An Analysis of Speech Acts Used in English Teaching

This study focused on analyzing speech acts and their forces performed by the English teacher in EF (English First) Samarinda. This study is a descriptive study using a qualitative approach. There are two teachers as the subjects of the data. The data of the study are the utterances performed by the English teachers. The main instrument of the study is the researcher herself with the help of an audio-video recorder during the data collection. In this study, the researcher uses Searle’s theory about types of speech acts. The findings show that 1) there are four kinds of speech acts performed by the teacher during the teaching and learning process, those were representative, commissive, directive, and expressive, 2) the most frequently speech act performed by the teachers is directive speech act while the least speech act performed is commissive. The directive speech act occurs as the most speech act performed by the teacher because they want the students to be more active and can contribute more during the teaching and learning process.

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Speech Act Analysis of English Teacher Talk at SMP Negeri 1 Rangkasbitung

Journal of English Language and Culture ◽

10.30813/jelc.v10i2.2142 ◽

2020 ◽

Vol 10 (2) ◽

Author(s):

Siti Hanna Sumedi ◽

Dery Rovino

Keyword(s):

Learning Process ◽

Speech Acts ◽

Teaching And Learning ◽

Speech Act ◽

Learning Experience ◽

Classroom Interaction ◽

Teacher Talk ◽

National Standard ◽

English Teacher ◽

Directive Speech

Teachers’ talk is a factor that may entail to the smoothness of English teaching and learning experience. Besides, language used by teacher in the classroom is crucial, because it will influence students’ learning process and development. This study investigated the speech acts in the teacher talk at SMP Negeri 1 Rangkasbitung. This study involved the Seventh Grade English teacher of SMP Negeri 1 Rangkasbitung as the data source. Furthermore, this study used Searle’s theory of speech acts classification as the instrument for analyzing the data. Based on the analysis, there were only four types of speech acts found in the teacher talk, 68 % directive speech act, assertive speech acts with 14 %, and the last two of speech act, commissive and expressive speech act, were only 10 % and 8 % in the teacher talk during the teaching-learning process. This study revealed that the majority of teacher talks found in the form of directive speech act, in the other words the classroom interaction went one way which more likely teacher-centeredness. Likewise, the teacher-centeredness make the students talk less and most importantly make the students became dependent and passive learner. In this study, the teacher became the central subject of learning rather than the students, hence it goes against the demands of National Standard and did not follow the principles of current Indonesian curriculum. Therefore, the conclusion which can be drawn from this study is that the teacher should utilize speech acts appropriately because high quality and the appropriateness of the teacher’s speech acts can convey teaching materials effectively, enhance teaching efficiency easily, and provide active learning meaningfully.

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AN ANALYSIS OF DIRECTIVE SPEECH ACTS PRODUCED BY TEACHERS IN EFL CLASSROOM

Journal of English Language and Culture ◽

10.30813/jelc.v12i1.2823 ◽

2021 ◽

Vol 12 (1) ◽

Author(s):

Putu Dinia Suryandani ◽

I Gede Budasi

Keyword(s):

Speech Acts ◽

Teaching And Learning ◽

Speech Act ◽

Descriptive Study ◽

The Other ◽

Speech Communication ◽

Language Classes ◽

The World ◽

Directive Speech Acts ◽

Directive Speech

The teaching and learning process entails several encounters in which the teacher and students exchange a variety of utterances, particularly in language classes. Understanding language involves an understanding of pragmatics. Teaching and learning will be more successful if appropriate speech acts are used. Directive Speech Acts are a type of speech act that is frequently employed in classroom interactions. It is used by the teacher to give instruction, command the students to do something, limit the students’ bad behavior, etc. This study aims at investigating the types of directive speech acts and analyzing the functions of the acts used by English teachers at SMKN 1 Sawan. The theory of directive acts classification adopted in this study is the theory proposed by Ibrahim (1993). Ibrahim’s theory classified directive acts into six major types. They are requestive, question, requirement, prohibitive, permission and advisory. This research also focused on the functions of directive acts based on Amalsaleh, Yamini, and Yarmohammadi's (2004) theory. They are elicitation, instruction, advice, threat, and attention-getter. This research was a descriptive study with two teachers as the subjects of this research. Observation and recording were used as the technique in collecting the data. The validity of the data used is source and theory of triangulation. The results showed that the most frequent type of directive speech acts used by the teachers was question directive with occurance of 185 utterances (46.95%). Teachers that employ the question directive encourage students to be interested in the world around them, to enhance their abilities and attitudes toward science, and to enhance their speech communication and critical thinking. The other functions of the acts were also identified in various types of the acts.

