scholarly journals TINDAK TUTUR DIREKTIF GURU DALAM PEMBELAJARAN BAHASA ARAB

2017 ◽  
Vol 2 (1) ◽  
pp. 1
Author(s):  
Lailatul Qomariyah
Keyword(s):  
Language Learning ◽  
Speech Acts ◽  
Speech Act ◽  
Language Teaching ◽  
Arabic Language ◽  
Pragmatic Approach ◽  
Research Instrument ◽  
Teachers And Students ◽  
Directive Speech Acts ◽  
Directive Speech

This research investigates teachers’ directive speech act in Arabic Language Teaching. The research was applied through pragmatic approach using the theory of Bach and Harnish’s speech act and Yule’s speech act strategy. The research instrument is in the form of teachers’ speech containing directive meaning. Based on the analysis, it can be concluded that: (1) first, the category of teacher’s directive speech act in Arabic language teaching at MAN 1 Jombang involves requesting, advising, commanding, challenging, inviting, daring, and entreating directive speech acts, (2) the speech acts were delivered in directive or underactive with various motives. The results are expected to be useful to be referred in using directive speech acts whether its category or strategy in Arabic language learning. Thus, the communication between teachers and students can be more interactive and meaningful. Therefore, this research is needed to conduct.

Directive Speech Act Seen on Family 2.0 Drama Script Written by Walter Wykes

2018 ◽  
Vol 8 (2) ◽  
Author(s):  
Evi Jovita Putri
Keyword(s):  
Speech Acts ◽  
Speech Act ◽  
Declarative Sentence ◽  
Pragmatic Approach ◽  
Intended Meaning ◽  
Descriptive Research ◽  
Directive Speech Acts ◽  
Directive Speech

<p>The research entitled Directive Speech Act Seen on Family 2.0 Drama Script Written by Walter Wykes purposes to describe and uncover the types of form and intended meaning of directive speech act on that drama script. This descriptive research uses pragmatic approach and theory. The collecting and analysing data are focused on the using of declarative, imperative, and interrogative sentences in the text of drama. The forms of those sentences will be analysed to find out the types of form of directive speech act, while the context of those sentences will be used to analyze the intended meaning of directive speech act uttered by speakers. The results of the research are found that, first, there are two types of the form of directive speech acts, direct directive speech acts and indirect directive speech acts. Direct directive speech acts are represented by imperative sentence without subject; imperative sentence with let; and negative imperative sentence. Meanwhile the indirect directive speech acts are represented by declarative sentence statement; declarative sentence if clause; negative declarative sentences; and interrogative sentences. Second, the intended meanings seen on drama script of Family 2.0 are command, prohibition, request, treat, and persuasion. It can be concluded that, the most frequent intended meaning appeared in directive speech acts on this script is command by the use of imperative forms. Then, the declarative and interrogative forms are used to request something by adults charaters; in contrast the kids characters use them to command and prohibit the hearer.<strong></strong></p><strong>Keywords: </strong> family 2.0, pragmatic, speech act, directive, form and intended meaning

scholarly journals Tindak Tutur Direktif Langsung Literal Guru pada Pembelajaran Teks Eksposisi di Kelas X IPS-3 SMA Negeri 3 Boyolali (Literal Directive Speech Act in Exposition Text Learning in Class X IPS-3 SMA Negeri 3 Boyolali)

JALABAHASA ◽  
2017 ◽  
Vol 13 (2) ◽  
pp. 109
Author(s):  
Siti Maesaroh
Keyword(s):  
Speech Acts ◽  
Teaching And Learning ◽  
Speech Act ◽  
Communication Process ◽  
Text Learning ◽  
Classroom Communication ◽  
Teachers And Students ◽  
The Subject ◽  
Directive Speech Acts ◽  
Directive Speech

