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RESPECT AND OBEDIENCE OF CHILDREN

REFLECTED IN NANNY 911

A THESIS

Presented as a Partial Fulfillment of the Requirements

to Obtain the Magister Humaniora (M.Hum.) Degree

in English Language Studies

by

Umi Rohmiyatun

106332029

THE GRADUATE PROGRAM OF ENGLISH LANGUAGE STUDIES

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2014

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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STATEMENT OF WORK ORIGINALITY

This is to certify that all ideas, phrases, sentences, unless otherwise stated, are

the ideas, phrases, and sentences of the thesis writer. The writer understands the full

consequences including degree cancellation if she took somebody else’s ideas,

phrases, or sentences without proper references.


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LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:

Nama : Umi Rohmiyatun

NIM : 106332029

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan

Universitas Sanata Dharma karya ilmiah saya yang berjudul:

Respect and Obedience of Children Reflected in Nanny 911

beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan

kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan

dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data,

mendistribusikan secara terbatas, dan mempublikasikannya di internet atau media lain

untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan

royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.

Demikian pernyataan ini yang saya buat dengan sebenarnya.

Dibuat di Yogyakarta

Pada tanggal: 23 Januari 2014


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ACKNOWLEDGEMENTS

Praise to Allah Subhana Wa Ta’ala finally I have managed to complete this

thesis. My deep gratitude goes to Dr. B. B. Dwijatmoko, MA, my thesis advisor, for

his invaluable support, guidance, patience and kindness during the completion of this

thesis. I would also like to offer my gratitude to the lecturers: Prof. Dr. Soepomo

Poedjosoedarmo, Dr. Novita Dewi, M.S., M.A. (Hons), Dr. Fr. B. Alip, M. Pd., M.

A., Dr. J. Bismoko, Dr. Alb. Budi Susanto, S.J., Prof. Dr. Ch. Bakdi Sumanto, S.U.,

and Drs. F.X. Mukarto, M.S., Ph.D., for their guidance and willingness to share their

valuable knowledge during my study in Sanata Dharma University. I also express my

sincere gratitude to Mbak Lely, Pak Mul, and all staff of Sanata Dharma University

for their assistance in my study.

My appreciation goes to PPPPTK Matematika Yogyakarta that has given me a

chance to relish this academic journey. My colleagues in Setpim, Widya

Suwarningsih, and Anggrahini Suharto, deserve my gratitude for taking care of the

job during my study. I also thank all my friends in English Language Studies 2010,

especially Orpa Tambing, Anjar Dwi, and Lelly Sepniwati for their lovely

companionship. To Supriyo Eko, my husband, and Banyu Aji, my son, I thank them

for their love and support. Aliyya Adzkiya and Alifa Nastiti, my daughters, I love

them for being with me during the ups and downs in this journey.


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I also express my deep indebtedness to my parents, Emak and Bapak, for their

relentless prayer, without them I would not be me. Last but not least, I thank all

whose names I cannot mention one by one. May Allah grant endless blessings to

them all.

Umi Rohmiyatun


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TABLE OF CONTENTS

B. Related Studies…………………………………………………………….. 25

C. Theoretical Framework .……………………………………………............ 28

CHAPTER III. RESEARCH METHODOLOGY …………………………. 30

A. Type of the Study ..…………………………………………………………. 30

B. Data Source....……………………………………………………................. 30

C. Data Collection …………………………………………………………...... 32

D. Data Analysis……………………………………………………………….. 35

1. The Concept of Respect and Obedience ………………………………. 9

2. Sentence Types and Moods……………………………………………. 11

3. Context ………………………………………………………………… 13

4. Speech Acts …………………………………………………………… 16

5. Politeness and Face Threatening Acts ………………………………… 18

6. Control Acts Strategies ……………………………………………….. 23

TITLE PAGE …………………………………………………………………. i

APPROVAL PAGE …………………………………………………………… ii

DEFENCE APPROVAL PAGE ………………………………………………. iii

STATEMENT OF WORK ORIGINALITY ………………………………….. iv

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH …… v

ACKNOWLEDGEMENTS …………………………………………………… vi

TABLE OF CONTENTS ……………………………………………………... viii

LIST OF TABLES …………………………………………………………….. x

LIST OF FIGURES …………………………………………………………… xi

LIST OF APPENDICES ……………………………………………………… xii

ABSTRACT …………………………………………………………………... xiii

ABSTRAK………………………………………………………………………. xiv

CHAPTER I. INTRODUCTION …………………………………………… 1

A. Background ………………………………………………………………… 1

B. Research Questions…………………………………………………………... 7

C. Research Objectives ………………………………………………………... 7

D. Research Benefits ………………………………………………….............. 8

CHAPTER II. LITERATURE REVIEW …………………………….......... 9

A. Theoretical Review…………………………………………………………. 9


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CHAPTER IV. ANALYSIS RESULTS AND DISCUSSION…..…………. 36

A. Sentence Types and Moods …………. .…………………………………… 36

1. Declarative…………………………………………………………….. 37

a. Disobeyed Utterances…………..…………………………………… 37

b. Obeyed Utterances..………………………………………………… 45

2. Imperative……....................................................................................... 52

a. Disobeyed Utterances …………………………..…………………... 52

b. Obeyed Utterances………………………………………………….. 54

3. Interrogative............................................................................................ 57

a. Disobeyed Utterances……………………………………………….. 57

b. Obeyed Utterances………………………………………………….. 60

B. The Strategies Used to Gain Respect and Obedience………………………. 64

CHAPTER V. CONCLUSIONS AND SUGGESTIONS………………….. 72

A. Conclusions ………………………………………………………………… 72

B. Suggestions ………………………………………………………………… 74

BIBLIOGRAPHY ……………………………………………………….......... 75

APPENDICES ………………………………………………………………… 78


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LIST OF TABLES

Table 4.1 The Moods Used in Nanny 911 Discourses ……………..……….. 36

Table 4.2 The Communicative Function in Declarative Disobeyed

Utterances …………………………………...……………………. 37

Table 4.3 The Communicative Function in Declarative Obeyed Utterances.. 45

Table 4.4 The Communicative Function in Obeyed Imperative …..……….. 54

Table 4.5 The Communicative Function in Disobeyed Interrogative ..…….. 58

Table 4.6 The Communicative Function in Obeyed Interrogative ………….. 61

Table 4.7 The Strategy used in Nanny 911 …………………………………. 64


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LIST OF FIGURES

Figure 2.1. The Moods System ……………………..……………..……...... 12

Figure 2.2. Giving or demanding, goods-&-services or information .......……. 13


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LIST OF APPENDICES

Appendix 1 Nanny 911 – The Moods and Communicative Function ………… 78

Appendix 2 Nanny 911 – The Nonconventional Strategies…………………… 83

Appendix 3 Nanny 911 – The Discourses ……..…………………………..….. 90

Appendix 4 Nanny 911 – The Pictures of the Nannies …………………….…. 101


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ABSTRACT

Umi Rohmiyatun. 2013. Respect and Obedience of Children Reflected in Nanny 911.

Yogyakarta: English Language Studies, Graduate Program, Sanata Dharma

University.

People sometimes want others to do what they want or to make them follow

the rule. Using language is one way to achieve this purpose because language can be

used as a tool to accomplish particular ends. The utterance used in persuading others

to do something is included in the directive category of speech acts. One example of

people controlling others’ behavior is parents or adults who want children to follow

their instruction or to follow the rule. The study aims at revealing the features and the

strategies of the language used by parents or adults to control the acts of the children

in everyday conversation.

The study focuses on two problems. The first is ‘What linguistic features are

used to gain respect and obedience in Nanny 911?’. The second is ‘What strategies

are employed to gain respect and obedience in Nanny 911?’.The data for the analysis

were taken from the transcribed conversation of the television series Nanny 911.

There were 17 episodes in the first season taken to be the data. The total number of

the data were 140 utterances. Pragmatics theories were used in the analysis. The data

were classified into the moods and to the obeyed and disobeyed utterances. Further,

they were categorized into their communicative function also the possible reason of

their being obeyed or disobeyed. Finally, the nonconventional strategies used were

explored.

From the analysis, it is revealed that the linguistics features, in the discussion

of the moods and the communicative function, do not significantly influence the

addressee’s obedience. The analysis shows that the control acts are expressed in

declarative, imperative, and interrogative sentences. Each type has the disobeyed and

obeyed percentage of utterances. The factors that influencing obedience and

compliance are the cost of the intended action to the addressee and the face

threatening act of the expression. The high cost action tends to be disobeyed by

children. The high cost appears when compliance (1) interrupts the addressee’s

current or planned activity, (2) is difficult for the hearer, and (3) endangers the

possession of the hearer. Saving face from threatening acts is done by (1) attending

the hearer’s interest and wants; (2) using in-group identity markers; (3) seeking

agreement; (4) avoiding disagreement; (5) asserting common ground; (6) asserting

speaker’s knowledge of and concern for H’s wants; (7) offering, promising; (8)

including both S and H in the activity; (9) giving or asking for reasons; (10) assuming

or asserting reciprocity. The study reveals that nonconventional strategies in directive

also influence the compliance of the addressee. The nonconventional strategy

includes (1) the reason, (2) the neutralization, and (3) the goal approaches. The reason

approach consists of (a) calling attention to a problem, (b) stating an infraction, (c)

making a correction, (d) providing preconditions, and (e) forestalling intervention

strategies. The neutralization approach contains modifying cost, such as providing

compensation and increasing cost of noncompliance strategies.


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ABSTRAK

Umi Rohmiyatun. 2013. Respect and Obedience of Children Reflected in Nanny 911.

Yogyakarta: Program Kajian Bahasa Inggris, Program Kajian Bahasa Inggris,

Universitas Sanata Dharma.

Seseorang kadang menginginkan orang lain untuk melakukan apa yang

mereka inginkan atau membuat mereka mengikuti suatu aturan tertentu. Penggunaan

bahasa adalah salah satu cara untuk mencapai tujuan ini karena bahasa dapat

digunakan sebagai suatu alat untuk mencapai tujuan tertentu. Ucapan-ucapan yang

digunakan dalam membujuk orang lain untuk melakukan sesuatu termasuk dalam

kategori tindak tutur direktif. Salah satu contoh mengendalikan perilaku orang lain

adalah orang tua atau orang dewasa lain yang menginginkan anak-anak untuk

mengikuti perintahnya atau untuk mengikuti aturan tertentu. Studi ini bertujuan untuk

mengungkapkan sifat-sifat dan strategi-strategi bahasa yang digunakan oleh orang tua

atau orang dewasa lain untuk mengendalikan perilaku anak-anak dalam percakapan

sehari-hari.

Studi ini menitikberatkan pada dua tujuan. Tujuan pertama adalah

mengungkapkan sifat-sifat kebahasaan yang digunakan untuk mendapatkan

kepatuhan anak-anak. Yang kedua adalah mengungkapkan strategi-strategi yang

digunakan untuk mendapatkan kepatuhan. Data diambil dari transkrip percakapan

serial televisi Nanny 911. Terdapat 17 episode dari musim pertama yang dijadikan

data dalam studi ini. Jumlah keseluruhan data ada 140 ungkapan. Data tersebut

diklasifikasikan kedalam moods, kemudian kedalam ungkapan-ungkapan yang

dipatuhi dan yang tidak dipatuhi. Selanjutnya data dimaksud diidentifikasi fungsi

komunikatifnya, juga kemungkinan alasan dipatuhi atau tidak. Akhirnya, strategi-

strategi nonkonvensional yang digunakan diteliti.

Hasil analisis mengungkapkan bahwa moods dan fungsi komunikatif tidak

secara signifikan mempengaruhi kepatuhan pendengar. Hasil analisa menunjukkan

bawa tindakan mengendalikan diungkapkan dalam kalimat-kalimat deklaratif,

imperatif, dan interogatif. Dalam setiap bentuk kalimat terdapat bagian yang dipatuhi

dan yang tidak dipatuhi. Faktor-faktor yang mempengaruhi kepatuhan adalah harga

tindakan yang harus dibayar oleh pendengar dan face threatening acts dari ungkapan

yang digunakan. Tindakan yang mempunyai harga tinggi cenderung tidak dipatuhi

oleh anak-anak. Harga tinggi muncul ketika kepatuhan (1) menganggu aktivitas yang

sedang atau akan dilakukan oleh pendengar, (2) sulit dilakukan oleh pendengar, dan

(3) membahayakan kepemilikan pendengar atas sesuatu. Menyelamatkan muka dari

face threatening acts dilakukan dengan (1) memperhatikan kepentingan dan

keinginan pendengar; (2) menggunakan penanda kelompok; (3) mencari persetujuan;

(4) menghindari ketidaksetujuan; (5) memberikan pemahaman yang sama; (6)

memberitahukan pengetahuan dan perhatian pembicara atas keinginan pendengar; (7)

menawarkan; menjanjikan; (8) melibatkan pembicara dan pendengar dalam suatu

kegiatan bersama; (9) memberikan atau menanyakan alasan; (10) mengasumsikan


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timbal balik. Studi ini mengungkapkan bahwa strategi-strategi nonkonvensional juga

berpengaruh terhadap kepatuhan pendengar. Strategi nonkonvensional ini meliputi

pendekatan-pendekatan (1) alasan, (2) netralisasi, dan (3) tujuan. Pendekatan alasan

terdiri dari (a) pernyataan permasalahan (b) pernyataan pelanggaran, (c) koreksi, (d)

memberikan prasyarat, dan (e) mencegah intervensi. Sedangkan pendekatan

netralisasi meliputi strategi modifikasi harga seperti memberikan kompensasi dan

meningkatkan harga atas ketidakpatuhan.


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CHAPTER I

INTRODUCTION

This chapter covers the introduction to the study. It consists of the

background of the study, the research questions, the research objectives, and the

research benefits. The background of the study introduces the focus of the study.

The research questions and the research objectives cover the core issues of the

study. Finally, the research benefits are presented to describe the contribution of

the study.

A. Background

To be able to get what someone wants, one has to communicate their desires

to others using language. Holtgraves (2002) states a language can be viewed as a

tool used to accomplish particular ends. In other words, language is used to

perform a meaningful action, with consequences for the speaker and the hearer. A

mother who wants her daughter to behave well will tell her to be good. The

consequence for the hearer, in this case the daughter, is that she obeys her mother

and behaves well.

However, to choose the proper utterance in a communication is sometimes

not a simple thing to do. What a mother should say to her daughter to put a litter

in a dustbin? Is it “Put the litter in the dustbin!”, “Why don’t you put the litter in

the dustbin?”, “Would you put the litter in the dustbin?”, “Can you put the litter

in the dustbin?”, “Would you help me to put the litter in the dustbin?” or “It’s not


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nice to see litter on a clean place”. Which one would be chosen by the mother and

which one would be listened and obeyed by the daughter?

In the context of a family relationship, verbal communication between

children and parents, may fail when the intention of the parent is not understood

by the children, also when parents do not comprehend what the children’s need or

feel. Certain sentence types and strategies may be needed to deal with children,

especially in the control acts of their behavior.

The relationship among the elders and children are normally defined by the

cultural background of the family. In the western culture, the elders are not

necessarily respected by the youngers. Australian schoolchildren, for example,

expressed less respect to their parents than Japanese (Fischer, 2006:19). Frei and

Shavers as quoted by Fischer and Li (2006) stated that respect is only paid to

those who are respectworthy, those with individual distinctions, qualities, merit

and achievement.

Tamis Le-Monda, Way, Hughes, Yoshikawa, Kahana, and Niwa (2008)

assert that parents in western cultures are illustrated as supporting the

developmental goals that are autonomy-oriented. Further, Tamis Le-Monda, et al

advise four key values are associated with the developmental goal of autonomy.

The first value is personal choice, providing the opportunities to assert personal

preferences and establishing unique identity. It is associated with enhanced

motivation and achievement. The second value is intrinsic motivation, or being

intrinsically driven to achieve goals. It is closely related to optimism about the

chances of success. The third value is self-esteem, feeling good about oneself. It is


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believed to be the basic of happiness and achievement of personal goals. The

fourth value is self-maximization, achieving one’s full potential. To sum up,

parents believe that children should make their own choices, intrinsically

motivated, feel good about themselves, and realize their potential to be a unique

and autonomous beings.

Conversely, Petersen (2008) asserts sometimes parents demand respect and

obedience from their children. Parents may threaten, punish, shame, bribe, and

reward their children as a form of showing their power to force their children to

comply. It will lead children to grasp that they should respect power and authority,

instead of respecting relationships and respecting each other as individuals. The

latter according to Petersen (2008) is much more important. Respect for power

and authority is more likely to enforce conflict among parents and children.

Parents should win, not demand or force, respect from children. Demand and

force respect may bring children’s compliance but does not build true respect for

each other. True respect is won by giving respect and recognizing others as

equals. This applies to everyone, including children.

Respect may lead to obedience. However, obedience may also arise from

fear, for example from fear of physical punishment. Both respect and fear may be

the root of obedience, yet obedience that arises from respect will build discipline.

On the other hand, obedience that arises from fear will end up in chaos when the

treat of punishment disappear (www.eqi.org retrieved on April,18, 2012).

Related to the language, some possible linguistic devices may be used to

obtain children’s respect and obedience. Beare (2011) suggests that there are four


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common types of sentences: declarative, imperative, interrogative, and

exclamatory. A declarative sentence declares or states a fact or opinion.

Imperative commands or requests, is usually with implied subject. Interrogative

asks question and is used with auxiliary verb before the subject. Exclamatory

emphasizes a statement. Holtgraves (2002), referring Austin speech act theory,

suggests that a person is doing something with his words. When someone speaks,

he performs a locutionary act. At the same time he also performs an illocutionary

act, or act in saying. Simultaneously, he also performs a perlocutionary act, or

giving effect of the utterance on the hearer. Consequently, speech acts theory can

clarify the speaker’s intention and the effects to the hearer.

Searle (1969) classifies the speakers’ possible action with their utterances.

The speech acts are specified based on the taxonomy and the relation between the

words and the worlds. The first is directives, an attempt to get the hearer to

perform some future action. It includes requesting, ordering, and questioning.

