analysis kinds of phrasal verbs in the ted talk speech...
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ANALYSIS KINDS OF PHRASAL VERBS IN THE TED TALK
SPEECH “THE POWER OF INTROVERTS” PRODUCED BY
SUSAN CAIN IN EDITION ON MARCH 2018
A GRADUATING PAPER
Submitting to the Board of Examiners as a partial fulfilment of the
requirements for the degree of Sarjana Pendidikan (S.Pd)
By:
ANGLILA WIKASITAKUSUMANING AHAYU
113 14 087
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)
SALATIGA
2018
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Motto
“No Sacrifice, No Victory”
(Transformers 2)
“Where There‟s A Will, There Will Be A Way”
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DEDICATION
This graduating paper is sincerely dedicated for:
My beloved mother (Ronita Agustina) who always pray, give supports and
motivations for me.
My beloved little brother and sister and my big family who always give
my life with love and happiness.
My consultant Dr. Sa‟adi, M.Ag who always guides and motivates for me.
My Slanted crazy mad freaky friend Konco Rayap (Tasfiatun N) thank
you for always be in all my condition, especially when I‟m doing my
graduating paper.
My beloved friends (Aufi, Aya, Mira, and Ririn) you cheer up my day and
give me some supports to do my graduating paper.
My beloved someone in my heart. Here you are, my big bro (Cahya) who
always gives supports and loves every day.
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BLES OF CONTENTS
TITLE ............................................................................................................... i
DECLARATION ............................................................................................. ii
ATTENTIVE COUNSELOR‟S NOTES ......................................................... iii
PAGE OF CERTIFICATION .......................................................................... iv
MOTTO ........................................................................................................... v
DEDICATION ................................................................................................. vi
ACKNOWLEDGEMENT ............................................................................... vii
TABLE OF CONTENTS ................................................................................. ix
LIST OF TABLE ............................................................................................. xiii
ABSTRACT ..................................................................................................... xiv
CHAPTER 1: INTRODUCTION
A. Background of the Study ...................................................................... 1
B. Problem of the Study ............................................................................ 3
C. Objective of the Study .......................................................................... 4
D. Significant of the Study ........................................................................ 4
E. Limitation of the Study ........................................................................ 5
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F. Definition of the Key Terms ................................................................ 5
G. Organization of the Study .................................................................... 6
CHAPTER II: THEORITICAL FRAMEWORK
A. Previous Research Review ................................................................... 8
B. Phrasal Verbs........................................................................................ 10
1. The Definition of Phrasal Verbs .................................................... 10
2. Literal and Non-Literal Meaning of Phrasal Verbs ........................ 10
3. Types of Phrasal Verbs .................................................................. 11
4. The Grammar Pattern of Phrasal Verbs ......................................... 12
5. The Most Common Verbs in Phrasal Verbs .................................. 14
6. Synonyms of Phrasal Verbs ........................................................... 14
C. Particles in Phrasal Verbs ..................................................................... 14
1. The Definition of Particle ............................................................... 14
a. Particle “Up” ............................................................................ 15
b. Particle “Out” ........................................................................... 15
c. Particle “Off”............................................................................ 15
d. Particle “On and In” ................................................................. 16
e. Particle “Down and Over”........................................................ 16
f. Particle “Around and About” ................................................... 17
g. Particle “For and With” ............................................................ 18
h. Particle “Through and Back” ................................................... 18
i. Particle “Into and Away” ......................................................... 19
2. Place of Particle in Phrasal Verbs .................................................. 19
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CHAPTER III: RESEARCH METHOD
A. Research Object.................................................................................... 20
B. Design of the Research ......................................................................... 20
1. Primary Source ............................................................................... 20
2. Secondary Source ........................................................................... 21
C. Types of the Research .......................................................................... 21
D. Technique of Data Collection .............................................................. 21
E. Technique of Data Analysis ................................................................. 22
CHAPTER IV: DATA ANALYSIS
A. The Types of Phrasal Verbs Which Are Used in The Speech ............. 23
1. List of Phrasal Verbs in The Speech .............................................. 23
2. The Analysis of Phrasal Verbs ....................................................... 26
B. The Kinds of Phrasal Verbs Which Are Used in The Speech .............. 51
CHAPTER V: CLOSURE
A. Conclusion ............................................................................................ 52
B. Suggestion ............................................................................................ 52
REFERENCES ................................................................................................. 54
APPENDIX ...................................................................................................... 56
CURRICULUM VITAE .................................................................................. 71
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LISTS OF TABLE
Table 4.1 Phrasal Verbs Found in the Speech.................................................. 23
Table 4.2 The Analysis of Phrasal Verbs ......................................................... 26
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ABSTRACT
Ahayu, Anglila Wikasitakusumaning. 2018. Analysis Kinds of Phrasal Verbs in
the TED Talk Speech Produced by Susan Cain in Edition on March, 2012.
Graduating Paper, English Education Department. State Institute of
Islamic Studies (IAIN) Salatiga. Counselor: Dr. Sa‟adi, M.Ag.
Key Words: Analysis; Descriptive Qualitative Approach; Phrasal Verbs;
Speech.
The writer conducted the research about an analysis of phrasal verbs in the
TED talk speech produced by Susan Cain in edition on March, 2012. The aim of
this research are: (1) to describe kinds of phrasal verbs which are used in the
formal communication in TED talk speech “The Power of Introverts” which is
produced by Susan Cain in edition on March, 2012. (2) to find out the dominants
of phrasal verbs in the formal communication in TED talk speech “The Power of
Introverts” which is produced by Susan Cain in edition on March, 2012.
This research explained about the kinds of phrasal verbs which are used in
the speech. This research used descriptive qualitative approach methodology as
the research design. The writer used a speech from primary data.
The result of this research are: (1) the Speech of Susan Cain “The Power
of Introverts” consists of two kinds of phrasal verbs. They are: inseparable phrasal
verbs and separable phrasal verbs. In this research the writer has found 41
inseparable phrasal verbs, and 17 separable phrasal verbs. (2) The dominant of
phrasal verb that is used in the Speech of Susan Cain “The Power of Introverts” in
edition on March, 2012 is inseparable phrasal verb.
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CHAPTER I
INTRODUCTION
A. Background of The Study
Language is a communication tool which is used by all of the
humans in the world. According to Risdianto (2013: 1), “Language is
produced as a vital means to deliver messages or communicate messages
by the use of speaking (the act of sound production), symbol or symbol
writing”. As widely known there are many kinds of language in the world.
Each country has different language and character (Some of them are:
Indonesian, English, French, etc). The use of language is very important in
our daily life, by using language the people are able to deliver their
messages with others, and also they can make an interaction as their
position as the member of society. Especially for English. It becomes
foreign language in Indonesia. Nowadays, English is not just a language in
use, but it also be used in learning.
In this modern era, English plays an important role in an
international interaction. In Indonesia, English becomes a subject matter in
every school because learning English is important for getting scholarship
and it is also important if somebody wants to go to abroad. In Indonesia,
every education stage starts from kindergarten until university learn
English. Students who learn English sometimes find difficulties in
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mastering it. It may due to interference of habit from the local language
(Indonesian) because the grammar structure of them are different.
Breadsmore (1982) as cited in Bhela (1999), suggests that many of the
difficulties in learning a second language deals with the phonology,
vocabulary and grammar of second language (L2) they may be due to the
interference of habits from L1 (Indonesian). One example of the
difficulties that student find is phrasal verb.
As indicated earlier, phrasal verbs are widely used by the native
speakers of English in the oral and written communication. According to
Bolton (2012, n.p.) as cited in Mahmoud Abdulmoneim (2015: 263) states
that most of the native English speaker uses one or more of phrasal verb in
their daily life. It can be said that most of the sentences, paragraphs,
novels, films, speech in English use phrasal verbs. It means as the learner
of English, the students could not ignore the use of phrasal verbs in their
daily life.