Bahasa merupakan alat interaksi sosial atau alat komunikasi antarmanusia, termasuk di dalamnya komunikasi antara guru dengan siswa dalam kegiatan belajar mengajar di kelas. Dalam setiap komunikasi di kelas, guru dan siswa saling menyampaikan informasi yang dapat berupa pikiran, gagasan, maksud, perasaan, maupun emosi secara langsung. Setiap proses komunikasi memunculkan tindak tutur dalam satu situasi tutur. Hal inilah yang melatarbelakangi penulis untuk melakukan penelitian. Adapun tujuan penelitian ini adalah untuk mendeskripsikan bentuk-bentuk tindak tutur direktif guru dalam pembelajaran teks eksposisi di Kelas X IPS-3 SMA Negeri 3 Boyolali. Strategi yang penulis pilih adalah langsung literal agar mempermudah pemahaman terhadap mitra tutur. Objek penelitian ini adalah tindak tutur guru dan siswa dalam proses pembelajaran. Subjek penelitian ini adalah seorang guru yang mengajar bahasa Indonesia di Kelas X IPS-3 SMA Negeri 3 Boyolali. Pengumpulan data menggunakan metode pengamatan, perekaman, dan pencatatan. Hasil penelitian membuktikan bahwa bentuk tindak tutur direktif langsung literal yang dilakukan guru dalam pembelajaran teks eksposisi di Kelas X IPS-3 SMA Negeri 3 Boyolali berfungsi untuk menyuruh, memohon, menuntut, menyarankan, dan menantang. Tindak tutur direktif langsung literal yang dominan dilakukan guru dalam pembelajaran adalah menyuruh. Language is a means of social interaction or communication among people, including the communication among teachers and students in the teaching and learning activities in the classroom. In every classroom communication, the teacher and student convey information to each other that can be thoughts, ideas, intentions, feelings, or emotions directly. Every communication process brings up acts of speech in a speech situation. This is what lies behind the author to do this study. The purpose of this study is to describe the forms of directive speech acts of the teacher in learning text exposition in Class X IPS-3 SMA Negeri 3 Boyolali. The strategy choosen by the author is literal direct to facilitate understanding towards the interlocutor. The object of this study is the speech acts of teachers and students in the learning process. The subject of this study is a teacher who teaches Indonesian in Class X IPS-3 SMA Negeri 3 Boyolali. The data are collected using observation, recording and noting methods. The result of the research proves that the form of literal direct directive speech act done by teacher in exposition text lesson in Class X IPS-3 SMA Negeri 3 Boyolali serves to ask, to beg, to demand, to advise, and to challenge. The literal direct directive speech act that is dominant done by the teacher in learning is to order.

scholarly journals STRATEGI PENERJEMAHAN KATA NON-EQUIVALENT

Metahumaniora ◽  
2020 ◽  
Vol 10 (3) ◽  
pp. 271
Author(s):  
Erlina Zulkifli Mahmud
Keyword(s):  
Social Media ◽  
Data Analysis ◽  
Speech Acts ◽  
Speech Act ◽  
Speech Act Theory ◽  
Pragmatic Approach ◽  
Expressive Speech ◽  
Directive Speech Acts ◽  
Directive Speech ◽  
Descriptive Qualitative

AbstrakArtikel ini membahas satu jenis strategi penerjemahan yang berfokus pada penerjemahan pada level kata yang bersifat non-equivalent menurut Mona Baker. Tujuan penelitian ini untuk mendeskripsikan jenis strategi penerjemahan apa saja dalam taksonomi tersebut  yang diaplikasikan pada penerjemahan kata-kata non-equivalent yang ditemukan pada novel-novel Indonesia sebagai bahasa sumber ke dalam bahasa Inggris sebagai bahasa sasaran; dan juga untuk mengidentifikasi apakah pesan yang terdapat pada kata-kata bersifat non-equivalent pada bahasa sumber tersampaikan sama pada bahasa sasaran. Metode yang digunakan untuk membahas aplikasi strategi penerjemahan ini adalah metode kualitatif-komparatif. Hasil penelitian menunjukkan bahwa kata-kata yang bersifat non-equivalent diterjemahkan dengan menggunakan 7 dari 8 strategi penerjemahan yang ada dan secara keseluruhan strategi penerjemahan untuk kata non-equivalent mampu menyampaikan pesan yang terdapat pada kata-kata non-equivalent tersebut meskipun tidak semua secara detil.Kata kunci: strategi penerjemahan, kata non-equivalent, strategi penerjemahan Mona Baker AbstractSpeech act is the activity of uttering speech with a specific purpose. Research on speech acts has been done by many researchers before, but the number is still limited that reviewed the speech acts during the Covid-19 pandemic. This study discussed the types of speech acts on Instagram social media during the Covid-19 period. This study used a pragmatic approach with Searle's speech act theory (1979). The method used is descriptive qualitative. Based on the results of data analysis, researcher found that 3 types of speech acts, namely 1) Directive speech acts with the implicature of persuading and encouraging; 2) Representative speech acts with the implicature of commanding and challenging; 3) Expressive speech acts with the implicature of encouraging.Keywords: Covid-19, Pragmatic, Speech act         

scholarly journals Impoliteness of Directive Speech Acts in Online Indonesian Language Learning