Second is assertives, an attempt to represent an actual state of affairs. It includes

asserting, concluding, informing, predicting, and reporting. Third is commissives,

an attempt to commit the speaker to a future course of action. It includes warning,

promising, threatening, and guaranteeing. Fourth is declaratives, an attempt to

bring about change in some institutional state of affairs. It includes declaring war,

performing a marriage. Fifth is expressives, an attempt to express psychological

state. It includes thanking, complaining, greeting, and apologizing.

Respect and obedience sometimes are intended action demanded by

speakers, in this case adults, from hearers, in this case children. Certain utterances


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with certain speech acts might be employed to gain the action of respect and

obedience. Adult might use language to gain children’s respect and obedience. A

depiction of children and adults communication that demands children’s respect

and obedience can be found in Nanny 911. It is a reality show on television

program that presents families with mischievous children. The families usually

have two or more children, aged less than 9 years. Some British Nannies are

engaged in the show. In the first season of the reality show, the nannies featured

are Head Nanny Lilian, Nanny Deborah, Nanny Stella, and Nanny Yvone.

The show was originally broadcasted in the US on the Fox channel and in

the UK on the ITV2 channel. Many other countries also aired the show in their

local television. In Indonesia, for example it is aired in Metro TV. Not only

broadcasted, it is also adapted in the local television. The series is produced in 51

episodes for 4 seasons.

An episode of Nanny 911 covers a week of interaction between the Nanny

and the family. The usual steps are started on the first day with the Nanny

observing the family in order to determine a suitable plan of action for changing

the children's behavior; then at the end of the day the Nanny discusses what

should be done with the parents. The next days shows the plan being

implemented. At the end of the week, the family usually has changed their

behavior. The unruly children has become nice, obedient, and helpful. This series

is considered to be the appropriate source of data because it gives a lot of

examples of adult-children communication.


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The series gives certain strategies for parents to deal with their children bad

behavior. Furthermore, Carrol and Reid (2009) mention that there are eleven

principles in Nanny 911. First, parents should be consistent. When they say no to

their children, it should mean no, and when they say yes it should also mean yes.

Second, every action has its consequence. Good behavior will get reward, while

bad behavior will get punishment. Third, say what you want and mean what you

say. Before speaking, someone should think first because it will have impact,

whether it is good or bad. Fourth, parents should works as a team. When parents

do not agree on one thing, children will be confused on who they should listen to.

As a result, they would not listen to either of their parents. Fifth, parents should

not promise if they cannot or do not intend to fulfill it. When parents promise to

their children that they will take them to Disneyland, then they should be ready to

take them. Breaking promises will make the children do not believe them. Sixth,

parents should listen to the children. Parents should acknowledge the children

feelings, by saying “I understand” or “I listen to you”. Consequently, parents

provide time for their children to listen and understand them. Seventh, parents

should define routines. It is because routine will made the children feel safe and

use their time structurally. Eighth, respect is reciprocal for both children and

parents. When parents do not respect their children, the children will not respect

them in return. Ninth, positive reinforcement works more effectively than

negative reinforcement. Praises, compliments, and prides are much more

benefited than being negative, talkative, and indifferent. Tenth, behavior is

universal. It means that good behavior is acceptable everywhere, otherwise bad


7

behavior is rejected everywhere. Eleventh, parents should define their role.

Parents role is not to make the children attach to them, but to make them ready to

face the outer world and let them be themselves.

However, this research will not deliberate on the nannies’ parenting

strategies. This research will analyze the utterances used by the parents and the

nannies to the children and the effect that rose from the utterances. It will discuss

the sentence types and the strategies used to gain respect and obedience from the

children. Celce-Murcia and Larsen-Freeman (1999) suggest that sentence mood

conveys the speakers’ mood, therefore identifying the sentence types is significant

to understand the mood of the speaker. Consequently, discussing the linguistic

features is essential in understanding how respect and obedience are obtained in

the utterances. The discussion will also cover the strategies used in the utterances

to gain the desired action from the hearer. Besides employing conventional

strategies, such as using imperatives, speakers sometimes also use non-

conventional strategies. The analysis explores the non-conventional strategies

used by adults to gain obedience and respect from children.

The questions raised in this research are as follows

1. What linguistic features are used to gain respect and obedience in Nanny 911?

2. What strategies are employed to gain respect and obedience in Nanny 911?

C. Research Objectives

Based on the research questions, this research has two objectives. The first

objective of this study is to identify the linguistic features used to gain and show

B. Research Questions


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respect and obedience from children. In order to achieve this objective, first, the

utterances used by parents to communicate with their children will be identified.

Then, the linguistic features related to the sentence types and the communicative

functions of each utterance will be studied.

The second objective is to identify the strategies used to gain respect and

obedience from children. It will reveal the nonconventional strategies used by

adults in their utterances. Further, the possible reasons of the children’s

compliance related to the employed strategies are revealed.

D. Research Benefits

The study is expected to have some benefits. First, a better understanding in

communicating with children would be achieved. To know what types of

sentences and strategies are proper when dealing with children in a certain context

and condition would help to reduce miscommunication and misunderstanding

when communicating with children. As a result, it will contribute to the

understanding of children communication development of the pragmatics.

Second, the findings may be applicable in defining the appropriate language to

teach children, especially in their early childhood when they are not able to do

verbal communication appropriately. In other words, the research is aimed to give

benefit practically to parents and teachers, and theoretically, to students of

linguistics in general.


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CHAPTER II

LITERATURE REVIEW

This chapter is divided into three sections. They are the theoretical review,

the related studies, and the theoretical framework. The first is the theoretical

review which includes theories that will be applied in answering the questions

proposed in this research. The second section is review on the related studies on

the same topic, communication between adult and children. The third section is

the theoretical framework presenting the explanation on how each theory is used

to answer the problems.

A. Theoretical Review

This section presents the theories that will be used in the analysis. It covers

the theories that are useful to answers the research questions. They are the theories

on of respect and obedience, sentence types and moods, also on pragmatics

1. The Concept of Respect and Obedience

Respect means to recognize the value of people and things and to treat them with

consideration, care and concern. It is also to treat others the way someone would like

to be treated. Respect is not only applied to people, it also applied to someone‟s

possessions and environment. The foundation of respect is constant, regardless of

whether you are demonstrating respect for a person, an object, or our planet.

(www.peacefulsolution.org retrieved on February 10, 2014)

The teaching in the Peaceful Solution emphasized a list of some common forms

of disrespect that are widespread within the society. First is verbal disrespect which

includes not saying “please,” “thank you,” or “excuse me”; cursing; name-calling;


http://www.peacefulsolution.org/

10

teasing; bullying; threatening to hurt someone; and sarcasm. The second is physical

disrespect includes assault with a weapon, hitting, pushing or kicking as well as

touching someone‟s body inappropriately. The third is self disrespect includes not

taking care of oneself by not keeping oneself clean, abusing alcohol, experimenting

with drugs, engaging in premarital sex, and even dressing and acting inappropriately.

The fourth is disrespect for the environment includes littering, polluting and harming

animals and plants. The fifth is disrespect for property includes stealing, and defacing

property as in the case of graffiti. The last is other forms of disrespect include rude or

vulgar gestures and inappropriate public behavior such as playing songs with vulgar

language in a public place. (www.peacefulsolution.org retrieved on February 10,

2014)

Milgram asserts that obedience is an element in the structure of social life.

Some system of authority is a requirement of all communal living and only the

person dwelling in isolation who is not forced to respond, with defiance or

submission, to the commands of others. For many people, obedience is an

ingrained behavior tendency, a potent impulse overriding training in ethics,

sympathy, and moral conduct. However, the problem of obedience is not only

psychological. It is also developed by the form and shape of society.

(www.grossmont.edu retrieved on February 10, 2014)

McLeod (2007) suggest that obedience is a form of social influence where

an individual acts in response to the order from another individual with the

authority figure. It is assumed that without the order the person would have acted

differently. Obedience occurs when you are told to do something by the authority.

Therefore, the person giving the order has a higher status than the person


http://www.peacefulsolution.org/

http://www.grossmont.edu/

11

receiving the order (http://www.simplypsychology.org/obedience.html retrieved

on February 10, 2014).

2. Sentence Types and Moods

Celce_Murcia, et al (1999) suggest that English sentences have three main

moods, they are declarative (indicative), interrogative, and imperative, and two

minor moods; exclamatory and subjunctive. Mood conveys the speaker‟s attitude

toward the factual content of the sentence. There are three main options in the

English mood system correspond to the three main communicative functions of

language: telling someone something, asking someone something, and getting

someone to do something. However, a sentence type does not necessarily match

its function. It is possible to ask someone to do something using the three types.

For example, someone can ask other to do something using the imperative, the

declarative or the interrogative.

(1) Take the litter!

(2) I want you to take the litter.

(3) Would you take the litter?

The three sentences are expressed in different moods, however, they have similar

functions of telling the hearer to take the litter.

In the discussion of moods, Halliday (1994) identifies three kinds of mood,

they are declarative, imperative, and interrogative. Each of them has their own

characteristics, which is essentially identified by the existence of subject and finite

in the sentence, as described in Figure 1 below.


http://www.simplypsychology.org/obedience.html%20retrieved%20on%20February%2010

http://www.simplypsychology.org/obedience.html%20retrieved%20on%20February%2010

12

Figure 2.1: The Mood System (Thomson, 2004:58)

Thomson (2004:53) further explained that in functional grammar “Subject is the

entity on which the validity of the clause” while “Finite makes it possible to argue

about the proposition”. Changes of Subject in a proposition will change the

meaning of the proposition. Examples given by Thomson are

She was sacked last week by NatWest. (Thomson, 2004:52)

is different from

No, NatWest didn‟t sack her, Barclays did. (Thomson, 2004:53)

The first proposition is about „she” while the second is about “NatWest”, therefore

changing in subject will make new complete message. Finite enables a speaker to

signals three basic claims of the validity of a proposition which can be accepted or

rejected by the listener. First, tense will show whether a proposition is valid for

the present time or for other time or for unreal situation. Second, polarity will

show whether the validity is positive or negative. Third, modality will show to

what extent the proposition is valid.


13

The examples on proposition validity are

She was a brilliant actress. She still is. (Thomson, 2004:53)

You know what I mean. No, I don‟t, as a matter of fact. (Thomson,

2004:53)

It could be a word meaning “inferior”. Oh, yes, it must be, because the rest

is an anagram. (Thomson, 2004:53)

In an exchange or a conversation, the fundamental types of speech role are

giving and demanding (Halliday, 2004:107). The commodity that is being given

or demanded could be goods and services or information. When the commodity is

in the form of goods and services, such as an object or an action, then language is

only help the process. However, when the demanded is information then the

answer would be verbal.

Figure 2.2. Giving or demanding, goods-&-services or information (Halliday, 2004:107)

Role in exchange Commodity exchanged

(a)goods-&-services (b) information

(i) Giving „offer‟

Would you like this

teapot?

„statement‟

He‟s giving her teapot

(ii) Demanding „command‟

Give me that teapot!

„question‟

What is he giving her?

3. Context

Holtgraves (2002) asserts that language can be seen as a tool to achieved

particular ends. To use a language is to perform a meaningful action with

consequences for the speaker, the hearer, and the conversation. In addition, to

understand the meaning, a speaker and a context must exist. According to

Holtgraves (2002) it is because what a speaker means with an utterance can only

be derived with some reference to the context. Further, Holtgraves marks that

language is also an interpersonal action because the action that we perform with


14

language has implications for the thoughts and feelings of the parties involved and

the relationships between them. Our utterances addressed to other people are filled

with feelings, goals, thoughts and values.

Context determines the meaning of utterances. Different context would

determine different meaning of utterances. In his research, Song quoted some

definitions of context from other writers. Cook as quoted in Song (2010) defines

context in narrow sense as knowledge of factors outside the text under

consideration, in broad sense as knowledge of other parts of the text under

consideration. Song (2010) classifies context into three types, they are linguistic,

situational, and cultural context. Linguistic context is the relationship between

words, phrases, sentences, and paragraph. Situational context refers to the

environment, time and place where the discourse happen. It also includes the

relationship between the participants. Cultural context implies to the culture,

customs, and background of language of the participants.

Song (2010) also generalizes the role of context in a discourse. They are

eliminating ambiguity, indicating referents, and detecting conversational

implicature. Ambiguity suggests lexical and structural ambiguity. Lexical

ambiguity refers to word, phrase, sentence that have more than one possible

meaning or interpretation, while structural ambiguity refers to the grammatical

structure of sentences. Indicating referents refers to referents words such as the

pronouns of the participants of a discourse. Detecting conversational implicature

means understanding the intended meaning of an utterance, it is related to the

literal meaning of the utterance in a specific context.


15

Ervin-Tripp, O‟Connor, and Rosenberg (1984) mention that compliance to a

speaker‟s command or directive is unlikely happening when (1) compliance

interrupts the hearer‟s conversation, (2) compliance would disrupt the hearer‟s

present or planned activity, (3) the projected things is expensive or the activity is

difficult, (4) the properties discussed belongs or is currently in use by the hearer,

(5) a subordinate tries to direct someone in authority beyond their normal rights.

Leech (1988) asserts that two individuals might have incompatible goals

which lead to direct conflict with the scale of decreasing gravity as (1) actual

conflict (strongest), in which a makes or tries to make b do A, but b tries to or

does not A, (2) disobedience, in which a tells/orders b to do A, but b does not do

A, (3) will flouting, in which a communicates to b that a wants b to do A, but b

does not do A, (4) will incompatibility, in which a communicates to b that a wants

b to do A, but b communicates to a that b does not want to do A. Further, Leech

(1988) claims that on the reverse of the positive and negative actions above, there

are another four types of situations: (1) actual conflict (strongest) in which a stops

or tries to stop b doing A, but b tries to do or does A, (2) disobedience in which a

forbids b to do A, but b does A, (3) will flouting in which a communicates to b

that a wants b not to do A, but b does A, (4) will incompatibility (weakest) in

which a communicates to b that a wants b not to do A, but b communicates to a

that b wants to do A.

Hymes‟s (1974) theory of SPEAKING is applicable to analyze a speech

and its context. It is indeed an old theory; nevertheless it is useful in explaining a

speech event. The model involves some aspects of the linguistic situation. First,


16

S- Setting and scene, setting refers to the time and place while scene refers to the

environment of the situation. In the Nanny 911, the setting and scene is usually in

the house whether it is in a kitchen, in a bedroom, etc. Second, P-Participants, it

refers to the parties involves in the speech, including the speaker and the audience.

In the Nanny 911 series the participants of a speech involves children and adult

whether they are the parents or the nannies. Third, E-Ends, the purpose and goal

of the speech along with any outcomes of the speech. The purpose and goal of a

speech event in Nanny 911 is to make the children behave as the adult wants or in

line with the set rules in the family. Fourth, A-Act Sequence, the order of events

took place during the speech. The speech event might be started by a child‟s

refusal to obey the parents‟ rules, then with their exchange arguments, and ended

with the child or the parent giving up on the issue. Fifth, K-Key, the overall tone

or manner of the speech, in the series the tome or manner is mostly in anger from

the parents and from the children side. Sixth, I-Instrumentalities, the form and

style of the speech being given. The style and form of speech is usually informal

between adult and children. Seventh, N-Norms, defines what is socially

acceptable at the event. In adult and child conversation, both parties may have

their own arguments, however, still there are some rules that has to be obeyed.

And finally, G-Genre, the type of speech that is being given. It means the speech

acts that are applied in the speech event.

4. Speech Acts

In relation with speech act of a speech event, Jowarowska (2011) asserts

that speech act theory explains how speakers use language to accomplish the


17

intended actions and how hearers infer intended meaning from what is

said. Austin as cited in Holtgraves (2002) classifies speech acts into lucotion,

illucotion, and perlucotion. Lucotion is the literal meaning of what is said by the

speaker. Illucotion is the social function of the utterance, it can be a refusal, a

command, a complaint, or any other thing. Perlucotion is the effect that take place

after the utterance.

Another speech act theory developed by Cohen also cited in Holtgraves

(2002) identifies five categories of speech acts based on the functions assigned to

them. The first is representatives, it includes assertions, claims, and reports. The

second is directives, it includes suggestions, requests, and commands. The third is

expressives, it includes apologies, complaint, and thanks. The fourth is

commisives, which includes promises, threats, and offers. The last category is

declaratives, which includes decrees and declarations.

Searle (1969) also develops five illocutionary points that represents an

important attempt of the speakers to perform something with their utterances.

They are (1) directives, that attempt to have the hearer to perform some future

action which includes requesting, ordering, and questioning; (2) assertives,

attempt to represent the actual state of affairs to commit the speaker to the case, it

includes asserting, concluding, informing, predicting, and reporting; (3)

commissives, attempt to commit the speaker to future course of action, it includes

warning, promising, threatening, and guaranteeing; (4) declaratives attempt to

bring about a change in some institutional state of affairs, it includes declaring a


18

war, performing a marriage; (5) expressives attempt to express a psychological

state which includes thanking, complaining, greeting and apologizing.

5. Politeness and Face Threatening Acts

A communication always involves participants that in the politeness strategy

involve the face of the participants. Brown and Levinson (1987:61) cited in Nadar

(2009:32) defines face as the public self-image that every participants wants to

claim for himself, consisting in two related aspects: (a) negative face; the basic

claim to territories, personal preserves, rights to non-distraction – i.e. to freedom

of action and freedom from imposition, (b) positive face: the positive consistent

self-image or personality (crucially including the desire that this self-image be

appreciated and approved of) claims by the participants. In short, a participant has

two faces, the negative face is the individual desire to be free from others

interference and the positive face is the individual desire to be approved and

favored by others. Brown and Levinson (1987: 65-68), as quoted by Nadar, state

further that the face concept is universal and some utterances tend to be an

annoying act which is termed as Face Threatening Acts (FTA).

FTA may threaten the positive face and the negative face of the hearer.