English has many phrasal verbs. Even it is used from daily
conversation to the formal and informal conversations. As stated by
Mahmoud Abdulmoneim (2015) “phrasal verb is a combination of two or
three words functioning as a unit of meaning”. In the other definition, the
form of phrasal verb is made up of main verb with an adverb or
preposition, or both of them. (https://en.oxforddictionaries.com on July, 14
2018 at 14:40 p.m.). From those definitions it can be concluded that
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phrasal verbs are the combination of two or three words that is consist of
verb and adverb or verb and preposition.
Based on the explanation above, the writer is inspired to make an
analysis of the use of phrasal verbs in formal communication speech that is
produced by American writer, Susan Cain. The writer takes TED Talk
Speech because it is a web that provide many kinds of speech. In the TED
Talk Speech, the somebody can find a speech easily. The reason why the
writer takes this speech is because the writer likes the speaker and the
contents of the speech. This speech talks about the power of introverts.
Therefore, the writer is interested in conducting a research entitled:
“Analysis Kinds of Phrasal Verbs in The TED Talk Speech “The Power of
Introverts” Produced by Susan Cain in Edition on March, 2012”.
B. Problem of The Study
Based on the background of study, the writer formulates the problems of
the study as follows:
1. What types of phrasal verbs are used in the formal communication in
TED talk speech “The Power of Introverts” that is produced by Susan
Cain in edition on March, 2012?
2. What are the dominants of phrasal verbs found in the formal
communication in TED talk speech “The Power of Introverts” that is
produced by Susan Cain in edition on March, 2012?
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C. Objective of The Study
The objectives of the study can be stated as follows:
1. To describe kinds of phrasal verbs which are used in the formal
communication in TED talk speech “The Power of Introverts” which is
produced by Susan Cain in edition on March, 2012.
2. To find out the dominants of phrasal verbs in the formal
communication in TED talk speech “The Power of Introverts” which is
produced by Susan Cain in edition on March, 2012.
D. Significance of The Study
By doing the research, the writer hopes that:
1. Theoretical significance
a. The writer expects that this study is able to contribute significantly
about phrasal verbs.
2. Practical significances
a. The result of the study can be used to increase the students master
and to use the phrasal verbs.
b. The result of this study can be used as a reference to the other
research dealing with phrasal verbs.
E. Limitation of The Study
In this analysis, the writer limits the study about the kinds of
phrasal verbs which are used in the TED talk speech “The Power of
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Introverts” that is produced by Susan Cain in Edition on March, 2012 in
order to give a clear description. This research is focused on the analysis
of the sentences represent phrasal verbs.
F. Definition of The Key Terms
The definition of the keywords in this study which related to the study can
be explain as follows:
1. Analysis
Tom Ritchey (1996: n.p.) states, “Analysis is defined as the
procedure by which we break down an intellectual or substantial whole
into parts or components”.
“Analysis is the process of studying or examining something in an
organized way to learn more about it, or a particular study of
something”. (http://dictionary.cambridge.org on August,29 2018 at
20:16 p.m.)
2. Phrasal Verb
“Phrasal Verb is a combination of verbs and prepositions or
particles but semantically their meaning are generally not the direct
sum of their part” R. Geetha‟ & Stephen Jabenesan (2015:24).
“Phrasal verb is a combination of two or three words functioning
as a unit of meaning” Abdulmoneim (2015:261).
3. Speech
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“Speech is the expression of or the ability to express thoughts and
feelings by articulate sounds. Speech is also a formal address or
discourse delivered to an audience” (http://en.oxforddictionaries.com
on July, 14 2018 at 14:49 p.m.).
G. Organization of The Study
To help the readers understanding the whole contents of this paper,
the writer divides it into five chapters. Each chapter has different contents
as follows:
Chapter I is introduction, in this chapter will consist of background
of the study, problem of the study, objectives of the study, significances of
the study, limitation of the study, the definition of the key terms, previous
research review, method of the research, and organization of the study.
Chapter II describes about theoretical framework which consists of
the theories that are used by the writer and previous researches review.
Those are the definition of phrasal, and the kinds of phrasal verbs and their
explanations.
Chapter III discusses about the type of the study, method of the
study, object of the study, technique of collecting data, and technique of
analyzing data.
Chapter IV is data analysis. In this chapter the writer explains
about the answer of problem of the study.
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Chapter V is closure which consists of conclusion and suggestion.
In this chapter the writer is going to inform the conclusion of the data
analysis in summary and give some suggestions to better learning that
deals with phrasal verb.
The last part of this graduating paper is references and appendixes.
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CHAPTER II
THEORETICAL FRAMEWORK
This chapter covers definitions and theories which are related to the
research object. The supporting theories are needed to help to solve the
research.
A. Review of Previous Researches
In this research paper, the writer takes five previous research study.
The first is the research from Jamil (2013). This research studies about the
translation analysis of English phrasal verb in Endless Night novel. The
objectives of this research are to classify the translation shift of phrasal
verbs and to describe the equivalence of phrasal verbs and it‟s translation.
This research applies descriptive qualitative research. In collecting the data
this research uses documentation method and technique of coding.
The second research is from Adawiyah (2015). The purpose of this
study is to measure the effect of the effect of song lyrics listening on
phrasal verb mastery of second grade students of MAN Model
Palangkaraya. The types of this research is experimental study especially
non-randomize control group, pre-test – post-test design. This research
uses qualitative approach in finding out the answer of the problem study.
The third research is from Astrid (2010). The purpose of this study
is to find and describe the meaning of separable and inseparable phrasal
verb in Linkin Park‟s lyrics. The other purpose of this research is to find
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and describe the meaning of transitive and intransitive phrasal verbs in
Linkin Park‟s selected lyrics. The method which is used to analyse the
data is descriptive method.
The fourth research is from Manik (n.d). This research is aim to
find out the kinds of phrasal verb and the meaning of the phrase verb in
the movie Pride and Prejudice and the meanings of the phrasal verbs. The
object of this research is “Pride and Prejudice” film. This research is a
descriptive study. The data are collected from the conversations of the
characters of the movie.
The fifth research is from Siregar (2013). This research is aim to
find out the kinds of phrasal verbs which are used in the novel of Khaled
Hosseini. There are 3 problems discussed in this research, such as types of
phrasal verbs, functions of particles in phrasal verbs and types of semantic
distinction found in phrasal verbs.
To differentiate with those researches above, this research is
focused on the kinds of phrasal verbs which are used in the speech of
Susan Cain “The Power of Introverts” in edition on March, 2012 and the
dominants of phrasal verbs which are used in the speech. From those
previous researches above most of the researcher use novel and song lyrics
for the object of their research but, here the writer is interested in using
speech as the object of the research.
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B. Phrasal Verb
1. The Definition of Phrasal Verbs
Phrasal verbs are frequently found in English. It commonly used in
both spoken and written English. According to John Flower (1993:7),
“a phrasal verb is a verb plus one or two particles”. It means that
phrasal verbs are verbs that are combine with verbs (such as; bring,
get, go, put, take, turn) and prepositions (such as; up, down, out, in,
off, on) but it can be easier to think of them as all particles. Some
examples of phrasal verbs are; bring on, take out, go off, get on, and
etc. According to McCarthy & O‟Dell (2004:6), “Phrasal verbs are
verbs that consist of a verb and a particle”. Particles here are adverb
and preposition (McCarthy & O‟Dell (2004:6). It can be concluded
that phrasal verbs are the combination of two or three words that is
consist of verb and adverb, or verb and preposition.
2. Literal and Non-Literal Meaning of Phrasal Verb
There are many phrasal verbs in English. Some of them have literal
meanings. It means that the meaning can be guessed. Some of phrasal
verbs also have non-literal meaning, which mean that it is more
complicated to guess the meaning, unless the context is clear. For the
example as follows:
a. He looked up and saw the plane overhead. (here the meanings of the
verb „look‟ and „up‟ have not changed – the meaning of the phrasal
verb is literal).
