a critical discourse analysis of i have a dream by martin luther king= phân tích diễn ngôn phê phán bài phát biểu i have a dream của martin luther king

The paper mainly focuses on Transitivity and Modality which are used in the speech with high frequency to uncover the relationship between the power, ideology and language.. The followin

TABLE OF CONTENTS

CERTIFICATE OF ORIGINALITY OF STUDY PROJECT REPORT i

ACKNOWLEDGE ii

ABSTRACT iii

TABLE OF CONTENT iv

FIGURES AND TABLES vi

PART A: INTRODUCTION 1 Rationale 1

2 Scope of study 2

3 Aims of study 2

4 Significance 2

5 Methodology 3

6 Design of study 3

PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.1 Martin Luther King and the speech ‗I have a dream‘ 5

1.2 An overview of CDA 6

1.2.1 History

1.2.2 Definition

1.2.3 Methodology for CDA – the three-dimensional framework

1.3 SFG and its role in relationship with CDA 9

1.3.1 SFG and its role in relationship with CDA

1.3.2 SFG and the three meta-functions of language

CHAPTER 2: A CDA OF MARTIN LUTHER KING’ S SPEECH ‘ I HAVE A DREAM’

2.1 Clause and clause complex analysis 18

2.2 Transitivity Analysis 23

2.3 Mood and Modality Analysis 26

2.4 Thematization Analysis, Repetitions Analysis and Voice 31

CHAPTER 3: SOME SUGGESTIONS FOR TEACHING AND LEARNING LANGUAGE 35

PART C: CONCLUSION 1 Summary of findings 38

2 Concluding remarks 40

3 Suggestions for further studies 40

REFERENCES 41

APPENDICES APPENDIX 1: ‗I HAVE A DREAM‘ BY MARTIN LUTHER KING vii

APPENDIX 2: TRANSITIVITY ANALYSIS xii

APPENDIX 3: MOOD ANALYSIS xvii

APPENDIX 4: MODALITY ANALYSIS xviii

APPENDIX 5: PERSONAL PRONOUN ANALYSIS OF ‗WE‘ AND ‗I‘ xxi

APPENDIX 6: VOICE ANALYSIS xxiii

APPENDIX 7: REPETITION ANALYSIS xxiv

FIGURES AND TABLES

Figure 1: Fairclough´s dimension of discourse and discourse analysis 8

Figure 2: Fragment of the mood system in English 14

Table 1: Overview of process types 12

Table 2: The primary speech roles 13

Table 3: Components of a multiple theme 16

Table 4: Summary of transitivity analysis data 23

Table 5: Modal verbs 28

Table 6: Tense 30

Table 7: Theme 31

Table 8: Summary of analysis and findings 38

PART A: INTRODUCTION

1 Rationale

Language plays a very important role in our life We use language to communicate to each other, to express our attitudes and ideology to the world around us and to the social problems To analyze language, there are many methods and approaches Of all, CDA approach is interested in linking linguistic analysis and social analysis It is applied to discover the relationship between language and social problems such as dominance, power abuse, discrimination and etc Norman Fairclough is the linguist who has made a great contribution to CDA

These years CDA has become favorite approach in language analysis and it really interests me When studying on linguistics, I have paid a lot of attention on the link between language and social problems And, one of them is discrimination in the speech ‗I have a dream‘ by Martin Luther King This is one of twenty four speeches

of M L King and one of the most famous speeches in the world It was delivered in front of 250,000 people gathered by the Lincoln Memorial and millions more who watched on television Though it appeared in August 1963, it is still used in many art works about freedom and equality It also inspires people all over the world

I am really interested in linguistics, especially CDA approach in analyzing the speech

to uncover the power hidden behind Therefore, I decided to do a CDA study on ‗I have a dream‘ by Martin Luther King

2 Scope of study

The study is beyond the scope of verbal aspects and social context when the speech was delivered Although paralinguistic factors such as intonation and stress, and extra-linguistic factors such as facial expressions and eye contacts, are very important

in the speech, they are excluded in this study

This research is linguistic study, and my own political view and my own support are not expressed

The paper mainly focuses on Transitivity and Modality which are used in the speech with high frequency to uncover the relationship between the power, ideology and language

3 Aims of study

The aims of the study are:

- To provide a support to the theory of CDA and SFG

- To uncover the power and ideology hidden behind the speech ‗I have a dream‘ by

M L King in the light of CDA and SFG

- To offer some suggestions for teaching and learning language

4 Significance

- The paper reaffirms the relationship between power, ideology and language

- CDA is an effective approach to uncover the power and ideology hidden behind the text

- The research is also a contribution to language teaching and learning

5 Methodology

The study uses CDA approach with three stages given by Norman Fairclough (2001) such as description, interpretation and explanation Besides, SFG by Halliday with three metafunctions such as ideational function, interpersonal function, and textual function is applied in the speech‘s analysis

The followings are the steps in analyzing the speech:

In the light of the theory of CDA and SFG, the relationship between power, ideology and language is uncovered First, the speech is divided into clauses Second, it is analyzed in the terms of vocabulary, grammar and textual structures, especially Transitivity, Mood, and Modality Third, the relationship between text and interaction

is mentioned Then, the relationship between interaction and social context is shown

to uncover the power and ideology behind the speech

2 A CDA of ‗I have a dream‘ by Martin Luther King

In Chapter 2, the theory of CDA and SFG in Chapter 1 are applied in analyzing the speech to uncover the relationship between power, ideology and language In this part, transitivity and modality of meta-functions are mainly focused

3 Some suggestions for teaching and learning language

In Chapter 3, some suggested activities used to improve teaching and learning language are mentioned

Part C: Conclusion

1 Summary of findings

In this part, principal findings are summarized

2 Suggestions for further studies

Suggestions for further research are given

References

Appendices

PART B: DEVELOPMENT

CHAPTER 1:

LITERATURE REVIEW

1.1 Martin Luther King and the speech ‘I have a dream’

Martin Luther King (1929-1968) was a great man who worked for racial equality in the United States of America During the 1950s, Dr King got active in the movement for civil rights and racial equality He won the Nobel Peace Prize in 1964

Martin Luther King is one of the greatest orators in the world with many famous speeches And, ‗I have a dream‘ is one of twenty four public speeches of Martin Luther King expressing hope, peace and reconciliation It was delivered on August 28, 1963 in front of 250,000 people gathered by the Lincoln Memorial for a peaceful march and millions more who watched on television The people who took part in the march were religious leaders, trade unionists and black community organisers, mainly black African American coming to express their attitudes to the injustices and deprivation of basic human rights to the United States government at that time

Black people were treated like second class citizens and did not have a number of rights such as the right to vote and the right of freedom The event of August 28, 1963 was the final push towards raising awareness about all these injustices and ‗I have a dream‘ which

‗inspired people through out America and unborn generations‘ (John Lewis, U.S representative) was the last of that day

of language use (Chomsky 1957) Where the relation between language and context was considered, as in pragmatics (Levinson 1983), with a focus on speakers‘ pragmatic/

sociolinguistic competence, sentences and components of sentences were still regarded as the basic units Much sociolinguistic research at the time was aimed at describing and explaining language variation, language change and the structures of communicative

interaction, with limited attention to issues of social hierarchy and power (Hymes 1972)

In such a context, attention to texts, their production and interpretation and their relation

to societal impulses and structures, signaled a very different kind of interest The work of

Kress/ Hodge (1979), Fowler/ Kress/ Hodge/ Trew (1979), Van Dijk (1985) Fairclough

(1989) and Wodak (ed.) (1989) serve to explain and illustrate the main assumptions,

principles and procedures of what had then become known as Critical Linguistics

An account of the theoretical foundations and sources of Critical Linguistics is given by

Kress (1990, 84-97) He indicates that the term CL was ‗quite self-consciously adapted‘

(1990, 88) from its social-philosophical counterpart, as a label by the group of scholars

working at the University of East Anglia in the 1970s (see also Wodak 1996a,

Blommaert/ Bulcaen 2000) By the 1990s the label CDA came to be used more

consistently to describe this particular approach to linguistic analysis Kress (1990, 94)

shows how CDA was by that time ‗emerging as a distinct theory of language, a radically different kind of linguistics ‗He lists the criteria that characterize work in the Critical Discourse Analysis paradigm, illustrating how these distinguish such work from other

politically engaged types of discourse analysis Fairclough/ Wodak (1997) took these

criteria further and established 10 basic principles of a CDA program (see also Wodak

1996b)

1.2.2 Definition

Critical Discourse Analysis (CDA) is an interdisciplinary approach to the study of discourse that views language as a form of social practice and focuses on the ways social and political domination are reproduced by text and talk (wikipedia dictionary)

Specifically, CDA is interested in social problems such as dominance, power abuse, discrimination (racist, sexist, nationalist, ethnicist, etc) and the role that language plays in reproducing, or resisting, such iniquitous social realities

According to Wodak, the approach of CDA is ‗emancipatory and socially critical‘, such a way that scientists applying this method ally themselves ‗with those who suffer political and social injustice‘ In this sense CDA intervenes discursively in given social and political practices

“The aim of Critical Discourse Analysis is to unmask ideologically permeated and often obscured structures of power, political control, and dominance, as well as strategies of discriminatory inclusion and exclusion in language in use.”

Hillary Janks emphasizes again that social practices deal with existing social relations in different powerful ways (Janks 1997: 26) This is her definition of CDA´s paradigm:

“Where analysis seeks to understand how discourse is implicated in relations of power it

is called Critical Discourse Analysis.”