Some acts that threat the negative face are (a) utterance of „orders and requests,

suggestions, advice, reminding, threats, warnings, dares; (b) utterances of offers,

promises; (c) utterances on compliments, expressions of strong (negative)

emotions toward the hearer such as anger and hatred. Another acts that threat the

positive face are (a) utterances of disapproval, criticism, contempt, ridicule,

complaints and reprimands, accusations, insults; (b) utterances of contradictions


19

or disagreements, challenges; (c) utterances of violent (out of control)) emotions

(S gives H possible reason to fear him or be embarrassed by him); (d) utterance of

irreverence, mentions of taboo topics, including those that are inappropriate in the

context (S indicates that he doesn‟t value H‟s values and doesn‟t fears J‟s fears);

(e) utterances on bad news about H, or good news (boasting) about S (S indicates

that he is willing to cause distress to H, and/or does not care about H‟s feeling); (f)

utterances on dangerously emotional or decisive topics such as politics, race,

religion, women‟s liberation (S raises the possibility or likelihood of face

threatening acts (such as above) occurring i.e. S creates a dangerous-to-face-

atmosphere; (g) utterances on non-cooperation in an activity, such as disruptively

interrupting H‟s talk, making non-sequiturs or showing non-attention (S indicates

that he doesn‟t care about H‟s negative or positive wants); (h) utterances on

address terms and other status marked identification in initial encounters (S may

misidentify H in an offensive or embarrassing way, intentionally or accidentally).

Although the acts are classified as threatening the positive face or the negative

face, Brown and Levinson, quoted in Nadar (2009) note that there are some

expressions that may threat both negative and positive face.

Brown and Levinson as cited in Nadar (2009) also suggest some strategies

to save the face of the hearer. To save the positive face (1) to notice and attend H

(his interest, wants, deeds, goods) also giving special attention to H, such as their

physical appearance; (2) exaggerate (interest, approval, sympathy) to H; (3)

intensify interest to H; (4) use in-group identity markers; (5) seek agreement; (6)

avoid disagreement; (7) presuppose/raise/assert common ground; (8) joke; (9)


20

assert or presuppose S‟s knowledge of and concern for H‟s wants; (10) offer,

promise; (11) be optimistic; (12) include both S and H in the activity; (13) give or

ask for reasons; (14) assume or assert reciprocity; (15) give sympathy to H.

Nadar (2009) cited Brown and Levinson‟s strategies in saving positive face

in a conversation, they are (1) be conventionally indirect; (2) question and hedge;

(3) be pessimistic; (4) minimize the imposition; (5) give deference; (6) apologize;

(7) impersonalize S and H; (8) state the FTA as a general rule; (9) nominalize;

(10) go on record as incurring a debt, or as not indebting H.

According to Leech (1988), the maxim of politeness involves the self or the

speaker, the other or the hearer. The maxim of politeness tend to go in pair as in

the tact maxim (in impositives and commissives) is to minimize cost to other and

to maximize benefit to other, in the generosity maxim (in impositives and

comissives) is to minimize benefit to self and maximize cost to self, in the

approbation maxim (in expressives and assertives) is to minimize dispraise of

other and maximize praise of other, in the modesty maxim (in expressives and

assertives) is to minimize praise of self and maximize dispraise of self, in the

agreement maxim (in assertives) is to minimize disagreement between self and

other, and to maximize agreement between self and other, in the sympathy maxim

(in assertives) is to minimize antipathy between self and other and to maximize

sympathy between self and other (1988:132).

Politeness does not only deal with the content of the conversation, but also

with the way the conversation is managed and structured by its participants (1988:


21

139). One of the examples is how people aware of the turn-taking in a

conversation, when should they keep silent or should speak.

Watts (2003) argues the structures of linguistic politeness are consists of

(1) term of address including first names like Bill, David; deferential names like

sir; first name+surname like Richard Wells; title+surname like Dr. Weber, (2)

formulaic expressions of specific speech act types like thanking such as very many

thanks, thank you very much or apologizing like excuse me, (3) ritualized

expressions of leave-taking like bye or bye bye, (4) hedges of different kinds, i.e.

linguistic expressions which weaken the illocutionary force of a statement: by

means of attitudinal predicates like I think, I don’t think, I mean, or by no means

of adverbs such as actually, (5) solidarity markers, i.e. linguistic expressions

which appeal to mutual knowledge shared by the participants, or support and

solidarity from participants, like you know, (6) boosters, i.e. linguistic expressions

enhancing the force of the illocution in some way, like of course, clearly, (7)

sentential structures containing specific modal verbs, such as may I ask you to

accept.

While House and Casper as cited in Watts (2003) propose the structure of

linguistic politeness are categorized in eleven groups. The first is the politeness

markers, i.e. expressions added to the utterance to show deference to the addressee

and to bid for cooperative behavior, for example the use of politeness markers

please, if you wouldn’t/don’t mind, tag questions with modal verbs such as

will/would following an imperative structure in close the door will you/would

you?.


22

The second is play-downs, syntactic devices which likely tone down the

perlocutionary effect of an utterance on the addressee. The category is subdivided

into: the use of past tense (I wonder if …., I thought you might….), progressive

aspects together with past tense (I was wondering whether…, I was thinking you

might …), an interrogative containing a modal verb (would it be a good idea …,

could we …), a negative interrogative containing a modal verb (would it be a

good idea …, could we …), a negative interrogative containing a modal verb

(wouldn’t it be a good idea if…, couldn’t you ….) (quoted in Watts; 182-184).

The third is consultative devices, structures which seek to involve the

addressee and attempt for their cooperation, e.g. Would you mind …, Could you …

The fourth is hedges, a structure which avoid giving a precise propositional

content and leaving an option open to the addressee to impose her/his own intent,

e.g. kind of, sort of, somehow, more or less, rather, and what have you.. The fifth

is understaters, a means of underrepresenting the propositional content of the

utterance by a phrase functioning as an adverbial modifier or also by an adverb

itself, e.g. a bit, a little bit, a second, a moment, briefly. The sixth is downtoners,

modulate the impact of the speaker‟s utterance, e..g. just, simply, possibly,

perhaps, really (quoted in Watts; 182-184).

The seventh is committers, to lower the degree to which the speaker commit

her/himself to the propositional content of the utterance, e.g. I think, I believe, I

guess, in my opinion. The eight is forewarning, this strategy could be realized by

many different structures in which the speaker makes some kind of metacomment

of an FTA (e.g. pays compliment) of invokes a generally accepted principle which


23

they about to flout (e.g. far be it from me to criticize, but…., you may find this a

bit boring, but…., you’re good at solving computer problems)..The ninth is

hesitators, pauses filled with non-lexical phonetic materials, such as er, uhh, ah,

or instances of stuttering.. The tenth is scope-staters, expression of a subjective

opinion about a state of affairs referred to in the proposition, e.g. I’m afraid you’re

in my seat, I’m disappointed that you couldn’t…., it was a shame you didn’t…... .

The last one is agent avoiders, refer to propositional utterances in which the agent

is suppressed or impersonalized, deflecting the criticism from the addressee to

some generalized agent, e.g. passive structures or utterances such as people don’t

do X (quoted in Watts; 182-184).

6. Control Acts Strategies

Gordon and Ervin-Tripp (1984) suggest that compliance of control acts can

be achieved by considering to get attention of the addressee and calculating the

cost and the status of the participant. The observed steps in getting compliance are

(1) attention-getters, to get the attention of the addressee by verbal or nonverbal

means, such as “hey!” or waving hand. An attention-getter alone can function as a

request if the context makes clear what is wanted by the speaker.(2) framing

moves, to set up a cooperative situation to make an instrumental move more

effective, a preliminary moves such as proposing a particular kind of play may be

necessary, “Let’s play fire engine.” (3) persuasive adjuncts, instrumental moves

are often prefaced or followed by reasons, promises, threats, and so forth, which

serves to justify the request or persuade the hearer, like “I haven’t got enough

….”, “I’ve gotta drive ….”. persuasive adjuncts can stand as alone as instrumental


24

moves in themselves. (4) instrumental moves, a conventional speech act may

occur, qualified by the addition of politeness formula, vocatives, and so on. (5)

responses, the hearer responses such as assent, denial and excuses for

noncompliance, and requests for clarification require much attention to politeness

and persuasion as do the original speaker‟s instrumental moves and adjuncts, (6)

remedies, after hearing a response, a speaker may repeat, alter, intensify, clarify,

or add persuasive arguments to support an instrumental move that has been

challenged.

Nonconventional strategies (NCI) are commonly used when the speaker

wants to maintain deference or mitigate the appearance of control (Gordon

1984:306). There are three basic approaches of NCIs: (1) R (The Reason)

identifying the reason or cause for the hearer to carry out, or facilitate the desired

action and make the hearer awake of it e.g. “It’s your turn”. Five strategies

related to Reason approach are first, call attention to a problem. A hearer‟s action

is necessary to make up some problem, or a problem can be identified that the

desired action would remedy, state the problem, e.g. “This is too heavy for me”.

Second is to state an infraction. If the hearer is engaged in an activity that violates

a norm or create a problem, state the infraction, e.g. “You’re not supposed to do

that”. Third is to make a correction. If the hearer is engaged in an inappropriate

action, make the hearer aware of the appropriate action, e.g. “That goes there”,

Fourth is to provide preconditions. If the hearer carries out the desired action

when specific precondition are met, make the hearer aware that such

preconditions have been or will be met, e.g. “The train is leaving.”. Fifth is


25

toorestall intervention. If intervention in some activity is anticipated, identify, or

justify the planned activity, the effect is a prohibition, e.g. “That’s mine” said as

speaker grabs toy. (2) N (Neutralize) anticipate an obstacle to the hearer‟s

cooperation and neutralize it, e.g. “I’ll give you a dollar for it”. Three strategies

related to obstacle neutralization approach: (a) N.1. Anticipate counterarguments:

if the hearer may have reasons not to cooperate with the goal, identify a way to

mitigate such obstacle and inform the hearer, e.g. “If I can have a kitten I’ll take

care of it all by myself.” (b) N.2. Modify cost: If the cost of a goal or activity is

high, find a way of neutralizing it by minimize cost, e.g. ask for small amount,

provide compensation, e.g. “If you give me this for a while, you can have this for

a while”, or increase cost of noncompliance, e.g. threaten hearer, “If you don’t

give it to me, I’ll take my truck back” (c) N.3. Change activity context: If the

framing situation or current activity is not favorable to obtaining the goal, invoke

a different situation or activity, e.g. a child denied access to a toy may suggest a

game or activity in which the use of the toy is routine. (3) G (Goal) make the

hearer awake of the desired goal situation or some aspect of it and hope the hearer

brings it voluntarily, e.g. “Do we have any candy?” asked when child knows

“we” do.

B. Related Studies

There are several studies that related to this study. First is Speech Acts by

Mother and Child: Determining Their Nature and Form by Josie Bernicot, Judith

Comeau, and Helga Feider (1993). The goal of the study is to determine to what

extent the psychological, social, and cultural features of the communication


26

situation affect the production of speech acts during an interaction between an

adult and a child. Variations in the nature of the speech acts produced (assertive,

directive, expressive, and commissive) and in their linguistic form (imperative,

declarative, interrogative, and exclamative) are studied in relation to three

variables describing the communication situation: (a) a psychological variable, the

mother‟s child-raising style (coercive or inductive) which was assessed using a

questionnaire on parental control behavior (b) a social variable, the social role of

the speaker (mother or child); and (c) a cultural variable, the origin of the dialogue

partners (French or Canadian). For each cultural sample, 15-minute dialogues

were recorded while 10 pairs of mothers in interaction with their 5 and 6 year old

daughters performed a task involving drawing on a computer. The results suggest

that for children between the ages of 5 and 6, the production of speech acts is

mainly controlled by the social characteristics of the communication situation

rather than by its psychological and cultural features. Mothers appear instead to be

sensitive to all three kinds of factors. Moreover, the four types of speech acts were

found to differ in their frequency of occurrence, linguistic form, and reaction to

the psychological, social, and cultural characteristics of the communication

situation. The study suggests that the effects of these characteristics on speech act

production are not uniform, but vary according to the index under consideration.

The second study is Children’s Pragmatic Competence: A Case Study of

English Speech Acts Performed by American Children by Toshihiko Suzuki

(2010). It attempts to demonstrate the pragmatic competence of American

elementary school children who speak English as their first language. The data


27

was taken from pupils aged 8 – 10 in San Francisco in March 2010. It was

designed to reveal native English speaking children‟s pragmatic ability to realize

their intentions verbally in the form of speech acts, and to consider its significance

in human language acquisition in pragmatic development, also to apply the

research results to English Language Teaching in Japan. The data consist of six

English speech acts, i.e. complimenting, requesting, thanking, inviting,

apologizing, comforting, performed orally by children in role-play with puppets

and then transcribed for the examination of their linguistic features in detail. The

finding of the study is confirming that positive direction strategies were usually

used in the face enhancing acts, i.e. apologizing, complimenting, and thanking,

and negative direction strategies dominated in face threatening acts, i.e. inviting

and requesting. The features are commonly found in adults‟ interaction, therefore

it indicates that people at different ages are following general rules for performing

speech acts.

The third study is Understanding Request by Susan Ervin-Tripp, Amy

Strage, Martin Lampert, and Nancy Bell (1986). It is intended to understand the

extent to which interlocutors actually rely on linguistic information, contextual aid

and situational knowledge to understand request. The data are taken from 11

three-years-old, 10 five-years-old, and 11 seven-years-old native speakers of

English. The finding is that listeners can interpret contextual demand without

explicit language. Contextual information, in many cases, is enough to get the

listeners compliance.


28

The current study on respect and obedience is aimed at finding the linguistic

features and the strategies used. It is more or less similar to the studies mentioned,

however it is limited to the act of gaining respect and obedience.

C. Theoretical Framework

The concepts of respect and obedience are the basic theories for the study. It

assists to build the understanding of the two concepts of respect and obedience.

Both concepts are helpful to identify which utterance is obeyed and which one is

disobeyed.

The theory on sentence consists the basic concepts of sentences and its

categories. It is helpful to understand the identification of the types of sentences

and moods in the adult children communication. Further, it is used to categorize

the utterances into their types of sentences and moods.

The context theory clarifies the understanding on the discourses between

children and adults. Understanding the utterances in a discourse is inseparable

from the context of the discourse because different context will demand different

understanding of utterances.

The theory of speech acts is valuable in interpreting the intention of the

speaker and the perception of the hearer. Since the discussion is mostly about

telling others to do something, the utterances are speech acts. It is also used to

define the communicative function of each utterance.

The politeness theories help to identify any deference or mitigation in the

utterances. It deliberates not only with the use of certain politeness marker‟s but

also the use of other form of politeness. Face threatening acts contribute in


29

defining the utterances and the strategies used in saving the face. Control acts

strategies are used to identify the strategies used by the adults in the discourses.


30

CHAPTER III

RESEARCH METHODOLOGY

This chapter discusses the methodology applied in the study. It covers four

parts, namely Types of Study, Data Source, Data Collection, and Data Analysis.

The type of the study elucidates the kind of the study conducted in the research.

The data source consists of the main source of the data as the object of the study.

The data collection covers the way the data is collected and processed in the

research. The data analysis comprises the steps taken to answer the questions

posed in Chapter I.

A. Types of Study

This research is a pragmatic study. Thomas proposes that pragmatics is the

study of ‘meaning in interaction’ involving the negotiation of meaning between

speaker and hearer, the context of utterance (physical, social, and linguistic) and

the meaning potential of an utterance (quoted in Cameron 68). The study

describes the language use in gaining respect and obedience in adult – children

communication, especially in parents – children interaction. The discussion is on

the types of sentences, mood, and communicative function of the utterances.

Further, it discusses the nonconventional strategies employed in the process of

gaining children’s respect and obedience.

B. Data Source

The data source was the recording of the reality show Nanny 911. Nanny 911

is a reality television show focusing on child parenting. It was broadcasted by the


31

FOX television and also many other parts of the worlds. The duration of each

episode is 60 minutes included the commercial breaks. In Indonesia the series

were broadcasted by Metro TV. Nanny 911 was an adaptation of an English serial

entitled Little Angels, a film of an American family with unruly children who

were reformed by British Nannies who formerly served the Royal families. In

Nanny 911, different nannies were on duties for different issues in different

families. In each episode, the Head Nanny Lilian Sperling decides which nanny is

suitable to help solve the family problem. For example, Nanny Deborah Carrol is

good in dealing with discipline, Nanny Stella Reid is expert to form routines and

family system.

An episode of Nanny 911 begins with the pictures of some families with

unmanaged children, follows by the introduction of the parents, the children and

the unaccepted behavior of the children. One of the nannies then is sent by The

Head Nanny Lilian Sperling to the family. The supervision of the nanny in the

family lasts for one week. On the first day, the nanny observes the family and

takes notes on the behavior of each member of the family. At the end of the day,

the nanny, mother, and father discuss the family issues on the nanny’s perspective.

In the morning, the nanny already prepares the family rules to overcome the

problems of the family. In some episodes, at the first days there are party who

does not willing to follow the rule. They can be the father, mother, or the children.

This makes the nanny force the family to follow the rule. After they follow the

rule, the family is able to solve with their problem of behavior and pictured as


32

being happier. On the last day, the nanny says good bye to the family and gives

them presents or gifts.

The data taken was limited to Season 1 of Nanny 911 produced in the year

2004. It was taken because the study was about respect and obedience in children

– adult communication and the TV show contained the examples of interactions

between children – adult which shows respect and obedience. It represented the

various nannies and families, also the differences of utterances between the

obeyed and the disobeyed. The nannies presented in the series were Nanny

Deborah Carrol, Nanny Stella Reid, and Nanny Ivonne Finnerty. Seventeen

families were presented in Season 1, they were The Rock Family, The Johnston

Family, The Paul Family, The Mccray Family, The Mckelvain Family, The

Mcroberts Family, The Lorimor Family, The Priore Family, The Sterneman

Family, The Finck Family, The Dunleavy Family, The Cubbison Family, The King

Family, The Amico Family, The Lawrence Family, The Dickson Family, and The

Silcock Family.

C. Data Collection

The data of this study were taken from the discourses between adult and

children in the Season 1 of Nanny 911. There were some steps done to gather the

data. First was to watch the show carefully to consider which part of the show that

involved adult-children communication which demanded the children’s respect

and obedience. Second was to transcribe the discourses. Third was to classify

which discourses show the children’s respect and obedience and which discourses

were not.


