AN ANALYSIS OF SPEECH ACT PRODUCED BY TEACHER AND STUDENTS TO FACILITATE ENGLISH TEACHING AND LEARNING
PROCESS IN CLASS XII IPA 2 SMAN 1 WANGI-WANGI (A Descriptive Research)
A THESIS
Submitted to the Faculty of Teacher Training and Education Makassar Muhammadiyah University in Partial Fulfillment of the Requirement for the
Degree of Sarjana Pendidikan
BY:
YULIANI 10535636315
DEPARTEMENT OF ENGLISH EDUCATION FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MAKASSAR 2020
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SURAT PERNYATAAN Saya yang bertandatangan di bawah ini:
Nama : YULIANI
NIM : 10535 6363 15
Jurusan : Pendidikan Bahasa Inggris
Judul Skripsi : An Analysis of Speech Act Produced by Teacher and Students to Facilitate English Teaching and Learning Process in Class XII IPA 2 SMAN 1 Wangi-Wangi (A Descriptive Research)
Demikianlah pernyataaan ini saya buat dengan sebenar-benarnya dan saya bersedia menerima sanksi apabila pernyataan ini tidak benar.
Makassar, Februari 2020 Yang Membuat Pernyataan
YULIANI
UNIVERSITAS MUHAMMADIYAH MAKASSAR
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
Jl. Sultan Alauddin No. 259 Telp. (0411) 866972 Makassar 90221
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SURAT PERJANJIAN
Saya yang bertandatangan di bawah ini:
Nama : YULIANI
NIM : 10535 6363 15
Jurusan : Pendidikan Bahasa Inggris Fakultas : Keguruan dan Ilmu Pendidikan Dengan ini menyatakan perjanjian sebagai berikut:
1. Mulai dari penyusunan proposal sampai dengan selesainya skripsi saya, saya akan menyusun sendiri skripsi saya, tidak dibuatkan oleh siapapun.
2. Dalam menyusun skripsi, saya akan selalu melakukan konsultasi dengan pembimbing.
3. Saya tidak akan melakukan penjiplakan (plagiat) dalam menyusun skripsi ini.
4. Apabila saya melanggar perjanjian saya seperti yang tertera pada butir 1, 2 dan 3 maka saya bersedia menerima sanksi sesuai dengan aturan yang berlaku.
Demikian perjanjian ini saya buat dengan penuh kesadaran.
Makassar, Februari 2020 Yang Membuat Perjanjian
YULIANI
vii ABSTRACT
Yuliani, 2019. An Analysis of Speech Act Produced by Teacher and Students to Facilitate English Teaching and Learning Process in Class XII IPA 2 SMAN 1 Wangi-Wangi. (A Descriptive-qualitative Research).Under the Thesis of English Education Department the Faculty of Teacher Training and Education, Makassar Muhammadiyah of University,supervised by.Radiah.Hamid and Ilmiah.
The objective of the research is to identify the speech act that produced by teacher and students to facilitate English teaching and learning process at SMAN 1 Wangi-wangi Class XII IPA 2.
The researcher used a descriptive Qualitative Research. Research subject is English teacher and students of SMAN 1 Wangi-wangi Class XII IPA 2. The research instrument was observation.
The result of the research were found three types of speech acts used by English teacher and students of XII IPA 2 Class of SMAN 1 Wangi-wangi during teaching learning process. There were three types of speech acts employed by the teacher and students from 75 utterances. The teacher produces 68 utterances and students 7 utterances. They were directives, representative, and expressive.
Directives were found to be the most performed speech acts by the teacher during teaching and learning process in the classroom which occurred in 57 times which represent 75%. Directives were used by the teacher to get the students to undertake some actions. After that followed by representative act produced 12 utterances presenting 16% and expressive only produced 6 utterances that presenting 8%. Therefore, it could be concluded that there are three types of speech acts produced by English teacher and students namely assertive, expressive and directive.
Keywords: Speech act, Speaking Skill, Illocutionary, Assertive, Expressive, Directive
viii ABSTRAK
Yuliani, 2019. Analisis tindak tutur yang dihasilkan oleh guru dan siswa dalam proses belajar mengajar di kelas 12 IPA 2 SMAN 1 Wangi-Wangi. (penelitian deskriptif kualitatif). Skripsi program studi bahasa inggris fakultas keguruan dan ilmu pendidikan, universitas muhammadiyah Makassar, dibimbing ole Radiah Hamid dan Ilmiah.
Tujuan penelitian ini untuk mengenali tindak tutur yang dihasilakn oleh guru dan siswa pada proses belajar mengajar kelas 12 IPA 2 SMAN 1 Wangi- Wangi.
Penelitian ini adalah penelitian deskriptif kualitatif. Partisispan dalam penelitian ini adalah guru bahasa inggris dan siswa SMAN 1 Wangi-Wangi kelas 12 IPA 2. Peneliti menggunakan satu instrumen yaitu lembar observasi.
Hasil penelitian ini yaitu guru dan siswa menggunakan berbagai jenis tindak tutur. Pada kegiatan pembuka, guru dan siswa menggunakan tindak tutur assertif, ekspresif and direktif. Pada kegiatan inti, guru dan siswa menggunakan tindak tutur assertif dan direktif. Sedangkan pada kegiatan penutup guru menggunakan tindak tutur ekspresif. Oleh karena itu dapat disimpulkan bahwa guru dan siswa SMAN 1 Wangi-Wangi kelas XII IPA 2 menggunakan tiga jenis tindak tutur yaitu assertif dengan presentasi 16%, ekspresif dengan presentasi 8%
and direktif dengan presentasi 75%. Guru menghasilkan 68 ungkapan sedangkan siswa 7 ungkapan.
Keyword: Tindak tutur, Berbicara, Ilokusi, Aserif, Ekpresif, Direktif.
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ACKNOWLEDGEMENTS
Alhamdulillahi Rabbil Alamin, first of all, praises be to Allah SWT, who has given guidances, blessings, and mercies to the researcher in completing this thesis. Shalawat and salam are addressed to the final, chosen religious messenger, the propet of Muhammad SAW.
