METACOMMENTARY IN ENGLISH VINGLISH MOVIE

This study analyzed David Fischer’s utterances in English Vinglish movie using metacommentary. His utterances will be classified based on six types of metacommentary namely metacommentary type 1, 2, 3, 4, 5, and 6. The aims of this study were describing types of metacommentary used by David Fischer and explaining reasons behind it. This study used qualitative method which was divided into three those were method of collecting data using simak method; method of analyzing data using descriptive analytic method; and method of presenting data analysis using informal method. Findings of this study showed that all six metacommentary types were found in David Fischer’s utterances. Metacommentary type one-marking code was used when his students started to use their native language, so it was a control for them to continue using English. Metacommentary type twomarking the sounds of language was used when his students pronounce English using their native language pronunciation, and it appeared in compliment because it aimed to appreciate and improve students’ selfconfidence using English. Metacommentary type three-marking address term was used when his students have sufficient English skills, and it aimed to minimize negative effects of his utterances which he gave comments to his students. Metacommentary type four-gesture was used to clarify his utterances and to reduce bad effect of his utterances to his students. Metacommentary type fivecomments on clothing, appearance was used to improve his students’ confidence. Metacommentary type six-irony contained implied meaning, and it was used to cover students’ weakness in English therefore students will not be hurt.


Introduction
Metacommentary is one of linguistics studies which is rarely studied in Indonesia. Rymes (2014) stated that metacommentary can be used to provide responses to the use of a language. There are six responses namely metacommentary type 1, 2, 3, 4, 5, and 6, and they are in the form of utterances except metacommentary type 4 because it relates to gestures. The responses are given by listener to speaker in a conversation. Metacommentary is often used to analyze multicultural situation such as in an international school or in a movie which has multicultural setting.
One of movies which has multicultural situation is Bollywood movie entitled English Vinglish. The multicultural situation can be seen at New York Language Center (NLC) scenes. Those scenes present multicultural people, Sashi from India, Laurent from France, Eva from Mexico, and Salman from Pakistan, who learn English at NLC. The process of their learning becomes interesting because they have different culture and mother tongue which means each person has uniqueness like the way they pronounce a word in English which is influenced by their mother tongue's pronunciation. This situation can be seen on one of Eva's scenes, minute 52.00, when Eva pronounce I, she should pronounce I into /aɪ/, but she pronounces I using Mexico's pronunciation that is /aɪɜ/. The other interesting parts can be seen when their teacher, David Fischer, starts to teach them using English. Some of them uses their mother tongue to communicate due to their lack of vocabulary. When this situation appear, Fischer must remind them to use English, so they will try to find words to deliver their messages.
Utterances which are used by Fischer in reminding them to use English become data of this study, and they will be analyzed using metacommentary proposed by Rymes (2014). The data were taken from NLC scenes when Fischer teaches English to Sashi and her friends who have multicultural background. Fischer's utterances were varied because of his students are multicultural. Fischer's utterances in handling multicultural students might be used by other teachers who face similar situation. One example of his utterance was taken from NLC scene on minute of 52:13, ckckck English Please. His utterance was used to retell Eva that she must use English. Because of Fischer's utterances, Eva tried to use English when she introduced herself.
Variety of Fisher's utterances which were used in teaching multicultural students were influencing focus of this study. Therefore the focus of this study was finding types of metacommentary on Fischer's utterances and discovering factors which influenced it. In addition, all Fischer's utterances at NLC became the data of this study, but there was limitation of the data relating to gesture. It will only analyzed Fischer's gestures when Eva introduced herself at NLC class.
A brief analysis of this study are expected to provide theoretical and practical uses for readers. Theoretically, this study are expected to provide an explanation of the metacommentary in English Vinglish movie. Practically, the results of this study are expected to be used as example in Introduction to Linguistics class; and enrich existing study on metacommentary.

Literature Review
Main theory used in this study was metacommentary. It refers to giving comments about language as a new ordering principal for understanding heteroglossic communication (Rymes, 2014: 301). In other words, it is a tool used to classify types of utterances spoken by speakers in a conversation especially in multicultural situation. Rymes (2014) (Creese, Takhi, & Adrian, 2015: 272-273). It relates to the usage of code used by the speaker to interlocutor. The code is usually in the form of utterances, and it must be followed by interlocutor. For example in an English class, the teacher says to students, please use English. That utterance can be interpreted as asking students to use English.
Metacommentary type 2: marking sounds of language relates to comment on accent or pronunciation (Creese, Takhi, & Adrian, 2015: 273). Comments on accent or pronunciation relates to fluency or hesitancy of pronunciation. It usually appears because of hesitancy of pronunciation of a language.
Metacommentary type 3: marking address terms relates to the comment of what you can "call me" (Rymes, 2014: 309). It refers to label which is given to interlocutor. An example of labeling is when female speaker A calls on female friend B using bee word. It is used to call special friends like girlfriend or boyfriend.
Metacommentary type 4: gesture relates to gesture, eye gaze and body compartment (Rymes, 2014: 310). Gestures are nonverbal metacommentary because it occur using body parts. Speakers will use gestures if they are lazy to produce utterances or if the situation is not allowed them to speak.
Metacommentary type 5: comments on clothing, appearance relates to verbal commentary on nonverbal communicative displays (Rymes, 2014: 311). It can be categorized as response to clothes or anything worn by the interlocutor. Providing comments can be either good or bad comments.
Metacommentary type 6: irony refers to ironic metacommentary (Creese, Takhi, & Adrian, 2015: 281). It means uttering word to show speakers' attitude referring to disrespect or quip. When speakers use irony to interlocutors, they want to send non-literal messages to interlocutors. One example of irony is your task is very simple. The sentence can be interpreted that the task is worse.
The theory of metacommentary above was supported by some previous studies. The first study was Rymes (2014) who studied the vocabulary used by multicultural societies based on metacommentary. The results of this study showed that the metacommentary can be used to find out the repertoire of every speaker with a different cultural background, and it can be used to minimize the occurrence of discrimination in in heteroglossic area. The second study was Creese, Takhi, and Blackledge (2015) who analyzed metacommentary in ethnography linguistics area. They studied metacommentary on several multicultural situations in several schools. The results of their study showed that each individual has its own uniqueness in delivering utterances to his interlocutors. The third study was Leonne-Pizzighella and Rymes (2017) who examined the differences of response expressed by each individual to their own language in university environment. The results of their study showed that each individual has different response to their own language.