33

Examples of the data were shown below. After watching the episode of The

Finck Family, choosing the scenes that contain conversations which demand

respect and obedience, the writer transcribed the discourses. The first was a

conversation between Nanny Deb and Catherine, a child of The Finck Family,

when suddenly Catherine cried because she wanted to have her mommy’s timer

and her mommy did not want her to have it. The setting was the living room.

Nanny Deb : Excuse me, Catherine. You need to use your word, you have a

wonderful word. Take your breath. You are doing a good job.

You are just upset, tell me why?

Catherine : I want that….

Nanny Deb : You want the timer? OK. Look, mommy took the timer away

because she does not want you to have it. But we are not

whining any more. Do you need to have sometime in your room

or would you like to play with your sisters downstairs?

Catherine : Play downstairs…

Nanny Deb : OK.

The second conversation was between Mrs. Finck and her son, David, who cried

and would not stop crying when his mother told him to. The setting was the living

room.

Mommy : No kicking, David! (David keeps on kicking)

David : No…..

Mommy : Say I’m sorry for using bad words, Mommy.

David : No…..

Mommy : Then this is going bye bye. I’m taking it away.

David : No…. (crying)

Mommy : You want me to give it to you back? No more bad

words. (giving the toy to David)

The number of data taken was 140 utterances. The utterances then were classified

according to the responds of the hearer whether it was positively responded or

obeyed, or negatively responded or disobeyed. Each utterance was given the code

according to the number of the episodes. The numbers of the episodes in the series

were (1) The Rock Family, (2) The Johnston Family, (3) The Paul Family, (4) The


34

McCray Family, (5) The McKelvain Family, (6)The McRoberts Family, (7)The

Lorimor Family, (8) The Priore Family, (9) The Sterneman Family, (10) The

Finck Family, (11) The Cubbison Family, (12) The Dunleavy Family, (13) The

King Family, (14) The Amico Family, (15) The Lawrence Family, (16) The

Dickson Family, and (17) The Silcock Family

A discourse was then divided into each turn of the conversation. For

instance Mommy’s utterance and David’s response was considered as one turn

then coded as a. Mommy’s utterance was then coded as 1 and David’s respond

was coded as 2. The table below shows the illustration of the coding.

The next step was to classify the discourses that gained the children’s respect and

obedience and those that did not. It was seen from the children’s responses

whether they give positive or negative responses. Positive responses meant that

the children voluntarily followed the adults saying without any resistance,

whereas negative responses were whether the children resisted the adult saying or

follow them with resistance. For example, the utterance (10.a.1) was classified as

Participants Utterance Code

Mommy No kicking, David! 10.a.1

(David: No …..(David keeps on kicking and crying)) 10.a.2

Mommy Say I’m sorry for using bad words, Mommy. 10.b.1

(David: No….. (crying)) 10.b.2

Mommy Then this is goin bye bye. 10.c.1

I’m taking it away. 10.c.2

(David: No…. (crying)) 10.c.3

Mommy You want me to give it to you back? 10.d.1

No more bad words. (giving the toy to David) 10.d.2


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having negative response. David answered No to his mother’s order to stop

kicking, he also still kept on kicking and crying despite his mother’s order.

D. Data Analysis

This part presents the steps taken in answering the research questions which

have been formulated in the first chapter. Several steps were taken in the process

of analyzing the data. The first step was classifying the data into the mood

whether they were imperative, declarative, or interrogative. It was to answer the

first research question What linguistic features are used to gain respect and

obedience in Nanny 911? The next step was identifying which utterance included

in the obeyed or disobeyed utterances. It was based on the responses of the

children on the directives expressed by the adult.

The step was followed by identifying the communicative function of each

utterance. It was to identify the function of the utterances in the context of the

discourse. The politeness strategies, the cost of action, and the face threatening

acts were also included in the discussion to figure out the possible reason of the

utterances being obeyed or disobeyed.

The following step concerned with the second research question What

strategies are used to gain respect and obedience in Nanny 911? The strategies

used in the utterances were identified whether it is conventional strategies or

nonconventional strategies. In this step, the approaches in the nonconventional

strategies were identified. The last step was concluding the findings. The findings

consisted of the form of language used by adults to gain respect and obedience

and the strategies used in the utterances.


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CHAPTER IV

ANALYSIS RESULTS AND DISCUSSION

This chapter discusses the findings of the research. It answers the research

questions stated in Chapter 1. The first section answers the features of the

language used by adults to gain children‟s respect and obedience. The second one

presents the answer to the strategies used in the adult utterances. The tables

provide the results of the data classification.

A. Sentence Types and Moods

This section covers the sentence types and the moods of the utterances used

by adults in their directive to the children in Nanny 911, further it discusses the

communicative function of the utterances. The moods being identified in the

discourses which are used by the adults to give directives to the children are

declarative, imperative, and interrogative. The percentage of the moods found in

the discourses is presented in the table below.

Table. 4.1. The Moods used in Nanny 911 Discourses

No Moods Disobedience Obedience Total Percentage

(%)

1 Declarative 39 21 60 43.3

2 Imperative 48 10 58 41.1

3 Interrogative 9 13 22 15.6

Total 140 100

Table 4.1 shows that the utterances are mostly expressed in declarative, which

covers 60 utterances. From the total number of 60 utterances, 39 are disobeyed

and 21 are obeyed. The imperative occurs 58 times, which means that it is not

significantly different in number from the declarative. However, the number of


37

imperative utterances which are disobeyed is 48, higher by 9 than the declarative,

and the number of obeyed imperative is only 10. Then, the least number is the

interrogative, which only covers 22 utterances, with 9 utterances disobeyed and 13

obeyed. The analysis shows that sentence types are not significant in determining

the addressee‟s obedience. The following sections discuss further on the

declarative, imperative and interrogative moods used in the discourses of Nanny

911 with the communicative functions of the utterances.

1. Declarative

Declarative sentences are mostly used by adults in the discourses. The total

numbers of declarative used in the discourses are 60, with 39 utterances disobeyed

and 21 obeyed. The structure of declarative is subject followed by finite, and

usually used to show statement from the view point of the speaker. The subjects

being used in the utterances are I, you, and only one we. The utterances are all

proposals, in the form of obligation or inclination (Halliday, 1970:116).

Furthermore, in the utterances some communicative functions can be identified,

they are giving commands, threats, advices, offers, suggestions, and permissions.

a. Disobeyed utterances.

Table 4.2. The communicative function in declarative disobeyed utterances

No Communicative function Numbers Percentage

1 Command 26 66.7

2 Threat 5 12.8

3 Advise 6 15.4

4 Offer 1 2.6

5 Permits 1 2.6

Total 39 100


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Table 4.2 shows that in disobeyed declarative moods the functions of the utterance

as giving commands have 66.7 % or the highest percentage in the disobeyed

utterances. It is followed by advices by 12.8 %, threats by 12.8 %, offers by 2.6%,

and permission by 2.6 %. Some examples on the utterances with the identified

communicative functions that are not obeyed by the children are described below.

Out of 39 data, 14 are taken as examples. They are taken on the criteria of

different forms, such as direct or indirect, imbedded, or conditional for each

communicative function.

The first communicative function is giving a command. In uttering a

command, a speaker is exercising his social power over the hearer. A parent is

socially has higher power over their children. The speaker demands the hearer to

do the proposition of the utterance. Below are examples of the utterances to give

command in declarative.

(1) I think you need to go to time out (14.k.1) (You don’t care! You are stupid (14.k.6)

Example (1) is a form of punishment from the father because one of the girls keeps

on challenging what he says. The identified communicative function is giving

command to the addressee to have a time out because of what she has been doing.

A time out is when a child is being put in a certain place for some times as a form

of punishment. The utterance uses the modal need, which is high in value, which

means that the order should be obeyed by the addressee. However, this order is not

respected by the girl that the father has to pick her to the time out place. Her answer

is You don’t care! You are stupid! This shows her disrespect and disobedience to

her father. She feels that her father does not understand her. Although her father has


39

express the command in an indirect statement, still she rejects to obey because it

disturb her enjoyment in her present activity of coloring. Thus, it is a negative face

threatening acts.

(2) I‟m on the phone, Joseph (8.a.1)

(screaming)

Utterance (2) is expressed by a father to his son who is playing and screaming

when he is speaking on the phone. It is intended to stop the boy from playing and

screaming because the activity disturbs the father. The utterance is in the form of

giving information to the boy that he is on the phone, but indirectly it is a command

to stop making the disturbing noise of playing. Joseph‟s respond to his father is

screaming, a form of rejection to comply the command. He is in the middle of

playing, therefore his father‟s command has interfere his enjoyment of playing, a

form of negative face threatening act.

(3) Olivia, I did I asked you to get the napkins (2.d.1)

(No, you said Mimi. (2.d.2)

Example (3) is spoken by a father as a restatement of his previous command

to the girl to get him napkins because he is preparing dinner for his children. His

previous command, which is in the imperative moods is rejected by the girl,

therefore he is restating his command in the declarative to point out that he is really

command her, not her sister, to get the napkins. The choice of using I did ask you is

to emphasize that the command is given by the father to her and not anybody else.

However, this command is still rejected by the girl by verbally saying No, you said

Mimi. At the point of his father tells her to get the napkins, she is sitting around the


40

table with her other sisters joking with them, therefore to comply the command will

disturb her present activity. It is a form of negative face threatening act.

(4) Yes! I want you to try them (13.e.1)

(listening)

Utterance (4) is spoken by a mother who wants her son to eat vegetable, but

he does not like it. A type of indirect command showing the mother inclination that

the boy tries the vegetable using I want you to try them. Still, the boy rejects this

indirect command. The boy‟s answer is No, I don’t like them. The command is a

form of interference to the boy‟s preference for food. Furthermore, the utterance

emphasizes more on the mother‟s interest rather than the boy.

The next communicative function in the declarative form is threat. Threat is

expressed by a speaker to make the hearer do what they want by giving unpleasant

situations. Below are some examples of the function.

(5) If you guys don‟t want to listen to me, I will leave and Nanny Deb can

stay for the rest of the week (14.d.1) (spits on mommy)

Utterance (5) is stated by a mother to her children who do not comply with

her command. It is stated in a conditional sentence and the communicative

function is giving a threat. She orders her children to follow her command or else

she will leave them with the Nanny. The sentence uses two modal operators, will

and can. Will is median in value, while can is low in value. It shows the low

validity of the utterance, indeed, the mother in this episode threats the children

many times that she will leave them when they are incompliance to her. However,

it is only a form of threat because she never really leaves them. The mother

imposes her will on the children. One of the children, Giana, responds to this


41

utterance by spitting on her mother as an expression of rejection toward the

mother‟s imposition. At the point the mother utters the threat, the children are

playing, therefore her expression interrupts their activity of playing, interference

to their freedom of action, a threat to their negative face.

(6) Then this is going bye bye (10.c.1)

(No…(crying))

Example (6) is uttered by a mother who wants her son to stop his crying and

comply with her by saying that she would throw away his toy. It turns out to be

only a threat because finally she gives him back the toy although the boy does not

obey her. The expression is answered with crying from the boy as a form of

refusal to the proposition because he will lose his possession of the toy.

(7) Cause I will put it in your mouth right now (14.e.4)

(move away from mother)

Utterance (7) is expressed by a mother as a restatement of a threat to put

pepper in the daughter mouth, but this time she really puts the pepper into her

mouth. Still, the threat does not make the girl obey her command because it is an

imposition to her personal preserves, a negative face threatening acts. The girl

runs away from her mother, however the mother catches her and puts the pepper

into her mouth. She shouts You burned my mouth! to her mother while she spits

the pepper from her mouth and wipes it.

(8) I‟m taking it away (10.c.2)

(No…(crying))

Example (8) is stated by a mother to her son as a restatement of (6) that she is

going to take the boy‟s toys if he does not stop saying bad words as his mother

tells him. However, as (6) it is also only a threat because in the end the mother


42

gives him back the toy with a condition that he would comply with her not to say

bad words. The threat is answered with the boy‟s crying, although in the end he

will not lose his possession however the mother has frightened him, a form of

imposition over his personal preserves, a negative face threatening act.

Other function used in declarative is giving advice. Advice is given to a

hearer to convince him that there is a certain value or condition that they should

believe (Bach and Harnish, 1979). Below are some examples.

(9) Theron, that‟s not nice (7.g.1)

(I got her! (throw something on his Mom))

Examples (9) to (12) show what speakers say to convince the hearer that what

they are doing is not appropriate. Consequently, they should believe and follow

what the speaker says. Utterance (9) is in the context of giving information to a

boy who is disturbing his mother by throwing things to her. She tries to stop him

by saying that what he is doing is not a nice thing; consequently he has to stop

doing it. However, the boy, Theron, does not comply with her mother‟s advice,

instead he is very happy that he can hit his mother. He shouts I got her!

Compliance to his mother will disturb his current activity and enjoyment.

(10) If you are angry, you go to the other room (16.e.1)

(I am angry.)

Example (10) is advice given by a mother to her son who is getting angry

because his mother stops him from disturbing his sister. It is the mother‟s effort to

stop him from being angry by advising that when someone is angry he has to go to

another room to calm down. The boy does not conform to his mother and answers

I am angry! A statement that he is still angry, he does not want to go to his room


43

to calm down. The advice is a form of interference to his present emotional

expression.

(11) We‟re not doing that. OK? (16.c.2)

(keeps on doing his activity)

Expression (11) is stated by a mother to his son, as advice that he should

not bother his sister because it is not an appropriate behavior. Mother‟s advice is

not answered verbally but he keeps on disturbing his sister as an expression that

he rejects and does not listen to the advice. The utterance is expressed in an

impersonalized subject using „we‟ to make the addressee does not feel directly

attack with the proposition. However, this proposition is a kind of imposition to

his freedom to act as his wish.

(12) If you don‟t choose to listen, you gonna have to go to your own room

(1.c.2)

(No…..)

Utterance (12) is advice from Nanny Deb to a girl that she better listens to

Nanny Deb‟s otherwise she has to go to her room to be separated from other

member of the family because she does not comply the rule. Nanny Deb seems to

give choices to the girl, whether she chooses to listen and can join other member

of the family, or she does not listen and she has to go to her room and does not

mingle with others. This is answered with the crying when she is taken by Nanny

Deb to her room. She does not agree with the given choices of value. She wants to

do what she likes, not listening to the advice but still join with others. Utterances

(9) to (12) are disobeyed by the children because the sudden action that they


44

should do by complying with the rule will disturb their present activity and

freedom of action.

Another function used in declarative is giving offer. An offer is expressed

when a speaker will do something for the hearer if the hearer fulfills a certain

condition given by the speaker (Bach and Harnish, 1979). Below is the example.

(13) I will let go of you if you go to the other room or sit down so that I can

talk to you (16.f.2)

(I’m not talking.)

Example (13) is in the context of a mother who offers to let her son free if

he would choose the given conditions, either to go to the other room or to sit

down. Previously the boy is disturbing his sister. Seeing this, mother holds on him

so that he would stop disturbing. However, he rejects his mothers‟ offer, struggles

when his mother slightly forces him to do either of the choice. While his mother

has given him choices, it is not what he wants to do. Thus, it is a form of

imposition to his will.

The next function is permission. It is an expression of entitlement from the

speaker to the hearer. Below is the example.

(14) That‟s right, you have the rights to be angry (16.f.1)

(I’m not talking.)

The boy is left by his father and stays in the house only with his mother

and sister when he really loves and respects his father. In fact, now he has to obey

his mother and respects her like he does previously to his father. It is a difficult

thing for him, consequently he becomes angry most of the time. The expression

(14) is a permission given by the mother for the boy to be angry on the condition.

The expected action is that the boy finally will accept the condition and respect


45

his mother. Consequently, he will obey his mother. However, the boy rejects

mildly by saying that still he wants his father to be the one with him.

The discussions above shows the cost of action is determining in

obedience. When the cost of obedience is high the participant tends to disobey the

directive given. The high cost includes interruption of present activity or planned

activity and losing possessions. Most of the directives are given to stop the

addressee from doing something, certainly this is high cost because it disturbs

their present activity. Other determinant is the form of imposition to the

addressee. Almost all directives are form of imposition to the addressee, therefore

when the addressee feels imposed to do something that beyond their preference

they tend to reject the directive.

b. Obeyed Utterances

The declarative utterances that are obeyed by the children show some

illocutionary forces. They are advise, offer, suggest, request, promise, and threat.

The total numbers of advice is dominant by 66.7%, followed by request by 19%,

suggestion by 9.5%, and other functions which are offers, promises, and threats

each of them by 4.8%. From 39 utterances in this category, only 13 are taken as

examples. The choice is based on the form of the utterances.

Table 4.3. The communicative functions in obeyed declarative utterances


1 Advise 12 66,7

2 Offer 1 4,8

3 Suggest 2 9,5

4 Request 4 19,0

5 Promise 1 4,8

6 Threat 1 4,8

Total 39 100


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The first function is advice. The speaker seems to give a certain rule or

condition which has better values than what the children do. The examples are

shown below.

(15) Then you know what, you need to treat me good all the time (14.m.2)

(crying)

Utterance (15) is expressed by a father who reminds his daughter of the value

that she should always take good care of her father if she wants him to be with her

even after she grows up. In the previous scene of the episode, she always resists

what her father says by saying bad things, such as I’m gonna poke you in the eye

or You don’t care! You are stupid! The advice is responded by the girl‟s crying,

which is interpreted as a form of regret of what she has been doing. The utterance

uses high value modal need which shows the high intensity of the obligation. It

also uses solidarity markers you know to ask for the girl‟s support on the idea, that

both father and daughter share the same believe that if someone wants to be

treated well they should also treat others well. It is a form of asserting reciprocity

between father and daughter.

(16) But we are not whining anymore (10.f.3)

(listening)

Utterance (16) is expressed by Nanny Deb to a girl who whines when she

wants to have a timer being held by her mother. The girl is being advised not to

whine to get what she wants because it is not an acceptable behavior. The girl

responds by stop whining and answers the Nanny‟s next question. The utterance

uses the subject we as an agent avoider so that the criticism is deflected from the

addressee to generalized agent. It includes both the speaker and the hearer.


47

Utterance (17) is stated by a father to his son who does not obey his father‟s rule.

In the preceding scenes, the son is running, screaming, and throwing foods. His

behavior makes his father angry.

