giggling] I get a fishy! Fishy,

fishy, fishy!

DENTIST: Oh no. Poor little guy.

BLOAT: He's dead!

GILL: Shark bait!

DARLA: Yay! Fishy, fishy, fishy!

DENTIST: He he he! Must've left your

present in the car, sweetie. Ha ha ha ha ha!

DARLA: Awwwww.

DENTIST: I'll go and get it.

GILL: [gasps] He's still alive!

PEACH: He's not dead!

BLOAT: What's happening? Why is he

playing dead?

GILL: He's gonna get flushed down the

toilet! He's gonna get outta here!

DEB: Yay!

BLOAT: He's gonna get flushed!

GURGLE: What a smart little guy!

GILL: Oh no, not the trash can!

BUBBLES: Nemo! No!

NIGEL: Hey! Hey! I found his dad!

MARLIN: Where's Nemo!? Where is he!?

BLOAT: Dentist! Dentist!

GILL: He's over there!

MARLIN: What's a dentist!? What is that!?

[gasps] Nigel, get in there!

NIGEL: I can't go in there.

MARLIN: Oh yes, you can! Charge!

DARLA: Aaaaaaaaaaaah!

DENTIST: What the--!? Darla, sweetie!

Look out!

DARLA: Aaaaaaaah!

DENTIST: Hold still!

DARLA: Aaaaaaaah!

DENTIST: Easy! Easy!

DARLA: Aaaaaaaah!

DENTIST: Hold still! Nobody's going to

hurt you! Oof!

MARLIN: [gasps] Nemo.

DORY: [gasps] Oh my goodness.

DENTIST: Gotcha! Keep down!

MARLIN: Nemo!

NEMO: Daddy?

DENTIST: Out with 'ya! And stay out!

NEMO: Daddy!?

DARLA: Fishy? Fishy! Wake up! Wake up!

DEB: Oh no!

GILL: Quick! To the top of Mt.

Wannahockaloogie!

DARLA: Why are you sleeping!?

PEACH: Hurry!

GILL: Bloat! Ring of Fire!

DARLA: Fishy--aaaaaaaaaaaah!

Aaaaaaaaaah!

DENTIST: What!? All the animals have

gone mad!

DARLA: Aaaaaaaah! Get it out!

GURGLE: Smack her in the head!

BLOAT: Go, Gill! Go!

DARLA: Fish in my hair! Aaaaaaaah!

NEMO: Gill.

GILL: Sharkbait. Tell your dad..I said..hi.

Go get 'em.

DENTIST: Ooooh. [gasps]

BLOAT: He did it! Ha ha!

DEB: Yay!

BUBBLES: I'm so happy!

GURGLE: Is he gonna be okay, Gill?

GILL: Don't worry. All drains lead to the

ocean.

DARLA: Fishy!

NEMO: Aaaaaaaaaaaaaah! Daddy!

NIGEL: I'm, I'm so sorry. Truly, I am.

DORY: Hey..

MARLIN: Dory. If it wasn't for you, I never

even would have made it here. So, thank

you.

DORY: Hey! Hey, wait a minute. W-w-wait!

Where are you going?

MARLIN: It's over, Dory. We were too late.

Nemo's gone and I'm going home now.

DORY: No..no, you can't! Stop! Please don't

go away. Please? No one's ever stuck with

me for so long before. And if you leave, if

you leave...I just, I remember things better

with you. I do. Look, P. Sherman,

42..40..2..agh! I remember it, I do. It's there,

I know it is because when I look at you, I

can feel it. And I, I look at you and...I'm

home. Please. I don't want them to go away.

I don't wanna forget.

MARLIN: I'm sorry, Dory, but I do.

CRAB 1: Manna from heavens!

CRAB 2: Sweet nectar of life!

CRAB 1/CRAB 2: Hey! Hey, hey! Hey!

CRAB 1: This is our spot!

CRAB 2: Go on! Get outta here!

CRAB 1/CRAB 2: Hey, hey! Hey! Hey, hey,

hey!

CRAB 1: Yeah, that's it fella! Just keep on

swimmin', you got that!

CRAB 2: Too right, mate! Oh, Oh! I got a

live one here!

NEMO: Hey, have you seen my dad?

CRAB 2: Gotcha! Hey! Hey! Come back

here!

