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You choose how to pay every time you make a purchase. Sometimes you can choose from several methods of payment, and other times, you’re limited by your location. My wife and I use a combination of credit cards, debit cards, checks, and cash, depending on where we’re making our purchase.
What methods of payment do you use? Do you have a preference?

Credit Cards

Pros: Credit cards are a very popular form of payment, and they let you pay on our own schedule. They help to build credit, which will assist you in making large purchases in the future. Credit cards can also have rewards. My wife and I have a travel perks card that gives us about 2.5 cents per dollar spent towards flights.

In-store credit cards sometimes offer even higher returns and interest-free periods. Some stores offer up to a 5% rebate on every purchase if you use your card to buy products.
Cons: Credit cards can be overused. If you use a credit card and can’t pay it off in full by the payment date, you’ll be on the hook for the balance, plus a huge amount of interest. Not paying off your balance on time hurts credit.

Debit Cards

Pros: Debit cards use funds from your checking account. Unlike credit cards, debit cards allow you to use plastic, but they don’t allow you to overspend. You can withdraw cash at your local bank or at an ATM using a debit card. They’re an efficient and simple form of payment.
Cons: Debit cards don’t help you build any credit. They also typically have less fraud protection than credit cards, which could be problematic if your card is lost or stolen.

Checks

Pros: Checks can be used to pay anyone from your checking account. If you don’t have sufficient cash, you can pay anyone who doesn’t accept plastic forms of payment. Checks are a great way to give money as a gift. They’re also better for record keeping, as the bank will automatically provide a proof of payment.
Cons: Checks take time to fill out. They provide the receiver with more information than they need — such as some of your bank account details, your name, and home address.

Cash

Pros: You can make nearly every in-person purchase with cash. For everything from the babysitter to your local grocery store, cash is an easy form of payment. Many small businesses prefer to accept cash, as well. In fact, you can often negotiate for a better price by paying in cash.
Cons: Cash doesn’t carry your name, so there’s no way to get your money back if it’s lost or stolen. There are no rewards for using cash, and it can’t be used to make purchases online. Some stores may also decide not to accept large bills due to potential for fraud. Though it’s an outdated method of payment, we’re probably still centuries away from cash becoming extinct.
see more : http://moneyning.com/life-style/is-there-a-best-method-of-payment/

Who Are Lawyers?

A lawyer is someone who is educated in the law. A person who has been educated in the law will always be addressed as a lawyer, even if he or she does not give legal advice to other people. In fact, a lawyer in the United States is simply anyone who has gone through law school. However, the lawyer who has just completed law school may not be allowed to do certain legal jobs (e.g. representive you in court) until they successfully pass the bar exam that is conducted in the specific legal area they wish to practice.

Who Are Attorneys?

Attorneys are also recognized as lawyers. Attorneys graduate from law school and they can also choose to practice law as a profession. However a potential attorney must pass the bar exam to be eligible to practice law within a specific jurisdiction. Apart from performing the basic functions of a lawyer, attorneys can also act as legal representatives for their clients. An attorney does not just interpret the law; he or she also applies his knowledge of the law to provide the needs of his client. Attorneys act as lawyers but not all lawyers can perform the work of attorneys.

How to Select a Lender for Your Student Loan

Arm Yourself with These Basic Questions

There are hundreds of different student loan lenders and retail banks to choose between when you are considering a college loan. Each has their own benefits and disadvantages, and it can be confusing figuring out which lending institution best suits your needs. You can simplify your search by asking a few basic questions, and comparing the terms and rates that are being offered.
Many colleges and universities provide students with a list of preferred lenders. These are student loan providers that the university has worked well with in the past. While these lists can help point you in the direction of a lending institution, you must remember that the ultimate choice is yours. Your college financial aid adviser is legally unable to make recommendations based on business partnerships. So it is up to you to do the research, and decide what student loan is right for you.
To begin with, there are three basic sources of student loans and you may find your self utilizing one or all of them to finance your college education. They are:

• The Federal Government with their Federal Direct Loan Programs
• Student loan providers such as Sallie Mae and the National Education Loan Network or Nelnet.
• Retail banks, such as Bank of America and Chase, that originate private lender loans and sometimes administer Federal loans.
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• What Types of Loan Does the Lender Offer?

  Different lending organizations will have different loan packages available. When considering a lender find out what types of student loan programs they offer.
  