This way of conducting an analysis is called critical, as Fairclough confirms: it is not only critical ―in the sense that it seeks to discern connections between language and other elements in social life which are often opaque‖, but mainly because it is ‗committed to progressive social change‘

CDA „has an emancipatory „knowledge interest‟ (Fairclough 2001: 29).‟

To sum up, CDA is an effective approach in linguistics to uncover the power and ideology hidden behind the text

1.2.3 Methodology for CDA – the three-dimensional framework

Figure 1:

Fairclough´s dimension of discourse and discourse analysis (Janks 1997:27)

In Figure 1: Inner square= 1st dimension (Text analysis/ Description)

Middle square= 2nd dimension (Processing analysis/ Interpretation)

Outer square= 3rd dimension (Social analysis/ Explanation)

The first dimension represents the discourse fragment, i.e ‗the object of analysis (including verbal, visual or verbal and visual texts) (Janks 1997: 26)‘ This first stage is called ‗text analysis‘ or description In the dimension, the text is analyzed in the terms of vocabulary, grammar and textual structures, and a number of suggested questions mentioned in Fairclough (2001 92-3)

The second dimension can be described as the aspect of context, or even the place where struggles over power relations in discourse happen This second is called ‗processing

analysis‘ or interpretation Interpretation is concerned with the relationship between text and interaction (Fairclough 2001:21-2)

The third dimension of discourse could be described as ´power behind discourse` or as social practices, because it is containing ‗the socio-historical conditions that govern these processes‘ (Janks 1997: 26) This third dimension is called ‗social analysis‘ or explanation Explanation is concerned with the relationship between interaction and social context It tries to show how discourses are determined by social structures, and what reproductive effects discourses can have on those structures, sustaining them or changing them (Fairclough 2001:21-2)

Despite some criticisms, CDA has interested linguists because CDA in most of situations with the underprivileged, the dominated and attempts to reveal the linguistic means employed by the powerful, privileged people to stabilize and even intensify inequalities

in society

1.3 SFG and its role in relationship with CDA

1.3.1 SFG and its role in relationship with CDA

The study chooses CDA of Fairclough as the approach to analysis Besides, SFG is also very important in the relationship with CDA And this will be approved for number of the followings

M.A.K Halliday‘s Systemic Functional Grammar is usually considered the main foundation of Critical Discourse Analysis as well as other theories in pragmatics

Systemic functional grammar (SFG) or systemic functional linguistics (SFL) is a model

of grammar developed by Michael Halliday in the 1960s It is part of a broad social semiotic approach to language called systemic linguistics The term ‗systemic‘ refers to the view of language as ‗a network of systems, or interrelated sets of options for making meaning‘; The term "functional" indicates that the approach is concerned with the contextualized, practical uses to which language is put, as opposed to formal grammar,

which focuses on compositional semantics, syntax and word classes such as nouns and verbs

Systemic functional grammar is concerned primarily with the choices the grammar makes available to speakers and writers These choices relate speakers' and writers' intentions to the concrete forms of a language Traditionally the ‗choices‘ are viewed in terms of either the content or the structure of the language used In SFG, language is analyzed in three different ways (strata): semantics, phonology, and lexicogrammar SFG presents a view

of language in terms of both structure (grammar) and words (lexis) The term

"lexicogrammar" describes this combined approach (wikipedia)

From that, we can see an essential concept of the theory is that every time language is used in whatever situation, the speaker or the writer is making ‗choices‘ These ‗choices‘ are necessarily ‗choices‘ about ‗meaning‘, but they are expressed through ‗choices‘ from within the systems of formal linguistic features made available by language SFG takes a modified social constructivist view of language, claiming not only that we use language

to construct reality, but also that language is socially formed: that is, there is a dialectical relationship between society and language

That means both SFG and CDA functionally to textual analysis through studying grammar and other aspects of language form, and they also study the relationship between the text and the social context Hence, it is obvious that SFG has an important role in CDA

1.3.2 SFG and the three meta-functions of language

Halliday claims that the procedure of stylistic analysis can be divided into three logically ordered phrases: Analysis, Interpretation and Evaluation The limitless practical functions can be generalized into a set of highly coded and abstract functions—meta-functions, which are inherent in every language His idea of meta-function includes the ideational function, the interpersonal function and the textual function

1.3.2.1 The ideational function

The ideational metafunction is divided into two: experiential and logical metafunctions The experiential metafunction organizes our experience and understanding of the world

It is the potential of the language to construe figures with elements (such as screen shots

of a moving picture or pictures of a comic novel) and its potential to differentiate these elements into processes, the participants in these processes, and the circumstances in which the processes occur The logical metafunction works above the experiential It organizes our reasoning on the basis of our experience It is the potential of the language

to construe logical links between figures; for example, "this happened after that happened" or, with more experience, "this happens every time that happens"

According to Halliday, with this function, the speaker and writer embodies in language his experience of the phenomena of the real world; and this includes his experience of the internal world of his own consciousness: his reactions, cognitions, and perceptions, and also his linguistic acts of speaking and understanding (Halliday, 1971: 332) That means Ideational Function is to convey new information, to communicate a content that is unknown to the hearer or reader The events and experience are reflected in both objective and subjective worlds