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b. He looked up all the words he didn‟t understand in his new
dictionary. (here the meaning has changed. „look up‟ means to seek
information in a reference book). (http://unienglish.curtin.edu.au on
August, 03 2018 at 15:28 p.m.).
3. Types of Phrasal Verbs
Phrasal verbs occur most frequently in spoken English it usually
informal in style. Often in formal style it can be found in writing
essays, and the phrasal verb is replaced with more formal form. Every
phrasal verb has their own grammar and word order. Therefore, there
are four types of phrasal verbs according to
(http://unienglish.curtin.edu.au on August, 03 2018 at 15:30 p.m.) as
follows:
a. Type 1: some phrasal verbs are intransitive. It means that verb
does not take an object. The verb cannot be separated from its
particle. For the example of Intransitive and inseparable:
1) The plane took off at 4 pm
2) The plane took off without me
b. Type 2: some phrasal verbs are transitive. It means that the
verb has an object. They are also separable, which means that
the verb can be separated from its particle. For the example of
transitive and separable:
1) He looked the word up in the dictionary
2) I put my books away in my suitcase
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c. Type 3: some phrasal verbs are transitive and inseparable. It
means that it is impossible to place another word between verb
and its particle. For the example of transitive and inseparable:
1) I‟m looking for Lee
2) Someone must look after him
d. Type 4: phrasal verbs are also inseparable because they have
two particles following the verb. These verbs are normally
written with someone and/or something after them to show that
they can‟t be separated. For the example:
1) I‟m really looking forward to my holiday
2) They have run out of gasoline
4. The Grammar Pattern of Phrasal Verb
According to McCarthy & O‟Dell (2004: 6) the grammar pattern
example of phrasal verb whether the verb takes an object as follows:
Note: sth means something; sb means someone.
grammar pattern comment example
eat out The verb is used
without an object
They were too tired to
cook at home so they
decided to eat out. In
here, means that eat in
a restaurant.
Not: They decided to
eat out a meal
bring back sth or
bring sth back
The verb must have a
non-human object
This photograph
brings back happy
memories. It has a
meaning that makes
someone remember or
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think about something
from the past.
ask out sb or ask sb
out
The verb must have a
human object
I‟d love to ask Sally
out. It has a meaning
that invite Sally to go
to a place.
look after sb/sth The object can be
either human or non-
human
I‟ll look after the
baby while you‟re
cooking.
Will you look after
my bike while I‟m
away?
ring sb back The object must come
before the particle
I‟ll ring you back
later. It means that
He/She will phone
again.
Not: I‟ll ring back
you.
look after sb/sth The object must come
after the particle
Can you look after
the dog while I‟m
away?
Not: can you look the
dog after while I‟m
away?
drop off sb/sth or
drop sb/sth off
The object can be
before or after the
particle
I dropped off the
package at her house.
I dropped the
package off at her
house.
It means that deliver
or leave something in
a place.
5. The most common verbs in phrasal verbs
There are twenty verbs that are usually used to form part of phrasal
verbs. They are; (break, bring, call, come, cut, get, give, go, keep,
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knock, look, make, pass, pick, pull, put, run, set, take, turn). Actually,
the verbs above have some concrete meanings, but when they are part
of phrasal verbs they often have abstract meaning. Sometimes the
concrete meaning can help to guess the abstract meaning for example,
you can look back to wave goodbye to someone as you leave in a car
(concrete meaning – look behind you), or you can look back on your
past life (abstract meaning – remember or recall) McCarthy & O‟Dell
(2004: 8).
6. Synonyms of Phrasal Verbs
A phrasal verb can be replaced by a single verb with a verb which
has the same meaning, and the use of single verb often, but not always
more formal. For the example, the word “put off” can be replaced with
“postpone” (Let‟s put off the meeting until Friday with Let‟s postpone
the meeting until Friday) McCarthy & O‟Dell (2004: 8).
C. Particles in Phrasal Verbs
1. The Definition of Particle
As already known, particle in phrasal verbs are preposition and
adverb. In some phrasal verbs the particle has a clear basic meaning.
According to McCarthy & O‟Dell (2004: 6) “Particles are small words
which you already know as preposition or adverb”. There are some of
common particles in phrasal verb: about, around, at, away, back, down,
for, in, into, off, on, out, over, through, to, up. Here the explanation of
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the particles above according to McCarthy & O‟Dell (2004:10) as
follows:
a. The particle “Up”
This particle sometimes expresses the idea of completing something or
totally finishing something e.g. I‟d used up all my energy and I was too
tired to do anything. Sometimes this particle can be used for emphasis:
Eat up your vegetables, Children!, Drink up your juice!. These
sentences could be written without up, but using up emphasis the
meaning of „finish it all or completely‟. McCarthy & O‟Dell (2004:30)
b. The particle “Out”
Many phrasal verbs which use this particle, have a basic meaning of
out, i.e. not in. for example: Do exercise 8 but leave out number 10.
Particle out also gives an idea doing something to the end or completing
something, e.g. I sorted out my room on Sunday. It means that arranged
things that were untidy. McCarthy & O‟Dell (2004:32)
c. The particle “Off”
This particle means leaving places e.g. We should head off at about six
tomorrow, next it can be ending or changing state means that it
expresses an idea of moving towards an ending or change of state e.g.
I‟ll come and see you off at the airport tomorrow. It means that go to
the airport in order to say goodbye. McCarthy & O‟Dell (2004:34)
d. The particle “On and In”
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The particle On sometimes has a clear basic meaning with the
physical meaning of “on” e.g. Never buy shoes without trying them
on!. It means that putting on a piece of clothing to see whether it fits
and whether you like it. The particle On is also used with verb where
there is an idea of dependence e.g. You can always rely/depend/count
on Jim!. Then, particle on in phrasal verb also contain an idea of
further e.g. You must keep on trying!. It means that continue to do
something. Particle „In‟ in the phrasal verb it has a link with basic
physical meaning of in. For example, Please, call in and see us when
you are next in town. It means that visit a place or person for a short
time, usually when you are going to somewhere else. Another
example, Make sure you leave the office by 6.30 p.m. or you‟ll be
looked in. It has a meaning that prevent someone from leaving a room
or building by locking the doors. McCarthy & O‟Dell (2004:36).
e. Particle “Down and Over”
There are many kinds of meaning of particle down (such as; move in
the direction of the ground, heaviness which causes difficulty, put on
paper, reduce a number or amount, or not let it rise, and stop an
activity). For the examples are: I‟ll write down your phone number, or
else I‟ll forget it. It means that write something on a piece of paper so
that you do not forget it. I‟m taking these tablets to keep my blood
pressure down. It means that stop the number, level, or size of
something from increasing. The car factory has shut down, and 2,000
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people have lost their jobs. It means that it is closed and stopped
working. There are many kinds of meaning in particle “over”. For
examples, Could you read over Philippa‟s latest report?. It means
read something from beginning to the end in order to find any
mistakes or to understand it better. We can go over it when we meet
tomorrow. It means that talk or think about something in order to
explain it or make sure that it is correct. I‟m sure she‟ll get over soon.
It means that recover from an illness or disappointment. She also fell
over and hurt her knee quite badly. It has a meaning fell to the ground.