• Does the lender administer Federal student loans?
• Does the lender provide private undergraduate loans?
• Does the lender provide private graduate or post-graduate loans?
• Does the lender provide student consolidation loans? 
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• source http://www.gocollege.com/financial-aid/student-loans/selecting-lenders.html
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Portfolio
a. The definition of portfolio
 A portfolio may appear as simply a collection of work that has been compiled over a period of time. (Johnson, 2010: 5). According to burke (1997 in Johnson, 2010: 5), portfolio are sometimes compared with scrabbooks. Although, both may contain artifacts that are selected over time, portfolio contents can be organized to assess competencies in a given standard, goal, or objective and focus on how well the learner has achieved in that area.  Additionally, portfolio assessment is a systematic collection of students’ work and related material that depicts a students’ activities, accoplishments, and achievements in one more school subject. The collection should include evidence of students reflection and self-evaluation, guidelines for selecting the portfolio contents, and criteria for judging the quality of the work. ( Valenzuela (2002:56). Sujiono (2010:6) states that portfolio is a collection of student work that shows all the efforts of learners, learning progress and achievement in particular field or more. Irmawati Nasri (in Abidin,12/09/2011) defines that portfolio is an organized collection of evidence accumulated over time on a students’ or group’s academic progress, achievements, skills, and attitudes. b. The Purpose of Portfolio
 Portfolio serves a variety of purposes. For example, they may be used for developmental and culminating assessments, to show case or display outsanding work, and to measure levels of competency for certification, graduating requirements, and career advancement. Barton and Colins (1997 in Johnson, 2010:6) have highlighted the fact that portfolios are: 1. Another method to evaluate the success of a graduate.
2. A way to give students and faculty the opportunity to reflect on
students’ progress.
3. A method to translate the learning from instructors to students,
and
4. A way to allow instructors to evaluate a variety of specific
evidence when making global determinations about learner
competency.
c. The kinds of portfolio
 There are several   types of portfolio with different objectives and diverse interest. Generally, the various types of portfolios could meet most or all of the educational program and learning in schools. Based on a literature, here some types of portfolios (Sujiono,2010:9) 1. The documentation portfolio
 This types is also known by term “working portfolio” specifically includes a collection of work  during the period of time which shows the growth and progress of students learning about the learning autcomes that have been identify (Sujiono, 2010:9). 2. The process portfolio
 This approach in terms of documenting all stages of the process of learning. This portfolio will show how students angage in a specific knowledge or skills, and progress towards the basic mastery and advanced (Sujiono, 2010:9). 3. The showcase portfolio
 This type of portfolio  is the best used for summative evaluation of student mastery of score curriculum learning outcomes. This type is also in accordance with the development of audiovisual media, including the achievement of fotogafy, electronic records of student work as a whole. This portfolio also includes written analysis and reflection by students about making decision process used to determine the work to be ancluded (Sujiono, 2010:9). d. Portfolio assigments techniques
 In portfolio technique, thre are four phases (Sujiono, 2010: 32), namely: 1. Giving task phase
 The activities of this phase are lectures give the tasks to the students, including information about the working procedures to be implemented and deadline in collecting the task. 2. Task implementation phase
 The activites of this phase are students carrying out work to be done and finished. 3. Structural duty and self-learning phase
 The activities of this phase are student do the task assigned by lecturers outside the lesson and lecturers monitoring these activities. 4. Task responsibility phase
 The activities of this phase are students accountable for the execution of tasks to teachers and other frieds.

Writing Strategies
If someone wants to write something and he/she wants to make a perfect piece of writing , he/she has to know the proces of writing. Not all writers write in the same way, but experienced writers can point to particular elements that generally accur in the act of writing, even though these elements may be combined in different ways. Robert Scholes ans nancy R. Comley (1985:10) said that three phases in the proces of writing. They are: a. Prewriting, the most productive way to begin your writing task is to
collect your thoughts on paper without the presure of structurring your
experission inti its final form. Prewriting is your chance practice what
you have to say begin to worry how your audience will judge the
eventual form of your work. The writer must begin by chosing a
subject to write about. It means making a list to potential subjects. It
purposes to narrow the focus, to discover the limits that wall allow
working productively ( Robert scholes and nancy R.Comley,1985:16-
18)
b. Drafting, drafting is the point at which you begin to put youe ideas in
some kind or order and to invision a potential shape for the work your
will produce: a beginning, a middle, and an end. Before begin
drafting, some writers make an outline to remid themselves of how
they wish to order their ideas ( Robert scholes and nancy
R.Comley,1985:18-19).
c. Revising, the writers should revise after drafting, because to revise
their writing is important if they want to be a professional writer. “It is
an advantage writerd call all have if they revise and rewrite before
they present their work to the reader. The professional writer’s secret
is revision and revision and revision”( Robert scholes and nancy
R.Comley,1985:19).
In the other hand, Fred D. White (1986:32) said that thre are five stages of proces of writing. Thre are: a) Invent. To discover a topic, the important details about the topic, and what a writer mainly want to say about it.b) Gather and plan. Retrieve details about the topic from a writer’s memory or from background reading. c) Organize and autline. Map out a writer’s idea in terms og begining, middle, and end; device a working (trial) outline to maintain ciherence and thorough development. d) Write a first draft. Develop your idea, concetrating more on content than on style or correctness. e) Revise. Rework your draft to improve accuracy,
readability, and development. Revision can take place whenever your want it to, but the most efficient time for it to occur is after you have completed a preliminary draft.