The ideational function mainly consists of ‗transitivity‘ and ‗voice‘ In transitivity system, the meaningful grammatical unit is clause, which expresses what is happening, what is being done, what is felt and what the state is, and so on The transitivity system includes six processes: material process, mental process, relational process, behavioral process, verbal process and existential process

Material processes are those in which something is done These processes are expressed

by an action verb (e.g eat, go, give), an Actor (logical subject) and the Goal of the action (logical direct object, usually a noun or a pronoun)

Mental processes express such mental phenomena as ―perception‖ (see, look), ―reaction‖ (like, please) and ―cognition‖ (know, believe, convince) A mental process involves two participants, Senser and Phenomenon

Relational processes can be classified into two types: Attributive and Identifying The former expresses what attributes a certain object has, or what type it belongs to The latter expresses the identical properties of two entities

Verbal processes are those of exchanging information Commonly used verbs are say,

tell, talk, praise, boast, describe, etc In these processes the main participants are Sayer,

Receiver and Verbiage

Behavioral processes refer to physiological and psychological behavior such as breathing,

coughing, smiling, laughing, crying, staring, and dreaming, etc Generally there is only

one participant—Behaver, which is often a human This kind of processes is much like the mental process Behavioral process may sometimes be hardly distinguished from a material process that has only one participant This depends on whether the activity concerned is physiological or psychological When Behavioral process has two participants, we may take it as material process

Existential processes represent that something exists or happens In every existential process, there is an Existent

The mayor resigned

Identification ‗identifying‘ Identified, Identifier/

Value, Token

Pat is her brother

darker pattern

Table 1: Overview of process types (adapted from Halliday, 1994)

1.3.2.2 The interpersonal function

As Halliday observed, the speaker is using language as the means of his own intrusion into the speech event: the expression of his comments, attitudes and evaluations, and also

of the relationship that he sets up between himself and the listener—in particular, the communication role that he adopts of informing, questioning, greeting, persuading, and the like (Halliday, 1971:333)

The interpersonal function consists of all uses of language to express social and personal relations, including the various ways the speaker enters a speech situation and performs a speech act The primary speech roles can be represented with the table drawn by Halliday (1994):

Commodity exchange

Role in exchange

(a) Goods-&-services (b) Information

Would you like this tea pot?

‗statement‘

He‘s giving her the tea pot

Give me that tea pot

‗question‘

What is he giving her?

Table 2: The primary speech roles

All the speech roles are found to be the form of either giving or demanding And they related to two categories of commodity exchange: goods-&-services or information When the role in exchange interacts with the commodity exchange, there are four general types:

- giving goods-&-services: offer

This can be realized by declarative clause or interrogative clause

- giving information: statement

This can be realized by declarative clause

- demanding goods-&-services: command

This can be realized by imperative clause

- demanding information: question

This can be realized by interrogative clause

This can be clearer with the followings

Two main terms often used to express the interpersonal function are Modality and Mood Mood shows what role the speaker selects in the speech situation and what role he assigns to the addressee If the speaker selects the imperative mood, he assumes the role

of one giving commands and puts the addressee in the role of one expected to obey orders

In Mood system, there are two choices: Indicative and Imperative And if ‗indicative‘ is chosen, there are two more choices: interrogative declarative; and if interrogative is chosen, there are two choices: wh- and yes/ no interrogative If ‗imperative‘ is chosen, there will be two choices: inclusive or exclusive

Figure 2: Fragment of the mood system in English

(Hoang Van Van 1994:55)

According to Halliday, mood consists of two parts: the Subject and the finite operator Modality refers to the intermediate ranges between the extreme positive and the extreme negative It is one of the most important systems in social communication On the one hand, it can objectively express the speaker‘s judgment toward the topic On the other hand, it can show the social role relationship, scale of formality and power relationship

In English, except modal verbs such as ‗can‘, ‗could‘, ‗will‘, ‗must‘ and ‗should‘, modal adverbs such as ‗still‘, ‗absolutely‘ and ‗really‘, adjectives, there are also personal pronouns, notional verbs, tense, direct and indirect speeches to express the modalization

1.3.2.3 The textual function

For this function, Halliday described, ―Language makes links between itself and the situation; and discourse becomes possible because the speaker or writer can produce a text and the listener or reader can recognize one‖ (Halliday, 1971:334)

This function refers to coherence It means even though two sentences may have exactly the same ideational and interpersonal functions, they may be different in terms of textual coherence

According to Halliday 1971, The textual function fulfils the requirement that language should be operationally relevant, having texture in a real context of situation that distinguishes a living passage from a mere entry in a grammar book or a dictionary It provides the remaining strands of meaning potential to be woven into the fabric of linguistic structure Information can be clearly expressed in a discourse It can also be implicated between the lines Therefore, all discourses are unities of explicit and implicit message