McCarthy & O‟Dell (2004:38).
f. Particle “Around and About”
Particle around and about are often interchangeable in phrasal verbs:
both particles are equally possible with all the verbs. These particles
are often express an idea of acting in relaxed way, or without a
particular purpose or without concentrating. For examples are: If you
can wait around/about for an hour, we should be able to tell you your
result. It means that stay in one place without doing anything as you
wait for something to happen. I hate the way he just lies around all
day watching TV while I‟m working. It means that spend time lying
down doing very little. Sometimes particle around/about to describe
where we belong in (being in a place). For examples are: Can you
stick around in my room this afternoon?. It has an informal meaning:
stay somewhere for a period of time. The boss has already shown me
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around/round. It has a meaning done with someone to a place that
have not visited before and show the interesting part of it. McCarthy
& O‟Dell (2004:40).
g. Particle “For and With”
For examples, I think you should go for it. It means that try to get or
achieve it. We‟ll be rooting for you. It has an informal meaning:
showing support for someone in a competition, or hoping that you‟ll
succeed. I think a letter „R‟ is stands for „Restaurant‟. It means a
letter of a word or name is used to represent it. Then, particle with for
examples, His latest book deals with the civil war of 1984-1989. It
means that if something such as book, film, article it can be related to
a particular subject or idea, it is about that subject or idea. I know,
studying PhD is hard, but I think you should stick with it. It means
that continue doing something even though it is difficult. McCarthy &
O‟Dell (2004:42).
h. Particle “Through and Back”
Particle through in phrasal verb gives an idea of going from one side
of something to the other, or from the beginning to the end of
something. For example, If you sleep through a loud noise or activity,
it does not wake you. Then particle back is usually convey the idea of
returning. For example, If you go to the shop to exchange it in person
you take it back. McCarthy & O‟Dell (2004:44).
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i. Particle “Into and Away”
For examples, Car problems again today! Must look into getting a
new one. It means that investigate and examine the facts about a
problem or situation. Met Liam today, He went into his marriage
problems in great details. It has a meaning that describe and discussed
something in detail way. Next about particle away there are some
examples of particle away such as; I think I should stay away from
desserts. I‟m putting on weights. It has a meaning avoid something
that has a bad effect on you. Did you ever run away from your home
as a child?. It means secretly leave a place because you are unhappy
there. McCarthy & O‟Dell (2004:46).
2. Place of Particle in Phrasal Verb
Very often that the particle comes immediately after the verb, but
this is not always. Sometimes the particle has to go after the verb (e.g.
The cat stayed on top of the tree and only got gown for eat meal), then
sometimes the particle immediately after the object (e.g. This terrible
weather is getting many people down – means that making them
depressed), and sometimes the particle may go before or after the object
(e.g. Did you get down all the information? – means that manage to make
a note of it or Did you get all the information down?). If the object is a
pronoun, the particle comes after it (e.g. Did you get it down?) John
Flower (1993: 7).
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CHAPTER III
RESEARCH METHODOLOGY
This chapter presents the methodology which is used by the
researcher to analyse the data.
H. Research Object
The object of this research is the phrasal verbs which are spoken by
Susan Cain in “TED Talk Speech (2012): The Power of Introverts”.
I. Design of The Research
In this research, the writer uses descriptive qualitative research
approach. The writer choses this method because it is compatible with the
research where the data is from of words.
Descriptive analysis means to analyse the data which has been
described; it is the research based on the fact taken from the transcript of
the speech. The analyses in qualitative research concern in understanding
the result of found data rather than calculate the result of found data
(Moleong, 2009:3).
21
The data sources are all the information or subjects that should be
collected and chosen by the writer (Arikunto, 1998: 114). In this research
there are two types of the data resources they are: primary and secondary
sources.
1. Primary Sources
Primary source is the main source of this research which
becomes the basic of the research. Based on the title of this
research, the primary source of this research is taken from “TED
Talk Speech (2012): The Power of Introverts” a speech by Susan
Cain.
2. Secondary Sources
Secondary source is the supporting data to make the
primary data to be more clearly and detail. The supporting data is
taken from educational books, relevant journals and other relevant
theories.
J. Types of The Research
In this research, the researcher uses literature research. As already
known that literature research needs another literature material to deal with
the research. By literature research, the writer can collect the data from
books and relevant journals.
K. Technique of Data Collection
22
In this research, the writer uses documentation as the way to collect
the data. According to Arikunto (2010: 201), documentation is from the
original word document, which means that stuff writing. In implementing
the method of documentation, researcher investigates the objects written as
transcript of a speech, books, novels, documents and so on. In this
research, the writer uses documentation method to analyse data from
“TED Talk Speech: The Power of Introverts”. To sum up the steps that are
used to collect the data are as follows:
a. The researcher reads all the transcripts of the speech.
b. The researcher selected the phrasal verbs which are found in the
speech.
c. The researcher took a note about the phrasal verbs from the speech.
L. Technique of Data Analysis
According to Creswell (2007:148) there are some steps which can
use to make data analysis in qualitative research as follows:
a. Preparing The Data
In this part the researcher downloads the video and the transcript of
the object of the research. In here the researcher uses speech as the
object.
b. Organizing The Data
In this step the researcher reads all of the transcript of the speech and
selected the phrasal verbs which are found in the transcript.
c. Representing The Data
23
The researcher takes a note and classify the phrasal verbs based on
the types of the phrasal verbs. In this step the writer made a table
from the list of the phrasal verbs that were found in the speech. After
conveying the table the writer described the types and the meaning of
phrasal verbs.
CHAPTER IV
DATA ANALYSIS
In this chapter the writer would like to analyse the data presented
as follows:
A. The Types of Phrasal Verbs Which Are Used in The Speech
1. The Data Lists of Phrasal Verbs in The Speech
The table below shows the phrasal verbs which are found in the speech
of Susan Cain “The Power of Introverts”
Table 4.1 Phrasal Verbs Found in The Speech
No Phrasal Verbs Found in The
Speech
Minute
1. went off 00:00
24
2. figure out 01:07
3. go off 01:22
4. Took (my book) out 01:32
5. came up 01:32
6. came up 01:32
7. put (my books) away 01:54
8. calling out 01:54
9. go off 02:19
10. when it comes to 03:07
11. switched on 03:51
12. put (ourselves) in 03:51
13. comes in 04:29
14. comes from 04:29
15. working in 04:54
16. depend on 04:54
17. go off 04:54
18. opposed to 04:54
19. when it comes to 05:48
20. passed over 05:48
21. putting (their stamp) on 05:48
22. turns out 06:36
23. looked at 06:36
25
24. when it comes to 07:54
25. look at 07:54
26. turned down 08:18
27. dreamed up 08:18
28. growing up 08:18
29. look at 09:05
30. going off 09:05
31. bring back 09:05
32. look at 09:54
33. turns out 09:54
34. leave (it) up 10:30
35. go off 10:30
36. come together 10:30
37. talk (them) through 10:30
38. setting up 10:51
39. go off 10:51
40. look at 10:51
41. come to 11:47
42. living in 11:47
43. calling for 12:33
44. come up with 12:33
45. coming together 12:33
26
2. The Analysis of Phrasal Verbs
Here, the writer will analyse the types of phrasal verbs which are
found in the speech of Susan Cain “The Power of Introverts” and the
analysis as follows:
Table 4.2 The Analysis of Phrasal Verbs
No. Phrasal
Verbs
Sentence in The
Speech
Analysis of Phrasal
Verbs
Minute
1 Went off I went off to
summer camp for
the first time
This phrasal verb is
inseparable and
transitive. The object
00:00
46. growing up 13:43
47. come from 14:12
48. taking up 14:32
49. close down 14:32
50. came out 14:32
51. when it comes to 16:09
52. calls for 16:09
53. come together 16:43
54. work on 16:43
55. comes from 16:43
56. go off 17:17
57. take (this thing) out 17:39
58. open up 17:39
27
comes after the particle.
The meaning is go to
somewhere. In this
case, the place is
summer camp.
2 Figure
out
I couldn‟t figure
out for the life of
me
This phrasal verb is
separable and transitive.
The object may come
after the particle or
between verb and the
particle. The meaning is
to understand
something or someone.
In this case it cannot
understand a life of
someone.
01:07
3 Go off I could go off and
read my books
This phrasal verb is
inseparable. The object
comes after the particle.
The meaning is go to
somewhere. In this case
the speaker wants to go
to somewhere to read
01:22
28
the books.
4 Took out I took my book
out of my suitcase
This phrasal verb is
separable but also it can
be inseparable. The
object can come after
the particle and
between the verb and
the particle. The
meaning is to remove
something from bag,
pocket, box, etc. In this
case is to remove a
book from the suitcase.