The researcher would like to give her gratitude, respect, and appreciation to the researcher‟s beloved parents Ahmadi dan Hasma, for their never ending love, support prayer, advices, care and support morally and financially to the researcher. During the writing of this thesis, the researcher also received a lot of help and support from a number of people, the researcher would like also to give appreciation to them:
1. Dr. H. Abd Rahman Rahim, SE., M.M., the Rector of Muhammadiyah University of Makassar,
2. Erwin Akib, S.Pd., M.Pd., Ph.D., the Dean of Muhammadiyah University of FKIP of Makassar,
3. Head of English Education Department, Ummi Khaerati Syam, S.Pd., M.Pd, and her secretary, Ismail Sangkala, S.Pd., M.Pd., and the staff.
4. The researcher high appreciation and great thankfulness are due to consultants Dra. Radiah Hamid, S.Pd., M.Pd and Hj. Ilmiah, S.Pd., M.Pd, for their guidance, encouragement, motivation and their patience from the beginning until the end of writing this thesis.
5. The researcher great thankfulness for lecturers of English Education Department FKIP Unismuh Makassar.
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6. Thank you very much for Headmaster, English teacher and students of SMAN 1 Wangi-wangi.
7. Thank you very much for beloved sister and brother Asrudin, Sri Arfiani, Andri and Muhammad Adi Yurman who always gives support and advices during make this thesis.
8. All thanks to beloved friends, Desi, Fira, Risma, Helmi, Affa who always give motivation, support and happiness you are cheerful friends.
9. A lot of thanks for all member of D class who always give support each other and happiness.
Finally, the researcher would like to welcome and constructive suggestion and criticism to make this thesis is better.
Makassar, November 2019
YULIANI
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TABLE OF CONTENTS
Page
COVER ... . i
LEMBAR PENGESAHAN ... ii
APPROVAL SHEET ... iii
COUNSELLING SHEET ... iv
SURAT PERNYATAAN ... v
SURAT PERJANJIAN ... vi
ABSTRACT ... vii
ABSTRAK ... viii
ACKNOWLEDGMENTS ... ix
TABLE OF CONTENTS ... xi
LIST OF TABLES ... xiii
LIST OF FIGURE ... xiv
LIST OF APPENDICES... xv
CHAPTER I INTRODUCTION A. Background ... 1
B. Problem Statement ... 4
C. Objective of the Research ... 4
D. Significance of the Research ... 4
E. Scope of the Research ... 4
CHAPTER II REVIEW OF RELATED LITERATURE A. Previous Related Research ... 5
B. The Concept of Speech Act ... 6
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1. Definition of Speech Act ... 6
2. Types of Speech Act ... 10
3. Aspect of Speech Act ... 18
C. Conceptual Framework ... 20
CHAPTER III RESEARCH METHOD A. Research Design ... 21
B. Population and Sample ... 22
C. Research Instrument ... 22
D. Data Collection Technique ... 23
E. Data Analysis ... 23
CHAPTER IV FINDINGS AND DISCUSSIONS A. Findings ... 26
B. Discussions ... 37
CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion... 40
B. Suggestion ... 41
BIBLIOGRAPHY ... 43 APPENDICES
CURICULUM VITAE
xiii
LIST OF TABLES
Number Page
3.1 Speech Act produced by Teacher and Students ... 24 4.1 Type of Speech Act Used by Teacher and Students in Opening Activity .. 34 4.2 Type of Speech Act Used by Teacher and Students in Main Activity ... 35 4.3 Type of Speech Act Used by Teacher and Students in Closing Activity .... 35 4.4 Type of Speech Act used by Teacher and Students in Teaching
Learning Process ... 36 4.5 Percentages of Speech Act Used by Teacher and Students ... 37
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LIST OF FIGURE
Number Page
2.1 Conceptual Framework ...20
xv
LIST OF APPENDICES
APPENDIX A Instrument
Instrument for Teacher
Instrument for Students APPENDIX B Data Results
APPENDIX C Data Result Analysis APPENDIX D Documentations APPENDIX E Curriculum Vitae
1 CHAPTER 1 INTRODUCTION
In this chapter presented about background of the research, problem of the research, objectives of the research, significance of the research, and scope of the research.
A. Background of the Research
English is one of human languages in the word that has important role in communication. It has become international language and almost practiced in all parts of life, especially in this global era that has full of competition and English becomes one of determiner and assessments of the competition. So that it is important for us to learn the language. It is similar to the statements that English has dispersed and diversified, has been adopted and adapted as an international means of communication by communities all over the globe.
Each individual has a different or diverse way of communication with the other people and speaking that serves to maintain his personality traits. The shape can be diction and can also be in the form of an expression. In that context, language is a mirror of the speaker. The main function of language is as a tool for communicating, asking for things, making appointments, reporting news, giving greetings, apologizing, prohibiting, giving advice, seeking information, and inviting someone in an event called speech act. Speech act is a product of a sentence under certain conditions and is the smallest unit of language communication that determines the meaning of the sentence.
Speaking is one of the four language skills (reading, speaking, writing, listening, and speaking. It means through speaking learners can communicate with others to achieve certain goals or to express their opinions, intentions, hopes and viewpoints. Teaching speaking is considered to be difficult among the four skill of language. Chastain (1988) states that learning about speak is obviously more difficult. It means that more effort is required by the students and various interesting activities are also required by the teacher.
Speech acts in the utterance of a sentence that is determinants the meaning of the sentence. However, the meaning of a sentence is not determined by the only act of words as it applies in the sentence being spoken, but always in principle the possibility of expressing precisely the intent of the speaker.
Therefore, it is possible for the speaker to say a unique sentence in each speech act because he tries to adjust the utterance to the context. In such a sense, the study about the meaning of the sentences and the study of speech acts are not two separate studies, but one study with two different points of view. Speech act theory is a theory that is more likely to examine the meaning of sentences rather than theories which are more likely to try to analyze sentence structure.
