SPEECH AND THOUGHT PRESENTATION IN VERONICA ROTH’S ...

SPEECH AND THOUGHT PRESENTATION IN

VERONICA ROTH’S DIVERGENT: A STYLISTIC ANALYSIS

AN UNDERGRADUATE THESIS

Presented as Partial Fulfillment of the Requirements

for the Degree of Sarjana Sastra

in English Letters

By

JOSEPHINE VANIA ADININGTYAS

Student Number: 174214113

DEPARTMENT OF ENGLISH LETTERS

FACULTY OF LETTERS

UNIVERSITAS SANATA DHARMA

YOGYAKARTA

2021

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ii

SPEECH AND THOUGHT PRESENTATION IN

VERONICA ROTH’S DIVERGENT: A STYLISTIC ANALYSIS

AN UNDERGRADUATE THESIS

Presented as Partial Fulfillment of the Requirements

for the Degree of Sarjana Sastra

in English Letters

By

JOSEPHINE VANIA ADININGTYAS

Student Number: 174214113

DEPARTMENT OF ENGLISH LETTERS

FACULTY OF LETTERS

UNIVERSITAS SANATA DHARMA

YOGYAKARTA

2021


vii

THIS UNDERGRADUATE THESIS IS DEDICATED TO MYSELF, WHO HAVE

STRUGGLED AND SURVIVED THUS FAR.


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ACKNOWLEDGEMENTS

First and foremost, I would like to praise and thank to Jesus Christ for His

abundant blessings ang grace so that I can go through all the obstacles and earn

strength throughout the process of writing this undergraduate thesis.

I would like to express my sincere gratitude to my thesis advisor, Arina

Isti’anah S.Pd., M.Hum. and to my co-thesis advisor, Dr. Francis Borgias Alip,

M.Pd., M.A. for the guidance and encouragement so that I have managed to finish

this undergraduate thesis in time. I would extend my gratitude to my academic

advisor, Dr. Tatang Iskarna, M.Hum. for his support since the beginning of my

college life in English Letters Department. I would also give my gratitude to all the

lecturers and staffs of Sanata Dharma University for giving me a chance to study

and achieve my goals.

I would express my biggest gratitude to my family, especially Momi, Mbak

Lia, and Babe, who always give me their moral and material supports and remind

me to finish my undergraduate thesis. I would like to give my special gratitude to

Mbak Siwi for allowing me to stay in Jogja during my study. I would also thank to

all my friends in BEM USD Kabinet KKN 2018/2019 for giving me an unforgettable

experience to be involved in a such solid organization during my college life.

Finally, I would also deliver my special thanks to all my friends in this department,

especially my closest friends: Agatha, Sonia, Lita, Ratih, Amalia, Olyvia, Wina,

Reinha, and Febi for all the supports and the happy memories that we have shared

together. I will not forget that.

Josephine Vania Adiningtyas


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TABLE OF CONTENTS

TITLE PAGE ........................................................................................................ ii

APPROVAL PAGE ............................................................................................. iii

ACCEPTANCE PAGE ........................................................................................ iv

STATEMENT OF ORIGINALITY .................................................................... v

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH

UNTUK KEPENTINGAN AKADEMIS .............................................................. vi

DEDICATION PAGE ......................................................................................... vii

ACKNOWLEDGEMENTS ............................................................................... viii

TABLE OF CONTENTS ..................................................................................... ix

LIST OF ABBREVIATIONS ............................................................................. xi

LIST OF TABLES .............................................................................................. xii

ABSTRACT ........................................................................................................ xiii

ABSTRAK ............................................................................................................ xiv

CHAPTER I: INTRODUCTION ........................................................................ 1

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

B. Problem Formulation ................................................................................... 6

C. Objectives of the Study ................................................................................ 6

D. Definition of Terms ...................................................................................... 6

CHAPTER II: REVIEW OF LITERATURE .................................................... 8

A. Review of Related Studies ........................................................................... 8

B. Review of Related Theories ....................................................................... 12

1. Stylistics ................................................................................................. 12

2. Speech and Thought Presentation .......................................................... 14

a. Direct Speech (DS) and Direct Thought (DT) .................................... 16

b. Indirect Speech (IS) and Indirect Thought (IT) .................................. 16

c. Free Direct Speech (FDS) and Free Direct Thought (FDT) ............... 17

d. Free Indirect Speech (FIS) and Free Indirect Thought (FIT) ............. 18

e. Narrative Report of Speech Act (NRSA) and Narrative Report of

Thought Act (NRTA).......................................................................... 19

3. Language Style ....................................................................................... 20


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C. Theoretical Framework .............................................................................. 21

CHAPTER III: METHODOLOGY .................................................................. 23

A. Object of the Study..................................................................................... 23

B. Approach of the Study ............................................................................... 24

C. Method of the Study ................................................................................... 25

1. Data Collection ....................................................................................... 25

2. Data Analysis ......................................................................................... 26

CHAPTER IV: ANALYSIS RESULTS AND DISCUSSION ......................... 29

A. Types of Speech and Thought Presentation Techniques Found in Divergent

by Veronica Roth ....................................................................................... 29

1. Speech Presentation ................................................................................ 31

a. Free Direct Speech (FDS) ................................................................... 31

b. Direct Speech (DS) ............................................................................. 35

c. Narrative Report of Speech Act (NRSA) ........................................... 38

d. Indirect Speech (IS) ............................................................................ 39

2. Thought Presentation ............................................................................. 41

a. Free Direct Thought (FDT)................................................................. 41

b. Free Indirect Thought (FIT) ................................................................ 47

c. Narrative Report of Thought Act (NRTA) ......................................... 49

B. The Language Style of Veronica Roth in Divergent .................................. 51

1. Direct ...................................................................................................... 51

2. Descriptive .............................................................................................. 55

3. Dramatic ................................................................................................. 57

CHAPTER V: CONCLUSION .......................................................................... 61

REFERENCES .................................................................................................... 64

APPENDICES ..................................................................................................... 67

Appendix 1: Table 10. Summary of Speech Presentation ................................. 67

Appendix 2: Table 11. Summary of Thought Presentation ............................... 74


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LIST OF ABBREVIATIONS

DS : Direct Speech

DT : Direct Thought

FDS : Free Direct Speech

FDT : Free Direct Thought

FIS : Free Indirect Speech

FIT : Free Indirect Thought

IS : Indirect Speech

IT : Indirect Thought

NRSA : Narrative Report of Speech Act

NRTA : Narrative Report of Thought Act


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LIST OF TABLES

No Table Page

1 Table 1. Seven Levels of Language 13

2 Table 2. The Frequency of Speech and Thought Presentation 27

3 Table 3. The Summary of Speech and Thought Presentation’s

Frequency

30

4 Table 4. Verb Distribution in Direct Speech (DS) Presentation 37

5 Table 5. Verb Distribution in Narrative Report of Speech Act

(NRSA) Presentation

39

6 Table 6. Verb Distribution in Indirect Speech (IS) Presentation 41

7 Table 7. Verb Distribution in Free Direct Thought (FDT)

Presentation

45

8 Table 8. Verb Distribution in Free Indirect Thought (FIT)

Presentation

48

9 Table 9. Verb Distribution in Narrative Report of Thought Act

(NRTA) Presentation

50

10 Table 10. Summary of Speech Presentation 67

11 Table 11. Summary of Thought Presentation 74


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ABSTRACT

ADININGTYAS, JOSEPHINE VANIA. (2021). Speech and Thought

Presentation in Veronica Roth’s Divergent: A Stylistic Analysis. Yogyakarta:

Department of English Letters, Faculty of Letters, Universitas Sanata Dharma.

There are several ways to study literature. It is usually done according to the

field of interests or needs. Linguistics is one of the fields that provides the way in

examining literature through stylistics. Stylistics aspires to link the connecting

bridge between linguistic aspect and aesthetic function in literature. In addition,

stylistics deals with the analysis of peculiar style in language and the description of

its purpose and effect. This research focuses on a particular novel by Veronica Roth

entitled Divergent. The story merely tells about the main character named Tris, who

has to choose among five factions in the Chicago society. In presenting the story,

Veronica Roth employs speech and thought presentation to show the characters’

utterances and thoughts.

There are two major objectives in this research. The first endeavors to

discover speech and thought presentation techniques used by Veronica Roth.

Moreover, the distribution of speech and thought presentation techniques found in

the novel is utilized to reveal the language style of Veronica Roth. Stylistics analysis

is employed in order to find the style of the author, seen from speech and thought

presentation techniques found in the novel.

The researcher used purposeful sampling study to collect the data in the

novel. The method was chosen since the researcher only restricted the scope of

research on the chosen chapters of Divergent novel, which were Chapter I to

Chapter III. Moreover, in those chapters, it provided the plot of why the author titled

the novel ‘divergent.’ Therefore, the chosen data were representative of the whole

novel. All of the sentences representing speech and thought presentation were

gathered and classified according to the model of speech and thought presentation

proposed by Leech and Short (2007). Stylistic approach was utilized in doing the

analysis.

Based on the analysis, there were two results found. First, there were 221

sentences represented speech and thought presentation in total, with 114

presentations belonged to the speech presentation and 107 presentations belonged

to the thought presentation. Direct Speech (DS), Free Direct Speech (FDS) and Free

Direct Thought (FDT) techniques were mostly used in the three selected chapters.

There were forty-four presentations in the form of DS, fifty-nine presentations in

the form of FDS and eighty-nine presentations in the form of FDT. Second,

Veronica Roth's language style in Divergent tended to be direct, descriptive, and

dramatic.

Keywords: Speech, Thought, Presentation, Stylistics


xiv

ABSTRAK

ADININGTYAS, JOSEPHINE VANIA. (2021). Speech and Thought

Presentation in Veronica Roth’s Divergent: A Stylistic Analysis. Yogyakarta:

Program Studi Sastra Inggris, Fakultas Sastra, Universitas Sanata Dharma.

Ada beberapa cara untuk menganalisis karya sastra. Hal tersebut biasanya

dilakukan sesuai dengan bidang minat atau kebutuhan. Ilmu linguistik adalah salah

satu bidang yang menyediakan cara untuk mengkaji karya sastra melalui stilistika.

Stilistika bertujuan untuk menjadi jembatan penghubung antara aspek kebahasaan

dan fungsi estetika dalam karya sastra. Selain itu, stilistika berkaitan dengan analisis

gaya khas dalam bahasa dan penggambaran tujuan serta efeknya. Penelitian ini

berfokus pada sebuah novel karya Veronica Roth yang berjudul Divergent. Novel

ini bercerita tentang karakter utama bernama Tris, yang harus memilih di antara

lima faksi dalam masyarakat Chicago. Dalam penyampaian cerita, Veronica Roth

menggunakan penyajian ucapan dan pikiran untuk menunjukkan ucapan dan

pemikiran karakter.

Terdapat dua tujuan utama dalam penelitian ini. Pertama, untuk menemukan

teknik penyajian ucapan dan pikiran yang digunakan oleh Veronica Roth. Selain

itu, teknik-teknik penyajian ucapan dan pikiran dalam novel digunakan untuk

menemukan gaya bahasa Veronica Roth. Analisis stilistika digunakan untuk

mengetahui gaya pengarang, dilihat dari teknik penyajian ucapan dan pikiran yang

terdapat dalam novel.

Peneliti menggunakan metode purposeful sampling untuk mengumpulkan

data. Metode ini dipilih karena penulis mempersempit cakupan penelitian pada bab-

bab terpilih dalam novel Divergent, yaitu Bab I sampai Bab III. Selain itu, pada

bab-bab tersebut pengarang memberikan alur mengapa novel tersebut diberi judul

'divergent.' Oleh karena itu, data yang dipilih mewakili seluruh novel. Semua

kalimat yang merepresentasikan ucapan dan pikiran dikumpulkan dan

diklasifikasikan menurut model penyajian ucapan dan pikiran yang dikemukakan

oleh Leech dan Short (2007). Pendekatan stilistika digunakan dalam melakukan

analisis.

Berdasarkan hasil analisis, terdapat dua temuan. Pertama, terdapat 221

kalimat yang merepresentasikan penyajian ucapan dan pikiran, dengan 114

penyajian termasuk dalam bentuk penyajian ucapan dan 107 penyajian dalam

bentuk penyajian pemikiran. Ucapan Langsung (UL), Ucapan Langsung Bebas

(ULB) dan Pikiran Langsung Bebas (PLB) adalah teknik-teknik yang paling sering

digunakan dalam tiga bab terpilih. Ada empat puluh empat penyajian dalam bentuk

UL, lima puluh sembilan penyajian dalam bentuk ULB dan delapan puluh sembilan

penyajian dalam bentuk PLB. Kedua, gaya bahasa Veronica Roth dalam novel

Divergent cenderung langsung, deskriptif, dan dramatis.

Kata kunci: Speech, Thought, Presentation, Stylistics


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CHAPTER I

INTRODUCTION

A. Background of the Study

Literature is a reflection of human life and their experiences. Thus, it is

attached to the life of human beings. According to Encyclopaedia Britannica,

literature is the manifestation of the author’s ideas in a written form distinguished

by the author’s aim and the perceived aesthetic quality of their implementation

(Rexroth, 2020). Therefore, literature is positioned as a means of expression,

appreciation, or entertainment (Isti’anah, 2018). In literary studies, various

criticisms have been provided in order to give critics, comments, or appreciation

toward literary works. In an attempt to criticize literary works, readers have options

to apply various criticisms that are suitable to their field of interest or need.

Linguistics is one of the fields that employs the way in criticizing literary

works by applying modern linguistic theory from a linguist viewpoint, which is

called stylistics (Leech & Short, 2007). To fathom literary works, further analysis

is required. A linguist-critic, Leo Spitzer proposes that

To comprehend a literary work in the linguistics stream depends on the

connection between the linguistics knowledge and its influence to create

such works of art (Leech & Short, 2007, p. 2).

In other words, the knowledge concerning linguistics is prominent in scrutinizing

literary works through a stylistic approach so that the author's style can be

thoroughly discovered.