And in terms of Textual meaning, thematic structure is under investigation The Theme and the Rheme are two elements that help to realize the system of theme Theme is usually the initial positions in the clause and Rheme is the rest one Analyzing the thematic structure of the clauses in the text, the text‘s mode of development could be found out There are three main types of theme They are experiential theme, textual theme and interpersonal theme with their components as following table

Metafunction Components of theme Example

experiential theme Topical elements

(participant, circumstances, process)

Elements playing as Actor/ Agent, Goal/ Medium, Circumstance

in the clause

textual theme Continuative elements

Structural elements (conjunctions or WH- relative)

Conjunctive elements (Adjunct)

Yes, no, well And, but

Also, therefore interpersonal theme Modal (adjunct)

Finite (operator) WH- (interrogative) Vocative element

Surely, maybe Don‘t, would What, who Soldier, Ann

Table 3: Components of a multiple theme (adapted from Halliday, 1994:54)

Theme may be marked or unmarked A marked theme is a usual or typical one An unmarked theme is an unusual one

In Imperative clause, a marked theme appears when ‗YOU‘ is included

To know how theme choices work together through a text to signal its underlying coherence, there are four possible main, related functions: (Thompson, 1996)

1 Signaling the maintenance or progression of ‗what the text is about‘ at that point This is especially done through the choice of Subject as unmarked Theme:

maintenance is done by keeping to the same theme as preceding clause, progression often by selecting a constituent from the preceding rheme

2 Specifying or changing the framework for the interpretation of the following clause (or clauses) This is mostly done by the choice of marked theme, especially adjunct, or a thematic equative or predicated theme A ‗heavy‘ subject theme, giving a large amount of information, can also be used for this purpose

3 Signaling the boundaries of sections in the text This is often done by changing from one type of theme choice to another

4 Signaling what the speaker thinks is a viable/ useful/ important starting point This is done by repeatedly choosing the same element to appear in theme (a particular participant, the speaker‘s evaluation, elements which signal interaction with the hearer, etc.)

To sum up, without the textual component of meaning, we should be unable to make any use of language at all

CHAPTER 2:

A CDA OF MARTIN LUTHER KING’S

SPEECH ‘ I HAVE A DREAM’

2.1 Clause and clause complex analysis

I have a dream (Martin Luther King)

(1) /// I am happy to join with you today in (2) // what will go down in history as the greatest demonstration for freedom in the history of our nation ///

(3) /// Five score years ago, a great American, in whose symbolic shadow we stand today, (4) // signed the Emancipation Proclamation ///

(5) /// This momentous decree came as a great beacon light of hope to millions of Negro slaves (6) // who had been seared in the flames of withering injustice (7) //It came as a joyous daybreak to end the long night of their captivity ///

(8) // But one hundred years later, the Negro still is not free (9) // One hundred years later, the life of the Negro is still sadly crippled by the manacles of segregation and the chains of discrimination (10) // One hundred years later, the Negro lives on a lonely island of poverty in the midst of a vast ocean of material prosperity (11) /// One hundred years later, the Negro is still languished in the corners of American society (12) // and finds himself an exile in his own land (13) // And so we've come here today to dramatize

a shameful condition ///

(14) // In a sense we've come to our nation's capital to cash a check (15) /// When the architects of our republic wrote the magnificent words of the Constitution and the Declaration of Independence, (16) // they were signing a promissory note to (17) // which every American was to fall heir (18) /// This note was a promise (19) // that all men, yes,

Liberty and the pursuit of Happiness." (20) /// It is obvious today that America has defaulted on this promissory note, (21) // insofar as her citizens of color are concerned (22) /// Instead of honoring this sacred obligation, America has given the Negro people a bad check, a check (23) // which has come back marked "insufficient funds." ///

(24) /// But we refuse to believe (25) // that the bank of justice is bankrupt (25) /// We refuse to believe (26) // that there are insufficient funds in the great vaults of opportunity

of this nation (27) /// And so, we've come to cash this check, a check (28) // that will give

us upon demand the riches of freedom and the security of justice ///

(29) // We have also come to this hallowed spot to remind America of the fierce urgency

of Now (30) /// This is no time to engage in the luxury of cooling off (31) // or to take the tranquilizing drug of gradualism (32) // Now is the time to make real the promises of democracy (33) /// Now is the time to rise from the dark (34) // and desolate valley of segregation to the sunlit path of racial justice (35) // Now is the time to lift our nation from the quick sands of racial injustice to the solid rock of brotherhood (36) // Now is the time to make justice a reality for all of God's children ///