The Definition of Writing 
Generally, writing is a way in sending message from the writer to the reader. Similar to Donald Hall (1985:4) said on his book “Writing Well” that writing is pretentious and wordy, but a message comes through. Writing also is a way the writer think or a way of thinking which is shared to the reader, like Robert Scholes and Nancy R. Comley(1985:7) said that writing is a way of thinking as well as a means of communication. Fred D. White(1986:7) also said that writing is more than public communication; it is a way of thinking. Writing is an individual activity similar to Jo McDonough and Christopher Shaw (1993:164) said that writing, like reading, is in many ways an individual, solitary activity. Similarly, Trisha Phelps-Gunn and Diana Phelps-Terasaki(1982:1) said that writing is a useful, effective, enjoyble, and above all necessary component of the modern world. It provides the pleasure of sending a personal message to a friend. It assumes career and financial importance in the composition of a resume or a business letter. They also said that writing is the most complex language mode, being four time removed from inner language, and adds the component of written expretion to the earlier abilities. To Myklebust (1960:23), writing is composed of sucessful development in three other language modes, deriving its fokus from aural, oral and visual  receptive components. From the opinions above, writing is the way of thinking or sending message from the writer to the reader which becomes the part of language or language skill and it also means comunication.  To express their idea the writer ussualy uses certain writing types they need that able to give clear information to the reader. Pardiyono (2008:1-4) states that every form of writen text should have clear objective that all information, message or ideas must be packaged in one particular type of text. The type intended are narration, description, exposition, recount,procedure, anecdote, news item and discustion: 1. Narration 
Narration is a story told to make a point. The purpose of narrative is to amuse the reaser and give moral  to the reader. It consist of conflict, climax and resolution (Pardiyono,2008:93). 2. Description 
It is type of writing in which the objective is to describe a certain object, especially about person, place or thing. (Pardiyono,2008:56). 3. Expositon 
Exposition is a method that explain or clarifies some one purpose by presenting examples. Exposition is the common method of development whether of his evokes spesific sensory ditail. For a description or complies pertinent evidence foe an argument, he argument, he must privide example to illustrate the purpose. (Pardiyono,2008:86). 4. Recount
Recount is a text created to provide information about past activities, for example about vacation, week and activities, and other information. (Pardiyono,2008:97). 5. Procedure
Procedure is a type of writing that used to explain an activity or a way to do something in sequent steps(Pardiyono,2008:125). 6. Anecdote 
Anecdote is a story about funny or  silly events that have occured in order to invite readers to share your emotions with the reader. Because it is ridicolous, basically has a funny character. (Pardiyono,2008:104) 7. News item 
News item is a type of writing that has the main function or communication purpose is to inform readers or listener about events of the day that are considered newsworthy or important (Pardiyono,2008:246). 8. Discussion 
Discussion is the type of writing that used to inform the ideas or opinion of the writer. Through this discussion text, the writer offer ideas neutrally and impartial to anyone but the side with the accuracy of insight or idea itself (Pardiyono,2008:185)

 The Benefit of Mind Mapping
Mind mapping helps students and teachers in the learning
process, because it can stimulate Left Brain and Right Brain
synergistically. We need to know the benefit of using mind mapping
likes an interesting shape, enhance creativity, imagination, etc.
18
The benefits of mind mapping are flexible, it means that brain
be able to move fluently to all of direction (Buzan, 2003 : 97). The
students can focus on learning. They also can understand the material
and min mapping attract to learn.
Image 1.1 mind mapping
According to Buzan (2007) mind mapping helps the students in terms
of:
a. Plan
b. Communicate
c. Become more creative
d. Save time
e. Solving the problem
19
f. Focus on learning
g. Develop and clarify thoughts
h. Remember be better
i. Learn more quickly and efficiently
3. The Characteristic
Mind mapping is a graphical method of taking notes, their visual
basis help one to distinguish words or ideas, often with colors and
symbols. They generally take a hierarchical or tree branch format, with
ideas branching into their subsection. Mind mopping allow for greater
creativity when recording ideas and information, as well as allowing the
note taker to associate word with visual representations.
According to Buzan (2006: 31) mind mapping can use in many
activities, such as: mind mapping to communicate and do presentation,
to plan family activity, to start new effort and how way to summarize
content of book.