01:32
5 Came up The coolest girl in
the bunk came up
to me and she
asked me
This phrasal verb is
inseparable. The object
comes after the particle.
The meaning is to move
towards someone or
something. In this case
is the coolest girl in the
bunk.
01:32
6 Came up The counsellor
came up to me
This phrasal verb is
inseparable. The object
01:32
29
with a corcerned
expression
comes after the particle.
The meaning is to move
towards someone or
something. In this case
is the counsellor .
7 Put away And so I put my
books away
This phrasal verb is
separable, and actually
it also can be
inseparable. The object
may come after the
particle or between the
verb and the particle.
The meaning is to put
something in the place
where it is as usually
kept when is it not
being used. In this case
is the book of the
speaker.
01:54
8 Calling
out
They were calling
out to me and I
was forsaking
them
This phrasal verb is
inseparable. The object
comes after the particle.
The meaning is to say
01:54
30
something loudly or
shouting to someone or
something so
everybody can hear it.
In this case is the
speaker‟s friends
9 Go off And I was always
go off to crowded
bars
This particle is
inseparable. The object
comes after the particle.
The meaning is go to
somewhere. In this case
the place is a bar
02:19
10 When it
comes to
Because when it
comes to
creativity and to
leadership, we
need introverts
This phrasal verb is
inseparable and
transitive. The object
comes after the particle
and it transitive. The
meaning is used to
introduce the particular
subject that you are
going to talk about or
deal with. In this case
are creativity and
03:07
31
leadership
11 Switched
on
Whereas
introverts feel at
their most alive
and their switched
on and their most
capable….”
This phrasal verb is
separable. The object
can come after the
particle or between the
verb and the particle. It
has non-literal meaning.
Which means that it is
difficult to guess the
meaning. In this case it
is has the same meaning
with spirit, soul
03:51
12 Put in To maximizing
our talents is for
us all to put
ourselves in the
zone of
stimulation
This phrasal verb is
separable. The object
may come after the
particle or between verb
and the particle. The
meaning is to officially
make a request, order,
claim or offer. In this
case it is to put self in
the zone of stimulation
03:51
13 Comes in But now here‟s This phrasal verb is 04:29
32
where the bias
comes in
inseparable. The
meaning is something
arrive, something
in/enter. In this case it
is the bias
14 Comes
from
And all
productivity
comes from a very
oddly gregarious
place
This phrasal verb is
inseparable. The object
comes after the particle.
The meaning is to made
or produced in a
particular place
04:29
15 Working
in
Kids are working
in countless group
assignments
This phrasal verb is
separable. The object
come after the particle
or between the verb and
the particle. The
meaning is to add a
substance to another
and mix them together
thoroughly. In this case,
they are kids that work
in a group
04:54
16 Depend Which you think This phrasal verb is 04:54
33
on would depend on
solo flights of
thoughts, kids are
now expected to
act as committee
members
inseparable. The object
comes after the particle.
The meaning is to be
influenced or changed
according to particular
conditions
17 Go off The kids who
prefer to go off by
themselves or just
to walk alone
This phrasal verb is
inseparable. The object
comes after the particle.
The meaning is go to
somewhere
04:54
18 Opposed
to
Teachers reports
believing that the
ideal student is an
extroverts as
opposed to an
introverts
This phrasal verb is
inseparable. The object
comes after the particle.
04:54
19 When it
comes to
And when it
comes to
leadership
This phrasal verb is
inseparable. The object
comes after the particle.
The meaning is used to
introduce the particular
subject that you are
05:48
34
going to talk about or
deal with.
20 Passed
over
Introverts are
routinely passed
over for
leadership
positions
This phrasal verb is
inseparable. The object
comes after the particle.
The meaning is as same
as ignore.
05:48
21 Putting
on
Get so excited
about things that
they‟re putting
their own stamp
on things
This phrasal verb is
separable. The object
comes after the particle.
The meaning is to put a
mark on something.
05:48
22 Turns
out
And this turns out
to have a special
power all its own,
because people
could feel that
these leaders were
at the helm not
because they
enjoyed directing
others and not out
of the pleasure of
This phrasal verb is
separable transitive.
The meaning is to have
a particular result or if
something turns out to
be true then find that it
is true, although it is
surprising. This phrasal
verb also has the non-
literal meaning because
the meaning is difficult
06:36
35
being looked at,
they were there
because they had
no choice,
because they were
driven to do what
they thought was
right
to be guess.
23 Looked
at
This phrasal is
inseparable and
transitive. The meaning
is being looked to other
people.
06:36
24 When it
comes to
This is especially
important when it
comes to
creativity and
productivity
This phrasal verb is
inseparable. The object
comes after the particle.
The meaning is used to
introduce the particular
subject that you are
going to talk about or
deal with.
07:54
25 Look at When
psychologists look
at the lives of the
most creative
people what they
find are people
who are very
This phrasal verb is
inseparable. The object
comes after the particle.
The meaning as same as
observe something in a
correct way.
07:54
36
good at
exchanging and
advancing ideas
26 Turned
down
He took long
walks alone in the
woods and
emphatically
turned down the
dinner party
invitation
This phrasal verb is
separable. The object
comes after the particle.
The meaning is to
refuse something that
do not want to do.
08:18
27 Dreamed
up
He dreamed up
many of his
amazing creations
in a lonely bell
tower office
This phrasal verb is
separable. The object
comes after the particle.
The meaning is to think
of a plan or idea.
08:18
28 Growing
up
And he says that
he never would
have become such
an expert in the
first place had he
not been too
introverted to
leave the house
This phrasal verb is
inseparable. The
meaning is someone
who is grow in a place
then live there during
time.
08:18
37
when he was
growing up
29 Look at If you look at
most of the
world's major
religions, you will
find seekers
seekers who are
going off by
themselves alone
to the wilderness,
where
they then have
profound
epiphanies and
revelations that
they then bring
back to the rest of
the community
This phrasal verb is
inseparable and has
non-literal meaning.
The meaning is such
like understand
something.
09:05
30 Going
off
This phrasal verb is
inseparable and
transitive. The meaning
is go to somewhere.
09:05
31 Bring
back
This phrasal verb is
inseparable. The object
comes after the particle.
The meaning is start to
have or use law, system
etc. that was used in the
past.
09:05
32 Look at This is no
surprise, though,
if you look at the
insights of
This phrasal verb is
inseparable. The object
comes after the particle.
The meaning is
09:54
38
contemporary
psychology
changed. It has non-
literal meaning because
the words „look at‟
change into
understanding.
33 Turns
out
It turns out that
we can't even be
in a group of
people without
instinctively
mirroring,
mimicking their
opinions
This phrasal verb is
inseparable transitive.
The literal meaning of
„turns out‟ is changed.
In this case the words
„turns out‟ means
„diverge‟ or something
that cannot be
estimated.
09:54
34 Leave up You might be
following the
person with the
best ideas, but
you might not.
And do you really
want to leave it up
to chance?
Much better for
This phrasal verb is
separable and transitive.
The meaning of the
phrasal verb is to let
someone decide and be
responsible for
something without
trying to influence
them. In this case the
10:30
39
everybody to go
off by themselves
and then come
together as a team
to talk them
through in a well-
managed
environment
meaning can be change
as same as „give up‟ or
„leave‟ to something.
35 Go off This phrasal verb is
inseparable the object
comes after the particle.
The meaning of this
phrasal verb is to go to
somewhere. In this case
the meaning is changed
become everybody
deserve to walk with
their own ability and
consideration.
10:30
36 Come
together
This phrasal verb is
inseparable and
intransitive. This
phrasal verb has literal
meaning. The meaning
of the phrasal verb
„come together‟ is to
join together in order to
do something.