CRAB 1: You let 'im go!

CRAB 1/CRAB 2: Hey! Hey, hey, hey!

NEMO: Dad! Dad! Dad!

DORY: Aah! No!

NEMO: Um, excuse me. Are you all right?

DORY: I don't know where I am! I don't

know what's going on, I think I lost

somebody but I, I can't remember.

NEMO: It's okay, it's okay. I'm looking for

someone too. Hey, we can look together.

DORY: I'm Dory.

NEMO: I'm Nemo.

DORY: Nemo? That's a nice name.

NEMO: Dad!

DORY: Dad!

NEMO: Dad!

DORY: Dad! Wait a minute, is it your dad or

my dad?

NEMO: My dad.

DORY: Got it. Dad!

NEMO: Where are we, anyway?

DORY: Dad! Dad! Oh. S-ss-syl--shi--

Sydney. [gasps] 'P. Sherman, 42 Wallaby

Way, Sydney'.

DORY: Aaaaah! Nemo! It's you! Aaaaaah!

You're Nemo!

NEMO: [muffled] Yes! Yes! I'm Nemo!

DORY: Oh! You're Nemo! [gasps] You were

dead! I saw you! And then I--[gasps], here

you are! I found you! You're not dead! And

your father--[gasps]! Your father!

NEMO: My father!? You know my father!?

Where is he!?

DORY: [gasps] This way! He went this way!

Quick!

DORY: Hey! Hey, hey! Hey!

CRAB 1/CRAB 2: Hey! Hey, hey, hey!

DORY: Hey! Have you seen an orange fish

swim by? It looks just like him!

NEMO: But bigger!

CRAB 2: Yeah, I saw 'im, bluey! But I'm not

tellin' you where he went. And there's no

way you're gonna make me!

GULL: Mine.

CRAB: Huh!? Aaaah! All right! I'll talk! I'll

talk! He went to the fishing grounds!

Aaaaah!

GULLS: Mine!Mine! Mine! Mine! Mine!

Mine!

FISH: Hey! Look out!

MARLIN: Sorry. Just trying to get home.

NEMO: Dad! Dad!

MARLIN: Nemo?

NEMO: Daddy!

MARLIN: Nemo?

NEMO: Dad!

DORY: Nemo's alive!

MARLIN: Dory? [gasps] Nemo!

NEMO: Daddy!

MARLIN: Nemo! I'm coming, Nemo!

NEMO: Dad!

MARLIN: Nemo!

NEMO: Dad!

MARLIN: Oh, thank goodness! It's all right,

son. It's gonna be okay.

FISH: Turn around! You're going the wrong

way! Aaaaaaaaaaah!

DORY: Aaaaaaaaaaaah! Look out!

MARLIN: Move! Move!

FISH: Aaaaaaaaaaaah!

DORY: Help! AAAAAAAAAAAAH!!!

MARLIN: Dory!

NEMO: Come on!

DORY: Heeeeeeeelp!!! Help!

NEMO: Dory!

DORY: Help! Get us out! Aaaaaaaah!

MARLIN: No, no, no! No! Dory!

NEMO: Dad! I know what to do!

MARLIN: Nemo! No!

NEMO: We have to tell all the fish to swim

down together!

MARLIN: Get out of there, now!

NEMO: I know this will work!

MARLIN: No, I am not gonna lose you

again!

NEMO: Dad, there's no time! It's the only

way we can save Dory! I can do this!

MARLIN: You're right. I know you can.

NEMO: Lucky fin!

MARLIN: Now go! Hurry!

NEMO: Tell all of the fish to swim down!

MARLIN: Well!? You heard my son! Come

on!

NEMO: Dory!

DORY: [gasps]

NEMO: You have to tell everybody to..

MARLIN: ..swim down together! Do you

understand what I'm saying to you!? Swim

down!

DORY: Everybody swim down!

NEMO: Come on! You have to swim down!

DORY: Swim down, okay?

NEMO: Swim..

MARLIN: down! Swim down! Swim down!

Swim down!

MARLIN: Don't give up! Keep swimming!

Just keep swimming!

NEMO: It's working!

FISH: Keep swimming! Keep swimming!

Keep swimming!

MARLIN: Just keep swimming! Keep

swimming!

NEMO: Come on, dad!

MARLIN: You're doing great, son!