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In linguistics, ‘style’ refers to a constant occurrence in the text of certain

items and structures, or types of items and structures, among those offered by the

language as a whole (Candria, 2019). In other words, style is described as

characteristics of using language in texts, as the pattern of linguistics features that

distinguish one work from another. The study of style, thus is called stylistics

(Leech & Short, 2007). In literary stylistics, it aims to elaborate on the correlation

of aesthetic recognition with the linguist’s concern of linguistic depiction (Leech &

Short, 2007). Simpson also proposes that stylistics can be understood as

a textual interpretation in which the primary of a place is assigned to

language. The reason why language is prominent to stylisticians is that the

various forms, patterns, and levels that constitute linguistic structure are an

important index of the function of the text (Simpson, 2004).

Hence, this approach is appropriate for conducting the study in literary works by

examining specific linguistic branches to discover the style and the significant

function of particular linguistic features in literary works.

Simpson suggests seven levels of language that can be applied to conduct a

stylistic study. Those seven language levels are namely; Phonology or Phonetics,

Graphology, Morphology, Syntax or Grammar, Lexicology, Semantics, and

Pragmatics or Discourse analysis (Simpson, 2004, p. 5). Each language level has

its own specialty. Phonology and Phonetics focus on the sound of spoken language.

Graphology focuses on the pattern of written language. Morphology focuses on the

way words are constructed. Syntax and Grammar focus on the clause, phrase, and

sentence structure. Lexicology focuses on the vocabulary of a language used by

particular people. Semantics focuses on the meaning of words and sentences.


3

Pragmatics or Discourse analysis focus on the application of words and sentences

in a particular context.

To do a stylistic study, a researcher may focus on analyzing narrative

techniques while scrutinizing literary works, especially in fiction. An author applies

various narrative techniques in fiction to present particular characters in the story.

Speech and thought presentation are some of the common techniques that the author

uses. Speech and thought presentation are reporters or narrators' techniques to

represent other people’s through speech, thought, or writing (Zahara & Syarif,

2019). Moreover, the study of characters’ speech and thought presentation is a

prominent aspect of the narrative discourse (Kvantaliani, 2014).

In conducting a stylistic analysis on discourse level, specifically focusing

on speech and thought presentation, Leech and Short propose five speech

presentation categories and five categories of thought presentation (Leech & Short,

2007). The five categorizations of speech presentation are Direct Speech (DS),

Indirect Speech (IS), Free Direct Speech (FDS), Free Indirect Speech (FIS), and

Narrative Report of Speech Acts (NRSA). The five categorizations of thought

presentation are Direct Thought (DT), Indirect Thought (IT), Free Direct Thought

(FDT), Free Indirect Thought (FIT), and Narrative Report of a Thought Act

(NRTA).

This research was conducted by examining discourse level as the branch of

the language study. It specified on the speech and thought presentation in the novel.

The elaboration of speech and thought presentation could lead to discovering the


4

style of an author. It was determined through the techniques of speech and thought

presentation used in the novel.

The present study examines a novel by Veronica Roth, an American writer,

entitled Divergent. The researcher discusses this novel because Veronica Roth is

well-known for her bestselling series of Divergent Trilogy that consists of

Divergent, Insurgent, and Allegiant. Divergent wins in 2011 Goodreads Choice

Awards for the Favorite Book of 2011. Moreover, the previous studies about

Divergent novel were mostly examined by using various literary approaches. For

instance, a literary study was conducted by Primananda (2016). The researcher

discussed the hegemony in the faction systems occurred in Divergent. Another

study discussing Roth’s work, seen through its literary approach, was also done by

Wardana and Roy (2019). The researchers examined the ideology and class division

in Divergent.

Based on the explanations above, therefore, in this present research, the

researcher would like to propose a different approach in discussing Divergent

novel. According to Peter Barry, stylistics provides a new interpretation of literary

works based on linguistic evidence (Barry, 2002). This means analyzing literary

work based on linguistic evidence can guide the researcher to scrutinize literary

work. Hence, despite analyzing literary works using particular literary approaches,

what is the most appropriate way to examine literary works is by applying stylistic

approach.

Divergent tells the story of the futuristic Chicago world, in which the society

is divided into five factions, each is dedicated to the cultivation of particular virtue,


5

namely; Candor (the honest), Abnegation (the selfless), Dauntless (the brave),

Amity (the peaceful), and Erudite (the intelligent). The novel presents the life of a

sixteen-year-old girl named Beatrice Prior or Tris as the major character who also

has a role as the narrator in the novel. Tris belongs to the Abnegation faction at first.

However, on an appointed day of every year, all sixteen-year-olds have to choose

the faction they will dedicate to the rest of their lives. For Tris, it is tough to choose

among those factions because the decision is between staying with her family and

being who she is—she cannot have both. Therefore, she unexpectedly makes a

choice that defines her as who she is.

As mentioned above, some studies have discussed Divergent novel, but all

of them have been done through literary approaches. In this present study, the

researcher would like to offer a different approach in analyzing Veronica Roth’s

Divergent using a stylistic approach, seen from its speech and thought presentation

found in the novel. This study is intended to reveal the author’s language style

employing speech and thought presentation appeared in the novel. By conducting

this research based on the object and the topic, this research is expected to enrich

the comprehension for the readers about stylistics, which will be examined using

discourse level, seen through speech and thought presentation in the novel.


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B. Problem Formulation

Based on the background of the study, the research questions can be

formulated as follows:

1. What types of speech and thought presentation techniques are used in

Veronica Roth’s Divergent?

2. How does the use of speech and thought presentation reveal the language

style of the author?

C. Objectives of the Study

According to the problem formulation, there are two objectives of the study

that the researcher would like to obtain. First, this study intends to discover speech

and thought presentation techniques used by Veronica Roth in Divergent novel. The

study will classify speech and thought presentation techniques into different

categories using Leech and Short's speech and thought presentation model (2007).

Furthermore, the in-depth analysis of the first objective will lead the research to the

second objective in revealing the author's language style.

D. Definition of Terms

To avoid misunderstanding on the specific terminologies, this section

provides explanations about some terminologies utilized in this study. The first term

is speech presentation. Speech presentation is defined as the way an author

characterizes a character through speeches. An author may determine a character to


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one another with the presentation of speech along with the presentation of thought

to be interpreted by readers (Leech & Short, 2007).

The second term used in this study is most likely similar to the first term. It

is called thought presentation. Thought presentation has a similar definition to the

first term, speech presentation. However, thought presentation is used to present the

characterization of a character using a character’s thought. Thought presentation is

the only way for readers to see through a character’s mind, and as essential as a

soliloquy on play performance (Leech & Short, 2007, p. 270). In other words, it

aims to portray what is inside a character’s mind. Thought presentation and speech

presentation indeed appear in different forms, but they have the same purpose of

presenting a character as the author wants.

The third term is language style. Language style can be defined as the way

of speech and/or any kind of utterance which is formed by means of conscious and

intentional selection systematic patterning, and implementation of linguistic and

extra-linguistic means with the respect to the topic, situation, function, author’s

intention and content of an utterance (Miššíková, 2003, p. 16).

The fourth term is stylistics. Stylistics defines as a sub-discipline of

linguistics which is concerned with the organized scrutiny of style in language and

how this can differ according to several elements, for example, genre, context,

historical period, and author (Jeffries & McIntyre, 2010, p. 1).


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CHAPTER II

REVIEW OF LITERATURE

This chapter consists of three main parts: review of related studies, review

of related theories, and theoretical framework. Firstly, review of related covers two

thesis and two journal articles reviewed. Secondly, review of related theories

overlays the three theories employed in this research. Lastly, the theoretical

framework explains how the theories are applied in the research.

A. Review of Related Studies

The first related study is taken from a master thesis by Anggraheni (2017)

entitled “A Stylistic Study of Interior Monologues in William Faulkner’s The Sound

and The Fury.” The researcher examined the use of interior monologues in

Faulkner’s The Sound and The Fury. Interior monologue is a unique narrative style

which applies complicated and assorted language features that make the readers to

be confused with it. The researcher applied a stylistic approach in scrutinizing

interior monologues in the novel. The study aimed to identify major language

features seen through the interior monologue along with the effects to the novel.

The language features analyzed were grammatical, lexical, figures of speech, and

graphological features. Based on the study, interior monologue technique included

unique linguistic features that established rhetorical, dramatic, or artistic effects and

correlate to the characters’ personae and so produce their individual difference. The


9

study concluded that by applying interior monologues as a technique in the

characters' speech and thought presentation, the readers can get intimacy with the

characters’ thoughts without being influenced by the narrator.

The second related study is an undergraduate thesis by Puryadi (2019)

entitled “Speech and Thought Presentation of the Main Male Character in Åsne

Seierstad’s The Bookseller of Kabul: Stylistic Analysis.” The researcher analyzed

the use of speech and thought presentation in Åsne Seierstad’s The Bookseller of

Kabul and its effect in revealing the male main character's characterization. The

researcher employed a stylistic approach to conduct this study. The findings stated

that there were seven types of speech and thought presentation in the two chapters

analyzed. The most used presentation technique is Indirect Thought (IT)

presentation, with forty-eight presentations. Direct Speech (DS) is the second most

used presentation with twenty presentations. Meanwhile, the least used presentation

is Narrative Report of Speech Acts (NRSA) with only a presentation. It can be seen

from the findings that IT and DS were the most common presentations employed

in presenting the characterization of Sultan Khan’s straightforwardness and

dedicated-self.

The third related study is a journal article by Isti’anah (2018) entitled

“Speech and Thought Presentation in Jhumpa Lahiri’s Interpreter of Maladies.”

The researcher discussed both speech and thought presentation in Jhumpa Lahiri’s

Interpreter of Maladies. The study intended to find out the effect of the utilization

of speech and thought presentation techniques in presenting some characters in the

short story. Based on the findings, there were one hundred and sixty-one speech


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and thought presentations found in the short story, and most of the findings are

categorized as speech presentation. The researcher discovered that the last narrative

presentation found in the short story is Indirect Thought (IT) presentation. It

involves only one character, Mr. Kapasi, and the technique indicates that Mr.

Kapasi is a prominent character who needs to be recognized in terms of his career

position.

The fourth related study is a journal article by Ahmad & Nadarajan (2020)

entitled “Thought Presentation in Alice Sebold’s The Lovely Bones.” The

researchers scrutinized the thought presentation occurred in Alice Sebold’s The

Lovely Bones. The study examined the conscious and sub-conscious thought

presentations of the protagonist character, Susie Salmon, and the antagonist

character, Mr. Harvey, in the novel. In Sebold’s The Lovely Bones, stylistic analysis

showed that the variant techniques of thought presentation presented in the narrative

discourse provided some passages for the readers to be in the central characters'

minds. It aimed to experience what they do in their points of view. The findings

showed that thought patterns residing even in the sub-conscious or unconscious of

human beings can be achieved by scrutinizing thought representations embedded in

a narrative discourse through various thought presentation techniques. In short,

thought presentation techniques are prominent devices to dig in the characters'

minds and, therefore, to effectively comprehend their various life experiences from

their points of view.

Referring to the previous studies, some similarities can be portrayed. The

present study is similar to those four previous studies in terms of using a stylistic


11

approach. The present study is also similar to the above-mentioned previous studies

in discussing speech and thought presentations employed in literary works.

However, each previous study has different purposes as well as in the present study.

Anggraheni’s study (2017) focused on identifying major language features seen

through the interior monologue and the effects to the novel. Meanwhile, in Ahmad

and Nadarajan’s study (2020) aimed to examine the conscious and sub-conscious

thought presentations of the protagonist and antagonist characters in the novel. In

Puryadi’s (2019) and Isti’anah’s study (2018) intended to analyze the use of speech

and thought presentation along with its effect in revealing and producing the

characters’ characterization in the stories. Based on those explanations, therefore,

the present study is different from the previous studies in terms of the purposes

since the present study aims to reveal the author's language style through speech

and thought presentation.

This study develops speech and thought presentation theory in discovering

new findings for revealing the author’s language style. The present research has

been done in order to reveal the language style of Veronica Roth as the author of

Divergent, seen through both speech and thought presentation techniques. The

speech and thought presentation model by Leech and Short (2007) are utilized to

examine speech and thought presentation techniques used to reveal the author's

language style


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B. Review of Related Theories

This section explains the theories used in this research: stylistics, speech

and thought presentation, and language style.

1. Stylistics

The theory of stylistics is used in this research as the core of analysis in

examining literary works. Stylistics analysis concentrates on the style of language

and its significant effect on literary works. In literature, a particular form or style of

language is applied to evoke the readers' senses in defining the message or the effect

given by the medium of any linguistic features. Verdonk suggests an idea that

stylistics deals with the analysis of peculiar expression or style in language and the

portrayal of its purpose and effect (Verdonk, 2002). As cited in Bakuuro, stylistics

aspires

to elaborate the connecting bridge between linguistic form and literary

effect, and to describe what readers are responding to when they praise the

quality of a particular piece of writing (Bakuuro, 2017).

Hence, both ideas are coherent with each other. It can be stated that the study of

style scrutinizes literary works to define the purpose and its effect in the relation of

aesthetic appreciation and linguistic description, employing linguistic features used

by the authors.

Besides discussing its main concept, stylistics employs the methods and the

findings of the science of linguistics in the study of literary text. Here, the

“linguistics” is meant by the study of language and its structure (Barry, 2002). In

this case, stylistics is aimed to observe and indicate how linguistic description

provides the overall meaning and its effect to literary works.


13

Stylistics examines literary works using various linguistics branches in

revealing the language style that the authors give into their masterpiece. Stylistics

provides a distinct way to appreciate literary works with critical analysis using

particular linguistics branches to discover the style and significant function of

specific linguistic features in literary works.

Several language levels are used in doing stylistic analysis. Simpson

suggests seven levels of language applied to scrutinize the style of texts. The

explanations of seven language levels are provided in the table below (Simpson,

2004, p. 5).

Table 1. Seven Levels of Language (Simpson, 2004, p.5)

Level of Language Branch of Linguistics

The sound of spoken language;

the way words are pronounced.

Phonology, Phonetics

The patterns of written language;

the shape of language on the page.

Graphology

The patterns of written language;

the shape of language on the page.

Morphology

The way words combine with other

words to form phrases and sentences.

