A PRAGMATIC ANALYSIS OF EMMA WATSON’S HEFORSHE

A THESIS
Presented as a Partial Fulfillment for the Attainment of a Sarjana Pendidikan
Degree in English Education Department

Tika Destiratri Setiawan

NIM 10202241074

STUDY PROGRAM OF ENGLISH EDUCATION

FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF YOGYAKARTA
2015
iii
 PERNYATAAN

Yang bertanda tangan di bawah ini saya,

Nama : Tika Destiratri Setiawan
NIM : 10202241074
Prodi : Pendidikan Bahasa Inggris
Fakultas : Fakultas Bahasa dan Seni Universitas Negeri Yogyakarta
menyatakan bahwa karya ilmiah ini adalah hasil pekerjaan sendiri. Sepanjang
pengetahuan saya, karya ilmiah ini tidak berisi material yang ditulis oleh orang
lain, kecuali bagian-bagian tertentu yang saya ambil sebagai acuan dengan
mengikuti tata cara dan etika penulisan karya ilmiah yang lazim.
Apabila terbukti bahwa pernyataan ini tidak benar, sepenuhnya menjadi
tanggung jawab saya.

Yogyakarta, Oktober 2015

Penulis

Tika Destiratri Setiawan

10202241074

iv
“La Tahzan Innallaha Ma’ana”
(At Taubah: 40)

v
 DEDICATIONS

I dedicate this thesis to:

My treasured Ibuk and Bapak who never tasted a university life but
have a very big passion, endless prayers and countless supports for
their children to achieve our highest dreams.
My lovable baboo, Dek Alfath for the little cute things that an 11
year-old boy can do to support his sister to finish her thesis soon.
“Do not be afraid to dream bigger, bo.”

vi
 ACKNOWLEDGEMENTS

All praise be to God, the Almighty. I also would like to extend my deepest

gratitude to:

1) Ibu Nury Supriyanti, M.A. for the guidance and inspirational conversations

about gender issues which help me to understand more about life;

2) my family, Ibu Dedes Setyaningrum, Bapak Agus Setiawan and Alfath

“Baboo” Destra Setiawan, for being so very patient waiting for my graduation

day to come to whom I promise I will make them proud;

3) my best friends in English Debating Society: Pipit, Ayip, Kak Nisa, Rasman,

Mas Zyah, Mb Retha, Endah, Astika, etc for the intelligent and idiot debates,

for the fights, love, bullies and all the greatest fun during the past few years;

4) my better half, without whom I could have finished my thesis six month

earlier, but I knew it was worth the sheer bliss I never got before;

5) my dear friends in PBI D: Nyunyu, Mas Hars, Dek Dani, Iden, Fie, Tyase,

Auk, Anta, Mb Eyin, Dita, Wika, Fian, Pak Soleh, and Isa for always keeping

me believe in a delusion that I can finish this thesis in less than a month;

6) all lecturers of English Education Department for the knowledge and

enlightenment which save me from idiocy;

7) my fellow friends in UKM Bahasa Asing SAFEL, Jogja Debating Forum,

EDSA and FBS for the best college memories I have ever had.

Yogyakarta, October 2015

Tika Destiratri Setiawan

vii
 TABLE OF CONTENTS
TITLE ................................................................................................................. i
APPROVAL........................................................................................................ ii
RATIFICATION ................................................................................................ iii
PERNYATAAN.................................................................................................. iv
MOTTOS ............................................................................................................ v
DEDICATIONS .................................................................................................. vi
ACKNOWLEDGEMENTS ................................................................................ vii
TABLE OF CONTENTS .................................................................................... viii
LIST OF FIGURES AND TABLES ................................................................... xiii
ABSTRACT ........................................................................................................ xiv
CHAPTER I INTRODUCTION ......................................................................... 1
A. Background of the Study .............................................................. 1
B. Identification of the Problem ........................................................ 4
C. Limitation of the Problem ............................................................ 5
D. Formulation of the Problem ......................................................... 6
D. Objectives of the Study ................................................................ 6
D. Significance of the Study ............................................................. 6
CHAPTER II LITERATURE REVIEW AND
CONCEPTUAL FRAMEWORK ....................................................................... 8
A. Literature Review ......................................................................... 8
1. Pragmatics ............................................................................... 8
a. Definition……………………………………………….8
b. Cooperative Principles………………………………….9
1) Maxim of Quantity……………………………..9
2) Maxim of Quality………………………………9
3) Maxim of Relation……………………………10
4) Maxim of Manner…………………………….11
2. Deixis……………………………………………………….12
a. Person Deixis…………………………………………12
b. Spatial Deixis ………………………………………..12

viii
 c. Temporal Deixis ............................................................ 13
3. Presupposition ......................................................................... 14
a. Potential Presupposition ................................................. 14
b. Existential Presupposition .............................................. 14
c. Factive Presupposition ................................................... 14
d. Lexical Presupposition ................................................... 15
e. Structural Presupposition ............................................... 15
f. Non-factive Presupposition ............................................ 15
g. Counter-factive Presupposition ...................................... 15
4. Implicature .............................................................................. 15
a. Conversational Implicature ............................................ 16
b. Generalized Conversational Implicature ........................ 16
c. Scalar Implicature........................................................... 16
d. Particularized Conversational Implicature ..................... 17
e. Conventional Implicature ............................................... 17
5. Speech Acts ............................................................................. 17
a. Definition........................................................................ 17
b. Classification .................................................................. 18
1) Austin’s Classification of Speech Acts ...................... 18
a) Locutionary Acts ................................................... 18
b) Illocutionary Acts ................................................. 18
c) Perlocutionary Acts ............................................... 18
2) Searle’s Classification of Speech Acts ...................... 19
a) Declaration ............................................................ 19
b) Representative ....................................................... 20
c) Commissive .......................................................... 20
d) Directive................................................................ 21
e) Expressive ............................................................. 21
c. Types of Speech Acts in Terms of Directness ................ 22
1) Direct Speech Acts..................................................... 22
2) Indirect Speech Acts .................................................. 22

ix
6. Speech ..................................................................................... 23
a. Definition......................................................................... 23
b. Classical Rhetoric Speech ............................................... 23
1) Invention ..................................................................... 24
2) Arrangement ............................................................... 24
a) Introduction (exordium) ....................................... 24
b) Statement of Facts (narration).............................. 25
c) Division (partition) ............................................... 25
d) Proof (confirmation) ............................................. 25
e) Refutation (refutation) .......................................... 25
f) Conclusion (peroration) ........................................ 25
3) Style ............................................................................ 26
a) Correctness ............................................................ 26
b) Clarity ................................................................... 26
c) Evidence ................................................................ 26
d) Propriety ............................................................... 26
e) Ornateness ............................................................. 26
4) Memory....................................................................... 26
5) Delivery ...................................................................... 26
7. Context of Situation ................................................................ 27
a. Setting and scene (S) ....................................................... 27
b. Participants (P) ................................................................ 27
c. Ends (E) ........................................................................... 28
d. Act Sequence (A) ............................................................. 28
e. Key (K) ............................................................................. 28
f. Instrumentalities (I)........................................................... 28
g. Norms of Interaction and Interpretation (N) .................... 28
h. Genre (G) ......................................................................... 28
8. United Nations ........................................................................ 29
a. Description ....................................................................... 29
b. Purposes and Principles.................................................... 30

x
 c. Membership and Structure ............................................... 30
1) The General Assembly................................................. 31
2) The Security Council ................................................... 31
3) The Economic and Social Council............................... 31
4) The Trusteeship Council .............................................. 32
5) The International Court of Justice ............................... 32
6) The Secretariat ............................................................. 32
d. Issues ................................................................................ 32
1) Politics ......................................................................... 32
2) Economics .................................................................... 33
3) Socio-Culture ............................................................... 34
4) Education ..................................................................... 35
5) Gender.......................................................................... 35
B. Emma Charlotte Duerre Watson .................................................. 36
1. Bibliography........................................................................... 36
2. Summary of the Speech ......................................................... 37
3. The Audience’s Comments .................................................... 38
C. Review of the Related Studies...................................................... 40
B. Conceptual Framework and Analytical Construct ....................... 41
CHAPTER III RESEARCH METHOD ............................................................. 44
A. Research Design ........................................................................... 44
B. Data Preparation ........................................................................... 45
1. Object of the Research, Data and Source of Data .................. 45
2. Research Instrument ............................................................... 46
C. Research Procedure ...................................................................... 47
1. Data Collection....................................................................... 47
2. Techniques of Data Analysis ................................................. 49
3. Data Trustworthiness ............................................................. 49
CHAPTER IV FINDINGS AND DISCUSSIONS ............................................. 51
A. Findings ........................................................................................ 51

xi
 1. The Kinds of Speech Acts presented in Emma Watson’s
HeForShe........................................................................................51
2. The Arrangements of Classical Rhetoric presented in Emma
Watson’s HeForShe ……………………………………………..54
B. Discussions ...................................................................................... .56
1. The Kinds of Speech Acts presented in Emma Watson’s
HeForShe.......................................................................................56
2. The Arrangements of Classical Rhetoric presented in Emma
Watson’s HeForShe …………………………………………….113
CHAPTER V CONCLUSIONS, IMPLICATIONS AND SUGGESTIONS…..122
A. Conclusions ..................................................................................... 122
B. Implications ..................................................................................... 124
B. Suggestions ...................................................................................... 124
References ........................................................................................................... 128
Triangulations ..................................................................................................... 131
Appendices .......................................................................................................... 133
1. Appendix of Speech Acts with Hymes’ Context ............................. 134
2. Appendix of the Arrangements of Classical Rhetoric...................... 218

xii
 LIST OF FIGURES AND TABLES

Figure 1. Emma Charlotte Duerre Watson…..………………………………….36

Figure 2. Analytical Construct ………………………………………………….43
Table 1. The Explanation of Speech Acts……………………………………….19
Table 2. The Data Sheet of the kinds of Speech Acts presented in Emma
Watson’s HeForShe……………...…………………………………….46
Table 3. The Data Sheet of the Arrangements of Classical Rhetoric presented on
Emma Watson’s HeForShe…………………. ………………………….47
Table 4. The Data Findings of the kinds of Speech Acts presented in Emma
Watson’s
HeForShe…….…………………………………………………………52
Table 5. The Data Findings of the Arrangements of Classical Rhetoric presented
on Emma Watson’s HeForShe ……………………………………......55

xiii
 A PRAGMATIC ANALYSIS OF EMMA WATSON’S HEFORSHE

Tika Destiratri Setiawan

NIM. 10202241074

Abstract

The objectives of this research were 1) to find out the kinds of

speech acts employed in Emma Watson’s HeForShe, 2) to find out the types of
arrangement of classical rhetoric speech in the delivery of Emma Watson’s
HeForShe.
This study applied a descriptive-qualitative research which
comprehensively analyzed a specific language phenomenon. The object of this
study was all utterances spoken by Emma Watson in her speech about gender
equality in the UN General Assembly meeting in 20 September 2014. The data
were in the form of words, phrases, and utterances uttered by Emma in her speech.
The speech transcript, and the data sheets were also employed as supporting
instruments. The researcher has the role of planning, collecting, analyzing, and
reporting the research finding. Watching the video of the speech, finding the
transcript, making data sheets, categorizing and analyzing the data were done
during the data collection. Furthermore, the credibility, dependability and
conformability were used to check the trustwothiness of the data.
The research findings are divided into two parts. The first part is about
the kinds of speech acts especially in the form of illocutionary acts. Surprisingly
all kinds of illocutionary acts such as declaration, representative, commissive,
directive and expressive were seen in the speech. However, representative was the
most frequent act with 69 occurrences. It was mostly performed in informing with
49 occurrences. The condition in the UN was very formal and the audience who
attended the meeting was highly educated and politically powerful. It is needed
for Emma to be careful so that the audience would not feel offended because she
addressed the sensitive issue. Therefore, she would rather give bias information in
her speech. The total of illocutionary acts was 90 occurrences. It outnumbered the
total sentence because one sentence can perform more than one speech acts. This
is a proof that the speech was very effective. The second finding was about the
types of the arrangement of classical rhetoric. All elements were seen except the
division because Emma wanted to make her speech more efficient. Proof came as
the most frequent with 25 occurrences which is showing that she put more focus
on her logical and emotional explanations so that the audience could accept her
arguments. In conclusion, the speech was categorized as the effective speech
because of the choice of powerful words, sentence structures and expressions to
convey her intended meanings and logically appealing reasoning.

Keywords: Pragmatics, Speech Acts, the Arrangements of Classical Rhetoric,

HeForShe, Gender Equality

xiv
 CHAPTER I
INTRODUCTION

A. Background of the Study

Great speeches make great influences. Therefore, after hearing the

speech, the audience or even the society will be influenced to think or to do

like what the speaker says. That kind of speech can effectively make the

audience feel as if they are being carried forward and encouraged toward

the destination of the speaker (Osborn, 1988; Crick, 2014). In the past, great

speeches could only be created by great people who had big power in the

society like for example a president of a country or a leader of a certain

group. In August 1963, for instance, Martin Luther King, Jr. who happened

to be a leader of African-American Civil Rights Movement delivered a

speech called ”I have a dream.” This speech was great not only because of

its content but it was also because the speaker was King, Jr., the leader.

Therefore, it could be concluded that if the speaker is powerful, the content

of the speech must be important and powerful as well.

Today’s speech is different. It is great not because the speaker is

powerful, but it is because the speech is influential in its own. There are so

many speeches given by famous people. However, not all of the speeches

significantly bring any differences to the audience or to the addressee of the

speech itself. In September 1995, for instance, Hillary Clinton, who was

known as the first lady at that time, for the very first time spoke in Beijing,

China under the name of women of the world. This speech was known as

1
 2

the first speech about feminism. However, even if the speaker was a famous

and powerful person, it did not guarantee the speech to be phenomenal in

creating the changes in the status quo. In fact, the speech was forgotten by

the people especially the people of Republic of China. Even until now they

have not changed their One Child policy yet which very limits the women’s

freedom on their own reproduction. The only thing that could be

remembered from this speech was that this was the first speech about

women and given by the first lady, Hillary Rodham Clinton. Another

example was the speech given by the President of USA, Barrack Obama in

Wakefield School, Virginia in September 2010. The problem of Virginian

students was that they prioritized playing around with their friends or just

staying at home rather than going to school and doing the homework. The

president felt so pity. Even though the USA is a liberal democratic country,

it does not mean that the society are free to not follow the country’s interest

to make them to go to school. Therefore, Obama gave a speech in front of

hundreds of students of Wakefield school to tell them to be aware of the

function of education. Even though it was phenomenal for it was believed

as a socialism impose, it did not make a great change in the number of

students who came back to the school. Therefore, it cannot be considered as

a great speech as well. These two examples prove that even the powerful

people could not guarantee the speech to be powerful to create any

influences as well. Therefore, what makes a speech good or memorable is

not only about who gives the speech but also about how that speech is
 3

delivered. The latest point plays the more important role in making a good

speech. No matter who the speaker is, as long as the speaker uses a good

strategy, the goal will be well-conveyed then. The researcher decided to

analyze how a speech should be delivered in order to make it great and

influential for the listeners. In order to know this strategy, the researcher

took one of the most well-known and influential speech given in this 21st

century. Emma Watson’s speech at the UN General Assembly meeting

which was conducted on September 20th, 2014 was chosen as the object of

the study.

There are four factors that influence the researcher to finally take

this speech as the object of this research. Firstly, this speech was given by

Emma Watson who is known as a famous actress playing in Harry Potter

film franchise but hardly seen involving in any political situations.

Secondly, this speech was delivered in the UN General Assembly Meeting

in which this meeting was very occasional. The listeners were the powerful

people in the world and only certain people could speak here. Not to

mention, the speech given in this meeting was also publicly streamed

through the official website so that people in the world could directly watch

and listen to the speech. Thirdly, the topic of the speech was very

challenging. It was about feminism which shows the deconstruction of the

gender equality. A topic like this is less likely to be discussed in the General

Assembly because most of the topics discussed in the meetings are only

about politics, economy or other social issues. The last factor was the
 4

audience’s responses. The great responses were not only coming from the

audience in the big hall but also from the international society who

happened to see the video as well as the media which portrayed, spread and

criticized the video. Many societies from different backgrounds started to

have public discourses about the gender equality. With the 13-minutes

speech, she could successfully achieve her goal to create a wake-up call for

gender equality fighters. Therefore, it was very interesting to analyze the

combination of a great speech and amazing public speaking skill in this

speech.

It is very important for the students of English Education

Department to learn the effective way to communicate in English because

they learn the language. This study brings one real example of the effective

use of English which is Emma Watson’s use of English in her speech

entitled HeForShe. The factors that influence how Emma’s speech is

effective are analyzed here. Thus this research is important to reveal what

factors that contribute in making a great speech.

B. Identification of The Problem

There are many people wondering how a speech can be so effective

for achieving the goal of the speaker which is either to inform, to persuade,

or to entertain. It becomes the main problem of students of English Education

Department nowadays. They had difficulties in improving their speaking

skills especially those which deal with a speech. In creating a speech they

find it difficult to decide the topic, diction, and language use. One of the
 5

solutions to overcome this problem is by giving them the examples of a good

speech. However, in understanding a speech, students, especially the non-

native ones, often create various interpretations upon the speeches. It is not

only because of the communication barriers (such as but not limited to

grammar, vocabularies, spelling etc.) but it is also because of the complex

language pattern of language variety.

The problem mentioned above showed that the students of English

Education Department had low English mastery because they could not

construct the language in the effective way. It was proven by the fact that

many of the students still could not clearly convey the idea of their speech.

They tended to be rambling and could not speak to the point. They also could

not perfectly perceive the idea that was tried to be delivered by a speaker.

Sometimes, students totally did not know what the speaker was trying to say

and sometimes they had wrong interpretations.

It has been known that the mastery of pragmatics is very important in

the communication skill because when the students are aware of the

pragmatics, it will be easy for them to understand the speaker’s meaning.

Thus, it will prevent them from having the wrong interpretations.

Furthermore it will also help them to know what kind of appropriate

expressions to respond to and express something such as asking for a help,

showing angry, happy, doubts feeling and so forth. Unfortunately, in the

status quo right now many students just copy and paste the expression that

they memorize from books. Meaninglessly mimicking the memorized

 6

expression indicates that the students have yet to fully understand the

meaning of the language and how to properly use it. Having a good

communication skills means to know and understand the meaning and the

proper use of the language.

When students analyzed a speech, sometimes they could not get the

full meaning because they forgot to link the utterances with the context of

the speech. It is also needed to know the context of where the speech is

delivered because different context creates different influences as well.

Studying the context of the speech, like the culture and habit (e.g. their

language use, their wisdoms, their social lives, and so forth) is important in

order to analyze the speech comprehensibly. Therefore, it is very needed to

have this research because it analyzed a speech based on the language

pattern, expression and context of the speech.

C. Limitation of The Problem

The problems mentioned above could be narrowed down into the

lack of examples showing how people can create an effective speech. This

is very fundamental since it gives the students a clear picture of how a

speech can be effective. This study presents Emma Watson’s speech to be

used as the example of a good speech. Emma’s speech is then analyzed to

find out the factors which make this speech great.

To specify the analysis, this study was limited into the concept of

speech acts defined by Searle which was developed based on Austin’s, the

context of the situation defined by Hymes and how the speech has classical
 7

rhetoric power in affecting the society. This research analyzed the

complexity of language use in illocutionary force in order to know how to

maximize the intended meaning on their speech acts, locutionary acts in

order to know how to create well-structured utterances, and also

perlocutionary acts in order to know the impact of the utterances.

The context of situation is also employed in order to know the

relation between the phychological and physical situation of the speech. Not

to mention the analysis on the types of the arrangement of classical rhetoric

is also used in order to discover the available means of persuasion in the

speech. Thus, the employment of the concepts above is effective to analyze

the strength of the speech which then is utilized in this research.

D. Formulation of The Problems

Based on the previous explanation, the problems are formulated into two:

1. what are the kinds of speech acts that can be observed in Emma

Watson’s HeForShe?

2. what are the kinds of the arrangement of classical rhetoric speech in the

delivery of Emma Watson’s HeForShe?

E. Objectives of The Study

Based on the formulation of the problems, the objectives of this study are:

1. to identify and analyze the kinds of speech acts employed in Emma

Watson’s HeForShe and;

2. to identify and analyze the kinds of the arrangement of classical rhetoric

speech in the delivery of Emma Watson’s HeForShe.

 8

F. Significance of The Study

Theoretically, it is expected that the final result is useful for:

1. enriching the study in the field of linguistics especially pragmatics, and;

2. creating a bibliography variation to the readers in the relation to the

classification of speech acts, and social and political condition.

Practically this research is expected to be useful for:

1. those who study English in dealing with adding their English speaking

materials especially those which deal with the speaking skill such as the

example of an effective speech;

2. those who study linguistics especially pragmatics in dealing with the

way a speech is effective;

3. other researchers who are interested in conducting the research in the

same field of study.

 CHAPTER II

LITERATURE REVIEW AND CONCEPTUAL FRAMEWORK

A. Literature Review

1. Pragmatics

a. Definition

Leech (1991) defined pragmatics as the study of how

utterances have meanings in any situations. In addition, Yule (1996)

explained that pragmatics is the study of speakers’ meaning,

contextual meaning, how more gets communicated than is said, and

the expression of relative distance. Therefore, based on these two

definitions, it can be concluded that pragmatics is the study on

speakers’ meaning which is influenced by the context situation.

However, the listeners (or readers) and the speakers (or writers)

should share the same knowledge of the context to achieve the better

understanding. So, the communication that is created between the

speaker and listener can be effectively gained and resulted into

something that both actors expected from the conversations.

b. Cooperative Principles

Cooperative principles are about how to make your

conversational contribution because generally in conversation the

speaker (writer) and listener (reader) are cooperating each other

(Leech, 1991; Yule: 1996). Cooperative principles are the kind

9
 10

illustrated by H.P. Grice (Leech, 1991: 8) which are elaborated in

four sub-principles called maxims. The maxims in the cooperative

principles are elaborated below.

1) Maxim of Quantity

It is about giving the right amount of information such as making

your contribution as informative as required which should not be

too less and too much. The examples are presented below.

(a) You can see me at 09.30 a.m. at my office.

(b) You can see me at 09.30 a.m. at my office. However, if

you don’t mind, we can just go outside and have lunch

together discussing our new project. I’m extremely

hungry.

(Yule, 1996: 37)

The context of situation in the examples above is that the

speaker intends to make an appointment with the speaker’s

colleague. In utterance (a) the speaker has already fulfilled the

maxim of quantity by being informative in giving the right time

and place to the colleague without adding any other information.

However, the pattern in utterance (b) contains too much

information about the speaker’s intention which is not only to

have a working meeting but also to have lunch. In this case, the

speaker overlaps the knowledge that should be shared by both

 11

speakers which is to have a working meeting only. Thus the

utterance in (b) flouts the maxim.

2) Maxim of Quality

It is about trying to make your contribution that is true such as not

saying something you believe to be false and lack of evidences.

The examples are presented below.

(a) I will be there at 10 o’clock sharp. Prepare what we’ve

been discussing.

(b) Emm, I will be there at about 10 o’clock if I’m not

mistaken. You have to prepare what we’ve been

discussing, right?

The context of the situation in the examples above is the

speaker promises to attend a meeting. These two people already

agreed upon what they will be discussing in the meeting. In

utterance (a), the information given is accurate that the speaker

without any doubt has no intention to come late and even

understand what things to prepare. However, when looking at

utterance (b), there is an indication that what the speaker’s

utterances may not be totally true because she is not sure about

when to come and what they should prepare before the meeting.

Thus, the utterance in (b) flouts the maxim.

 12

3) Maxim of Relation

It is about making your contribution relevant such as saying

something which is in line with the topic or the direction of the

speaker that you try to engage with. The examples are presented

below.

(a) *Someone is knocking the door*

Gale : I’m in the bath, Prime.

(b) *Someone is knocking the door*

Gale : I don’t really know if this is important, Prime, but

what time is it?

The context of situation in two examples above is different.

In conversation (a), the context is that there is someone calling on

the phone. Gale expects Prime to understand that his reason is

relevant to Prime’s assertion that even if there is someone

knocking the door, Gale cannot go and see who it is because Gale

is in the bath. However, at utterance (b), it is assumed that the

context is actually in a first date. There is a possibility for the

speaker to have a non-relevant material because he wants to stop

the dating for some reasons, so as to say getting bored with the

situation or getting too late to go home. So, the speaker also

seemingly likes to use expressions like ‘anyway’, ‘well’, ‘I don’t

know if this is important’, ‘oh, by the way’, and so on. In that

case, sentence (b) flouts the maxim.

 13

4) Maxim of Manner

It is about making your contribution perspicuous such as be brief

and orderly. It can also be done by avoiding any obscurity of

expression and ambiguity. The examples are presented below.

(a) When I was 13, I vividly remembered the way I fell down

from the tree. I was hospitalized for three days after that. I

never want to climb a tree anymore since then.

(b) This may be a bit confusing to me, but I remembered being

in stairs’ accident.

The context situation in the examples above is clearly

described that there is a person who tries to tell how he felt down

from the stairs when he was a kid. However, the utterance (a) is

the only one that fulfils the maxim of manner. In utterance (b),

he tries to remember the event but it becomes more awkward

since he could not actually remember what happened to him

when he was a kid.

These four maxims variably apply to different contexts of

language use. They also can conflict each other. Even if the speaker

breaks one of the maxims, it does not mean that she fails in any way

to speak the English language. Breaking the maxims can be used to

deceive or give misleading information which somehow can be

considered as a normal conversation in which it also depends on the

context situation.
 14

2. Deixis

According to Yule (1996: 9) deixis means pointing via language.

The language form that is used is the deictic expression which can also

be called as indexicals. There are three kinds of deixis which are as

follows.

a. Person Deixis

It operates on a basic three-part division which are defined

with pronouns as first person (‘I’), second person (‘You’) and third

person (‘She’, ‘He’, ‘It’). This deixis categories are elaborated with

their relative social status such as whether the addressee has a higher

status or not (honorifics). The use of person deixis will be influenced

by the relationship status of the speaker and addressee.

The speaker tends to use different pointing when they talk to

the people based on their age and economic status. For example, in

French there is a different word to address “you” which are “tu” for

the addressee who is considered as having the same age or social

position or even considered as familiar, and “vous” for the addressee

who is considered as having the different age, social position or non-

familiar.

b. Spatial Deixis

Spatial deixis is the distance deixis. The spatial deixis are

“here”, “this”, “that”, and “there”. “Here” and “this” are used to

point the speaker’s position, and faraway things meanwhile “that”

 15

and “there” are used to point the faraway place or things. However,

sometimes the use of this deixis can be different based on the

speaker’s intention due to the existence of the deictic projection.

This means that the speaker can project some location in

which she is not there. For instance in the recorder of telephone

machine. When someone calls and the speaker is not there, the

machine will automatically answer “I’m not here, please leave a

message.” It means that the speaker projects her presence to be in

the required location.

Another example is when the speaker tells a story and in the

story she said “here”. It means the speaker tries to project the

location in the story not in the place where she is now. Therefore, it

is clear that spatial deixis is really close to phychological distance

where physically close objects will tend to be treated by the speaker

as phychological close and vice versa. However, sometimes the

speaker can also treat physical close as physical distance for

example “I don’t like that.” The word “that” in this sentence does

not merely have the semantic meaning but a meaning based on the

speaker’s context.

c. Temporal Deixis

Temporal deixis is the time pointing. The words used for this are

“now” and “then”. However, this type of words are really relative to

the speaker’s time which should also be matched with the hearer’s
 16

time. For example when a speaker says “I’m in my uncle’s house

now.” The hearer should also hear or read this sentence at exact time

as the speaker’s. Another temporal deixis expression are

“yesterday”, “last night”, “today”, “tonight”, “tomorrow”, “next

week”, “this week” and so forth. This type of deixis also requires the

same time possessed by the speaker and the hearer so that they won’t

misunderstand the message. In English the choice of these

expression will also determine the verb tense of the sentence or

utterance they use. This distal form can not only be used to show the

distance from current time to the past or present time but also from

reality or facts to imagination in the past or future. For example:

1) I live here now.  proximal form

2) I lived there then.  distal form

3) I could live in London now if I had a lot of money.  distal

form from the speaker’s reality

3. Presupposition

Presupposition means a thing that the speaker assumes to be the prior

case to make an utterance (Yule: 1996: 25). For example the utterance:

Emma’s brother got three turtles. The assumption will be (1) we know

who Emma is (2) we know Emma has a brother (3) we know he has

three turtles. However, we can also drag another assumption which are

(1) Emma only has one brother (2) He is very caring toward animal. All

of these assumption can be true or wrong according to speaker’s fact.