Types of Illocutionary Act

There are some classification of illocutionary act that given by researcher.
Based on Austin (1967:50), he is classification of illocutionary act become five
types. First is verdictives, are typified by the giving of a verdict, as the name
implies, by a jury, arbitrator, or umpire. But they need not be final; they may be, for
example an estimate, reckoning, or appraisal. Second is exercitives, are the
exercising of power, right, or influence. For example are appointing, voting,
ordering, urging, advising, warning, etc. Third is commisives, are typified by
promising or otherwise undertaking, they commit you to doing something, but
include also declarations or announcement of intention, which are not promises, and
also rather vague things which we may call espousals. Fourth is behabitives, are
very miscellaneous groups, and have to do with attitudes and social behavior.
Examples are apologizing, congratulating, commending, condoling, etc. The last is
expositives, are difficult to define. They make plain how our utterances fit into the
course of and argument or conversation, how we are using words, or, in general, are
expository.
According to Searle, he is classification of speech act become five categories
are representatives, directives, commisives, expressive, and declaration (Mey,
2001:120). Yule (1996:54-56) gives a brief explanation of the types of speech acts
based on general function. Those are declarations, representatives, expressive,
directives, and commissives. The concept of an illocutionary is central to the
concept of a speech act. Although, there are numerous opinions as to how to define
illocutionary acts, there are some kinds of acts which are widely accepted as
illocutionary, as for example promising, ordering someone, and bequeathing.
In this graduating paper, the researcher will be explains about types of
illocutionary act based on Searle are commisives, directives, expressives,
representatives, and declaratives. This is also become research focus in this
graduating paper.
a) Commissives
Commisives are those kinds of speech acts that speakers use to commit
themselves to some future action. In using a commissives, the speaker undertakes to
make the world fit the words (via the speaker) (Yule, 1996:54). Commisives commit
to some future action. These tend to be convivial rather than competitive, being
performed in the interest of someone other than the speaker (Lee, 1991:106).
Commisives include promises, threats, refusals, pledges, vowing, offering, etc. For
example, “and touch me, and my Father will kill you” it is the example of promises.
That utterance mean, if the hearer touch the speaker, the speaker promise that the
speaker‟s father will be kill the hearer. An others example is, “if you are lying, I will
find out sooner or later. I will call you out, Jasper. And I will see you dead” it is the
example of threats. That is mean, if the hearer lying, the speaker will search and
found the hearer, and will be kill him or her. 
b) Directives
A speech act that is to cause the hearer to take a particular action, in other
words it‟s ordering someone to do something. They express what the speaker wants.
Directives are intended to produce some effect through action by the hearer (Lee,
1991:106). In using a directives, the speaker attempts to make the world fit the
words (via the hearer) (Yule, 1996:54). Directives perform commands, orders,
requests, suggestions, pray, invite, etc. For example, “run get that coffee in the cook
house” it is the example of command. That utterance mean the speaker want the
hearer to get coffee in the cook house. The other example, “can you find us a
longboat?” it is the example of request. That‟s mean the speaker want the hearer to
find a longboat for them. 
c) Expressives
A speech act that express the speaker‟s attitudes and emotions towards the
proposition. Expressive have the function of expressing, or making known, the
speaker‟s psychological attitude towards a state of affairs which the illocution
presupposes, thanking, congratulating, pardoning, blaming, praising, condoling, etc
(Lee, 1991:106). In using an expressive, the speaker makes words fit the world (of
feeling) (Yule, 1996:54). For example, “my thanks for your gallantry, sir” it is the
example of thanking. It means that the speaker reflects his or her thanking to the
hearer. The other example, “we don‟t like to sing“ it is example of dislike. It means
that the speaker don‟t like sing.  
d) Representatives
According to Yule (1996:53), representatives are the type of speech acts that
commit the speaker in believing something to be truth. In other words, the speaker
states certain utterances that he or she believed as a truth. Representatives commit to
the truth of the expressed proposition, for example stating, assertions, conclusions,
reporting, concluding, etc. In using a representative, the speaker makes words fit the
world (of belief). For example, “the earth is flat” or “it was a warm sunny day”.
Those are the statements that believe by the speaker as the truth. In simply
explanation, representative is statement that (potentially) is „true‟ or „false‟. 
e) Declarative
Declaration is illocution whose successful performance brings about the
correspondence between the proportional content and reality (Leech, 1991:106).
This is kind of speech act is quite special, because the speaker utterance or statement
can change the world, it can change the reality. Declarative include, resigning,
naming, christening, demising, excommunicating, appointing, sentencing, etc. For
example, “I pronounce you husband and wife”. This utterance used by a priest to
declare a man and a women marriage and become a husband and wife. The other
example, “I baptize you…”. It is the example of christening. That utterance said by a
priest to declare someone to be Christian.
F. Authentic Material
Nowadays, in language teaching and learning many teachers develop new
strategy and materials to help the students understand and increase their language
skills. Those strategies has purpose to make the learning enjoyable and easy to be
understood. Many kinds of materials that can be used in learning activity such as
videos, songs, pictures, etc. Those kinds of materials that taken from the real life
used in teaching and learning activity often called authentic materials.
There are many different definitions for the authentic materials, but they do
have something in common. All the definitions highlight the fact that authentic
materials mean exposure to real language and its use in its own community
(Widdowson, 1990: 67) as cited by Tamo (2009:1). According to Heitler (2005:5)
authentic materials are any texts written by native English speakers for native
English speakers. Based on American Institute for Research (Ianiro, 2007: 1)
authentic materials as print, video, and audio materials students encounter in their
daily lives, such as change-of address forms, job applications, menus, voice mail
messages, radio programs, and videos. Authentic materials are not created
specifically to be used in the classroom, but they make excellent learning tools for
students because they are authentic.
From that definition above it can be understood that authentic materials are
materials in real life that can be used by the teacher in the classroom as learning
media to help the students get more understanding. According to Ianiro from
American Institute for Research (2007:1-2) there are two main categories of
authentic materials, they are:
1.  Authentic print materials
Authentic print materials are real printed materials used as the learning
materials. Here are some examples of the many types of authentic print materials
included, utility bills, packing slips, order forms, atm screens, atm receipts, web sites,
street signs, coupons, traffic tickets, greeting cards, calendars, report cards, television
guides, food labels, magazines, newspapers. The novel that researcher use in this
research also once kind of authentic print materials. The result of this research also
can be used as authentic print materials in the learning process. 
2.  Authentic auditory materials
Authentic auditory materials are authentic audio in real life used as the
learning materials such as, audio recording, phone messages, radio broadcasts,
podcasts, e-books, movies, videos and dvds, television programs, etc.