Syntax, Grammar

The words we use; the vocabulary

of a language.

Lexical Analysis, Lexicology

The meaning of words and sentences. Semantics

The way words and sentences are

used in everyday situations; the

meaning of language in context.

Pragmatics, Discourse Analysis

This research aims to determine speech and thought presentation in a novel

in order to discover its function of particular way that the author uses. The

implementation of those technique can reveal the author's style. Thus, the analysis

of the study will be done by taking the utterances and the mind conveyed by the


14

characters using discourse as its language level. They are going to be thoroughly

elaborated in the following section.

2. Speech and Thought Presentation

The analysis of this research is conducted using discourse analysis level,

specifically seen from speech and thought presentation techniques in the novel. The

speech and thought presentation analysis scrutinize the author's language style

through speeches and thoughts portrayed in the novel.

Leech and Short (2007) propose the five models in categorizing speech

presentation techniques and five models of thought presentation. The five

categorizations of speech presentation are Direct Speech (DS), Indirect Speech (IS),

Free Direct Speech (FDS), Free Indirect Speech (FIS), and Narrative Report of

Speech Acts (NRSA). The five categorizations of thought presentation are Direct

Thought (DT), Indirect Thought (IT), Free Direct Thought (FDT), Free Indirect

Thought (FIT), and Narrative Report of a Thought Act (NRTA) (Leech & Short,

2007).

In speech and thought presentation techniques, there are norms of speech

and thought presentation are placed at the opposing sides of the continuum. For this

reason, they acquire different values (Leech & Short, 2007). The figure that

illustrates the norms and clines of speech and thought presentation can be seen on

the next page.


15

Figure 1. The Norms and Clines of Speech and Thought Presentation

(Leech & Short, 2007, p. 260 & 276)

The previous figure explains that the norm of speech presentation lies on

Direct Speech (DS), whereas the norm of thought presentation is on Indirect

Thought (IT). Besides, the cline that start from the left explain as the cline moves

across from left to right, the categories reflect an increasing lack of apparent

narrator “control” of the report. This results at the extreme right of the scale in the

categories of Free Direct Speech (FDS) and Free Direct Thought (FDT). The effect

of these categories which is to suggest that the readers have in these instances are

the words and thought of the characters themselves, with no narrational intervention

at all (McIntyre et al., 2004, p. 50).

There are five techniques of both speech and thought presentation. The

reviews of each speech and thought presentation technique by Leech and Short

(2007) as the foundation in examining the author's language style are explained in

the following page.


16

a. Direct Speech (DS) and Direct Thought (DT)

Direct Speech (DS) is one of the speech presentation techniques used by

authors in showing a character to the readers in a literary work. The significant

characteristic of the DS presentation technique is the use of quotation marks and

the narrator's interference in the utterance. Below is an example of DS presentation

technique.

She says, “I’ve got a lot of things to do.”

It is evident that the above example uses quotation marks, and the narrator's

description shows that the speech presentation employed is direct speech.

Direct Thought (DT) is almost identical to Direct Speech (DS) presentation

technique. DT also applies the quotation mark and the narrator’s role in presenting

the characters’ thoughts. Below is an example of DT technique.

She thinks, “It’s impossible to get you off my mind”

The use of DT above is marked by the narrator's contribution in presenting

the character’s thought (Leech & Short, 2007). It can be seen that the narrator

contributes to show what is inside the character’s mind, how the character thought

or let the character’s thought conveyed by the utilization of the explanatory clause

“She thinks” preceding the thought.

b. Indirect Speech (IS) and Indirect Thought (IT)

Indirect Speech (IS) is one of the speech presentation techniques, which is

distinct from Direct Speech (DS), uses no quotation marks. The presentation uses

the narrator as the presenters what the character says. The following is an example

of IS technique.


17

She said that she would be in London on Friday.

The above example is indeed IS since the example uses no quotation marks,

and the narrator has a role in contributing to the whole utterance of the character.

IS is also known as the passive form of DS.

Indirect Thought (IT) is almost similar to Indirect Speech (IS) since the

utilization of quotation marks is dropped. Despite those two techniques appear in

the same form, but IT presents what is inside the character’s mind. The example of

IT technique can be seen as follows.

She wondered if she still hated him.

The above example shows that the character does not deliver her thought

personally, but the narrator's contribution in describing the character’s thought

(Leech & Short, 2007).

c. Free Direct Speech (FDS) and Free Direct Thought (FDT)

Free Direct Speech (FDS) is the speech presentation technique that is almost

identical to Direct Speech (DS). FDS eliminates either or both the quotation marks

and the character’s intermediary to establish a freer technique. This speech

presentation technique is also known as the freer form of DS (Leech & Short, 2007).

Below are the examples of FDS variation which uses quotation marks and does not.

“I’ll take part of this project.”

It’s terrible, I hesitantly said.

Those two examples above present the variety of FDS use in the speech

presentation. The first example uses quotation marks, whereas the second example

does not. The second example is the variation of FDS which keeps the reporting


18

clause as in the clause “I hesitantly said” instead of using quotation marks. This

technique is used when the character apparently speaks to the readers more

immediately without the narrator as the intermediary (Leech & Short, 2007).

Free Direct Thought (FDT) is one of the techniques in thought presentation.

It shares a similar pattern of Free Direct Speech (FDS). However, FDT is applied

to present the thought of the character. FDT immediately shows what is inside the

character's thought without using an intermediary of the narrator. Below is an

example of FDT technique.

Does he feel the same way as I do?

The narrator is not involved in presenting the character’s thought in the example

above. The character just states what is on her or his mind immediately (Leech &

Short, 2007).

d. Free Indirect Speech (FIS) and Free Indirect Thought (FIT)

Verdonk argues that Free Indirect Speech (FIS) as well as Free Indirect

Thought (FIT) share the forms that are still in one umbrella of Free Indirect

Discourse (FID). The practice of FID is adopted to be applied in the FIS and FIT.

FIS and FIT usually combine third-person pronoun distancing with an expression

of first-person experience (Verdonk, 2002, p. 50).

FIS is a speech presentation technique known as the freer form of Indirect

Speech (IS). Instead of including the reporting clause, FIS omits its reporting clause.

Below is an example of FIS technique.

She would come back there to see her dog next summer.


19

The deletion of the reporting clause in the example above is the freer form of an

Indirect Speech (IS) form. Moreover, the presence of modal auxiliary verb “would”

usually indicates the character’s consciousness since it express a personal attitude

towards an event or situation (Verdonk, 2002, p. 49)

Free Indirect Thought (FIT) is one of the thought presentation techniques.

It is almost similar to Free Indirect Speech (FIS) since both forms share the

similarity, which is the omission of quotation marks. This technique can be marked

by the utilization of third-person point of view as the indirect feature. Below is the

example of FIT technique.

Did she misunderstand of him?

The above example shows the omission of quotation marks and the use of

indirect features using “she” and the pronoun “him” as the third person point of

view in presenting a character’s thought in a story (Leech & Short, 2007). Therefore,

in the sentence above allows the thought of the character “she” and it creates a direct

access to character’s consciousness (Kvantaliani, 2014).

e. Narrative Report of Speech Act (NRSA) and Narrative Report of

Thought Act (NRTA)

Narrative Report of Speech Act (NRSA) is one of speech presentation

techniques using a minimum account of the statement in presenting a character’s

utterance. NRSA is often mistaken with Indirect Speech (IS), but what makes the

difference is that the reported speech acts are minimized and not precisely stated.

Below is the example of NRSA technique.

She promised her return.


20

The previous example shows that the narrator only focuses on the summary of what

the character promised. The narrator only states “her return” instead of delivering

when her return is in explicit way (Leech & Short, 2007)

Narrative Report of Thought Acts (NRTA) is one of thought presentation

techniques. It shares the same characteristic to Narrative Report of Speech Act

(NRSA). However, NRSA focuses on speech acts, while NRTA centralizes on

thoughts acts. In NRTA, the reported thought acts are minimized to offer a dense

report about what is being thought by the character. Below is an example of NRTA

technique.

She keeps wondering about his love for her.

The above example shows a summary of what is being wondered by the character.

The narrator only applies noun phrase “his love for her” as the presentation of

thought in a summarized report instead of telling the thought that the character has

(Leech & Short, 2007).

3. Language Style

The theory of language style is utilized in the present research to find out

the author's language style. Leech and Short suggest that ‘style’ refers to selection

from a total linguistic repertoire that constitutes a style. In other words, style is

described as characteristics of using language in texts, as linguistic features that

distinguish one work from another (Leech & Short, 2007).

Language style is used as means to convey the message in a variation of

linguistic features. According to Miššíková, language style is defined as the way of

speech and/or any kind of utterance which is formed by means of conscious and


21

intentional selection systematic patterning, and implementation of linguistic and

extra-linguistic means with the respect to the topic, situation, function, author’s

intention and content of an utterance (Miššíková, 2003, p. 16). It means that

language style is the matter and kind of utterance that portrays the sentence in

conveying how the author uses particular linguistic features with the consideration

of topic, situation, function, author’s purpose, and content of an utterance.

Language style can be discovered through the utilization of a variety of

language features. Simpson argues that language style is the particular variety of

language used by different individuals and in different circumstances (Simpson,

2004, p. 3). Hence, the application of particular branches of linguistics used by the

author in the novel can discover the language style since the style of every author

is different and as well as the intention of the author.

C. Theoretical Framework

Two main problems are scrutinized in this research. The present study

focuses on the techniques of speech and thought presentation used in the novel and

the language style of Veronica Roth in Divergent seen through speech and thought

presentation. Speech and thought presentation are included in the discourse level of

language. Concerning the theory of stylistics used in this study, discourse is one of

the language levels used in doing stylistic analysis. Thus, stylistics is applied as the

foundation to examine the novel, using discourse as its language level, and seen

through speech and thought presentation found in the novel.


22

In the first problem formulation, the researcher uses stylistic theory to

determine which language level is used and applies speech and thought presentation

concept to discover the techniques of speech and thought presentation used in the

novel. The sentences presenting speech and thought presentation in the novel are

collected and categorized into five types of speech presentation and five types of

thought presentation as in accordance with the model of speech and thought

presentation proposed by Leech and Short (2007).

The second problem formulation focuses mainly on revealing the language

style of the author. The style of the author is examined through the utilization of

speech and thought presentation. The author's language style can be revealed

through the hard data represented speech and thought presentation in the novel.

Therefore, the language style theory is applied along with the speech and thought

presentation model suggested by Leech and Short (2007).


23

CHAPTER III

METHODOLOGY

This chapter is broken down into three main parts: object, approach, and the

method of the study. The object of the study is an explanation of the object under

study. The second is the approach of the study, which elaborates on the application

of a stylistic approach as the means to examine the object of the study. The last one

is the method of the study, which details how the data are collected and analyzed.

A. Object of the Study

The object analyzed in this novel was the sentences represented speech and

thought presentation. It is a common element that the readers encountered in

literature, especially in fiction. Speech and thought presentation are used to deliver

what is said and thought by the characters in fiction.

This study focused on speech and thought presentation in a novel by

Veronica Roth entitled Divergent. The novel was published in 2011 by

HarperCollins Publishers. According to the reviews in Goodreads.com, this novel

obtained 4.19 out of 5 in its rating with 108.356 reviews worldwide. The novel also

made a debut in the sixth place for the best seller books, according to nytimes.com,

The New York Times in 2011. It is a well-known and successful best-selling book

lists in the United States. This novel is addressed for young-adult readers.

Divergent is the first book of other upcoming book series, including

Insurgent and Allegiant. These book series are involved in a trilogy by the author,


24

Veronica Roth. Divergent tells the story of a post-apocalyptic Chicago world, in

which the society is divided into five factions. Each faction is dedicated to the

cultivation of particular virtue, namely, Candor (the honest), Abnegation (the

selfless), Dauntless (the brave), Amity (the peaceful), and Erudite (the intelligent).

The novel shows the life of a sixteen-year-old girl named Beatrice Prior or

Tris as the main character who also acts as the narrator in the novel. Tris belongs to

the Abnegation faction, following her parents. Nevertheless, on an appointed day

of every year, all sixteen-year-olds have to choose the faction to which they will

dedicate for the rest of their lives on the Choosing Ceremony. However, before

attending the ceremony, Tris has to attend the mandatory test called Aptitude test.

It will conclude her to which faction she will ideally belong to. According to the

test’s result, Tris surprisingly knows that she has three factions which suits her:

Dauntless, Abnegation, and Erudite. Normally, people have one result, but she has

three. Therefore, people who tend to be in the position of being ideal to the several

factions are called 'divergent.'

B. Approach of the Study

To help the researcher conducted this study, stylistic approach was utilized

in the study. Stylistics is the study of distinctive expression in language and the

depiction of its purpose and effect (Verdonk, 2002, p. 4). Moreover, stylistics also

attempts to provide a description which is objective and scientific based on the

concrete quantifiable data and applied in a structured way (Barry, 2002). Hence,

stylistic approach was chosen as it was the most appropriate approach to scrutinize


25

the data. This approach was employed as the foundation for identifying the types of

speech and thought presentation techniques used in the novel and its purpose and

effect that can reveal the author's language style.

Novel is an example of literary works. It precisely carries linguistic elements

and particular textual patterns. Stylistic analysis can help the researcher

comprehends linguistic features and its function in literary works. The features of

language studied in stylistic analysis consist of seven levels: Phonology or

Phonetics, Graphology, Morphology, Syntax or Grammar, Lexicology, Semantics,

and Pragmatics or Discourse analysis (Simpson, 2004, p. 5). Stylistics focuses on

particular significant features of language, for instance, speech and thought

presentation. This study analyzed the data of speech and thought presentation in the

novel as a part of the discourse level under scrutiny.

C. Method of the Study

In conducting this study, there were two ways taken which were data

collection and data analysis.

1. Data Collection

This study applied sampling method. It is intended to maximize the

efficiency and validity (Morse & Niehaus, 2009). However, this research specified

on employing purposeful sampling method by taking the sentences represented the

characters’ speech and thought in the novel. According to Creswell (2007),

purposeful sampling is widely used in qualitative research and it is applied for the

identification and selection of the data rich-cases attached to the central


26

phenomenon of the study (p. 125). The method was chosen as the researcher

purposely took the limited numbers of selected research objects that can be

provided as the main data source. Three chapters were selected from the total of

thirty-nine chapters. The chosen chapters were the first three chapters in the novel.