 17

According to Yule (1996: 27-29) there are seven types of presupposition

which are:

a. Potential Presupposition

It means the linguistics forms such as words, phrases and structures

are used as an indicator which can only become correct

presupposition in contexts with the speakers.

b. Existential Presupposition

It means the utterance is not assumed to be only present in the

possessive construction but rather in any definite noun phrase.

c. Factive Presupposition

It means the hearer does not only assume but she can assure that what

she hears is a fact. It is shown by the words such as know, realize,

aware and so forth.

d. Lexical Presupposition

It means the use of one form is conventionally interpreted with the

presupposition of another meaning. For example when you hear

someone says “she managed to do something”, it means that she

succeed at some level. Meanwhile when you hear someone says “she

didn’t manage it”, it means that she didn’t succeed.

e. Structural Presupposition

It means whenever the speaker uses certain sentence structures

which has been conventionally analyzed presupposing another

message to be true. For example when you hear someone says

 18

“When did she leave?” The following structure which is true is that

you have known she left.

f. Non-factive Presupposition

It means the context that is assumed to be not true such as the words

dream, imagine, pretend and so forth. For example when you hear

someone says “I pretend to be ill.” The facts is that I am not ill at all.

g. Counter-factive Presupposition

It means the presupposition is not only false but even it is

contradictory with the fact itself. For example the utterance like “If

you were my boyfriend, you would have helped me.” It means that

the presupposition is you are not my friend which is very opposed

with the utterance.

4. Implicature

It is an additional conveyed meaning, called an implicature (Yule:

1996: 35). This statement has clearly shown us that implicature is what

lies behind the literal conveyed meaning of the utterance. For example

when someone says “Pizza can save my day.” The speaker does not only

want to say that Pizza is everything for her day but also wants someone

to order some pizza for her to halt her starvation. It is the speakers who

communicate the meaning via implicatures and it is the listeners who

recognize them via inference. The inference is that which will preserve

the assumption of cooperation. There are many kinds of implicature:

 19

a. Conversational Implicature

It means the speaker conveyed meaning more than what is

one said. The example is presented in the conversation below.

Anna : I hope you brought the paper and the glue.

Fia : Ah, I brought the paper.

Even if Fia does not mention anything about the glue, but it can

be concluded that she only brings the paper but not the glue. So,

the meaning of Fia’s utterance is conveying more meaning than

what is she said.

b. Generalized Conversational Implicature

It means that the condition where there is no required special

knowledge in the context to calculate the additional conveyed

meaning. The use of it in English is how the speaker uses an

article “a/an X”. Therefore, it means that the X is not the

speaker’s belonging.

c. Scalar Implicature

It means that it is the conversational implicature which is

communicated on the basis of a scale of values. For example

when producing an utterance, the speaker selects the word from

the most informative and truthful scale (quantity and quality).

When a speaker says “I’m studying linguistics and I’ve

completed some of the required courses.” the speaker chooses

 20

the word “some” which means “not all”. Then the scale will be

“few, some, many, most, all”.

d. Particularized Conversational Implicature

It means the implicatures can be calculated with the very specific

context. The example is presented in the conversation below.

Ian : Hey, coming to the wild party tonight?

Tom : My parents are visiting

In this conversation, Ian has to get an assumed knowledge when

Tom will be spending the evening with his parents in which the

condition is usually quiet. Therefore, Tom’s utterance means

that he cannot go to the party.

e. Conventional Implicature

It means that in creating the interpretation, the utterance by

itself does not depend on any special context. It associates with

specific words such as “but”, “and”, “yet”, and “even” which

result in additional conveyed meanings when those words are

used. For example “Danni put on his clothes and left the house.”

In this utterance, the word “and” means “in addition” or “plus”.

Because of the implicatures, sometimes the parts of the utterance

can be reversed. However, for this utterance it will create a very

big change in meaning if the parts (put on his clothes and left the

house) are reversed.

 21

5. Speech Acts

a. Definition

Speech acts is actions performed via utterances (Yule, 1996:

47). In English it is given more specific labels such as apology,

compliment, complaint, promise, request and so forth.

b. Classification of Speech Acts

According to Austin (Yule, 1996: 48-49) the action performed

by producing an utterance will consist of three related acts. The

explanations are provided below.

1) Austin’s Classification of Speech Acts

a) Locutionary Acts

Locutionary acts is the basic act of utterance, or producing a

meaningful linguistic expression. It is about the words used

and the structured created to make a well-formed utterances.

b) Illocutionary Acts

Illocutionary acts is when we form an utterance with some

kind of function in mind. So, the utterances are produced

with a purpose. The purpose is then called as the

illocutionary acts. It is performed via communicative forces

of an utterance for the communicative purpose such as an

offer, an explanation and so forth.

 22

c) Perlocutionary Acts

Perlocutionary acts is the intending effect of the utterance

towards the listeners. It is about what is done or what is

resulted by uttering the words. The effect is expected since

at the very first time the speaker utters the words. Therefore,

to make it easy to differ those three speech acts, Austin’s in

Leech (1991: 199) explains in the simplest way as follows.

Table 1: The Explanation of Speech Acts

Speech Explanation Example

Acts
Locution Performing the act of s says to h that X
saying something
Illocution Performing the act in in saying X, s
saying something asserts that P
Perlocution Performing the act by By saying X, s
saying something convinces h that P

2) Searle’s Classification of Speech Acts

Searle (1969) creates one general classification which lists

fives types of general functions performed by speech acts which

are presented below.

a) Declaration

Declaration is a kind of speech act that change the world via

their utterance (Yule, 1996: 53). The further explanation is

given through the examples.

(1) Priest: I now pronounce you husband and wife

(2) Referee: You’re out.

 23

(3) Jury Foreman: We find the defendant guilty.

In example (1) the context situation is that there is a

Christian couple who want to get married. The priest’s words

change the legal status of these two people from single into

a married status. Meanwhile, in example (2) the context

situation is that there is a football match. Due to some

conditions, the referee then punishes the player and prohibits

him to play in the field during the match. The last example

is example (3) which context situation is about the justice

trial. The Jury Foreman’s words change the defendant status

from innocent into guilty. Therefore, he deserves the

punishment.

b) Representative

Representive is a kind of speech acts which states what the

speaker believes to be the case or not (Yule, 1996: 53). The

further explanation is given through the examples below.

(1) The earth is flat.

(2) Chomsky didn’t write about peanuts.

(3) It was a warm sunny day.

In example (1) the speaker believes that “the earth is flat”

is true. She does not believe in any assertion that backlashes

with this premise. Meanwhile, in example (2) the speaker

believes that Chomsky writes about something bigger and

 24

more important. In the last example, the speaker believes that

the day was warm and sunny. It was not hot, cold or else.

The speaker also believes that what she feels about the

weather is true.

c) Commissive

Commissive is a kind of speech acts that speakers use to

commit themselves to do something in the future.

Commissive is like giving promises, threats, refusals,

pledges and so forth (Yule, 1996: 53). The further

explanation is given through the examples below.

(1) I’ll be back.

(2) I’m going to get it right next time

(3) We will not do that.

In example (1) the speaker is going to somewhere and

promising to be back again. Meanwhile, in example (2) the

speaker promises to not doing something.

d) Directive

Directive is a kind of speech that speakers use to get someone

else to do something. Directive is like commands, orders,

and suggestions (Yule, 1996: 53). The further explanation is

given through the examples below.

(1) Gimme a cup of coffee. Make it black.

 25

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

(3) Don’t touch that!

In example (1) the speaker commands the hearer to

make a cup of coffee without pouring any milk. Meanwhile,

in example (2) the speaker asks the hearer to permit her to

use the pen. In example (3) the speaker prohibits the hearer

to touch the stuff.

e) Expressive

Expressive is a kind of speech acts that states what the

speakers believe. (Yule, 1996: 53). The further explanation

is given through the examples below.

(1) I’m really sorry.

(2) Congratulations.

(3) Oh, yes, great, mmmm, ssahh!

In example (1) the speaker feels sorry and sincerely

apologizes upon something she does wrong. Meanwhile, in

example (2) the speaker feels happy for some achievements

that the hearer got. In example (3) the speaker feels great for

something.

c. Types of Speech Acts in Terms of Directness

Another different approach to differ types of speech acts can be

seen through its structure. There are three structural forms which are
 26

declarative, interrogative, and imperative. There are also three

general communicative functions such as statement, question, and

command/request. The difference between direct and indirect

speech acts is put on the relations between the structural forms and

general communicative functions.

1) Direct Speech Acts

It is where there is a direct relationship between the structure

and the function. Therefore, a declarative used to make a

statement is considered as a direct speech acts. It is the same as

the imperative structure. The examples are presented below.

a) It is cold outside.

b) I hereby tell you about the weather.

In example a) the utterance is directive. If this utterance is

used to make a statement, the form will be changed into the

example b).

2) Indirect Speech Acts

It is where there is an indirect relationship between the

structure and the function. Therefore, a declarative which is used

to make a request is considered as an indirect speech acts. The

examples are given below.

a) It is cold outside.

b) I hereby request of you that you close the door.

 27

In example a) the utterance is in the declarative form. If it is

used to make a command or request, the form of the utterance

will be changed into the example b).

6. Speech

a. Definition

Speech is the learned skill that exists freely without writing

(but still applies the cohesive and coherent sentences) and delivered

through spoken language (Gordon, 1961; Burton, 1976; Osborn,

1988; Eggins, 2004). The structure of a speech is just like the

structure in any other writing products; introduction, body and

conclusion. The language that is used in the speech should be clear,

lively or colourful, concrete, and comprehensible, so that it can

prevent the miss-conception from the audience.

There are three ideas that should exist whenever we want to

deliver our speech. The first is the integrity that means it should be

honest, having good intentions, responsible, straightforward and

dependable. The second is the attractiveness that means it is about

whether the audience likes the speaker or can accept the ideas that

the speaker tries to deliver. The third is the power which means that

it should be confident, decisive and enthusiastic. The power is

divided into two which are conferred (which is gained from the

status and responsibility) and natural (which is gained from the

manner of dealing with others).

 28

b. Classical Rhetoric Speech

Rhetorical speech is the art of addressing the speaker’s

thought which is conducted through employing deliberate

persuasive strategies at a specific occasion to achieve some effects

through its imaginary and narrative voices (Porter, 2001; Crick,

2014). In other words, as one of the persuasive strategies rhetoric

also involves the cultural, political and social assumptions that are

inherent with the topic being spoken. Furthermore, Crick (2014) also

mentions “Rhetoric is ultimately about how people act as agents of

social change, using whatever symbolic power they can harness to

move people from this place to that place.” Therefore, it can be

concluded that rhetoric speech is a speech that is made by people in

order to transform the way a society or community thinks, feels, and

behaves by using the available means of persuasion.

1) Invention

It means that it is about the context situation and argument

planning. It represents specific ways of placing materials that

ideally bring the new questions and new insights. In this phase,

the goal is to brainstorm ideas on what the speaker is going to

say and how we are going to say it in order to maximize the

persuasion.
 29

2) Arrangement

It means that it is about the making of the context situation into

a logical sequence and unity. It can also be conducted through

organizing the various materials which are gathered together

into a coherent speech structure. The structure should consist of

a beginning, middle, and end which are broken down into points

as follows.

a) Introduction (exordium)

Its function is to state the speech’s purpose and establish

credibility to persuade the listeners whether the speech is

worth to listen or not.

b) Statement of Facts (narratio)

Its function is to provide an overview of the situation to

provide enough information for the audience to understand

the context of the speaker’s arguments.

c) Division (partitio)

Its function is to outline what is to follow and to specify the

main point. In this phase, the speaker takes the audience on

a journey of logic and emotion. Thus, it is better to give them

an idea of where they are going, so that it will be easier to

follow the speech.

 30

d) Proof (confirmatio)

Its function is to present logical arguments and supporting

facts, so that the audience can understand and follow.

e) Refutation (refutatio)

Its function is to refute counterargument by showing the

weakness of the speaker’s argument. It is very useful to

create a pre-emptive argument, so that the speaker can

answer the audience doubts about the argument. It also

creates trust since the speaker shows the intellectual

modesty.

f) Conclusion (peroratio)

Its function is to sum up claims and reinforce them with the

emotional appeal. Injecting some emotions into the

conclusion is really needed to touch the heart of the listeners,

so that they will not only remember the content of the speech

but also are persuaded to follow the speaker’s direction.

3) Style

It is about the choice and combination of words into clauses,

periods, and figures.

a) Correctness

It means that the speaker uses one’s language correctly and

properly. It can improve the sense of persuasion since it

 31

shows that she is well educated and paying attention to the

language nuance and details.

b) Clarity

It means that the speaker needs to be clear and

straightforward.

c) Evidence

It means that the speaker provides the evidence to support

the claims. In order to make the evidence easy to be

understood, therefore, the speaker needs to explain it with

vivid descriptions.

d) Propriety

It is about saying the right thing at the right time in the right

place.

e) Ornateness

It means that the speaker makes the speech interesting by

using figures of speech and manipulating the sound and

rhythm of the words.

4) Memory

Memory is about the use of mnemonic system to retain the

contents in mind. Therefore, whenever the audience throws up

questions the speaker can answer it accordingly.

 32

5) Delivery

It is about the oral expression and gesture in order to make the

persuasion.

7. Context of Situation

In understanding the intended meaning of the speaker, it is really

needed to know the context of situation that happens at the time when

the speaker delivers the speech. This is very important to see the link

between what she said and the interpretations that may come as the

result of analyzing the speaker’s meaning.

In regard to this need, Hymes (1974) in Wardhaugh (2006: 232-

234) proposed an ethnography framework which describes all factors

that are relevant in understanding how a particular communicative event

can achieve its goals. Hymes names this ethnography as SPEAKING

which is explained as follows.

a. Setting and scene (S)

Setting refers to the time and place where the utterance is

delivered. Time and place can also refer to the physical setting.

Meanwhile, the psychological one is employed in the scene.

Scene means the occasion or the circumstances of when the

utterance is delivered. It sometimes is not bounded with the

physical setting which means it depends on the speaker’s

intention to change the scene. The example is when the speaker

 33

changes the conversation from formal to informal, from serious

to joyful and so forth.

b. Participants (P)

Participants refer to the people involved in the utterance which

can be defined as the speaker-listener, addressor-addressee, or

sender-receiver. Participants will identify who plays as the

speaker-listener, addressor-addressee or sender-receiver for

example in the political speech. The addressor is the leader while

the addressee is the audience.

c. Ends (E)

Ends refers to the goals or outcome which is expected to be

achieved by the participants. The goals may be varied. For

example in the courtroom, there are the judge, jury, prosecution,

defense and so forth.

d. Act sequence (A)

Act sequence refers to the actual form and content of what is said

such as the precise words used, how the words are used, and the

relationship of what is said to the actual topic. For example to join

parties, if the participants want to mingle with others, they need

to follow the system of language used and things talked within.

e. Key (K)

Key refers to the tone, manner, or spirit of the utterance such as

light-hearted, serious, precise, sarcastic, mocking and so forth.

 34

f. Instrumentalities (I)

Instrumentalities refer to the choice of channel of how the

utterance is created such as oral, written or telegraphic and how

the actual forms of utterance employed such as the language,

dialect, and so forth.

g. Norms of interaction and interpretation (N)

Norms of interaction and interpretation refers to the specific

behaviours and properties attached to the utterance for example

loudness, silence, gaze return, and so forth.

h. Genre (G)

Genre refers to the types of the utterance such as poems, proverbs,

riddles, sermons, prayers, lectures and so forth.

This SPEAKING formula is very important to show that talk is a

very complex activity and that any particular talk is actually a piece of

“skilled work”. Skilled work means that the speaker must be aware and

sensitive toward each of these eight factors above. Neglecting to fulfil

these factors may result into the poorer speaker.

8. United Nations (UN)

The United Nations (UN) was established to create, maintain and

spread the peace among countries in the world. From Southern Sudan to

Timor-Leste, from Tunisia to Kyrgyzstan, the UN will keep on

 35

articulating and standing up for universal values such as freedom,

human rights and democratic accountability.

a. Description

UN, which stands for United Nations, is the biggest and

highest international organization in the world. Before using the

term United Nations as its name, the League of Nations was applied

to name this organization. The League of Nations was built in 1919,

during the First World War. The aim is to promote international

cooperation and to achieve peace and security. However, the League

of Nations failed to prevent the Second World War. Therefore, there

was a more urgent demand for the peaceful resolution such as

international collaborations and dialogues.

The term United Nations was given by the US President

Franklin D. Roosevelt. In 1942, it made a Declaration which put

forth a pledge by 26 nations to fight together. After that, delegates

from 50 countries met and drew up the Charter of the United Nations

on June 26th, 1945. On October 24th, 1945 the Charter was ratified

by China, France, the Soviet Union, the United Kingdom, the United

States and a majority of other signatories. Therefore, on every 26

October we celebrate the establishment of the most prominent

organization in the world to create the peace and security.

 36

b. Purposes and Principles

The purposes of the United Nations as written in the chapter are

as follows.

1) to maintain international peace and security;

2) to develop friendly relations among nations based on respect for

the principle of equal rights and self-determination of peoples;

3) to cooperate in solving international economic, social, cultural

and humanitarian problems and in promoting respect for human

rights and fundamental freedoms;

4) to be a centre for harmonizing the actions of nations in attaining

these common ends.

In turn, the United Nations acts in accordance with the following

principles.

1) It is based on the sovereign equality of all its members.

2) All members are to fulfil in good faith their Charter obligations.

3) They are to settle their international disputes by peaceful means

and without endangering international peace and security and

justice.

4) They are to refrain from the threat or use of force against any

other state.

c. Membership and Structure

Membership of the UN is open to all peace-loving nations that

accept the terms and condition in the Charter. Any nation which
 37

wants to become members should get the recommendation from the

Security Council to be admitted by the General Assembly. The

official languages are Chinese, English, French, Russian, Spanish

and Arabic. The UN consists of six principal organs which are

explained below.

1) The General Assembly

The General Assembly is the organ of the UN which consists of

representatives of all member states, each of which has one vote.

Some of their jobs are to consider and to make recommendations

on the principles of cooperation in the maintenance of

international peace and security, to elect the non-permanent

members of the Security Council, the Economic and Social

Council and additional members of the Trusteeship Council

(when necessary) and to elect, together with the Security

Council, the judges of the ICJ and lastly, on the recommendation

of the Security Council, to appoint the Secretary General.

2) The Security Council

The United Nations Security Council (UNSC) is the peace

and security keeper of UN. It consists of 15 members (5

permanent and 10 non-permanent members). The P5 (5

permanent members) is UK, USA, France, Republic of China,

and the Russian Federation. The P5 is granted with the veto right
 38

which enables them to object to any resolutions made under the

UNSC.

Meanwhile, the 10 non-permanent members are elected by

General Assembly for a two-year term only and do not possess

the veto right. The main job of the UNSC is to create and

maintain the peace and security. One of the ways is to create

approaches to the conflicted parties which may create the

insecure circumstances.

3) The Economic and Social Council

The Economic and Social Council (ECOSOC) consists of 54

members. They are placed based on the geographical areas

which are 14 for African states, 11 to Asian states, 6 to Eastern

European states, 10 to Latin American and Caribbean states, and

13 to Western European and other states. The members are only

serving for three-year terms. Its main job is to discuss, make and

formulate any economic policy recommendation addressed for

the UN member and the UN system itself.

4) The Trusteeship Council

The Trusteeship Council is an organ of the UN which provides

international supervision for 11 Trust Territories to ensure that

they take proper steps for the self-government.

 39

5) The International Court of Justice

It is the principal judicial organ of the UN which is located at

The Hague (The Netherlands). This court is charged with legal

disputes between states. It is not open for private people, entities

and other international organization.

6) The Secretariat

The UN Secretariat consists of staff members representing all

nationalities working under UN. Its function is to service the

other principal organs of the UN and administer the programmes

and policies created by them. The Secretary-General, who is

appointed by the General Assembly on the recommendation of

the UNSC, acts as the head of the Secretariat for a renewable

five-year term.

d. Issues

1) Politics

The UN now are facing the hard time where there are a lot

disputes between countries. The case of Arab Spring which arouse

in 2010 still bring many bad impacts. Not only the problem of

maintaining the growth of the newly democratic countries like

Tunisia, Egypt, Libya and so forth but also the problem of the

ongoing war still exist until now such as the war in Syria. The

worse news is that how the country cannot only secure its

sovereignty from the rebellions but also how it causes the country
 40

into a damage and chaotic country. This resulted into how there are

many citizens choose to seek for the asylum from the

neighbourhood countries.

Another ongoing war still happens between Israel and

Palestine. Luckily even if the resolution has been voted by the US

for many times, Palestine’s flag can finally be put in the UN office

in 2015. It shows that Palestine has been acknowledged by the UN

as an official country and official member of the UN. Thus the UN

can give any measures to help the conflicting parties in the war in

which this is considered as a good move from the UN in creating

and maintaining the peace in the world.

2) Economy

The world is facing the economic problem such as poverty,

gap of prosperity, unsustainable development, unfair trade and the

increasing of immobilizing foreign debt. In finding the resolution

for that problems, the UN urges the adoption of macroeconomic

policies that address current imbalances between the North and

South.

The UN also established some sub-organizations such as the

UNDP (United Nations Development Programme), the UNDAF

(United Nations Development Assistance Framework), the

UNCDF (United Nations Capital Development Fund) and so forth

to provide sound policy advice and to help to generate the equitable

 41

economic growth especially in the developing countries. It also

provides the development and sustainability loan through World

Bank and its sub-organizations such as the IBRD (International

Bank for Reconstruction and Development), the IDA (The

International Development Association), the IMF (International

Monetary Fund) and so forth.

3) Socio-Culture

The world is facing the new change of civilization right now.

It is not only proven with numbers of authoritarian countries which

have changed into a democratic countries but also proven with the

existence of the pop-culture. This pop-culture is the culture of

citizens who are considered as modern citizens. The development

of the technology and life style causes the change in the people’s

ideology and behaviour. For instance people now choose to be

more active in talking through social media than in the direct face-

to-face conversations. The new culture like free sex, hook-up, and

ignorance as the new life style has been becoming the culture of

our youths.

The problem about this culture is not about the change but

rather it is more about how this culture is mostly opposed by the

conventional society. The world is no longer safe since the people

are easily offended by other’s people actions which actually do not

bring any significant impact to them. For example if someone

 42

executes one of the values of the pop-culture, it does not

necessarily mean that they break the values that are believed by the

conventional people. However, people’s responses are random and

uncontrollable. At the extreme case this intolerance can bring them

into a conflict and disintegration.

4) Education

Education is currently becoming the main problem in some

countries in the world. This is where poverty comes from.

Therefore, the UN programmes have shown some progress in

enrolling the children in the primary schools. Based on UN Facts

2012, in 2008 primary school enrolment had increased to 89 per

cent in the developing world. The progress was also reported in

Southern Asia and Northern Africa, where enrolment increased by

11 and 8 percentage points, respectively, over the last decade.

5) Gender

The gender gap in the out-of-school population is decreasing

which was based on the UN Facts 2012. It was proven with the

share of girls in that group decreasing from 57 per cent to 53 per

cent globally between 1999 and 2008. However, the share was

much larger in some regions, such as Northern Africa, where 66

per cent of out-of-school children are girl. Sadly, the focus of

gender equality only to the extent of how women are empowered

through the education means but not broadly to the extent of how
 43

women are given the same freedom as men in expressing

themselves, in executing the full self-determination, and in

achieving whatever they want to achieve even if it is perceived as

the man-stuff.

B. Emma Charlotte Duerre Watson

1. Bibliography

Figure 1: Emma Charlotte Duerre Watson

Emma Charlotte Duerre Watson was born on April 15, 1990, in

Paris. Her parents are both British lawyers. Sadly her parents divorced

when she was 5 years old. After the divorce her mother brought Emma

and her brother to Oxfordshire in England. Hermione Granger, Harry

Potter's smart, bossy best friend and voice of reason in the Harry Potter

film franchise was her first debut in acting. She becomes a popular adult

model and actress since then.

Emma attended the Stagecoach Theatre Arts School at Oxford. She

studied singing, acting and dancing. Emma took her schooling quite

seriously. She attended the Dragon School, a premier preparatory school

 44

in Oxford, England in 2001. From 2001-2006, she attended the equally

prestigious Headington School for girls.

Not only did she attend top schools, but Emma also earned top marks

in her schools. She consistently achieved grades in the A category, and

has done quite well on her exams too. She received two A marks on her

GCSEs, which are a series of tests English students to gain entrance to

institutions of higher education. She attended Brown University and

graduated with cum laude title.

Sports activities such as field hockey, netball, and tennis are her

favourite. She enjoys recreational skiing and dancing, and competes

regularly in dance competitions. This activities help her to have an

athletic body. Her youngest fans see Emma as a role model because she

is considered quite approachable, friendly and easy to relate to.

Therefore, it is not surprising that Emma easily gets many friends

around her. Meanwhile, her adults fans see her as a person with a strong

determination because she finally can make the cut for top-earning,

sexiest, and most popular celebrities in Forbes and Empire magazines.

Phumzile Mlambo-Ngcuka, the Under-Secretary-General and

Executive Director of UN Women, (The Reuters, ep 23 September

2014) believed that the engagement of young people is critical for the

advancement of gender equality in the 21st century, and she was

convinced that Emma’s intellect and passion will enable UN Women’s

messages to reach the hearts and minds of young people globally.

 45

Therefore, Emma Watson is pointed as the UN Women Goodwill

Ambassador in 2014.

2. Summary of The Speech

This speech was delivered in UN General Assembly Meeting in New

York, United States of America on September 20th, 2014. The audience

in the hall was the members and staffs of the General Assembly

delegates. However, the speech was streamed through the official UN

Youtube site, so that the international people outside the hall can also

witness the speech directly.

She said that the world is not enough in treating genders equally.

She believed women should also have rights to determine themselves

including to be aggressive and strong. In other words, men will also get

the rights to be submissive and vulnerable. She added that feminism is

about addressing the power imbalances which limit people’s

opportunities to live their lives to the fullest. Furthermore, saying that

the world needs men to uphold women’s right strengthened the message

that men are considered as having the higher power than women in the

society. This condition brings benefits for men because they have more

authority to change the stereotypes that have been widely spread for

years in the society.

Lastly, she informed the good news about how this world has got the

HeForShe uniting movement. This is an urge for people who believe in

the gender equality to join and support this movement. At the end of her
 46

speech she asked everybody to step forward to be seen to speak of and

to be “he” for “she for the greater good in the future.

3. The Audience’s Comments

Emma Watson’s UN speech on gender equality was applauded by

actors, musicians, politicians and almost all people in every spectrum of

society in the world. After receiving a standing ovation, her speech had

successfully made waves on social media and blogs. There were more

than 100,000 men worldwide who shared the #HeForShe hashtag

(Rachel Jones, The Telegraph Post, ep September 28th, 2014). On

September 23rd, 2014, more than 70,000 men and boys had signed online

pledges, according to the HeForShe online active map on the campaign's

website (The Reuters, ep September 23rd, 2014). There were many people

who gave comments toward Emma’s Speech. Some of the comments

showed that they disagree with her but most of them showed that they

were amazed with the speech. Here are some of the audience comments

which were taken from different sites.

“I love that Emma Watson has bravely put herself on the line as a
proud feminist. It is wonderful that she may be instrumental in
inspiring millions more to consider these issues. Bravo to her.”
Clementine Ford, The Freelance Writer

The Sydney Morning Herad, September 26th, 2014

“She delivered a thoughtful and passionate argument about the need

for gender equity. Her words were impressive, but so too was how she
delivered them. Anyone who wishes to speak as a leader would be wise
 47

to read the transcript of her talk and watch the videos of her delivering
in.”
Bart Egnal, The Leadership Communication Coach

The Huffington Post, October 17th, 2014

“I was so very proud of Emma Watson’s speech at the UN. It was

brilliant, such an incredible use of her airspace, and really
passionate.”
Cate Blanchet, The Australian actor

The Guardian, November 28th, 2014

“We are all very humbled by the numbers. I have to point out that
Emma has been a very instrumental part.. her speech was so
powerful.”
Elizabeth Nyamayaro, Senior Advisor to UN Women’s Executive

director Phumzile Mlambo-Ngcuka

Glamour Magazine, September 29th, 2014

Emma Watson also got support from many Hollywood celebrities.

Before Emma’s speech, these nowadays celebrities are known as the

political-free celebrities. However, after listening to Emma’s speech,

they were interested in joining the campaign and supporting the gender

equality. Most of the celebrities also showed their support by posting

pictures of them holding up signs with #HeForShe emblazoned on them.

This kind of posts had been a viral phenomenon since then. On

September 29th, 2014, Leanne Bayley compiled all industry’s biggest

 48

stars who are supporting Emma’s HeForShe campaign in one of the

famous UK magazines, Glamour Magazine.