NEMO: That's my dad!

MARLIN: Come on! Let's get to the bottom!

Keep swimming!

DORY: [singing] Just keep swimming, just

keep swimming.

MARLIN: Almost there! Keep swimming!

FISH: Keep swimming! Keep swimming!

Keep swimming! Keep swimming! Yay!

MARLIN: Oww!

DORY: Hey!

MARLIN: Dory! Where's Nemo!?

DORY: [gasps] There!

MARLIN: Oh no. Nemo!

MARLIN: Nemo? Nemo? It's okay. Daddy's

here, daddy's got you.

NEMO: [coughs] Daddy?

MARLIN: Oh, thank goodness.

NEMO: Dad...I don't hate you.

MARLIN: No, no, no. I'm so sorry, Nemo.

MARLIN: Hey, guess what?

NEMO: What?

MARLIN: Sea turtles? I met one! And he

was a hundred and fifty years old.

NEMO: Hundred and fifty?

MARLIN: Yep.

NEMO: 'Cause Sandy Plankton said they

only live to be a hundred.

MARLIN: Sandy Plankton? Do you think I

would cross the entire ocean and not know

as much as Sandy Plankton!?

NEMO: Ha ha ha ha!

MARLIN: He was a hundred and fifty! Not

one hundred! Who is this Sandy Plankton

who knows everything?

MARLIN: Time for school! Time for

school! Get up! Let's go! Go!

MARLIN: I'm gonna win!

NEMO: No, you're not! I did it! Woohoo!

Ha ha ha!

MARLIN: Oh! My own son beats me!

MR. RAY: Climb aboard, explorers!

MARLIN: So just then, the sea cucumber

looks over to the mollusk and says : 'with

fronds like these, who needs anemones?'!

BOB/TED/BILL: Haaa-ha ha ha ha ha ha!

MR. RAY: Well, hello, Nemo! Who's this?

NEMO: Exchange student.

SQUIRT: I'm from the EAC, dude!

MR. RAY: Sweet.

NEMO/SQUIRT: Totally.

BOB: But seriously, Marty, did you really do

all the things you say you did?

BRUCE: Uh, pardon me.

BOB/TED/BILL: [gasps]

BRUCE: Hello.

TED: Ohh!

BRUCE: Don't be alarmed.

ANCHOR: Oh, we just wanna make sure

that our newest member got home safe.

DORY: Thanks, guys.

BRUCE: Well, we'll see you next week.

CHUM: Keep up with the program, Dory.

ANCHOR: Remember: fish are friends..

DORY: ..not food! Bye!

MR. RAY: Hold on! Here we go! Next up,

knowledge!

MARLIN: Bye, son! Have fun!

NEMO: Bye, dad! Oh! Oh, Mr. Ray! Wait. I

forgot something.

NEMO: Love you, dad.

MARLIN: I love you too, son.

NEMO: Uh, dad, you can let go now.

MARLIN: Sorry! Now go have an

adventure!

SQUIRT: Goodbye! See you later, dudes!

DORY: Bye, Elmo!

MARLIN: Nemo.

DORY: Nemo! Bye, Nemo!

NEMO: See you after school, Dory! Bye,

dad!

MARLIN: Bye, son.

DENTIST: Barbara?

BARBARA: Uh-huh?

DENTIST: I don't understand it. Here this

thing has a lifetime guarantee and it breaks!

Had to clean the tank myself, take all the

fish out, put 'em in bags and---where'd the

fish go?

GILL: Come on, Peach!

DEB: Hurry!

GILL: You can do it!

BLOAT: Yeah, that's it! You can do it!

GURGLE: Just a little further!

PEACH: That's the shortest red light I've

ever seen!

BLOAT: Come on, Peach!

PEACH; Oooh--aaaaah!

ALL: Yay! We did it! Ha ha ha ha ha!

BLOAT: Now what?