Speech act are important in teaching and learning process because they are one component of language use and also means to express thoughts and feelings. The teacher and students in the classroom do a lot of interaction, when the teacher convey something, maybe teacher has a special purpose, or just want to convey the information. Therefore, speech act is very important so that there is no misunderstanding between teacher and students in the classroom. Someone
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often has the purpose that different with what they say, even often in conflict (Thomas, 1995:49).
SMAN 1 Wangi-wangi is the school where researcher studied and graduated there, so researcher really familiar with the teacher there. Besides that, the researcher also carried out Magang 1 and Magang 2 Program there. SMAN 1 Wangi-wangi meets criteria of the research because it is a superior school in the Wakatobi Regency. Based on the statement above, The researcher is very interest to identify the Speech Act by English teacher and students at SMAN 1 Wangi- wangi and do the research with the title “An Analysis of Speech Act Produced by English Teacher and Students to Facilitate English Teaching and Learning Process at SMAN 1 Wangi-wangi”.
B. Problem Statement
Based on the previous background, researcher formulated the research question in question form as follow: “What are the speech acts produced by teacher and students to facilitate English teaching and learning process at SMAN 1 Wangi-wangi Class XII IPA 2?”
C. Objective of the Research
The objective of the research that can be formulated that to identify the speech act that produced by teacher and students to facilitate English teaching and learning process at SMAN 1 Wangi-wangi Class XII IPA 2.
D. Significant of the Research
The significance of the study considered into two, theoretically and practically. Theoretically, this research is useful to add the science provide more
information about of Speech Act. While practically for English teacher, the result of this research becomes the references and alternative to make a good communication and interaction with students in teaching and learning process. For the students, this research show how important of analyze the sentence first, before doing something to anticipate misunderstanding.
E. Scope of the Study
In a research, it is very important to make scope of the research to limit the data. The researcher limit to analyze the type of illocutionary act which consist of assertive, expressive and directive act that produced by English teacher and students speaking at SMAN 1 Wangi-wangi, Class XII IPA 2, semester 1.
5 CHAPTER II
REVIEW OF RELATED LITERATURE
In this chapter, the researcher presented about previews related research, the concept of speech act, and conceptual framework
A. Previous Related Research
Speech acts are individuals and determined by ability of language speakers. Every person has a different ways in communicating that serves to maintain his personality traits. The form can be diction and can also be a way of expression. In that context, the language is the mirror of the speaker. There are several researchers who have done before related to speech acts.
First, the research that conducted by Kartika (2016) “Teacher and Students Speech Act during Correcting Session of the Student English Works at SMAN 6 Bandar Lampung. Researcher conclude that in correcting the students English works, the teacher mostly produced assertive and directives acts, the speech acts that produced by one student to other which were in complaining, denying, ordering, requesting clarification are congruent.
Second, the research that conducted by Made ( 2014 ) “An Analysis of Speech Acts in the Conversation Between Habibie and Ainun in the Film Entitled Habibie and Ainun 2012. Researcher conclude that The classifications of illocutionary speech acts, assertive, directive, commissive, and expressive were found in the conversation between Habibie and Ainun in the film entitled Habibie and Ainun. Assertive speech acts is the most dominant among the others, then followed by directive, and commissive, the least one was expressive speech acts.
The researcher could not found declarative speech act because there was no formal institutional setting in the conversation of Habibie and Ainun.
Third, the research that conducted by Putra (2013) “An Analysis of Speech Act Produced by Elementary School Teacher and Student to Facilitate Teaching and Learning at SDN 1 PRINGGASELA EAST LOMBOK. Researcher concludes that the functions of the teachers‟ directives speech acts at SDN 10 Pringgasela are control, organizational and motivational or evaluative functions.
Such us to ask the students about certain information, to request the students to do certain action, to check the students understanding, to suggest students in positive way, to ask permission. Meanwhile the directives of students have some functions such as ask about certain information, ask permission.
Based on previous research, the similarity of this research and previous research is talking about speech act. The differences with the previous research that, research location, level of participants, and the types of the research. In this study, the researcher examine the form of illocutionary speech namely assertive, directive, commisive, expressive and declarative acts only that happened at SMAN 1 Wangi-Wangi, Wakatobi Regency on the grounds that no one have conduct research at that location and no one have study about speech Acts.
B. The Concept of Speech Acts 1. Definition of Speech Acts
According to Searle (1969:16) Speech act is the basic unit of linguistic communication. It means that speech act is the production of what is said performance of speech act. It is the way people act through their speech. Austin (1962:109) identifies three distinct levels of action into locutionary act,
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illocutionary act, and perlocutionary act. Speech act are individual symptoms that are psychological in nature and sustainability is determined by the speakers language ability in dealing with certain situation.
Speech actions and speech events are two symptoms that occur in one process, namely the communication process. Speech events are basically a series of a number of organized speech acts to achieve a goal. Because speech events are social events because they involve parties who speak in a particular situation and place. A new conversation can be referred to as a speech event if it meets the requirements as stated by Hymes (1972:65), a well-known sociolinguistic expert, that a speech event must fulfill eight components, namely if the first letters are combined into an acronym SPEAKING, such us :
S : Setting and scene P : Participants E : Ends
A : Act sequences K : Key
I : Instrumentalities
N : Norms of Interaction and Interpretation G : Genres
Setting and scene. The setting is related to the time and place of speech, while the scene refers to the situation of place and time, or the psychological situation of the conversation. Time, place, and different speech situations can cause the use of different language variations. Speaking on the soccer field at the time of a soccer match in a very crowded situation is certainly different from the
conversation in the library when many people read and were in a state of silence.
On the soccer field we can talk loudly, but in the library it must be as slow as possible.
Participants are parties involved in the discussion, can be speakers and listeners, greeters and messengers, or senders and recipients (messages). Two people who converse and change roles as speakers or listeners; but in sermons in mosques, the speaker as speaker and congregation as listeners cannot exchange roles. The social status of participants strongly determines the variety of languages used. For example, a child use a variety of languages used. For example, a child use a variety or teacher when compared to him talking to his peers.