“@emwatson is an inspiration for taking a stand + sparking a

worthy debate. #HeForShe – RT for #kindness #equality #love
#moms #sisters #daughters #friends.”
Jared Leto posted on Instagram on September 2014

“And speaking of #Feminism, @EmWatson is doing a great

project called #HeForShe. Go check it out http://HeForShe.org”
Joseph Gordon-Levitt tweeted on September 22nd, 2014

“A beautiful speech @EmWatson http://youtu.be/p-

iFl4qhBsE Inspired. #HeForShe”
Ellie Goulding tweeted on September 23rd, 2014

“@EmWatson you are impeccable & extraordinary. I stand with

you. I believe in gender equality. #HeForShe”
Tom Hiddleston tweeted on September 24th, 2014

“I'm supporting @UN_Women and @EmWatson in #HeForShe As

should you..”
Harry Styles tweeted on September 25th, 2014

C. Review of The Related Studies

There are many studies in analyzing speech through pragmatics. One

of them is the research conducted by Annisa Laura Maretha, a Sarjana

Pendidikan degree student of English Education Department of State

University of Yogyakarta, in 2012 entitled “A Pragmatic Analysis Of

 49

President William “Bill” Jefferson Clinton’s Apology Speeches I Misled

And I Have Sinned”. She used Searle’s theory of Speech Acts as the basis

of the analysis of the study. She analyzed the types of speech acts and

classical rhetoric in the speeches. The study revealed the second speech was

more effective and convincing rather than the first speech which was still

full of emotion of embarrassment and anger.

Another similar research is the research conducted by Retno Rahma

Safitri, a Sarjana Pendidikan degree student of English Education

Department of State University of Yogyakarta, in 2014 entitled “Pragmatics

Analysis on Speech Acts and The Arrangements of Classical Rhetoric in

Franklin Delano Roosevelt’s Pearl Harbor“. She analyzed the types of

speech acts and the arrangements of classical rhetoric in the speech. The

study revealed the speech which lasted only for 7 minutes was very

effective. This speech was even effective to trigger the World War II.

The researches about a pragmatic analysis above are similar to this

research because they also analyzed the pragmatics especially speech acts

and the arrangement of classical rhetoric. However, what makes this

research different with those studies is about the speaker who gave the

speech. In Annisa and Retno’s research, the speeches were popular mostly

because they were spoken by the president of the USA at that time.

Meanwhile, in this research the speech was popular simply because of the

language that was used by the speaker. The speaker was not American but

British and she neither belonged to any political positions nor involved in
 50

any political actions. However, her speech can trigger many influences. One

of them was creating the wake-up calls from the international society.

D. Conceptual Framework and Analytical Construct

Based on the explanation in the literature review, this study was

conducted to classify a speech delivered by Emma Watson in the UN

General Assembly entitled HeForShe. The researcher started with figuring

out the speaker’s meaning that could be portrayed through context situation

and language use. In the context of the speech, this study dealt with context

situation and context of socio-cultural. In the language part, this research

dealt with the data in the form of classical rhetoric. The classical rhetoric

has five canons that are important in organizing a speech. They are

invention, arrangement, memory, style, and delivery. However, this study

analyzed further in the arrangement part which are the introduction,

statement of facts, division, proof, refutation, and conclusion. The speech

was also analyzed further to the scopes of pragmatics which is the speech

acts part, which consists of locutionary, illocutionary, and perlocutionary.

In the locutionary acts, the factors that influence the speech can be like word

choice, functional grammar, and sentence structure and many more. In the

illocutionary acts, the researcher broke down the acts based on Searle’s

classification. The illocutionary acts are divided into the basis of the

speaker’s intention in the idea of declaration, representative, commisive,

directive, and expressive. Based on the conceptual framework, the

analytical construct of this study is illustrated in Figure 2:

 51

Emma Watson’s HeForShe Speech Introduction

Invention

Context of Memory Statements of facts

Speaker Meaning
Situation
Language – Arrangement Division
Context
Classical Rhetoric
Context of Proof
Style
Socio-Cultural Pragmatic Analysis
Delivery Refutation

Conclusion
Deixis Cooperative Principles Speech Acts Implicature Presupposition

Locutionary acts Illocutionary acts Perlocutionary acts

Searle Classification

Representatives Directives Comissives Expressives Declarations

Figure 2. The Analytical Construct of The Analysis in Emma Watson’s HeForShe

 CHAPTER III
RESEARCH METHOD

A. Research Design

This study is a descriptive-qualitative research. This type of research

demands the researcher to engage in deep analysis of the subjective

experience in conducting the research and analyzing the data (Johnson,

2008; Lodico, 2010; Litosseliti, 2010). It also demands to collect and

summarize the data mostly with narratives or verbal methods such as

observations, interviews, and document analysis. A qualitative research also

considerably means as a type of research which analyses some phenomena.

However, it is believed that the full understanding of phenomena is

dependent on the context situation, so that it demands the deeper analysis in

doing the research.

Meanwhile, a descriptive research is a method that deals with the

possibilities to solve an actual problem by collecting, classifying, analyzing,

and interpreting data. In interpreting the data, the researcher used theories

to analyze the patterns observed. Certain theories were utilized as the basic

foundation of analyzing the research. In conclusion, this type of research

seeks to describe or explain why a phenomenon happens by doing the data

collection, classification, analysis, and interpretation of the phenomenon. It

does not deal with numeric data or variable and its relationship.

This research concerned about providing a description of a

phenomenon. The phenomenon acknowledged in this research was one of

52
 53

the great speeches in the world. The speech was Emma Watson’s HeForShe.

As it has been mentioned that natural setting has become one of the

characteristics of a qualitative research. This research also took a natural

setting which means it naturally happened without any intervention from

the researcher.

The last thing about this research is how this research was conducted.

The scientific approach was employed in order to do this research. It was

conducted from February 2015 until October 2015.

The video of Emma Watson’s HeForShe and its transcript were used as

the main object to be analyzed. The background knowledge of the speaker,

the topic, the place, and the occasion as well as its atmosphere which were

deployed as the context, were also employed in this research to obtain the

deep analysis.

This study focused on finding the types of speech acts based on Searle’s

classification, finding the context situation which was influential in the

speech and explaining the types of the arrangement of the classical rhetoric

in Emma Watson’s HeForShe.

B. Data Preparation

1. Object of The Research, Data and Source of Data

The object of this study was the speech of Emma Watson in the UN

on September 20th, 2014 entitled HeForShe. The data were in the form

of words, phrases, utterances, and discourse uttered by her in the speech.

The source of the data was the video of HeForShe Speech which was
 54

retrieved from www.youtube/emma-watson.com The transcript of the

speech was retrieved from

http://www.unwomen.org/en/news/stories/2014/9/emma-watson-

gender-equality-is-your-issue-too#sthash.jn3LIdg2.dpuf The researcher

also collected some data from other sources as well.

2. Research Instrument

The primary instrument of this research was the researcher. It

became one of the strengths of qualitative approach because it allowed

her to see and document the qualities of the interaction. As the first

instrument, the researcher has the role of planning, collecting, analyzing,

and reporting the research finding. The speech, the speech transcript,

and the data sheets were also employed as supporting instruments. The

form of data sheets can be seen as follows.

Table 2: The Data Sheet of The Kinds of Speech Acts Presented in

Emma Watson’s HeForShe

Illocutionary
Perlocutionary
Locutionary

COM
DEC
REP

EXP

No Code Data Context

DIR

1.

Notes :

SP : Speech COM : Commissive

00:01-00:23 : minute EXP : Expressive

 55

REP : Representative DEC : Declaration

DIR : Directive

Table 3: The Data Sheet of The Arrangements of Classical

Rhetoric Presented in Emma Watson’s HeForShe

The
Arrangement of The UN issues in
Classical 21st Century
No Data Rhetoric Speech

IRC

SCI
DV
PR
RF
SF

GI
IN

EI
PI
1.

Notes:

AR : Arrangements IRI : International Relation Issues

00:01-00:23: minute PI: Political Issues

IN : Introduction SCI : Socio-Culture Issues

SF : Statement of Facts EI : Economic Issues

DV : Division GI : Gender Issues

PR : Proof RF : Refutation

C. Research Procedure

1. Data Collection

Based on Lodico (2010: 11) basically this type of research uses

inductive approaches for its data collection because the hypotheses are
 56

formulated right after the observation is conducted. After making

hypotheses, they are examined by further data collection and used for a given

setting or context. The researcher undertook some steps during the data

collection such as watching the videos of the speech, finding the transcript,

making data sheets, and categorizing the data in the data sheets.

The collection of the data was conducted through the document

analysis. It was not possible for the researcher to conduct an interview since

the speaker was the Hollywood artist. It was very difficult to meet personally

and to undergo the extra distance which all of these points, even if they were

possible, it would charge a very big amount of money. Nonetheless, the

researcher got the benefit from the advance of technology nowadays which

supported the researcher in analyzing the data. Therefore, the information

which was needed in this research can still be gained through the media

easily.

Other documents which support this research were also collected in

order to have a deep learning process and interpretations. This technique of

collecting data was a non-interactive technique because it did not involve the

researcher interacting with subjects who were being studied. The steps that

are taken while collecting the data collection were

a. retrieving the video of the speech which will be the source of the

data form;

b. retrieving the speech transcript form;

c. watching and re-watching the video to find the relevant data;

 57

d. identifying the words, phrases, utterances, or discourse in the

interview with a support of the transcript;

e. recording the data into the data sheet; and

f. analyzing the data.

2. Techniques of Data Analysis

The data analysis of this research was divided into some steps as

follows:

a. identifying the speech and selecting it as data after watching and

rewatching the video comprehensively;

b. classifying the data into raw data that further it was categorised

based on the data sheets provided;

c. classifying the kinds of speech acts in the speech video;

d. analyzing context situations involved and explaining the

arrangements of classical rhetoric in Emma Watson’s HeForShe;

and

e. drawing conclusions after making the written report of the analysis.

3. Data Trustworthiness

This research was principally using credibility, dependability and

conformability as to check the trustwothiness of the data. To deal with the

credibility of the data, the researcher presented deep and detailed information

of the data, so that the data could be considered credible. While to check on

the dependability, it is needed to read and re-read the data and to examine

the process of the data collection and the data analysis by matching the
 58

research questions with the results. In conformability, the researcher aimed

to measure whether the data findings and its interpretation were truly based

on the obtained data.

It is also needed to use a triangulation technique to confirm the

evidence and to achieve the conformability. Based on Lodico (2010: 189)

triangulation is the process of comparing different source of data or

perspective of different participants. Triangulation can be conducted by

studying linguistics, which was done by seeking for an affirmation from

articles, journals and books, and consulting the data with a lecturer as the

thesis supervisor and students who study linguistics. The students were

Nurhidayah Permata Nurani (a student of English Education Department in

State University of Yogyakarta) and Annisa Laura Maretha, S.Pd (a student

of English for Professional Development in Mae Fah Luang University of

Chiang Rai, Thailand).

 CHAPTER IV
FINDINGS AND DISCUSSIONS

This chapter consists of research findings and discussions. The kinds of speech

acts and the types of the arrangement of classical rhetoric presented in Emma

Watson’s HeForShe which were analyzed further through the UN Social Issues in

the 21st Century were put in the research findings section. After that, the data

findings were discussed and elaborated more in the discussions section.

A. Findings

1. The data findings of the kinds of Speech Acts presented in Emma

Watson’s HeForShe

As it has been discussed in Chapter II, speech acts consist of three

acts which are locutionary acts, illocutionary acts and perlocutionary acts.

Furthermore, illocutionary acts are divided into five which are declaration,

representative, commissive, directive and expressive. Surprisingly all those

five kinds of illocutionary acts were seen and employed in Emma Watson’s

HeForShe. This deployment of the five kinds of illocutionary acts made her

speech more effective.

The reason is because Emma did not only want to deliver a speech

which contains of some new information but she also wanted to convince

and drag the audience’s perception and belief towards the feminism idea by

informing them regarding the deplorable facts and telling them what is more

to come if they do not change the status quo. She was also expressive to

show the sorrow of the condition in the status quo that women and men are

59
 60

victimized by the stereotypes. She added that it would be nice if the

condition changes in the near future. Therefore, by creating a logical and

emotional arguments, Emma successfully made her speech very effective in

gaining people’s attention towards gender issues. The data findings

regarding the speech acts in Emma Watson’s HeForShe are presented in the

table below.

Table 4: The Data Findings of The Kinds of Speech Acts Presented in

Emma Watson’s HeForShe

NO. Illocutionary Acts Illocutionary Force Frequency

1. Declaration 1. Declaring 1
Total 1
2. Representative 1. Opening 1
2. Informing 49
3. Convincing 7
4. Insisting 5
5. Clarifying 1
6. Protesting 1
7. Criticizing 1
8. Guessing 1
9. Predicting 3
Total 69
3. Commissive 1. Guaranteeing 1
2. Threatening 3
Total 4
4. Directive 1. Commanding 1
2. Inviting 2
3. Requesting 2
Total 5
5. Expressive 1. Addressing 1
2. Relieving 2
3. Deploring 3
4. Regretting 2
5. Praising 2
6. Thanking 1
Total 11
Total of Illocutionary Act occurrences 90
 61

Based on the table above, representative is the most frequently used

illocutionary act which was used by the speaker for 69 times. It is because

the main goal of Emma’s speech in the UN General Assembly was to tell

the people that the world is no longer safe. One of the most dangerous

problems still exists in the status quo right now which is the gender

inequality. We, as the current human beings who live in this world, should

do something to stop it. It is needed for us to prevent the world to be more

deteriorated. Telling the audience about the information and making people

aware of the problem existing in the current status quo are mostly effective

to be delivered by using representative. That is why in this speech Emma

utilized representative the most in order to convey her message.

Representative consists of 9 illocutionary forces which are opening,

informing, convincing, insisting, clarifying, protesting, criticizing, guessing

and predicting. Informing was seen as the most frequent force with 49

occurrences. Based on the research that had been conducted by Emma, it

proved that most of the people are not familiar with the feminism term. They

only understand it as something which is bad, aggressive and man-hating.

Therefore, Emma wanted to clarify the meaning of feminism. She also

wanted to direct the people’s mind that being feminism does not necessarily

mean they hate men but simply fighting for the equality that both men and

women deserve to get. Therefore, in order to transfer this important issues

to the audience with the highly educated background, informing was used
 62

more frequently than any other types of representative because it was less

offensive.

On the other hand, it was found that declaring came as the least

frequent type to be seen in the table. The function of declaring is to state

oneself about something that may change how the world perceives them.

Emma was only known as the Hollywood actress who was seen less

contributive in any political situations. In the UN General Assembly Hall,

she was trying to make a social and political approach to the audience by

bringing up the gender issue. She made a declaration which was done by

telling the audience that she is the goodwill ambassador of the UN Women.

Exactly after hearing that statement, the audience suddenly changed their

perception about Emma and gave more attention and respect to her. This

statement was really effective to make a good sudden change of perception

about Emma in the audience’s eyes just in one second. Therefore, the use of

declaration should be just right, effective, and not too much.

2. The data findings of the types of the arrangement of classical rhetoric

presented in Emma Watson’s HeForShe

The arrangement of classical rhetoric consists of introduction,

statement of facts, division, proof, refutation and conclusion. The data

findings regarding the arrangement of classical rhetoric presented in Emma

Watson’s HeForShe are shown below.

 63

Table 5. The Data Findings of The Arrangements of Classical

Rhetoric Presented in Emma Watson’s HeForShe

No The Arrangements of Classical Rhetoric Frequency

1. Introduction 2
2. Statement of Facts 14
3. Division 0
4. Proof 25
5. Refutation 1
6. Conclusion 17
Total 59

Based on the table above proof came as the most frequent canon with

25 times of occurrence and division came as the least canon to be used by

the speaker with 0 time of occurrence. In influencing the people to make an

important move, we need to enter into their logic and give the explanations

in detail. By providing the logical arguments, it will be easier for any new

arguments, especially those which somehow are the opposite of their current

beliefs, to be accepted and digested by the audience. This logical

explanations and supporting facts will be very meaningful to convince the

audience to the points brought by the speaker.

Similar with Emma, most of the people did not aware that there was

a gender problem such as the unequal treatment, limited self-determination,

underestimating women’s capability, and so forth. We were forced to

believe that women should be perceived as the weaker human beings.

Hence, their freedom and rights were less likely acknowledged by the

society. This condition made the women suffer even more. In order to make

people believe that there was an urgent problem in the society, the speaker
 64

needed to bring facts that happen in their surroundings. Therefore, Emma

brought evidences about how women were suffering from bad treatments,

unfair judgements and violations. Later on, these facts and logical

explanations were categorized as proof. Thus, proof got the highest score

compared to any other types of arrangement of classical rhetoric.

B. Discussion

1. The data findings of the kinds of Speech Acts presented in Emma

Watson’s HeForShe

Based on the findings above, surprisingly all acts in the illocutionary

acts were seen in Emma Watson’s HeForShe. Representative appeared as

the most dominant act because Emma wanted to show her opinion regarding

the gender issue. In the status quo right now people believe that gender issue

is not an important issue to be discussed. They think it is right for women

to not have the same freedom as men do, and it is also right for men to not

have the full free-self-determination like being sensitive and feminine.

Therefore, to make the people realize, Emma used representatives more

than any other acts to inform the audience about the gender issue that exists

around them. On the other hand, commissive appeared as the minor act

because in her speech Emma also wanted to show the audience about the

future effect if they keep letting the status quo happen without any

interference. The further elaboration will be explained below.

 65

a. Declaration

Declaration is a speech act that changes the world by their utterance

(Yule, 1996). The form of declaration in Emma Watson’s HeForShe

which is presented by the speaker is only declaring.

(1) Declaring

The goal of declaring is to give a statement or declaration about

one’s status that changes the people’s perception and degree of

respect toward them. This is needed because Emma wanted to show

the audience that she deserved to have a speech in the UN General

Assembly podium and she had a right to speak about the gender

issue. Therefore, in order to give that statement, Emma made it into

a declaration sentence. The example of declaring in Emma Watson’s

HeForShe is presented below.

I was appointed as Goodwill Ambassador for UN Women six

months ago.
(SP/1/00.50-00.57)

It has been known that not all people can wish to speak in the

UN podium. The people who can speak there are only the

representatives of the country members or the significant people in

the UN like for example the Secretary General of the UN, the

President of General Assembly and the UN Security Council, etc.

However, the UN can also invite the speaker outside the UN officials

like the President of the country members. It was very surprising that
 66

suddenly there was a person whose position is not mentioned above.

She was neither the president of a country member nor the UN

officials. This condition made people wonder why a person like

Emma could speak in the UN General Assembly.

Based on the data above, Emma wanted to tell the reason

why she could be in the UN General Assembly. She told the

audience that she had been appointed by the UN Women as the

Goodwill Ambassador six months ago. This statement changed the

social status of Emma in the International World which was not only

as an actress but also as an ambassador. Being a Goodwill

Ambassador of the UN Women made the audience believe that

Emma had the authority to stand in the podium and to talk about the

feminist movement in the UN. Telling the audience her important

position in the UN would gain the emotional feeling of the audience

to trust Emma and to believe in what Emma said.

Furthermore, she added that she had been chosen since six

months ago which means she had been in that position since half a

year ago. It means that since half a year ago until the time she

delivered the speech, she had been experiencing many things

regarding the gender issue. She had dealt with gender problems

around the world, from the first world countries until the third world

countries. The noun phrase “six months ago” was chosen rather than

“half a year” because it strengthened the audience’s understanding

 67

about how long she had been in that position and how experienced

she had become. Therefore, delivering this declaration was a good

choice to gain the people’s respect and trust to Emma.

b. Representative

Representive is a kind of speech acts which states what the speaker

believes to be the case or not (Yule, 1996). There were many forms of

representative shown in Emma Watson’s HeForShe which are presented

as follows.

(1) Opening

The goal of opening is to gain the attention of the audience.

Opening usually is placed in the beginning of the speech. The

opening can be a greeting and/or addressing. One of the example

of the opening presented in Emma Watson’s HeForShe speech

is shown below.

Your Excellences, UN Secretary General, President of the

General Assembly, Executive Director of the UN Women and
distinguished guests.
(SP/1/00.00-00.16)

The atmosphere in the UN General Assembly meeting was

very formal which made people already have high attention

toward the person talking in the podium. Therefore, when

Emma went to the podium, everybody had given her the

attention. Thus, she did not need to grab the attention of the
 68

audience by greeting them but by directly addressing the

officials and the audience.

This perception was also emphasized with the use of

“distinguished guests” phrase because this way of addressing

looked more formal yet very respectful than “ladies and

gentlemen”. Therefore, the utterance above was included as

opening since its function was to open Emma’s speech.

However, greeting was not used because she wanted to be

straightforward and simple in her opening.

Just like any other organizations, the UN also has its own

hierarchy position. However, not all Presidents and Chairs of the

UN branches were invited in order to make the meeting more

specific and effective. The UN Secretary General, the President

of the General Assembly, the Executive Director of the UN

Women were some of the most important people of the UN who

were invited in the meeting. The other guests who attended the

meeting were the members of the UN and the media.

Emma addressed the UN officials based on the degree of the

respect because it would eventually make the audience believe

that she was very appropriate and had a high sense of social

sensitiveness. It was because Emma would tell the audience

about the most sensitive issue which was the gender issue. Many

people did not believe in gender inequality simply because they

 69

were not aware of the fact that women deserve the equal rights

as men. Therefore, it was needed for her to grab their emotional

attention, so that she could deliver her ideas.

To be exact, this way of opening was practically used in

order to gain the emotional feeling of the audience which then

made them feel sympathetic towards Emma. This condition

made it easy for Emma to grab their unconscious mind to believe

in what she said afterwards. Thus, Emma’s speech would sound

more powerful and believable.

(2) Informing

The goal of Informing is to tell a fact or something new to

the audience. Some of the informing presented in Emma

Watson’s HeForShe speech are given below.

Today, we are launching a campaign called HeForShe.

(SP/1/00.16-00.20)

The utterance above is categorized as informing because the

speaker wanted to tell the audience about what happened in the

day she gave the speech. The audience might wonder why a

Hollywood actress like Emma wanted to deliver a speech in the

UN and what she was going to talk about. Emma tried to be

informative by telling the audience the information that would

support them to understand the context of the topic. Thus, this

 70

information would prevent the audience to misunderstand her.

It also prevented the audience from being confused in following

the flows of her arguments mentioned later in her speech.

Because of the reason, this utterance, therefore, was considered

as informing.

In addition to that, the word “today” was placed in front of

the sentence in order to emphasize the time constraint on the day

she delivered the speech which was about the launching day for

HeForShe campaign. Telling this to the audience was very

important not only to make them know what Emma’s main topic

was but also to make them realize that the future would be better.

Emma tried to make people aware that there was a tangible

problem exist in the world which was about the gender problem.

On one hand, women could not have full access to be what they

wanted to be and men, on the other hand, could not have a

deliberate freedom to become more feminine.

By telling the HeForShe movement, she would like to say

that finally there was an official platform in the UN which

concerned more on the gender issue and tried to care more for

unfortunate women and men in the world. Emma combined the

goal to give the audience a clue of her topic and to ease the

worry of the people toward gender issues in one simple

sentence. This made her speech very effective and efficient.

 71

The second example of informing that existed in Emma

Watson’s HeForShe is presented below.

This is the first campaign of its kind at the UN.

(SP/1/00.33-00.37)

Emma tried to tell the audience what was so special from her

speech which was not only about the topic but also about the

chance. It was the first time for the UN to give a chance for a

gender equality movement to campaign in the hall. This was a

good sign from the UN that at the end the UN realized that a

gender issue should be treated as one of the important and

crucial issues to be discussed in the hall. It was good news for

all feminists and people who concerned for gender equality.

Therefore, Emma wanted to spread and inform this good news

to the audience.

Furthermore, by spreading this information, it added the

sense of influence to the audience to join the movement. This

information made the audience think that this movement was

very important and worth to follow. Because this utterance had

a function to inform the audience about the good news,

therefore, it was considered as informing.

Moreover, the words were constructed by Simple Present

Tense because Emma wanted to be straightforward in telling the

audience about the points that she emphasized. She used the
 72

phrase “of its kind” to avoid redundancy because it would make

the speech less effective. Thus, this sentence made the audience

easily grab the main idea and understand her intention.

The last example of informing in Emma Watson’s HeForShe

speech is shown below.

I decided that I was a feminist.

(SP/1/02.18-02.21)

In the data above, Emma wanted to inform the audience that

after witnessing many gender inequalities in her past life, she

wanted to become someone who could heal these and bring the

ultimate peace between genders. Emma realized that she needed

to not only fight for her own rights but also for all women’s

right. Thus, in order to gain that goal, she decided to become a

self-proclaimed feminist.

She thought that to be a self-proclaimed feminist was a must

because becoming a feminist means that you were aware of the

rights that women deserved to get. At the same time, being a

feminist means that you also held a moral responsibility to

actively make women aware of the rights and able to execute

their rights. Unfortunately, we found there were not many

people became feminists. So, Emma delivered the speech to

provoke people to also become a feminist like her.

 73

Emma structured the sentence by using Simple Past Tense

because the fact that she finally decided to become a feminist

was done in the past. However, it did not necessarily mean that

in the day she delivered the speech, she was no longer a feminist.

She is still a feminist until now. She is even appointed as the

goodwill ambassador by the UN Women.

The utterance was made short and simple in order to make it

more effective in delivering the main point. It could also make

the utterance sound meaningful and convincing. Thus, the

audience could easily grasp the idea from this specific utterance.

(3) Convincing

The function of convincing is to make people believe in

one’s statements. In order to make the speech well-conveyed,

the speaker needs to be trusted by the audience. The trust leads

people to easily consume what the speaker says because they

will not give any negative sentiments or rebuttals toward the

arguments delivered in the speech. Hence, in order to create a

good strategy, it is very needed to gain the trust of the audience.

One of the way, to do that is by being sincere and convincing.

There are several utterances in Emma Watson’s HeForShe that

were considered as convincing which are given below.

We want to try and make sure that it is tangible.

(SP/1/00.47-00.50)
 74

In the utterance above, Emma wanted to convince the people

that HeForShe was a real, determinative and trusted movement.

In order to do that, she wanted to emphasize how important and

promising HeForShe was. In this era, there were already many

feminist movements which supported the women’s freedom and

right.

However, not many of them recognized that at the same time,

men’s rights were also prohibited by the society. For instance,

how men could not be emotional, sensitive and feminine was

because they would be seen as less of a man. It was because

those characteristics were women’s characteristics. Women

were considered as the second class human, so that anyone who

reflected their characters would also be considered as weak and

second class.

She believed that even with current feminist movements, the

gender equality was still hard to achieve. It was not only about

the lack of people’s awareness but also about the quality of the

movement itself. Therefore, she explained that HeForShe was

different from other movements not only because it was under

the UN Women but also because it had a different point of view

and was very persistent in making everyone’s ultimate

happiness true.
 75

Furthermore, “want to try and make sure” strengthened the

point that she was very serious with the movement and highly

suggesting the audience to join it. However, Emma believed that

this movement needed the full support from the audience

because she admitted that quantity mattered a lot in achieving

the goal of the movement. She added that everyone could be a

gender agent as a result of her experience in the past about the

people around her who became the inadvertent gender

ambassadors. Therefore, this utterance added more convincing

sense to make people interested in supporting and joining the

movement.

Based on the words structuring, Emma chose the less formal

phrase “want to” compared to “would like to” because she

wanted to decrease the gap between her and the audience.

Knowing the atmosphere of the UN General Assembly meeting

which was highly formal, she believed that it was not possible

to find the gap. Therefore, she decided to be straightforward by

absorbing it and using less formal wording to convince them to

believe in her. This kind of strategy was very helpful to decrease

the phychological disparity and to make the audience feel closer

to Emma. Thus, the messages would be easily delivered.

The sentence was constructed in simple present tense

because it showed that trying and ensuring the existence of

 76

gender equality would not only be conducted during certain

period of time. It secured the idea that this movement would not

stop fighting the inequality. Moreover “tangible” made the

utterance more sensible because this word was very powerful to

strengthen the meaning of how the speaker wanted to make it as

visible, applicable and successful as it could be. Thus, it gave

more vivid explanation to gain people’s understanding and

feeling toward the depiction of the movement.

And I think it is right that I am paid the same as my male

counterparts.
(SP/1/03.10-03.16)

In the past, not many companies hired women as their

employee because women were considered as less capable of

doing other jobs except being housewives. This condition

limited the freedom of women to work in any places they wanted

to. Those who felt capable of doing the job would be

undermined simply because their gender was female.

But in the recent years, they start to hire more women.

However, the women still get low salary and different

treatments. On the other hand, men with the same position get

higher payment than they do, even though the women are able

to give equal or better performance. It is totally unfair for them

because they also do the same job, as hard as, as difficult as, and
 77

as risky as men’s job. So, it is common if they ask for the

acknowledgement and same payment too.

