Speech Acts Used by English Teachers in Efl Classroom

International Journal of Multicultural and Multireligious Understanding, 2021

The purpose of this research was to identify the types of speech acts performed by EFL teachers in classroom interaction at SMAN 2 Mataram in Academic Year 2021/2022 on the basis of Searle’s theory of speech acts and to identify the most dominant kind of speech act. This research was the descriptive-qualitative approach. More specifically this research was classified as a case study. The object of this study was the utterances uttered by the EFL teacher of SMAN 2 Mataram during the teaching and learning process. The data were in the form of words, phrases, and utterances employed by the teacher. The researcher played the role of the primary instrument in which she was involved in all of the processes of this research starting from the research design until the data report. The data were obtained through conducting observations accompanied by an audio-video recording. The data were, then, transcribed into the written form, selected to fit the objectives of the study, recorded into th...

International Journal of Education, 2017

The inappropriate use of speech act in EFL classroom may lead to misunderstanding due to the distinct cultures between the origin of language and the users. The purposes of the research are to find out speech act classification mostly used by an EFL teacher while teaching, the reason of why certain classification was preferred and the implication of the selected speech act classification toward the teaching and learning process. This research is a case study research involving an English teacher teaching an EFL class. The study uses Searle’s taxonomy of speech act classification as the instrument. The findings of the research show the frequency of each classification found as the following: 70% for directives, 21% for representative, 6% for expressive and 3% for commissive. Directive speech acts are used mostly by the teacher because the teacher adopts the principle of Communicative Language Teaching. The use of directive speech act apparently make implication towards the improvemen...

NOBEL: Journal of Literature and Language Teaching

One of the factors affecting language teaching and learning is the way how the communication process between teacher and learners takes place in the classroom. In a language instructional context, the teacher’s language serves several functions: transactional, interactional, regulatory, as a language model, and linguistic input. These multiple functions give rise to the performance of varied speech acts. This paper tries to reveal the variety of assertive acts and how they are performed by the teachers. After the data were collected by observation and recording and analyzed using a qualitative technique, it was revealed that the assertive speech acts are realized in terms of informing, describing, exemplifying, explaining, concluding, summarizing, commenting, responding, extending, giving feedbacks, giving clues, announcing a topic, announcing a task, and controlling/shifting a topic. The performance of those acts is always consistent with the main purpose of EFL, i.e., elevating th...

Speech act is a functional unit in the form of an act which helps humans understand or accomplish things with words in communication. This research was aimed to find out and analyse the types of speech acts which were performed by teachers and students in English as a Foreign Language (EFL) classrooms. The researcher employed the speech act theory from Cruse (2000) to analyse and interpret the research results. Qualitative research was applied in this research due to the data source was from the teaching and learning activities in naturalistic environments in English classrooms. The subjects of this research were teachers and students in REAL Equivalent English classrooms. The results showed that there were three types of speech acts found in the interactions between the teachers and students, namely locutionary act, illocutionary act, and perlocutionary act. Locutionary act was performed when teachers and students uttered expressions with no certain intentions. Illocutionary act, on the other hand, was performed when the expressions contained certain intentions to listeners. Perlocutionary act was performed when the listeners showed responses and acted as feedback to the speakers' utterances. By conducting this research, the researcher hopes that it can give more insights to readers regarding to the study of speech act theory in pragmatics field.

Jurnal Penelitian Humaniora

The speech act used in EFL classroom may lead to understanding or misunderstanding due to the distinct cultures between the origin of language and the users. The objective of the research were to find out speech act classification mostly used by an EFL teacher while teaching, the reason of why certain classification was preferred and the implication of the selected speech act classification toward the teaching and learning process. This research was a case study research involving an English teacher teaching an EFL class. The study uses Searle’s framework of speech act classification as the instrument. The findings of the research showed the frequency of each classification found as the following: 57% for assertive, 25 for expressive, 40% for directive, and 1% for commissive. Assertive speech acts were used mostly by the teacher because the teacher gived the students test practice and discussed it later on. The study concluded that the choice of speech acts classification determined...