(37) // It would be fatal for the nation to overlook the urgency of the moment (38) /// This sweltering summer of the Negro's legitimate discontent will not pass (39) // until there is an invigorating autumn of freedom and equality (40) // Nineteen sixty-three is not an end, but a beginning (41) /// And those who hope that the Negro needed to blow off steam (42) // and will now be content (43) // will have a rude awakening (44) // if the nation returns to business as usual (45) /// And there will be neither rest nor tranquility in America (46) // until the Negro is granted his citizenship rights (47) /// The whirlwinds

of revolt will continue to shake the foundations of our nation (48) // until the bright day

of justice emerges ///

(49) /// But there is something (50) // that I must say to my people, (51) // who stand on the warm threshold (52) // which leads into the palace of justice: (53) ///In the process of gaining our rightful place, (54) // we must not be guilty of wrongful deeds (55) // Let us not seek to satisfy our thirst for freedom by drinking from the cup of bitterness and hatred (56) // We must forever conduct our struggle on the high plane of dignity and

discipline (57) // We must not allow our creative protest to degenerate into physical violence (58) // Again and again, we must rise to the majestic heights of meeting physical force with soul force ///

(59) /// The marvelous new militancy which has engulfed the Negro community (60) // must not lead us to a distrust of all white people, for many of our white brothers, as evidenced by their presence here today, (61) /// have come to realize (62) // that their destiny is tied up with our destiny (62) /// And they have come to realize (63) // that their freedom is inextricably bound to our freedom ///

(64) // We cannot walk alone //

(65) /// And as we walk, (66) // we must make the pledge (67) // that we shall always march ahead ///

(68) // We cannot turn back //

(69) /// There are those (70) // who are asking the devotees of civil rights, (71) // "When will you be satisfied?" (72) /// We can never be satisfied (73) // as long as the Negro is the victim of the unspeakable horrors of police brutality (74) /// We can never be satisfied as long as our bodies, heavy with the fatigue of travel, (75) // cannot gain lodging in the motels of the highways and the hotels of the cities (76) /// We cannot be satisfied (77) //

as long as the negro's basic mobility is from a smaller ghetto to a larger one (78) /// We can never be satisfied (79) // as long as our children are stripped of their self-hood (80) // and robbed of their dignity by signs stating: "For Whites Only." (81) /// We cannot be satisfied (82) // as long as a Negro in Mississippi cannot vote (83) // and a Negro in New York believes (84) // he has nothing for which to vote (85) /// No, no, we are not satisfied, (86) // and we will not be satisfied (87) //until "justice rolls down like waters, and righteousness like a mighty stream."///

(88) /// I am not unmindful (89) // that some of you have come here out of great trials and tribulations (90) // Some of you have come fresh from narrow jail cells (91) /// And some of you have come from areas (92) // where your quest quest for freedom left you battered by the storms of persecution and staggered by the winds of police brutality (93)

// You have been the veterans of creative suffering (94) /// Continue to work with the faith (95) // that unearned suffering is redemptive (96) /// Go back to Mississippi, (97) //

go back to Alabama, (98) // go back to South Carolina, (99) // go back to Georgia, (100) // go back to Louisiana, (101) // go back to the slums and ghettos of our northern cities, knowing (102) // that somehow this situation can and will be changed ///

(103) /// Let us not wallow in the valley of despair, (104) // I say to you today, my friends ///

(105) /// And so even though we face the difficulties of today and tomorrow, (106) // I still have a dream (107) // It is a dream deeply rooted in the American dream ///

(108) /// I have a dream (109) // that one day this nation will rise up and (110) live out the true meaning of its creed: (111) /// "We hold these truths to be self-evident, (112) // that all men are created equal." ///

(113) /// I have a dream (114) // that one day on the red hills of Georgia, the sons of former slaves and the sons of former slave owners will be able to sit down together at the table of brotherhood ///

(115) /// I have a dream (116) // that one day even the state of Mississippi, a state sweltering with the heat of injustice, sweltering with the heat of oppression, will be transformed into an oasis of freedom and justice ///

(117) /// I have a dream (118) // that my four little children will one day live in a nation (119) // where they will not be judged by the color of their skin but by the content of their character ///

(120) // I have a dream today! //

(121) /// I have a dream (122) // that one day, down in Alabama, with its vicious racists, with its governor having his lips dripping with the words of "interposition" and

"nullification" one day right there in Alabama little black boys and black girls will be able to join hands with little white boys and white girls as sisters and brothers ///

(123) // I have a dream today! //

(124) /// I have a dream (125) // that one day every valley shall be exalted, (126) // and every hill and mountain shall be made low, (127) // the rough places will be made plain, (128) // and the crooked places will be made straight; (129) // "and the glory of the Lord shall be revealed (130) // and all flesh shall see it together."///

(131) /// This is our hope, (132) // and this is the faith (133) // that I go back to the South with ///

(134) // With this faith, we will be able to hew out of the mountain of despair a stone of hope (135) // With this faith, we will be able to transform the jangling discords of our nation into a beautiful symphony of brotherhood (136) /// With this faith, we will be able

to work together, (137) // to pray together, (138) // to struggle together, (139) // to go to jail together, (140) // to stand up for freedom together, knowing (141) // that we will be free one day ///

(142) /// And this will be the day this will be the day (143) // when all of God's children will be able to sing with new meaning:

(144) // My country 'tis of thee, sweet land of liberty, of thee I sing

(145) // Land where my fathers died, land of the Pilgrim's pride,

(146) // From every mountainside, let freedom ring!