In Emma’s speech this is an example of how women suffered

unfair treatments for a very long time. Emma wanted to

convince the audience that companies or any other actors who

involved in the work field should give the same chance and

salary for the women. Women should be free to choose their job

as long as they are willing and capable. Women should also

receive the same salary as men for the same job and position.

The utterance above proved how she was really insistent with

her argument that women should be treated equally in all

spectrums. She wanted to make the people not only believe in

but also execute it too. They should help women to get their

rights in the work field.

When people do so, Emma believed that gender inequality

will be overcome soon. She used the subject “I” because she

wanted to show to the audience that she was the representative

of thousands women who get this unfair treatment. This strategy

was effective to provoke people especially the women to be

braver to voice up their feelings and thoughts. Because Emma

wanted to be straightforward in convincing the people to believe

in the point in her statement, therefore, this utterance was

categorized as convincing.
 78

I think… (applause break) I think it is right that women should

be involved on my behalf in the policies and the decisions that
will affect my life.
(SP/1/03.16-03.22)

The data above was classified as convincing because Emma

wanted to make the audience believe that women also have right

to sit in the parliament or to be a politician or to be in any other

formal positions whose job is to create policies and public

decisions. In the work field, women are considered as less

capable than men, especially those jobs which use intelligence

as its main workers’ capability. It is because women have been

stereotyped as too weak, too emotional, too sensitive, too

expressive, and too irrational which at the end these perceptions

badly influence their working performance.

They even perceive that women do not have any interest to

join because they generalize that all women should have interest

in kitchen and children only. This way of thinking influences the

way how society constructs an unwritten yet accepted gender

rule. This rule then harms women because there are no

representatives of women who are involved in the discussion.

Therefore, it is believed that the fewer women involve in the

discussion, the lesser they are recognized by the society, and the

sufferer they become.

 79

By uttering that sentence, Emma wanted to tell the audience

that women deserve to get involved in any politic, social, and

economy discussions. Women should be free to divine

themselves to be what they want to be. They should be free from

any prejudices that undermine their dignity and capability as

women. This was the message that Emma wanted to convince

to the audience.

The long applause given by the audience in the middle of

Emma’s utterance proved how they felt touched seeing Emma

could be that brave to deconstruct the values that have been

rooted so long in the society. This applause was also a proof that

they were convinced with the arguments and ready to support

the movement to bring the change. When the audience gave her

applause, she paused her speech for a while because she wanted

to respect the audience. She understood that the audience have

given her a good response. However, she did not want to be too

flattered by this circumstance, so she continued her speech by

mentioning the words “I think” again to make her point strong.

(4) Insisting

The goal of insisting is to force people to follow the

speaker’s order. Some of the utterances presented in Emma

Watson’s HeForShe speech that were considered as insisting are

given below.
 80

We need more of those.

(SP/1/04.38-04.40)

In the utterance above, Emma wanted to make people believe

that the world needed to be deconstructed for its inequality that

harmed people in the margin. People in the margin were the

people who suffered the most like in this case, they were

women. To deconstruct the world, it needed feminists because

they were the actors who would fight and strive for women’s

right.

Emma had shown them the inadvertent feminists in her

surroundings. Thus, she wanted to make people become the

feminist as well who strived for the gender equality. By giving

the statement above, it strengthened her intention that she really

insisted the audience to become ones. Therefore, this utterance

was classified as insisting.

It could be seen that Emma used a simple sentence because

she wanted to be straightforward in telling the people what it

really needed to change the world. It needed more feminists.

This simple sentence was very powerful to send a message that

there should be more people who were aware of the gender’s

rights and freedom, and willing to fight for that things to happen.

The word “those” also added the sense of simplicity because

it referred to her previous statements about the inadvertent

 81

feminists she met in her past life. Therefore, to reduce the

redundancy she made it bold by saying “those”. This simple,

effective and straightforward sentence would make the point of

Emma very meaningful and powerful.

Gender equality is your issue too.

(SP/1/05.41-05.47)

The statement above proved that Emma wanted to show that

people needed to care for the issue on gender equality too.

Basically people would care for the problems that were close to

and had something to do with them. As long as the people were

not disturbed with it, they would not care for it at all. This was

the proof of how people nowadays started to become self-

centred and ignorant. This condition would then make the

society could not go hand in hand in solving the problem.

The utterance was very simple and straightforward. It

emphasized that Emma really insisted the audience to think

about and to solve the gender inequality happened in this world.

They had to think that gender inequality would also impact

them. For example if you treated women as second class people,

it would inherently limit men’s freedom to be feminine. At the

end, the gender inequality did not only bring bad impacts to

women only but also to men and to the whole society. Therefore,
 82

it was very urgent for all people to contribute in solving the

gender problems.

Meanwhile, for the sentence structure, this sentence was

created in the simple present because the speaker wanted to

emphasize the awareness of the audience from now on. “Your

issue too” was perceived as something powerful because it made

the audience, especially men, feel that the problems faced by

women were one of their responsibilities too.

It is time that we all perceive gender on a spectrum instead of

two sets of opposing ideals. (Applause)
(SP/1/07.23-07.31)

In the utterance above, Emma tried to insist that all audience

should see gender as one point. There should be no significant

difference between the role of men and women in the society.

Both of them were just physically different. They deserved the

same freedom and rights to be free from any prejudices and

gender biased rules. The people thought that men bring certain

burden that were opposed to women’s burden which at the end

it harmed them both.

As the example, people casually thought that being strong

was the power of men, on the other hand, being emotional was

the power of women. Another example was when going to work

was the job of men, on the other hand, staying at home was the
 83

most ideal job for women and so forth. This was so unfair

because we created a standard not based on their capability and

willingness but based on their gender. Becoming women did not

mean that you had to be weak and emotional and at the same

time, becoming men did not always mean you had to be strong

and more logic than women.

This kind of concept was wrong at the very first place. Thus,

she delivered her speech in order to wake everybody up to

realize that men and women had the same freedom and rights

such as to determine their personalities, to be what they want to

be, to work in whatever jobs they like and so on. So, at the end,

women and men could be whatever they wanted to be and they

could be free from any gender stereotypes.

She put “It is time that..” in front of the sentence to

strengthen the essence that she wanted to be straight in making

people believe that this was the right time for them to change

their conventional thought about gender. The applause given by

the audience was a form of appreciation of how brave Emma

was in voicing up her idea about the gender equality. The people

felt so impressed with her performance and were convinced to

change their perception.

 84

(5) Clarifying

The goal of clarifying is to give more explanation or details

which can make the previous statements clearer, less doubtful,

and easier to understand. In Emma Watson’s HeForShe, the

clarifying was only raised for once which is posted below.

And if you still hate the word, it is not the word that is
important. (SP/1/04.40-04.48)

Many people still did not aware of the women’s right. Most

of them even antagonized the feminists as the destroyers of the

current values. They were seen as the bad actors who would

mess up the norms and values which had been constructed for

years. The people were just too lazy to move from their comfort

zone. They were afraid of the challenges. They did not realize

that actually the challenges could bring new alterations and

better values.

In the sentence above, Emma tried to create the pre-emptive

utterance that the people might still hate the feminism idea. She

realized that there was still a possibility for the people to not be

convinced by her speech. This strategy even strengthened the

point Emma wanted to emphasize which was to make people

believe in the gender equality. To grab people’s attention to the

ultimate meaning and neglect the words and its spelling were

very much needed because people were only trapped in the

 85

stereotype toward feminism but they did not really know what

it really meant to be a real feminist.

In her speech, she wanted to drag people’s mind to

understand more about the idea of having an equal opportunity,

equal power and equal freedom upon their body, their dreams,

and their willingness. They should put less focus on the wording

because it could make them feel difficult and impossible to

achieve that ideal and expected condition. It could be so because

whenever they wanted to strive for the gender equality, what

they needed to do is fighting the very strict conventional society

to accept the new different value among them. Changing the

social values was the hardest part. Emma realized that fact about

how this was not an easy thing to do. Thus, she convinced the

audience by uttering that sentence.

She repeated the phrase “the word” for twice to indicate that

she strengthened the point that people should really neglect the

word and should pay more attention to the full meaning.

Conditional word like “If” was used to address the people who

still had a possibility to not be willing to balance the gender.

Thus, this sentence was specifically addressed the people who

still doubted about whether to join the movement and become

the feminist.
 86

(6) Protesting

The goal of protesting is to show that the speaker disagrees

and complains about something. Some of the utterances

presented in Emma Watson’s HeForShe speech that were

considered as protesting are given below.

Why has the world become such an uncomfortable one?

(SP/1/ 02.59- 03.06)

In the data above, it was clear that Emma wanted to complain

about the nowadays condition. In the status quo, the world was

considered as not comfortable for women since many people,

values and beliefs limit women’s freedom and happiness. For

example the fact that women were not treated equally in politic,

economy, education and even social spectrum proved that

women were undermined in all aspects of life. Because of that

reasons, Emma felt that the world was no longer comfortable for

the women to live in.

The form of the utterance was interrogative because she

wanted to invite the audience to also question why the condition

was very uncomfortable for all of us all. This form helped Emma

to not only make the listeners believe in Emma’s statement

about how deploring the fact was but also to make them realize

it by themselves. They did not question the world but

 87

themselves. They were the actors who contributed in making

that unideal atmosphere.

“Such uncomfortable one” means that the existence of

gender inequality was really depressing and frustrating, so that

it made people feel uncomfortable to live in. When it existed, it

means there was one kind of human who suffered alone, women.

This way of speaking made it more effective to protest to the

people why they kept on holding the values that limit women’s

right, and even violate many of their rights. Emma invited the

audience to reflect themselves that what they so far did for years

was wrong. They should respect women the same way as how

they respect the men.

(7) Criticizing

Criticizing is used to express disapproval toward someone or

something. The examples of criticizing in Emma Watson’s

HeForShe are elaborated below.

How can we affect change in the world when only half of it is

invited or feel welcome to participate in the conversation?
(SP/1/05.24-05.35)

There were gender equality promotions, movements and

socializations. However, not many of them were successful to

achieve the gender equality simply because it hit the wrong

target. In upholding the equality, it needed the cooperation

 88

between men and women, not women alone as a single fighter.

This happened in the current movements where they did not

involve men as their fighters. The way involving men was not

only how men should become the feminist only but also how

they should explain it according to the men’s point of view. For

instance, the gender inequality was not only going to harm

women as a single entity but it would also harm men and the

whole society.

The importance of men to be involved in the discussion was

to make the discussion become richer, deeper and wider. This

good and healthy discussion would bring the best result in

tackling down the problem. It was because men were considered

as the first class human. The only way to make women level up

and get the same treatment as men was by giving the ladder for

them to go up which could only be conducted by men.

In 1995, Mrs Clinton delivered a feminism idea in Beijing,

China. Only less of half of the invited audience were men. The

speech was not really heard because the speaker could not

position herself in both scenarios which were how the gender

inequality would not only harm the women but also the men. So,

it could not raise the emotional attentions from men to see that

the problem was really urgent to solve. This precedent proved

that the men involvement was really important.

 89

The form of the utterance was in the interrogative sentence

because she wanted to criticize the current method used to

uphold women’s right. Inviting the audience to think like the

way how she thought could possibly be shown through an

interrogative sentence. It was effective because this kind of

utterance would enter the audience’s logic to also think about

the importance of men to involve in the discussion. She utilized

“affect change in the world” in order to strengthen the point that

having a speech about feminism was not a mere speech but a

speech which could bring a change.

(8) Guessing

Guessing is used to give an answer to particular question that

you predict it will be asked by someone. The examples of

guessing in Emma Watson’s HeForShe are elaborated below.

You might be thinking who is this Harry Potter girl? (laugh)

and what is she doing at the UN?
(SP/1/08.19-09.28)

Harry Potter was a movie which took place in a magical

world. The main characters were Harry (the boy who lived) and

his two best friends, Ron (The king) and Hermione (The

smartest witch ever). Their life journey started when they

entered a school special for witches called Hogwarts. These

movies were based on a novel with the same title, Harry Potter.
 90

The writer, J.K. Rowling wrote Harry Potter in seven series

from 1997 up to 2007 while the movie were produced in eight

series from 2001 up to 2011. So basically, the movies existed

for more than ten years. However, until now people still keep on

talking about this.

One of the main character, Hermione, was played by Emma.

She joined the Harry Potter franchise since she was 11. These

movies successfully brought Emma to the ultimate fame. It was

quite hard for people especially Harry Potter fans to not

associate her with Hermione. Thus, whenever Emma appeared

in public, people would always think that she was always the

Hermione of the Harry Potter.

Emma was rarely seen in any political movements. It was

very shocking that suddenly she appeared in public in the

different form. She wore formal casual attire and talked about a

serious issue in the United Nations. Members of the UN might

have wondered why an actress like her who was hardly seen in

the UN having a speech there. The laughter was a common

response from the audience to Emma’s keywords “Harry Potter

girl”. She also laughed when she addressed that term indicating

that she also accepted the fact that people labelled her with

Hermione, the Harry Potter girl.

 91

However, this was considered as a good strategy for Emma

to be more convincing. In order to make people convinced, a

speaker needed to heal the doubts towards the arguments

brought in the speech. She realized that people felt uncertain

about her arguments about how she wanted to change the world

for the betterment. She guessed that this uncertainty existed

simply because the people knew her only as Hermione. To heal

the doubts, she directly spotted it by mentioning the term “Harry

Potter girl” and gave answers as to why this girl was standing in

the UN podium. This way of explaining would eventually make

people give more trust to her and believe that she deserved to be

there and talk about the gender issue.

c. Commissive

Commissive is a kind of speech acts that speakers use to commit

themselves to do something in the future (Yule, 1996). The forms of

commissive that were seen in Emma Watson’s HeForShe are presented

below.

(1) Guaranteeing

Guaranteeing is used to promise something will happen or

will be done in the future. The examples of guaranteeing in

Emma Watson’s HeForShe are given below.

And that when they are free, things will change for women as a
natural consequence.
(SP/1/06.52-06.59)
 92

As it has been explained by Emma how men suffer from the

gender inequality too, she believed that men could also be

sensitive, expressive, emotional, and somehow feminine too.

But when they decided to be like that, they were called as pushy

and weak which then they made them feel less of a man. This

condition made them very upset because they could not

determine themselves like what they wanted to be.

Expressing their freedom and feeling was really important

for every single person since it was the form of self-happiness.

The reason why human needed to survive in this world was

because they wanted to achieve their self-happiness. If their self-

happiness was violated, it would make the person suffer and live

under pressure. The worst scenario was that how it could even

make them commit to suicide just like what we could see in

newspapers in the recent days. There were a lot of men kill

themselves simply because they felt that they were no longer

able to find happiness inside their mind because of the society’s

construction.

Emma tried to portray when the people realized that gender

inequality also prohibited men to execute their freedom, men

would also felt triggered to join the movement too. She added

when men could be free from the stereotypes, as the

 93

consequences the women would be free too. So, it was clear that

the movement would bring a win-win solution for both genders.

“And” was put in front of the utterance to add the

information which could strengthen the previous statement

which was “We don’t often talk about men being imprisoned by

gender stereotypes but I can see that that they are”. This proved

to the audience that actually men were also imprisoned by the

gender stereotypes as well as the women. Then Emma added the

second statement to strengthen the point that at the end

whenever the men were free from this stereotypes, as one of the

consequence, the women would automatically be free too.

She emphasized how it was really needed to deconstruct the

gender stereotypes and to bring equality toward both parties.

This was a compound sentence because there were two clause

(And that when..) and (things will..). The speaker used future

tense like “things will change..” because it was a hope for the

future. However, this hope could be guaranteed once people

agreed to free men from the stereotypes. She chose the word

“natural consequence” because it sounded soft and attached the

emotion of the audience. Therefore, the audience could really

feel how suffer the women and men were because of the gender

stereotypes. If we could free one of them, we could also free all

of them.
 94

(2) Threatening

Threatening is used to express some danger or unpleasant

things that will happen in the future if someone does not do

something. The examples of threatening in Emma Watson’s

HeForShe are elaborated below.

Because the reality is that if we do nothing it will take 75

years, or for me to be nearly 100, before women can expect to
be paid the same as men for the same work.
(SP/1/10.30-10.51)

In the utterance above, Emma tried to predict what the worst

condition was if people kept ignoring the fact that gender needed to

be balanced. It was really frightening seeing the prediction that if

until now there was none tries to help, the women would get more

suffer. The problem was not only how they would get the pain but

also how they had to feel it for the very long time. She gave the exact

number 75 years and she even strengthened that 75 years was not a

small number. It was a number which was close to 100 years. Under

people’s logic, 100 years means at least there are three or four

generations who should feel the pain and suffer from this unfair life.

This shows how the sorrow will last long.

She believed that the organic change would be there

someday because at the end when the civilization gets better, the

people become more modern and more aware to realize the rights
 95

and freedom, the problem would eventually be overcome. However,

she tried to tell the world that we did not need to wait to the organic

change to happen. It was not only because its existence was still

questionable but also because the world could no longer wait. The

longer we have to wait, the sufferer the women become. So, this is

the time for the people to make a fast move to strive for the gender

equality.

The unequal treatment was given to women in all spectrums

including in the work field. Emma insisted the people that women

deserve to be paid the same as their male counterparts for the same

job. Emma gave the silent and deploring gaze to show that the reality

would be very much frightening to face if we could not help the

women to get their rights.

15.5 million girls will be married in the next 16 years as

children.
(SP/1/10.51-10.59)

Marriage is something important and sacred. It is a symbol

of the highest expression of sanctity, love and happiness. It is about

how the couple commit to love each other and life happily ever after

until they die. You cannot randomly choose a stranger to become

your husband because it is impossible for you to reach the happiness

if you are forced to life with someone we do not even know and love.
 96

However, in the reality, there were many young women

whose marriage were arranged by their family simply because the

family is poor. Based on the data of UNICEF in 2014, more than

700 million women were married before their 18th birthday. In

Niger, for instance, 77 per cent of women aged 20 to 49 were

married before age 18 in contrast to 5 per cent of men in the same

age group. More than one in three (about 250 million) entered into

union before age 15. This showed how deplorable the fact is because

girls were forced to get married in their childhood age.

For the society who married their daughters too son, a

marriage was like an exchange of daughters into gold, money and

prosper life. So, they expect that when they marry their daughter

with the old rich merchant, their family will get a better life. They

believe that their daughters only bring suffering and pathetic life.

Sadly, this idea is strengthened by the stereotype that perceives

women as the second class human.

Not only that, but the saddest part was that how they also

married their daughters too soon. The brides were still very young.

Their ages were ranging from 10 to under 20 years old. Whereas the

grooms were 30 years old or above. The girls did not possess any

choice but to accept. When the girls got married, it cut off all their

hopes and happiness. They could no longer play with their peers, go

to schools and pursue their dreams, travel around the world, try new
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things and learn from their mistakes. All they could do was only

serving their husband whom they did not love since at the very first

place.

It was also more tragic when the girls got pregnant. They

were under age and they had to take care of the babies. Many of them

died because their body could not resist the pain of being a wife and

mother too soon. We were living in the world where we neglected

girls’ right to give a consent to their own marriage.

Emma tried to tell the people the worst condition if we did

not change it. There would be more and more children who would

be forced to get married with someone they did not even love. They

would be forced to give up their dreams. The moment when they

give up their dreams are the moments when the government

significantly loose its potential future generation.

In order to give the vivid prediction, Emma mentioned the

numbers so that it could directly enter the people’s logic to accept

that the world would literally no longer be safe for the girls if we did

not fight the imbalance. “15.5 million” was put in the first utterance

to make people aware that it was a big deal. It did not happen to one

or two girls but to millions girls in the world.

She even made her point clear by putting the phrase “as

children” in the end of her utterance. She knew she has mentioned

“girls” in the beginning of her utterance. However, mentioning

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“girls” and “children” in one line of utterance would make the

message bold that this was morally wrong for our girls and our

children to be forced to give up their education, their dreams and

their happiness to something they were not yet ready for.

And at current rates it won’t be until 2086 before all rural

African girls can have a secondary education.
(SP/1/10.59-11.10)

The problem that was faced by women is not only how they

got different treatment in politic, social and also economy, but also

in education spectrum. Many women could not pursue their carrier

because they were perceived as less smart and less skilful. This kind

of perception was rooted from how women were not granted the

right to get educated. The society had constructed their position as a

housewife whose job is only to take care of the children and the

husband. Therefore, they did not see that education would be

important for them to help them with that job.

Emma believed that this stereotype of how women could

only be a housewife is wrong. Women had a free dreams to be

whatever they want to be. They could be a career woman, a doctor,

a teacher, a politician and so on. In pursuing their dreams, they also

deserved to get education like men. They did not even deserve to get

the primary education but also the secondary even tertiary education

too.
 99

Emma gave a clear prediction which most likely would

happen in the near future, that there were not many African girls who

could pursue their dreams and attend the schools of their secondary

education. We all know that everyone deserves to get educated. The

higher education institution you attend in, the higher quality as

human being you will get. When you get a good quality as human

being, it will be easier for you to achieve your dream too.

These girls deserve to get educated. They also deserve to

achieve their dream. Sadly, they cannot do that not because they did

not want to but simply because the people and the culture prohibit

them to be so. It is even more unfair when this phenomenon does not

happen to boys. Therefore, the one who suffers the most from this

unfair world is the women.

In this prediction Emma also mentioned the number to give

the vivid image. “..it won’t be until 2086..” proved that even until

2086 the number of girls who went to their secondary education was

very small. After hearing to this statement, the audiences were

expected to feel the sadness and the frightening future that possibly

would happen if we do not do something to stop the inequality from

now.
 100

d. Directive

Directive is a kind of speech that speakers use to instruct someone

to do something. The forms of directive performed in commanding,

inviting and requesting. The further explanations are given below.

(1) Commanding

Commanding is to give someone an order. The examples of

commanding in Emma Watson’s HeForShe are elaborated

below.

I want men to take up this mantle, so their daughters, sisters

and mothers can be free from prejudice, but also so their sons
have permissions to be vulnerable and human too, reclaim
those parts of themselves they abandoned and in doing so be a
more true and complete version of themselves.
(SP/1/07.56-08.19)

First of all, Emma explained that the problems exist in the

status quo which is about how women are suffering from the

unequal treatment and considered as the second class, then it

inherently influences how men are stereotyped in the society as

the first class people. Women are perceived as a weak,

vulnerable and emotional human. On the other hand, men are

perceived as strong, rational and dependable human. If there is

a woman or a man who does not follow this characteristic she or

he will be seen as less of a woman or a man which at the end

will make them look less attractive and abnormal.

 101

This utterance was the solution offered by Emma about how

the audience could fix the problem immediately. She mentioned

what they could do first as men. They should take up this mantle

which means give the basic protection towards their daughters,

sisters and mothers to protect them from any stereotypes and

prejudices. Women should be granted more freedom to choose,

to determine themselves, to get their basic rights, and to pursue

their own dreams.

On the other hand, men should also be free to be whatever

they want to be. They should be free to cry, to be vulnerable,

and to be emotional and so on. The society should never prohibit

men to be true to themselves. If many men take the mantle, there

will be many people who can be the complete version of

themselves and at the end be able to reach their ultimate

happiness.

This solution was not only a suggestion but a command from

Emma to the audience to work together to solve the problem.

We must heal the stereotypes that stick in each gender especially

in the women because women are the main actor who suffer the

most from this. Emma delivered the statement boldly so that it

made the point powerful and strong to attack the audience logic

and emotion.
 102

(2) Inviting

Inviting means asking someone to join something or to come

in some events. The examples of inviting are elaborated below.

Men, I would like to take this opportunity to extend your

formal invitation. (Applause).
(SP/1/05.35-05.41)

Realizing the involvement of men in the discussion and

movement is very much important, and seeing the precedent of

how Mrs Clinton’s speech was failed to achieve her goal, Emma

tried to be more confident in telling the audience that they,

especially the men, are invited to join the movement and be the

feminist to fight for the women’s right. The moment when men

help the feminism goal to achieve the gender equality, this is the

moment when the movement is having a complete weapon to

fight for the women and men’s rights.

“Men” was put at the beginning of the utterance because she

wanted to be straightforward to direct the message to men only.

Furthermore, the reason why she did not use “gentlemen” or

other more formal words because what she said was about men

and women, so she wanted to specifically address to the male

counterpart.

However, after mentioning men, she spoke very formal

because she wanted to take the audience emotion by being

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respectful and polite. The applause was given as a proof of

respecting to Emma and answering to her question that men in

the hall agree with her statement to join the opportunity to heal

the gender inequality.

(3) Requesting

Requesting means someone ask for something to be done or

given by other people. The requesting seen in Emma Watson’s

HeForShe are as follows.

I am inviting you to step forward, to be seen and to ask

yourself: “If not me, who? If not now, when?”
(SP/1/11.36-11.52)

As it has been explained by Emma in her speech, we know

that there are not many people who concern in gender equality.

Most of the people are either unaware or afraid to speak up in

public about the gender issue. It is because society has a big

force to make us believe that women and men should not have

equal rights because they were born differently. This condition

makes women suffer a lot. However, at the same time, men also

suffer from the stereotype too.

Emma wanted to convince the audience to step forward and

to be seen in combating the stereotypes. She wanted them to be

involved in the movement to not only help women and men to

be free from any stereotypes but also to make the better future
 104

for the next generation. This action should be conducted

immediately, so that the problem can be overcome as soon as

possible.

“I am inviting you” was very soft and appropriate to make

people feel that they have another choice which is to not join the

movement. This soft approach made the audience feel not forced

and threatened to decide whether to be a feminist or not.

However, “If not me, who? If not now, when?” which was put

at the end of the utterance strengthened one of the choices, that

Emma offered to them, that is to join the movement. Therefore,

the audience feel a sudden change of feeling from perceiving

that being a feminist is an option into realizing that it is an

obligation. This is a smart move shown by Emma in her speech.

Knowing that not many people are brave enough to help

women and men free from stereotypes, so Emma employed this

strategy to encourage them to join the movement right now. This

utterance sounded so simple but very meaningful. Emma

thought that it is very important for Emma to emphasize the time

constraint which is right now and emphasize the actor who is us.

I am reaching out to you because we need your help.

(SP/1/00.20-00.24)
 105

Emma chose the word “reaching” instead of “talking”

because she did not only want to talk to them but also to grab their

heart to listen, affirm, and do something regarding the topic she

brought in the podium. The words “need your help” was effective to

gain people’s emotion because it showed how they are more

powerful than the speaker or the movement itself. Therefore, their

presence is much more important compared to anything.

The utterance was in the complex sentence which consists of

ordinate (I am…) and sub-ordinate (because we..). The ordinate was

formed in the present continuous tense because she wanted to focus

on the process, while the sub-ordinate was in the simple present

tense because she wanted to show that the need is not only for now

but it is needed until the problem is solved.

We want to end gender inequality and to do this, we need everyone

involved.
(SP/1/00.24-00.33)

It was constructed by the simple present tense because she

believed that ending gender equality and letting everyone involved

in the campaign should not only be conducted today. She was very

straightforward and effective which was proven with the words

“want to end” and briefly telling how to do this. It showed how she

made everything clear since at the very first place and did not beat

around the bush. She chose the word “want to” instead of “would
 106

like to” because she knew that her speech was not only listened by

people in the hall but also outside the hall who could be not

politicians but just ordinary people. Thus, she wanted to make it

close to them. She chose the word “gender inequality” instead of

“gender problem” or else because she was very determinative to the

root of the problem. Not to mention, the word “inequality” was

perceived as something morally wrong. Therefore, it added the sense

of how worse the problem is. This phrase helped her to be more

persuasive.

e. Expressive

Expressive is a kind of speech acts that states what the speakers

believe (Yule, 1996). There are many forms of expressive used

presented in Emma Watson’s HeForShe such as addressing,

relieving, deploring, regretting, praising and thanking. The

elaborations are given below.

(1) Addressing

Addressing means you speak to specific people to make them

pay attention to you. The examples of addressing is elaborated

further below.

Your Excellences, UN Secretary General, President of the

General Assembly, Executive Director of the UN Women and
distinguished guests.
(SP/1/00.00-00.16)
 107

As it has been elaborated in the previous explanation, this

utterance was included in the opening. It is because this was

used by Emma to open her speech by addressing the invited

guests. It had been known that the meeting was very formal for

there were many prominent people attending it and also the

representative of countries in the world. The audience were

giving her a serious gaze because everything discussed in this

hall would always be about something very serious and that

become the concern of many people in the world.

“Your Excellences” was used to address as well as to greet

and open her speech. It showed that she wanted to be formal but

also straightforward. Greeting is usually used to gain people’s

attention, but in this hall, Emma has got that attention. That is

why she should make her speech effective but still formal. The

people mentioned was ordered based on the degree of respect

which she wanted to do it more personally. She chose the word

“distinguished guests” instead of “ladies& gentlemen” because

she wanted to show more respect to the audience.