10:30
40
37 Talk
through
This phrasal verb is
separable. The object
comes between the verb
and the particle. The
meaning does not
change. The meaning of
this phrasal verb in this
sentence is to talk
slowly to someone.
10:30
38 Setting
up
Why are we
setting up our
schools this way,
and our
workplaces?
This phrasal verb is
inseparable and
transitive. The meaning
of this phrasal verb is to
make an arrangements
of something., It almost
has the same meaning
with the basic word
„setting‟.
10:51
39 Go off And why are we
making these
introverts feel so
guilty about
wanting to just go
This phrasal verb is
inseparable and
transitive. The meaning
of the word „go off‟ is
go to somewhere. In
10:51
41
off by themselves
some of the time?
this case the meaning
has been changed into
being yourself.
40 Look at And if you look at
the self-help
books from this
era, they all had
titles with things
like "Character
the Grandest
Thing in the
World
This phrasal verb is
inseparable and
transitive. The meaning
of the words „look at‟ is
to look something or
see anything. In this
case the meaning has
been changed into to
read something.
10:51
41 Come to So, quite
understandably,
qualities like
magnetism and
charisma
suddenly come to
seem really
important
This phrasal verb is
inseparable and
intransitive. The words
„come to‟ has the same
meaning with
„become‟. Those words
such like quite
understandably,
magnetism and
charisma maybe in the
past they not seem
11:47
42
really important but
now they seem really
important.
42 Living in So that's the
world we're living
in today
This phrasal verb is
inseparable and
intransitive. It can be
easily to guess the
meaning of this phrasal
verb. In this case, the
meaning as same as
with the literal meaning
of „living‟ or stay in
somewhere.
11:47
43 Calling
for
Now none of this
is to say that
social skills are
unimportant, and
I'm also not
calling for the
abolishing of
teamwork at all
This phrasal verb is
inseparable and
transitive. The phrasal
verb „calling for‟ has
meaning require. It is
far from the basic
meaning of word „call‟
at all. In this case, the
meaning has been
changed.
12:33
43
44 Come up
with
they are to come
up with their own
unique solutions
to these problems
This phrasal verb is
inseparable and
transitive. The object
comes after the particle.
The meaning of this
phrasal verb is to think
of an idea, plan,
solution, etc. It is far
from the basic meaning
of word „come‟ so the
meaning has been
changed, and it has
non-literal meaning.
Which means that
difficult to guess the
meaning.
12:33
45 Coming
together
we are going to
need armies of
people coming
together to solve
them working
together
This phrasal verb is
inseparable and
intransitive. The
meaning can be guess.
The meaning of this
phrasal verb is join
together to do
12:33
44
something in a group of
people.
46 Growing
up
my favorite place
in the world when
I was growing up
This phrasal verb is
inseparable and
intransitive. The
meaning of this phrasal
verb is someone who is
grow in a place then
live there during time.
The meaning of phrasal
verb can be guess
easily.
13:43
47 Come
from
people would
come from all
over to hear him
speak
This phrasal verb is
inseparable intransitive.
The meaning is to come
in particular place.
14:12
48 Taking
up
he would often
end the
conversation
prematurely for
fear that he was
taking up too
much of your time
This phrasal verb is
separable. The meaning
is to use a particular
amount of time.
14:32
45
49 Close
down
But when he died
at the age of 94,
the police had to
close down the
streets of his
neighborhood to
accommodate the
crowd of people
who came out to
mourn him
This phrasal verb is
separable. The object
can come after the
particle or it can come
between verb and
particle. The meaning is
to close something such
like street, factory, ect.
14:32
50 Came
out
This phrasal verb is
inseparable and
intransitive. The
meaning of this phrasal
verb is to come in
particular place which
something happen
there.
14:32
51 When it
comes to
But I'll tell you,
what helps even
more is my sense,
my belief, my
hope that when it
comes to our
attitudes to
This phrasal verb is
inseparable and
transitive. The meaning
of phrasal verb is used
to introduce the
particular subject that
are going to talk about
16:09
46
introversion and
to quiet and to
solitude, we truly
are poised on the
brink on dramatic
change
or deal with. This
phrasal verb is usually
spoken. Which means
that when someone
gives a speech or when
someone talk to
someone else.
52 Calls for I am going to
leave you now
with three calls
for action for
those who share
this vision
This phrasal verb is
inseparable and
transitive. The meaning
of this phrasal verb is if
something call a
particular ability,
quality, or action that is
what is needs or
deserve.
16:09
53 Come
together
And I want to be
clear about what
I'm saying,
because I deeply
believe our
offices should be
encouraging
This phrasal verb is
inseparable and
intransitive. The
meaning of this phrasal
verb is as same as with
the basic word „come‟.
Which means that the
16:43
47
casual, chatty
cafe-style types of
interactions -- you
know, the kind
where people
come together and
serendipitously
have an exchange
of ideas
people come and join
together to discuss or
just talk each other.
54 Work on They need to
work on their own
because that is
where deep
thought comes
from in part
This phrasal verb is
inseparable and
transitive. The meaning
of this phrasal verb is to
work in order to
produce or achieve
something. The
meaning can be guess
easily because the
phrasal verb has the
same meaning with the
basic word „work‟.
16:43
55 Comes
from
This phrasal verb is
inseparable and
16:43
48
transitive. The meaning
of this phrasal verb is to
made or produced in a
particular place.
56 Go off we all have to
now go off and
build our own
cabins in the
woods and never
talk to each other
again
This phrasal verb is
inseparable. It has
literal meaning or not
too difficult to guess the
meaning because the
phrasal verb has the
same meaning with the
basic word „go‟. The
meaning of this phrasal
verb is to go to
somewhere.
17:17
57 Take out I hope you take
these things out
every chance you
get and grace us
with your energy
and your joy
This phrasal verb is
separable and transitive.
The meaning of this
phrasal verb is to take
something or face
something.
17:39
58 Open up I hope you will
open up your
This phrasal verb is
separable and transitive.
17:39
49
suitcases for other
people to see,
The meaning of this
phrasal verb is to open
something that is
closed, locked or
covered. It also has
literal meaning because
it is easy to guess the
meaning. This phrasal
verb has the same
meaning with the basic
word „open‟.
B. The Kinds of Phrasal Verbs Found in The Speech
From the analysis above, the writer has analysed the types of
phrasal verbs which are found in the speech of Susan Cain: “The Power of
Introverts”. In this speech, the writer found 58 of phrasal verbs. There are
17 separable phrasal verbs and 41 inseparable phrasal verbs with 1 phrasal
verb that has two particles. So, it can be said that in the Speech of Susan
Cain: “The Power of Introverts” in Edition on March, 2012 mostly use
phrasal verb with inseparable type.
50
CHAPTER V
CLOSURE
A. Conclusion
After analysing the phrasal verbs in the Speech of Susan Cain “The
Power of Introverts” the writer concludes:
51
1. The Speech of Susan Cain “The Power of Introverts” consists of
phrasal verbs. They are inseparable phrasal verbs and separable phrasal
verbs.
2. There are:
a. 41 inseparable phrasal verbs such as go off, look after, look at,
come from, call out, come from, come in, come to, grow up, come
together, come up, depend on, oppose to, pass over, bring back, set
up, live in, fall for, call for, work on, etc.
b. 17 separable phrasal verbs such as put away, put in, leave up, talk
through, turn down, turn out, put on, work in, switch on, take out,
close down, take up, figure out, dream up, open up, etc.
3. The dominant phrasal verbs used in the Speech of Susan Cain “The
Power of Introverts” in edition on March, 2012 are inseparable phrasal
verbs.
B. Suggestion
After the writer identified and analysed phrasal verbs in the Speech
of Susan Cain “The Power of Introverts”, the writer suggests to:
1. Teachers
From this research, the writer hopes that the other teachers can get
additional knowledge about phrasal verb.
2. Students
52
a. The students can gain more knowledge about phrasal verb by
reading this research.
b. They know about the definition and the types of phrasal verbs.
c. Students can study about phrasal verb in the speech.