(147) /// And if America is to be a great nation, (148) // this must become true ///

(149) // And so let freedom ring from the prodigious hilltops of New Hampshire //

(150) // Let freedom ring from the mighty mountains of New York //

(151) // Let freedom ring from the heightening Alleghenies of Pennsylvania //

(152) // Let freedom ring from the snow-capped Rockies of Colorado //

(154) // But not only that:

(155) // Let freedom ring from Stone Mountain of Georgia //

(156) // Let freedom ring from Lookout Mountain of Tennessee //

(157) // Let freedom ring from every hill and molehill of Mississippi //

(158) // From every mountainside, let freedom ring //

(159) /// And when this happens, (160) // when we allow freedom ring, (161) // when we let it ring from every village and every hamlet, from every state and every city, (162) //

we will be able to speed up that day (163) // when all of God's children, black men and

white men, Jews and Gentiles, Protestants and Catholics, will be able to join hands (164) // and sing in the words of the old Negro spiritual:

(165) // Free at last! (166) // Free at last! //

(167) /// Thank God Almighty, (168) // we are free at last! ///

The speech consists of 1666 words, 168 clauses, and 48 complex clauses In that:

///: clause complex boundary

Basing on transitivity analysis table, two processes with very high frequency are Material process and Relational process Of all, Material process gets the highest percentage and it plays a very important role in the speech

Material process

As we know, material process is a process of ―doing‖ The process is usually indicated by

a verb expressing an action, either concrete or abstract There are usually two participants

in the process: Actor and Goal Actor is comparable to the Subject and Goal is comparable to the Object and both of them are usually realized by noun phrases When the participants both exist, the clause can be either in active voice or in passive voice

Hence, Martin Luther King chose it to give information, and things seem to be appearing

in front of the audience‘s eyes It is a good choice in the address to demonstrate, describe events and reality which the black in America are suffering,

‗One hundred years later, the life of the Negro is still sadly crippled by the manacles of

segregation and the chains of discrimination One hundred years later, the Negro lives

on a lonely island of poverty in the midst of a vast ocean of material prosperity One

hundred years later, the Negro is still languished in the corners of American society and

finds himself an exile in his own land.‟

Relational process

Relational process takes about 28, 6% of all clauses, then it helps much to show the speaker‘s power behind The speaker his own describes the reality of the African American people at the time, and relates it to the understanding of the audience He also describes the important events happened in the past and relates it to the reality at the present It also helps to relate all the events into one system The reality he shows on the audience really has great effect on their understanding of the problem at the time This process relates the complex relationships between two abstract items

‗But one hundred years later, the Negro still is not free.‘ (Line 8)

‗…they were signing a promissory note to which every American was to fall heir This note was a promise that all men, yes, black men as well as white men …‘ (Line 16)

‗This is no time to engage in the luxury of cooling off or to take the tranquilizing drug of

gradualism Now is the time to make real the promises of democracy Now is the time to

rise from the dark and desolate valley of segregation to the sunlit path of racial justice Now is the time to lift our nation from the quick sands of racial injustice to the solid rock

of brotherhood Now is the time to make justice a reality for all of God's children.‟ (Line

27 – 31)

Here in the speech, he uses ‗the Negro’ to refer to African American people, but not the

black to show the deep problem with the ancestry of black people, the word Negro is associated with the long history of slavery and discrimination that treated African Americans as second class citizens or worse

2.3 Mood and Modality Analysis

As we know, declarative is used to give information that the speaker thinks that the

audience lack of or want them to know, to have, to understand Then he has shown his power over the audience because he understands their needs, and it also shows his authority In the speech, he points out the situation that the Negro suffering in America It

is also the basis to his dream, also America‘s dream And according to him, the situation will be improved

‗But one hundred years later, the Negro still is not free One hundred years later, the life

of the Negro is still sadly crippled by the manacles of segregation and the chains of

discrimination One hundred years later, the Negro lives on a lonely island of poverty in the midst of a vast ocean of material prosperity’ (Line 8-11)

„It is a dream deeply rooted in the American dream…

I have a dream that one day on the red hills of Georgia, the sons of former slaves and

the sons of former slave owners will be able to sit down together at the table of brotherhood I have a dream that one day even the state of Mississippi, a state sweltering with the heat of injustice, sweltering with the heat of oppression, will be transformed into an oasis of freedom and justice.‟

(Line 74-81)

If the speaker selects the imperative mood, he assumes the role of one giving commands

and puts the addressee in the role of one expected to obey orders

Imperative is often used to express a command or request by the speaker and he puts the

audience in the role of one expected to obey orders Imperative appears 18 times in the speech and usually, its structure is repeated several times

go back to the slums and ghettos of our northern cities‟ (Line 68-69-70)

Through it, the speaker directs and gives a request to the audience to pay attention to the fact of the discrimination problem at that time He also wants to wake the audience‘s awareness From that, it shows the power of M L King on the audience