(2) Relieving

Relieving means to state feeling of how the fear and

unpleasant feeling seems less strong. The examples of relieving

in Emma Watson’s HeForShe are elaborated below.

 108

And this seemed uncomplicated to me.

(SP/1/02.21-02.24)

Emma had experienced and witnessed gender inequality in

her life. Many people face the same case but they choose to be

silent, but Emma was very eager to be a feminist.

“Uncomplicated” was prioritized than the word “not

complicated” because the speaker wanted to show that being a

feminist is not something too easy but also not too complicated

as well. The word “and” was put in front of the utterance

because she wanted to send a message that the previous

utterance was strengthened by this one.

Emma realized that people are afraid to be a feminist,

therefore, she wanted to encourage them by telling about her

story in becoming a feminist which she considered is as

something not too hard to do. She delivered this utterance with

the relax gazed but flat tone to make people believe that what

they need to do is not worrying the society’s judgement but be

themself to help the unlucky people who get the unfair

treatment. This strategy was considered very powerful.

We are struggling for a uniting world but the good news is we

have a uniting movement.
(SP/1/11.24-11.33)
 109

Emma told the audience that we could together fight the

stereotypes and bring the equality between genders, so that all

women and men in the world would no longer suffer from the

judgements. In order to create the equality, it is really needed to

unite people into one spectrum which consists of those who

believe in the human rights and happiness. However, people

need a platform for this movement to support their move and

actions. Therefore, Emma tried to answer their doubts by giving

“the good news” which was about how there is a right strong

platform for them to deal with gender problems.

In the beginning of her speech, Emma had told the audience

that the day she delivered the speech was the launching day for

a campaign called HeForShe. Therefore, what she meant with

“uniting movement” was HeForShe which supports the freedom

of both women and men. With a big smile, soft eyes, and slow

pace, Emma implied that this is the right platform for the people

to fight for their freedom.

(3) Deploring

Deploring is used to state something which is very bad. The

examples of deploring in Emma Watson’s HeForShe are shown

below.

But my recent research has shown me that feminism has

become an unpopular word.
(SP/1/02.24-02.31)
 110

The unfair treatments are given to all women in the world,

but most of them choose to stay silent and feel the pain alone.

They deceive themselves that what the society tell them is

always right. Therefore, they try very hard to force their own

heart and mind to believe in it too, even if they have to put aside

their own happiness.

“Unpopular” means that it is not a well-known issue or an

issue which many people do not put their concern on. This word

was really powerful to prove that the feminism is not really

familiar with them. It also means that very less people involve

in the movement. Furthermore, she brought the fact that very

few people realize about the gender equality and women’s

fundamental rights in which this condition is a true disaster for

women. Women are the main victim in this problem. The

deplorable fact is that realizing how the people cannot bring the

equal rights simply because women since at the very first place

are not aware with it. This is the unpleasant fact that Emma

wanted the audience to know because the possibility to be

successful in upholding gender equality will be very small.

“Recent research” was used to emphasize that the research

is relevant with the current condition. It strengthened that the

gender especially women’s problem is very severe happening in

the status quo. This is very powerful to make people believe that
 111

it is scientifically proven that what Emma said was not just an

assumption.

Not to mention, the way how Emma delivered this utterance

was by giving a regretful gaze and melancholic tones to add the

emotion feeling about the fact that not many people are involved

in upholding the equality between genders. Because of the

reasons, this statement made the audience feel more convinced

to become a feminist.

Why has the world become such an uncomfortable one?

(SP/1/ 02.59- 03.06)

As it has been explained in the previous elaborations, the

moral values about gender that have been rooted in the society

bring more harms than good towards the women and men as

well. This condition makes the women unable to get the same

treatment as men, to be seen as a complete version of human

being, and to be respected based on their intelligent and merit.

The same with men, they are unable to be free from any

prejudices that force them to be in a certain state of psychology.

Happiness is the essence of life. The reason why humans

keep surviving is because they want to reach their ultimate

happiness. If they cannot reach their happiness simply because

other people hamper and tell them to stop reaching it, because it
 112

backlashes with the current moral values, it will make them

suffer even more. Emma started to make the audience to ask to

themselves why the world is really this uncomfortable for the

human to live in.

This sarcastic utterance combined with the resentful gaze

Emma shown to the public, made the message strong that being

silent means being contributive in making the people suffer

from the prejudices. This utterance sounded so bold and

powerful to achieve its goal.

But what stood out for me the most was that less than 30% of
the audience were male.
(SP/1/05.14-05.24)

This statement was addressed to Hillary Clinton’s speech in

Beijing in 1995. She had a speech about women’s right toward

their own reproduction system. This was known as the first

speech about women’s issues. However, this speech was not

successful to achieve its goal which was to make the women

aware that One Child Policy brings more harms than good for

them. It was even failed to bring any changes in the society and

government in order to have a better discourse about the policy.

Emma claimed that one of the biggest reason why this speech

was failed because there were lack of men attended the occasion

where Mrs Clinton addressed the speech. This is because Emma

 113

believed that men hold the bigger power than women to change

the condition in the status quo. The society perceives men as the

controller, the leader and the one who holds bigger authority.

So, it is very possible for them to have a chance to change the

perspective towards women. Therefore, the involvement of the

men is very needed in any discourses about gender.

After listening to this utterance delivered by Emma with her

mean and sharp eyes yet deploring tone, the male audience

would feel that it is very urgent for them to involve in the

movement to fight against any gender stereotypes. It is because

at the end when women are free from the stereotypes, the men

will automatically be free too from the stereotypes. So, both

genders can have freedom to determine what they want to be.

(4) Regretting

Regretting means the speaker feels sorry about a situation.

The examples of regretting in Emma Watson’s HeForShe are

shown below.

But sadly I can say that there is no one country in the world
where all women can expect to receive these rights.
(SP/1/03.50-03.54)

Emma had mentioned that women should be treated equally

for their work, existence, respect, decision, and freedom. This is

the thing that all women also hope to happen in the real life.
 114

However, not all people care for this. “But sadly” was used to

show how the fact is very opposite and deplorable for her.

“No one country” emphasized the fact that there is no single

country, even the country members of the UN, where the women

get their fundamental freedom. Emma regretted this fact which

was proven by the droopy eyes, resentful yet melancholic gaze

that she shown to the public whenever she delivered this

utterance.

She wanted to tell the audience that the dreams to receive the

equal respect and rights can still be gotten if the people join the

movement. This utterance made the audience believe what they

have done towards women is wrong and needs to be fixed soon.

The sentence was a complex sentence because it consisted of

an independent clause (But sadly I..) and dependent clause

(there) as the object and (where..) as the adverb of place.

Sadly many of the things that she wanted to change are still
true today.
(SP/1/05.08-05.14)

The speech of Hillary Clinton in Beijing in 1995 was not

really heard by the local government and society. She talked

about how women are also own the rights called the human

rights. At that time not many people were aware that women

possessed the same freedom as men did. She even used the term
 115

“human rights” in order to show that women were also a human

that should be treated like how a human should be properly

treated too. The issue about this inhuman action in China was

about how women did not possess the right of their own

reproduction. Their body autonomous right was not granted. It

was proven by how China applied One Child Policy.

The policy prohibits a family to have more than one child. It

really makes the women there suffer because they cannot have

full freedom upon their own reproduction. They do not possess

any right to determine how many babies they want to bear to the

world as their legitimate children. Mrs Clinton wanted to

emphasize that women should never be treated that way. It

should be legal for women to execute their body autonomous

right including their right upon their reproduction.

Until now this policy is still applied. Most of the people in

China do not realize that it truly violates the women’s right that

much. Very less people realize it and they choose to be silent.

They are not only afraid toward their communist government

but also afraid toward the society’s judgement.

“Sadly” was put in front of the utterance because she wanted

to emphasize her sad feeling that the condition which Hillary

wanted to change does not happen. “True” is used to show that

the condition on women’s right violation still exists today.

 116

(5) Praising

Praising is used to express admiration or approval towards

something. The examples of praising in Emma Watson’s

HeForShe are elaborated below.

And it is really a good question.

(SP/1/09.28-09.30)

In the data above Emma tried to praise the audience for what

they had been wondering before. Emma realized that the

audience started to question the existence of her in the UN

General Assembly. People know her as the Hollywood artist.

Thus Emma addressed their doubts and accepted the truth that it

was a very common for them to question why a Harry Potter girl

had a privilege to speech in the UN podium.

Affirming the people’s doubt, accepting it as a common

response, giving the right answer, and praising the complaint

were good to make the people more believed in what Emma

said. She delivered it with light hearted, soft eyes and friendly

joking gaze shows how she is not offended at all with this. This

was the proof of how Emma could be so appropriate in

delivering the right utterance in the right moment.

And for this I applaud you.

(SP/1/11.21-11.24)
 117

Emma told the audience about her past experiences about

gender problem. She knew that many of her female and male

friends’ freedom were limited because of the stereotypes.

However, she was glad that she knew many people did not see

her based on the stereotypes. She called them as the inadvertent

feminists because they believed in the equality and did not

discriminate one and another based on the gender.

Emma was not naive considering that among the audience

there must be some people who are pro-equality and have done

many things that resembles the action of feminism. It is because

she realized she was speaking in the UN podium in which the

audience were mostly the smart and educated people who had

got the understanding of how essential the human rights is.

Therefore, these people might have a chance to be a feminist

before Emma delivered the speech.

Giving them the praise was a form of respect that Emma gave

to them. This is also important to make them more enthusiastic

to be a better feminist. However, the main point that Emma

wanted to deliver was that how it is not enough for them to only

become the inadvertent feminist. They have to join the

movement as well in order to prove that they have a strong and

bold stance to achieve the equality between genders so that the

goal will be achieved.

 118

(6) Thanking

Thanking is used to express that you are pleased about or

grateful for something that someone have done. The examples

of thanking in Emma Watson’s HeForShe is elaborated below.

Thank you very very much. (Standing applause)

(SP/1/11.52-11.57)

Thanking can be used to end the speech and to indicate that

the speaker is very grateful for successfully grabbing the

audience attention to listen to her speech. The way of saying like

“Thank you” is very simple yet effective to show how pleased

the speaker for something that she receives. In the status quo

right now people do not really aware that there is a gender

problem, that women and men are treated differently not

because of their merit but rather because of their gender. It is

considered very unfair since human does not counted based on

their actual power which is their intelligent and skill but simply

based on their identity. This kind of assessment will lead into an

inhuman action such as undermining one’s capability, the

absence of acknowledgement toward one’s freedom, option and

determination, and also unfairly violating one’s rights.

Based on Emma’s research, it is found that very less people

who are familiar with the term “Feminism”. Even if they are,
 119

they define the word as man-hating and very aggressive in

fighting the current norms and values. Feminists are well-

antagonized by the society for so many times so that it makes

people easily hate the feminists since at the very first time they

hear the word. In this occasion, Emma wanted to clarify and tell

them about what it means by being a feminist and how its idea

can bring better life in the future.

She knew that it is very difficult to make people, especially

the conservative ones, interested in listening to her feminism

speech. The first step of making them aware of the gender issue

was to make them willing to listen. It is because once they listen,

they will at least realize that the world is not monochrome.

Every people have different perspective and it does not always

mean you cannot live together. When you as a woman believes

that you want to be a carrier woman then be it, but it is not right

for you to force other women to be like you too. When you

believe that you will be happy if you stay at home and become

housewife then be it, but you can never antagonize other wives

who do not have the same option with you.

The messages above were the proof that people should never

have right to determine other’s people rights including their

freedom and self-determination. Happiness should never be

standardized. Everybody should be free from any prejudices and

 120

forces. This is the thing that Emma wanted to deliver in her

speech, that women and men deserve the same portion of rights,

freedom and determination. Seeing the good attention and

response from the audience, she felt so thankful and appreciated

them. Therefore, the way how she expressed it was done by

saying “Thank you very very much”.

Furthermore, in 1995 Hillary Clinton, the first lady of USA,

happened to deliver the gender issue too in Beijing China. The

speech was not really successful to bring a change since there

were not any audience pay attention and interested to listen to

her deconstructing speech. Seeing that failure, Emma realized

that grabbing people’s attention was very hard to do. Thus, she

needed to make her speech urgent, effective and interesting.

However, in her turn to speech, surprisingly the people gave her

higher attention and support in order to solve the root of the

problem of the gender inequality. It was also proven from the

long applause that was given to Emma. Therefore, “very” was

mentioned twice to emphasize how grateful Emma was to see

the great attention, response and support of the audience to

HeForShe movement.
 121

2. The data findings of the Arrangements of Classical Rhetoric presented

in Emma Watson’s HeForShe

Based on the findings above, proof is the most frequent canon with

25 occurrences and division is the least frequent canon with 0 occurrence.

The further elaboration will be explained below.

a. Introduction

Introduction is used to make the audience know the topic and

the purpose of the speech at the very first place. It is very important

since it really influences the audience to see the speech as something

worth to listen or not. The examples of introduction presented in

Emma Watson’s HeForShe are as follows.

Your Excellences, UN Secretary General, President of the General

Assembly, Executive Director of the UN Women and distinguished
guests.
(SP/1/00.00-00.16)

In the utterance above Emma started her speech by addressing the

invited guests in the hall. This is very appropriate since Emma delivered

a speech in the UN General Assembly which required her to use right

words and address terms because the situation was very formal and quiet

tense. This way of addressing was a form of respect that Emma gave to

the guests for their willingness to still stay in their seat and listen to her

speech.
 122

This addressing was also meant to be used as an introduction in

Emma’s speech. As we know, this speech could also be accessed

through internet streaming. It made Emma realized that her audience

were not only those who were in the hall but also the people outside the

hall who could be the international society such as teachers, students,

employers, farmers, housewife, the youths and the old men and so forth.

Emma gave this as her introduction, so that they could also know who

attended the speech and the condition inside the hall. Therefore, the

people outside could understand the context situation happened there.

Today, we are launching a campaign called HeForShe. I am

reaching out to you because we need your help. We want to end gender
inequality and to do this, we need everyone involved. This is the first
campaign of its kind at the UN. We want to try and galvanize as many
men and boys as possible to be advocates for change. And we don't
just want to talk about it. We want to try and make sure that it's
tangible.
(SP/1/00.16-00.50)

In the utterances above, Emma wanted to be clear and

straightforward in telling the audience the topic and the purpose of her

speech. This was very effective because at the very first place the

audience knew exactly what the main speech would be about and it

made them easy to follow her speech.

Emma announced that the day she delivered the speech was the

launching day for HeForShe movement. Therefore, the utterance above

was clear to give the audience portrayal that the whole speech was all
 123

about the campaign of the movement. Another significant point was that

how Emma also said that this was the first gender movement at the UN.

It means that this movement is very special. Thus, this information made

the audience attracted to know more and keep listening to the speech.

Emma looked very bold with her statements about the goal of the

movement which was to invite as many men and boys as she could to

join the movement to make a change. The goal of this movement was to

make a change, to deconstruct the gender stereotypes that exist in the

status quo.

b. Statement of Facts (narratio)

Statement of facts is used to make the audience understand the

context of the speaker’s arguments. The example of statement of facts

presented Emma Watson’s HeForShe are as follows.

I was appointed as Goodwill Ambassador for U.N. Women six

months ago.
(SP/1/00.50-00.57)

In this utterance, Emma tried to provide enough information

regarding her presence in the UN General Assembly meeting. After

uttering this, the audience would know that Emma was there standing as

the Goodwill Ambassador of the UN Women. This utterance brought

two major benefits. Firstly, this utterance would prevent the confusion

of the audience because they might wonder why a Hollywood actress

like Emma was there giving a speech in the UN. Secondly, this utterance
 124

would make the audience know the context of the speech better. As we

know, the topic of her speech is gender equality. Therefore, this

statement showed that there was a link between her current position in

the UN especially in the UN Women with the topic of the speech.

For the record, feminism by definition is the belief that men and
women should have equal rights and opportunities. It is the theory of
the political, economic and social equality of the sexes.
(SP/1/01.19-01.39)

Many people do not know about the feminism. Most of the people

who know it, define feminism as something bad and very different from

its real meaning. For example the society considers feminism as the idea

about man-hating and radicalism, because they try to bring new opposite

idea in the society. Therefore, Emma was here to clarify the meaning of

the feminism.

It was much needed because she wanted to influence people to be

pro for feminism. However, this influence would not be effective if the

audience do not know the right meaning of feminism itself not only in

the politic, the economy but also in the social spectrum. Thus, narrowing

people’s mind about feminism would help them better to understand the

context that later on she said to the audience.

But my recent research has shown me that feminism has become an

unpopular word.
(SP/1/02.24-02.31)
 125

In this utterance Emma tried to tell the audience that the main reason

why she spoke in the UN General Assembly was because she wanted to

tell the audience about feminism and asked them to join the movement

to support the gender equality. She told them that many people have

little knowledge about feminism itself. This assumption was even

strengthened with the scientific proof that was Emma’s recent research

about how well people know about feminism. This information was

needed to be given to the audience, so that the people know exactly the

context situation regarding the condition of the society. Therefore, it

made them realize that supporting the feminism idea is something

urgent.

c. Division (partitio)

Division is used to give the logical sequence of explanation so that

it will be easier for the audience to know the journey of the logic and

emotion. However, in Emma Watson’s HeForShe, there was no division

employed in the speech. This is so because Emma did not need to tell

the sequence of her arguments because all of her arguments are

straightforward and simple yet very powerful.

d. Proof (confirmatio)

Proof is used to present logical arguments and supporting facts that

strengthen the arguments. The example of Proof presented Emma

Watson’s HeForShe are as follows.

 126

When I was 8, I was confused about being called “bossy” because

I wanted to direct the plays that we would put on for our parents, but
the boys were not. When at 14, I started to be sexualized by certain
elements of the media. When at 15, my girlfriends started dropping out
of their beloved sports teams because they did not want to appear
“muscly”. When at 18, my male friends were unable to express their
feelings.
(SP/1/01.45-02.18)

In the utterances above, Emma tried to tell the audience about her

experiences in witnessing gender assumptions in her surroundings. She

was upset seeing that the gender stereotypes limit the choice, freedom

and happiness of every individuals. She gave the sequence of her

experiences in order to show that it does not happen for one time but for

a very long time, since Emma was little until she have grown up. These

were the proof that gender inequality has been rooted in our society for

a very long time.

And I think it is right that I am paid the same as my male

counterparts. I think it is right that I should be able to make decisions
about my own body. I think… I think it is right that women should be
involved on my behalf in the policies and the decisions that will affect
my life. I think it is right that socially I am afforded the same respect
as men.
(SP/1/03.10-03.50)

These utterances were the arguments about what is right to be done

in the politic, economy, and social regarding the gender issue. Emma

tried to convince the audience that what she thought is right and should

be followed up. After explaining her experiences and how she found

many inadvertent feminists in her life, she decided to strive for these
 127

rights to be granted to women. She looked very brave and bold when

she told the audience about her thoughts. This was the simple and logical

arguments that she brought in order to make the audience believe in her.

e. Refutation (refutatio)

Refutation is used to give a pre-emptive argument or

counterargument to answer the audience’s doubt. This is important to

gain the trust of the audience towards the speaker’s statements. The

example of refutation presented Emma Watson’s HeForShe is as

follows.

You might be thinking who is this Harry Potter girl? (laugh) and
what is she doing at the UN? And it is really a good question. I have
been asking myself the same thing.
(SP/1/08.19-09.32)

In the data above, Emma realized that the audience were wondering

why a Hollywood actress like her could speak in the UN podium. She

was afraid that the people were not convinced with whatever she said

because she did not possess the appropriate position in the UN.

Therefore, in order to heal the doubt which could decrease their trust,

Emma positioned herself in the audience, asking the same question and

giving an answer to it. She was really care for the gender equality. Not

only because she witnessed many women and men who are trapped in

the stereotypes but because she also cares for the future generations.

This refutation even strengthened the convincing strategy that Emma

used to make people believe that gender equality is very important to be

upheld.
 128

f. Conclusion (peroratio)

Conclusion is used to sum up claims and reinforce them with

emotional appeals. The example of conclusion presented in Emma

Watson’s HeForShe are as follows.

I decided that I was a feminist. And this seemed uncomplicated to

me.
(SP/1/02.18-02.24)

After witnessing the unequal treatments given to her and her friends,

she finally decided that she wanted to become a feminist. This was the

conclusion of what she finally took after having the bad experiences in

her life. She added her feeling about her decision to let the audience

know that deciding to be a feminist is not something hard to do. This

emotion was needed to touch the heart of the listeners, so that they would

not only remember the content of the speech but they also were

persuaded to follow the speaker’s direction which was to be a feminist.

These influencers were the gender equality ambassadors that made

who I am today.
(SP/1/04.23-04.31)

The statement above showed that there was a link between the

people in her surrounding to influence her to become a feminist with the

reason why she became a feminist. She was also trapped by the society’s

prejudices regarding the gender, but she was lucky that there were still

many people who helped her to be free from the prejudices. In

 129

conclusion, these people were the ones who shaped Emma’s ideology

about feminism. This feminism will help female as well as male to have

the equal rights to be a complete version of human they want to pursue.

How can we affect change in the world when only half of it is

invited or feel welcome to participate in the conversation?
(SP/1/05.24-05.35)

Before delivering the statement above, Emma gave the analysis

about why the very outstanding speech given by the most famous

woman in that time, Mrs Clinton, could not affect change in the targeted

people which were the people of Republic of China. She concluded that

the speech failed because half of the audience were men. As Emma had

explained before, men are the main actor who can help to change the

values that have been rooted in the society.

Therefore, from the precedent which is Mrs Clinton’s speech, Emma

could conclude that the success of a feminism campaign can be seen

from the number of male audiences who attend it. This is very important

for the audience because if they believe in gender equality, they will

encourage men to watch the speech and to be a feminist.

 CHAPTER V

CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS

A. Conclusions

Based on the findings and discussions, the conclusions could be drawn as

follows:

1. Regarding the first objective, which is to identify and analyze the

kinds of speech acts in Emma Watson’s HeForShe, the result showed

that all acts are seen in the speech. They are declaration,

representative, commissive, directive and expressive. Representative

is the most frequently used illocutionary act compared to the others.

The representative was performed in opening, informing,

convincing, insisting, clarifying, protesting, criticizing, guessing and

predicting. Informing is the most frequently used among the other

types of representative. As we can see, the gender issue is a very

sensitive issue. People have different assumptions about this issue.

Therefore, in order to be less offensive, Emma gave the bias

information in her speech. The information was emphasized on how

the gender inequality does not only make girls and women suffer in

every aspect of life for a very long time but at the same it also

imprisons men from being sensitive, emotional and vulnerable. She

also gave the information about what we could do to solve the problem

by being feminists and joining a campaign called HeForShe.

130
 131

On the other hand, declaration is seen as the least kind of

illocutionary acts. Emma used declaration to inform her authority to

speak in the UN General Assembly podium. It was needed since

people knew her as an actress who was free from any political

movements.

2. Regarding the second objective, which is to identify and analyze the

kinds of the arrangement of classical rhetoric in Emma Watson’s

HeForShe, all types of arrangement are seen except the division.

Division was not used by Emma because she wanted to be

straightforward and simple in addressing the issue. As we know,

Emma needed to tell them many things about the problems happening

in the status quo. Therefore, in order to make her speech simple, she

did not use division in her speech.

Proof comes as the most often to be performed in the speech. It is

because Emma wanted to convince the audience to accept the truth

that there is an urgent gender problem happening in our surrounding,

and the way to solve it is by believing in the gender equality and

joining the movement. As we know, the nature of the audience was

highly educated and having a politically higher position. Therefore, it

was needed for Emma to be smart and effective in delivering her

speech. By focusing more on the logical explanations, she could grab

the people’s attention towards the issue. Proof was also used in order
 132

to give more elaborations on the feminism and how it could solve the

gender problem faced by both women and men.

B. Implications

1. Regarding the first conclusion, which is about how Emma emphasized

the bias information, it is important for us to know how paramount it

is to have a detailed identification and analysis in understanding the

language structure, especially the spoken language such as speech. It

is also important to understand the topic of the speech, so that the

speaker can analyze whether the topic is too mainstream, too sensitive

or too dangerous. This identification and analysis will make the

readers aware of the essence of pragmatics.

2. Regarding the second conclusion, which is how Emma emphasized

the logical explanations, it is important to know how the readers can

be aware of the arrangement of the content of their speech in order to

convey the meaning effectively and straightforwardly.

C. Suggestions

1. Regarding the first implication, the suggestions are explained below.

a. To English Education Department Students

This research is supposed to help the students to understand

how to construct a good rhetoric speech in order to avoid the

ineffective and blunder words and the sentence structure. It is also

expected to make students to be able to understand and able to link

 133

the context situation to the topic to prevent misunderstanding, and

misleading information in the speech.

b. To English Education Department

This research is supposed to make the English Education

Department aware of the importance of linguistics study especially

pragmatics, so that it will be able to give more rooms and facilities

for the students to conduct such research in order to enrich the study

of pragmatics. Pragmatics is also part of the language theory that

should be learnt by the students in order to master the language

which then help them to become a good teacher in the future.

c. To the readers of linguistics

This research is supposed to enrich the ideas and knowledge

of the readers about how to correctly interpret the meanings of a

speech. The readers will then be able to create a meaningful and

effective speech and other means of communication by paying more

attention to the detail of the speech acts and the context situation that

they are going to employ in their speech.

d. To other researchers

The researcher acknowledges that this research is still far

from being perfect. It can be considered as not deep and specific

enough. Therefore, it is expected that this research is supposed to

encourage other researchers to conduct further research about

 134

pragmatics especially the classification of speech acts as addressed

by Austin and developed by Searle.

2. Regarding the second implication the suggestions are explained

below.

a. To English Education Department Students

This research is supposed to help them to construct and

arrange an effective speech, so that the goal of the speech can be

achieved. It is also supposed to give them the vivid portrayal of a

good speech, so that they will understand clearly why certain speech

can be labelled as a good speech. They also can learn about the

strategy to make a good speech like Emma’s.

b. To English Education Department

This research is supposed to make the English Education

Department aware of the importance of learning the types of the

arrangement of the classical rhetoric, so that the department will give

more support for students to conduct the research about linguistics

study.

c. To the readers of linguistics

This research is supposed to enrich the ideas and knowledge

about how to convey a meaning in a correct and effective way.

d. To other researchers

This research is supposed to trigger the other researchers to

conduct the deeper and wider research in linguistics study especially

 135

those which deal with understanding the speaker’s meaning because

this is the fundamental base of every language learner to master the

language.
 136

REFERENCES

A. Printed Materials

Burton, S.H. 1976. Using English. London: The Chaucer Press.

Crick, N. 2014. Rhetorical Public Speaking, Second Edition. Boston: Boston
Pearson.
Eggins, S. 2004. An Introduction to Systemic Functional Linguistics: Second
Edition. Great Britain: MPG Books Ltd, Bodmin, Cornwall.
Gordon, M. and Helene W. 1961. A manual for Speech Improvement. USA:
Prentice Hall, Inc.
Johnson, B. and Larry C. 2008. Educational Research, Third Edition: Quantitative,
Qualitative and Mixed Approach. United States of America: SAGE
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Leech, G. 1991. Principles of Pragmatics. England: Longman Group Limited.
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Bodmin and King’s Lynn.
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Educational Research: from theory to practice, Second Edition. San Fransisco:
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Maretha, A. L. 2013. A Pragmatic Analysis of President William “Bill” Jefferson
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Yogyakarta: Universitas Negeri Yogyakarta.
Searle, J. R. 1969. Speech Acts. Cambridge: Cambridge University Press.
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Progress and prospect. New York: UNICEF.
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& Cambridge USA: Blackwell.
 137

Yule, G. 1996. Pragmatics. Oxford: Oxford University Press.

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Bayley, L. 2014. Emma Watson UN Goodwill Ambassador for Women. Retrieved

September 29th, 2014 from
http://www.glamourmagazine.co.uk/news/celebrity/2014/07/08/emma-
watson-un-goodwill-ambassador-for-women
Bettelheim, A. 2008. A great speech, but what else? Retrieved October 5th, 2014
fromhttp://www.politifact.com/truth-ometer/statements/2008/mar/11/
hillary-clinton/a-great-speech-but-what-else/
Biography.com Auditors. 2014. Emma Watson Biography. Retrieved September
25th, 2014 from http://www.biography.com/people/emma-watson-
20660247
Egnal, B. 2014. Emma Watson 4 Lesson Speaks a Leader. Retrieved October 17h,
2014 from http://www.huffingtonpost.com/bart-egnal/emma-watson-4-
lessons-speaks-as-a-leader_b_6000014.html
Ford, C. 2014, September 26th. Emma Watson speech hardly a game changer.
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gamechanger-20140925-10lhz9.html
Golding, E. 2014, September. Retrieved September 28th, 2014 from
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wsrc%5Etfw
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Jones, R. 2014. 15-year-old boy’s magnificent letter about Emma Watson’s UN

Speech. Retrieved September 28th, 2014 from
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boys-magnificent-letter-about-Emma-Watsons-UN-speech.html
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equality-is-your-issue-too
 139

PERNYATAAN

Yang bertanda tangan di bawah ini, saya

Nama : Nurhidayah Permata Nurani
NIM : 10202241066
menyatakan telah melakukan tringulasi data sehubungan dengan analisis
data yang dilakukan oleh mahasiswa yang bersangkutan dalam penelitian yang
berjudul “A Pragmatic Analysis of Emma Watson’s HeForShe”
Demikian surat keterangan ini dibuat untuk dapat digunakan sesuai dengan
keperluan.