Ideas: Journal on English Language and Learning, Linguistics and Literature, 2023

Misunderstanding in communication may happen in an EFL classroom due to improper use of speech acts. This research aims to find out and analyze the classification of speech acts and the function performed by a pre-service English teacher at SMAN 7 Malang. This implies a qualitative descriptive study, looking at the pre-service English teacher's talk in an EFL classroom. The present study focuses on the classification of speech acts employed by Searle. The finding of this study indicates four speech act types uttered by the teacher. It consists of 41 representatives out of 185 utterances, 120 utterances of directive type, 7 utterances of commissive, and 17 utterances of expressive. Moreover, of all the most function used in each type, the questioning function was used the most with 73 occurrences. To conclude, the results of this study show that directive type dominates the data with 64.9% out of the utterances, followed by representatives at 22.2%, expressive at 9.2%, and commissive at 3.8%.

International Journal of Linguistics, Literature and Culture, 2018

Speech acts of classroom interaction have been an interesting topic both in ESL and EFL context. Little research, however, has been held in analyzing speech acts of classroom interaction and its relation to strategies used in EFL context. This paper aims at investigating the types and frequency of speech acts performed in terms of teacher-student interactions. It also focuses on analyzing strategies used by teachers and students in performing the illocutionary act of imperatives. Qualitative method is used by means of mixed pragmatic-discourse approach. The data were collected through observation and recording. Three English teachers and 30 male students grade IX of MTs NW Putra Nurul Haramain are participants for gathering the data. The study reveals that four types of speech acts performed are imperatives, assertive, expressions, and commissives. Of those speech acts performed, the very dominant type of speech acts performed, about 120 acts or 43% is imperatives. Assertions about...

Proceedings of the International Conference on English Language Teaching (ICONELT 2017), 2018

This paper is written to reveal the performance of directive speech acts by an English teacher in SMAN 1 Kediri, Indonesia. This speech act type is worth analyzing as this speech act frequently occurs in classroom interaction. Three points that become the focus of analysis are the type, function, and the strategy use in issuing directives. Using observation and note taking, this qualitative study suggests that directive speech act takes the dominant role in classroom interaction. It is performed in three types namely, question, command, and suggestion with various structures categorized under interrogative, imperative, and declarative. The pedagogical functions represented by the teacher's directives are as asking for confirmation, asking question, elicitation, checking knowledge, checking comprehension, asking for clarification, asking for repetition, and checking learning, ordering the students to do something, calling attention, wishing something to happen, nominating the students, commanding, instructing, grouping, guiding, stimulating, and correcting the students' error and lastly, suggestion. The directive performance by the teacher is considered polite and appropriate even though imperative production exists. The reason is because of the relative status in which the teacher as a superior has the right or authority in using imperative. Other indicators of being polite is the use of politeness marker 'please', the word 'try', and also gentle intonation. The use of interrogative and declarative, being indirect, also increase politeness. In short, the EFL classroom interaction in SMAN 1 Kediri reflects Searle's and Holmes' view of directive speech act.

2018

This research aimed at finding out the kinds, and functions of speech act used by the teachers at MAN (State Islamic Senior Schools in South Sulawesi) in teaching English as a Foreign Language and the teachers using kinds and function of speech acts. This research by applying qualitative research design. The research subjects were the English teachers’ in MAN Binamu Jeneponto. Two EFL teachers at MAN Binamu Jeneponto were chosen thourgh purposive sampling teaching, then the instrumentof the research was classroom observation. The data collected was analyzed by using the data analysis proposed by Miles and Huberman (1994), namely data reduction, data display dan the data description of conclusion/verificarion. The results of the study were: (1). The kinds of speech act such as locutionary act, illocutionary act, and perlocutionary act. On Locutionary act, the researcher found that two from three elements of locutionary act, where uttered by the teachers’ and the researcher found that...

Academic Journal Perspective : Education, Language, and Literature

In teaching learning, lecturers teach the students with a good sentence. But there is one of students may not understand what she said although in grammatically is correct, so it will happen miscommunication between lecturer and student. This research concerns in the classroom interaction in Class I,J as the main data of this research because there are many speech acts especially categories of speech act employed by lecturer and students in the interaction related to the context and situation. This research belongs to descriptive qualitative research since it employs the analysis of descriptive and qualitative methods. The type of this research is descriptive qualitative. The participants of this classroom interaction are Mrs. Lutfhi as the lecturer and students from class I,J whereas the 6 men and 27 women. The topic is talking about social problem. In this case the writer analyzes the speech act found in the classroom interaction. The listener of this interaction ought to understa...