(17) All you do is just make it worse (8.g.3)

(listening)

Utterance (17) is an advice to stop his behavior if the boy does not want worse

condition. The advice is affirmed by the boy, it is seen from his answer to the

father‟s next question. The expression uses the down toner just to modulate and

soften the impact of the proposition to the boy. It also shows that the father

notices and attends to the boy‟s deeds and needs.

(18) You need to use your word, you have a wonderful word (10.e.2)

(listening)

Example (18) is uttered by Nanny Deb to a girl to advise her to say what she

wants rather than just cries, because it would be more acceptable and

understandable. This is affirmed by the girl that she answers the Nanny‟s question

when she asks the reason of crying, which means that she finally uses her words

to show what she wants. She says I want that… and points to the timer that is held

by her mother on the Nanny‟s question You are just upset, tell me why? The

utterance uses the modal need showing the high level of obligation of the

proposition. The Nanny shows that she notices the girl has wonderful word as

reason that she should speak out her mind. Both expressions (15) and (18) use the

high value modal need which emphasized the urgency of the advice given by the

adults, meaning that the advices have strong reason to be followed by the

addressees.


48

The second communicative function in this group is giving offer. The

example is given below.

(19) Ok. We work the same way, I treat you nice, you treat me nice (14.m.4)

(crying)

Utterance (19) is stated by a father to his daughter that if she wants him to treat

her good she also has to treat him nicely. The context of the discourse is that the

father is previously angry to her because she behaves badly by saying bad things

and challenging his wants. Therefore, to make up the condition, he offers a win-

win solution for both of them, that he will treat her nice if she also treat him

nicely. This is a form of reciprocity between father and daughter. Reciprocity will

share the burden of responsibility between both participants. The offer is

responded by the girl‟s crying as a form of regret and acceptance.

Another communicative function identified in the declarative mood is

giving suggestion. It is a statement where the speaker gives reasons to the hearer

for a certain condition. Below are the examples.

(20) You have no reason to cry (14.n.3)

(crying)

Example (20) is expressed by a father to his daughter who is crying because she

regrets what she has been doing. The father suggests that she cries for not enough

reason therefore she should not cry. Giving reason is a way to mitigate a face

threatening act. The girl understands that she should stop crying without feeling

imposed by her father. The girl says I’m sorry, Daddy as a respond to the father‟s

suggestion.


49

(21) I love you very much, Joseph, but you got to stop and learn to behave

better (8.g.2)

(listening)

The context of utterance (21) is a father speaks to his son about his behavior.

Previously, he behaves badly that he throws food, screams and plays around and

does not listen to his father‟s instruction. By suggesting to his son that he loves his

son, the father wants him to believe that there is good reason for him to stop his

bad behavior and learn to be better. In this case, father is giving sympathy to his

son. Bad behavior will lead the boy to worse condition, which is not wanted by

both. The boy affirms father‟s suggestion by answering the next question that he

does not want him to scream a lot because of his bad behavior.

Giving request is also communicative function in declarative mood.

Expressing a request is a communicative function that made the hearer do

something on the speaker‟s desire, however the hearer have a chance to reject or

grant it. Some examples are presented below.

(22) I need to talk to you (8.d.2)

(listening)

In example (22) the speaker is a father who requests his son to talk to him on the

issue of his son bad behavior. It is classified as a request because in the context,

the father asks the son‟s consent to talk to him, he does not force his son to do so.

It is the speaker‟s desire and the son may not affirm the proposition. The utterance

uses the modal operator need with the subject I and not you. Need is high value

modality, therefore the urgency of the proposition is high. The respond to this


50

request is the son‟s approaching father to talk to him. He also responds to fathers

questions after that.

(23) I expect you to behave (8.d.4)

(listening)

Similarly, utterance (23) is also a father‟s request to his son. The context is the

same. It is the father‟s desire that his son behaves better, therefore, the son is

given a change not to affirm to the proposition. However, the proposition is

accepted by the son. The use of I expect is to lower the degree of commitment of

the father to the proposition and to weaken the illocutionary force of the utterance.

(24) I just want you to do what I say (14.n.1)

(I’m sorry, Daddy)

Expression (24) is also similar, it is on the speaker‟s desire, in this case a father

who wants his daughter to obey the rules that is set by her parents. The utterance

is responded positively that the daughter regrets what she has been doing. It uses

the down-toner just to lower the degree of the impact of the utterance on the girl.

(25) I expect you to listen. OK? (8.d.5)

(listening)

Example (25) is expressed by a father to his son to listen to him, which means that

he would obey the rules given to him and behaves well. The request is affirmed by

the boy. Similar to (23) it uses hedges that weaken the illocutionary force of the

proposition.

Giving promise is another communicative function identified in the

declarative mood. A promise is a condition that is wanted by the speaker and it

requires the speaker to the intended condition. Below is the example.


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(26) You know what, that‟s gonna be changed (16.l.1)

(Give me a little space)

Utterance (26) is expressed by a mother who wants her son to obey her instead of

always wishing his father who has passed away to be with him and to be the one

who controls the house. The mother asserts the promise that she will act like his

father, therefore the boy should obey her. The boy responds by saying Give me a

little space which is interpreted as a sign of giving up and accepting the

proposition. The utterance uses the solidarity markers expression you know what

as an appeal to the boy to support the mother‟s promise that the condition will be

changed started from the moment.

Threat is the next communicative function found in the declarative mood.

A threat is given to suggest that something unpleasant is going to happen if the

addressee does not follow a particular action. Below is the example.

(27) Then we are gonna leave her (1.k.1)

(I wanna go too)

Utterance (27) is expressed by Nanny Deb when Catherine does not want to obey

her when she tells her to stop jumping on the bed. The girl is being sent to a time

out in her room as a punishment. After she finishes the time out, Nanny Deb asks

her to speak out what she wants and follow the rules of the family. At first she

says that she is not ready to return and join other members of the family therefore

Nanny Deb threats to leave her in her room. It is intended to make the girl follow

the rule on her own consent. Indeed, it is then followed by Catherine, who

responds I wanna go to. This is interpreted as she is willing to obey the rule. The

girl is given a chance to follow them or not to avoid disagreement with her.


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The above discussion shows that compliance can be achieved by given the

addressee a chance to decide whether they agree or not. It means that speaker does

not imposed on the addressee‟s freedom of action, but supports them to choose the

right decision which is the speaker‟s intention.

2. Imperative

a. Disobeyed utterances

The identified communicative function in this imperative mood is command,

although according to Condoravdi and Lauer (2012) imperative is not only to

assert command, it can also function to give permission, advice, wish, invitation,

etc. Out of 48 utterances, only 4 examples are taken. They represent the variety of

form. Below are the examples on the function of commands in imperative found

in Nanny 911 discourses.

(28) Sit on the couch! (14.a.1)

(children runs to sit on the couch)

(29) Respect each other and share! (14.h.1)

(Giana pulls the crayon to her side)

Utterances (28) and (29) are direct commands from a father to his children.

Example (28) is in the context of a child who plays around and does not willing to

stop when his father tells him to do so, consequently his father yells at him to sit

on the couch so that he would stop playing around. The boy runs away from his

father as his respond to this command. The direct command does not give chance

to the addressee to reject, it disturbs the boy‟s freedom of action. Utterance (29)

is in the context of children who do not want to share crayons and color together,

therefore they quarrels to have the crayons for themselves. This is responded by

one of the girl by pulling the crayons to her side to have it for herself. Father‟s


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command is a disturbance to the possession of the crayon. If the girls comply to

the command they would lose their possession over the crayons because they have

to share.

(30) Olivia, please go get the napkins! (2.c.1)

(Mimi wanna go get the napkin)

(31) Say I‟m sorry for using bad words, Mommy (10.b.1)

(No….. (crying))

Example (30) is in the context of a father who prepares dinner and asks his

daughter to help him to get napkins. It is stated in a polite form using the

politeness marker please. However, this command is answered by the girl saying

“Mimi wanna go get the napkins”. As a form of rejection to his father‟s command,

she passes the command to her sister while actually she is the one who is being

ordered. Complying with the command will disturb her enjoyment in playing with

her siblings at that time. Example (31) is a direct command from a mother to her

son who cries out loud saying bad words when his mother commands him to stop

kicking. On this command, the boy replies No and cries as a form of rejection.

Mother has disturbed the boy‟s enjoyment of playing which consequently

imposing his freedom.

The discussion shows that disobedience may be caused by disturbance on

someone possessions and disturbance on someone enjoyment. Stopping someone

from their current activity needs high cost action of compliance. The examples on

disobeyed imperative are all the adults‟ directives to stop children current activity

or tell them to do something immediately.


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b. Obeyed utterances

In the imperative mood, some identified communicative functions are advice,

invitation, suggestion, and request. The dominant function is request by 40% of

the utterance, followed by suggestion by 30%, then advice by 20%, and invitation

by 10%. The summary in the form of table for the numbers and the percentage of

the communicative functions is shown below.

Table 4.4 The Communicative Function in Obeyed Imperative


1 Advise 2 20

2 Suggest 3 30

3 Request 5 50

Total 10 100

The number of utterances is 10, however 7 are taken as examples based on the

form. The first identified function in the obeyed imperative is giving advice.

Below are the examples for the communicative function.

(32) Don‟t cry (14.n.1)

(listening)

(33) No more hurting (5.d.1)

(OK)

As already mentioned, advice is given when a speaker expresses his belief that the

hearer is supposed to believe that he has sufficient reason to do something. The

case of example (32) is included in the function of advice because the context is a

conversation between a father and his daughter who cries because she is sorry for

being naughty and treats her father badly. The father is advising her not to cry

because she does not have sufficient reason to do it. Simultaneously, it also has

the function as a command for her to stop crying. The girl responds by saying I’m


55

sorry, Daddy and stops crying when her father hugs her. Here is a part of the

conversation as the context of the utterance

Daddy : Don‟t cry. I don‟t want you to cry. You have no reason to cry. I

just want you to do what I say.

Gabriella: I‟m sorry, Daddy.

Seen from the father‟s whole utterances, he restates giving reason and values that

crying is not appropriate because actually she does not have reason to cry. Similar

to example (32) is utterance (33), it is an advice from a mother to her son not to

hurt his sister because hurting is not an accepted behavior, moreover he has not

enough reason to hurt his sister. At the same time, it also has the function of a

command. However, in the researcher view point it is more an advice because it

gives the hearer a chance to comply or not to the advice when in a command the

hearer should comply. The boy responds by saying OK. The utterance uses no

subject, it suppresses the agent so that it seems not only directed to the boy but

also to the others.

The imperative may also have request as communicative function. Request

is a communicative function that rooted entirely or partly on the speaker‟s desire.

Below are some of the examples.

(34) Come over here (8.d.1)

(approaching)

(35) Now turn around and look at me (8.d.3)

(facing his father)

(36) Excuse me, Catherine (10.e.1)

(listening)

Example (34) is uttered by a father who wants his son to come closer to him

because he wants to speak to him on his bad behavior. As respond, the boy moves


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closer to his father and listens to his next statements. Father intensifies his interest

to the boy. It is seen in the context of utterance

Dad : Come over here. I need to talk to you. Now turn around and look

at me. I expect you to behave. I expect you to listen. Ok? Don‟t you want

to have a nice relationship with Daddy?

Joseph : Yes

In the context, father shows that it is his desires to speak to him because he

concerns and attends the boy‟s need.

Utterance (35) is a request from a father to his son to face him because he

wants to speak to him, it may have the function of a command but in this context

the expression is more a request because the situation is more relax and the sense

of obligation is low. The boy grants his father‟s request that he comes closer to his

father and faces him to listen to him. Similar to (34), in this context father shows

his concerns and attends to the boy‟s interest.

Expression (36) is a request from Nanny Deb to a girl to allow her to speak

to her on a situation that makes her upset. The girl wants to have a timer that is

owned by her mother. Her mother does not want her to have it, therefore, she cries

and is upset. The utterance can have the function of a greeting, but in this context

it is more a request because they are already in the same room when it happens. It

is a formulaic expression that shows the speech act of apologizing that Nanny Deb

would interrupt the girl who is crying at that time. The girl‟s responds by the

listening to what the Nanny says. The next identified function in imperative is

giving suggestion. Some examples are presented below.

(37) Show the red mark if he does not believe you (5.c.1)

(showing the redmark)


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(38) Just take my word for it (5.c.2)

(Oh, I see it. Now I see it)

Utterances (37) and (38) are functioned as suggestions because they give reasons

to the hearers to believe what the speaker says which then will make them do the

proposition. Expression (37) is uttered by a mother to her daughter who

previously being pinched by her brother. The mother tells the boy that he should

not hurt his sister, but the boy insists that he does not do it so the mother suggests

her daughter to show the mark in order to be believed by the boy. The girl shows

the red mark to her brother as her mother tells her. Mother gives reason in the

utterance to mitigate the proposition of telling her to show the red mark, further it

is done on the girl‟s interest because she is the one who is being protected by her

mother. It is followed with utterance (38) that the mother suggests the boy to

believe her because she has enough reason to make him do what she says. The

boy responds by saying Oh, I see it. Now I see it. The use of just in the utterance

modulates the impact on the hearer.

The discussion shows that directive in imperative may be obeyed when it

is mitigated, such as by giving reason, also by modulated the impact on the

addressee by using certain words, and attending to the addressee‟s need and

interest as in the strategies of mitigating face threatening acts.

3. Interrogative

a. Disobeyed Utterances

The adult utterances in this mood are categorized into three communicative

functions, they are giving suggestion by 11.1%, threat by 22.2 %, and question by

66.7%. Below is the summary of the communicative function.


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Table 4.5 The Communicative Function in Disobeyed Interrogative


1 Suggest 1 11.1

2 Threat 2 22.2

3 Question 6 66.7

Total 9 100

Out of 9 utterances, 6 are taken as examples based on their form. The first

identified communicative function in disobeyed interrogative is giving suggestion.

Example is given below.

(39) Gabriella, why don‟t we put it this way? (14.i.1)

(I’m gonna poke you in the eye (raise her hands to dad))

The context of utterance (39) is two girls who are coloring together and each of

them wants to own the crayon for themselves. The father tells them to share the

crayon. He gives suggestion by uttering (39) to the girls to put crayon in the

middle so that each of them can reach the crayon easily. Father‟s suggestion is

rejected by one of the girls, Gabriella, by saying I’m gonna poke you in the eye

because in the current condition she is the one who has the power over the crayon

and her father has disrupt her possession, although father has included both the

speaker and the hearer in the proposition to mitigate the face threatening act. The

next communicative function in the disobeyed interrogative is giving threat.

Below are some of the examples.

(40) You want pepper on your mouth? (14.e.1)

(moves away from her mother)

(41) Do you want it? (14.e.3)

(covers her mouth with her hands)


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Example (40) and (41) is taken from a scene with the context of a mother who

wants her children to listen to what she says, however the children keep on

playing and do not pay attention to their mother. Therefore, in her effort to make

the children listen to her, she threats the children. She utters (40) after one of the

girl, Giana, spits on her as a form of rejection. Mother imposes her will to Giana.

The utterance is a threatening act to the girl‟s negative face. It is followed with

utterance (41) which functions more as a threat rather than a question to find the

girls‟ opinion because after that mother really puts the pepper on Giana‟s mouth.

Giana‟s form of challenge over her mother is by spitting the pepper and saying

You burned my mouth. It is another negative face threatening act because mother

is interfere the child‟s freedom of action.

The next communicative function is giving question. Question is given to

find out the hearer‟s opinion or feeling. Below are some examples on the function.

(42) What do you think your Dad would have done? (16.k.1)

(I would listen, but I wouldn’t listen to you.)

(43) Would he told you to go to your room? (16.k.2)

(I would listen, but I wouldn’t listen to you.)

(44) Why did you bite him, Jack? (5.a.1)

(He hit me)

Examples (42) is a question expressed by a mother to her son to ask for his

opinion on what his father would have done if the boy does bad thing. The context

is that the boy does not want to obey his mother‟s command to behave better. The

boy is angry because he would rather be with his father than his mother. The

question (43) is functioned to ask for the boy‟s agreement over what his father

would have done if he was with them, it is clarified by the mother‟s next utterance

that father would tell him to go to his room. Beside as questions, both (42) and


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(43) are also functioned as reminder to the boy to his father‟s rules. Mother is

rejected by the boy that he says I would listen but I wouldn’t listen to you. He

would listen if it was his father who tells him to go to his room, but he would not

listen to his mother. This is because he has already accustomed to the condition

of not obeying his mother as a form of anger over his father‟s death. Complying

with his mother will change his present feeling and custom. Example (44) is

uttered by a mother to his son who previously bit his brother. This question

demands the boy‟s information on the matter. At the same time it implies that

biting his brother is not an appropriate action. The boy answers He hit me to

mother‟s question. This expresses the boy‟s judgement that what he does is

appropriate. He bites his brother because his brother has hit him. It is his freedom

of action that is being interfered.

The discussion illustrates that directives in interrogative may be disobeyed

when the intended action has a high cost. Included in high cost action are

interference with the addressee‟s current activity or belief and feeling. Although

the directive is given in a polite way, when it has high cost, the addressee would

not comply the directive. Ervin-Tripp (1984) asserts that adults may not reject

request which is expressed in polite way, but children may not comply such

directive.

b. Obeyed Utterances

In the obeyed interrogative utterances, the identified communicative functions

are giving offer by 30.8 %, question by 53.8 % and requests by 15.4%.


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Table 4.6 The Communicative Function in Obeyed Interrogative


1 Offer 4 30.8

2 Question 7 53.8

3 Request 2 15.4

Total 13 100

Out of 13 utterances, 10 are taken out as examples. The choice is based on their

forms. The first communicative function in the obeyed interrogative utterances is

giving offer.

(45) You want me to be there? (14.m.1.)