2021 ◽  
Vol 3 (2) ◽  
pp. 97-107
Author(s):  
Laili Etika Rahmawati ◽  
Nurul Hidayat ◽  
Andra Kurniawan
Keyword(s):  
Language Learning ◽  
Speech Acts ◽  
Speech Act ◽  
Learning Material ◽  
The Third ◽  
Analysis Technique ◽  
Study Results ◽  
Directive Speech Acts ◽  
Data Collection Technique ◽  
Directive Speech

This study aims to describe the impoliteness of directive speech acts in online Indonesian language learning. The data collection technique in this study used the observation, note, and record technique. The object of this research was the analysis of directive speech act impoliteness. The data analysis technique used in this study was a data triangulation model. The study results indicate an impoliteness of directive speech acts on Indonesian language learning conducted by the teacher. The teacher unintentionally performed impoliteness on the directive speech acts. The first data found that the teacher asked all the students to pay attention impolitely. The second data showed that the teacher as a speaker prohibits students from taking attendance. The third data showed that the teacher used the impolite directive speech acts when saying the utter "unnecessary" and "you pay less attention" to the students who forgot to attend the class. The data (3a) above includes the impoliteness of the directive speech act of the requesting because it does not contain politeness elements that can smooth speech. Data (4a) The teacher asks students who are not members to leave the WhatsApp group, but the teacher does not use soft sentences. Data (5a) stated that the teacher instructs the students to cut the paper using a cutter and make lines on it . Next, the data (5b) stated the teacher asks students to look at the learning material using impoliteness directive speech acts. Data (5c) stated that the teacher instructs students not to forget to fill the attendance. Data (6a) stated the teacher asks students to join the google classroom but does not use polite sentences. The data includes the directive speech act of the requesting marked with the word beg. Data (7a) Teachers require students to have sufficient quotas when participating in learning Indonesian online. Keywords: impoliteness, directive speech acts, Online learning

scholarly journals Directive Speech Act in Interactive Videos of Indonesian Language Learning in Senior High School

2020 ◽  
Vol 7 (11) ◽  
pp. 157
Author(s):  
Santi Oktavia ◽  
Sarwiji Suwandi ◽  
Budhi Setiawan
Keyword(s):  
High School ◽  
Data Analysis ◽  
Language Learning ◽  
Speech Acts ◽  
Interactive Video ◽  
Speech Act ◽  
Senior High School ◽  
Directive Speech Acts ◽  
Interactive Videos ◽  
Directive Speech

Directive speech act is very important in learning interactions because it makes it easier for students to understand learning material. Seeing the COVID-19 pandemic situation, learning was carried out online, so teachers had to use other alternatives in delivering material. One of them is using digital media in the form of interactive video lessons. Interactive videos make it easier for students and teachers to carry out learning. This study aims to describe directive speech acts in interactive learning videos in high school. The data of this research is in the form of directive speech acts in interactive learning videos of Indonesian in Senior High School. The data source is an interactive video document of Indonesian language learning in Senior High School which was obtained from the Teacher Room and Senior High School Directory of the Ministry of Education and Culture. The technique of collecting data used listening and taking notes. The data validity used source and theory triangulation. The data analysis technique used interactive data analysis (Miles and Huberman). The results of the study concluded that there were fifty-three directive speech act data consisting of: requests for twenty-four data, orders as many as seventeen data, ordering as many as two data, and giving advice as many as ten data.

scholarly journals ARABIC LANGUAGE DIRECTIVE SPEECH ACT IN SALAHUDDIN AL-AYYUBI MOVIE

2020 ◽  
Vol 5 (2) ◽  
pp. 142
Author(s):  
Nailur Rahmawati ◽  
Retno Purnama Irawati ◽  
Muchlisin Nawawi ◽  
Sulimah Sulimah
Keyword(s):  
Speech Acts ◽  
Speech Act ◽  
Arabic Language ◽  
Note Taking ◽  
Speech Data ◽  
Directive Speech Acts ◽  
Directive Speech