The first three chapters were selected since those chapters provided the central

phenomenon of why the author titled the novel 'divergent’. Thus, the chosen data

were representative of the whole novel.

In collecting the data of speech and thought presentation techniques, the

researcher first read the whole novel and decided the chapters to be examined. The

researcher then selected the first three chapters since it explains why the author

titled the novel 'divergent.' After doing so, the researcher highlighted the sentences

represented speech and thoughts of the characters found in the first three chapters.

The way of collecting the data was by highlighting the reporting verbs that showed

speech presentation and taking mental verbs that indicated thought presentation.

The researcher put them into a particular table afterwards. Subsequently, the

utterances and thoughts were classified according to the model of speech and

thought presentation techniques suggested by Leech and Short (2007).

2. Data Analysis

To answer the first problem, first, the researcher gathered speech and

thought presentation of the characters within the first three chapters in the novel.

After the data were collected, those were listed in the tables and categorized

following Leech and Short's speech and thought presentation model (2007). It was

applied to figure out the distribution of speech and thought presentation techniques


27

used by the author. Then, the list of speeches and thoughts was categorized in a

table to summarize the data. The table below showed the summary of speech and

thought presentation used in the novel.

Table 2. The Frequency of Speech and Thought Presentation

Speech Presentation Thought Presentation

Type Frequency Percentage Type Frequency Percentage

DS DT

IS IT

FDS FDT

FIS FIT

NRSA NRTA

Total Total

The table above aimed to present the categorization of speech and thought

presentation techniques and to elaborate on each technique's frequency and

percentage. Showing the table helped the researcher discovered the author's types

of speech and thought presentation techniques employed. In identifying each

category of speech and thought presentation technique, the researcher determined

each type with the characteristics belonging to particular techniques of speech and

thought presentation model as proposed by Leech and Short (2007). The way the

researcher determined the techniques used was by thoroughly looking at the verbs

representing speech and thought presentation in the novel. Therefore, the

techniques employed were found and those were used as the proof of linguistic

evidence to help the researcher answered the second research question.

To answer the second problem formulation, which was to reveal the author's

language style, first, the researcher observed the findings on the linguistic hard data

representing speech and thought presentation. After discovering the techniques


28

utilized, the researcher made the implication based on the hard data by elaborating

the purpose and effect of applying such techniques alongside the utilization of the

theory of language style. Thus, the author’s language style was revealed.


29

CHAPTER IV

ANALYSIS RESULTS AND DISCUSSION

This chapter consists of two major sections which answer the research

questions presented in Chapter I. The first section answers the first research

question by examining the types of speech and thought presentation techniques used

in the novel and classifying them based on the techniques of presentation according

to Leech and Short’s model. The second section answers the second research

question, which focuses on the language style of Veronica Roth by observing the

linguistic evidence presented in the form of the speech and thought presentation

techniques utilized in the novel.

A. Types of Speech and Thought Presentation Techniques Found in

Divergent by Veronica Roth

This section discusses the types of speech and thought presentation

techniques used by particular characters in the novel. The gathered speech and

thought presentation techniques are perceived by some characters’ utterances and

thoughts in the novel.

The speech and thought presentation techniques are taken from the selected

three chapters, which are Chapter I to III. In Chapter I, a total of forty-seven speech

and thought presentation are found, in which twenty-three of them are speech

presentation, and twenty-four of them are thought presentation. In Chapter II, there

are 102 speech and thought presentation in total are obtained, in which fifty-one of


30

them are classified as speech presentation and thought presentation. In Chapter III,

the total of seventy-two speech and thought presentation are discovered, in which

forty of them are categorized as speech presentation, and twenty-two of them are

thought presentation. The lists of speech and thought presentation by Veronica Roth

in Divergent can be seen in the appendix.

The table below summarizes the frequency of speech and thought

presentation techniques employed in the first three chapters.

Table 3. The Summary of Speech and Thought Presentation’s Frequency

Speech Presentation Thought Presentation

Type Frequency Percentage Type Frequency Percentage

DS 44 39% DT 0 0%

IS 4 3% IT 0 0%

FDS 59 52% FDT 89 83%

FIS 0 0% FIT 12 11%

NRSA 7 6% NRTA 6 6%

Total 114 100% Total 107 100%

According to the table above, it can be seen that the speech presentations occurred

the most within three chapters with a total of 114 speeches. The most appeared of

speech presentation technique is Free Direct Speech (FDS) with fifty-nine

occurrences. The second most appeared is followed by Direct Speech (DS) with

forty-four occurrences. The least categories are Narrative Report of a Speech Acts

(NRSA) with seven occurrences and Indirect Speech (IS) with only four

occurrences.

Meanwhile, on the thought presentations’ side, there are 107 sentences

found representing thought presentations. The most appeared in thought

presentations are Free Direct Thought (FDT) with eighty-nine occurrences,


31

followed by Free Indirect Thought (FIT) with twelve occurrences. The least

category of thought presentation in the novel is Narrative Report of a Thought Acts

(NRTA) with six frequencies. The analysis of each distribution is discussed in the

following parts to attain the comprehension of speech and thought presentation

techniques used by the author.

1. Speech Presentation

Within the three chapters chosen, Veronica Roth utilizes four types of

speech presentation, which are Free Direct Speech (FDS), Direct Speech (DS),

Indirect Speech (IS), and Narrative Report of a Speech Acts (NRSA). The following

parts explain the utilization of each speech presentation technique used by the

author.

a. Free Direct Speech (FDS)

Free Direct Speech (FDS) is the most used technique by the author in the

first three chapters. FDS can be distinguished by eliminating either or both the

quotation marks and the character’s intermediary to create a freer technique (Leech

& Short, 2007). Below is the use of the FDS technique used by Veronica Roth

within the chosen three chapters.

I can tell by the constant shift of his eyes that he is watching the people

around us—striving to see only them and to forget himself. (Roth, 2011

Chapter I, p. 7)

The excerpt above is included in FDS as it presents the freer technique of

the character I who refers to the narrator and the main character, Tris. The sentence

above allows what is told by Tris with using a speech act verb “can tell,” and also

shows the type of FDS which does not employ the quotation mark. The intention


32

for not using the quotation mark is that readers have the instance of words conveyed

the character themself, without the narrator's intervention (McIntyre et al., 2004).

This technique is also used to present the character to be independent and left the

character to talk entirely on their own (Leech & Short, 2007, p. 260). Another

example of FDS presentation which eliminates the quotation mark.

I could tell him I’ve been worried for weeks about what the aptitude test

will tell me — Abnegation, Candor, Erudite, Amity or Dauntless? (Roth,

2011, Chapter I, p. 7)

The excerpt above is the example of FDS characteristics which does not

utilize the quotation mark and employ a speech act verb as in “could tell,” instead.

By employing this technique, Roth wants to show that the character Tris talks freely

in the context of telling his brother that she has been worried about the aptitude test

— a test for six-teen-year-old teenagers that will determine to which factions where

they will belong to.

The type of FDS can also be recognized by the presence of a sentence that

precedes the FDS using quotation marks. The sentence itself can be in the form of

FDS since it presents the character to talk independently. Below is another excerpt

taken from the novel.

I try to stop myself from asking another question, but I can’t help it.

“You’re afraid of the dark?” (Roth, 2011, Chapter II, p. 10)

The excerpt above shows FDS since the character Tris delivers the sentence

in the form of the same technique to give the way that she will ask a question next

by the presence of quotation mark in the clause "You're afraid of the dark?".

Moreover, the use of quotation mark itself has significance in emphasizing what is

going to be asked by Tris and letting her talk on her own.


33

It has been mentioned that the type of FDS can be determined by eliminating

either or both the quotation marks. The clue of FDS technique can also be employed

by the use of reporting clause in the form of Direct Speech (DS) which precedes

FDS presentation. In other words, FDS commonly occurs within the context of DS

(Wales, 2010). Below are some of the various excerptions taken from the novel.

“Have a seat and get comfortable,” she says. “My name is Tori.” (Roth,

2011, Chapter II, p. 10)

From the example above, it can be seen that there is a reporting clause "she

says" belonging to the DS presentation which precedes in the FDS presentation.

Roth mostly employs this technique which she uses DS as the preceding and is

followed by FDS. Another example of FDS, which is preceded by DS, can be seen

as follows.

“Beatrice, your results were inconclusive,” she says. “Typically, each stage

of the simulation eliminates one or more of the factions, but in your case,

only two have been ruled out.” (Roth, 2011, Chapter III, p. 13)

From the excerpt above, it is clear that DS presentation comes first and

precedes FDS presentation. The unclear description missing in the presentation

creates a multi-interpretation to how the character utters the speech. Thus, Lodge

as cited in Leech and Short (2007, p. 259) states his idea in Hemingway's A Clean

Well-Lighted Place's that FDS technique provokes the readers' sense to distinguish

one speech to another in a difficult way. Nevertheless, the characters have 'freedom'

to convey their own idea.

FDS variation technique can be determined by the presence of Direct

Speech (DS) along with a piece of additional information after DS occurs. It is used


34

in order to describe how the utterance is said. Below is the excerpt of FDS, which

presents only the quotation mark.

“Excuse me,” he says. His voice is raspy. “Do you have something I can

eat?” (Roth, 2011, Chapter III, p. 15)

The excerpt above shows the character FDS preceded by the presence of DS

presented by the reporting clause "he says" and followed by additional information

by the narrator, indicating that the man's voice is raspy when he says his utterance.

Narrative Report of a Speech Acts (NRSA) can also be found preceding the

FDS technique. Like similar to DS presentation preceding FDS presentation, NRSA

becomes the guiding tool for FDS presentation. Below is the excerpt taken from the

novel.

She clears her throat and continues. “Your intelligent response to the dog

indicates strong alignment with the Erudite. I have no idea what to

make of your indecision in stage one, but—” (Roth, 2011, Chapter III, p.

14)

The FDS presentation variation presents NRSA presentation "She clears her

throat and continues" comes first at the beginning and is followed by FDS

presentation. The presentation has the reported speech act to explain how the

character she who refers to Tori utters the speech presented in FDS technique.

Moreover, the verb clause "clears her throat and continues" indicates the manner

that Tori will deliver the speech presented in FDS technique. Thus, NRSA, in this

case, becomes the description and the guidance of how FDS is delivered.


35

b. Direct Speech (DS)

Direct Speech (DS) is the second most occurred presentation in the first

three chapters of the novel. DS is the speech presentation technique that involves

the narrator's description of how a character says and the quotation mark to mark

the character utterances (Leech & Short, 2007). DS commonly precedes the

reported clause and contains a reference to the speaker, and a speech act verb, for

example, "say," "state," "reply," "shout," and so on (Wales, 2010). Those mean, the

speech act verbs are employed in how the speaker or the character convey the

substance of their utterance. Below the excerption which presents DS presentation

taken from the novel.

“Aptitude tests today,” I say. (Roth, 2011, Chapter I, p. 7)

The sentence above shows the common characteristics of the employment

the DS presentation in presenting Tris' utterance which is the interference of the

narrator Tris herself in delivering the utterance "I say". The quotation mark is an

indication to clarify the utterance of Tris. Another example of DS presentation can

also be seen in the following excerption.

“Just do what you’re supposed to,” he always says. (Roth, 2011, Chapter

II, p. 9)

The example above involves a common characteristic of DS presentation

that allows the quotation mark and the presence of a reporting clause. Thompson

(1996) as cited in Semino and Short (2004, p. 89) suggests that the employment of

quotation mark is an indicator that the utterance presented as if it was an authentic

event. In other words, the author wants to arouse the readers’ sense to feel as if they

were in the same instances and situation as the character. This can be meant that the


36

way the author utilizes DS presentation is to create intimacy or closeness between

the readers and the characters. Below is another excerption of DS presentation used

by the author in the novel.

“Why the hawk?” I blurt out as she attaches an electrode to my forehead

(Roth, 2011, Chapter II, p. 10)

The narrator, as well as the character Tris, describes her utterance and how

she utters using the verb phrase “blurt out” and it is followed by adverb “as she

attaches an electrode to my forehead". Instead of employing the verb “say,” Roth

employs the verb “blurt out” which in accordance to the Cambridge English

Dictionary means to say something suddenly, and without thinking of the results.

Therefore, the narrator's description shows that she is surprised in questioning "why

the hawk?" and it creates that Tris speaks so sudden. Following is another variation

example of DS presentation.

“If you know him,” he says in a low voice, “you could save me. You could

save me!” (Roth, 2011, Chapter II, p. 12)

From the example, it can be seen that the reporting clause is in the middle

of the utterances. Moreover, the reporting clause “he says” is added with an

information “in a low voice” indicating that a man whom Tris meets says in a low

voice. The same variation of DS presentation also can be seen as follows.

“Yes and no. My conclusion,” she explains, “is that you display equal

aptitude for Abnegation, Dauntless, and Erudite. People who get this kind

of result are…” (Roth, 2011, Chapter III, p. 14)

It can be seen from the example above that the reporting clause by the

narrator follows the utterance and continues by another utterance. In other words,

the reporting clause "she explains" occurs in between of both utterances. It is used


37

to link what Tori tries to explain her conclusion of Tris' aptitude test, which reveals

the equal result among three factions: Abnegation, Dauntless, and Erudite.

In DS presentation occurs the reporting clause indicating what the

characters utter. According to Burton-Robert, a clause is a group of words that

consists of a subject and a verb (2011). Therefore, a reporting clause consists of a

verb that intends to clarify the character's report of what is said. Below is the table

which explains the distribution of the verbs utilized in DS presentation.