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POLITENESS OF VERBAL AND NON-VERBAL DIRECTIVE SPEECH ACTS IN THE TENTH GRADE STUDENTS’ LEARNING PROCESS OF NEGERI 1 MATARAM

RETORIKA Jurnal Ilmu Bahasa ◽

10.22225/jr.4.1.526.70-74 ◽

2018 ◽

Vol 4 (1) ◽

pp. 70-74

Author(s):

Lindayana Lindayana ◽

Arifuddin Arifuddin ◽

Halus Mandala

Keyword(s):

Learning Process ◽

Speech Acts ◽

Descriptive Study ◽

Research Subjects ◽

Determining Factors ◽

Tenth Grade ◽

Qualitative Descriptive ◽

Directive Speech Acts ◽

Observation Method ◽

Directive Speech

This research aims at knowing: (1) the realization of politeness of verbal and non-verbal directive speech acts of students, (2) deviations on politeness principles of students’ directive speech acts, and (3) the determining factors to the politeness and non-politeness of verbal and non-verbal directive speech acts for the Tenth Grade students of SMA Negeri 1 Mataram in the process of learning in the classroom. Research subjects in this study were the teachers who taught Indonesian, English, Economics, History, Mathematics, Religion, Civics, and Natural Sciences (IPA), and all students who are in class X of IPS 2, IPA 1 and IPA 3 in SMA Negeri 1 Mataram. This research belongs to qualitative descriptive study. The data were collected using observation method. The results of this study showed that: (1) there is the emergence of speech acts of the verbal and non-verbal directive of the students in the learning process, such as directive speech acts of rebuking, commanding, banning, advising, asking, reminding, satirizing, suggesting, threatening, rebuking, and (2) there is deviation of the principle of politeness of directive speech acts that is deviation of principle of one maxim, two maxim, and deviation of three maxim, and (3) there are influencing factors for the politeness and non-politeness of verbal and non-verbal directive speech acts of students in the learning process , including linguistic and non-linguistic factors.

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Speech Acts Analysis on Teaching and Learning Process Used by the Teacher in MAN 2 Mataram in Academic Year 2016-2017

Linguistics and Elt Journal ◽

10.31764/leltj.v9i1.736 ◽

2019 ◽

Vol 5 (1) ◽

pp. 46

Author(s):

Yulia Isnaini

Keyword(s):

Learning Process ◽

Speech Acts ◽

Teaching And Learning ◽

Speech Act ◽

Video Recording ◽

Video Camera ◽

Coding System ◽

Perlocutionary Act ◽

Academic Year ◽

Research Show

This study was aimed at finding out Speech Acts Analysis on Teaching andLearning Process used by the Teacher in MAN 2 Mataram in Academic year 2016/2017. The method of this research is qualitative research The data of this research were the utterances performed by the Teachers of MAN 2 Mataram. The research instrument was the researcher himself. Participant is the subject from which the data obtained (Arikunto, 2010: 172)The Researcher’s participant actively classification speech act by the Teachers on teaching and learning process.T he instrument of data by using video camera and observation. To analyze the data Based on Louis (2005:181). This study used observation and video recording as an instrument of data collection, the researcher applied coding system. In this research, there are two validity principles applied by the researcher. The results of the research show that there are three classifications of speech act performed by the Teachers in the aching and learning process . The results of the research show that there are three classification of speech act performed by the Teachers in the aching and learning process. they are 4 data of locutionary act , 30 data of Illucotionary act, 7 data of Perlocutionary act . So the total of data were 41 data of speech act are used By the Teachers in MAN 2 Mataram.