Another example is as following

‘Let freedom ring‟ (Line 104, 106, 107, 108, 109, 110, 112, 113, 114, 115)

Imperative sentence ‗let freedom ring‘ is repeated 10 times, M L King expresses his ideology by calling for equality and freedom for everyone in America, especially the Negro He calls for the end of discrimination and inequality

A question is usually an expression of inquiry that invites or calls for a reply In the

speech, grammatical question appears one time only, and its aim is not requiring an answer It is a rhetorical question which asked merely for effect with no answer expected, and that the answer may be obvious or immediately provided by the questioner In the

speech, M L King gives the question ‗When will you be satisfied?‟ (Line 54), but he

does not ask for a reply, it is a basis for him to provide the answers From that, he shows his power on the audience to stand up and go for the struggle to the end

„We can never be satisfied as long as the Negro is the victim of the unspeakable horrors

of police brutality We can never be satisfied as long as our bodies, heavy with the fatigue

of travel, cannot gain lodging in the motels of the highways and the hotels of the cities

We cannot be satisfied as long as the negro's basic mobility is from a smaller ghetto to a larger one We can never be satisfied as long as our children are stripped of their self- hood and …‟ (Line 55 – 59)

2.3.2 Modality refers to the speaker‘s attitudes towards or opinions about the truth of a proposition expressed by a sentence It also extends to the attitude towards the situation

or event described by a sentence It may be expressed through modal verbs, modal adverbs, modal adjectives, personal pronouns or tenses In this speech, the analysis will

be on Modal Verbs, Personal Pronouns and Tenses

2.3.2.1 Modal Verbs , as we know, are used to convey the addresser‘s attitudes and

judgments And, modal verbs are more easily identified and understood because it shows

a strong feeling to the audience

The modal verbs appearing in the speech include ‗will‘, ‗shall‘, ‗must‘, ‗must not‘,

‗cannot‘ and ‗can never‘

Table 5: Modal verbs

According to the Table, ‗will‘ and ‗shall‘ appear with high frequency It shows M L King‘s attitudes, his hope to the future ‗Will‘ and ‗shall‘ here is not only a possibility or only from speaker‘s evaluation, but also from reality By this means, he wants to express his hope and dream that inequality and discrimination will be changed, and that dream is certainly to come true By this way, he is giving the faith to the audience That is the way

he shows his power over the audience

„my four little children will one day live in a nation where they will not be judged by the

color of their skin but by the content of their character.‟ (Line 82-83)

„in Alabama little black boys and black girls will be able to join hands with little white

boys and white girls as sisters and brothers.‟ (Line 87-88)

„every valley shall be exalted, and every hill and mountain shall be made low, the rough places will be made plain, and the crooked places will be made straight; "and the glory

of the Lord shall be revealed and all flesh shall see it‟ (Line 90-91-92)

„we will be able to work together, to pray together, to struggle together, to go to jail

together, to stand up for freedom together‟ (Line 97-98)

Besides, the speaker uses ‘must not’ in order to ask everyone for doing things and not to stop till the end of the struggle of freedom and equality By using ‗Cannot‘ and ‗can never‘, he gives the audience a strong effect on their minds and actions This is expressed

by the audience‘s attention and their claps

2.3.2.2 Personal Pronouns

Two personal pronouns appearing in the speech with very high frequency are ‗We‘ and

‗I‘ ‗We‘ may be exclusive or inclusive, but in this speech, ‗we‘ is inclusive, ‗we‘ here

includes both the speaker and the audience, and it is used 31 times M L King uses ‗we‘

to show the solidarity of everyone including him By this way, M L King wants to emphasize that the speaker‘s duty is also the audience‘s duty With ‗we‘, the speaker has shortened the distance between them, no matter how old they are, what job they are, etc

„We must forever conduct our struggle on the high plane of dignity and discipline.‟ (Line

‗I‘ is used 15 times in the speech to identify his power Here we can see M L King sets

himself as an individual so as a leader of the civil rights movement It also shows his confidence and credibility He inspires and gives the faith to the audience, because by using ‗I ‗, he is ready to get the responsibility first for what he says

2.3.2.3 Tense

To contribute to the speaker‘s attitudes, the tense which shows the time of a clause plays

an undeniable role Halliday (1994) says that primary tense means past, present or future

at the moment of speaking which relates to ‗now‘

In the speech, there are kinds of tenses such as Present Simple, Present Perfect, Present Continuous, Past Simple, Past Continuous, Past Perfect and Future Simple Of all, Present Simple, Past Simple and Future Simple appear in the speech with very high frequency

With the use of Present Simple, he also shows that the present is the time necessary for all of the people to stand up and fight for freedom (Line 27-31) Together with ‗can‘ and

‗must‘, he makes obligation at the present for everyone with dos and don‘ts As shown from the above table, 18 among 89 clauses of Present Simple are Imperative, which King uses to urge the actions of the audience right from the present