Ends, refers to the purpose or purpose of discussion. In the event of speech in the classroom, the beautiful teacher tries to explain the material so the students can understand it. However, some of them come to the class only to look at the beautiful face of the teacher. Act sequence, refers to the form of speech and content of speech. This form of speech relates to the words used, how they are used, and the relationship between what is said and the topic of conversation. The form of speech in public lectures, in ordinary conversations, and in parties is different, as well as the content discussed.
Key, refers to the tone, manner and spirit in which a message is conveyed happily, seriously, briefly, arrogantly, mockingly, and so on. This can also be indicated by gestures. Instrumentalities, referring to the language path used, such as oral, written, telegraphic or telephone lines. These instrumentalities also refer to the speech code used, such as language, dialect, variety, or resister. Norm of
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Interaction and Interpretation, refers to norms or rules in interacting. For example, related to how to interrupt, ask questions, and so on. Also refers to the norm of interpretation of the speech of the other person.
Norm of Interaction and Interpretation, refers to norms or rules in interacting. For example, related to how to interrupt, ask questions, and so on.
Also refers to the norm of interpretation of the speech of the other person. Genre refers to the types of delivery forms, such as narration, poetry, proverb, prayer, and so on.
According to Chaer (2010:50) speech acts are individual symptoms that are psychological in nature and sustainability is determined by the speaker's language ability in dealing with certain situations. In speech acts focus in the meaning or meaning of actions in his speech. Leech (1993:19-20) states that actually in speech acts consider five aspects of speech situations which include:
speakers and speech partners, the context of speech, the purpose of speech, speech acts as an action / activity and speech as a product of verbal acts.
Furthermore, speech event is a social phenomenon and there is interaction between speakers in certain situations and places, then speech acts are more likely to be individual symptoms, psychological in nature and are determined by the speakers' language skills in dealing with certain situations. If the speech event shows more the meaning of the act in the speech. So it can be concluded that speech acts are utterances that contain actions as a functional communication that considers aspects of social situations. The concepts clarify the notion of speech act as an act that produces speech product of speech acts.
2. Types of Speech Acts
Many experts provide different categorization of speech acts. Austin (1962: 108) proposes three different levels of action beyond the act of utterances.
They consist of locutionary, illocutionary and perlocutionary atcs, the clarification of illocutionary acts is based on various criteria. Searle (1969: 31) divides speech act into five main types including assertive, directive, commisive, expressive and declaratives. Furthermore, Leech categorized speech act into competitive, convivial, collaborative and conflictive. Based on some perceptions of expert above, the researcher use the types of speech act according to Austin (1962: 108) that speech acts consist of three, such us locutinary act, illocutionary act and perlocutionary act.
a. Locutionary
Locution speech acts are speech acts intended to express something. The act of saying something with the word and the meaning of the sentence according to the meaning of the word in the dictionary and the meaning of the sentence according to the syntactic rules. Locution can be said as the act of saying something. Locution is a speech act to express something. Examples of locution speech acts are when someone says "my body is very tired". Speakers of this speech do not refer to specific intentions to the speech partner. This speech means that the speaker is in a very tired state, without the intention of asking to be noticed by means of massage by the partner.
According to Rohmadi (2004: 30) locutionary can be said as the act of saying something. Follow up locus is the most easily defined action because in its identification does not take into account the context of speech. Example of
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locution speech acts is when someone says "my body is very tired". Speakers of this speech do not refer to specific intentions to the speech partner. This speech means that the speaker is in a very tired state, without the intention of asking to be noticed by means of massage by the partner. Speakers only revealed the situation that was being experienced at that time. Another example is the phrase "Sandy playing guitar". This sentence is spoken solely to inform to someone about something without the tendency to do something especially to influence the opponent he said.
Locutionary act is literal meaning of a sentence. In other word, locutionary act is the act of saying something. Austin said that the interpretation of locutionary act is concerned with meaning. A locutionary act is an act of producing a meaningful linguistic expression. Locutionary act is the act of what a speaker says. Yule (1996:48) said that locutionary acts are the basic of utterance, or producing a meaningful linguistic expression. There is no intention of the speaker when he/ she utter the utterance. It is also called the act of saying something (Leech, 1983: 199).
b. Illocutaniory
According to Tarigan (2009: 35) Ilocutionary act is the act of doing something by stating something. Ilocution is a speech act that contains meaning and function or speech. The question posed with regard to illocutionary acts is
"for what is the utterance done" and is no longer in the level of "what is the meaning of the speech?"
According to Rustono (1999: 38) explains that to facilitate identification there are several verbs that mark illocutionary speech acts, including reporting,
announcing, asking, suggesting, thanking, proposing, acknowledging, congratulating, promising, urging, and so on. Rohmadi (2004: 31) reveals that illocutionary acts are speech acts that function to say or inform something and are used to do something. An example of an illocutionary speech act is "hot air". This speech contains the intention that the speaker requests that the door or window be opened immediately, or asks the partner to turn on the fan. So it is clear that the speech contains certain intentions addressed to the speech partner. Another example, the sentence "Suseno is sick". If this sentence is told to the partner who is turning on the television with a very high volume, this means that the utterance is not only intended to inform, but also instructs to reduce the volume or even turn off the television.
According to Cutting (2002:16) states that people also use language to perform such actions, there must be an intention behind the utterance. This particular aspect of speech act is regarded as illocutionary act; what the speakers are doing with their words. Yule (1996: 48) adds that the illocutionary act is performed via the communicative force of an utterance which is generally known as illocutionary force.
Illocutionary act is the act of saying, utterance or the act of doing something. It is not only used for informing something, but also doing something as for as speech event was accurate considered. Illocutionary act is performed via the communicative force of an utterance. Illocutionary act is an utterance with some kind of function in mind. In every utterance that we produced it is also another act that performed inside the utterance.