Table 4. Verb Distribution in Direct Speech (DS) Presentation

No Verb Frequency Character

1 Says 21 Tris’ mother, Caleb (Tris’

brother), Tori, A woman, A

man

2 Reply 1 Tris

3 Say 7 Tris

4 Ask 3 Tris

5 Snaps 1 Erudite boys

6 Blurt out 1 Tris

7 Explains 2 Tori

8 Corrects 1 Tori

9 Repeats 2 A woman, a man

10 Yells 1 A woman

11 Squeals 1 A child

12 Asks 1 A man

13 Interrupt 1 Tris

14 Retort 1 Tris

From the table above, it can be seen that the verb “says” is the most frequent

verb employed by Roth in presenting particular character through DS presentation

technique. This stipulates that the narrator wants to focus on the words that the

characters utter rather than conveying the content of message. According to the


38

Cambridge English Dictionary to utter means to say something or to make a sound

with a person’s voice.

c. Narrative Report of Speech Act (NRSA)

The primary characteristic of the Narrative Report of a Speech Act (NRSA)

is reducing the reporting clause and summarizing the content or the topic of the

utterance in the form of noun or pronoun (Leech & Short, 2007). As cited in Wales

(2010, p. 285), Leech and Short suggest that NRSA is more “indirect” than even in

Indirect Speech (IS). Below is the example of the excerpts indicating NRSA taken

from the novel.

They appear to be arguing about something, but it must not be serious,

because some of them are still smiling (Roth, 2011, Chapter II, p. 9)

The bolded words of speech presentation show the reported act of uttering

a speech, and the way the narrator explains the speech, moreover, the word "they"

refers to Candor boys. Hence, in other words, the narrator reported the speech of

Candor boys by indicating the topic or the content which refers to “something to be

argued”. Another excerpt of NRSA can also be seen in the following.

At another set of tables, the Erudite chatter over books and newspapers,

in constant pursuit of knowledge (Roth, 2011, Chapter II, p. 9).

The sentence above also shares the same characteristics of NRSA as

elaborated above. The bold part shows the reported act of uttering a speech and the

way of the narrator delivers an explanation. The noun phrase "over books and

newspapers" indicates the reported speech content referring to Candor boys who

chatter about books and newspapers. Thus, it can be stated that the narrator does

not deliver the content of the whole speech and only employs simplified reported


39

clause instead. There are some verbs presented in NRSA. The table is seen in the

following.

Table 5. Verb Distribution in Narrative Report of Speech Act

(NRSA) Presentation

No Verbs and Verb

Phrase

Frequency Character The Topic of

the Speech

1 Call 1 Test administrator Ten names at

time

2 Chatter 1 Erudite people Over books and

newspapers

3 To be arguing 1 Candor boys Something

4 Dictate 1 Tris/Under control

of the narrator

Idle behavior and

supersede

individual

preference

5 Is called 1 Caleb In the next group

6 Speaks 1 An Abnegation

Volunteer

The next round

of names

7 Clears her throat

and continues

1 Tori Tori’s speech

The table above shows the verbs and verb phrases representing NRSA

presentation. As Semino & Short (2004) stated, NRSA varies in terms of the

context, function, detail of report number of speakers involved, so it can be stated

that NRSA in the data is varied. NRSA tends to be realized in single-clause

structure, where the verbs are speech act verb and may be followed by noun phrases

or prepositional phrase which has a function to summarize the content of the

utterance as presented in the table above.

d. Indirect Speech (IS)

Indirect speech (IS) major characteristic lies on the narrator’s total control

of the presentation (Leech & Short, 2007). The narrator’s total control here is


40

marked by the absence of the quotation marks which stipulate that the presentation

of speech has direct quotation uttered by a character. IS is usually indicated with a

character's words are presented in "that" clause after a speech act verb or clause

(Wales, 2010). Below are the excerpts of IS taken from the novel.

My mother told me once that we can’t survive alone, but even if we could,

we wouldn’t want to (Roth, 2011, Chapter III, p. 13)

The sentence above shows the focus speech presentation of Tris' mother,

especially it can be seen in "my mother told me once that". The narrator which

refers to Tris, is seen reporting her mother's utterance in total control without using

quotation mark to quote Tris' mother's words immediately. Moreover, the narrator

utilizes the reporting clause instead, which can be shown in the reporting clause

"My mother told me once that...". Another excerpt of IS presentation can be seen in

the following.

My father tells me to keep food in my bag at all times for exactly this reason

(Roth, 2011, Chapter III, p. 15)

The sentence above has the same characteristics of IS as explained above.

However, in the sentence "that" clause after a reporting clause does not exist, and

it is replaced with "to" instead. Although the narrator or Tris seems to be direct in

delivering the sentence's message, she quotes her father's words. She employs the

reporting clause "my father tells me" which shows the control of Tris as a narrator,

utilizing no quotation mark. There are some verbs presented in IS. The table of verb

distribution is seen in the following page.


41

Table 6. Verb Distribution in Indirect Speech (IS) Presentation

No Verb Frequency Character

1 Tells 1 Tris’ mother

2 Calls 1 Tris’ father

3 Says 1 Tori

4 Told 1 Tris’ father

The table above presents the utilized verbs indicating IS presentation. There

are two verbs which are in the same form. The verbs “tells,” “calls” and “says” are

in the form of present form while the verb “told” is the only verb that shows the

past form. The speech act verbs “tells,” “calls.” “says,” and “told” here are used

stipulate when the characters utter.

2. Thought Presentation

Within the first three chapters scrutinized in this research, Roth employs

three techniques of thought presentation, namely Free Direct Thought (FDT) as it

occurs the most, followed by Free Indirect Thought (FIT), and Narrative Report of

Thought Act (NRTA) with the least occurrences. The following parts elaborates the

distribution and the employment of each technique utilized by the author.

a. Free Direct Thought (FDT)

Free Direct Thought (FDT) is the most used thought presentation technique

in the chosen three chapters. FDT usually only occurs the most in fiction and

(auto)biography (Semino & Short, 2004). It is usually used to give an entrance in

presenting the character’s thought explicitly. FDT shows immediately what is

inside the character’s thought without using an intermediary of the narrator, and the

most extreme kind of FDT, with no reporting verb or quotation marks (Leech &


42

Short, 2007). Therefore, it can be stated that the types of FDT are varied. They can

be determined through the presence and the absence of quotation marks (Semino &

Short, 2004). Nevertheless, there are many types of FDT that omit quotation marks

and still keep the reporting clauses which indicate the thought (Kvantaliani, 2014).

The exceptions and the explanations of thought presentation presented in FDT is

seen below.

And tomorrow, at the Choosing Ceremony, I will decide on a faction; I will

decide the rest of my life; I will decide to stay with my family or abandon

them (Roth, 2011, Chapter I, p. 6).

In the example above, the mental verb "will decide" that means to choose

something, especially after thinking carefully about several possibilities. Here, the

character I or Tris shows her several decisions of a faction where she will belong

to. The above example is included in the FDT technique due to its consciousness of

reality (Kvantaliani, 2014). Another excerption of FDT is seen below.

Today is the day of the aptitude test that will show me which of the five

factions I belong in (Roth, 2011, Chapter I, p. 6)

The sentence above categorizes in FDT technique since it occurs the verb

“will show” which in the context here means to prove something of the faction that

Tris will belong to later. Moreover, the thought of Tris is presented in the way the

author give the impression of having been mentally verbalized through the mental

verb “show” which it is one of the characteristics of FDT (Semino & Short, 2004).

Another FDT presentation is seen in the following.

I have to make a decision (Roth, 2011, Chapter II, p. 11).

The previous sentence contains auxiliary verb “have to.” It means to need

or to be forced. It is also another form of modal verb “must.” It is clear that Tris


43

shows what is inside her thought vividly. Moreover, the author employs “have to”

in order to necessarily convey the messages delivered by Tris in making her

decision, thus it involves her mind clearly in thinking her own decision that has to

be made.

There are also some variation of FDT as such many cases in FDT that

quotation marks are omitted, but reporting clauses are retained (Kvantaliani, 2014).

The examples of FDT which employ reporting clause can be seen in the following.

I doubt all the Erudite want to study all the time, or that every Candor enjoys

a lively debate, but they can’t defy the norms of their factions any more than

I can (Roth, 2011, Chapter II, p. 9).

In the example above, there is "doubt" that functions as a verb in showing a

feeling of not being sure of how good or valid it is. It is undeniable that the main

character Tris presents directly about her uncertainty toward the Erudite and the

Candor. Moreover, the author keeps the reporting clause "I doubt" which portrays

the characteristic of FDT. Thus, it also seems that Tris speaks to herself and create

a monologue (Leech & Short, 2007). Another variation of FDT using the reporting

clause can be seen in the following.

I feel like it doesn’t belong to me (Roth, 2011, Chapter III, p. 15).

The example above occurs the verb “feel” that indicates the character’s

sense. Indeed, the verb “feel” is not a verb that explicitly explains the thought of

the character, for instance, the verb “think”, “consider”, “contemplate”, etc.

However, the verb that can portray the character’s sense can also be included in

mental verb. Moreover, the clause “I feel like” indeed indicates the reporting clause

from the narrator or Tris herself. But considering in many cases in FDT that


44

reporting clauses can be kept, it is obvious that the sentence above is categorized in

the FDT technique. It aims to create a freer technique in obtaining a conscious

quality of the character (Leech & Short, 2007). Another example of FDT

presentation is seen below.

I feel a lump in my throat (Roth, 2011, Chapter III, p. 15).

The sentence above presents explicitly that she feels something in the throat.

The use of FDT above can also be recognized by the presence of the mental verb

“feels,” indicating what is being felt by Tris. Therefore, it can be stated that the verb

"feel" is considered as a mental verb since Tris states that she clearly feels a lump

in her throat. The use of the verb “feel” in FDT technique is also explained below.

I decide not to take the bus (Roth, 2011, Chapter III, p. 14).

The sentence above shows that Tris has decided not to take the bus. This

means, the Tris directly conveys what is in her thought, which she decides not to

take the bus. In other words, the sentence creates a consciousness of reality, and

thus it involves in FDT presentation (Kvantaliani, 2014).

In examining FDT technique, some verbs indicate the thought of the

character are listed. The verbs used to present thought presentation are not always

restricted on some particular verbs, for instance, the verb “think”, “expect”,

“decide”, and so on. The table of verbs and verb phrases distribution that indicate

thought presented in FDT is seen on the following page.


45

Table 7. Verb and Verb Phrase Distribution

in Free Direct Thought (FDT) Presentation

No Verb and Verb Phrase Frequency Character

1 Allows 1

The verbs and the verb

phrases leftward stipulating

the thought and the sense of

the character are conveyed

by the protagonist Tris in

the novel. As stated by

McIntyre et al. (2004), FDT

can be identified that words

and thoughts are delivered

by the character itself.

2 Note 1

3 Sneak 1

4 See 5

5 Catch 1

6 Look away 1

7 Frown 2

8 Stare 1

9 Will show 1

10 Will decide 1

11 Think 3

12 Feel 8

13 Am sure 1

14 Values 1

15 Choose 1

16 Are supposed to 1

17 Should perplex 1

18 Should wonder 1

19 Expect 1

20 Hear 2

21 Doubt 1

22 Enter 1

23 Don’t need 3

24 Should be that easy 1

25 Am supposed to 2

26 Follow 1

27 Watch 1

28 Grins nervously 1

29 Didn’t feel 1

30 Can see 2

31 Focus 1

32 Feels 1

33 Look over 1

34 Disappears 1

35 Have to make 1

36 Can almost feel 1


46

37 Know 5

38 Shouldn’t look 1

39 Remember 1

40 Want 1

41 Seems 1

42 Don’t think 1

43 Can’t see 1

44 Fills 1

45 Can convince 1

46 Is irrational 1

47 Remind 1

48 Had to have done 1

49 Doesn’t know 1

50 Wish 1

51 Aren’t allowed 1

52 Get more nervous 1

53 Have to wipe off 1

54 Wouldn’t want 1

55 Shake my head 1

56 Can’t think 1

57 Have to stay calm 1

58 Don’t understand 1

59 Don’t want 1

60 Can’t bear to look 1

61 Can’t bear to think 1

62 Decide 1

63 Forsake 1

64 Have to be careful 1

65 Expected 1

66 Am ready 1

The table above shows verbs and verb phrases that point out thought

presentation conveyed by the main character, Tris. The character uses various verbs

that require the thought and utilize verbs that show the character's senses and

feelings, as in the verb "feel" which has the most occurrence in the table. FDT

presentation is often applied since the main character I or Tris directly expresses

what she thinks and feels. Moreover, the novel is written in the first-person point of


47

view. Hence, it is restricted to what the character thinks, feels, sees, and so on (Al-

Alami, 2019).

b. Free Indirect Thought (FIT)

Free Indirect Thought (FIT) appears on the second most occurred after FDT

in the novel. Like FDT, FIT is also mostly utilized in fiction and (auto)biography

(Semino & Short, 2004). Leech and Short argue that FIT historically as a natural

development, keeping much vividness of DT without the artificially of the

‘speaking to oneself’ (Leech & Short, 2007, p. 277). In other words, FIT uses third-

person point of view when the narrator becomes infected by the perspective of one

of its characters (Malewitz, 2020). To analyze thought presentation of the novel in

FIT technique, the excerptions that are presented in FIT technique can be seen as

follows.

But she must hide her beauty in Abnegation (Roth, 2011, Chapter I, p. 6)

The sentence above portrays the character she as narrated in the third person

point of view. The character I or Tris becomes infected by the perspective from one

of its characters. Therefore, the third-person narration's employment allows

describing the thought and consciousness (Leech & Short, 2007). Moreover, the

entry of modality “must” which shows an obligation indicates the character’s

consciousness (Burke, 2014). Another excerption of FIT can be seen below.

His breath smells like cigarettes. (Roth, 2011, Chapter II, p. 12)

From this sentence, it is obvious that the subject uses third person narration,

in which "his breath" (third person pronoun). Like DT, this sentence still describes

vividness of what is being undergone by the character. However, there is no


48

reporting clause and the lucidness is retained as DT instead (Leech & Short, 2007).

It can be seen through the use of verb smells which indicates the sense of the

character.

If I get home early, my father will notice when he checks the house log at

the end of the day, and I’ll have to explain what happened (Roth, 2011,

Chapter III, p. 14)

This sentence shows that Tris’ father's perspective influences her to get

infected of what her father feels. Even though the character uses the pronoun “my”,

it is obvious that the narrator or Tris addresses her father yet still keeping the

vividness without the artificially of the ‘speaking to oneself’ (Leech & Short, 2007).