APPENDIX 2

Syllabus

KURIKULUM TINGKAT SATUAN PENDIDIKAN (KTSP)

PERANGKAT PEMBELAJARAN

SILABUS

Mata Pelajaran : Bahasa Inggris

Satuan Pendidikan : SMA / MA

Kelas/Semester : XII/1

Nama Guru :

NIKY :

SILABUS PEMBELAJARAN

Nama Sekolah :

Mata Pelajaran : Bahasa Inggris

Kelas / Semester : XII / 1

Standar Kompetensi

Kompetensi Dasar

Materi Pembelajaran

Nilai Budaya & Karakter Bangsa

Kewirausahaan/Ekonomi

Kreatif

Kegiatan Pembelajaran

Indikator Penca-paian

Kompetensi Penilaian

Alokasi Waktu

Sumber Belajar

Mendengarkan

1 Memahami makna dalam teks percakapan transaksional dan interpersonal resmi dan berlanjut dalam konteks kehidupan sehari-hari

1.1 Merespon makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: mengusulkan, memohon, mengeluh, membahas kemungkinan atau untuk melakukan sesuatu, dan memerintah

Responding to expressions

Religius, jujur, toleransi, disiplin, kerja keras, mandiri, demokratis, rasa ingin tahu, semangat kebangsaan, cinta tanah air, menghargai prestasi, bersahabat, cinta damai, gemar membaca, peduli lingkungan, peduli sosial, tanggung jawab

Percaya diri (keteguhan hati, optimis).

Berorientasi pada tugas (bermotivasi, tekun/tabah, bertekad, enerjik).

Pengambil resiko (suka tantangan, mampu memimpin)

Orientasi ke masa depan (punya perspektif untuk masa depan)

Mendengarkan percakapan interpersonal/transaksional secara individu.

Mendiskusikan tindak tutur yang digunakan dalam percakapan yang didengar secara berpasangan.

Mendiskusikan respon yang diberikan terhadap tindak tutur yang didengar

Mengidentifikasi makna kata

Mengidentifikasi hubungan antar pembicara

Mengidentifikasi makna tindak tutur mengusulkan

Merespon tindak tutur mengusulkan

Mengidentifikasi makna tindak tutur memohon

Merespon tindak tutur memohon

Mengidentifikasi makna tindak tutur membahas kemungkinan atau kemampuan untuk melakukan sesuatu

Merespon tindak

Tertulis

(PG dan Uraian)

Tugas

Quiz

1 x 45

2 x 45

2 x 45

Developing English Competencies

for Grade X Senior High School (SMA/MA)

Tape

Kamus

Kaset/CD

Tape/CD Player

OHP/LCD

Foto/ Poster

Gambar

Koran berbehasa Inggris

Majalah

Internet

Standar Kompetensi

Kompetensi Dasar

Materi Pembelajaran



Kreatif




Alokasi Waktu

Sumber Belajar

tutur membahas kemungkinan atau kemampuan untuk melakukan sesuatu

Mengidentifikasi makna tindak tutur memerintah

Merespon tindak tutur memerintah

Mengidentifikasi kontek situasi

1.2 Merespon makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained)

secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: mengakui kesalahan, berjanji,

Responding to expressions





Orientasi ke masa depan (punya perspektif untuk masa

Mendengarkan percakapan interpersonal/transaksional secara klasikal

Mendiskusikan tindak tutur yang digunakan dalam percakapan yang didengar secara berpasangan.

Mendiskusikan respon yang diberikan terhadap tindak tutur yang didengar

Mengidentifikasi makna tindak tutur mengakui kesalahan

Merespon tindak tutur mengakui kesalahan

Mengidentifikasi makna tindak tutur berjanji

Merespon tindak tutur berjanji

Mengidentifikasi makna tindak tutur menyalahkan/menuduh

Merespon tindak tutur

Tertulis

(PG dan Uraian)

Quiz

Tugas

1 x 45

1 x 45

1 x 45



Tape

Kamus

Kaset/CD

Tape/CD Player

OHP/LCD

Foto/ Poster

Gambar

Standar Kompetensi

Kompetensi Dasar

Materi Pembelajaran



Kreatif




Alokasi Waktu

Sumber Belajar

menyalahkan, menuduh, mengungkapkan keingintahuan dan hasrat, dan menyatakan berbagai sikap

depan) menyalahkan/ menuduh

Mengidentifikasi makna tindak tutur mengungkapkan keingintahuan dan hasrat

Merespon tindak tutur mengungkapkan keingintahuan dan hasrat

Mengidentifikasi makna tindak tutur menyatakan berbagai sikap

Merespon tindak tutur menyatakan berbagai sikap


Majalah

Internet

2 Memahami makna dalam teks fungsional pendek dan monolog berbentuk narrative, explanation dan discussion dalam konteks kehidupan sehari-hari

2.1 Merespon makna dalam teks fungsional pendek resmi dan tak resmi yang menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks

Responding to a monologue

Religius, jujur, toleransi, disiplin, kerja keras, mandiri, demokratis, rasa ingin tahu, semangat kebangsaan, cinta tanah air, menghargai prestasi, bersahabat,



Pengambil resiko (suka

Mendengarkan sebuah pengumuman lisan.