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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 ◽

10.36567/jalabahasa.v13i2.49 ◽

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.

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A Material Development of Speech Act as its Contribution For a Vocational High School English Handbook at an Eleven Grade

ETERNAL (English Teaching Journal) ◽

10.26877/eternal.v10i2.5131 ◽

2019 ◽

Vol 10 (2) ◽

Author(s):

Algajaladre Nadya Santoso ◽

Laily Nur Affini

Keyword(s):

High School ◽

Qualitative Research ◽

Speech Acts ◽

Speech Act ◽

English Teacher ◽

Vocational High School ◽

High School English ◽

Material Development ◽

Directive Speech Acts ◽

Directive Speech

Theis research has a prominet goal, idenitfying types of speech acts uttered by an English teacher at a vocational high school. This work uses Searle’s theory to discover the dominant kinds of speech act employed by the teacher. The researchers also investigated the additional utterances in showing learning movement. The research methodology is descriptive-qualitative research, where the researcher found three kinds of speech act uttered by the teacher; directive, representative, and expressive. The researchers calculated the data finding and found 297 utterances which comprised of 246 directives utterances or 82,83% of overall data, 45 representative utterances or represented the 15.15% of data, and 6 expressive utterances which covered 2,02%. The most obtrusive was directive speech acts (82.83%) and the less frequent was expressive speech act (2.02%). The most obtrusive was directive speech acts because the teacher often used directives (questioning) to handle the students in the classroom and made sure that the students understand the aims of the English material.

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

Aksis Jurnal Pendidikan Bahasa dan Sastra Indonesia ◽

10.21009/aksis.040101 ◽

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

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SPEECH ACTS ANALYSIS OF PRE-SERVICE TEACHERS AND STUDENTS AT SMK NEGERI 1 SINGARAJA

Yavana Bhasha : Journal of English Language Education ◽

10.25078/yb.v4i2.2771 ◽

2021 ◽

Vol 4 (2) ◽

pp. 49

Author(s):

Kadek Dhea Paramitha Amara Putri ◽

I Nyoman Adi Jaya Putra ◽

Dewa Putu Ramendra

Keyword(s):

Learning Process ◽

Speech Acts ◽

Speech Act ◽

Learning Activity ◽

Interview Guide ◽

Teachers And Students ◽

The Subject ◽

Teacher Use ◽

Directive Speech ◽

Pre Service Teacher

This research aims to analyze the kind of speech act used by pre-service teachers and students of SMK Negeri 1 Singaraja in WhatsApp as learning media. Investigate the most dominant speech act used by pre-service teachers and students, and analyze the kind of instructional function used by the pre-service teachers. The data were analyzed using descriptive qualitative. The subject of this research is the pre-service teacher and students in SMK Negeri 1 Singaraja. The data were collected through observation and interview. The data from the observation was collected using an observation sheet which developed from Searle’s (1969) theory of speech act and Johnson’s (1997) theory of instructional function. The interview has been done semi-structured using an interview guide. The result shows that the pre-service teacher use four speech act in the learning activity; representative, directive, commissive, and expressive. The pre-service teacher uses directive speech to act dominantly to make the students active in the learning process. Meanwhile, the students use four speech act, including representative, directive, commissive, and expressive. The students use representative in dominant to be active and getting feedback in the learning activity. The kinds of the instructional function used by the pre-service teacher are control, organize, and motivational. It was found that the directive speech act functioned as control. Commissive functioned as organize. And expressive as motivational function

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An Analysis of Teacher’s Speech Acts in Teaching and Learning Process

TEKNOSASTIK ◽

10.33365/ts.v17i1.207 ◽

2019 ◽

Vol 17 (1) ◽

pp. 29

Author(s):