There are mental verbs employed in this technique and below is the table of verbs

and verb phrases distribution that stipulates the thought presented in FIT delivered

by some particular characters in the novel.


in Free Indirect Thought (FIT) Presentation

No Verb and Verb Phrase Frequency Character

1 Must hide 1 Tris’ mother

2 Gave 1 Caleb (Tris’ brother)

3 Nods 1 Caleb (Tris’ brother)

4 Knows 1 Caleb (Tris’ brother), Tori

5 Doesn’t understand 1 Candor man

6 Is not as severe looking as 1 Susan

7 Wants 1 A man with a newspaper

8 Smells 1 A man with a newspaper

9 Looks 1 Tori

10 Will notice 1 Tris’ father

11 Chose 1 The factionless people

12 Might not feel 1 Susan


49

The previous table shows the verbs and verb phrases presented in FIT. It

clears that in FIT presentation, the author restricts on verbs that are related to the

thought or mind and employs the verbs indicating the senses of the character.

Therefore, it makes the readers not only experience the characters' thought but also

the instances undergone by the characters.

c. Narrative Report of Thought Act (NRTA)

Narrative Report of a Thought Acts (NRTA) is the least category within the

three chapters in the novel. NRTA applies to references to the occurrence of specific

individual thought in the mind of a participant in the story. NRTA typically involves

the use of a verb cognition (for example: define, study, consider, etc.) which can be

followed by noun or prepositional phrase indicating the thought (Semino & Short,

2004). Below are the excerpts taken from the novel indicating NRTA.

Their faction values honesty and sees the truth as black and white, so that

is what they wear (Roth, 2011, Chapter I, p. 7)

In the previous sentence, the narrator or Tris narrates the other faction which

refers to people who belong to Candor faction. The sentence is included in NRTA

as the narrator uses cognition verb, which are “values” and “see.” Value means to

consider and sees means to perceive the meaning of understanding. Those verbs are

followed by nouns which stipulate the topic of the thought. Another excerpt

indicating NRSA can be seen in the following.

My curiosity is a mistake, a betrayal of Abnegation values (Roth, 2011,

Chapter II, p. 10)

Here the narrator or Tris herself also explains that her curiosity is a mistake

and a betrayal of her faction values. Her feeling of being mistaken and the betrayal


50

depicts the topic of the thought. Besides, the narrator or Tris also summarizes it and

directly address the topic of the thought. The following table describes the

distribution of verbs and verb phrases in NRTA alongside the thought’s topic.


in Narrative Report of a Thought Acts (NRTA) Presentation

No Verb and Verb

Phrase

Frequency Character The Topic of

the Thought

1 Values and sees 1 People who belong

to the Candor

faction

Honesty and the

truth

2 Affect 1 The students in

Tris’ school

The way

3 Are 1 Dauntless people pierced,

tattooed, and

black-clothed

and

4 Is 1 Tris herself A mistake, a

betrayal of

Abnegation

values

5 Looks over 1 Tori her shoulder like

she expects

someone to

appear behind

her.

6 Is responsible 1 Abnegation

volunteer

For most of

those

renovations

The previous table presents the verb and phrases distribution conveyed by

the narrator to narrate a particular character. Here, the main character Tris who also

acts as a narrator has a role to narrate something by describing or indicating the

topic of the thought (Semino & Short, 2004). The verb and the verb phrases above


51

are used to stipulate the content of the thought along with the employment of nouns,

noun phrases, and prepositional phrase.

B. The Language Style of Veronica Roth in Divergent

Stylistic approach is employed throughout this research. This study is

aspired to reveal Roth's style by examining her novel in the chosen three chapters.

Based on the previous section's findings, speech and thought presentation

techniques utilized in the novel can be the base of linguistic hard data. Thus, the

researcher can make an implication based on the hard data found in this research.

Hence, the researcher implies that the author's style is direct, descriptive, and

dramatic.

1. Direct

Veronica Roth applies speech and thought presentation in Divergent. She

employs those presentations indeed in order to present the characters’ utterances

and thoughts. There are seven types of speech and thought presentation were found

in 221 presentations. Utilizing particular speech and thought presentation

techniques could lead to an implication of the author's language style. As stated by

Miššíková (2003) language style is the matter and/or any kind of utterances that

describe how the author employs linguistic feature in order to convey messages or

with consideration of topic, function, author’s purpose, and so on. In this research,

the researcher focuses on sentences that employs reported and mental verbs as the

representation of speech and thought presentation technique with the consideration


52

of author’s purpose and function, and therefore the language style of the author is

revealed.

The most used technique in the presentation of speech is Free Direct Speech

(FDS). Out of 114 speech presentation, FDS has fifty-nine occurrences were found.

The following sentence is the example of the direct style using FDS technique.

I can’t say the same of myself. (Roth, 2011, Chapter I, p. 6)

The sentence above is the example of FDS technique which has the

characteristic of FDS that quotation marks are omitted, but the author directly

presents that the character Tris talks freely as in “I can’t say”. The author presents

Tris as the main character to verbally say that she cannot say about things the same

belonged to her. FDS is believed to manifest the effect of immediacy (Semino &

Short, 2004). In other words, as cited in Kvantaliani (2014), Leech and Short argue

that this technique is significant in showing the direct voice of the characters as it

allows the author to drop a clear distinction between speech and narrative report.

Another example of direct style using FDS can be seen below.

I have tried to explain to him that my instincts are not the same as his—it

didn’t even enter my mind to give my seat to the Candor man on the bus—

but he doesn’t understand. (Roth, 2011, Chapter II, p. 9)

The previous example is still the type of FDS that does not employ both

quotation marks and reporting clause (Kvantaliani, 2014). Similar to the previous

example, the author eliminates quotation mark and directly addresses what Tris will

explain to the Candor man with verbally saying "I have tried to explain". The verb

"explain" has the role of conveying the reported verb of the character Tris. Another


53

form of FDS is also found in the data. The rest of examples below present FDS with

utilizing quotation marks.

“On the one hand, you threw yourself on the dog rather than let it

attack the little girl, which is an Abnegation-oriented response…but on

the other, when the man told you that the truth would save him, you

still refused to tell it. Not an Abnegation-oriented response.” She sighs.

“Not running from the dog suggests Dauntless, but so does taking the

knife, which you didn’t do.” (Roth, 2011, Chapter III, p. 14)

The excerpt above portrays the characteristic of FDS which uses quotation

marks and only uses one reporting clause "she sighs" in order to indicate with an

association of expressing feelings. The presence of quotation marks in this type of

FDS lets the character talk "freely" on her own, so it creates much immediacy for

the characters and the readers (Leech & Short, 2007). In this whole excerption’s

context, the author wants to convey that the character who speaks is Tori. Tori is a

woman that is in the duty to help the aptitude test for Tris. After the test is done,

Tori explains what she has observed according to event that Tris experiences. In the

test, Tori tells Tris that Tris' resistance towards the dog is neither an Abnegation-

oriented nor Dauntless-oriented response. Another variation of FDS can be seen

below.

“Wait,” I interrupt her. “So you have no idea what my aptitude is?” (Roth,

2011, Chapter III, p. 14)

The FDS technique above is preceded by the presence of Direct Speech

(DS). The author applies DS presentation in order to link the technique afterward,

which is FDS. Thus, it is clear who says the utterance although the presence of FDS

allows the character to talk ‘freely’ on their own (Leech & Short, 2007). Thus, the

character tends to show the direct style. In the context of the plot, the author wants


54

to present Tris’ utterance. Tris interrupts Tori, who explains about the result of the

test, then Tris continues to talk on their own and makes a confirmation to Tori by

asking, “So you have no idea what my aptitude is?”. Another instance of FDS

presentation is seen in the following.

“Yes and no. My conclusion,” she explains, “is that you display equal

aptitude for Abnegation, Dauntless, and Erudite. People who get this kind

of result are…”. She looks over her shoulder like she expects someone to

appear behind her. “…are called…Divergent.” (Roth, 2011, Chapter III,

p. 14)

The sentence above shares the same instance in the previous example

discussed. The FDS technique above is also preceded by the presence of Direct

Speech (DS) and followed by Narrative Report of Thought Act (NRTA). It is

obviously true that the FDS technique is seen as in the example “…are

called…Divergent” as it has the characteristic of FDS presentation, which uses

quotation marks. Moreover, DS and NRTA also have the same function to link to

the technique afterwards. The presence of DS also helps to find out who is talking,

and so the author uses DS to describe how the character utters. In the context of the

above excerpt, the character who utters is Tori. She explains Tris' test result, in

which she both knows and does not know about her faction, which suits Tris since

her result among Abnegation, Dauntless, and Erudite are equal. Then, the author

uses NRTA to narrate the thought act of Tori, and it is continued with FDS

presentation which is said by Tori stating that the result of Tris' test is equal for

several factions and its phenomenon is called "divergent."


55

2. Descriptive

From the hard data found in the previous section, the Direct Speech (DS)

presentation technique is the second most occurred in the speech presentation

analysis. As stated by Kate Wales (2010), DS is usually assumed that the author

wants to represent the actual words of a speaker within quotation marks, which are

also explicitly marked as such by an accompanying reporting clause or tag. This

commonly precedes the reported clause, and contains a reference to the speaker,

and a speech act verb in presenting the actual words of the speaker, for instance,

"say," "state," "reply," "shout," etc. (Wales, 2010, p. 119). Thus, the researcher

assumes that the DS technique gives "live portrayal" since it depicts the way the

characters utter. In other words, the author wants to give a "real" description of what

is being said by the characters. It is done by describing the actual words uttered by

the characters. Below are the examples of DS presentation taken in the novel.

“So today is the day,” she says. (Roth, 2011, Chapter I, p. 6)

The example above presents the characteristic of DS presentation which

employs reporting clause, indicating the reference to the character and the presence

of the reported verb “says”. In the excerpt above, “she” refers to Tris’ mother who

utters that, “today is the day of Aptitude Test”. In expressing the utterance, the

author utilizes the reported verb “says” in order to point out the actual words spoken

by Tris’ mother. Another example of DS presentation is seen below.

“Have a seat and get comfortable,” she says (Roth, 2011, Chapter II, p. 10)

The excerption above shows the reporting clause “she says” which

stipulates who speaks the utterance. In this context, “she” refers to Tori who speaks


56

the utterance "have a seat and get comfortable." In the novel, Tori has a duty to test

Tris, so she welcome Tris to have a seat and get comfortable before the test is begun.

In conveying the utterance, the author uses the reported verb "says" which has

function to describe the actual words spoken by Tori.

“Never met a curious Abnegation before,” she says, raising her eyebrows at

me. (Roth, 2011, Chapter II, p. 10)

The DS presentation above also shares the same substance which has

already explained. DS presentation above in the novel is spoken by Tori by saying,

“Never met a curious Abnegation before.” Moreover, the author adds an

explanation after the reporting clause “she says” in order to give how Tori says the

utterance alongside with the expression that the narrator portrays.

“Choose!” she yells. (Roth, 2011, Chapter II, p. 11)

The speech presentation above is the commonest instance of DS technique.

A reporting clause "she yells" indicates the character who utters the word "choose"

by yelling. In the context of this presentation, when Tris has already in the state of

being tested, she feels that there is a woman speaks to her. Tris is asked to choose

by the woman she meets in her mind. Below is another example of DS presentation

taken from the data.

“I suggest,” Tori says, “that you go home. You have a lot of thinking to do,

and waiting with the others may not benefit you.” (Roth, 2011, Chapter III,

p. 14)

DS presentation above also shares the same substance in the previous

explanation. The reporting clause may sometimes come in the middle of the

reported clause as in the reporting clause above “Tori says.” Moreover, the

reporting clause “Tori says” stipulating that the character who speaks the utterance


57

is Tori. Thus, it is clear that the way the author presents the character's utterance

through the reported verb "says." In this context of DS presentation Tori suggests

Tris to go home after knowing the result of being "divergent", and Tris has a lot of

thinking to do and waiting with others might disadvantage Tris.

The linguistic evidence in the data also found that there are vast occurrences

of Direct Speech (DS) rather than Direct Thought (DT). There is no frequency of

the data in the DT technique. From the hard data, the researcher presumes that the

author wants to present the characters' spoken activity through the speech act verb

used in the reporting clause rather than the characters' mental activity. Roth does

employ thought presentation, but she only utilizes Free Direct Thought (FDT)

rather than DT. The style of Roth in utilizing thought presentation techniques is

explained in the following section.

3. Dramatic

In the hard data shown in Table 3, Free Direct Thought (FDT) has the most

used technique in the thought presentation side. Indeed, the author considers

particular purposes and function in utilizing FDT presentation in the novel. FDT

occurs in the fiction, where direct access to characters' minds is commonly possible

(Semino & Short, 2004). The concern of employing FDT presentation is that the

author wants to arouse the readers' senses to have in the state of the characters'

words and thought without the narrator's interference (McIntyre et al., 2004). FDT

also reveals the character's innermost thoughts and senses, so it is most likely a

soliloquy of a play performance (Semino & Short, 2004). There are many variations

of FDT, but in the data, the researcher found the FDT technique's characteristic


58

mostly employs reporting clauses and mental verbs, but quotation marks are

omitted. Below are the excerpts of FDT technique taken from the data.

On these mornings when my brother makes breakfast, and my father’s hand

skims my hair as he reads the newspaper, and my mother hums as she clears

the table— it is on these mornings that I feel guiltiest for wanting to leave

them. (Roth, 2011, Chapter I, p. 6)

The excerpt above is included in FDT technique as there is a mental verb as

in “I feel” delivered by the narrator or the protagonist character Tris. It is used to

show the character's senses. This makes the thought of the character is depicted to

provoke the imagination and the emotions of the readers powerfully, thus it is

dramatic. In this FDT presentation, Tris feels guilty for leaving her family since she

seems not to choose Abnegation for her faction. Tris thinks it just does not click

with herself. Another instance of FDT technique is seen below.