Mendiskusikan isi teks yang didengar secara berpasangan.

Mendiskusikan bentuk bahasa lisan

Mengidentifikasi topik sebuah teks fungsional pendek yang didengar

Mengidentifikasi informasi tertentu dari teks fungsional pendek yang didengar

Tertulis

(PG dan Uraian)

Tugas

1 x 45

1 x 45

1 x 45



Tape

Kamus

Standar Kompetensi

Kompetensi Dasar

Materi Pembelajaran



Kreatif




Alokasi Waktu

Sumber Belajar

kehidupan sehari-hari

cinta damai, gemar membaca, peduli lingkungan, peduli sosial, tanggung jawab

tantangan, mampu memimpin)


berdasarkan teks yang didengar secara berkelompok.

Mengidentifikasi tujuan teks fungsional pendek yang didengar.

Kaset/CD

Tape/CD Player

OHP/LCD

Foto/ Poster

Gambar


Majalah

Internet

2.2 Merespon makna dalam teks monolog yang menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk: narrative, explanation, dan discussion

Responding to a monologue

Religius, jujur, toleransi, disiplin, kerja keras, mandiri, demokratis, rasa ingin tahu, semangat kebangsaan, cinta tanah air, menghargai prestasi, bersahabat, cinta damai, gemar membaca, peduli lingkungan, peduli sosial, tanggung




Orientasi ke masa depan (punya perspektif

Mendengarkan sebuah teks

narrative/explanation/discussion secara klasikal.


Mendiskusikan bentuk bahasa lisan berdasarkan teks yang didengar secara berkelompok.

Mengidentifikasi main idea dari teks explanation yang didengar

Mengidentifikasi tokoh dari cerita yang didengar

Mengidentifikasi kejadian dalam teks yang didengar

Mengidentifikasi urutan suatu peristiwa dalam teks narasi

Mengidentifikasi keuntungan dari suatu kejadian

Tugas

Quiz

Tes tertulis

2 x 45

1 x 45

1 x 45



Tape

Kamus

Kaset/CD

Tape/CD Player

OHP/LCD

Foto/ Poster

Standar Kompetensi

Kompetensi Dasar

Materi Pembelajaran



Kreatif




Alokasi Waktu

Sumber Belajar

jawab untuk masa depan)

Mengidentifikasi proses suatu kejadian yang didengar dari teks explanation

Gambar


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Berbicara

3 Mengungkapkan makna dalam teks percakapan transaksional dan interpersonal resmi dan berlanjut dalam konteks kehidupan sehari-hari

3.1 Mengungkap-kan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: mengusulkan, memohon, mengeluh, membahas kemungkinan atau untuk melakukan sesuatu, dan

Expressing gratitude






Bermain peran secara berkelompok

Menggunakan tindak tutur mengusulkan

Menggunakan tindak tutur memohon

Menggunakan tindak tutur mengeluh

Menggunakan tindak tutur membahas kemungkinan atau kemampuan untuk melakukan sesuatu

Menggunakan tindak tutur memerintah

Tugas

Performans

3 x 45 Developing English Competencies


Tape

Kamus

Kaset/CD

Tape/CD Player

OHP/LCD

Foto/ Poster

Gambar


Majalah

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Standar Kompetensi

Kompetensi Dasar

Materi Pembelajaran



Kreatif




Alokasi Waktu

Sumber Belajar

memerintah

3.2 Mengungkap-kan makna dalam percakapan transaksional (to get things done)

dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: mengakui kesalahan, berjanji, menyalahkan, menuduh, mengungkapkan keingintahuan dan hasrat , dan menyatakan berbagai sikap

Performing a monologue






Berrmain peran secara berkelompok

Secara berpasangan melakukan tourist hunting dan merekam percakapan mereka terutama dalam tindak tutur mengungkapkan keinginan dan hasrat serta menyatakan berbagai sikap