Yogyakarta, 19 Oktober 2015

Yang membuat pernyataan

Nurhidayah Permata Nurani

 140

PERNYATAAN

Yang bertanda tangan di bawah ini, saya

Nama : Annisa Laura Maretha, S.Pd
Mahasiswa : S2 Jurusan Bahasa Inggris untuk Pengembangan
Profesional, Universitas Mae Fah Luang Chiang Rai,
Thailand
menyatakan telah melakukan tringulasi data sehubungan dengan
analisis data yang dilakukan oleh mahasiswa yang bersangkutan dalam
penelitian yang berjudul “A Pragmatic Analysis of Emma Watson’s
HeForShe”
Demikian surat keterangan ini dibuat untuk dapat digunakan sesuai
dengan keperluan.

Yogyakarta, 19 Oktober 2015

Yang membuat pernyataan

Annisa Laura Maretha, S.Pd

APPENDICES
 Hymes’ Context
1. Setting and Scene
a. Physical
1) Occasion : There was a meeting in the General Assembly UN which one of the theme to be discussed is Women.
The UN Women took a chance to let its ambassador to promote about the gender equality campaign, HeForShe.
2) Date : 20 September 2014
3) Place : Big Hall of the UN General Assembly
b. Phychological : to be analysed further in the table below
2. Participant
a. Receivers :
1) The UN Secretary General
2) President of the General Assembly
3) The Executive Director of the UN Women
4) Members of the General Assembly (who come from different countries)
5) Journalist from various media from different countries and different ideology
6) International Society who were streaming the speech through media
b. Addresses : all boys and men in the world
c. Speaker : Emma Charlotte Deurre Watson (an actress, and a Goodwill Ambassador for the UN Women)
3. Instrumentalities
a. Form : formal spoken language
b. Channel :
1) Direct : Face to Face
2) Indirect : Youtube (a social media which can be used to watch, upload and download videos through streaming
or not), Electronic Newspapers, magazines and articles
4. Genre : formal persuasive speech

142
 Illocutionary
NO Code Data Context Locutionary Perlocutionary

COM
DEC

REP

EXP
DIR
1. SP/1/ Your 1. Setting & Scene 1. Your Excellencies was openi addre The high
00.00- Excellencies, UN (Psychological): The used to address as well as ng ssing position people
00.16 Secretary meeting was very to greet and open her as well as the
General, President formal for there were speech. It shows that she audience felt
of the General many prominent wanted to be formal but welcome and
Assembly, people attending it also straightforward. were interested
Executive and also the Opening or greeting is to pay more
Director of the representative of usually used to gain attention to her
UN Women and countries in the people’s attention, but in speech because
distinguished world. The audience this hall, Emma has got she shown a
guests. were giving her a that attention. That is why good attitude in
serious gaze because she should make her her first second
everything discussed speech effective but still speech.
in this hall will formal.
always be about 2. The people mentioned is
something very ordered based on the
serious and that degree of respect which she
become the concern wanted to do it more
of many people in personally.
the world. 3. She chose the word
2. Ends: informing, “Distinguished guests”
addressing instead of “Ladies &
Gentlemen” because she

143
 3. Key: friendly casual wanted to show more
smiling , precise respect to the audience.
tone, well-mannered
4. Norms: enthusiasm
gaze, loudness, clear
2. SP/1/ Today, we are 1. Setting & Scene 1. “Today” was put in the infor The audience
00.16- launching a (Psychological): beginning of the utterance ming knew that in that
00.20 campaign called Emma was because she wanted to day (today) UN
HeForShe. representing UN show that time constraint Women was
Women to have a that on that day, the launching its
speech in the UN movement was launched. movement for
General Assembly. 2. It is a Present Continuous Women which is
Since she spoke on Tense which was used by HeForShe.
behalf of UN her to show that it is in the
Women, therefore process of launching, and
people have what she was doing is the
wondered what the launching process itself.
biggest theme she 3. The Passive Voice
would be talking “..campaign called..” was
about, which is a used as the verbal language
women issue. because she delivered the
2. Ends: informing speech verbally, not to
3. Key: precise tone, mention this way of
distinct gesture constructing her utterance
4. Norm: enthusiasm shows two meanings. First:
gaze, loudness, very It shows that Emma
clear, threatening wanted to be less formal to
silent lessen the gap between her

144
 and the audience therefore
it would be much
comfortable for her to
deliver her persuasive
speech. Second: It shows
how she wanted to be
effective by cutting some
unnecessary words and be
more straightforward.
3 SP/1/ I am reaching out 1. Setting & Scene 1. The utterance is in the infor reque The audience
00.20- to you because we (Psychological): Complex sentence which ming sting knew the
00.24 need your help. After hearing a consists of ordinate (I urgency of why
movement called am…) and sub-ordinate they need to
HeForShe, the (because we..). The keep listening to
audience started to ordinate is formed in the her speech
wonder what it Present Continuous Tense because that
exactly is and how because she wanted to movement needs
they have to react to focus on the process, while their help.
it. the sub-ordinate is in the
2. Ends: informing, Simple Present Tense
requesting because she wanted to
3. Key: precise tone, show that the need is not
droopy eyes, heavy only for now.
breath 2. Emma chose the word
4. Norms: enthusiasm “reaching” instead of
gaze, clear gaze “talking” because she did
not only want to talk to
them but also to grab their

145
 heart to listen, affirm, and
do something to what she
would be talking in her
speech.
3. The words “need your
help” is effective to gain
people’s emotion because
it shows how they are more
powerful than the speaker
or the movement itself.
4. SP/1/ We want to end 1. Setting & Scene 1. It is constructed with the infor reque The people knew
00.24- gender inequality (Psychological): Simple Present Tense ming sting that gender
00.33 and to do this, we After hearing a because she believes that inequality needs
need everyone movement called ending gender equality and to be vanished
involved. HeForShe, the letting everyone involved soon, and it
audience started to should not only be cannot be done
wonder what it conducted today. as long as
exactly is and how 2. She was very everybody in
they have to react to straightforward and this world are
it. effective which was not involved in
2. Ends: informing, proven with the words this movement.
requesting “want to end” and briefly Therefore they
3. Key: long breath, telling how to do this. It were triggered to
precise tone, sharp shows how she made join the
eyes everything clear since at movement after
4. Norms: the very first place and did listening to this
commanding gaze, not beat around the bush. utterance.
loudness,

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 3. She chose the word “want
straightforward and
serious gaze to” instead of “would like
to” because she knew that
her speech was not only
listened by people in the
hall but also outside the
hall who can be not a
politicians but just
ordinary people. Thus she
wanted to make it close to
them.
4. She chose the word
“gender inequality”
instead of “gender
problem” or else because
she was very determinative
to the root of the problem.
Not to mention the word
“inequality” is perceived
as something morally
wrong. Therefore it adds
the sense of how worse the
problem is. This phrase
helps her to be more
persuasive.
5. SP/1/ This is the first 1. Setting and Scene 1. The simplification of her infor People finally
00.33- campaign of its utterance which is “…of its ming knew that this is
(Psychological): The
00.37 kind at the UN. UN has many bodies kind..” shows how she did the first time for

147
 or institutions which not want to repeat the UN to have
concern on various something that has already the UN Women
problems. The been clear. This strategy to campaign
movement that has makes her speech look about gender
been promoted in the even more effective. movement in the
UN mostly about 2. She wanted to show that UN General
listening to her speech is Assembly
politics such as
very special because she is meeting. People
democratic the first person having a will respect
movement, speech about women and more toward
liberalization and so gender inequality in the Emma’s effort
forth. UN. Usually everything for
2. Ends: informing that is done for the first deconstructing
3. Key: pompous heart, time takes bigger bravery, the UN casual
sarcastic tone, silent harder effort and wider theme meeting.
gesture heart. Therefore she
4. Norms: emphasized the phrase
straightforward, “the first campaign”.
silent gaze 3. This is a Simple Present
Tense because she wanted
to be direct and clear on
explaining the uniqueness
of her speech.
6. SP/1/ We want to try 1. Setting and Scene 1. The word “galvanize” was convi People
00.37- and galvanize as (Psychological): employed instead of ncing especially men
00.44 many men and Since gender “encourage” or else in and boys were
boys as possible to stereotype gives order to strengthen its provoked to be
more benefits to meaning to make people

148
 be advocates for male, therefore men pay more attention to that the advocates for
change. and boys would word because galvanize gender equality.
rather be more means to make someone
passive toward the do some action by exciting
changes and not care them.
toward any gender 2. She chose the word “want
inequality issues. to” instead of “would like
Because the society to” because she knew that
consider them as the her speech was not only
first class human, listened by people in the
therefore they are hall but also outside the
2. Ends: convincing hall who can be not a
3. Key: one single politicians but just
breath, precise tone, ordinary people. Thus she
rigid gesture wanted to make it close to
4. Norms: threatening them.
gaze 3. The word “advocates for
change” shows more
powerful to influence
people than other words.
8. SP/1/ And we don’t just 1. Setting and Scene 1. The word “and” was put in convi People were
00.44- want to talk about the first line because it ncing convinced that
(Psychological):
00.47 it. Many movements shows how the speaker is being advocates
which are striving not yet finished with her does not mean
for women’s right previous statement. This you sign for the
failed to achieve its additional sentence was treaty only but
used to strengthen the they need to do
goal simply because
previous one which is
very few people put

149
 concern and about trying and some real
involved in that galvanizing as many men actions too.
movement. Not to and boys as possible. Thus
mention the activists the use of “and” in here is
in that movement very effective.
also only talk about 2. The speaker used a less
formal sentence like “don’t
gender equality in
just want to” because again
general but not really she wanted to make it close
explain and ensure to everybody listening to
the people in details her speech. When the
how to achieve that. speaker can be close to the
Thus it demotivates listeners, it is going to be
the people to join the easy for her to grab their
movement. emotion and then influence
2. Ends: convincing, them.
3. Key: one single
breath, precise tone,
rigid gesture
4. Norms: threatening
gaze

9. SP/1/ We want to try 1. Setting & Scene 1. Just like the previous convi The audience
00.47- and make sure that analysis, the less formal ncing were convinced
(Psychological):
00.50 it is tangible. Many movements verb phrase “want to” was that this
which are striving for used to decrease the gap movement is
women’s right failed between Emma and the real, full concern

150
 to achieve its goal audience because it makes and really
simply because very her close with them. So insistent to its
few people put that the message will be goal. It shows
concern and involved easier to be delivered. that the problem
in that movement. Not 2. The utterance was is really that
to mention the constructed in Simple urgent and
Present Tense because it severe. Thus it
activists in that
shows that trying and made people
movement also only ensuring the existence of more convinced
talk about gender gender equality will not to join the
equality in general but only be conducted during movement.
not really explain and certain period of time.
ensure the people in 3. “Tangible” would make
details how to achieve the utterance more sensible
that. Thus it because this word is very
demotivates the powerful to strengthen the
people to join the meaning of how the
movement. speaker wanted to make it
2. Ends: convincing as visible, applicable and
successful as it can be.
3. Key: one single
Thus it gives more vivid
breath, precise tone,
explanation to gain
rigid gesture people’s understanding
4. Norms: threatening and feeling toward the
gaze problem.
10. SP/1/ I was appointed as 1. Setting & Scene 1. The statement was uttered declar infor People started to
00.50- Goodwill (Psychological): in the Simple Past Tense ing ming recognize her as
00.57 Ambassador for Only certain people because it shows that she the Ambassador

151
 UN Women six with certain power has already been chosen for UN Women
months ago. and authority can before she delivered the and she has been
speak in the UN speech. This title shows working for a
meeting. The people that she has power to stand half year. From
were wondering why in the podium of the UN this statement,
an actress like Emma General Assembly. people started to
2. “Appointed” word was give more
Watson can have that
used instead of “chosen” or respect to her
privilege. “elected” or else because which at the end
2. Ends: declaring, that word sends a sense it made the
informing that she is very special and audience more
3. Key: long breath, she deserves the position. influenced to her
fast pace, pompous Not to mention “six sayings.
heart, sharp eyes months ago” adds the Declaring
4. Norms: loudness strong point that she herself as an
experienced in that field. ambassador of
the UN made
people knew that
Emma has right
and bigger
responsibility to
solve the
problem.
11. SP/1/ And the more I 1. Setting & Scene 1. The word “and” like on the infor The audience
00.57- have spoken about previous table is to show ming felt how bad the
(Psychological):
01.09 feminism the Many people just that she wanted to reality is. They
more I have want to play safe by strengthen her previous will feel that the
realized that letting the statement and she wanted reality depicted

152
fighting for discriminative to ensure that it is inline by Emma is not
women’s rights values and and unity. morally right.
has too often stereotypes exist. 2. “The more” was uttered
become Therefore if there is twice. It shows that if one
synonymous with someone who wants entity changes, it will
man-hating. to deconstruct the change the other one too. It
sends a narrative that her
values, she or he will
experiences shape and
be perceived as show her that women’s
someone who does right has been violated
not only against with badly.
the current values 3. The speaker used
but also with the “synonymous” instead of
people who believe “similar” in order to make
in the values. For her point strong. The
example when there audience then will focus
is a feminist in the more on this word.
conventional 4. She invented the word
society, the society “man-hating” which shows
how negative the sense is.
will perceive her as
What she wanted to prove
the enemy of their
is how fighting for
ancestors’ norms, women’s right means
beliefs and values, women and men will be
and the enemy of her equal in pursuing their
male counterparts. freedom, it does not mean
2. Ends: informing when women’s right is

153
 3. Key: well-ordered upheld then men’s right is
breath, soft eyes violated.
4. Norms: relaxed gaze,
faded gaze
12. SP/1/ If there is one 1. Setting and Scene 1. “If” was put in front of the insisti The people are
o1.09- thing I know for (Psychological): The utterance because she ng influenced to
01.19 certain, it is that world keeps on wanted to be soft in believe that
this has to stop. blaming the uttering her opinion feminism is not
feminists (or people regarding to the man- similar with
who believe in hating terms to be put on man-hating.
women’s freedom) feminism idea.
as people who 2. It is a Complex sentence
destroy the current because it has dependent
peace and trigger the clause (If..) and
gender war. It is so independent clause (it is..).
because not many
people really know
the truth.
2. Ends: insisting
3. Key: precise tone,
fierce gesture
4. Norms: threatening
gaze, loudness and
seriousness
13. SP/1/ For the record, 1. Setting and Scene 1. “For the record” was put infor The audience
01.19- feminism by (Phychological): Not in the first sentence ming knew about the
01.31 definition is the all people know because the speaker general, simple

154
 belief that men about the definition wanted to emphasize the and true
and women of feminism because understanding of the definition of
should have equal feminism has not yet audience toward feminism. feminism.
rights and become a popular 2. The modal verb was
opportunities. term. But even if “should” because the
they do, there are so speaker wanted to be more
many definitions polite. Thus it makes her
about feminism. Not speech more effective.
to mention after
passing three waves
of feminism era
(Liberal Feminism,
Radical Feminism
and Free-
determinative
Feminism) the
people are confused
to have the right
meaning of
feminism.
2. Ends: informing
3. Key: relaxed gesture,
droopy eyes,
4. Norms: melancholic
gaze
14. SP/1/ It is the theory of 1. Setting and Scene 1. The speaker chose “sexes” infor The people knew
01.31- the political, (Psychological): than “gender” to send a ming what Emma
01.39 economic and After listening to the narrative that in political, meant by equal

155
 social equality of definition of economic and social we rights and
the sexes. feminism, the are differentiated based on opportunities is
audience started to our sex. This sex term then how it should be
wonder the further is used to differentiate the upheld in the
explanation of equal rights, responsibility and political,
rights and power that then leads into a economic and
opportunities. gender biased. social point of
Because some of view.
them may think that
socially or
economically or else,
women have
received her freedom
already.
2. Ends: informing
3. Key: smiling, precise
tone
4. Norms: enthusiasm
gaze, seriousness,
melancholic gaze
15. SP/1/ I started 1. Setting and Scene 1. “Started questioning” infor The people knew
01.39- questioning (Psychological): shows that the speaker has ming that Emma
01.45 gender-based Many people realize realized there was started to
assumptions a the gender inequality something wrong in her criticize the
long time ago. exists in our real life surrounding especially gender concepts
when they have about the gender concept since long time
recently attended the since long time ago when ago.
secondary or tertiary

156
 schools. It is very few people have not
rare to find a young realized it.
feminist who is fully 2. It is a Simple Sentence
aware of the because the speaker
consequence of wanted to be
deconstructing the straightforward in
stereotypes. explaining her point.
2. Ends: informing
3. Key: precise tone,
one single breath,
faster speed
4. Norms: seriousness,
melancholic gaze
16. SP/1/ When I was 8, I 1. Setting and Scene 1. The speaker chose the infor The audience
01.45- was confused word “bossy” because this ming knew that when
(Psychological):
01.57 about being called Society believe that word is attached to Emma was 8
“bossy” because I those who can be and someone who always tells years old, she
wanted to direct must be powerful is other people what to do. was confused
the plays that we men. This power She strengthened the point about why
would put on for that in society right now, it directing people
automatically gives
our parents, but is allowed for men to give is not right for
them authority to
the boys were not. the order but it is not right women but it is
create the rule and for the women to give the right for men.
order other people. order for they will be
When there is a girl called bossy which has a
takes this role, she negative meaning.
will be disrespected 2. “When at 8” was put in
by the society. front of the sentence

157
 2. Ends: informing because the speaker
3. Key: relaxed and wanted to emphasize the
explaining gesture, time that the story
precise tone, happened when she was 8
sarcastic years old.
4. Norms: enthusiasm 3. It is a Simple Past Tense
because it happened in the
gaze
past. Emma wanted to
create the proof that she
has been questioning
gender concept since she
was little.

17. SP/1/ When at 14, I 1. Setting and Scene 1. “When at 14” was put in infor The audience
01.57- started to be front of the sentence ming knew that when
(Psychological): As
02.04 sexualized by a famous actress, because the speaker Emma was 14
certain elements Emma is often wanted to emphasize the years old, she
of the media. exposed by the time. The story happened was treated
media for example when she was 14 years old. unfairly by
2. She mentioned her age in certain elements
being interviewed in
the first line of her of media. This
televisions or utterance and kept treatment did not
newspapers, being in repeating the structure of happen to men
photo sessions, and the speech because she however.
so forth. During that wanted to be clear in
activities there are explaining the sequence of
many different her experiences.
treatments that

158
 Emma got from 3. “Sexualized” means she
different media was treated unfairly simply
which have different because she is a girl.
ideology as well. But 4. It is a Simple Past Tense
sadly most of the because it happened in the
media is past. Emma wanted to
create the proof that she
strengthening and
has been questioning
supporting the gender concept since she
stereotype. was little.
2. Ends: informing
3. Key: angry and
fierce tone, sharp
eyes
4. Norms: seriousness,
silent gaze
18. SP/1/ When at 15, my 1. Setting and Scene 1. “When at 15” was put in infor The people were
02.04- girlfriends started front of the sentence ming told that when
(Psychological):
02.11 dropping out of Gender stereotype because the speaker Emma was 15
their beloved also determines the wanted to emphasize the years old, her
sports teams activities of girls and time which is the story girlfriends
because they did boys. For example happened when she was 15 cannot join the
not want to appear years old. teams that they
girls should play
“muscly”. 2. She mentioned her age in love simply
with their dolls and
the first line of her because they are
barbie, join dance utterance because she afraid of the
and make-up class, wanted to be clear in judgement of the
and have a slim body society. This

159
 in order to appear explaining the sequence of proves that the
feminine. her experiences. stereotype very
Meanwhile boys can 3. The word “girlfriend” does limits women’s
join football or not indicate that she is a determination.
basketball club, and lesbian but she wanted to
have muscles in show to the audience that
she emphasized on the
order to appear
female gender.
manly. If they do like 4. She used informal word
what their like “muscly” because she
counterparts do, they wanted to make her point
will be perceived as strong that her girlfriends’
bad and ugly girls or cannot have a freedom to
boys. join whatever teams they
2. Ends: informing want to join because they
3. Key: furious, sharp do not want to be called as
eyes, precise tone an ugly girl.
4. Norms: angry and 5. It is a Simple Past Tense
regretful gaze because it happened in the
past. Emma wanted to
create the proof that she
has been questioning
gender concept since she
was little.
19. SP/1/ When at 18, my 1. Setting and Scene 1. The word “unable” was infor The people knew
02.11- male friends were used to send a narrative ming that when Emma
(Psychological):
02.18 unable to express Expressing feeling that her friends were not was 18 years old,
their feelings. like showing how really able and were she witnessed

160
 someone is happy, limited to express their how her male
sad, euphoric, feelings. friends should
gloomy, furious, etc 2. “When at 18” was put in hide their
can only be done by front of the sentence feelings because
women because it is because the speaker they do not want
considered as wanted to emphasize the to look like a girl
time which is the story which for them
something feminine.
happened when she was 18 and society it
If there is a man years old. equals with
shows his feeling too 3. She used the word “male being weak.
much, he will be friends” instead of
mocked by his boyfriends because of two
friends, reprimanded reasons. The first reason is
by his parents, and how the word “boyfriend”
discriminated by in the status quo indicates
society. the lover. What she meant
2. Ends: informing in her speech is not her
3. Key: droopy eyes, lovers. Thus she used
precise tone “male friends” to avoid
4. Norms: regretful such interpretation. The
gaze second reason is because
the targeted audience of
her speech was men and
boy. Thus he wanted to be
clear in addressing them
both by saying “male”.
4. She mentioned her age in
the first line of her

161
 utterance because she
wanted to be clear in
explaining the sequence of
her experiences.
5. It is a Simple Past Tense
because it happened in the
past. Emma wanted to
create the proof that she
has been questioning
gender concept since she
was little.
20. SP/1/ I decided that I 1. Setting and Scene 1. The tenses is in the past infor People knew that
02.18- was a feminist. (Psychological): because it does not prove ming Emma is a self-
02.21 Many women that in the present it does proclaim
experienced and not exist anymore but feminist since
witnessed many rather it just means that the years ago until
inconvenience and time when she decides to now because of
unfair treatments. be a feminist is from the her experience.
But not many of past until now that she Being a feminist
them who finally becomes the ambassador. means a lot for
decide to stand up the society for
for justice to fight for example it gives
women’s rights. hope for women
2. Ends: informing who suffer from
3. Key: one breath, the stereotypes.
firm, rigid gesture
4. Norms: seriousness,
clear gaze

162
21. SP/1/ And this seemed 1. Setting and Scene 1. “Uncomplicated” was relie The people see
02.21- uncomplicated to (Psychological): prioritized than the word ving that being a
02.24 me. Emma has “not complicated” because feminist is not
experienced and the speaker wanted to difficult for
witnessed gender show that being a feminist Emma.
inequality in her life. is not something too easy
Many people face but also not too
the same case but complicated as well.
they choose to be 2. The word “and” was put in
silent. But Emma is front of the utterance
very eager to be a because she wanted to send
feminist. a message that the previous
2. Ends: relieving utterance was strengthened
3. Key: shake the head, by this one.
frown shape, flat
tone
4. Norms: relaxed gaze
22. SP/1/ But my recent 1. Setting and Scene 1. “Unpopular” means that it infor deplo The people knew
02.24- research has (Psychological): The is not a well-known issue ming ring that even if
02.31 shown me that unfair treatments are or an issue which many gender
feminism has given to all women people put their concern inequality is
become an in the world, but on. Furthermore she very close to
unpopular word. most of them choose brought the fact that very them, and they
to stay silent and feel few people realize about can see the
the pain alone. the gender equality and existence of
2. Ends: informing, women’s fundamental feminism but it
deploring rights which it becomes a is very shocking
disaster for women. that after Emma

163
 3. Key: droopy eyes, 2. “Recent research” was conducting a
melancholic tones, used to emphasize that the research, it is
silent gesture research is relevant with concluded that
4. Norms: regretful the current condition. It feminism is not a
gaze emphasizes the women’s familiar and
problem is very severe. good term to be
known in the
society.
23. SP/1/ Women are 1. Setting and Scene 1. The tense is Present infor The audience
02.31- choosing not to (Psychological): The Continuous because the ming were informed
02.39 identify as fear toward fact that women avoid that nowadays
feminists. consequences of becoming feminists still many women are
being feminists exists today. Many women reluctant to fight
makes many women do not realize their for their
give up their freedom, even if they do freedom. Being
freedom and choose most of them choose to be a feminist means
to be silent. silent. It’s because being a being a
2. Ends: informing feminist is perceived as freedom’s
3. Key: droopy eyes, being a bad girl for they fighter.
worried dare to challenge the social
4. Norms: regretful construction about gender
gaze equality.
2. “Not to identify” was
prioritized compare to
“unidentified” or the other
words because the speaker
wanted to strengthen the
point that until right now

164
 women do not really want
to stand and fight for their
freedom.
24. SP/1/ Apparently I am 1. Setting and Scene 1. “Apparently” was put in infor The society
02.39- among the ranks (Psychological): front of the utterance ming knew that Emma
02.59 of women whose There are many because she wanted to is a type of
expressions are types of women show to audience that they woman who is
seen as too strong, which are women must regret the fact that she very expressive,
too aggressive, who are submissive is identified as an- and aggressive
isolating, and anti- and weaker than uncommon women who which then it
men, unattractive men, and women deconstruct the value of makes people
even. who are aggressive being a good woman. think that she is
and as strong as or 2. “Anti-men” term is used to anti-men and
even stronger than send a narrative that she is unattractive.
men. The first type a type of women who
of women is oppose the power of men.
perceived as the 3. “Unattractive even”
attractive women strengthens the idea that
while the second men are more interested to
type is perceived as date women who are
the unattractive perceived as weak,
women. sensitive and dependent.
2. Ends: informing 4. “The ranks of women”
3. Key: resentful and means women are
soft tone generally classified as too
4. Norms: intimidating strong, strong, less strong,
gaze weak, very weak. Emma

165
 considers herself as rank
one.
25. SP/1/ Why has the 1. Setting and Scene 1. The form of the utterance protes deplo The audience
02.59- world become (Psychological): In is in the interrogative ting ring started to think
03.06 such an the status quo, the sentence because she that the problem
uncomfortable world is considered wanted to invite the is very much
one? not comfortable for audience to think what she severe so that it
women since many thinks. is no longer
people, values and 2. “Such uncomfortable one” comfortable for
beliefs limit means the world which women to live
women’s freedom gender inequality still in.
and happiness. exists. When it exists, it
2. Ends: protesting, means there is one kind of
deploring human who suffers alone,
3. Key: high tone, women. This way of
sarcastic, slow pace speaking makes it more
4. Norms: resentful effective to deliver the
gaze message to the audience.
26. SP/1/ I am from Britain. 1. Setting and Scene 1. Britain is considered as infor The people were
03.06- (Psychological): having a higher sense of ming informed that
03.10 Historically in the dignity compare to the she comes from
colonialization era, it word UK or England. The Britain. It adds
was Great Britain use of this word proves that more respect and
which was able to she wanted to send a trust to Emma
colonialize almost narrative that even in this since Britain is
all countries in the powerful country, there is known as one of
world. Therefore the still gender inequality. She the great
word Britain invited the audience to

166
 possesses higher think how worse the countries in the
power compare to problem will be in the world.
the word UK or powerless countries. This
England. way of speaking makes
2. Ends: informing Emma easy to grab the
3. Key: long breath, audience’s emotion.
serious, flat tone 2. By mentioning where she
4. Norms: plain and comes from also shows
silent gaze that she wanted to
emphasize a feminist can
be from any country in the
world.
27. SP/1/ And I think it is 1. Setting and Scene 1. She utilized the word convi The audience
03.10- right that I am (Psychological): In “think” because it is the ncing were convinced
03.16 paid the same as the status quo, many way how she delivers her that women get
my male women who get the opinion which sound soft unfair salary.
counterparts. same position as so that the people will be They are not
men, for example more influenced to her paid based on
both of the parties arguments. their merit but
become the manager 2. She put the word “And I rather based on
of a company, but think” in the front of the their gender.
sadly they get utterance because she
different salary. Men wanted to emphasize that
will get higher salary she is going to deliver her
compare to women thoughts.
for the same 3. The sentence is complex
position. sentence because it
2. Ends: convincing consists if and independent