I feel like there is a bubble in my chest that expands more by the second,

threatening to break me apart from the inside. (Roth, 2011, Chapter II, p. 9)

FDT presentation above shares the same phenomenon of the previous

explanation. There is a reporting clause “I feel like” which in this case explains the

event that Tris feels a bubble in her chest that threats her to break apart from the

inside of her body when she undergone the Aptitude Test. Another example of FDT

that employs mental verbs other than verb "feel" can be seen below.

I think about running, but the dog will be faster than me. (Roth, 2011,

Chapter II, p. 11)

The sentence above also employs a sudden realization or an event

undergone by the main character, Tris. The event captured on this sentence is that

Tris thinks about running but she knows that the dog is faster than her. The presence


59

of the verb “think” also explains what is thought by Tris explicitly. Another

variation of FDT can also be seen on the rest of the excerption below.

I get up because I’m supposed to, but if it were up to me, I would stay in

my seat for the rest of time. (Roth, 2011, Chapter II, p. 9)

The excerpt above is included in FDT technique since the author uses modal

verb phrase “be supposed to” as in the clause “I am supposed to.” The verb phrase

“am supposed to” means to have to do something. This sentence contains a

conscious reality which explains the event that Tris has to get up from her seat as

her named is called to follow the Aptitude test although she actually prefers to stay

on hear seat.

I can’t bear to think about the Choosing Ceremony tomorrow. (Roth, 2011,

Chapter III, p. 14)

FDT presentation above also produces a conscious thought of Tris, which is

indicated by the mental verb "think." In this context of thought presentation, Tris

delivers her feeling that she cannot bear to think about the Choosing Ceremony—

the ceremony which she has to choose to a particular faction she will dedicate for

the rest of her live.

FDT often occurs at moments of intensified emotion or of sudden and

momentous realization (Semino & Short, 2004). The thoughts and emotion of FDT

technique in the data are verbalized. It means the thoughts are verbalized through

the mental verbs utilized by the author. Thus, it creates a vivid emotion of what is

being thought or felt by the character. This makes the readers can have as in

character’s state of mind. Apart from FDT technique, Roth also employs Free

Indirect Thought (FIT). The presence of FIT technique also allows creating a vivid


60

image of the other characters' thought through the less artificial presentation of the

characters' thoughts in the novel. Particularly, the other characters' thought is

presented through third-person point of view, yet still as they lucidly deliver as in

Direct Thought (DT) (Leech & Short, 2007). Meanwhile the least occurrences of

NRTA. NRTA presentation is used to summarize the topic of the thought.

Furthermore, the first-person point of view also plays an important role in

the novel. Since this novel is written through the first-person point of view, it

automatically focuses on what the protagonist thinks, feels, perceives, and so forth

(Al-Alami, 2019). Hence, it can be stated that the author aspires to create intimacy

between the readers and the characters so that the readers have a connection with

the characters' emotional state (Al-Alami, 2019). Besides, the researcher finally

implies that those reasons are why the researcher employs FDT rather than DT.

To sum up, stylistic analysis in this research deals with the author's

expression or style in the novel. Based on the analysis, Roth employs various of

speech and thought presentation techniques, namely: Free Direct Speech (FDS),

Direct Speech (DS), Narrative Report of Speech Act (NRSA), Indirect Speech (IS),

Free Direct Thought (FDT), Free Indirect Thought (FIT), and Narrative Report of

Thought Act (NRTA). Indeed, Roth as the author has an intention of employing

those techniques. The author wants to deliver the substance of the story that focuses

on Tris’ story as the protagonist character through the use of FDT technique,

whereas FDS techniques is intended to show the immediacy of the character’s

speech and DS is used to describe how the particular characters utter the utterances.


61

CHAPTER V

CONCLUSION

This chapter presents the implication based on the analysis which has been

discussed in the previous chapter. The research focuses on how speech and thought

presentation used by Veronica Roth in Divergent reveals the language style of the

author. The data of the analysis were taken from selected chapters in the novel. The

chapters examined are the first three chapters explaining the plot of why the author

titled the novel 'divergent'.

This research finds out that Veronica Roth employs various types of speech

and thought presentation techniques. In the speech presentation techniques, Roth

utilizes four speech presentations, which are Free Direct Speech (FDS), Direct

Speech (DS), Narrative Report of Speech Act (NRSA), and Indirect Speech (IS).

Meanwhile, in thought presentation techniques, Roth uses three thought

presentations, namely Free Direct Thought (FDT), Free Indirect Thought (FIT), and

Narrative Report of Thought Act (NRTA).

The analysis discovers that the most used techniques are Free Direct

Thought (FDT) with eighty-nine occurrences, Free Direct Speech (FDS) with fifty-

nine occurrences, and followed by Direct Speech (DS) with forty-four occurrences.

Meanwhile, the least utilized techniques are Free Indirect Thought (FIT) with

twelve occurrences, Narrative Report of Speech Act (NRSA) with seven

occurrences, Narrative Report of Thought Act (NRTA) with six occurrences, and

followed by Indirect Speech (IS) with only four occurrences.


62

The language style of Roth in Divergent is determined by the linguistic hard

data presented in speech and thought presentation. In the hard data of speech

presentation as listed in Table 3, FDS and DS are the most used techniques that

occurred. Hence, the researcher assumed that the style employed by Roth is direct

and descriptive. However, the least categories of speech presentation techniques in

the data, which are NRSA and IS also have a role although it is not that significant.

They only narrate in summary about what is said and report on what the characters

said without using that characters' exact words (reported speech).

From the hard data of thought presentation as listed in Table 3, FDT is the

most used technique. FDT creates a vivid emotion of what is being thought or felt

by the main character Tris. This makes the readers have as in the character's state

of mind, and thus it creates a dramatic style. It aims to reveal Tris’ innermost

thought and senses as in soliloquy of a play performance. Moreover, the presence

of FIT also produces a lucid image of what is thought by the other characters.

Meanwhile, NRTA presentation has a function to summarize the topic of the

thought that is indicated by the presence of noun phrase and prepositional phrase.

In conclusion, Roth tends to use the dramatic style to focus on what the

protagonist Tris thinks and feels through FDT presentation device. Besides, she

employs a direct and descriptive style through FDS and DS presentation techniques

so that the readers can experience the immediacy of the characters’ speech and

know in what way the characters utter the words. The researcher suggests

scrutinizing (auto)biography, news, advertisement, speeches, or other texts through

speech and thought presentation techniques in future research. Thus, the findings


63

will be varied, and the present study can be compared to future research to give

more understanding of speech and thought presentation techniques.


64

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67

APPENDICES

Appendix 1: Table 10. Summary of Speech Presentation

No Speech Presentation Type Character Chapter

and Page

1 I can’t say the same of myself. FDS Tris I, page 6

2 “There,” she says when she pins

the knot in place.

DS Tris’ mother I, page 6

3 Why doesn’t she reprimand me

for staring at myself?

FDS Tris I, page 6

4 “So today is the day,” she says. DS Tris’ mother I, page 6

5 “Are you nervous?” FDS Tris’ mother I, page 6

6 “Yes,” I reply. DS Tris I, page 6

7 “No,” I say. DS Tris I, page 6

8 “The tests don’t have to change

our choices.”

FDS Tris I, page 6

9 “Right.” She smiles. FDS Tris’ mother I, page 6

10 “Let’s go eat breakfast.” FDS Tris’ mother I, page 6

11 “Thank you. For cutting my

hair.”

FDS Tris I, page 6

12 I can tell by the constant shift of

his eyes that he is watching the

people around us—striving to see

only them and to forget himself.

FDS Tris I, page 7

13 “Aptitude tests today,” I say. DS Tris I, page 7

14 “You aren’t at all worried about

what they’ll tell you?” I ask

Caleb.

DS Tris I, page 7

15 He raises an eyebrow at me. “Are

you?”

FDS Caleb I, page 7

16 I could tell him I’ve been

worried for weeks about what

the aptitude test will tell me—

Abnegation, Candor, Erudite,

Amity, or Dauntless?

FDS Tris I, page 7

17 Instead I smile and say, “Not

really.”

DS Tris I, page 7

18 He smiles back. “Well…have a

good day.”

FDS Caleb I, page 7


68

19 He never answered my question. FDS Caleb I, page 7

20 A girl with long curly hair shouts

“Hey!” next to my ear, waving at

a distant friend.

FDS Tris I, page 7

21 “Out of my way, Stiff,” he snaps,

and continues down the hallway.

DS Erudite boy I, page 8

22 A few people stopped when I fell,

but none of them offered to help

me.

FDS Tris I, page 8

23 My father calls the Dauntless

“hellions.”

IS Tris’ father I, page 8

24 We sit at the long tables in the

cafeteria, and the test

administrators call ten names at

a time, one for each testing

room.

NRSA Test

administrators

II, page 8

25 He offered to drive us, too, but as

Caleb says, we prefer to leave

later and would not want to

inconvenience him.

FDS

Caleb II, page 9

26 At another set of tables, the

Erudite chatter over books and

newspapers, in constant pursuit

of knowledge.

NRSA The Erudite

people

II, page 9

27 They appear to be arguing

about something, but it must not

be serious, because some of them

are still smiling.

NRSA Candor boys II, page 9

28 Faction customs dictate even idle

behavior and supersede

individual preference.

NRSA Tris II, page 9

29 Caleb’s name is called in the next

group.

NRSA The

narrator/Tris

II, page 9

30 I have tried to explain to him

that my instincts are not the same

as his—it didn’t even enter my

mind to give my seat to the Candor

man on the bus—but he doesn’t

understand.

FDS Tris II, page 9

31 “Just do what you’re supposed

to,” he always says.

DS Caleb II, page 9


69

32 I open my mouth to ask him

something, but the words don’t

come.

FDS Tris II, page 9

33 An Abnegation volunteer speaks

the next round of names.

NRSA Abnegation

volunteer

II, page 9

34 “From Abnegation: Susan

Black and Beatrice Prior.”

FDS Abnegation

volunteer

II, page 9

35 The people I pass probably

can't tell us apart.

FDS Tris II, page 9

36 “Don’t worry,” the woman says,

“it doesn’t hurt.”

DS Tori II, page 10

37 “Have a seat and get

comfortable,” she says.

DS Tori II, page 10

38 “My name is Tori.” FDS Tori II, page 10

39 “Why the hawk?” I blurt out as

she attaches an electrode to my

forehead.

DS Tris II, page 10

40 “Never met a curious

Abnegation before,” she says,

raising her eyebrows at me.

DS Tori II, page 10

41 Humming a little, she presses

another electrode to my

forehead and explains, “In some

parts of the ancient world, the

hawk symbolized the sun. Back

when I got this, I figured if I

always had the sun on me, I

wouldn’t be afraid of the dark.”

DS Tori II, page 10

42 I try to stop myself from asking

another question, but I can’t help

it.

FDS Tris II, page 10

43 “You’re afraid of the dark?” FDS Tris II, page 10

44 “I was afraid of the dark,” she

corrects me.

DS Tori II, page 10

45 “Now it reminds me of the fear

I’ve overcome.”

FDS Tori II, page 10

46 “Drink this,” she says. DS Tori II, page 10

47 “What is it?” My throat feels

swollen.


48 “What’s going to happen?” FDS Tris II, page 10

49 “Can’t tell you that. Just trust

me.”

FDS Tori II, page 10


70

50 Behind me, a woman’s voice

says, “Choose.”

DS The woman II, page 10

51 “Why?” I ask. DS Tris II, page 10

52 “Choose,” she repeats. DS A woman II, page 11

53 “What will I do with them?” FDS Tris II, page 11

54 “Choose!” she yells. DS A woman II, page 11

55 When she screams at me, my

fear disappears and stubbornness

replaces it.


56 “Have it your way,” she says. DS The woman II, page 11

57 “You’re not such a vicious

beast, huh?”


58 She stretches out both hands and

squeals, “Puppy!”

DS A child II, page 11

59 “Do you know this guy?” he

asks.

DS A man II, page 12

60 “Well?” I hear anger in his voice FDS Tris II, page 12

61 If I tell him I know the man from

the article, something awful will

happen to me.


62 “Do you?” FDS Tris II, page 12

63 “Do you?” he repeats. DS A man II, page 12

64 I shrug my shoulders. “Well?” FDS Tris II, page 12

65 “Nope,” I say, my voice casual. DS Tris II, page 12

66 “No idea who he is.” FDS Tris II, page 12

67 “You’re lying,” he says. DS A man II, page 12

68 “You’re lying!” FDS A man II, page 12

69 “I am not.” FDS Tris II, page 12

70 “I can see it in your eyes.” FDS A man II, page 12

71 I pull myself up straighter. “You

can’t.”


72 “If you know him,” he says in a

low voice, “you could save me.

You could save me!”

DS A man II, page 12

73 “Well,” I say. DS Tris II, page 12

74 I set my jaw. “I don’t.” FDS Tris II, page 12

75 I wait for her to say something

about the test—that it’s over, or

that I did well, although how

could I do poorly on a test like

this?—but she says nothing, just

pulls the wires from my forehead

FDS Tris III, page 13


71

76 “That,” she says, “was

perplexing. Excuse me, I’ll be

right back.”

DS Tori III, page 13

77 My mother told me once that we

can’t survive alone, but even if we

could, we wouldn’t want to.

IS Tris’ mother III, page 13

78 “Sorry to worry you,” Tori says. DS Tori III, page 13

79 “Beatrice, your results were

inconclusive,” she says.


80 “Typically, each stage of the

simulation eliminates one or

more of the factions, but in your

case, only two have been ruled

out.”

FDS Tori III, page 13

81 “Two?” I ask. DS Tris III, page 13

82 “If you had shown an automatic

distaste for the knife and

selected the cheese, the

simulation would have led you

to a different scenario that

confirmed your aptitude for

Amity. That didn’t happen,

which is why Amity is out.”


83 “Normally, the simulation

progresses in a linear fashion,

isolating one faction by ruling

out the rest. The choices you

made didn’t even allow Candor,

the next possibility, to be ruled

out, so I had to alter the

simulation to put you on the

bus. And there your insistence

upon dishonesty ruled out

Candor.”


84 “Don’t worry about that. Only

the Candor tell the truth in that

one.”