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Illocutionary act is the act of saying, which is committed with the intends of speaker by uttering a sentence such as asking, stating, questioning, promising, ordering, apologizing, threatening, and requesting. Illocutionary act is an utterance with some kind of function in mind. According to Yule (1996:48) someone might utter to make a statement, an offer, an explanation, or for some other communicative purpose. This is also generally known as the illocutionary force of the utterance. This mean, in every utterance that we produced it is also another act that performed inside the utterance. According to Wagiman (2008:70) illocutionary is the act of the utterance. It is the act which is performed by saying the utterance. It is the underlying force of the utterance or the interpretation of the utterance by the hearer.
Searle (1979) classifies illocutionary acts based on various criteria, namely.
1) Assertive
Engage the speaker in the truth of the propositions expressed, for example stating, telling, suggesting, boasting, complaining, demanding, and reporting. Illocutionaries like this tend to be neutral from politeness, thus can be included in the collaborative category.
Assertive is what the speaker believe. The sentences that include in assertive are sentence of fact, question, conclusion and description. According to Searle (1979:12) the point or purpose of the members of the assertive class is to commit the speakers (in varying degrees) to something is being the case, to see truth of the expressed proposition. When speaker say “I call him a liar”, the
speaker describe someone as a liar as the speakers believe. It means this utterance included of assertive description.
2) Directive
Intended to cause several effects through the act of the listener, for example, ordering, begging, asking, recommending and advising. All of this often falls into the competitive category, and consists of an illocutionary illocutionary category in which negative politeness becomes important. It should be noted that to eliminate confusion in the use of directive terms in relation to 'direct and indirect illocutions', Leech advocates the use of the impositive term for competitive illocutionaries in this class.
Directive is what the speakers say to ask the hearder to do something. It means the speakers want the hearer to do what the speakers wants. According to Searle (1979:13) the illucutionary point of these consist in the fact that they are attempts (of varying degrees and hence more precisely, they are determinates of the determinable which includes attempting) by speaker to get the hearer to do something. The sentence “I warm you to stay away from my wife!” .The speaker commands the listener to stay away from his wife.
Directive are those kind of speech act that speaker use to get someone else to do something. Directive utterances are those in which the speaker tries to get the addressee to perform some act or refrain from performing an act. Directive speech acts contains a verb, an object and a requested task that performed by the speaker and the hearer. Directive speech acts is an utterance of the speaker to make the hearer do or responds something for the speaker. (Yule, 1996:54)
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3) Commissive
Involve the speaker on a number of upcoming actions, such as promising, swearing, offering (prayer). All of these tend to be more conservative than competitive, implemented rather fulfilling one's interests than the speaker.
Commissive is what the speakers say relate to the future action. The illocutionary acts whose point is to commit the speaker (again in varying degrees) to some future course of action (Searle, 1979:14). The sentence “I promise to come to your birthday”. The speakers make a promise to the listener that she come to the listener‟s birthday. This utterance is include of commisive because include of promise that relate to some future action. Cutting (2002:17) adds that promising, threatening, refusing, and pledging, offering, vowing and volunteering are some examples of illocutionary forces that fall under the category of commissives.
Comisives is speakers undertake to make the world fit with the words via the speaker (Yule, 1996: 54).
4) Expressive
It has a function to express, express or tell the psychological attitude of the speaker towards a statement of the state predicted by illocutionary. For example, say thank you, congratulate, forgive, forgive, blame, praise, express condolences, and so on. As well as commissiveness, all of this also tends to be a awakening, and therefore in its essence is considered polite. But the opposite can also be justified, for example expressive expressions such as 'blame' and 'accuse‟.
Expressive is the next class of illocutionary. The illocutionary point of this class is to express the psychological state specified in the sincerity condition about a state of affairs specified in the propositional content (Searle, 1979:
15).Expressive is what the speakers feels. The sentences that include in expressive are sentence of pleasure, pain, likes, dislike, joy and sorrow. The illocutionary point of this class is to express the psychological state spefied in the sincerity condition about a state of affairs specified in the propositional content. Expressive is the acts which reveal expression in the utterances. Thanking, congratulating, apologizing, condoling, deploring, and welcoming are the examples of expressive.
In using an expressive, the speakers make words fit the world (Yule, 1996: 54).
5) Declarative
Declarative is illocutionary, if the performance is successful it cause good correspondence between propositional content and reality. Examples of surrender, dismiss, release, baptize, name, isolate, appoint, appoint, determine, sentence, and so on. All of these are typical categories; all of that is done by someone who has special authority in a particular institution. The classic example is a judge who punishes, a priest who baptizes children, a prominent person who names a ship, and so on. If viewed from an institutional standpoint and not only in terms of action said, then these actions can be said to hardly involve politeness.
For example, although the act of imposing a sentence on a defendant is not always pleasant, the judge has full authority to do so. Therefore, it is almost impossible to say that punishing someone is 'rude'.
Declaration is what the speaker say change the propositional content and reality. Its show what the speaker says change to listener. It is the defining characteristic of this class that successful performance of its members about the correspondence between prepositional content and reality (Searle, 1979: 16-17).
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Example, “you are guilty”. The speaker utter to the listener as guilty. It changes prepositional content and reality of the hearer so it included declaration.
Declarations are the types of illocutionary that acts containing utterances that are intended to alter the world. Including in these groups are, defining, abbreviating, naming, calling‟ or, christening„. According Yule (1996: 53) when using this type, the speaker has to have a special institutional role, in a specific context, in order to perform a declaration properly.
c. Perlocutionary
Perlocutionary act is a speech act that simply creates speech that has a function without referring to speech that has an effect (Yule, 2006: 84).
Perlocutionary acts are speech acts that are related to the presence of other people's remarks in relation to nonlinguistic attitudes and behaviors of others (Chaer, 2004: 53). Perlocutionary speech acts can also produce an effect or utterance on the partner resulting in a sense of worry, fear, anxiety, sadness, and disappointment. Perlocutionary act is a speech act as viewed at the level of its consequences, such us persuading, convincing, scaring, enlightening, inspiring or otherwise affecting the listener. In speech-act theory, a perlocutionary act is an action or state of mind brought about consequence of saying something. As an example, consider the following utterance.” By the way”, I have a CD of Debussy, would you like to borrow it?” Its illocutionary function is an offer, while its intended perlocutionary effect the listener, or to show friendly attitude or encourage an interest in a particular type of music.