(listening)

(46) You want me to treat you nice? (14.m.3)

(listening)

(47) Do you need to have some time in your room or would you like to play

with your sisters downstairs? (10.f.4)

(Play downstairs…)

(48) Don‟t you want to have a nice relationship with Daddy? (8.d.6)

(Yes)

Utterances (45) and (46) are expressed by a father to his daughter in the context of

the father giving advice to the girl to behave better. Utterance (45) is an offer from

the father to always be there for the girl even after she grown up. It is followed

with utterance (46) as an offer from the father to always treat her nice instead of

always angry at her. Both (45) and (46) are on the condition that the girl behaving

better. The girl responds by crying as a form of regret. Father gives the question to

know what the girl‟s wants, simultaneously it expresses that he concerns with

what the girl wants and attends them, thus it mitigates the face threatening acts on

the girl. Similar to (45) and (46) is utterance (48), it is an utterance by a father to

his son offering a nice relationship if the boy behaves better. The boy responds by

saying Yes to the offer. The utterance shows that father notices and attends that


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actually the boy want to have a good relationship with his father. Example (47) is

uttered by Nanny Deb to a girl after talking to the girl calming and reminding her

to behave well. After the girl being calmed, Nanny Deb offers her to choose

whether to stay in her room or to play with her sister. The girl answers Play

downstairs… Nanny Deb gives the girl a chance to choose between the two

choices. It is a recognition to the girl‟s freedom of choosing. The examples are

functioned as offer; therefore, the hearer has the chance to decline the offer.

However, the speaker also has the obligation to grant their offers.

The next communicative function is giving question. Some examples are

given below.

(49) And you gonna listen? (1.l.1)

(Yes.)

(50) Tell me why? (10.e.6)

(I want that….(crying and pointing at her mommy))

(51) Hey, can I just ask you something? (13.f.1)

(listening)

(52) Did your Dad pinch you and nobody was looking? (13.f.4)

(listening)

Examples (49) to (52) are functioned as question. They are intended to know the

hearer‟s opinion or feeling on the asked condition. The context of (49) is Nanny

Deb‟s question to the girl whether she would listen, in this case to follow Nanny

Deb and her mother‟s rule. It can also function as a command to obey the rule,

however, it is more a question because the hearer‟s opinion is being considered.

The girl answers Yes. Utterance (50) is asked by Nanny Deb to a girl who cries to

know the reason she is crying, the girl answers that she cries because she wants to

have her mother‟s timer. Example (51) is questioned by Nanny Stella to a boy

whether he allows her to speak to him. Besides a question, it can also function as


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an asking for permission from the boy , however, it requires the boy to answer it.

Utterance (52) is uttered by Nanny Stella to the boy to ask for his opinion on the

matter, whether he is previously pinched by his father and nobody concerns on

that matter. It is also to find out his feeling on the matter. The boy is angry at his

father, therefore, he leaves the dining room and goes to his own room.

The next communicative function in obeyed interrogative is giving

request. The examples are given below.

(53) Would you do me a favour? (13.f.5)

(listening)

(54) Can you go back to the table and finish your lunch? (13.f.6)

(OK)

Examples (53) and (54) are request from Nanny Stella to a boy to comply her

desire and at the same time also asking for his consent to do what she wants.

Utterance (53) followed by (54) is requesting the boy‟s permission to help Nanny

Stella to go back to the table and finish lunch. Actually, it is also a form of

command for the boy to go back to the table and finish his lunch in a more polite

way because at first she asks for the boy‟s consent on the matter. He answers OK

to Nanny Stella proposition. Both utterances use consultative devices Would

you… and Can you… to attempt for the boy‟s cooperation and involvement.

The above discussion indicates that to seek for the addressee‟s compliance,

the directive may be expressed in a way to seek for their consent and permission.

It is a form of acknowledgement to their freedom of action and choice. The

directive may be guided to the intention of the speaker.


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B. THE STRATEGIES USED TO GAIN RESPECT AND OBEDIENCE

In the efforts to gain obedience and compliance, a speaker uses some

strategies. The data shows that the speaker uses conventional and nonconventional

strategies. Further, the data indicates that conventional strategies are mostly used

in the form of imperative, while other form uses both conventional and

nonconventional strategies. The nonconventional strategies are used under three

different approaches, they are the reason, obstacle neutralization, and goal

statement approaches. The table below provides the number of uses of the

approaches and strategies in the discourses in Nanny 911.

Table. 4.7 The Strategy Used in Nanny 911

Approach Strategy Disobedience Obedience

Conventional Conventional request 57 14

Goal Goal 1 12

Neutralization Anticipate counterargument 7 0

Increase cost of noncompliance 6 0

Provide compensation 1 2

Reason Forestall intervention 3 0

Make correction 4 5

Provide precondition 4 5

State problem 6 1

State infraction 6 5

The strategies under the reason approach are mostly used in the utterances. It

is applied by identifying a reason or a cause for the addressee to carry out or

facilitate the desired action and make the addressee aware of it. Included in the

reason approach is call attention to a problem. In this strategy, the addressee‟s

action is necessary to answer some problem.


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(55) I‟m on the phone, Joseph (8.a.1) (56) She got red mark on her arm from where you pinched her. (5.b.2)

(57) Dylan is gonna make the bed. (1.b.2) (58) I don‟t want to hear that Tyler (9.h.1)

Utterance (55) is calling attention to a problem by stating that the father is

having a conversation on the phone therefore he needs a quiet situation to be able

to hear the voice. The consequence is that the addressee, in this case, the boy

should remedy by being calm. Expression (56) is stating the problem of the girl

who has red mark because her brother has pinched her. The addressee needs to be

aware of the situation so that he would not do the cause again. (57) is the

statement of a problem that the girl should be aware. Consequently, she should

stop jumping on the bed so that Dylan can make his bed. Utterance (58) is the

problem statement faced by the mother who does not want to hear what Tyler says

because he always challenges her. Therefore, the expected action is Tyler stops

saying things that challenge his mother.

The second strategy in the reason approach is stating an infraction. When the

addressee involved in an action that against a norm or creates a problem, stating

the infraction is used.

(59) Theron, that‟s not nice. (7.g.1)

(60) We‟re not doing that. Ok? (16.c.2)

(61) You don‟t treat me that way. (7.i.5)

(62) All you do is just make it worse. (8.g.3)

Utterance (59) is stating that the boy‟s deed is not acceptable. Theron throws

things to his mother which disturbs her. Therefore, by saying the infraction, the

desired action from Theron is to stop throwing things. The infraction stated in (60)

is that the boy, Collin, stops quarrelling with his sister, because it is not acceptable


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and creates problem between both brother and sister. (61) expresses the violated

norm by Theron because he hits his mother. Therefore, the utterance is intended to

stop what he has been doing. Expression (62) is stated to stop Joseph from doing

bad things, such as quarrelling with his brothers. Father lets him know that what

he does would make things worse.

The third strategy is making a correction. It is done when a hearer does

inappropriate action to make him aware of the right things to do.

(63) If you are angry, you go to the other room (16.e.1)

(64) You need to use your words. (1.g.3)

(65) I love you very much, Joseph, but you got to stop and learn to behave

better (8.g.2)

(66) You gonna listen to me just like you did to dad. (16.l.2)

Utterance (63) is expressed to remind the hearer of the agreed rule to go to his

room to calm himself when he is angry. It is intended to make him aware of the

inappropriate action and end his anger to calm down. The inappropriate action in

(64) is that the girl, Catherine, is crying instead of saying what she wants. (63) is

uttered to make her aware that she better says what she wants rather than just

crying because Nanny Deb and the mother cannot understand what she wants.

Joseph, the addressee of (65), is reminded by his father that the appropriate things

to do is stop fighting with his brothers and behaves better. It is intended to make

him aware that what he has been doing is wrong and he has to do the right things.

The context of (66) is a boy Colin who does not want to obey his mother and

respect her like he did to his father. (66) is to make him aware that what he has

been doing is wrong, he should respect his mother as he did to his father.


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The fourth strategy is providing preconditions. If the addressee will do the

desired action when specific preconditions are met, it is to make him aware that

such preconditions have been or will be met.

(67) I will let go of you, if you go to the other room or sit down so that I can

talk to you. (16.f.1)

(68) I just trying to be fair to everybody. (14.m.5)

(69) Are you ready to come back? (1.j.1)

Utterance (67) is a precondition from a mother to her son that she will let him go

if he would calm down by sitting down or going to the other room. Expression

(68) is a precondition for the girl to share the crayon with her sister. His father‟s

treatment to his children, to be fair to all of them, is a precondition for the girl to

do what he says. The proposition in (69) is a precondition for the girl to join the

family, if she is not ready she would be left in her room.

The fifth is forestalling intervention, happens when intervention in some

activity is anticipated to identify or justify the planned activity.

(70) I mean it, Sal (14.c.2)

(71) I think so. (16.k.3)

Utterance (70) is said by a mother to her son to stop him from hitting her. This is

to identify and underline the mother‟s intention. Mother does not want the boy to

say anything on her command. (71) is an utterance after Mother mentions What do

you think your dad would have done? Would he told you to go to your room?. It

is to justify her intention to make the boy understand that she would do the same

like his father did.

The next strategies are part of the obstacle neutralisation approach. The

first is anticipating counterargument. It is used when an addressee might have


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reasons not to cooperate with the speaker‟s goal, to identify a way to mitigate such

obstacle and inform the addressee.

(72) That‟s right, you have the right to be angry. (16.f.1)

(73) What do you think your dad would have done? (16.k.1)

(72) is uttered to mitigate the reason that might be uttered by the boy. It is

informed to the boy that he has the reason to be angry, therefore the boy feels

justified that he is angered. Consequently, he would not challenge his mother

anymore. Utterance (73) is used to anticipate the boy‟s respond if he would refuse

the mother‟s intention, therefore mother uses his late father‟s usual punishment to

him as a way to mitigate the action.

The second strategy is by providing compensation. It is used to neutralize

the high cost of an intended action or goal.

(74) Now you want to stay with mama, but you need to use your word,

Natalie. (1.g.1)

(75) Then you know what, you need to treat me good all the time. (14.m.2)

(76) Ok. We work the same way, I treat you nice, you treat me nice.

(14.m.4)

Utterance (74) is to say that if the girl would use her words to say what she

means other than crying, she may stay with her mother. The compensation of

being with her mother is using her words to say what she wants. (75) is giving

compensation for the expected condition to be with her father. Instead of just

saying that the girl should behave, father provides compensation that he would be

with her all the way if she would behave. Utterance (76) is providing

compensation for the girl that if she would treat her father well, father will also

treat her well.


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The third strategy is increasing the cost of noncompliance. It is done by

threatening, for example.

(77) If you guys don‟t listen to me, I will leave and Nanny Deb can stay for

the rest of the week. (14.d.1)

(78) If you don‟t choose to listen, you gonna have to go your own room.

(1.c.2)

(79) I‟m gonna separate the two of you. (2.b.1)

Mother, the speaker of utterance (77) expects her children to listen to her and obey

her. She uses intimidations to make her children obey her. She says the

compensation of being with her is by listening to her and obeying her. (78) is

uttered by Nanny Deb to a girl to come down from the bed. The cost of

noncompliance to her is to go to her own room, a form of isolation from other

member of the family. (79) is expressed by a mother to her daughters who fight

each other. She tells them to stop fighting, the cost of noncompliance to this is

that she would separate them. This should be a high cost because when they are

being separated, they cannot have the joy of playing together.

The third approach is to make the addressee aware of the desired goal.

Some examples of using this approach are stated below.

(80) You want me to be there? (14.m.1)

(81) You want me to treat you nice? (14.m.3)

(82) Don‟t you want to have a nice relationship with Daddy?

(83) Do you want me to scream a lot? (8.g.4)

The goal of (80) is the father being with the girl all the time to take care of her. By

stating this goal, father makes the girl aware of the cost and things that she has to

do to achieve the goal. Similar to (80) is utterance (81), the goal is father treats the

girl nice, therefore she had to treat him nice in return. In (82), the goal is having a


70

nice relationship with Daddy, the consequence is the addressee has to behave well

and obey him. (83) is stating part of the goal that should be achieved, if father is

screaming a lot then the situation would not be comfortable, thus to avoid this the

boy should behave well and obey his father.

The analysis refers that parents also use nonconventional strategies to

control their children acts. The reason approach is partly obeyed and disobeyed by

the children. The neutralization approach is also partly obeyed and disobeyed. The

stating goal approach seems to be the most obeyed by the children, perhaps

because by stating the goal the children would have the clear picture of what they

would get when they comply to the directives.

In the final analysis, the expressions of control acts are in declarative,

imperative, and interrogative. Each grammatical form has the obedience and

disobedience percentage. The utterances have various communicative functions,

which do not determine respect and obedience. The determining factors are the

cost of action and the face threatening acts of the utterance. Hence, there is no

specific form of utterances to gain respect and obedience. The strategies used

determine the children‟s respect and obedience. The conventional strategies are

mostly disobeyed while the nonconventional strategies are mostly obeyed by the

children.

The results of the study show adjacent relation to the background culture

of the participants. Since American children are raised to be autonomous, they

reject to be imposed by others, even though by their own parents. They tend to


71

make their own choices from their intrinsic motivation. It shows their high self-

esteem.


72

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter presents the conclusions and the suggestions from the

analysis. The conclusion consists of the summary of the findings from the study.

The suggestions offer some recommendations that can be explored by other

researchers.

A. Conclusions

The analysis in the previous chapter implies some conclusions. Regarding

the first research question, What linguistic features are used to gain respect and

obedience in Nanny 911? some inferences are made. First, the moods are not

defining respect and obedience. The analysis shows that the control acts are

expressed in declarative, imperative, and interrogative sentences. Each type has

the disobeyed and obeyed percentage of utterances. The declarative has the

highest percentage of obeyed utterances, followed by imperative, and

interrogative, however the number is not significant. The utterances have been

categorized into different communicative functions. However, it can be inferred

that this is also not a significant factor in defining obedience and compliance.

Therefore, simply expressing utterances in certain sentence types and moods do

not consequently gain obedience.

The factors influence obedience and compliance are (1) the cost of the

intended action to the addressee and (2) the face threatening act of the expression.

High cost action tends to be disobeyed by children. The high cost appears when


73

compliance (i) interrupts the addressee’s current or planned activity, (ii) is

difficult or expensive for the hearer, and (iii) endangers the possession of the

hearer.

Directives are commonly face threatening, therefore to gain obedience the

the speaker should save the hearer’s face. It is done by (1) attending the hearer’s

interest and wants; (2) use in-group identity markers; (3) seek agreement; (4)

avoid disagreement; (5) assert common ground; (6) assert speaker’s knowledge of

and concern for H’s wants; (7) offer, promise; (8) include both S and H in the

activity; (9) give or ask for reasons; (10) assume or assert reciprocity.

Related to the second research question What strategies are used to gain

respect and obedience in Nanny 911?, the study reveals that nonconventional

strategies in directives also influence the compliance of the addressee. The

nonconventional strategy used in the utterances includes (1) Reason, (2)

Neutralization, and (3) Goal. The reason approach consists of (a) call attention to

a problem. (b) state an infraction. (c) make a correction. (d) provide preconditions,

and (e) forestall intervention. The neutralization approach contains modifying

cost, such as providing compensation, and increasing cost of noncompliance.

Overall, the results of the study show close relationship to background

culture, the European American. European American children are raised to be

autonomous-oriented. They reject to be imposed by others, even though by their

own parents. They tend to make their own choices from their intrinsic motivation.

It shows their high self-esteem. Therefore, parents should also show respect to

their children if they want the children to respect them.


74

B. Suggestions

The study focused on the linguistic features and the strategies used by adults

in controlling the acts of the children. Actually, many other aspects can be

explored from the subject. The first suggestion is for researchers who are

interested in phonetics and phonology can study the influence of the tone or

intonation of the adult’s utterances to gain children’s obedience. Consequently,

the effect of different tones can be explored.

The second suggestion is for researchers who are interested in the influence

of culture on the children obedience. This research only focuses on family

conversation with European American cultural background, thus to explore deeper

on the influence of culture, comparing data from other culture can be taken to

achieve the goal. Researchers can study the form of politeness in different cultures

or how children view adults in their culture.

The third suggestion is to study the discourse as a whole. This study takes

the discourse for each utterance. Discussing the discourse as an act will reveal the

turn-taking of the participants and the retries of the act of gaining respect and

obedience since the action is sometimes done in several attempts.