167
 3. Key: slow pace, soft clause (I think..) and
tone dependent clause (that..).
4. Norms: serious gaze She used that kind of
sentence because she
wanted to be clear on what
the “something right”
means.
28. SP/1/ I think it is right 1. Setting and Scene 1. She mentioned “I think” convi The audience
03.16- that I should be (Psychological): again to show what she ncing were convinced
03.22 able to make Women rights upon thinks and what she wants. to believe that
decisions about their own body is This repetition makes her women do not
my own body. even prohibited by speech stronger. possess full
the society. For 2. The sentence is complex rights upon their
example when a wife sentence because it own body.
want to abort her consists if and independent
baby, she needs an clause (I think..) and
approval from her dependent clause (that..).
husband otherwise She used that kind of
she cannot do so, or a sentence because she
girl cannot appear wanted to be clear on what
boyish for they will the “something right”
be mocked by the means.
people and so forth.
2. Ends: convincing
3. Key: sharp and
mean, clear tone
4. Norms: serious gaze

168
29. SP/1/ I think… 1. Setting & Scene 1. The applause means that convi The audience
03.22- (applause break) I the audience appreciate her ncing were convinced
(Psychological):
03.43 think it is right Society considered bravery to state something that whenever
that women that women is less which is very intriguing. society or
should be capable than men in Women in status quo do government or
involved on my decision making. not possess any freedom any institutions,
behalf in the upon their body and this which its policy
They even perceive
policies and the has become the most will affect not
that women do not
decisions that will talked issues in current only men but
affect my life. have any interest to society. also women,
join because what 2. She mentioned “I think” want to create
they know is only again to show what she policies or
about kitchen and thinks and what she wants. decisions, they
children. This way of This way of delivering should involve
thinking influence makes her speech stronger. women in the
the way how society 3. The sentence is complex discussion or
construct a rule sentence because it policy making.
which at the end the consists if and independent
rules harm women clause (I think..) and
dependent clause (that..).
because there are no
However she mentioned I
representatives of
think twice in this
women who are utterance because in the
involved in the first “I think” the audience
discussion. gave her applause, thus she
2. Ends: convincing paused her speech and
3. Key: smiling, clear respected the audience.
tone, relaxed gesture

169
 4. Norms: serious gaze 4. She used that kind of
sentence because she
wanted to be clear on what
the “something right”
means.
30. SP/1/ I think it is right 1. Setting and Scene 1. The sentence is complex convi It is very
03.43- that socially I am (Psychological): In sentence because it ncing convincing for
03.50 afforded the same status quo right now, consists if and independent the audience that
respect as men. society give a clause (I think..) and women and men
different treatment dependent clause (that..). should gain the
toward men and She used that kind of same respect
women. For example sentence because she regardless their
when they become a wanted to be clear on what gender.
leader, the society the “something right”
would give more means.
respect to the leader 2. “Socially” means the way
if the leader is a man. how society should
2. Ends: convincing perceive women. She
3. Key: sharp tone, clearly mentioned that
droopy eyes society should also give
4. Norms: regretful respect toward women too.
and serious gaze
31. SP/1/ But sadly I can say 1. Setting and Scene 1. “But sadly” was used to infor regret The audience
03.50- that there is no one show how the fact is very ming ting were shocked
(Psychological):
03.54 country in the Emma has opposite and deplorable knowing the fact
world where all mentioned that for her. that there is no
women can expect women should be 2. The sentence is complex country which
sentence because it

170
 to receive these treated equally for consists if and independent uphold the
rights. their work, clause (But sadly I..) and gender equality.
existence, respect, dependent clause (there)
decision, and which plays as the object
freedom. This is the and (where..) as the adverb
thing that all women of place.
3. “No one country”
also hope to happen
emphasizes the fact that
in the real life. there is no single country,
However not all men even the country members
care for this. of the UN, where the
2. Ends: informing, women get their
regretting fundamental freedom.
3. Key: clear tone,
sharp, droopy eyes
4. Norms: resentful and
melancholic gaze
32. SP/1/ No country in the 1. Setting and Scene 1. The sentence is complex infor It was very
03.54- world can yet say sentence because it ming shocking for the
(Psychological):
04.01 they have Emma has consists if and independent audience to hear
achieved gender mentioned that clause (No country..) and about this
equality. women should be dependent clause (yet inconvenient
treated equally for say..). truth that there is
2. “No country” is repeated to no single
their work,
strengthen the meaning country has
existence, respect, that there is really no single achieved gender
decision, and country which has upheld equality.
freedom. This is the the gender equality.

171
 thing that all women
also hope to happen
in the real life.
However not all men
care for this.
2. Ends: informing
3. Key: higher tone,
faster pace, silent
and plain gesture
4. Norms: sadness
33. SP/1/ These rights I 1. Setting and Scene 1. This is a compound infor The audience
04.01- consider to be (Psychological): sentence because it ming were told that
04.09 human rights but I People believe that consists of two gender equality
am one of the human rights is the independent clauses is the right of
lucky ones. fundamental rights (These rights..) and (but I women. They
that should be am..). The word “but” were also
fulfilled for example indicates the last clause is a informed that
right to live, right to refutation of the first Emma is one of
get education, right clause. women who can
to choose, etc. 2. “Lucky ones” shows that get her full
However there is still she is included in the group freedom as a
a debate about rights of women where they can woman.
of women, whether exercise their right freely,
the gender equality as free as men.
that women 3. The speaker chose
nowadays ask for is “consider” rather than
their fundamental “think” to sum up all her

172
 right that should be thoughts which have been
fulfilled or not. delivered in the previous
2. Ends: informing utterances. Not to mention
3. Key: slow pace, this word is considered
lower tone, sharp more polite since it has a
and mean sense to contemplate the
4. Norms: melancholic details of other point of
gaze view as well.
4. The choice of “human
rights” is effective to
emphasize the point that
women’s fundamental
right can be upheld if there
is gender equality.
34. SP/1/ My life is a sheer 1. Setting and Scene 1. This is a complex sentence infor The audience
04.09- privilege because (Psychological): because it consists of ming were informed
04.10 my parents did not People perceive that independent clause (My that Emma’s
love me less family will get less life..) and dependent parents were
because I was benefit (socially, clause (because..). very happy even
born a daughter. economically, and “Because” was used to if their baby is a
politically) when explain why her life is a girl, unlike the
they have daughters. sheer privilege. other
Not to mention they 2. “Sheer privilege” means conventional
also believe that she has a very great life society who
daughters will bring where she is not trapped in have not believe
more burden to the the gender biased. in the gender
family rather than equality.
sons. Therefore

173
 many family choose
to have a son rather
than daughter.
2. Ends: informing
3. Key: pompous,
serious, clear tone
4. Norms: arrogant
gaze
35. SP/1/ My school did not 1. Setting and Scene 1. This is a complex sentence infor The audience
04.10- limit me because I (Psychological): The because it consists of ming were told that
04.15 was a girl. gender stereotype independent clause (My Emma’s school
has been rooted, school..) and dependent gave Emma the
broadly spread and clause (because..). same freedom
believed by many “Because” was used to with men’s
institutions. For explain why her school did freedom.
example in the not limit her.
political parties 2. “Not limit” indicates how
where they believe the school allowed her join
men have higher any activities even if this
capability than activity is considered
women. In many manly for example being a
schools, the gender leader of the class, join
stereotype also football club, etc.
influence the way
how school organize,
and treat the
students.
2. Ends: informing

174
 3. Key: heavy breath,
fierce, sharp eyes
4. Norms: arrogant
gaze
36. SP/1/ My mentors did 1. Setting and Scene 1. This is a complex sentence infor People knew that
04.15- not assume I because it consists of ming even if Emma is
(Psychological):
04.23 would go less far The gender independent clause (My a girl, her
because I might stereotype has been mentors..) and dependent mentors did not
give birth to a rooted, broadly clause (because..). treat her
child one day. spread and believed “Because” was used to differently.
explain why her mentors
by many institutions.
assume that way.
For example in the
2. “Mentors” is used to
political parties address teachers of
where they believe informal schools (outside
men have higher school). Usually they teach
capability than skills. Emma joined theatre
women. In many and dance class after
schools, the gender school. So this term is used
stereotype also to address her teachers in
influence the way that classes.
how school (formal 3. She chose the word
and informal) “might” in order make it
organize, and treat more polite for she
mentioned her mentors’
the students.
thought. In that way of
2. Ends: informing saying proves that she

175
 3. Key: sharp eyes, really respects her
heavy breath, clear mentors.
tone
4. Norms: arrogant
gaze
37. SP/1/ These influencers 1. Setting and Scene 1. This is a complex sentence Infor The audience
04.23- were the gender (Psychological): because it consists of ming, realized that the
04.31 equality Emma believes that independent clause (These people in
ambassadors that to be a hero, to influencers..) and Emma’s life
made who I am uphold the gender dependent clause (that..). were
today. equality, it does not “Because” was used to contributing in
require many explain why they are called shaping Emma’s
complicated things. as the ambassadors. ideology.
As long as someone 2. “These influencers” refers
believes in gender to her parents, school, and
equality, they can be mentors. They are very
called as feminist influential during Emma’s
too. The point is that nurturing process.
people are
influencing each
other. If one group
believe in gender
equality, usually the
people surround that
group will also have
the same belief.
2. Ends: informing,

176
 3. Key: smiling , long
breath, precise tone
4. Norms: relaxed and
grateful gaze
38. SP/1/ They may not 1. Setting and Scene 1. “May” indicates the infor The audience
04.31- know it, but they speaker wanted to be more ming knew that the
(Psychological):
04.38 are the inadvertent People assume that casual in her speech. people or
feminists who are being a feminist 2. The sentence is Complex institutions
changing the should be Compound because it mentioned in her
world today. proclaimed to the consists of two previous
independent clauses utterances are
society that she is a
(They..) and (but they..) categorized as
feminist. Therefore
and dependent clause feminist who can
there is a possibility (who..). “But” is used to bring equality in
for people to not refute the first clause, and the world.
become feminists “who” is used to explain
but they are pro for the inadvertent feminists.
gender equality. 3. “Inadvertent” was chosen
2. Ends: informing because the speaker
3. Key: heavy breath, wanted to drag the focus
sharp eyes, into this word which
trembling tone means unconsciously they
4. Norms: hopeful gaze become a feminist who
believe in women’s
freedom. It means they are
not a self-proclaim
feminists as well.

177
39. SP/1/ We need more of 1. Setting and Scene 1. It is a Simple sentence insisti People knew that
04.38- those. because Emma wanted to ng Emma as well as
(Psychological): The
04.40 number of feminist be clear for her conclusion the International
or people who are of her experience. society, the UN,
pro for gender 2. The tense is Simple and the world
equality is still low. Present because she need people who
wanted to emphasize the concern for
It is so because of
need for not only today but gender equality.
several reasons such also for current time.
as the people are not
aware of the gender
equality, and if the
people are aware,
they are too afraid to
speak up.
2. Ends: insisting
3. Key: droopy eyes,
lower tone
4. Norms: insisting and
melancholic gaze
40. SP/1/ And if you still 1. Setting and Scene 1. The word “and” is added in clarif The audience
04.40- hate the word, it is (Psychological): The the first sentence because ying were told to not
04.48 not the word that people still believe she wanted to strengthen bother the word
is important. feminism as the previous saying. “feminism” but
something bad 2. This is a complex sentence the meaning
because it is because it consists of behind it.
perceived as independent clause (it is..)
something and dependent clause (if..).

178
 backlashing with the “If” was used to explain
rooted norms and the possibility if the
values of being a audience still hate the word
good women in the feminism.
society. Most of the 3. “Hate the word” means
people are not open whenever people hear the
for change too. word, feminism, all they
2. Ends: clarifying know is about man-hating
3. Key: stable breath, which is considered
regretful and fierce morally wrong.
eyes, relaxed gesture
4. Norms: serious gaze
41. SP/1/ It is the idea and 1. Setting and Scene 1. “Idea” indicates the gender infor The people were
04.48- the ambition (Psychological): equality and “Ambition” ming told that they
04.58 behind it, because The people still refers to upholding should pay
not all women believe feminism as women’s rights. attention more to
have received the something bad 2. It is a Complex Compound the idea and
same rights that I because it is Sentence because it has ambition of
have. perceived as two independent clauses feminism which
something (It is..) and (because..) and support the good
backlashing with the one dependent clause (that things toward
rooted norms and I..). “Because” was used to women.
values of being a affirm why the idea and
good women in the ambition is correct. “That”
society. Most of the was used to explain “the
people are not open same rights”.
for change too.
2. Ends: informing

179
 3. Key: sharp and clear
tone, slow and clear
pace, firm gesture
4. Norms: serious and
melancholic gaze
42. SP/1/ In fact, 1. Setting and Scene 1. “Statically” refers to the infor The audience
04.58- statistically, very (Psychological): research she has ming knew that in
05.00 few have been. Emma still thought conducted. It was put after reality, based on
that the problem is the word “in fact” to Emma’s
very severe for there strengthen the point that it research, there
is very few women’s really happens in the are very few
rights being upheld. current time. women whose
2. Ends: informing 2. “Very few” emphasizes freedom have
3. Key: firm gesture, the low number of women been granted.
slow pace, droopy whose rights are not
eyes, miserable face upheld.
4. Norms: melancholic 3. The sentence is Simple
gaze sentence because the
speaker wanted to make it
clear and straightforward.
43. SP/1/ In 1997, Hilary 1. Setting and Scene 1. “In 1997” was put in front infor People knew
05.00- Clinton made a of the sentence because she ming there was a
(Psychological):
05.08 famous speech in Beijing, China is wanted to emphasize the famous speech
Beijing about applying a One Child time constraint. in Beijing in
women’s rights. Policy which only 2. It is a Simple Tense 1997 which has
allow a family to because the speaker the same theme
wanted to send a clear with her that is
have one child only.
message that there was a about freedom of

180
 They will be famous speech about women. They
punished if they gender equality in the past realized that
violate this rule. delivered by the first lady. even the First
Hilary Clinton, the 3. The tenses is Simple Past Lady also
first lady of USA at Tense because she told a addressed the
that time gave a story in the past. same thing with
Emma. Both of
speech in Beijing
them talked
telling the people about feminism
that this policy very but in the
limits the women’s different
right upon their own scenarios.
body and
reproduction.
Because women
cannot have full
rights to choose how
many children she
wants to have.
2. Ends: informing
3. Key: flat tone and
gesture
4. Norms: plain and
silent gaze
44. SP/1/ Sadly many of the 1. Setting and Scene 1. “Sadly” was put in front of regret It was known
05.08- things that she the saying because she ting that women in
(Psychological): The
05.14 speech of Hillary wanted to emphasize her China have not

181
 wanted to change Clinton was not sad feeling that the yet been granted
are still true today. really heard by the condition which Hillary their freedom
local government wanted to change does not upon their own
and society. happen. reproduction.
Therefore until now 2. “True” is used to show that The abuse
this policy is still the condition on women’s towards women
right violation still exists still happens
applied.
today. right now and
2. Ends: regretting this is the
3. Key: droopy eyes, deplorable fact.
worried, slow pace,
soft tone
4. Norms: melancholic
gaze
45. SP/1/ But what stood 1. Setting and Scene 1. “But” was put in front of infor deplo The audience
05.14- out for me the (Psychological): the utterance because she ming ring knew that the
05.24 most was that less People started wanted to emphasize the number of male
than 30% of the wondering what things that she was who attended
audience were made Mrs. Clinton’s disappointed the most. Hillary’s speech
male. speech unsuccessful. 2. “Less than 30%” indicates was only less
2. Ends: informing, the very small number of than 30% of the
deploring audience. total audience.
3. Key: casual tone, Therefore it
sharp and mean eyes, made the speech
4. Norms: furious and less successful to
regretful gaze bring a change.

182
46. SP/1/ How can we affect 1. Setting and Scene 1. The form of the utterance critici The audience
05.24- change in the is in the interrogative zing, knew that it is
(Psychological):
infor
05.35 world when only There are gender sentence because she ming
very urgent to
half of it is invited equality promotions, wanted to invite the invite and let as
or feel welcome to movements and audience to think like the many men as
participate in the socializations. way how she thinks. It is possible involve
conversation? effective because it makes in upholding the
However not many
2. She utilized “affect change gender equality.
of them is successful in the world” in order to
to achieve the gender strengthen the point that
equality simply having a speech about
because it hits the feminism is not a mere
wrong target. In speech but a speech which
upholding the can bring a change.
equality, it needs the
cooperation between
men and women, not
women alone as a
single fighter.
2. Ends: criticizing,
informing
3. Key: slow pace, soft
tone, sharp eyes
4. Norms: regretful and
peevish gaze

183
47. SP/1/ Men, I would like 1. Setting and Scene 1. “Men” was put at the inviti All men who
05.35- to take this beginning of the utterance ng listened to
(Psychological):
05.41 opportunity to Based on Emma’s because she wanted to be Emma’s speech
extend your claims toward Mrs. straightforward to direct would feel
formal invitation. Clinton’s speech, the the message to men only. welcome to be
(Applause) audience started to Not to mention the reason involved in the
why she did not use discussion. They
wonder what men
“Gentlemen” or other
should do. more formal words
2. Ends: inviting because what she said was
3. Key: smiling, light about Men and Women, so
hearted, soft eyes, she wanted to specifically
silent gesture address to the male
4. Norms: enthusiasm counterpart.
and serious gaze 2. However, after mentioned
men, she spoke very
formal because she wanted
to take the audience
emotion by being
respectful and polite.
3. The applause was given as
a proof of respecting to
Emma and answering to
her question.
48. SP/1/ Gender equality is 1. Setting and Scene 1. The tense is Simple insisti It was known
05.41- your issue too. (Psychological): Present because the ng that men should
05.47 Gender issue so far is speaker wanted to also pay
perceived only as attention and

184
 women’s issue. emphasize the awareness care toward any
Men’s issues are of the audience. gender issues.
about politics, 2. “Your issue too” is
family, religion and perceived as something
stuff. The gap exists powerful because it makes
between men and the audience, especially
women, thus it men, feel that the problem
makes women feel faced by women is one of
alone to fight for her their problems too.
own rights. Most of
the people do not
realize that gender
equality is not about
women’s right but it
is about women and
men’s right.
2. Ends: insisting
3. Key: sharp eyes,
precise tone, rigid
tone
4. Norms: insisting and
serious gaze
49. SP/1/ Because to date, 1. Setting and Scene 1. “Because to date” was put infor The people were
05.47- I’ve seen my in front of the sentence ming convinced that
(Psychological):
06.11 father’s role as a Emma’s parents because Emma wanted to gender equality
parent being divorced when give further explanation is not only
valued less by Emma was still very and proof upon her women’s issue
society despite my previous statement telling but also men’s

185
 needing his young. She lived about how gender equality issue. When her
presence as a child with her mom and is also men’s issues. father is valued
as much as my her brother since 2. less because of
mother’s. then. When there is the divorce, she
a divorce commonly perceived it as
people will put the something unfair
too. The divorce
blame on the
is not husband or
husband for wife’s problem
abandoning his but it is a family
family. problem. Not to
2. Ends: informing mention she did
3. Key: slow pace, soft not want society
tone, regretful face to blame her
4. Norms: melancholic father because
and peevish gaze she and their
family do not do
so.
50. SP/1/ I’ve seen young 1. Setting and Scene 1. She chose to say “I’ve infor The audience
06.11- men suffering seen” instead of “I have ming were informed
(Psychological): The
06.24 from mental society constructs seen” because it was a that the there are
illness unable to gender stereotypes spoken language. many men who
ask for help, for which limit the Therefore she made it cannot express
fear it would make emotion and simpler. “I’ve seen” also their feeling to
them look less of a shows that Emma ask for help
determination of
men or less of a witnesses the event because they are
male and female.
man. directly in her real life. afraid it will
Asking for help, make them look

186
 which is believed to 2. “Mental illness” was weaker. If they
be weaker, can only prioritized to be put in her become weak,
be appropriately speech because it makes the society will
done by women. On the strong message that judge them as
the other hand someone who cannot someone who
helping other people, uphold his/her rights to cannot be called
the fullest will feel as a real man.
which is considered
unhappy thus their
to be stronger, can mentality will be sick.
only be 3. “Less of a men or less of
appropriately done a man” means there is a
by men. dignity of being a man or
2. Ends: informing being in a group of men.
3. Key: sharp eyes, This dignity is violated
firm and clear tone once they become weak
4. Norms: hateful and and ask for help.
serious gaze
51. SP/1/ In fact, in the UK 1. Setting and Scene 1. “In fact” was put in front of infor It was very
06.24- suicide is the (Psychological): the utterance because she ming horrifying to
06.27 biggest killer of Many men are wanted to strengthen the know the fact
men, between 20- suffering from the previous statement about that self-
49, eclipsing road inability to express how bad suffering from determination is
accidents, cancer their freedom which mental illness is by very much
and coronary at the end limit their bringing up the case important for
heart disease. happiness as a happened in the real life. every single
human being too. It 2. “Eclipsing” word was human being. If
has been known that prioritized to be used in her it is limited, it
suffering from utterance because she will hamper their

187
 mental illness is wanted to make the happiness and
much more audience pay more lead into mental
dangerous than attention toward this word. illness which at
suffering from She wanted to make them the end can
physical illness. realize that illness leads make them to
2. Ends: informing into suicide and it is even irrationally
3. Key: flicker eyes, worse that the road choose to die
sarcastic, precise accidents, cancer and than to live.
tone coronary heart disease
4. Norms: regretful which are considered as
gaze the very severe problems
too.
52. SP/1/ I’ve seen men 1. Setting and Scene 1. “I’ve seen men” was infor The audience
06.27- made fragile and repeated in order to make ming felt that it is right
(Psychological):
06.37 insecure by a Men are the ones the message stronger for men to
distorted sense of who are perceived to which is telling about the determine their
what constitutes be strong so that they fact of how suffering men own happiness.
male success. will give the security are.
2. “Distorted” means Emma
toward women. This
considers the values that
condition makes are upheld by the society
society standardize are no longer relevant with
that all men should the current situation. Men
be strong otherwise nowadays have more room
they will be to express themselves
considered as less of including to be vulnerable
a man. or less masculine.
2. Ends: informing

188
 3. Key: firm and clear
tone, droopy eyes,
slow pace
4. Norms: melancholic
gaze
53. SP/1/ Men don’t have 1. Setting and Scene 1. “Either” was used to show infor The audience
06.37- the benefits of the party who get the unfair ming knew that
(Psychological):
06.43 equality either. Most of people know treatment from the society gender
that in status quo is not only women but also stereotypes do
right now women men. not only make
suffer a lot from the 2. She chose the word women suffer
“benefits” to send a but also the
unfair treatment
narrative that human men.
given by the society.
should not be harmed.
2. Ends: informing Therefore when a party do
3. Key: firm and clear not get the benefit (or in
tone, droopy eyes, other word they are
slow pace harmed), it is something
4. Norms: melancholic morally wrong and it needs
gaze to be changed.
54. SP/1/ We don’t often 1. Setting and Scene 1. “We” refers to current infor Society knew
06.43- talk about men modern people who still ming that gender
(Psychological):
06.52 being imprisoned Gender stereotypes believe in the gender stereotypes do
by gender is the wrong stereotypes. not only abuse
stereotypes but I perception of gender 2. “Being imprisoned” was women’s rights
can see that that roles that has been used to strengthen the idea but also men.
they are. that men’s rights is really
rooted and believed

189
 by society since long limited thus it make them
time ago. This very much suffer too.
concept limits 3. It is a Compound Sentence
certain parties to not because there is an
be able to get full independent clause (We
access toward their don’t …) and (but..). But
was used to emphasize
freedom and
why the previous clause is
determines their wrong. Therefore there is
right not based on an urgent need to make the
their merit, but rather discussion about men
based on their trapped in the gender
gender. One of the stereotypes in the surface.
example is the one
who should stay at
home is women and
the other
counterparts should
go to work.
2. Ends: informing
3. Key: firm and clear
tone, droopy eyes,
slow pace, sad face
4. Norms: melancholic
and pitiful gaze

190
55. SP/1/ And that when 1. Setting and Scene 1. “And” was put in front of guara The society were
06.52- they are free, (Psychological): the utterance to add the nteein informed that
g
06.59 things will change 2. Ends: guaranteeing information which can what they need
for women as a 3. Key: slow pace, strengthen the previous to do is to help
natural precise tone, plain statement. She emphasized men to be free
consequence. and silent gesture how it is really needed to from stereotypes
4. Norms: hopeful and deconstruct the gender because this
serious gaze stereotypes and bring action at the
equality toward both same time can
parties because at the end if also help women
men are free, women will to be free from
be free too. the stereotypes
2. This is a Compound as well.
Sentence because there are
two clause (And that
when..) which acts as the
adverb of time and (things
will..).
3. The speaker used future
tense like “things will
change..” because it is a
hope for the future.
However this hope can be
guaranteed once people
agree to free men from the
stereotypes.
4. She chose the word
“natural consequence”

191
 because it sounds soft and
attaches the emotion of the
audience.
56. SP/1/ If men don’t have 1. Setting and Scene 1. Emma tried to show how promi The audience
06.59- to be aggressive in (Psychological): her campaign can bring the sing can feel that the
07.08 order to be Men are perceived as mutual benefit for both campaign does
accepted women someone who is sides; men and women. “If not only bring
won’t feel strong, masculine men don’t have to be benefit for
compelled to be and capable of doing aggressive…women won’t women but also
submissive. anything. Sadly feel compelled to be for men. Thus it
people are born submissive” means that if triggered them to
different. Just men can be free from the be more active in
because they are prejudices, at the same joining the
men, it does not time women can be free campaign.
necessarily mean too and vice versa.
they are strong, 2. Emma used the antonym in
masculine and her utterance which is
capable of anything. “aggressive” and
In reality we can face “submissive”. It means
that there are men that this two characteristics
who can be can be owned by both men
vulnerable, and and women. These words
feminine. Because of are not innate and
this, they are assimilated with certain
discriminated by the gender. Men can be
society too. At the submissive, on the other
end these people also hand, women can be
suffer from the aggressive too. As long as

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 stereotype because it is their own willingness
they cannot be true and happiness to be so,
to themselves and there should be none who
thus cannot achieve can determine what
their own happiness. characteristic they should
2. Ends: persuading have just because they are
3. Key: precise tone, women or men.
slow pace, sharp and
mean
4. Norms: hopeful and
insisting gaze
57. SP/1/ If men don’t have 1. Setting and Scene 1. She repeated “If men don’t promi The audience
07.08- to control, women (Psychological): have” to strengthen her sing felt that if men
07.14 won’t have to be Society constructed point that the gender can have an
controlled. a value that men equality can be achieved if option to not
should be the one gender is freed from control the other
controller and the stereotypes. creatures, then at
women should be the 2. Emma used the opposite the same time
one who are under words in one utterance women also
men’s control. This which are “control” and possess right not
value has been “controlled” in order to to be controlled
rooted for a very show to the audience that by their male-
long time ago so that men and women are not counterpart.
it is hard to be two opposite human. Men
changed. This can also have the women’s
prejudice creates characteristic and vice
many women suffer. versa. Their life should not
Because when be dictated by the society

193
 women are under because at the end they are
men’s control it the ones who will run their
means they do not life and get the risk of it.
possess any rights
toward their own
body, mind and
happiness. It seems
so unfair because we
cannot have full
control toward our
own life.
2. Ends: persuading
3. Key: precise tone,
slow pace, sharp and
mean
4. Norms: hopeful and
insisting gaze
58. SP/1/ Both men and 1. Setting and Scene 1. This sentence is Simple promi The audience
07.14- women should sentence showing that sing realized that
(Psychological):
07.18 feel free to be Society believe that Emma wanted to be everyone
sensitive. the one who can be straightforward to her regardless their
sensitive is only point that men and women gender can be
women. If they find are equal. sensitive as long
2. “Feel free to be sensitive” as it is suit with
men who are
strengthens the fact that their own
sensitive, they will
being sensitive can be personality and
discriminate, mock owned by anyone it can bring them
and even do physical regardless their gender. If the happiness.