Perlocutionary act refers to the effect this utterance has on the action of the other person. The case perlocutionary act is what the speaker intends to
communicate about what the speaker says. Perlocutionary act is called by the act of affecting something. Perlocutionary act is the act by which the illocution produces a certain effect in or exerts a certain influence of addressee.
Perlocutionary act is the expected effect of the speaker to the hearer with an utterance from the speaker. For example: If someone says ‚where is your homework? It may because you look at your book quickly or you might respond
‚oh my homework is miss home. Meanwhile, illocutionary acts are the intentions behind the speaker‟s utterances and perlocutionary acts are the effects that the utterances have on the hearer. The distraction between illocutionary act and perlocutionary act is very important. Perlocutionary acts can be called with phrase, the act of affecting someone (Rahardi, 2009: 17). In perlocutionary, there is an influence affect. This is called by as perlocutionary effect.
3. Aspects of Speech Act
Speech Act consists of some aspects. Leech (1983: 19-21) divides the speech situation aspects into five parts, namely: (a) speakers and speech partners, (b) speech context, (c) speech acts as actions or activities, (d) speech objectives, and (e) speech as a product of verbal action.
a. Speakers and Speech Partners
Speakers are people who speak, while the speech partner is said person who is the target or friend of the speaker. The role of speakers and speech partners is carried out alternately, speakers at the next speech stage become speech partners, and vice versa so that interactions occur in communication. The aspects
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related to speakers and partners include aspects of age, social background, gender, education level, and level of familiarity.
b. Context of Speech Act
In essence the context in pragmatics is all background knowledge that is understood together between speakers and their spoken partners. This context as an understanding background possessed by speakers and opponents of speech can make interpretations of what the speaker means when making certain utterances.
c. Purposes of Speech Act
The purpose of speech is what the speaker wants to accomplish by speaking or have a specific intention in pronouncing a sentence when interact with the other. This component makes the background of speech. Because all utterances have purpose. On the Other side, purposes are something expressed by an individual that not only presents information, but performs an action as well.
d. Speech Acts as a Form of Action or Activity
Speech acts as a form of action or activity are that this speech act is also an action. Speech acts as an act are not the same as the act of pinching and kicking. It's just that body parts have different roles. Speech Acts are commonplace in everyday interactions and are important for communication, as well as present in many different contexts. Examples of these include: "You're fired!" expresses both the employment status of the individual in question, as well as the action by which said person's employment is ended.
e. Speech as a Verbal Product
Verbal product refers to the use of sounds and language to relay a massage. It serves as a vehicle for expressing desires, ideas and concepts to process communication between two or more people in learning and teaching. The speech is the result of an action. Speaking is a verb. Verbal action is the act of expressing words or language.
C. Conceptual Framework
The conceptual framework used in this research is the following:
Figure 2.1
Conceptual Framework
The conceptual framework above describe about teaching of English speaking process in the classroom that involve teacher and students of SMAN 1 Wangi-wangi. This research identify about speech act that consist of three types namely locutionary, illocutionary and perlocutionary. More focus in the illocutionary act that consists of assertive, directive and expressive.
Teaching of
English Speaking Speech Act
Illocutionary
Locutionary Perlocutionary
Assertive e
Directive Expressive
21 CHAPTER III RESEARCH METHOD
In this chapter, the researcher presented about research design, population and sample, instrument of the research, data collection technique and data analysis.
A. Research Design
In this study the researcher used a Qualitative Descriptive Approach.
Descriptive Research is a study that the researcher would collect the data to test research question to describe the facts of object and subjects that are precisely examine. The researcher used a qualitative approach because the research data is in the form of verbal language namely speech acts produced by teacher and students at SMAN 1 Wangi-Wangi, Wakatobi Regency and used qualitative in explaining the findings of the research conducts. The foundation of the theory is used as a guide so that the focus of the research is in accordance with the facts in the field.
In a research is very important to know research variable. One variable between another variable certainly has a relationship. The variable of the research divided into two, first Variable Y namely Speech Act and Variable X namely teaching of English learning. Variable X and Variable Y are considered having influence, where all of the processes of variable X is influenced by variable Y in the classroom activity.
Y X
B. Population and Sample 1. Population
The populations of this research are teacher and students at SMAN 1 Wangi-Wangi Class XII, semester 1. The total numbers of students in Class XII MIPA are 102 students and consist of three classes. While in Class XII IPS are 91 students that consist of three classes also. Every class consists of 32-35 students.
So, all of the number of students in Class XII are 193 students in the 2019/2020 of academic year.
2. Sample
The sample of this research determined through Non Probability Sample namely purposive sampling, because in this research needed the students and teacher who are active in teaching and learning process in the classroom to facilitate data collection through the conversation. The researcher chose 1 class that categorized in criteria that have formulated before namely Class XII IPA 2 that consist of 32 students.
C. Research Instrument
The research instrument is something that used to support the ongoing research. The research instruments used include:
1. Observation sheets (filled in during research), it can help the researcher make an observation in the classroom, so that the data obtained can be arranged neatly.
2. Supporting instruments, namely tools intended for research support such as cell phone cameras, recording devices (cell phones). The camera is used
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to take some pictures of teacher and students during a conversation in the classroom, while voice recording is used to record the voice of teacher and students during the conversation in the classroom to reassure that the data obtained is real.
D. Data Collection Technique
To obtain data and information needed in this study, researcher used several data collection techniques as follows:
1. Observation
Observations can help the researcher to directly observe the expressions or speeches that are considered representative to be used as data.
2. Listen and Record Technique
This technique can help the researcher to listening carefully about the expressions that produced by teacher and students in the classroom. While listening, the researcher records the expressions by the teacher and students.
3. Note Technique
After recording, the researcher can write it and translating the data so that the data that is originally an oral form becomes written data so that can easy to understand.
E. Data Analysis
Miles (1994:246) states that three are activity in qualitative data analysis.