3. The Institution of English Department
English department can use the findings of this paper to enrich the
reference deals with phrasal verbs.
BIBLIOGRAPHY
53
Abdulmoneim, Mahmoud. 2015. Under-representation of Phrasal Verbs in EFL
University Students‟ Free Writing. International Journal of English and
Education, Sultan Qaboos University. (2015)/262. Vol 4.
Abdulmoneim, Mahmoud. 2015. Under-representation of Phrasal Verbs in EFL
University Students‟ Free Writing. International Journal of English and
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www.TED.com on August 15 2018 at 12:37 p.m.
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APPENDIXES
The Transcript Speech of “The Power of Introverts” by Susan Cain
00:00
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When I was nine years old, I went off to summer camp for the first time. And my
mother packed me a suitcase full of books, which to me seemed like a perfectly
natural thing to do. Because in my family, reading was the primary group activity.
And this might sound antisocial to you, but for us it was really just a different way
of being social. You have the animal warmth of your family sitting right next to
you, but you are also free to go roaming around the adventure land inside your
own mind. And I had this idea that camp was going to be just like this, but better.
00:32
(Laughter)
00:35
I had a vision of 10 girls sitting in a cabin cozily reading books in their matching
nightgowns.
00:40
(Laughter)
00:42
Camp was more like a keg party without any alcohol. And on the very first day,
our counselor gathered us all together and she taught us a cheer that she said we
would be doing every day for the rest of the summer to instill camp spirit. And it
went like this: "R-O-W-D-I-E, that's the way we spell rowdie. Rowdie, rowdie,
let's get rowdie."
01:05
(Laughter)
01:07
Yeah. So I couldn't figure out for the life of me why we were supposed to be so
rowdy, or why we had to spell this word incorrectly.
01:16
(Laughter)
01:22
But I recited a cheer. I recited a cheer along with everybody else. I did my best.
And I just waited for the time that I could go off and read my books.
01:32
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But the first time that I took my book out of my suitcase, the coolest girl in the
bunk came up to me and she asked me, "Why are you being so mellow?" --
mellow, of course, being the exact opposite of R-O-W-D-I-E. And then the
second time I tried it, the counselor came up to me with a concerned expression
on her face and she repeated the point about camp spirit and said we should all
work very hard to be outgoing.
01:54
And so I put my books away, back in their suitcase, and I put them under my bed,
and there they stayed for the rest of the summer. And I felt kind of guilty about
this. I felt as if the books needed me somehow, and they were calling out to me
and I was forsaking them. But I did forsake them and I didn't open that suitcase
again until I was back home with my family at the end of the summer.
02:19
Now, I tell you this story about summer camp. I could have told you 50 others just
like it -- all the times that I got the message that somehow my quiet and
introverted style of being was not necessarily the right way to go, that I should be
trying to pass as more of an extrovert. And I always sensed deep down that this
was wrong and that introverts were pretty excellent just as they were. But for
years I denied this intuition, and so I became a Wall Street lawyer, of all things,
instead of the writer that I had always longed to be -- partly because I needed to
prove to myself that I could be bold and assertive too. And I was always going off
to crowded bars when I really would have preferred to just have a nice dinner with
friends. And I made these self-negating choices so reflexively, that I wasn't even
aware that I was making them.
03:07
Now this is what many introverts do, and it's our loss for sure, but it is also our
colleagues' loss and our communities' loss. And at the risk of sounding grandiose,
it is the world's loss. Because when it comes to creativity and to leadership, we
need introverts doing what they do best. A third to a half of the population are
introverts -- a third to a half. So that's one out of every two or three people you
know. So even if you're an extrovert yourself, I'm talking about your coworkers
and your spouses and your children and the person sitting next to you right now --
all of them subject to this bias that is pretty deep and real in our society. We all
internalize it from a very early age without even having a language for what we're
doing.
03:51
Now, to see the bias clearly, you need to understand what introversion is. It's
different from being shy. Shyness is about fear of social judsocial judgment.
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Introversion is more about, how do you respond to stimulation, including social
stimulation. So extroverts really crave large amounts of stimulation, whereas
introverts feel at their most alive and their most switched-on and their most
capable when they're in quieter, more low-key environments. Not all the time --
these things aren't absolute -- but a lot of the time. So the key then to maximizing
our talents is for us all to put ourselves in the zone of stimulation that is right for
us.
04:29
But now here's where the bias comes in. Our most important institutions, our
schools and our workplaces, they are designed mostly for extroverts and for
extroverts' need for lots of stimulation. And also we have this belief system right
now that I call the new groupthink, which holds that all creativity and all
productivity comes from a very oddly gregarious place.
04:54
So if you picture the typical classroom nowadays: When I was going to school,
we sat in rows. We sat in rows of desks like this, and we did most of our work
pretty autonomously. But nowadays, your typical classroom has pods of desks --
four or five or six or seven kids all facing each other. And kids are working in
countless group assignments. Even in subjects like math and creative writing,
which you think would depend on solo flights of thought, kids are now expected
to act as committee members. And for the kids who prefer to go off by themselves
or just to work alone, those kids are seen as outliers often or, worse, as problem
cases. And the vast majority of teachers reports believing that the ideal student is
an extrovert as opposed to an introvert, even though introverts actually get better
grades and are more knowledgeable, according to research.
05:46
(Laughter)
05:48
Okay, same thing is true in our workplaces. Now, most of us work in open plan
offices, without walls, where we are subject to the constant noise and gaze of our
coworkers. And when it comes to leadership, introverts are routinely passed over
for leadership positions, even though introverts tend to be very careful, much less
likely to take outsize risks -- which is something we might all favor nowadays.
And interesting research by Adam Grant at the Wharton School has found that
introverted leaders often deliver better outcomes than extroverts do, because when
they are managing proactive employees, they're much more likely to let those
employees run with their ideas, whereas an extrovert can, quite unwittingly, get so
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excited about things that they're putting their own stamp on things, and other
people's ideas might not as easily then bubble up to the surface.
06:36
Now in fact, some of our transformative leaders in history have been introverts.
I'll give you some examples. Eleanor Roosevelt, Rosa Parks, Gandhi -- all these
peopled described themselves as quiet and soft-spoken and even shy. And they all
took the spotlight, even though every bone in their bodies was telling them not to.
And this turns out to have a special power all its own, because people could feel
that these leaders were at the helm not because they enjoyed directing others and
not out of the pleasure of being looked at; they were there because they had no
choice, because they were driven to do what they thought was right.
07:11
Now I think at this point it's important for me to say that I actually love extroverts.
I always like to say some of my best friends are extroverts, including my beloved
husband. And we all fall at different points, of course, along the
introvert/extrovert spectrum. Even Carl Jung, the psychologist who first
popularized these terms, said that there's no such thing as a pure introvert or a
pure extrovert. He said that such a man would be in a lunatic asylum, if he existed
at all. And some people fall smack in the middle of the introvert/extrovert
spectrum, and we call these people ambiverts. And I often think that they have the
best of all worlds. But many of us do recognize ourselves as one type or the other.
07:54
And what I'm saying is that culturally, we need a much better balance. We need
more of a yin and yang between these two types. This is especially important
when it comes to creativity and to productivity, because when psychologists look
at the lives of the most creative people, what they find are people who are very
good at exchanging ideas and advancing ideas, but who also have a serious streak
of introversion in them.
08:18
And this is because solitude is a crucial ingredient often to creativity. So Darwin,
he took long walks alone in the woods and emphatically turned down dinner-party
invitations. Theodor Geisel, better known as Dr. Seuss, he dreamed up many of
his amazing creations in a lonely bell tower office that he had in the back of his
house in La Jolla, California. And he was actually afraid to meet the young
children who read his books for fear that they were expecting him this kind of
jolly Santa Claus-like figure and would be disappointed with his more reserved
persona. Steve Wozniak invented the first Apple computer sitting alone in his
cubicle in Hewlett-Packard where he was working at the time. And he says that he
60
never would have become such an expert in the first place had he not been too
introverted to leave the house when he was growing up.