A movie can be used as an effective and feasible medium for delivering messages; this served as the study’s rationale. This research acquired communicative speeches in the Salahuddin Al Ayyubi movie. This research aimed to explore two objectives: to describe the form of directive speech acts and to find out the functions of the directive speech acts. The techniques used in this research comprised: (1) uninvolved conversation observation; (2) recording; (3) transcription; and (4) note-taking. The results showed that (1) there were six forms of directive speech acts in the dialogues of "Saladin al-Ayyubi", i.e., imperative, request, invitation, advice, criticism, and prohibition; (2) the functions of directive speech acts in the dialogues of "Saladin al -Ayyubi” are quite varied. The imperative functions had 83 speech data. The request function comprised 52 speech data. The invitation function involved 33 speech data. The advice function consisted of 39 speech data. The criticism act had 13 speech data. The prohibition function consisted of 23 speech data.

scholarly journals Directive Speech Acts in Indonesian Language Learning in Surakarta Citizens' High Schools

2020 ◽  
Vol 4 (1) ◽  
pp. 1-10
Author(s):  
Siprianus Nahak ◽  
Sarwiji Suwandi ◽  
Nugraheni Eko Wardani
Keyword(s):  
High Schools ◽  
Language Learning ◽  
Learning Process ◽  
Speech Acts ◽  
Speech Act ◽  
Data Interpretation ◽  
Good Figure ◽  
Directive Speech Acts ◽  
Directive Speech ◽  
Bahasa Indonesia

The directive speech act in learning is speech act concerned on the conversation context. Conversation context aimed includes with whom, to whom, what, and how the speech delivered, therefore it mush be concerned by teacher and student in learning process. This research is conducted to describe directive speech act and between teacher with student and student with student in Indonesian learning at Surakarta Citizens' High Schools. The purpose of this research is to know the directive speech act in Indonesian learning process. The method conducted of this research is qualitative descriptive. The object of this research includes speech between teacher with student and student with student involved in Indonesian learning process. The data collecting technique of this research is conducted by: observation, recording, and note. The data analysis of this research is describing the recording value, data reduction, data interpretation, and summarising. Based on research value at Surakarta Citizens' High Schools, shows that directive speech act conducted by the teacher with student more dominant is done by teacher. It happens because the teacher as good figure of speaking and polite in speech.   Keywords: directive speech act, Indonesian  learning   Abstrak Tindak tutur direktif dalam pembelajaran merupakan tindak berbahasa yang memperhatikan konteks pembicaraan. Konteks pembicaraan yang dimaksud berkaitan dengan siapa, kepada siapa, apa, dan bagaimana tuturan itu disampaikan oleh karena itu, menjadi perhatian untuk guru dan siswa dalam proses pembelajaran. Penelitian ini dilakukan untuk mendeskripsikan tindak tutur direktif antara guru dengan siswa dan siswa dengan siswa dalam pembelajaran Bahasa Indonesia di SMA Warga Surakarta. Tujuan dalam penelitian ini untuk mengetahui tindak tutur direktif dalam proses pembelajaran Bahasa Indonesia. Metode yang digunakan dalam penelitian ini adalah dekriptif kualitatif. Objek dalam penelitian ini mencakup tuturan antara guru dengan siswa dan siswa dengan siswa. Subjek dalam penelitian ini adalah guru dan siswa yang terlibat dalam proses pembelajaran bahasa Indonesia. Teknik pengumpulan data dalam penelitian ini dilakukan dengan cara: pengamatan, perekaman, pencatatan. Teknik analisis data dalam penelitian ini adalah mendeskripsikan hasil rekaman, reduksi data, interpretasi data, dan menarik kesimpulan. Berdasarkan hasil penelitian di SMA Warga Surakarta menunjukan bahwa, penggunaan tindak tutur direktif yang dilakukan oleh guru dan siswa lebih dominan adalah guru. Hal ini terjadi karena guru sebagai contoh yang baik dalam bertutur dan santun dalam berbahasa.   Kata kunci: tindak tutur direktif, pembelajaran bahasa Indonesia

scholarly journals The Influence of Thalibah Arabic Learning Measures: Psychopragmatic Approach

2019 ◽  
Author(s):  
Fatimatuzzahra Nasution ◽  
Robert Sibarani ◽  
Gustianingsih . ◽  
Khairina Nasution
Keyword(s):  
Qualitative Research ◽  
Data Collection ◽  
Language Proficiency ◽  
Speech Acts ◽  
Speech Act ◽  
Arabic Language ◽  
Research Approach ◽  
Data Source ◽  
Directive Speech Acts ◽  
Directive Speech