Locutionary, Illocutionary, and Perlocutionary
On any occasion, the action performed by producing an utterance will consist
of three related acts. It is locutionary act, illocutionary act, and perlocutionary act
(Yule, 1996:48). Some utterances have three layers of interpretation, locution,
illocution, and perlocution (Wagiman, 2008:69). According to Austin (1967:109) he
divided speech act in to three types, first distinguished a group of things we do in
saying something, which together we summed up by saying we perform a
locutionary acts, which is roughly equivalent to uttering a certain sentence with a
certain sense and reference, which again is roughly equivalent to „meaning‟ in the
traditional sense. Second, we said that we also perform illocutionary acts such as
informing, ordering, warning, undertaking, utterances which have a certain
(conventional) force. Thirdly, we may also perform perlocutionary acts, what we
bring about or achieve by saying something, such as convincing, persuading,
deterring, and even say, surprising or misleading.
Based on the explanation above, in this research, the researcher will be
explain the types of speech acts, locutionary act, illocutionary act, and
perlocutionary act, however, it is only focus on illocutionary act.
a) Locutionary Act
Locutionary act is the basic act of utterance or producing a meaningful
expression. When someone produces the utterance, that utterance is called
locutionary act. For example someone said “it is rain outside!”, the utterance itself
“it is rain outside!” that called locutionary act. In the simple explanation,
locutionary act is the act of saying, the literal meaning of the utterance. Locutionary
act also can be called speaker‟s utterance. Locutionary act is the literal meaning of
the utterance, that is, the meaning of the utterance which is carried by the words in
the utterance and their arrangement or their structure of words (Wagiman, 2008:69).
When we have difficulty with actually forming the sounds and words to create a
meaningful utterance in a language, then we might fail to produces a locutionary act.
 