75

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78

APPENDICES

Appendix 1

NANNY 911 – MOODS AND COMMUNICATIVE FUNCTION

Disobeyed Declarative

No Participant Utterance Eps. Mood Communicative functions

1 Mom Theron, that’s not nice. 7.g.1 DEC.D Advice

2 Mom Ou…. (Theron hits Mom) Theron not nice! 7.i.1 DEC.D Advice

3 Mom I know but you got to try ‘em. 13.b.1 DEC.D Advice

4 Mom We’re not doing that. Ok? 16.c.2 DEC.D Advice

5 Mom If you are angry, you go to the other room. 16.e.1 DEC.D Advice

6 Nanny Deb If you don’t choose to listen, you gonna have to go to your own room. (Nanny Deb takes Natalie to her own room)

1.c.2 DEC.D Advice

7 Dad I put it this way so that everybody can reach it. 14.i.2 DEC.D Command

8 Dad I turn it on. (turns a stop watch, take Gabriella to the couch)

14.k.3 DEC.D Command

9 Dad I’m taking you from your brother and sister. 14.k.4 DEC.D Command

10 Dad I’m on the phone, Joseph. 8.a.1 DEC.D Command

11 Mom I mean it, Sal! 14.c.2 DEC.D Command

12 Mom I think so. 16.k.3 DEC.D Command

13 Mom I never heard him hurts you 5.a.2 DEC.D Command

14 Mom She got red mark on her arm from where you pinched her

5.b.2 DEC.D Command

15 Mommy That’s hurting! 2.a.2 DEC.D Command

16 Nanny Deb Natalie, Dylan is gonna make the bed. 1.a.1 DEC.D Command

17 Nanny Deb Dylan is gonna make the bed. 1.b.2 DEC.D Command

18 Nanny Deb Now you want to stay with mama, but you need to use your words, Natalie.

1.g.1 DEC.D Command

19 Dad I think you need to go to time out. 14.k.1 DEC.D Command

20 Dad I want you to think what you have did 14.k.5 DEC.D Command

21 Daddy Olivia, I did ask you to get the napkins. 2.d.1 DEC.D Command

22 Mom Yes! I want you to try them! 13.e.1 DEC.D Command

23 Mom You look at me Colin, I mean business. 16.e.2 DEC.D Command

24 Mom You want to sit down right here. 16.g.1 DEC.D Command

25 Mom You don’t run away from me, Theron. 7.c.2 DEC.D Command

26 Mom You don’t hit your mother. 7.i.2 DEC.D Command

27 Mom You stop it. 7.i.3 DEC.D Command


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Obeyed Declarative

28 Mom You don’t treat me that way. 7.i.5 DEC.D Command

29 Mom You don’t hit mommy, that’s hurt. 7.i.6 DEC.D Command

30 Nanny Deb You need to use your words. 1.g.3 DEC.D Command

31 Nanny Deb Yes, you need to use your words. 1.h.1 DEC.D Command

32 Mom I don’t want to hear that Tyler 9.h.1 DEC.D Command

33 Mom I will let go of you, if you go to the other room or sit down so that I can talk to you.

16.f.1 DEC.D Offer

34 Mom That’s right, you have the right to be angry. 16.f.1 DEC.D Permit

35 Mommy Then this is goin bye bye. 10.c.1 DEC.D Threat

36 Mommy I’m taking it away. 10.c.2 DEC.D Threat

37 Mom If you guys don’t want to listen to me, I will leave and Nanny Deb can stay for the rest of the week

14.d.1 DEC.D

Threat

38 Mom Cause I will put it in your mouth right now. (putting the red pepper in Giana’s mouth).

14.e.4 DEC.D Threat

39 Mommy I’m gonna separate the two of you. 2.b.1 DEC.D Threat


1 Dad I just trying to be fair to everybody. 14.m.5 DEC.O Advice

2 Dad Ok. I’m trying to be fair to your two sisters and your two brothers.

14.m.6 DEC.O Advice

3 Dad All you do is just make it worse. 8.g.3 DEC.O Advice

4 Nanny Deb You need to use your word, you have a wonderful word.

10.e.2 DEC.O Advice

5 Nanny Deb You are doing a good job. 10.e.4 DEC.O Advice

6 Nanny Deb You are just upset. 10.e.5 DEC.O Advice

7 Nanny Deb OK. Look, mommy took the timer away Because she does not want you to have it.

10.f.2 DEC.O Advice

8 Nanny Deb But we are not whining any more. 10.f.3 DEC.O Advice

9 Nanny Stella You’re not in trouble. 13.f.2 DEC.O Advice

10 Dad Then you know what, you need to treat me good all the time.

14.m.2 DEC.O Advice

11 Dad I love you very much, Joseph, but you got to stop and learn to behave better.

8.g.2 DEC.O Advice

12 Mom You gonna listen to me just like you did to dad. 16.l.2 DEC.O Advice

13 Dad Ok. We work the same way, I treat you nice, you treat me nice.

14.m.4 DEC.O Offer

14 Mom You know what, that’s gonna be changed. 16.l.1 DEC.O Promise

15 Dad I just want you to do what I say. 14.n.4 DEC.O Request

16 Dad I need to talk to you. 8.d.2 DEC.O Request

17 Dad I expect you to behave. 8.d.4 DEC.O Request

18 Dad I expect you to listen. Ok? 8.d.5 DEC.O Request

19 Dad You have no reason to cry. 14.n.3 DEC.O Suggest


80

Disobeyed Imperative

20 Dad I don’t want you to cry. 14.n.2 DEC.O Suggest

21 Nanny Deb Then we are gonna leave her. (Raise and ready to leave her)

1.k.1 DEC.O

Threat


1 Dad Sit on the couch! 14.a.1 IMP.D Command

2 Dad Hey, don’t call each other names! 14.g.1 IMP.D Command

3 Dad Put the crayon in the middle, Gabriella! 14.g.2 IMP.D Command

4 Dad Respect each other and share! 14.h.1 IMP.D Command

5 Dad Don’t touch everything, guys… OK? 6.b.1 IMP.D Command

6 Dad Stop it, Jacob. 6.c.1 IMP.D Command

7 Dad Stop crying, please. 6.c.2 IMP.D Command

8 Dad Stop throwing your food. 6.c.3 IMP.D Command

9 Dad Stop screaming, Joey. 6.c.4 IMP.D Command

10 Dad Shut up! 8.a.2 IMP.D Command

11 Dad Sit down and behave! 8.b.1 IMP.D Command

12 Dad Put the pillow back and stop running around! 8.c.1 IMP.D Command

13 Dad Clean up your mess! 7.d.1 IMP.D Command

14 Dad Go to you room! 7.e.1 IMP.D Command

15 Dad Go to your room! 7.f.1 IMP.D Command

16 Daddy Olivia, please go get the napkins. 2.c.1 IMP.D Command

17 Mom Stop it! 14.b.1 IMP.D Command

18 Mom Sal, stop it! 14.c.1 IMP.D Command

19 Mom Come on… (leaves to get the red pepper). 14.e.2 IMP.D Command

20 Mom Sit down and don’t move! 14.e.5 IMP.D Command

21 Mom Do not move! 14.e.6 IMP.D Command

22 Mom Don’t spit! 14.e.7 IMP.D Command

23 Mom (Jacqueline grabs Colin shirts) Let go of his shirts!

16.b.1 IMP.D Command

24 Mom Get off, you have to respect sessions (take him to another side, grab him)

16.d.1 IMP.D Command

25 Mom Colin, look at me, I mean it. 16.e.3 IMP.D Command

26 Mom Hey, Jack, no hurting of any kind. 5.b.1 IMP.D Command

27 Mom Shut your mouth and quit yelling at me! 9.e.1 IMP.D Command

28 Mom Finish eating and then get your homework started.

9.f.1 IMP.D Command

29 Mom Finish eating, take out the trash, wash your hands, then get your homework started.

9.f.3 IMP.D Command

30 Mom Guys, stop jumping on the bed! (The boys are running)

6.a.1 IMP.D Command

31 Mom Stop running! 6.a.2 IMP.D Command

32 Mom Hey, no fighting! 6.a.4 IMP.D Command


81

Obeyed Imperative

Disobeyed Interrogative

33 Mom Guys, stop it! 6.a.5 IMP.D Command

34 Mom Stop it! 7.a.1 IMP.D Command

35 Mom Pick them up right now! 7.a.2 IMP.D Command

36 Mom Don’t push me! 7.b.1 IMP.D Command

37 Mom Get back here! 7.c.1 IMP.D Command

38 Mom Get back here right now! 7.c.3 IMP.D Command

39 Mom Stop it. 7.g.2 IMP.D Command

40 Mom Go away. 7.i.4 IMP.D Command

41 Mom Karen Natalie, look at me in the eyes 1.i.1 IMP.D Command

42 Mommy No kicking, David! 10.a.1 IMP.D Command

43 Mommy Say I’m sorry for using bad words, Mommy. 10.b IMP.D Command

44 Mommy Girls, stop it! 2.a.1 IMP.D Command

45 Mommy Cut it off! 2.b.2 IMP.D Command

46 Nanny Deb Come on down, please! 1.a.2 IMP.D Command

47 Nanny Deb Natalie, look at mama and tell her. 1.g.2 IMP.D Command

48 Mommy No more bad words. (giving the toy to David) 10.d.2 IMP.D Command


1 Dad Don’t cry. 14.n.1 IMP.O Advice

2 Mom No more hurting. 5.d.1 IMP.O Advice

3 Dad OK, come on. 8.g.1 IMP.O Invitation

4 Dad Come over here. 8.d.1 IMP.O Request

5 Dad Now, turn around and look at me. 8.d.3 IMP.O Request

6 Dad Give me a kiss… 8.i.1 IMP.O Request

7 Nanny Deb Excuse me, Catherine. 10.e.1 IMP.O Request

8 Mom Show the red mark if he does not believe you. 5.c.1 IMP.O Suggest

9 Mom Just take my word for it. 5.c.2 IMP.O Suggest

10 Nanny Deb Take your breath. 10.e.3 IMP.O Suggest


1 Mommy You want me to give it to you back? 10.d.1 INT.D Question

2 Mom What did she do? 16.c.1 INT.D Question

3 Mom What do you think your dad would have done? 16.k.1 INT.D Question

4 Mom Would he told you to go to your room? 16.k.2 INT.D Question

5 Mom Why did you bite him, Jack? 5.a.1 INT.D Question

6 Nanny Deb Are you ready to come back? 1.j.1 INT.D Question


82


7 Dad Gabriella, why don’t we put it this way? (turns the crayon in the middle).

14.i.1 INT.D Suggestion

8 Mom You want pepper on your mouth? 14.e.1 INT.D Threat

9 Mom Do you want it? 14.e.3 INT.D Threat


1 Dad You want me to be there? 14.m.1 INT.O Offer

2 Dad You want me to treat you nice? 14.m.3 INT.O Offer

3 Dad Don’t you want to have a nice relationship with Daddy?

8.d.6 INT.O Offer

4 Nanny Deb Do you need to have sometime in your room or would you like to play with your sisters downstairs?

10.f.4 INT.O Offer

5 Dad Do you want me to scream a lot? 8.g.4 INT.O Question

6 Karen And you gonna listen? 1.l.1 INT.O Question

7 Nanny Deb Tell me why? 10.e.6 INT.O Question

8 Nanny Deb You want the timer? 10.f.1 INT.O Question

9 Nanny Stella Why do you leave the table? 13.f.3 INT.O Question

10 Nanny Stella Did your Dad pinch you and nobody was looking?

13.f.4 INT.O Question

11 Nanny Stella Hey, can I just ask you something? 13.f.1 INT.O Question

12 Nanny Stella Would you do me a favour? 13.f.5 INT.O Request

13 Nanny Stella Can you go back to the table and finish your lunch?

13.f.6 INT.O Request


83

Appendix 2

NANNY 911 – NONCONVENTIONAL STRATEGIES

Disobeyed Declarative

No Participant Utterance Eps. Mood Strategy

1 Dad I think you need to go to time out. 14.k.1 DEC.D Anticipate counterargument

2 Mom That’s right, you have the right to be angry. 16.f.1 DEC.D Anticipate counterarguments

3 Mom I don’t want to hear that Tyler 9.h.1 DEC.D Call attention to a problem

4 Daddy Olivia, I did ask you to get the napkins. 2.d.1 DEC.D Conventional request

5 Mom I know but you got to try ‘em. 13.b.1 DEC.D Conventional request

6 Mom Yes! I want you to try them! 13.e.1 DEC.D Conventional request

7 Mom You look at me Colin, I mean business. 16.e.2 DEC.D Conventional request

8 Mom You want to sit down right here. 16.g.1 DEC.D Conventional request

9 Mom You don’t run away from me, Theron. 7.c.2 DEC.D Conventional request

10 Mom You don’t hit your mother. 7.i.2 DEC.D Conventional request

11 Mom You stop it. 7.i.3 DEC.D Conventional request

12 Mom You don’t hit mommy, that’s hurt. 7.i.6 DEC.D Conventional request

13 Dad I turn it on. (turns a stop watch, take Gabriella to the couch)

14.k.3 DEC.D Forestall intervention

14 Mom I mean it, Sal! 14.c.2 DEC.D Forestall intervention

15 Mom I think so. 16.k.3 DEC.D Forestall intervention

16 Mom Cause I will put it in your mouth right now. (putting the red pepper in Giana’s mouth).

14.e.4 DEC.D increase cost of noncompliance

17 Nanny Deb If you don’t choose to listen, you gonna have to go to your own room. (Nanny Deb takes Natalie to her own room)