Thalibah Arabic language proficiency can be assessed from the speech act process. There are several types of speech acts that can be used, but in this study the type of speech acts used are directive speech acts. This study aims to analyze the form and context of speech contained in the type of directive speech acts used by ustadzah to thalibah in communicating in Arabic. This study uses a qualitative research approach with an interactive model popularized by Miles and Huberman. The data source in this study is the form of speech spoken by the ustadzah and the context of speech produced by the ustadzah after the form of speech is obtained. Data collection techniques in this study were referenced techniques, recording techniques, and note-taking techniques. The results of this study found that directive speech acts that are more dominantly spoken by the ustadzah are governing, asking, and giving advice. The form of speech in the type of directive speech act found includes orders, requests, advice and prohibitions. The context of speech that is found is to rule, tell, instruct, require, request, advise, advise, direct, admonish, and prohibit.

scholarly journals AL-AF’ÂL AL-TAWJÎHIYAH LADÂ AL-MU’ALLIMÎN FÎ AL-TAFÂ’UL AL-SHAFFÎ ATSNÂ TA’LÎM AL-LUGHAH AL-‘ARABIYAH ‘ALÂ DHAU NAZHARIYAH SINCLAIR WA COULTHARD

2019 ◽  
Vol 6 (1) ◽  
pp. 159-184
Author(s):  
Lailatul Qomariyah ◽  
Mamluatul Hasanah
Keyword(s):  
High School ◽  
Learning Process ◽  
Speech Acts ◽  
Language Teaching ◽  
Arabic Language ◽  
Senior High School ◽  
Language Teachers ◽  
Directive Speech Acts ◽  
Teaching Learning ◽  
Directive Speech

This research examined the directive speech acts of Arabic teacher in the teaching learning process: the perspective of Sinclair and Coulthard. The study focused on: (1) the forms of directive speech acts in the teaching learning process of Arabic class at Islamic Senior High School in Al Munawaroh. This research was conducted by qualitative case approach. The data of this research was the directive speech acts of teacher. The data were collected from recording observation and interview and was analyzed by interactive model analysis.The findings consisted of the form of directive speech acts in the teaching learning process of Arabic class containing 3 forms. There were imperative, interogative, and declarative. From this study, it is expected that Arabic language teachers are able to use isim fi’il amr"هيا" , gesture language for commanding, and interogative to improve students’ motivation and theirs’ feedback in language teaching.

scholarly journals Pola Kesantunan Berbahasa Tindak Tutur Direktif dalam Interaksi Belajar Mengajar di SMP Negeri 4 Sungai Penuh

2021 ◽  
Vol 5 (1) ◽  
pp. 14
Author(s):  
Suci Maiza
Keyword(s):  
Junior High School ◽  
Speech Acts ◽  
Teaching And Learning ◽  
Speech Act ◽  
Social Institutions ◽  
Causative Factors ◽  
Teachers And Students ◽  
Qualitative Descriptive ◽  
Directive Speech Acts ◽  
Directive Speech

<p class="Default" align="center">Abstrac</p><p class="Default" align="center"> </p><p class="Default">The politeness in directive speech act is an important thing in teaching and learning interactions. Therefore, it is necessary to study to the use of directive speech acts spoken by teachers and students in teaching and learning interactions. This study aimed to describe the forms, functions, and causative factors of the politeness in directive speech act in teaching and learning interactions at SMP Negeri  4 Sungai Penuh.</p><p class="Default">This research is a qualitative-descriptive research using the technique of <em>Simak Bebas Libat Cakap</em>. Data were collected by recording and questionnaire. The theory used as the basis for analyzing the politeness in directive speech act in this research was the pragmatic theory of Searle, Yule George (1996), Geoffrey Leech (1993), Abdul Chaer (2010), and Ibrahim (1993).</p><p class="Default">The results showed that the forms of the politeness in directive speech act in teaching and learning interactions at 4 Public Junior High School Sungai Penuh were the forms of requests, questions, orders, prohibitions, giving permission and advice. The functions of the politeness in directive speech act were the functions of asking, requesting, willing, prohibiting, pressing, directing, allowing, instructing, advising, suggesting, demanding, inviting, requiring, and forgiving. The causative factors of the politeness in directive speech act were the context, intonation, social institutions, diction, topics of conversation, and language style.</p>

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