b) Illocutionary Act  
Illocutionary act is performed via the communicative force of an utterance.
Illocutionary act is an utterance with some kind of function in mind. Someone might
utter to make a statement, an offer, an explanation, or for some other communicative
purpose. This is also generally known as the illocutionary force of the utterance
(Yule, 1996:48). This mean, in every utterance that we produced it is also another
act that performed inside the utterance. Illocutionary is the act of the utterance. It is
the act which is performed by saying the utterance. It is the underlying force of the
utterance or the interpretation of the utterance by the hearer (Wagiman, 2008:70).
Illocutionary act would include stating, promising, apologizing, threatening,
predicting, ordering and requesting. For example, “it is rain outside!”. That
utterance could be has meaning the speaker wish the hearer use umbrella if the
hearer want to go outside, or the speaker want the hearer not to go outside and stay
still in the room. 
c) Perlocutionary Act
The last part of the speech act is perlocutionary act. Perlocutionary act is the
effect of the utterance on the hearer, depending on specific circumstances. This is
the effect on the hearer of what the speaker says. Perlocutionary act is the
consequent effect of the utterance on the hearer, or the overall aim of the utterance
(Wagiman, 2008:70). Perlocutionary act is the hearer‟s reaction toward the speaker‟s
utterance. Perlocutionary acts would include such effects as persuading,
embarrassing, intimidating, boring, irritating, or inspiring the hearer. For example,
“it is rain outside!”. The perlocutionary effect from that utterance may the hearer
use umbrella when he or she go to outside, or the hearer keep stay still in the room.
These are the simple example of the speech act with its component:
a) I have a substantial amount of back pay money
Locution (the utterance) :  I have a substantial amount of back  
   pay money
Illocution (the meaning) :  an act of offering the hearer to ask  
   for money, borrows some money,  
   or has a dinner treat, depending on  
   the context.   
Perlocution (reaction) : the hearer asks for some money,  
   borrows some  money, or asks for a  
   dinner treat.
b) You have eye inflammation
Locution (the utterance) : You have eye inflammation
Illocution (the meaning) : an act of ordering the hearer to  
   go to an ophthalmologist to have  
   eye examination or to treat the eye,  
   depending on the context.
Perlocution (reaction) : the hearer goes to an    
   ophthalmologist or treats the eye. 
From the example above, the researcher wish it can give easier for the reader
in the understanding about speech act.

 Speech Act
Language is important part in our life. It is main device to convey message,
communicate ideas opinions and thought. In our life there are moments we need to
understand language quite correctly. To express their feeling or communicate their
idea, they do not only produce utterance containing grammatical structures and
words, they are also performs action via those utterances. Action performed via
utterances are generally called speech act (Yule, 1996:47). Moreover, Yule defines
speech act in English, are commonly given more specific labels, such as apology,
complaint, compliment, invitation, promise, or request. From that explanation, it can
be understood that language is not only used to inform or to describe things, it is
often used to “do things” or to perform acts. For example:
a. “It is rain outside”. This utterance is example of language that used to inform
something. It is saying by speaker to someone to inform that in the outside was
rain. This statement also has implicit meaning. It can be the speaker wants the
hearer use umbrella if the hearer wants to go outside, or the speaker want the
hearer not to go outside.
b. “Give me a cup of coffee, please!”. This is example of language that used to „do
things‟. This utterance has meaning the speaker want the hearer to make a coffee
for him or her.
c. “You‟re fired!”. This is example of language that used to perform act. That
utterance can be used to perform the act of ending someone employment, if
someone work in a situation where a boss has a great deal of power, then the
boss‟s utterance of expression is more than just a statement.      
Speech act is originally present by philosopher Austin (1975) on his book
How to Do Things with Words and developed by Searle. Austin defined speech act
as what actions we perform when we produce utterance. There are some definitions
about speech act. Searle says that the unit of linguistics communication is not, as has
generally been supposed, the symbol, word or sentence, or even the token of the
symbol, word or sentence, but rather the production or issuance of the symbol, word
or sentence in the performance of the speech acts (Mey, 2001:93). According to
Parker (1986:14) speech act as every utterance of speech constitutes some sort of
act. Speech act is a part of social interactive behavior and must be interpreted as an
aspect of social interaction (Mey, 2009:927).
In the speech act, one utterance can be interpreted as two different kinds of
speech act. It means that there is more to the interpretation of a speech act than can
be found in the one utterance. For example someone said “this tea is really cold!”.
This utterance can be has two meaning. On a winter day, the speaker reaches for a
cup of tea, believing that it has been freshly made, takes a sip, and produce that
utterance. It is likely to be interpreted as a complaint. Changing the circumstances to
a really hot summer day with speaker being given a glass of iced tea by the hearer,
taking a sip, and producing that utterance, it is likely to be interpreted as praise
(Yule, 1996:48). 
 Based on definition above, each researcher has almost same definition about
speech act. Whatever the definition of speech act, briefly speech act is the
production of utterance in the aim of making things happen. All utterance that said
by speaker, sometimes not only just utterance, but it must has a meaning.