They are reducting the data, data display drawing/verification. The steps are
arrange to make the researcher easier in analysing the data. For the explanation they are :
1. Reducting the Data
The researcher make transcript of record data and written data, and identify types of speech act based on the interaction between teacher and students in the classroom.
2. Data Display
The researcher analyze the classification of speech acts and display the data about teacher and students utterances by using tables, explanation and making pecentage . The table system as follow:
Table 3.1
Speech Act produce by Teacher and Students
Activity Illocutionary Act Classification Frequency
Introduction Expressive Greeting 3
Apologizing 2
Assertive Description 4
5
Directive Suggestion 3
Adapted from: Searle (1979) The researcher make prentage of the data to know usage of types speech act in English Teaching and Learning process. Sugiyono (2014: 170) states that the analysis is looking presentage. The presentage used formula:
F
P = --- × 100%
N
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Notes: P = precentage F = frequency
N = the sum of the frequencies
3. Drawing/Verfication
The researcher make conclusion drawing/verfication. Derive from the data display in table, the next is describing and interpreting the data so that the conclusions and verification of the use of speech act based on the interaction between teacher and students in the classroom can be explain.
26 CHAPTER IV
RESEARCH FINDINGS AND DISSSCUSION
In this chapter, the researcher presented about the result of the research.
There were two term namely research findings and discussion of the research.
A. Research Findings
The data findings related to type of speech act used by students and English teacher on teaching learning process. Searle on Yule book classifies speech act into five categories. Those are assertive, expressive, declarative, commisive and directives, but the researcher focus on directive, assertive and expressive. Based on the observation in SMAN 1 Wangi-wangi about speech act produced by teacher and students to facilitated teaching and learning process at SMAN 1 Wangi-wangi class IPA 2, the researcher found three types of speech acts performed by English teacher and teacher according to Searle‟s theory, those are assertive, expressive, and directives. The observation was conducted by the researcher on November. The researcher found 75 utterances which contain speech act.
Speech Act Produced by Teacher and Students to Facilitate Teaching and Learning Process
1. Assertive Act
The researcher founds 12 utterances of assertive act which produced by English teacher and students in the opening activity and main activity. During opening activity, English teacher and students produced 2 utterances. The data as
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bellow:
Confirming
There were 2 utterances which categorized as a confirming during the opening activity, 1 utterance by teacher and 1 utterance by students. From the analysis in following conversation:
T: I’m fine too.
S : Good morning too pak
In transcript, researcher found kind of assertive statement from teacher and students in opening the class. Those utterances of assertive speech act are classified into confirming it happened when students asked teacher‟s condition, so teacher said “I‟m fine too”. From this statement, the teacher stated that her condition was good at the time. In the other words, teacher informed students that she was fine to give the materials. And students answer the teacher‟s greeting namely
“good morning pak”.
During the main activity, the researcher found the utterances of assertive speech act, there were 10 utterances can be categorized as assertive. The researcher found two types of assertive. That are explaining, and concluding.
1) Explaining
There were 9 utterances can be categorized as explaining of assertive during teaching and learning process between teacher and students in main activity. The English teacher produced 7 utterances and students produced 2 utterances. The example of utterances which categorized as explaining can be found in example of dialog in transcript. The data as bellow:
T: coba remi what do you think?
S: I think library is a place for reading some book
The utterance can be classified into explaining. The teacher asks students about the material in process teaching learning process. Then student try to explain what the teacher ask according to her.
T: American idol itu hanya menggambarkan bahwa ketika lulus American idol berarti akan menjadi idola, jadi idol baru calon idola, contohnya calon jemaah haji, itukan baru calon. Jadi textnya American idol review. Apa itu review?
S: meninjau pak… membahas ulang pak…
This utterance also can be classified as explaining. The teacher continues explained about the task. The students also listen about the teacher explain and answer the teacher when the teacher ask. The another example of utterances that classified as explaining can be found in the other utterances
T: text explanation itu menceritakan fenomena yang ada dimaksyarakat baik itu secara natural maupun tidak. Saya kira bukan itu jawabannya ya. Coba yang lain text apa?
S: announcement pak
This utterance can be classified into explaining activity. The teacher try to explain about the wrong answer by students refers with the task. It‟s make the student could be more understand and considering about the material that has been delivered.
2) Concluding
The researcher found the utterance can be categorized as concluding during teaching and learning process between teacher and students in main activity. There was 1 utterance that which categorized as concluding can be found in data dialog transcript. The detail data as bellow:
T: jadi berdasarkan pengunjungnya, perpustakaan ada dua yaitu untuk adult dan kids. Ada yang khusus untuk anak-anak, ada
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juga khusus untuk orang dewasa. Jangan sampai anak-anak masuk diperpustakaan dewasa, using nanti bacanya karena tidak ada yang bergambar.
S: iyya pak
This utterance can be classified into concluding activity. The teacher gives the information about the material. The teacher wanted to make sure back about students understand from teacher explanation before so the student can easy to understand.
Based on the data above, the researcher can concluded that English teacher and students produced 12 utterances of assertive act. English teacher produced 9 utterances, 1 utterance in opening activity and 8 utterances in main activity. Meanwhile students produced 3 utterances, 1 utterance in opening activity and 2 utterances in main activity.
2. Expressive Act
The researcher founds 6 utterances of expressive act which produced by English teacher and students in the opening activity and closing activity. During opening activity, English teacher and students produced 4 utterances. The data as bellow:
Welcoming
There were 4 utterances which categorized as welcoming during the opening activity. The detail as bellow:
T: Assalamualaikum Warohmatullahi Wabarokatu S: Wa’alaikumsalam Warohmatullah
Wabarokatuh
T: Good morning class S: Good morning too pak
T: How are you?
S: I’m fine. How about you?
T: I’m fine too
In data, teacher used 3 expressive statements when she said welcome students in the opening of the class and students used 1 expressive statement.