09:05
Now, of course, this does not mean that we should all stop collaborating -- and
case in point, is Steve Wozniak famously coming together with Steve Jobs to start
Apple Computer -- but it does mean that solitude matters and that for some people
it is the air that they breathe. And in fact, we have known for centuries about the
transcendent power of solitude. It's only recently that we've strangely begun to
forget it. If you look at most of the world's major religions, you will find seekers -
- Moses, Jesus, Buddha, Muhammad -- seekers who are going off by themselves
alone to the wilderness, where they then have profound epiphanies and revelations
that they then bring back to the rest of the community. So, no wilderness, no
revelations.
09:54
This is no surprise, though, if you look at the insights of contemporary
psychology. It turns out that we can't even be in a group of people without
instinctively mirroring, mimicking their opinions. Even about seemingly personal
and visceral things like who you're attracted to, you will start aping the beliefs of
the people around you without even realizing that that's what you're doing.
10:14
And groups famously follow the opinions of the most dominant or charismatic
person in the room, even though there's zero correlation between being the best
talker and having the best ideas -- I mean zero. So --
10:28
(Laughter)
10:30
You might be following the person with the best ideas, but you might not. And do
you really want to leave it up to chance? Much better for everybody to go off by
themselves, generate their own ideas freed from the distortions of group
dynamics, and then come together as a team to talk them through in a well-
managed environment and take it from there.
10:51
Now if all this is true, then why are we getting it so wrong? Why are we setting up
our schools this way, and our workplaces? And why are we making these
introverts feel so guilty about wanting to just go off by themselves some of the
time? One answer lies deep in our cultural history. Western societies, and in
61
particular the U.S., have always favored the man of action over the "man" of
contemplation. But in America's early days, we lived in what historians call a
culture of character, where we still, at that point, valued people for their inner
selves and their moral rectitude. And if you look at the self-help books from this
era, they all had titles with things like "Character, the Grandest Thing in the
World." And they featured role models like Abraham Lincoln, who was praised
for being modest and unassuming. Ralph Waldo Emerson called him "A man who
does not offend by superiority."
11:47
But then we hit the 20th century, and we entered a new culture that historians call
the culture of personality. What happened is we had evolved an agricultural
economy to a world of big business. And so suddenly people are moving from
small towns to the cities. And instead of working alongside people they've known
all their lives, now they are having to prove themselves in a crowd of strangers.
So, quite understandably, qualities like magnetism and charisma suddenly come to
seem really important. And sure enough, the self-help books change to meet these
new needs and they start to have names like "How to Win Friends and Influence
People." And they feature as their role models really great salesmen. So that's the
world we're living in today. That's our cultural inheritance.
12:33
Now none of this is to say that social skills are unimportant, and I'm also not
calling for the abolishing of teamwork at all. The same religions who send their
sages off to lonely mountain tops also teach us love and trust. And the problems
that we are facing today in fields like science and in economics are so vast and so
complex that we are going to need armies of people coming together to solve
them working together. But I am saying that the more freedom that we give
introverts to be themselves, the more likely that they are to come up with their
own unique solutions to these problems.
13:09
So now I'd like to share with you what's in my suitcase today. Guess what? Books.
I have a suitcase full of books. Here's Margaret Atwood, "Cat's Eye." Here's a
novel by Milan Kundera. And here's "The Guide for the Perplexed" by
Maimonides. But these are not exactly my books. I brought these books with me
because they were written by my grandfather's favorite authors.
13:43
My grandfather was a rabbi and he was a widower who lived alone in a small
apartment in Brooklyn that was my favorite place in the world when I was
growing up, partly because it was filled with his very gentle, very courtly
62
presence and partly because it was filled with books. I mean literally every table,
every chair in this apartment had yielded its original function to now serve as a
surface for swaying stacks of books. Just like the rest of my family, my
grandfather's favorite thing to do in the whole world was to read.
14:12
But he also loved his congregation, and you could feel this love in the sermons
that he gave every week for the 62 years that he was a rabbi. He would take the
fruits of each week's reading and he would weave these intricate tapestries of
ancient and humanist thought. And people would come from all over to hear him
speak
14:32
But here's the thing about my grandfather. Underneath this ceremonial role, he
was really modest and really introverted -- so much so that when he delivered
these sermons, he had trouble making eye contact with the very same
congregation that he had been speaking to for 62 years. And even away from the
podium, when you called him to say hello, he would often end the conversation
prematurely for fear that he was taking up too much of your time. But when he
died at the age of 94, the police had to close down the streets of his neighborhood
to accommodate the crowd of people who came out to mourn him. And so these
days I try to learn from my grandfather's example in my own way.
15:16
So I just published a book about introversion, and it took me about seven years to
write. And for me, that seven years was like total bliss, because I was reading, I
was writing, I was thinking, I was researching. It was my version of my
grandfather's hours of the day alone in his library. But now all of a sudden my job
is very different, and my job is to be out here talking about it, talking about
introversion.
15:43
(Laughter)
15:47
And that's a lot harder for me, because as honored as I am to be here with all of
you right now, this is not my natural milieu.
15:56
So I prepared for moments like these as best I could. I spent the last year
practicing public speaking every chance I could get. And I call this my "year of
speaking dangerously."
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16:07
(Laughter)
16:09
And that actually helped a lot. But I'll tell you, what helps even more is my sense,
my belief, my hope that when it comes to our attitudes to introversion and to quiet
and to solitude, we truly are poised on the brink on dramatic change. I mean, we
are. And so I am going to leave you now with three calls for action for those who
share this vision.
16:30
Number one: Stop the madness for constant group work. Just stop it.
16:36
(Laughter)
16:39
Thank you.
16:41
(Applause)
16:43
And I want to be clear about what I'm saying, because I deeply believe our offices
should be encouraging casual, chatty cafe-style types of interactions -- you know,
the kind where people come together and serendipitously have an exchange of
ideas. That is great. It's great for introverts and it's great for extroverts. But we
need much more privacy and much more freedom and much more autonomy at
work. School, same thing. We need to be teaching kids to work together, for sure,
but we also need to be teaching them how to work on their own. This is especially
important for extroverted children too. They need to work on their own because
that is where deep thought comes from in part.
17:17
Okay, number two: Go to the wilderness. Be like Buddha, have your own
revelations. I'm not saying that we all have to now go off and build our own
cabins in the woods and never talk to each other again, but I am saying that we
could all stand to unplug and get inside our own heads a little more often.
17:39
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Number three: Take a good look at what's inside your own suitcase and why you
put it there. So extroverts, maybe your suitcases are also full of books. Or maybe
they're full of champagne glasses or skydiving equipment. Whatever it is, I hope
you take these things out every chance you get and grace us with your energy and
your joy. But introverts, you being you, you probably have the impulse to guard
very carefully what's inside your own suitcase. And that's okay. But occasionally,
just occasionally, I hope you will open up your suitcases for other people to see,
because the world needs you and it needs the things you carry.
18:21
So I wish you the best of all possible journeys and the courage to speak softly.
18:26
Thank you very much.
18:28
(Applause)
18:32
Thank you. Thank you.
18:35
(Applause)
Source: www.TED.com on August, 15 2018 at 12.37 p.m.
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Curriculum Vitae
Name : Anglila Wikasitakusumaning Ahayu
Place of Birth : Salatiga
Date of Birth : November, 29th
1996
Address : Susukan, Semarang Regency
Gender : Female
Religion : Islam
Education : 2000 – 2002 : Kindergarten Bustanul Atfal of Susukan
: 2002 – 2008 : Elementary School 01 of Susukan
: 2008 – 2011 : Islamic Junior High School of Susukan
: 2011 – 2014 : State Vocational High School 01 of Boyolali
: 2014 – 2018 : State Institute of Islamic Studies Salatiga
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