Differences of language features on males and females
1. Language features on males and females in several
There is a serious question whether men and women who speak a
particular language use it in different way or not. In fact, women and men
do not speak exactly the same way as each other in any community. The
differences in their speech not only in choice of words or grammar but also
in the way they convey their speech (Kuntjara, Esther, 2003:1). According
to Jonet Holmes, there are differences style and features of the language
between men and women. Females and males are socialized in a very 
 
different condition and expectation so they produce very different
language style.
Linguistics study mentioned that women realize of their low status in
society. So they tend to use more standard speech forms in order to make
equality or acceptance high social status. In the other side, Lakoff tells that
women have experienced discrimination twice. First is the discrimination
on language and second discrimination on how language can be
appropriate for women. It is described by Lakoff that women are asked to
speak like a lady. She has to be calm and polite. If they do not speak like a
lady, people will judge them like impolite women. But, if they speak calm
and polite like a lady, people will judge them as powerless women
(Kuntjara, Esther, 2003:4). Again, linguistics study tells if women are
more linguistically polite than men.
Moreover, based on Lakoff, a linguist claims that there are ten
language features used by women. There are lexical hedges, tag question,
rising intonation, empty adjective, precise color, intensifier, hypercorrect
grammar, super polite forms, avoidance of strong swear words and
emphatic stress. It shows that females have their own style language
(Holmes, Janet, 1990: 286). Additionally Jepersen says that women think
and read more quickly than men do and therefore fly from subject to
subject (Wofson, Nessa, 1989:162). Here, research emphasizes that there
is different language features on males and females. Truly, this difference
may bring a consequence for the language itself or not. People will more
 
realize to distinguish whether the vocabulary choice used to describe men
or women.   
Base on all discovery from many researchers, there are four
categorizes of the cause of appearing differences (Kuntjara, Esther,
2003:7). Here there are:
1. Women are more sensitive on what they speak.
Women tend to be sensitive from in using language. In contrast, men
tend to more pay attention with the information than the function of
language itself. 
2. The discovery finds women often use intimacy words, but men less
pay attention about the intimacy words. Men language point out their
power to others speaker.
3. Men often do interruption. The purpose is to show their power. In
other side, women more often dominate in home than men. 
4. Women tend to use standard form than men. It is because standard
form express high social status for user. It is assumed if women have
low social status than men so they will use standard form in their
speech to make equality.
Finally, men and women use different language style in their speech.
It is influenced with their position and status in society. 
2. Language features on males
 
It was explained above that gender has brought differences in
language features on males and females. Here in this part, the writer wants
to give specific explanation about what language features on males is. It is
assumed that males have high social status in society. Language seems like
power for man. Men had power over language to define meaning and they
showed their power in the language they used during interaction (Coates,
Jennifer, 1998:5). It can reflect men‟s power. So they tend to dominate
communication. Several years ago man controlled over language to claim
his power. It was proven by researcher named Spender. Spender (1980)
identified that in the past men have had control over language (as
philosophers, orators, politicians, grammarians, linguists, lexicographers
and so on), so they encoded sexism into language to consolidate their
claim of male supremacy (Weatherall, Ann, 2002:3).
 Furthermore, based on explanation above, men use language as
power. Power in language using is very important part of gender
differences in speech. For example, men often do interruption than
women. Commonly interruption will appear in interaction not only in same
gender but also in cross-gender interaction. In fact, almost all the
interruption comes from males (Holmes, Janet, 2000:294). So they use
interruption as the way to show their power over women in conversation.  
Another way power may be expressed in language by the way people
address each other. It will be more respectful to using real name rather than
nick name. In fact, men on the whole, are more likely to challenge norms of
 
language and communication because they are generally in more powerful
positions than women (Weatherall, Ann, 2002:4). Therefore men ignore the
norms of language to express their power. 
Again, men use more of the vernacular forms than women do
(Holmes, Janet, 2000:153). Men often use fewer-in pronunciations than
women. For example, when a man wants to say “leaving”, he tends to
mention “leavin”. There is no –ing in the end of word. Another example, in
the words “killing” and “standing”, men prefer to pronounciate “killin” and
“standin”. Those words are called vernacular form. They are often used by
men. It was researched by a sociolinguist, Peter Trudgill.
 Besides, in study of American children‟s speech in a semi-rural New
England village, it was found that the boys used more [in] and the girls more
[in] forms. Later studies in Boston and Detroit identified the same pattern.
Boys used more vernacular forms such as consonant cluster implication: e.g.
las’ [las] and tol’ [toul], rather than standard last [last] and told [tould]
(Holmes, Janet, 2000:156). Actually people from higher social status will
use proportionately more standard form and fewer vernacular forms than
people from lower class. However, men still take vernacular form in their
speech. It is because they expect to get toughness and macho connotation.
Gossip is also included to be one of linguistics styles. However, it
carries different language styles. Men have their own gossip to be talked
than women. Thing and activities are more discussed by men. They will
ignore their sympathy feeling or reaction.
 