Menggunakan tindak tutur mengakui kesalahan

Menggunakan tindak tutur berjanji

Menggunakan tindak tutur menyalahkan / menuduh

Menggunakan tindak tutur mengungkapkan keingintahuan dan hasrat

Menggunakan tindak tutur menyatakan berbagai sikap



Tape

Kamus

Kaset/CD

Tape/CD Player

OHP/LCD

Foto/ Poster

Gambar


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4 Mengungkapkan makna dalam teks fungsional pendek dan monolog berbentuk

4.1 Mengungkap-kan makna dalam teks fungsional pendek resmi dan tak resmi

Performing a monolog

Religius, jujur, toleransi, disiplin, kerja keras, mandiri, demokratis,


Berorientasi

Mendengarkan sebuah pengumuman lisan.

Mengidentifikasi topik sebuah teks fungsional pendek yang

Tertulis

(PG dan Uraian)

Tugas

1 x 45

1 x45

1 x 45


for Grade

Standar Kompetensi

Kompetensi Dasar

Materi Pembelajaran



Kreatif




Alokasi Waktu

Sumber Belajar

narrative, explanation dan discussion dalam

konteks kehidupan sehari-hari

dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari

rasa ingin tahu, semangat kebangsaan, cinta tanah air, menghargai prestasi, bersahabat, cinta damai, gemar membaca, peduli lingkungan, peduli sosial, tanggung jawab

pada tugas (bermotivasi, tekun/tabah, bertekad, enerjik).




Mendiskusikan bentuk bahasa lisan berdasarkan teks yang didengar secara berkelompok.

didengar

Mengidentifikasi informasi tertentu dari teks fungsional pendek yang didengar

Mengidentifikasi tujuan teks fungsional pendek yang didengar.

X Senior High School (SMA/MA)

Tape

Kamus

Kaset/CD

Tape/CD Player

OHP/LCD

Foto/ Poster

Gambar


Majalah

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4.2 Mengungkap-kan makna dalam teks monolog dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk:

Performing a monologue

Religius, jujur, toleransi, disiplin, kerja keras, mandiri, demokratis, rasa ingin tahu, semangat kebangsaan, cinta tanah air, menghargai prestasi, bersahabat, cinta damai,



Pengambil resiko (suka tantangan,

Secara berkelompok menyampaikan penjelasan tentang proses terjadinya sesuatu

Secara berkelompok melakukan debat

Menggunakan kalimat simple present dalam menyampaikan penjelasan tentang proses

Melakukan monolog berbentuk narrative

Melakukan monolog

Tugas

Performans

2 x 45

4 x 45



Tape

Kamus

Standar Kompetensi

Kompetensi Dasar

Materi Pembelajaran



Kreatif




Alokasi Waktu

Sumber Belajar

narrative, explanation, dan discussion

gemar membaca, peduli lingkungan, peduli sosial, tanggung jawab

mampu memimpin)


berbentuk discussion

Menggunakan kalimat argumen

Melakukan debat

Kaset/CD

Tape/CD Player

OHP/LCD

Foto/ Poster

Gambar


Majalah

Internet

Membaca

5 Memahami makna teks fungsional pendek dan teks tulis esei berbentuk narrative, explanation dan discussion dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan

5.1 Merespon makna dalam teks fungsional pendek resmi dan tak resmi yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan

Identifying the structure of a text

Religius, jujur, toleransi, disiplin, kerja keras, mandiri, demokratis, rasa ingin tahu, semangat kebangsaan, cinta tanah air, menghargai prestasi, bersahabat, cinta damai, gemar membaca, peduli lingkungan, peduli sosial, tanggung




Orientasi ke masa depan (punya perspektif

Membaca banner, poster, pamphlet secara individu

Mendiskusikan isi teks yang dibaca secara berpasangan.

Mendiskusikan ciri-ciri gramatika yang digunakan dalam teks yang dibaca secara berkelompok.