Widi Andewi ◽

Winia Waziana

Keyword(s):

Qualitative Research ◽

Learning Process ◽

Data Reduction ◽

Speech Acts ◽

Teaching And Learning ◽

Classroom Interaction ◽

The Other ◽

English Teacher ◽

Data Display ◽

The Subject

This research focuses on classroom interaction during teaching and learning process that included investigation of types and functions of the speech acts produced by teacher. It was designed as a qualitative research. The subject of this research was an English teacher in SMAN 1 Kalirejo. The data were collected through recording. The data were analyzed through three cyclical steps: data reduction, data display, and conclusion drawing or verification. The results show that directives speech acts is mostly produced by the teacher than the other speech acts. This can be seen from the data that 33 utterances (21.2%) are representative speech acts, 6 utterances (3.8%) as expressive speech acts, 112 utterances (71.8%) as directives speech acts, and 5 utterances (3.2%) as commisive speech acts. The types and functions of directives speech acts proposed are need statement, bald imperative, embedded imperative, permission directive, and question directive.

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THE USE OF JAPANESE LANGUAGE DIRECTIVE SPEECH ACTS BY MALAYSIAN TOUR GUIDES

Journal of Nusantara Studies (JONUS) ◽

10.24200/jonus.vol6iss2pp358-378 ◽

2021 ◽

Vol 6 (2) ◽

pp. 358-378

Author(s):

Roswati Abdul Rashid ◽

Nurul Hidayah Mat ◽

Ahmad Shamil Kamaruzaman ◽

Mohd Yusri Ibrahim ◽

Che Hasniza Che Noh ◽

...

Keyword(s):

Speech Acts ◽

Teaching And Learning ◽

Speech Act ◽

Descriptive Analysis ◽

Japanese Language ◽

Cultural Norms ◽

Tour Guides ◽

Independent Travel ◽

Directive Speech Acts ◽

Directive Speech

Background and Purpose: Cultural collisions in tourism communication can elicit obstacles or failure to achieve communication goals in social interactions with people of different backgrounds. A communication between cultures can present misunderstandings, vagueness in meanings and frustration due to the diverse social and cultural norms arising from various discourse systems. Among the several types of tourism communication, this study attempted to foreground delivering instructions, which is a frequently utilised speech act (SA) during tour sessions. More specifically, the study examined the use of SA in giving instructions, as expressed by tour guides throughout tour sessions. Delivering instructions is a straightforward mode of communication, even in intercultural context. Methodology: This study adopted a qualitative research method through the collection of data from audio and visual recordings, along with observational notes from interactions between tour guides and tourists particularly during the five Free Independent Travel (FIT) packages. Five Japanese speaking Malaysian tour guides and 17 Japanese tourists (JTs) were recruited for this study. Categorisation of directive speech act (DSA) by Searle (1979) and structure formation of SDA by Blum-Kulka (1989) were employed to analyse the subcategories of directive. Findings: Findings indicate that only three subcategories were used, namely the command, insist, and request. The findings also reveal that there were alignments and adjustments to the expressions or utterances when giving instructions. With the aim of effective intercultural communication, the tour guides were identified to have adapted to the tourist culture. The expression of instructions even in an intercultural context did not confer any contradiction of cultural norms, and were unlikely to cause conflict between the tour guides and the JTs. Contributions: This research is expected to serve as a foundation and reference for parties involved in the teaching and learning of the Japanese language, especially in the expression of SA for tourism communication. Keywords: Speech act, giving directive, Malaysian tourism, tourism communication, Malaysia tour guide. Cite as: Rashid, R. A., Mat, N. H., Kamaruzaman, A. S., Ibrahim, M. Y., Noh, C. H. C., & Matsutani, S. (2021). The descriptive analysis of Japanese language directive speech acts in intercultural context by Malaysian tour guides in tour sessions communication. Journal of Nusantara Studies, 6(2), 358-378. http://dx.doi.org/10.24200/jonus.vol6iss2pp358-378

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