85 “I suppose that’s not entirely

true. People who tell the truth

are the Candor…and the

Abnegation,”

she says.



72

86 “Which gives us a problem.” FDS Tori III, page 13

87 “On the one hand, you threw

yourself on the dog rather than

let it attack the little girl, which

is an Abnegation-oriented

response…but on the other,

when the man told you that the

truth would save him, you still

refused to tell it. Not an

Abnegation-oriented response.”

FDS Tori III, page

13-14

88 “Not running from the dog

suggests Dauntless, but so does

taking the knife, which you

didn’t do.”


89 She clears her throat and

continues.

NRSA Tris/The

narrator

III, page 14

90 “Your intelligent response to the

dog indicates strong alignment

with the Erudite. I have no idea

what to make of your indecision

in stage one, but—”


91 “Wait,” I interrupt her. DS Tris III, page 14

92 “So you have no idea what my

aptitude is?”


93 “Yes and no. My conclusion,”

she explains, “is that you display

equal aptitude for Abnegation,

Dauntless, and Erudite. People

who get this kind of result

are…”


94 She looks over her shoulder like

she expects someone to appear

behind her. “…are

called…Divergent.”


95 She says the last word so quietly

that I almost don’t hear it, and her

tense, worried look returns.

IS Tori III, page 14

96 “Beatrice,” she says, “under no

circumstances should you share

that information with anyone.

This is very important.”



73

97 “We aren’t supposed to share

our results.”


98 I nod. “I know that.” FDS Tris III, page 14

99 “This is different. I don’t mean

you shouldn’t share them now; I

mean you should never share

them with anyone, ever, no

matter what happens.

Divergence is extremely

dangerous. You understand?”


100 “I suggest,” Tori says, “that you

go home. You have a lot of

thinking to do, and waiting with

the others may not benefit you.”


101 “I have to tell my brother where

I’m going.”


102 “I’ll let him know.” FDS Tris III, page 14

103 “Excuse me,” he says. DS A man III, page 15

104 “Do you have something I can

eat?”

FDS A man III, page 15

105 “Um…yes,” I say. DS Tris III, page 15

106 My father tells me to keep food

in my bag at all times for

exactly this reason.

IS Tris’ father III, page 15

107 “My, don’t you have pretty

eyes,” he says.

DS A man III, page 15

108 “It’s a shame the rest of you is

so plain.”


109 “You look a little young to be

walking around by yourself,

dear,” he says.


110 “I’m older than I look,” I retort. DS Tris III, page 15

111 “I’m sixteen.” FDS Tris III, page 15

112 “Then isn’t today a special day

for you? The day before you

choose?”


113 “Let go of me,” I say. DS Tris III, page 15

114 But then he releases my wrist,

takes the apples, and says,

“Choose wisely, little girl.”



74

Appendix 2: Table 11. Summary of Thought Presentation

No Thought Presentation Type Character Chapter

1 Our faction allows me to stand in

front of it on the second day of

every third month, the day my

mother cuts my hair.

FDT Tris I, page 6

2 I note how calm she looks and how

focused she is.

FDT Tris I, page 6

3 I sneak a look at my reflection

when she isn’t paying attention—

not for the sake of vanity, but out of

curiosity.

FDT Tris I, page 6

4 In my reflection, I see a narrow

face, wide, round eyes, and a long,

thin nose—I still look like a little

girl, though sometime in

the last few months I turned sixteen.

FDT Tris I, page 6

5 Her eyes catch mine in the mirror. FDT Tris I, page 6

6 It is too late to look away, but

instead of scolding me, she smiles at

our reflection

FDT Tris I, page 6

7 I frown a little. FDT Tris I, page 6

8 I stare into my own eyes for a

moment.

FDT Tris I, page 6

9 Today is the day of the aptitude

test that will show me which of

the five factions I belong in.

FDT Tris I, page 6

10 And tomorrow, at the Choosing

Ceremony, I will decide on a

faction; I will decide the rest of my

life; I will decide to stay with my

family or abandon them.

FDT Tris I, page 6

11 I think my mother could be

beautiful, in a different world.

FDT Tris I, page 6

12 But she must hide that beauty in

Abnegation.

FIT Tris’ mother I, page 6

13 On these mornings when my brother

makes breakfast, and my father’s

hand skims my hair as he reads the

newspaper, and my mother hums as

she clears the table— it is on these

FDT Tris I, page 6


75

mornings that I feel guiltiest for

wanting to leave them.

14 He gave his seat to a surly Candor

man on the bus without a second

thought.

FIT Caleb (Tris’

brother)

I, page 6

15 If he wasn’t Abnegation, I’m sure

the girls at school would stare at

him.

FDT Tris I, page 6

16 Their faction values honesty and

sees the truth as black and white,

so that is what they wear.

NRTA Candor

people

I, page 7

17 Candor values honesty, but our

faction, Abnegation, values

selflessness.

FDT Tris I, page 7

18 He nods as we pass through the

front doors.

FIT Caleb (Tris’

brother)

I, page 7

19 It is likely that we will not walk

these halls again after the Choosing

Ceremony—once we choose, our

new factions will be responsible

for finishing our education.

FDT Tris who

represents

six-teen year

old teens

I, page 7

20 the Erudite have been releasing

antagonistic reports about

Abnegation, and it has begun to

affect the way we relate at school.

NRTA

The narrator I, page 7

21 The gray clothes, the plain hairstyle,

and the unassuming demeanor of

my faction are supposed to make

it easier for me to forget myself,

and easier for everyone else to

forget me too.

FDT Tris I, page 7

22 They are pierced, tattooed, and

black-clothed.

NRTA The narrator I, page 7

23 They should perplex me. FDT Group people

of Dauntless

I, page 7

24 I should wonder what courage—

which is the virtue they most

value—has to do with a metal ring

through your nostril.

FDT Tris I, page 7

25 The rules also say that we can’t

prepare for the test in any way, so I

don’t know what to expect.

FDT Tris II, page 7


76

26 Every few minutes I hear a chorus

of laughter from them as someone

is eliminated and has to sit in the

center of the circle.

FDT Tris II, page 9

27 I doubt all the Erudite want to

study all the time, or that every

Candor enjoys a lively debate, but

they can’t defy the norms of their

factions any more than I can.

FDT Tris II, page 9

28 I have tried to explain to him that

my instincts are not the same as

his—it didn’t even enter my mind

to give my seat to the Candor man

on the bus—but he doesn’t

understand.

FDT Tris II, page 9

29 I don’t need to wish him luck or

assure him that he shouldn’t be

nervous.

FDT Tris II, page 9

30 He knows where he belongs, and

as far as I know, he always has.

FIT Caleb (Tris’

brother)

II, page 9

31 it didn’t even enter my mind to give

my seat to the Candor man on the

bus—but he doesn’t understand.

FIT Candor man II, page 9

32 It should be that easy for me. FDT Tris II, page 9

33 I am not allowed to ask him about

his results, and he is not allowed

to tell me.

FDT Tris II, page 9

34 I get up because I’m supposed to,

but if it were up to me, I would stay

in my seat for the rest of time.

FDT Tris II, page 9

35 I feel like there is a bubble in my

chest that expands more by the

second, threatening to break me

apart from the inside.

FDT Tris II, page 9

36 I follow Susan to the exit. FDT Tris II, page 9

37 The only difference is that Susan

might not feel like she’s going to

throw up, and from what I can

tell, her hands aren’t shaking so

hard she has to clutch the hem of

her shirt to steady them.

FIT Susan II, page 9


77

38 I watch myself, pale and terrified,

walking toward one of the doors.

FDT Tris II, page

10

39 Susan grins nervously at me as she

walks into room 5, and I walk into

room 6, where a Dauntless woman

waits for me.

FDT Tris II, page

10

40 She is not as severe-looking as the

young Dauntless I have seen.

FIT Susan II, page

10

41 It is only when she turns to close the

door that I see a tattoo on the back

of her neck, a black-and-white

hawk with a red eye.

FDT Tris II, page

10

42 If I didn’t feel like my heart had

migrated to my throat, I would

ask her what it signifies.

FDT Tris II, page

10

43 I can see my reflection from all

angles: the gray fabric obscuring

the shape of my back, my long

neck, my knobby-knuckled hands,

red with a blood blush.

FDT Tris II, page

10

44 I try to focus on her and not on

the wires in her hands.

FDT Tris II, page

10

45 My curiosity is a mistake, a

betrayal of Abnegation values

NRTA Tris II, page

10

46 My throat feels swollen. FDT Tris II, page

10

47 I look over my shoulder, but no

one is there.

FDT Tris II, page

11

48 When she screams at me, my fear

disappears and stubbornness

replaces it.

FDT Tris II, page

11

49 I hear a door squeak and turn to

see who it is.

FDT Tris II, page

11

50 I see not a “who” but a “what”: A

dog with a pointed nose stands a

few yards away from me.

FDT Tris II, page

11

51 A growl gurgles from deep in its

throat, and I see why the cheese

would have come in handy.

FDT Tris II, page

11

52 I think about running, but the dog

will be faster than me.

FDT Tris II, page

11


78

53 I have to make a decision. FDT Tris II, page

11

54 I can almost feel the sound

vibrating in my skull.

FDT Tris II, page

11

55 Instead I breathe in the smell of

the dog’s foul breath and try not

to think about what it just ate.

FDT Tris II, page

11

56 What else do I know about dogs? FDT Tris II, page

11

57 I shouldn’t look it in the eye. FDT Tris II, page

11

58 I remember asking my father for

a pet dog when I was young, and

now, staring at the ground in front

of the dog’s paws, I can’t remember

why.

FDT Tris II, page

11

59 The last thing I want to do is lie

down on the ground in front of

the dog—making its teeth level

with my face—but it’s the best

option I have.

FDT Tris II, page

11

60 The dog creeps closer, and closer,

until I feel its warm breath on my

face.

FDT Tris II, page

10

61 I get up slowly so I don’t startle it,

but it seems like a different

animal than the one that faced me

a few seconds ago.

FDT Tris II, page

10

62 I frown and sit on my heels. FDT Tris II, page

11

63 I don’t think, I just jump. FDT Tris II, page

11

64 I can’t see his face over the top of

the paper, but I can see his hands.

FDT Tris II, page

12

65 They are scarred, like he was

burned, and they clench around the

paper like he wants to crumple it.

FIT A man II, page

12

66 It has been a long time since I last

read that word, but even its shape

fills me with dread.

FDT Tris II, page

12

67 I feel like I do know him, though I

don’t remember how.

FDT Tris II, page

12


79

68 And at the same time, I feel like it

would be a bad idea to tell the

man that.

FDT Tris II, page

12

69 If I tell him I know the man from

the article, something awful will

happen to me.

FDT Tris II, page

12

70 But I can convince him that I

don’t.

FDT Tris II, page

12

71 My fear is irrational; this is just a

test, it isn’t real.

FDT Tris II, page

12

72 He stands, and finally I see his

face.

FDT Tris II, page

12

73 His breath smells like cigarettes. FIT A man with

newspaper

II, page

12

74 Not real, I remind myself. Not real. FDT Tris II, page

12

75 I had to have done something

wrong, even if it only happened in

my mind.

FDT Tris II, page

12

76 Is that strange look on Tori’s face

because she doesn’t know how to

tell me what a terrible person I

am?

FDT Tris III, page

13

77 I wish I felt like crying, because

the tears might bring me a sense

of release, but I don’t.

FDT Tris III, page

13

78 How can you fail a test you aren’t

allowed to prepare for?

FDT Tris III, page

13

79 As the moments pass, I get more

nervous.

FDT Tris III, page

13

80 I have to wipe off my hands every

few seconds as the sweat

collects—or maybe I just do it

because it helps me feel calmer.

FDT Tris III, page

13

81 My mother told me once that we

can’t survive alone, but even if we

could, we wouldn’t want to.

FDT Tris III, page

13

82 I shake my head. FDT Tris III, page

13

83 I can’t think like this. FDT Tris III, page

13


80

84 I have to stay calm. FDT Tris III, page

13

85 She looks tense and pale. FIT Tori III, page

13

86 She looks over her shoulder like

she expects someone to appear

behind her.

NRTA Tori III, page

14

87 I don’t understand—how could

inconclusive test results be

dangerous?—but I still nod.

FDT Tris III, page

14

88 I don’t want to share my test

results with anyone anyway.

FDT Tris III, page

14

89 I feel unsteady. FDT Tris III, page

14

90 I can’t bear to look her in the eye. FDT Tris III, page

14

91 I can’t bear to think about the

Choosing Ceremony tomorrow.

FDT Tris III, page

14

92 I decide not to take the bus. FDT Tris III, page

14

93 If I get home early, my father will

notice when he checks the house

log at the end of the day, and I’ll

have to explain what happened.

FIT Tris’ father III, page

14

94 Sometimes, on the streets near my

house, I can see places where the

yellow lines used to be

FDT Tris III, page

14

95 We don’t need stoplights, either,

but in some places they dangle

precariously over the road like

they might crash down any

minute

FDT Tris III, page

14

96 The Abnegation volunteer agency

my mother works for is responsible

for most of those renovations.

NRTA Abnegation

volunteer

III, page 14

97 But choosing a different faction

means I forsake my family.

FDT Tris III, page

14

98 There are places where the road has

completely collapsed, revealing

sewer systems and empty subways

that I have to be careful to avoid,

and places that stink so

FDT Tris III, page

15


81

powerfully of sewage and trash

that I have to plug my nose.

99 Because they failed to complete

initiation into whatever faction

they chose, they live in poverty,

doing the work no one elses to do.

FIT The

factionless

people

III, page

15

100 I feel a lump in my throat. FDT Tris III, page

15

101 He needs help and I am supposed

to help him.

FDT Tris III, page

15

102 I know I look young. FDT Tris III, page

15

103 I don’t need to be reminded. FDT Tris III, page

15

104 My voice sounds clear and

stern—not what I expected to

hear.

FDT Tris III, page

15

105 I feel like it doesn’t belong to me. FDT Tris III, page

15

106 I am ready. FDT Tris III, page

15

107 I know what to do. FDT Tris III, page

15


SPEECH AND THOUGHT PRESENTATION IN VERONICA ROTH’S ...

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