Membaca wacana ragam tulis yang dibahas

Mengidentifikasi topik dari teks yang dibaca

Mengidentifikasi informasi tertentu dari teks fungsional pendek

Tugas

Quiz

Tes tertulis

2 x 45

2 x 45

2 x 45



Tape

Kamus

Kaset/CD

Tape/CD Player

OHP/LCD

Foto/ Poster

Standar Kompetensi

Kompetensi Dasar

Materi Pembelajaran



Kreatif




Alokasi Waktu

Sumber Belajar

jawab untuk masa depan)

Gambar


Majalah

Internet

5.2 Merespon makna dan langkah retorika dalam esei yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk: narrative, explanation, dan discussion

Reading texts Religius, jujur, toleransi, disiplin, kerja keras, mandiri, demokratis, rasa ingin tahu, semangat kebangsaan, cinta tanah air, menghargai prestasi, bersahabat, cinta damai, gemar membaca, peduli lingkungan, peduli sosial, tanggung jawab





Membaca nyaring bermakna teks explanation

secara individu

Mendiskusikan berbagai aspek dari teks seperti isi, struktur teks, secara berkelompok.

Berlatih menggunakan kalimat present tense dalam bentuk kalimat komplek yang menyatakan proses terjadinya sesuatu dan kalimat yang menyatakan kontra.

Mengidentifikasi makna kata dalam teks yang dibaca

Mengidentifikasi makna kalimat dalam teks yang dibaca

Mengidentifikasi komplikasi dalam sebuah cerita narasi

Mengidentifikasi kejadian dalam teks yang dibaca

Mengidentifikasi proses sebuah peristiwa

Mengidentifikasi argument yang pro dan kontra dalam teks

Mengidentifikasi langkahlangkah

Tugas

Quiz

Tes tertulis

1 x 45

2 x 45

1 x 45



Tape

Kamus

Kaset/CD

Tape/CD Player

OHP/LCD

Foto/ Poster

Gambar


Majalah

Internet

Standar Kompetensi

Kompetensi Dasar

Materi Pembelajaran



Kreatif




Alokasi Waktu

Sumber Belajar

retorika dari teks

Mengidentifikasi tujuan komunikasi teks dibaca

Menulis

6 Mengungkapkan makna dalam teks tulis monolog yang berbentuk narrative, explanation dan discussion secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari

6.1 Mengungkap-kan makna dalam teks fungsional pendek resmi dan tak resmi dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari

Writing short funcntional text and monologue






Menuliskan sebuah banner, poster, pamphlet

secara

berkelompok

dan

mempublikasi

kannya di

Mading

sekolah

Menulis gagasan utama

Menggunakan tata bahasa, kosa kata, tanda baca, ejaan, dan tata tulis dengan akurat

Mengelaborasi gagasan utama

Membuat draft, merevisi, menyunting

Menghasilkan banner, poster, atau pamphlet

Tugas

Unjuk kerja

4 x 45 Developing English Competencies


Tape

Kamus

Kaset/CD

Tape/CD Player

OHP/LCD

Foto/ Poster

Gambar


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6.2 Mengungkap- Writing a text Religius, jujur, Percaya diri Membuat draft Menggunakan if Developin

Standar Kompetensi

Kompetensi Dasar

Materi Pembelajaran



Kreatif




Alokasi Waktu

Sumber Belajar

kan makna dan langkah retorika da-lam teks mo-nolog dengan mengguna-kan ragam bahasa tulis secara aku-rat, lancar dan berteri-ma dalam konteks kehi-dupan sehari-hari dalam teks berben-tuk: narrative, explanation, dan discus-sion

toleransi, disiplin, kerja keras, mandiri, demokratis, rasa ingin tahu, semangat kebangsaan, cinta tanah air, menghargai prestasi, bersahabat, cinta damai, gemar membaca, peduli lingkungan, peduli sosial, tanggung jawab

(keteguhan hati, optimis).




teks narrative, explanation dan discussion

clause dalam menyampaikan sebuah berita

Menggunakan adverbial clause dalam membuat sebuah explanation

Menghasilkan teks berbentuk explanation

Menghasilkan teks berbentuk narrative

Menghasilkan teks berbentuk discussion

g English Competencies


Tape

Kamus

Kaset/CD

Tape/CD Player

OHP/LCD

Foto/ Poster

Gambar


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APPENDIX 3

Decree of Thesis Consultant

APPENDIX 4

Thesis Consultation Log

a pragmatic analysis of illocutionary acts found

Documents

Transcript of a pragmatic analysis of illocutionary acts found