Method
Method used in this study belonged to qualitative research. It is an approach for exploring and understanding the meaning individuals or groups ascribe to a social or human problem (Creswell, 2010: 3). This approach is used for social study which concerns to individual or community. Uncovering social problems of human problems become the focus of this approach, therefore this approach was used in this study because the focus of this study was explaining types of metacommentary in multicultural area. Then qualitative approach in this study was divided into three parts namely method of data collection, method of data analysis, and method of presenting analysis data. Data collection method used in this study was simak method. Mahsun said that simak method means paying attention to the use of language without being involved in it (2012: 92). There is no researchers' involvement in the use of language, so they only supervise it. Relating to this study, the data were collected by paying attention to Fischer's utterances at NLC scenes using noted technique. Every Fischer's utterance was noted in order to assist data analysis. Moreover, descriptive analytic method was used to analyze the data. They were analyzed and described based on metacommentary theory. Then method of presenting data analysis was informal method. Each part of data analysis was described using sentences.

Discussion
This part explained types of metacommentary found on Fischer's utterances at NLC scenes, and influence factors which influenced it.
a. Types of Metacommentary on Fischer's Utterances There are six types of metacommentary found on Fischer's utterances at NLC scenes in English Vinglish movie. The six types of metacommentary can be seen in the tables below:  the middle of her self-introduction; consequently, Fischer as teacher needed to stop Eva's utterance using ckckck English please….It was a reminder for Eva to use complete English in her self-introduction. Second datum appeared because Salman used Urdu language at the end of his self-introduction. Again, Fischer needed to remind Salman to use full English by saying ah…ckckck English please…Metacommentary type 1 which appeared on datum one and two was used by Fischer as reminder, so his students were consistent using full English on their self-introduction. Then metacommentary type 1 which appeared on datum three and four was in the form of correction, so Sashi will realize her mistake that was the use of article the for India was not appropriate. Meanwhile, metacommentary on datum five and six was in the form of suggestion. Fischer suggested the right form of asking permission using may. In addition, metacommentary type 1 happened for two reasons those were students did not use full English at the class, so Fischer as teacher needed to remind them; and students did not use correct form of English based on English grammar; hence, Fischer needed to give an example to his students.  Another explanation can be seen in datum 2 where Fischer repeated the word bowels uttered by Rama because the word bowels was different from the word vowels, so Fischer needed to emphasize to Rama that those two were different. Furthermore, metacommentary type 2 arose when the speaker, in this case Fischer, needed to remind the interlocutor, in this case was his students, that the words or utterances in which they pronounce the pronunciation are incorrect so that the speaker needs to make corrections on the utterances of the interlocutors.  ..from the India the lady in the gorgeous sari...was used by Fisher to compliment her beautiful sari (India traditional dress). He also used this utterance to improve Sashi's self-confidence because she was late at her first class, and she looked nervous.
Metacommentary type 5-comments on clothing appearance appeared twice in minutes 53: 48 to 53:56 and 54:32 to 54:36. It emerged because of real physical appearance of interlocutor which was handsome as seen on datum 1 on table 5; and because of real good clothing appearance as seen on datum 2, Sashi's sari (traditional clothe of India). However, metacommentary type 5 was also used to improve self-confidence of interlocutor. Metacommentary 6 type found on minute 52:00 to 52:44 when Eva finished her self-introduction. It can be categorized as irony because it contained other meaning except praying for baby's future, but it was a satire for Eva because she had low English ability, and he worried about baby's future in understanding English.

Conclusion
There are two conclusions of this study. First, there were six types of metacommentary found on Fischer's utterances at NLC class namely metacommentary type 1, 2, 3, 4, 5, and 6. Second, each types of metacommentary which was found Fischer's utterances had different reason. Metacommentary type 1 appeared as reminder for interlocutors, so they will use correct English because they were learning English. Metacommentary type 2 appeared as correction for interlocutors' utterance; as a result, they must follow Fischer's right utterance. Metacommentary type 3 as minimizer of bad effect which may happen because Fischer gave comment to Eva's English ability. Metacommentary type 4 used as strengthener to support Fisher's utterances; consequently, interlocutors knew that Fischer was serious. Metacommentary type 5 utilized as compliment for real good appearance or physical of interlocutors and as a support for interlocutors, so they will have confidence in using English. Metacommentary type 6 used as satire for interlocutors and as worry for baby who was raised by Eva.