3. Language Features on females
It has been explained and discussed about language features on males.
Females also have language features. Robin lakoff an American linguist
mentioned that women‟s speech were characterized by linguistics features
such as lexical hedges or filler, tag question, rising intonation or
declaratives, empty adjectives, precise color, intensifiers, hypercorrect
grammar, super polite forms, avoidance of strong swear words and emphatic
stress (Holmes, Janet, 2000:286).
Women use lexical hedges such as you know, sort of, well, you see to
express their uncertain. In the same way their purpose of using hedges is
they think if they will not be heard by men. So, women use hedges to show
their lack of confidence. In the same way, in speaking of hedges, Lakoff
includes all modifiers which serve to make a statement less than assertion
(Wofson, Nessa, 1989:176). 
Fillers also become a feature of female language. The examples of
fillers are /...uh.../, /...um.../, /...mmh.../, /...ah.../, /...yeah.../, /...right.../, etc.
By fillers women gave more conversational support than men (Mestrie,
Rajend, 2000:231). They expressed their interest in their partner‟s
conversation topic by using fillers. It can be concluded that women expect
to keep conversation going. The function of fillers is to have same equality
with men where women can accomplish in every situated interaction or
communication.
 
Next, tag questions describe language features on females. Sometimes
men and women create tag question, but it is more done by women. Tag
question such as /...isn‟t it.../, /...won‟t you.../, /...don‟t you.../, etc are used
to give politeness, critics and forcefulness effect. Moreover Lakoff (1975)
argued that women frequently used tag questions where they were reluctant
to state a proposition baldy: “The way prices are raising is horrendous, isn‟t
it?” (Mestrie, Rajend, 2000:236). Another research came from Janet
Holmes. He identified four obvious function of tag question (Mestrie,
Rajend, 2000:237). Here they are:
1. Epistemic modal tag
It is used to express uncertainty about information that will be
conveyed. But it does not express politeness. Below the example:
 Young woman recounting school experiences to her friend.
I did my exam in sixty-three was it.
2. Challenging tag
This tags question pressure someone to replying utterances. It
expresses impoliteness. Here the example:
Superintendent to Detective Constable during interview critising the
constable’s performance.
A :”You‟ll probably find yourself um before the Chief Constable,
okay?”
B :”Yes, sir, yes, understood.”
3. Facilitative tag
 
Here, it invites people to give contribution in the conversation. This
tag question has function to express politeness for the listener. Below
the example:
Host, Fiona, to Tom, a guest at her dinner party.
You‟ve got a new job Tom haven‟t you?
4. Softening tag
It is used to reduce the force of potentially negative utterance. So by
using softening tags a woman shows negative politeness.
Example :
Wife to husband viewing flood on kitchen floor.
Well that wasn‟t the best bit of plumbing you‟ve ever done was it.
Then, rising intonation on declaratives belong to be one kind of
language features on female. Lakoff says that women may answer a
question with a statement that employs the rising intonation pattern usually
associated with a question rather than the falling intonation pattern
associated with making a firm statement (Wardhough, Ronald, 1986:317). 
Here rising intonation points out hesitancy. Rising intonation is used
by women who feel doubt to give opinion. Besides, lakoff claims that
women show nonassertive behavior by using question intonation in
conjunction with declarative sentences. Also, Lakoff mentions that in
answer question like “When will dinner be ready?” women will respond not
with a statement but with a question intonation response, such as “Oh, about
eight o‟clock?” (Wofson, Nessa, 1989:176).  
 
Women also employ empty adjectives for example adorable,
charming, divine, lovely, sweet, precious, darling and fantastic. Edelsky
(1976) found that by six years, children statements are classified such as,
“That‟s an adorable story” as more likely to be said by women (Weatherall,
Ann, 2007:187). It means since child, women are used to use empty
adjectives. In other way, women use precise colour like magenta, beige,
aquamarine, mauve, and lavender. They more often use those precise
colours than men. 
Besides, intensifiers such as just, very, definitely, very definitely,
surely, such a, and so on are used by women. They have function to
emphasize the force of assertion. It is also to persuade the listener so they
will be serious to listen. 
Another feature is hypercorrect grammar. Women use standard form
consistently than men. In all English speaking, for instance, women use
more-ing (in) pronunciations and fewer-in (in) pronunciations than men. It
is because women have more status- conscious than men. Women use
hypercorrect grammar to get same social status with men. 
Language feature on females is super polite forms. In tag question, it
can be one of example super polite forms. For women who used facilitative
tags or standard form, it meant they show their uncertainly by polite forms.
Brown (1990) mentioned women relative powerlessness, for instance, their
vulnerability in relation to men and their need to protect their reputation
(Mestrie, Rajend, 2000:235). It means women tend to speak carefully and
 
politely than men because the polite form that is used by them can help
them to be sophisticated women. 
In the other side, women also do avoidance of strong swear like oh my
Goodness. Last the language feature on females is emphatic stress. To
showing their attention or their feeling when they listening is by use
emphatic stress like brilliant.