1.c.2 DEC.D Increase cost of noncompliance

18 Mommy Then this is goin bye bye. 10.c.1 DEC.D increase cost of noncompliance

19 Mommy I’m gonna separate the two of you. 2.b.1 DEC.D increase cost of noncompliance

20 Mom If you guys don’t want to listen to me, 14.d.1 DEC.D increase cost of


84

Obeyed Declarative

I will leave and Nanny Deb can stay for the rest of the week

noncompliance

21 Mommy I’m taking it away. 10.c.2 DEC.D Increase cost of noncompliance

22 Mom If you are angry, you go to the other room. 16.e.1 DEC.D Make correction

23 Nanny Deb You need to use your words. 1.g.3 DEC.D Make correction

24 Nanny Deb Yes, you need to use your words. 1.h.1 DEC.D Make correction

25 Nanny Deb Now you want to stay with mama, but you need to use your words, Natalie.

1.g.1 DEC.D provide compensation

26 Dad I’m taking you from your brother and sister. 14.k.4 DEC.D provide precondition

27 Mom I never heard him hurts you 5.a.2 DEC.D Provide precondition

28 Mom I will let go of you, if you go to the other room or sit down so that I can talk to you.

16.f.1 DEC.D provide precondition

29 Dad I’m on the phone, Joseph. 8.a.1 DEC.D State problem

30 Mom She got red mark on her arm from where you pinched her

5.b.2 DEC.D State problem

31 Mommy That’s hurting! 2.a.2 DEC.D State problem

32 Nanny Deb Natalie, Dylan is gonna make the bed. 1.a.1 DEC.D State problem

33 Nanny Deb Dylan is gonna make the bed. 1.b.2 DEC.D State problem

34 Dad I put it this way so that everybody can reach it. 14.i.2 DEC.D State infraction

35 Mom Theron, that’s not nice. 7.g.1 DEC.D State infraction

36 Mom Ou…. (Theron hits Mom) Theron not nice! 7.i.1 DEC.D State infraction

37 Mom We’re not doing that. Ok? 16.c.2 DEC.D State infraction

38 Mom You don’t treat me that way. 7.i.5 DEC.D State infraction

39 Dad I want you to think what you have did 14.k.5 DEC.D State infraction


1 Mom You know what, that’s gonna be changed. 16.l.1 DEC.O Goal

2 Nanny Deb Then we are gonna leave her. (Raise and ready to leave her)

1.k.1 DEC.O

Goal

3 Dad I need to talk to you. 8.d.2 DEC.O Goal

4 Dad I expect you to behave. 8.d.4 DEC.O Goal

5 Dad I expect you to listen. Ok? 8.d.5 DEC.O Goal

6 Mom You gonna listen to me just like you did to dad. 16.l.2 DEC.O Goal

7 Dad I just want you to do what I say. 14.n.4 DEC.O Make correction

8 Dad I love you very much, Joseph, but you got to stop and learn to behave better.

8.g.2 DEC.O Make correction

9 Dad Then you know what, you need to treat me good all the time.

14.m.2 DEC.O provide compensation

10 Dad Ok. We work the same way, I treat you nice, you treat me nice.

14.m.4 DEC.O Provide compensation


85

Disobeyed Imperative

11 Dad I just trying to be fair to everybody. 14.m.5 DEC.O Provide precondition

12 Dad Ok. I’m trying to be fair to your two sisters and your two brothers.

14.m.6 DEC.O Provide precondition

13 Nanny Deb You are doing a good job. 10.e.4 DEC.O Provide precondition

14 Nanny Deb You are just upset. 10.e.5 DEC.O Provide precondition

15 Nanny Deb OK. Look, mommy took the timer away because she does not want you to have it.

10.f.2 DEC.O Provide precondition

16 Dad You have no reason to cry. 14.n.3 DEC.O State infraction

17 Dad All you do is just make it worse. 8.g.3 DEC.O State infraction

18 Nanny Deb But we are not whining any more. 10.f.3 DEC.O State infraction

19 Dad I don’t want you to cry.

14.n.2 DEC.O State infraction

20 Nanny Stella You’re not in trouble.

13.f.2 DEC.O State correction

21 Nanny Deb You need to use your word, you have a wonderful word.

10.e.2 DEC.O State correction


1 Dad Sit on the couch!

14.a.1 IMP.D

Conventional request

2 Dad Hey, don’t call each other names!

14.g.1 IMP.D Conventional request

3 Dad Put the crayon in the middle, Gabriella!

14.g.2 IMP.D Conventional request

4 Dad Respect each other and share!

14.h.1 IMP.D


5 Dad Don’t touch everything, guys… OK? 6.b.1 IMP.D Conventional request

6 Dad Stop it, Jacob. 6.c.1 IMP.D Conventional request

7 Dad Stop crying, please. 6.c.2 IMP.D Conventional request

8 Dad Stop throwing your food. 6.c.3 IMP.D Conventional request

9 Dad Stop screaming, Joey. 6.c.4 IMP.D Conventional request

10 Dad Shut up! 8.a.2 IMP.D Conventional request

11 Dad Sit down and behave! 8.b.1 IMP.D Conventional request


86

12 Dad Put the pillow back and stop running around! 8.c.1 IMP.D Conventional request

13 Dad Clean up your mess! 7.d.1 IMP.D Conventional request

14 Dad Go to you room! 7.e.1 IMP.D Conventional request

15 Dad Go to your room! 7.f.1 IMP.D Conventional request

16 Daddy Olivia, please go get the napkins.

2.c.1 IMP.D


17 Mom Stop it!

14.b.1 IMP.D


18 Mom Sal, stop it!

14.c.1 IMP.D -


19 Mom Come on… (leaves to get the red pepper). 14.e.2 IMP.D Conventional request

20 Mom Sit down and don’t move! 14.e.5 IMP.D Conventional request

21 Mom Do not move! 14.e.6 IMP.D Conventional request

22 Mom Don’t spit! 14.e.7 IMP.D Conventional request

23 Mom (Jacqueline grabs Colin shirts) Let go of his shirts!

16.b.1 IMP.D Conventional request

24 Mom Get off, you have to respect sessions (take him to another side, grab him)

16.d.1 IMP.D Conventional request

25 Mom Colin, look at me, I mean it. 16.e.3 IMP.D Conventional request

26 Mom Hey, Jack, no hurting of any kind. 5.b.1 IMP.D Conventional request

27 Mom

Shut your mouth and quit yelling at me! 9.e.1 IMP.D Conventional request

28 Mom Finish eating and then get your homework started.

9.f.1 IMP.D Conventional request

29 Mom Finish eating, take out the trash, wash your hands, then get your homework started.

9.f.3 IMP.D Conventional request

30 Mom Guys, stop jumping on the bed! (The boys are running)

6.a.1 IMP.D Conventional request

31 Mom Stop running! 6.a.2 IMP.D Conventional request

32 Mom Hey, no fighting! 6.a.4 IMP.D Conventional request

33 Mom Guys, stop it! 6.a.5 IMP.D Conventional request


87

Obeyed Imperative

34 Mom Stop it! 7.a.1 IMP.D Conventional request

35 Mom Pick them up right now! 7.a.2 IMP.D Conventional request

36 Mom Don’t push me! 7.b.1 IMP.D Conventional request

37 Mom Get back here! 7.c.1 IMP.D Conventional request

38 Mom Get back here right now! 7.c.3 IMP.D Conventional request

39 Mom Stop it. 7.g.2 IMP.D Conventional request

40 Mom Go away. 7.i.4 IMP.D Conventional request

41 Mom Karen Natalie, look at me in the eyes 1.i.1 IMP.D Conventional request

42 Mommy No kicking, David!


43 Mommy Say I’m sorry for using bad words, Mommy. 10.b IMP.D Conventional request

44 Mommy Girls, stop it!

2.a.1 IMP.D


45 Mommy Cut it off!

2.b.2 IMP.D Conventional request

46 Nanny Deb Come on down, please!


47 Nanny Deb Natalie, look at mama and tell her. 1.g.2 IMP.D Conventional request

48 Mommy No more bad words. (giving the toy to David) 10.d.2 IMP.D Goal


1 Dad Don’t cry. 14.n.1 IMP.O Conventional request

2 Dad Come over here. 8.d.1 IMP.O Conventional request

3 Dad Now, turn around and look at me. 8.d.3 IMP.O Conventional request

4 Dad OK, come on. 8.g.1 IMP.O Conventional request

5 Dad Give me a kiss… 8.i.1 IMP.O Conventional request

6 Mom Show the red mark if he does not believe you.

5.c.1 IMP.O



88


Obeyed Interrogative

7 Nanny Deb Excuse me, Catherine. 10.e.1 IMP.O Conventional request

8 Nanny Deb Take your breath. 10.e.3 IMP.O Conventional request

9 Mom Just take my word for it. 5.c.2 IMP.O Goal

10 Mom No more hurting. 5.d.1 IMP.O Goal


1 Mom What do you think your dad would have done? 16.k.1 INT.D Anticipate counterargument

2 Mom Would he told you to go to your room? 16.k.2 INT.D Anticipate counterargument

3 Mom Do you want it? 14.e.3 INT.D Conventional request

4 Mommy You want me to give it to you back? 10.d.1 INT.D Conventional request

5 Mom What did she do? 16.c.1 INT.D Conventional request

6 Mom You want pepper on your mouth? 14.e.1 INT.D Increase cost of noncompliance

7 Dad Gabriella, why don’t we put it this way? (turns the crayon in the middle).

14.i.1 INT.D Make correction

8 Nanny Deb Are you ready to come back? 1.j.1 INT.D Provide precondition

9 Mom Why did you bite him, Jack? 5.a.1 INT.D State infraction


1 Nanny Deb Do you need to have sometime in your room or would you like to play with your sisters downstairs?

10.f.4 INT.O Conventional request

2 Nanny Deb Tell me why? 10.e.6 INT.O Conventional request

3 Nanny Stella Hey, can I just ask you something? 13.f.1 INT.O


4 Nanny Stella Did your Dad pinch you and nobody was looking? 13.f.4 INT.O Conventional request

5 Nanny Stella Would you do me a favour? 13.f.5 INT.O Conventional request

6 Nanny Stella Can you go back to the table and finish your lunch?

13.f.6 INT.O Conventional request


89

7 Dad You want me to be there? 14.m.1 INT.O Goal

8 Dad You want me to treat you nice? 14.m.3 INT.O Goal

9 Dad Don’t you want to have a nice relationship with Daddy?

8.d.6 INT.O Goal

10 Dad Do you want me to scream a lot? 8.g.4 INT.O Goal

11 Karen And you gonna listen? 1.l.1 INT.O Make correction

12 Nanny Stella Why do you leave the table? 13.f.3 INT.O State infraction

13 Nanny Deb You want the timer? 10.f.1 INT.O State problem


90

Appendix 3

NANNY 911- DISCOURSES

SCENE : 1 (Nanny Deborah and Dylan agree to make the bed. Natalie is

have to go to your own room (Nanny Deb takes Natalie to her own

room. Natalie cries.)

SCENE : 2 (Natalie cries because Nanny Deb grounds her for not listening to

her.) – Rock-2

TIME : 14.00

PARTICIPANTS : The Rock Family

SETTING : Natalie’s bedroom

1. Nanny Deb : You understand, don’t you?

2. Natalie : No. (crying)

3. Nanny Deb : No, you’re saying no. What did I say, did I tell you to get off the

bed?

4. Natalie : No.

5. Nanny Deb : Did you say you don’t want to go off the bed? You want to stay on

the bed?

6. Natalie : I want to stay with mama.

7. Nanny Deb : Now you want to stay with mama, but you need to use your words,

Natalie.Natalie, look at mama and tell her, you need to use your

words.

8. Natalie : No.

9. Nanny Deb : Yes, you need to use your words.

10. Karen : Natalie, look at me in the eyes

11. Nanny Deb : Are you ready to come back?

12. Natalie : No.

13. Nanny Deb : Then we are gonna leave her. (Raise and ready to leave her)

14. Natalie : I wanna go too…

15. Karen : And you gonna listen?

16. Natalie : Yes.

jumping on the bed)

TIME : 09.04

PARTICIPANTS : The Rock Family

SETTING : Dylan’s bedroom

1. Nanny Deb : Natalie, Dylan is gonna make the bed. Come on down, please!

2. Natalie : No. Big. (jumping on the bed)

3. Nanny Deb : Yes. I saw you big. Dylan is gonna make the bed.

4. Natalie : Go away. (still jumping on the bed)

5. Nanny Deb : No, I’m not going away. If you don’t choose to listen, you gonna


91

SCENE : 3 (Catherine cries because she wants to have her mommy’s timer

and her mommy does not want her to have it.)

TIME : 16.44

PARTICIPANTS : The Finck Family

SETTING : Living room

1. Nanny Deb : Excuse me, Catherine. You need to use your word, you have a

wonderful word. Take your breath. You are doing a good job. You

are just upset, tell me why?

2. Catherine : I want that….(crying and pointing at her mommy)

3. Nanny Deb : You want the timer? OK. Look, mommy took the timer away

because she does not want you to have it. But we are not whining

any more. Do you need to have sometime in your room or would

you like to play with your sisters downstairs?

4. Catherine : Play downstairs…

5. Nanny Deb : OK.

SCENE : 4 (The children are playing.)

TIME : 23.44

PARTICIPANTS : The Finck Family

SETTING : Living room

1. Mommy : No kicking, David! (David keeps on kicking)

2. David : No…..

3. Mommy : Say I’m sorry for using bad words, Mommy.

4. David : No…..

5. Mommy : Then this is going bye bye. I’m taking it away.

6. David : No…. (crying)

7. Mommy : You want me to give it to you back? No more bad words.(giving the toy to

David)

SCENE : 5 (Preparing food)

TIME : 9.12

PARTICIPANTS : The Johnston

SETTING : Dining room

1. Mommy : Girls, stop it! That’s hurting!

2. Children : Ouch…..

3. Mommy : I’m gonna separate the two of you. Cut it off!

4. Children : Separate the two of us, please….


92

SCENE : 6 (Dinner preparation)

TIME : 12.43

PARTICIPANTS : The Johnston

SETTING : Dining room

1. Daddy : Olivia, please go get the napkins.

2. Olivia : Mimi wanna go get the napkins

3. Daddy : Olivia, I did ask you to get the napkins

4. Olivia : No, you said Mimi.

SCENE : 7 (Lunch time)

TIME : 14.04

PARTICIPANTS : The King

SETTING : Chris’ bedroom

1. Nanny Stella : Hey, can I just ask you something. You’re not in trouble. Why do

you leave the table? Did your Dad pinch you and nobody was looking? Would you

do me a favour? Can you go back to the table and finish your lunch?

2. Chris : OK

3. Nanny Stella : That’s a good idea. Let’s go.

SCENE : 8 (Dinner time)

TIME : 10.50

PARTICIPANTS : The Kings

SETTING : The Dining room

1. Boy : I don’t like green beans!

2. Mom : I know but you got to try ‘em.

3. Boy : No, I don’t like them…

4. Mom : How about…..?

5. Boy : No….

6. Mom : Yes….

7. Boy : No….

8. Mom : Yes! I want you to try them!

SCENE : 9 (The kids make messes)

TIME : 01.48

PARTICIPANTS : The Amicos

SETTING : The Living room

1. Dad : Sit on the couch! Nanny or no nanny, I don’t care!

2. (children runs to sit on the couch)


93

SCENE : 10 (play time)

TIME : 02.35


SETTING : The living room

1. Mom : Stop it!

2. Sal : I’m gonna kill you, Mommy!


TIME : 09.45


SETTING : The Stairs

1. Mom : Sal, stop it! I mean it, Sal!

2. Sal : (hit his mother)

SCENE : 12 (Play time)

TIME : 12.24


SETTING : The girl’s bedroom

1. Mom : If you guys don’t want to listen to me, I will leave and Nanny deb can stay

for the rest of the week

2. Giana : (spits on mommy)

3. Mom : You want pepper on your mouth? Come on… (leaves to get the red

pepper). Do you want it? Cause I will put it in your mouth right now. (putting the

red pepper in Giana’s mouth). Sit down and don’t move! Do not move! Don’t spit!

4. Giana : (spits, wipes her mouth) You burned my mouth

SCENE : 13 (Play time, the children are coloring)

TIME : 20.57



1. Gab : You are a poppy head!

2. Dad : Hey, don’t call each other names! Put the crayon in the middle, Gabriella!

3. Gab : (put it in the middle of the table by throwing it)

4. Dad : Respect each other and share!

5. Giana : (pulls the crayon to her side)

6. Gab : No, you’re taking it away (pulls it to her side)

7. Dad : Gabriella, why don’t we put it this way (turns the crayon in the middle) I

out it this way so that everybody can reach it.

8. Gab : I’m gonna poke you in the eye (raise her hands to dad)


94

9. Dad : That’s it, Gabriella! You lost a pizza. (take Gabriella’s pizza)

10. Gab : oh……

11. Dad : I think you need to go to time out. 5 mins ok? I turn it on. (turns a stop

watch, take Gabriella to the couch) I’m taking you from your brother and sister. I

want you to think what you have did

12. Gab : You don’t care! You are stupid!

13. Dad : Right now you are complaining and calling me names, someday in life you

will thank me for everything. Hopefully I’m still here. And you thank me and tell

me that you love me.

14. Gab : I want you to be there.

15. Dad : You want me to be there? Then you know what, you need to treat me good

all the time. You want me to treat you nice? Ok. We work the same way, I treat you

nice, you treat me nice. I just trying to be fair to everybody. Ok. I’m trying to be

fair to your two sisters and your two brothers.

16. Gab : (crying)

17. Dad : Don’t cry. I don’t want you to cry. You have no reason to cry. I just want

you to do what I say.

18. Gab : I’m sorry, Daddy.

19. Dad : You are sorry? Ok… (hugs her)


TIME : 03.25

PARTICIPANTS : The Dicksons

SETTING : The Stairs

1. Jacqueline : (hits Colin)

2. Mom : No. Enough. Enough. Enough.

SCENE : 15 (Play time)

TIME : 03.40

PARTICIPANTS : The Dickson


1. Jacqueline : (grabs Colin shirts)

2. Mom : Let go of his shirts!

3. Jacqueline : No. Leave me alone (hits her mom)

SCENE : 16

TIME : 11.40



1. Mom : What did she do? We’re not doing that, Ok?


95

SCENE : 17 (Colin disturbs Jacqueline quiet sessions)

TIME : 19.00


SETTING : in front of Jacqueline’s room

1. Mom : Get off, you have to respect sessions (take him to another side, grab him)

2. Colin : (struggles) Get of me, I’m angry.

3. Mom : If you are angry, you go to the other room. You look at me Colin, I mean

business. Colin, look at me, I mean it.

4. Colin : I am angry.

5. Mom : That’s right, you have the right to be angry. I will let go of you, if you go

to the other room or sit down so that I can talk to you.

SCENE : 18 (Mom speaks to Colin)

TIME : 20.00


SETTING : The Living room

1. Mom : You want to sit down right here.

2. Colin : I’m not talking.

3. Mom : You need to know that your mom is in charge. Your mom is the boss. I

know what is best for you. I’m here to be mom and dad for you.

4. Colin : No no no no

5. Colin : I don’t want you to be here, I’d rather have dad here.

6. Mom : Colin, I know you miss your daddy dearly

7. Colin : I’d rather have him here than you

8. Mom : But he’s not, but he’s not. I’m the one here for you and I will make daddy

proud and happy that I can take care of you. He’s very happy right now that I’m

making changes. I’m become positive parent.

9. Colin : No, he’s not.

10. Mom : What do you think your dad would have done? Would he told you to go to

your room? I think so.

11. Colin : I would listen, but I wouldn’t listen to you.

12. Mom : You know what, that’s gonna be changed. You gonna listen to me just like

you did to dad.

13. Colin : Give me a little space.

14. Mom : Ok. I’ll give you little space.


96


TIME : 10.35

PARTICIPANTS : The McKelvains

SETTING : The garden

1. Mom : Why did you bite him Jack? I never heard him hurts you

2. Jack : He hit me


TIME : 19.16

PARTICIPANTS : The McKelvains

SETTING : The garden

1. Maddie : Mom, Jack hurt my arm really bad

2. Mom : Hey, Jack, no hurting of any kind. She got red mark on her arm

from where you pinched her

3. Jack : I don’t see any red marks.

4. Mom : Show the redmark if he does not believe you. Just take my word for

it

5. Maddie : (show the red mark)

6. Jack : Oh, I see it. Now I see it

7. Mom : No more hurting

8. Jack : OK

SCENE : 20 (Dana asks her mother’s attention)

TIME : 06.12

PARTICIPANTS : The Sternemans

SETTING : The dining room

1. Mom : Shut your mouth and quit yelling at me!

2. Dana : I need you to listen to me!


97

SCENE : 21 (Mom gives instruction to Tyler)

TIME : 10.20



1. Mom : Finish eating and then get your homework started. Let me be very specific

to you. Finish eating, take out the trash, wash your hands, then get your homework

started.

2. Tyler : Why should I listen to you?

3. Mom : Why should you listen to me? Because I gave birth to you and without me

you wouldn’t be here.

4. Tyler : and you…never listen to me

5. Mom : I don’t want to hear that Tyler

6. Tyler : You don’t care about me

7. Mom : That’s what you think, right?

SCENE : 22 (Dana is upset about losing her marbles)

TIME : 31.30



1. Nanny Deb : So let me have a little chat with you, Madam. First of all, I

understand that you forgot. Everybody forgets sometime. And it’s hard to

remember when something new has become a family rules

2. Dana : I don’t want to lose them

3. Nanny Deb : I know you don’t. You obviously very very upset about it. Because

you feel like nobody is really listening or understand what you want to say. Am I

right?

4. Dana : (nods)

5. Nanny Deb : You and I had a conversation yesterday you said that you wanted to

save your marbles because there’s something special that you wanted to buy for

somebody in this family. Is that part why you are so upset about losing your

marbles?

6. Dana : (nods)

7. Nanny Deb : I understand that (hugs Dana)


98

SCENE : 23 (The children playing)

TIME : 03.33

PARTICIPANTS : The McRoberts


1. Mom : Guys, stop jumping on the bed! (The boys are running) Stop running!

Hey…guys! (The boys are fighting) Hey, no fighting! Guys, stop it!

SCENE : 24 (Dinner time)

TIME : 11.42

PARTICIPANTS : The McRoberts


1. Dad : Don’t touch everything, guys… OK? This is a cup of green peas. OK?

2. Children: (screaming)

3. Dad : Stop it, Jacob. Stop crying, please. Stop throwing your food. Stop

screaming, Joey.

4. Mom : Joey!

SCENE : 25 (Dad’s on the phone, children )

TIME : 03.45

PARTICIPANTS : The Priores


1. Dad : I’m on the phone, Joseph. Shut up!

2. Joseph : (screaming)


TIME : 09.00



1. Dad : Sit down and behave!

2. Joseph : No!


TIME : 12.20



1. Dad : Put the pillow back and stop running around!

2. Children : (screaming and keep on running around)


99


TIME : 35.50



1. Dad : Come over here. I need to talk to you. Now turn around and look at me. I

expect you to behave. I expect you to listen. Ok? Don’t you want to have a nice

relationship with Daddy?

2. Joseph : Yes

3. Dad : Alright. Look at me. Do you want to have fun?

4. Joseph : Yes

5. Dad : Do you want to get in trouble when you get older?

6. Joseph : Not

7. Dad : OK, come on. I love you very much, Joseph, but you got to stop and learn

to behave better. All you do is just make it worse. Do you want me to scream a lot?

8. Joseph : No

9. Dad : You like better, I like better. Is it a deal?

10. Joseph : Yeah

11. Dad : Give me a kiss…

SCENE : 29 (shopping, the children pile shoes)

TIME : 05.55

PARTICIPANTS : The Lorimors

SETTING : The shop

1. Mom : Stop it. Pick them up right now!

2. Theron : (laughing) (push mama)

3. Mom : Don’t push me!

4. Theron : Go away, Mama! (running away)

5. Mom : Get back here. You don’t run away from me, Theron. Get back here right

now!


TIME : 12.17

PARTICIPANTS : The Lorimor


1. Dad` : Clean up you mess!

2. Seersha : No

3. Dad : Go to you room.

4. Seersha : I wanna pick up the mess. I wanna pick up (crying)

5. Dad : Go to your room!


100


TIME : 13.04

PARTICIPANTS : The Lorimor


1. Mom : Theron, that’s not nice. Stop it.

2. Theron : I got her! (throw something on his Mom)

3. Mom : (pick up Seersha) Get on this side so that you won’t get hit.

4. Mom : Ou…. (Theron hits Mom) Theron not nice, You don’t hit your mother.

You stop it. Go away. You don’t treat me that way. You don’t hit mommy, that’s

hurt.


101

Appendix 4

THE PICTURES OF THE NANNIES

The Picture of The First Season of Nanny 911

The Team of The Nannies


102

Nanny Yvonne, Nanny Deborah, and Nanny Stella

Nanny Deborah


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