194
 harm to the men so one day the society find a
that the men can man with a sensitive heart,
avoid their they should not judge him
sensitiveness. and discriminate him.
Therefore the They should accept and
prejudice that men respect their choice.
cannot be sensitive is
wrong and should
not be inherited to
our future
generations.
2. Ends: persuading
3. Key: sharp and
serious tone, rigid
gesture
4. Norms: insisting
gaze
59. SP/1/ Both men and 1. Setting and Scene 1. Emma repeated the words promi The audience
07.18- women should “Both men and women sing were convinced
(Psychological):
07.23 feel free to be 2. Ends: persuading should feel free to be..” that both men
strong. 3. Key: sharp and because Emma wanted to and women can
serious tone, rigid emphasize her conclusion have full right of
gesture that it is not only men who determining
can feel free to be anyone themselves,
4. Norms: insisting
they want but also women. whether to be
gaze It is both of them who sensitive or to be
possess this right. strong. This

195
 2. Emma said earlier that characteristics
regardless their gender should not be
they can be sensitive labelled to one
anyway. To strengthen this single gender.
point Emma emphasize
again that both can also be
free to be strong. It shows
that being anything like
sensitive or strong can be
done by everyone, both
men and women.
60. SP/1/ It is time that we 1. Setting and Scene 1. Emma tried to explain that insisti The audience
07.23- all perceive men and women are the ng were convinced
(Psychological):
07.31 gender on a Society perceive that same human beings. They that equality is
spectrum instead men and women are are not two opposite really urgent to
of two sets of two opposite human. creatures. Therefore the be upheld. They
opposing ideals. If men are strong, on characteristics of both realized that the
(applause) gender should not be society
the other hand
opposite too. For example prejudices are
women should be if men can be aggressive, it wrong and
vulnerable. If men does not necessarily mean needed to be
are aggressive, on that women cannot be changed.
the other hand aggressive too. “On a Women and men
women should be spectrum” sums up are the equal
submissive and so Emma’s argument that human being.
on. Therefore if they men and women are the They do not
find a man who is same human being. opposite one and
vulnerable and another.

196
 submissive they will 2. The audience gave her
see this man as less applause for her incredible
of a man. argument saying that what
2. Ends: insisting society now think is
3. Key: slow pace, wrong. This is her top of
droopy eyes, precise premise that can show
toward the audience that
tone
men and women are equal
4. Norms: hopeful and because they are in one
insisting gaze spectrum not in “two sets
of opposing ideals”.
60. SP/1/ If we stop 1. Setting and Scene 1. Emma wanted to promi The society
07.31- defining each (Psychological): The strengthen the point that sing thought that they
07.49 other by what we people focus more the society should put should no longer
are not and start on what a man more focus on what they put more focus
defining ourselves should be like and want to be instead of what on determining
by who we are, we what a women they should be according what women and
can all be freer. should be like. So to the society’s judgement. men should be.
that they forget that If they can do that, this is They should
this idea limits and the true freedom that give more room
even violate the Emma wanted the society and access for
freedom of every to understand. This men and women
human to be argument is strengthen by to decide and
whatever they want the word “freer” which determine their
in order to achieve means the people can own life, to be
their ultimate achieve better freedom, the whatever they
happiness. ultimate freedom, if they want to be.
2. Ends: persuading

197
 3. Key: smiling and can have full right to
friendly face, soft determine their own self.
tone, slow pace
4. Norms: hopeful gaze
61. SP/1/ And this is what 1. Setting and Scene 1. Emma wanted to show that infor The audience
07.49- HeForShe is what she addressed in her ming started to know
(Psychological): In
07.53 about. the status quo right previous statements is all what HeForShe
now, there are many about HeForShe is. They knew
feminism movement. She pointed that this
movements which that this movement helps movement cares
women and men to be free for the equality
concern on the
from any prejudices. between
women’s freedom.
2. This utterance is in Simple genders. It cares
However Emma Present Tense because for the freedom
wanted to emphasize Emma wanted to be of women and at
that HeForShe is straightforward telling that the same
different from any what she has been freedom of men
other movements. mentioning before have too.
2. Ends: informing been there in one package
3. Key: one breath, called HeForShe.
very clear tone,
sharp eyes, firm
gesture
4. Norms: seriousness,
loudness

198
62. SP/1/ It is about 1. Setting and Scene 1. It is a Simple Present infor The society
07.53- freedom. (Psychological): The Tense and a Simple ming knew that the
07.56 audience have been Sentence because Emma main concern of
convinced that wanted to make it simple HeForShe is the
women and men and straightforward that freedom.
should be free from HeForShe is all about Therefore they
any prejudices that freedom. were convinced
are labelled to their 2. “It” refers to the movement that until the
gender. After being HeForShe. She did not freedom does
told that HeForShe want to make her point not exist
also upholds the redundant by mentioning between
same ideology. They the same words in the genders, this
need more different utterances movement will
convincing because in this context if not stop its fight.
statement showing she repeat the words it will
that this movement be useless.
really concerns on
the genders’
freedoms.
2. Ends: informing
3. Key: smiling, light
hearted, relax
gesture
4. Norms: relaxed gaze
63. SP/1/ I want men to take 1. Setting and Scene 1. “I want men” was uttered com The male-
07.56- up this mantle, so (Psychological): because Emma wanted to mand audience felt
ing
08.19 their daughters, Women are direct the male audience triggered to join
sisters and perceived as that they need to help their the movement so

199
 mothers can be vulnerable and daughters, mothers, sisters that they can
free from submissive, on the and sons to be free from save their
prejudice, but also other hand the the gender labels. daughters, sons,
so their sons have opposite characters 2. This utterance was mothers and
permissions to be should be owned by constructed in the complex sisters from the
vulnerable and men. This condition sentence because Emma prejudices.
human too, makes them suffer wanted to be complete in
reclaim those because it can giving the order to the
parts of demotivate them to men. She did not want her
themselves they have better quality of information is being
abandoned and in living. The only one misleading so that it
doing so be a more who can help them is creates confusion in the
true and complete the men who are society.
version of perceived as the
themselves. strong actor.
2. Ends: commanding
3. Key: sharp eyes,
trembling yet clear
tone, heavy breath,
droopy eyes
4. Norms: seriousness,
loudness,
melancholic gaze
64. SP/1/ You might be 1. Setting and Scene 1. “You might be thinking..” guess The audience
08.19- thinking who is was used to guess whether ing knew that Emma
(Psychological): In
09.28 this Harry Potter her first debut as a there is a possibility of the realized why the
girl? (laugh) and Hollywood actress, audience to doubt her audience kept on
existence in the UN. This wondering about

200
 what is she doing she played in Harry is very effective in order to her presence in
at the UN? Potter series, a very answer and heal the doubt the UN.
well-known magic- of the audience which can
and-love-novel- decrease their trust.
based movie. Therefore in order to
Members of the UN strengthen or re-gain the
trust, she mentioned their
might have
doubt and gave answer to
wondered why an it.
actress who is hardly 2. The laugh is the natural
seen as a politicians response of how it may
or even in political sound so silly but very
movements having a meaningful for the
speech there. audience. She realized that
Everybody in the most of the people only
room was laughing know her in the television
that finally she as a Hollywood actress.
realized it. This laughter is also a form
2. Ends: guessing of how Emma wanted to
take it easy, to decrease the
3. Key: smile and
tense in the hall.
laugh, friendly, light
hearted, soft eyes
4. Norms: joking gaze
65. SP/1/ And it is really a 1. Setting and Scene 1. “A good question” is infor praisi The audience
09.28- good question. Emma’s affirmation that ming ng felt appreciated
(Psychological):
09.30 After guessing the she was not offended at all by Emma. They
question that has if the audience think that know it may be a

201
 been running in the way. On the other hand, silly question but
audience’s heads, the she thought that it was a Emma still took
tense in the hall was common question that it easy.
decreasing. people may have in their
2. Ends: informing, head whenever they see
praising Emma especially when
they see Emma in the UN
3. Key: smile and
talking about the serious
laugh, friendly, light issue.
hearted, soft eyes
4. Norms: joking gaze
66. SP/1/ I have been asking 1. Setting and Scene 1. This sentence is very infor The audience
09.30- myself the same simple because Emma did ming knew that Emma
(Psychological):
09.32 thing. Emma is the very not need to prolong her also asked the
famous actress in the sentence. This is just the same question
world. She played additional sentence to with them too
Hermione character strengthen the previous which means it
statement that she is fine strengthens the
since she was 11
with the question. point that Emma
years old. Besides, 2. “Asking myself the same was not offended
she also played other thing” means asking at all.
famous film herself the same question
produced by Warner that the audience may have
Brothers. She knew in their head too which is
it was a common about why Emma, the
question even for Harry Potter girl, can have
herself to ask why a a speech in the UN
girl like her can have podium.

202
 a speech in the UN
podium.
2. Ends: informing
3. Key: smile, friendly,
light hearted, soft
eyes
4. Norms: joking gaze
67. SP/1/ All I know is that I 1. Setting and Scene 1. Emma tried to explain to infor The audience
09.32- care about this the audience that the ming gave her more
(Psychological): The
09.40 problem and I audience and even reason why she was there appreciation and
want to make it Emma asked the is not because she is a respect because
better. same question why celebrity but because she as a Hollywood
an actress like Emma also cares for the gender actress, she still
problem. It is proven with cares for the
can be speaking in
“All I know is that I care world problem
the UN podium. The about this problem”. such as gender
people’s mind was 2. “I want to make it better” problem.
shifting from the means that Emma wanted
gender issue into to solve the problem. By
Emma’s issue. this statement, Emma
2. Ends: informing wanted to show to the
3. Key: relaxed, serious audience that anyone
eyes, light hearted, including a Hollywood
soft eyes actress can be the women’s
4. Norms: melancholic libbers or feminists.
gaze

203
68. SP/1/ And having seen 1. Setting and Scene 1. “Having seen what I’ve infor The audience
09.40- what I’ve seen and seen” means that Emma ming felt that Emma is
(Psychological):
09.50 given the chance, I Emma felt that she is has gone through the smart and can
feel it is my just an actress who bittersweet of growing up have appropriate
responsibility to never involves in any in the conventional society actions because
say something. political and social who hold the stereotypes she knew that
tightly. this opportunity
movements or
2. “Given the chance” means is not randomly
parties. The audience the opportunity to speak up given to
may have the same in the UN podium. She anybody, then
feeling too toward chose this wording she use it very
Emma and toward because it sounds softer well to wake
themselves that they and convincing than the everybody to be
do not involve in any word “opportunity”. aware of the
political and social 3. She thought it is fair for her gender issue.
movements. to give the feedback of the
Therefore Emma chance she got with the
wanted to show them responsibility that she felt
that this is the right she needed to tell it to the
audience. Her
time for them to
responsibility is by
show up and bring a
inviting as many people as
change. she can do to join the
2. Ends: informing movement. The word
3. Key: sharp and “responsibility” sounds
serious eyes, slow having higher dignity
pace and tone because Emma wanted to
4. Norms: serious gaze

204
 make it looks like a
privilege.
69. SP/1/ Statesman 1. Setting and Scene 1. Emma used a quote to tell infor The audience
09.50- Edmund Burke the audience that it is not ming knew that it is
(Psychological): We
10.02 said: “All that is can still find that only her who believe in it very urgent for
needed for the many people are not but also another famous them to stand for
forces of evil to aware of the gender person like Edmund justice and
triumph is for equality. Even after Burke. It is about how the gender equality
enough good men evil things will get the because they do
they listened to
and women to do triumph if there is none not want to make
Emma’s speech it is
nothing.” who are aware of and fight the world suffer
still hard for them to for the equality. even more.
be a feminist.
However Emma
explained that the
world can no longer
bear the suffering of
many women and
men because of the
stereotypes labelled
to them.
2. Ends: informing
3. Key: bold voice, lift
the shoulders, slow
pace, serious yet
pitiful eyes
4. Norms: serious gaze

205
70. SP/1/ In my 1. Setting and Scene 1. “My moments of doubts” infor The audience
10.02- nervousness for sends a message that ming knew that they
(Psychological):
10.20 the speech and in Emma never Emma once happened to have to take the
my moments of involves in any feel the doubt of whether opportunity to be
doubts, I’ve told political or social or not she wanted to a feminist and
myself firmly: “If parties before. She become a feminist. Emma help women and
not me, who? If realized that the burden of men free from
never has a formal
not now, when?” becoming a feminist is a lot the gender
speech about a such as a feminist has to be labelling and
serious issue in the ready to be attacked by the stereotypes.
formal meeting like conservative society
in the UN. So it is because she is perceived as
very natural if a girl radical and deviating the
like Emma felt norms.
nervous in her first
time speaking in the
UN podium.
2. Ends: informing
3. Key: patient,
friendly smile,
serious eyes
4. Norms: serious gaze
71. SP/1/ If you have 1. Setting and Scene 1. “Similar doubts” means infor The society were
10.20- similar doubts that the thing that can ming convinced that
(Psychological):
10.30 when Being a feminist is discourage and demotivate whenever they
opportunities are a big thing. It them to be a feminist. have the doubts
presented to you, I means you have to they have to

206
 hope that those be brave and ready reaffirm
words will be to be mocked and themselves to be
helpful. discriminated by bold and
the society whose consistent in
values do not want upholding the
to be changed. women and
men’s rights.
2. Ends: informing
3. Key: relaxed face,
slow pace, serious
eyes
4. Norms: serious
gaze, hopeful
72. SP/1/ Because the 1. Setting and Scene 1. Emma wanted to predi threat The audience
10.30- reality is that if we emphasize the time cting ening realized that they
(Psychological):
10.51 do nothing it will Women get constraint which is “75 cannot rely on
take 75 years, or different treatment years or for me to be the organic
for me to be nearly in terms of nearly 100”. It means that change about
100, before economy. First this number is not a small how the values
women can expect number. During that will naturally be
they cannot apply
to be paid the years, people can get changed anyway
the job which is
same as men for through for three to four when the time
the same work. considered man- generations. It means goes by. It is so
job simply because their fourth generation because they
the people will still face the unfair need to wait for
undermine them as employment. almost 100 years
not strong and 2. Emma tried to link her for the organic
smart enough to do argument about how this change to

207
 the job. However is very urgent for the happen.
even if some of people to move forward Therefore they
them can at the end and change the do not need to
go to work, they stereotypes with the delay to stand up
will not get the reality in the current for justice.
same treatment and situation. She convinced
the audience by adding
salary. This unfair
the scientific number in
employment order to enter into the
happens in many people’s logic that the
places even in big problem is getting worse
cities. day by day.
2. Ends: predicting,
threatening
3. Key: droopy eyes,
shaking head
4. Norms: sadness,
regretful gaze
73. SP/1/ 15.5 million girls 1. Setting and Scene 1. Emma put the number in predi threat The audience are
10.51- will be married in front of her utterance cting ening mostly the
(Psychological): In
10.59 the next 16 years many countries there because she wanted to modern people
as children. is still a culture about emphasize how many who are no
marriage which is girls will get violated in longer applying
the arranged terms of their marriages. an arranged
“15.5 million” is a big marriage. After
marriage. Most of
number. The people will listening to this
the time the brides be convinced more if the fact, they
are too young to get know that there is a realized that

208
 married. However scientific proof with many
their family still numbers that shows how unfortunate girls
marry them with the many girls will suffer. living out there
richer man who is 2. “Next 16 years” means who need our
very old for the that Emma wanted to helps because
women. Sadly this emphasize the time they will be
constraint that during that married with
marriage is not
time there will be a lot of someone they do
because of love but girls suffer. not like even
simply because the 3. “Girls” and “Marriage” know, and it will
girl family is poor. are believed as something make them
This cuts off the which are contradictory. suffer because
girls’ hopes. In a A girl means that she is the marriage will
very young age, they still underage. It means it stop them to
cannot go to school is not proper for them to pursue their
and achieve their get married. Because in education and
dream. that ages, they are still in dreams.
2. Ends: predicting, the process of learning,
threatening dreaming, and playing
with their friends. On the
3. Key: teary eyes
other hand, marriage is
4. Norms: sadness
all about adult’s life. This
is something very sacred.
It does not only require
the readiness of both
bride and groom but also
it requires love. As we
know in this context the

209
 arranged marriage is still
legal in some countries.
Emma tried to strengthen
her point that marrying a
girl, moreover it is not
because of her own
willingness, is by default
wrong.
74. SP/1/ And at current 1. Setting and Scene 1. “It won’t be until 2086” predi threat The audience
10.59- rates it won’t be means that until the year cting ening knew that in
(Psychological):
11.10 until 2086 before Women are 2086 the rural African order to compete
all rural African discriminated not girls still cannot attend with the
girls can have a only in economy the secondary education. globalization
secondary but also in It also means that there era, it is very
education. will be a lot of women needed for
education. They are
who cannot achieve their everybody to
perceived as own dreams and still attend the
someone who can oppressed by the secondary
only work in the stereotypes that they are education even
kitchen. Therefore weak and less smart than the tertiary
society think that men. It results, it will also education.
they do not need hard for them to pursue Regardless their
school to enhance their career because they gender, they
their intelligence. do not enough deserve the right
This makes women preparation to pass the to pursue their
very upset because test. career and
they cannot achieve 2. “Rural African girls” was achieve their
used to be the dreams.
their own dreams.

210
 The school that representative of third
they can attend is world countries which
only the primary the gender stereotype is
school. Other than very strong influencing
that they are the life of the people
prohibited to attend there. Emma used this as
one of the examples of
it. Even if now
how bad the future will
many countries be. It does not only
have allowed happen in Africa but also
women to go to in other countries which
higher educations, still uphold the gender
but still some stereotypes.
countries 3. “Secondary education”
especially in the 3rd means that there is
world countries another obligated-formal
prohibited women education if someone
to do so. wants to achieve their
2. Ends: predicting, dreams. They should at
least have attended the
threatening
secondary education.
3. Key: feel sorry, and
Because in this phase at
sad, but very least the students’
threatening eyes intelligence and skill
4. Norms: sarcastic have been developed
gaze better compare to when
they are in the primary
education. Therefore

211
 Emma wanted to show
that attending the
secondary education is
very important not only
for men but also for
women.
75. SP/1/ If you believe in 1. Setting and Scene 1. “If you believe in convi The audience are
11.10- equality, you equality” means that if ncing convinced that
(Psychological):
11.21 might be one of Many people do not the people do not becoming a
those inadvertent realize that being a discriminate women and feminist is not
feminists I spoke feminist can be as neglect their capability, difficult. Simply
of earlier. simple as believing and at the same time they when they
support men to be free to believe in the
in equality. Many
choose their self- gender equality,
people may not
determination. It means it is the moment
realize that they have that they have become when they
been becoming an inadvertent feminists like become the
inadvertent feminist. what Emma said. inadvertent
2. Ends: convincing 2. “I spoke of earlier” feminists.
3. Key: serious eyes, means that Emma did not
sharp eyes want to repeat again. She
4. Norms: hoping and avoided redundancy so
demanding gaze that it will make her
statement effective.
76. SP/1/ And for this I 1. Setting and Scene 1. “And” was put in front of praisi For the audience
11.21- applaud you. the sentence because the ng who have been
(Psychological):
11.24 Seeing how not speaker wanted to add the become the
many people are previous statement inadvertent

212
 familiar with 2. “Applaud you” means feminists felt
feminism, Emma that Emma gave respect appreciated, and
tried to understand to the audience because for the audience
the situation of how they are pro with who have not yet
it is quite difficult for feminism. However become
them to be a Emma’s main point is not inadvertent
only about praising them feminists they
feminist. However
but also encouraging will
from Emma’s them to be the true
experience it is not feminists, to be bolder
possible for her to feminists to fight for the
find the inadvertent gender equality.
feminists out there.
Therefore Emma
gave respect to all
people who have
been becoming the
inadvertent
feminists.
2. Ends: praising
3. Key: happy face,
friendly smile, teary
eyes
4. Norms: hoping gaze
77. SP/1/ We are struggling 1. Setting and Scene infor reliev The audience
11.24- for a uniting world ming ing knew that there
(Psychological):
11.33 but the good news After being informed is a uniting

213
is we have a how deplorable the movement that
uniting fact is and how can support their
movement. suffer women and action to fight
men because of the for the gender
gender stereotypes, equality.
the audience felt
triggered to step
forward and fight for
the equal rights
between genders.
However they doubt
that there is no right
platform for them to
support their action.
Thus Emma was
there to tell them the
good news.
2. Ends: informing,
relieving
3. Key: focused eyes,
happy face, friendly
smile
4. Norms: serious yet
relaxed gaze

214
78. SP/1/ It is called 1. Setting and Scene 1. This sentence is Simple infor The audience
11.33- HeForShe. Present Tense because ming finally knew
(Psychological):
11.36 There are so many this is the conclusion of what HeForShe
feminist movements what she told in the movement is.
that exist in the previous statement which They were also
society now. is the uniting movement influenced to
which can help the world join the
However not many
to be united. movement.
of them can achieve 2. HeForShe is the
the goal simply movement that Emma
because they cannot campaigned in the UN
gain the symphaty of General Assembly. She
the conventional wanted the people to join
society to accept and the movement.
support them. Emma
was here to tell the
audience that this
movement is
different from any
other movement.
The major difference
is that how this
movement focus
more on the gender
equality, both
women and men’s

215
 rights, not only one
actor’s rights.
2. Ends: informing
3. Key: bold face, sharp
eyes, friendly smile
4. Norms: serious gaze
79. SP/1/ I am inviting you 1. Setting and Scene 1. “Inviting” is used to reque The people felt
11.36- to step forward, to show Emma was using a sting invited to join
(Psychological):
11.52 be seen and to ask Emma realized that soft approach to the movement
yourself: “If not not many people are command them to be a and to stand for
me, who? If not aware and brave to feminist and join the gender equality.
now, when?” be a feminist. Many movement.
2. “To step forward, to be
of them are just
seen and to ask yourself”
afraid fighting for and “If not me, who? If
women’s right not now, when?” are
because of society rhymes to show that
judgment. Therefore Emma wanted to make
the audience really her words attractive to be
need a lot of heard.
encourgament to be 3. “If not me, who?”
aware and brave to strengthens the messsage
fight for the justice. that it is they who have to
2. Ends: requesting be the actor who can help
3. Key: serious, to overcome the problem.
4. “If not now, when?”
hoping, bold
emphasizes the time
expression
constraint. We cannot

216
 4. Norms: hopeful and delay anymore to be a
serious gaze feminist.
80. SP/1/ Thank you very 1. Setting and Scene 1. Thank you can be used to thank The audience
11.52- very much. end the speech. This way ing were very proud
(Psychological):
11.57 (Standing Seeing how of saying is very simple to her speech
applause) appreciative the yet effective in order to and they gave a
audience was toward show how the speaker long standing
Emma, she felt that was very grateful and applause for
thankful. Emma.
she was very
2. “Very” was mentioned
grateful. Not many twice to emphasize the
speakers even a how grateful Emma was
speaker like Mrs for having a speech in the
Clinton got the good UN and having such an
respond from the appreciation from the
audience after they audience.
talked about gender
issue.
2. Ends: thanking
3. Key: smile, hopeful
face, fast pace,
precise tone
4. Norms: melancholic
and faded gaze

217
 Emma Watson’s HeForShe Speech
The UN General Assembly
September 20th, 2014

The UN Context in 21st

Arrangement of Classical Rhetoric
No Data Century
INT SOF DIV PRO REF CON POI ECI SCI EDI GEI
Your Excellencies, UN Secretary General, √
President of the General Assembly, Executive (Addr
1 Director of the UN Women and distinguished √
essing
guests. )
Today, we are launching a campaign called
HeForShe. I am reaching out to you because
we need your help. We want to end gender
inequality and to do this, we need everyone
involved. This is the first campaign of its kind
2 √ √
at the UN. We want to try and galvanize as
many men and boys as possible to be advocates
for change. And we don't just want to talk
about it. We want to try and make sure that it's
tangible.
I was appointed as Goodwill Ambassador for
3 √ √
U.N. Women six months ago.

218
 And the more I've spoken about feminism, the
more I have realized that fighting for women's
4 √ √
rights has too often become synonymous with
man-hating.
If there is one thing I know for certain, it is that
5 √ √ √
this has to stop.
For the record, feminism, by definition, is the
belief that men and women should have equal
6 rights and opportunities. It is the theory of the √ √ √ √ √
political, economic and social equality of the
sexes.
I started questioning gender-based assumptions
7 √ √
a long time ago.
When I was 8, I was confused about being
called 'bossy' because I wanted to direct the
plays that we would put on for our parents. But
the boys were not. When at 14, I started to be
sexualized by certain elements of the media,
8 √ √ √
when at 15, my girlfriends started dropping out
of their beloved sports teams, because they
didn't want to appear 'muscle-y,' when at 18,
my male friends were unable to express their
feelings.
9 I decided that I was a feminist. √ √
10 And this seems uncomplicated to me. √ √

219
 But my recent research has shown me that
11 √ √ √
feminism has become an unpopular word.
Women are choosing not to identify as
12 √ √
feminists.
Apparently, I am among the ranks of women
whose expressions are seen as too strong, 'too
13 √ √
aggressive,' isolating and anti-men,
unattractive, even.
Why has the world become such an
14 √ √
uncomfortable one?
15 I am from Britain. √ √
And I think it is right that I am paid the same
as my male counterparts. I think it is right that I
should be able to make decisions about my
own body, I think [applause break] ... I think
16 it is right that women be involved on my behalf √ √ √
in the policies and the decisions that will affect
my life. I think it is right that socially, I am
afforded the same respect as men.

But sadly, I can say that there is no one country

in the world where all women can expect to
17 receive these rights. No country in the world √ √ √
can yet say that they have achieved gender
equality.

220
18 These rights, I consider to be human rights. √ √
19 But I am one of the lucky ones. √ √
My life is a sheer privilege because my parents
didn't love me less because I was born a
daughter. My school did not limit me because I
20 √ √ √ √
was a girl. My mentors didn't assume that I
would go less far because I might give birth to
a child one day.
These influencers were the gender equality
ambassadors that made me who I am today.
21 They may not know it, but they are the √ √ √
inadvertent feminists who are changing the
world today. We need more of those.
And if you still hate the word, it is not the word
22 √ √
that is important.
23 It's the idea and the ambition behind it. √ √
Because not all women have received the same
24 √ √
rights that I have.
25 In fact, statistically, very few have been. √ √
In 1997, Hillary Clinton made a famous speech
26 √ √ √
in Beijing about women's rights.
Sadly, many of the things that she wanted to
27 √ √ √ √
change are still true today.

221
 But what stood out for me the most was that
28 less than 30 percent of the audience were male. √ √ √

How can we affect change in the world when

29 only half of it is invited or feel welcome to √ √ √
participate in the conversation?
Men, I would like to take this opportunity to
30 extend your formal invitation. [Applause √ √ √
break]
31 Gender equality is your issue too. √ √
Because to date, I've seen my father's role as a
parent being valued less by society despite my
32 √ √ √
needing his presence, as a child, as much as my
mother's.
I've seen young men suffering from mental
illness, unable to ask for help, for fear it would
33 √ √ √
make them less of a men—or less of a man.

In fact, in the U.K., suicide is the biggest killer

of men, between 20 to 49, eclipsing road
34 √ √
accidents, cancer and coronary heart disease.

I've seen men made fragile and insecure by a

35 distorted sense of what constitutes male √ √
success.

222
 Men don't have the benefits of equality, either.
36 √ √
We don't often talk about men being
37 imprisoned by gender stereotypes but I can see √ √
that they are.
And that when they are free, things will change
38 √ √ √
for women as a natural consequence.
If men don't have to be aggressive in order to
be accepted, women won't feel compelled to be
submissive. If men don't have to control,
39 √ √
women won't have to be controlled. Both men
and women should feel free to be sensitive.

Both men and women should feel free to be

40 √ √
strong.
It is time that we all perceive gender on a
41 spectrum instead of two sets of opposing √ √ √
ideals.
If we stop defining each other by what we are
42 not and start defining ourselves by who we are, √ √
we can all be freer.
And this is what HeForShe is about. It's about
43 √ √ √ √
freedom.

223
 I want men to take up this mantle so their
daughters, sisters and mothers can be free from
prejudice but also so their sons have
44 permission to be vulnerable and human, too. √ √ √ √
Reclaim those parts of themselves they
abandoned and in doing so be a more true and
complete version of themselves.
You might be thinking, 'Who is this Harry
Potter girl? and What is she doing at the U.N.?
45 √ √
And it's a really good question. I've been
asking myself at the same thing.
All I know is that I care about this problem.
And I want to make it better. And having seen
what I've seen and given the chance, I feel it’s
46 my responsibility to say something. Statesman √ √ √ √
Edmund Burke said all that is needed for the
forces of evil to triumph is for good men and
women to do nothing.
In my nervousness for the speech and in my
47 moments of doubt, I've told myself firmly, If √ √ √
not me, who? If not now, when?
If you have similar doubts when opportunities
48 are presented to you, I hope that those words √ √ √
will be helpful.

224
 Because the reality is, that if we do nothing, it
will take 75 years or for me, to be nearly 100,
before women can expect to be paid the same
as men for the same work. 15.5 million girls
49 √ √ √ √
will be married in the next 16 years as children
and at current rates, it won't be until 2086
before all rural African girls can have a
secondary education.
If you believe in equality, you might be one of
50 those inadvertent feminists that I spoke of √ √ √
earlier and for this, I applaud you.
We are struggling for a uniting world but the
51 good news is that we have a uniting movement. √ √ √
It is called HeForShe.
I am inviting you to step forward to be seen
52 and to ask yourself, 'If not me, who? If not √ √ √
now, when?' Thank you very very much.

225