Teacher said “Assalamualaikum Warohmatullahi Wabarokatuh” as an Islam greeting. This kind of welcoming statement is very common in Indonesia, especially in Islamic educational institution. After saying “salam”, teacher greeted students by saying “Good Morning, class”. Then, teacher continued to ask students condition at the time by saying “How are you? In this moment, teacher applied expressive statements to greet students to open the class. Then students answer it by saying “how about you?”.
In the closing activity, expressive act utterances produced by teacher is 2 utterances on the opening activity. The utterances can be found in data dialog transcript. These utterances divided into one type that is leaving. The detail as below:
Leaving
The teacher performed 2 utterances that can be categorized as leaving. For the example of the teachers utterances of leaving can be seen in the following utterances in data dialog transcript.
T: oke saya rasa cukup sekian, nanti kita bertemu lagi di hari yang akan datang
S: iyya pak
This utterance can be categorized as leaving. From the statement above, it can conclude that the teacher would be finished the class and would be continue on the next week. The teacher said it to give the information to the students if the
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class would be end.
T: assalamualaikum warohmatulllahi wabarokatuh S: waalaikum salam warohmatullahi wabarokatuh.
On data above, teacher used expressive statements when he greeted students in the closing of the class. Teacher said “Wassalamualaikum Warohmatullahi Wabarokatuh” In this moment, teacher applied expressive statements to greet students to close the class. Then students answer that statement.
Based on the data above, the researcher can concluded that English teacher and students produced 6 utterances of expressive act. English teacher produced 5 utterances, 3 utterances in opening activity and 2 utterances in main activity. Meanwhile students produced 1 utterance in opening activity.
3. Directive Act
The researcher founds 57 utterances of directive act which produced by English teacher and students in the opening activity and main activity. During opening activity, English teacher produced 2 utterances. The data as bellow:
Asking
There were 2 utterances which categorized as asking during the opening activity. The utterances which categorized as asking can be found in transcript table. For the example of the data is:
T: sudah dipelari soal-soalnya ? S: baru sebagian pak
T: kenapa baru sebagian ? S: masih bingung pak T: oke, mari kita bahas
This utterance belongs to asking because the speaker wants to ask students
about their task in the last meeting. Based on those questions, the students responds that there were some students do the task and some are not yet.
In the main activity, the researcher found various types of directives. There were 55 utterance used by English teacher and students during teaching and learning process using directive in main activity. The researcher found four types of directive speech act, that are asking, requesting, confirming and warning.
1) Asking
There were 44 utterances which categorized as asking during the interaction between teacher and students. For the example of utterance can be categorized as asking can be found the example in transcript. The detail data is bellow:
T: Puput Angraeni, do you know library?
S: iya pak
T: coba berdiri, what do you mean?
S: Library is a building similar book and other
On the data above, this utterance show that the teacher used directive of asking because teacher ask the students about thing refers to the task and the teacher ask about what the definition about that thing, then the student respond about the teacher‟s question by explain about the definition of library according to him.
2) Requesting
Based on the data, there were 6 utterances which categorized as requesting during teaching and learning process between teacher and students in main activity. For the example of utterances that can be categorized as requesting can
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found the example in transcript. The detail data as bellow:
T: reading a book, kemudian apa lagi ? S: tempat meminjam buku pak.
Based on the data above, this utterance showed about the utterance inviting the student to continue their discussion, then the another utterance can be categorized like requesting is
T: coba rizal berdiri, apa yang ada dipikiranmu ketika mendengar kata library?
S: perpustakaan pak T: itukan artinya rizal
The utterance can be classified into requesting. The teacher requests the student to stand up to answer the question from teacher, so the other students can see and listen perfectly about the answer of student.
3) Forbidding
There was 1 utterance which categorized as forbidding during teaching and learning process between teacher and students in main activity. The utterance which categorized as forbidding can be found in transcript. The detail data as bellow:
T: oh tidak, gosong itu orang yang kerja di bawah panas matahari dan hitamnya lain-lain. Orang barat itu biar putih tapi putih kemerah-merahan. Kalau saya ini memang dari sononya hehehehh.
Tapi jangan main-main dengan orang hitam kaya kami ini karena kami cenderung lebih kuat.tapi saya ini berkulit hitam atau bagaimana?
S: hahahah sawo matang pak.
This utterance can be classified into warning of directive. The teacher gives memorial to the students to don‟t underestimate the other people who have a different with us because they could have other advantages.
4) Confirming
The researcher found 4 utterances can be categorized as confirming during teaching and learning process between teacher and students in main activity. The example of utterances which categorized as warning can be found in example of dialog in transcript. The detail data as below:
T: ketika textnya menjelaskan how to do something maka textnya adalah text proce ….?
S: text procedure pak T: iya benar
T: Cessa perpustakaan dewasa berpisah dengan perpustakaan ..?
S: anak-anak pak
Those utterances can be classified into confirming. The teacher wanted to make sure back about students of understand from teacher explanation before.
And the teacher repeat the some point of the teacher explained. The next example that can be classified as confirming can be found in example in data transcript.
Based on the data above, the researcher can concluded that English teacher and students produced 57 utterances. English teacher produced 54 utterances, 2 utterances in opening activity and 52 utterances in main activity.
Meanwhile students produced 3 utterances in main activity.
Based on the explanation above, the researcher can make some table about types o speech ach used by English teacher and students in the opening activity, main activity and closing activity.
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Table 4.1
Type of Speech Act Used by Teacher and Students in Opening Activity
Based on the table above, the researcher found 8 utterances of speech act in the opening activity. English teacher one of SMAN 1 Wangi-wangi used three types of speech acts in the opening activity, they are expressive, assertive and directive. From 9 utterances, expressive speech act was used 4 times, assertive 2 time, and directives 2 times.
Table 4.2
Type of Speech Act Used by Teacher and Students in Main Activity Activity Types of Speech
Act
Classification of Each Kind of Speech Act
Frequency
Main activity
Directive Asking 44
Confirming 4
Requesting 6
Warning 1
Assertive Explaining 9
Concluding 1
Total 65
Activity Types of Speech Act
Classification of Each Kind of Speech Act
Frequency
Opening Expressive Welcoming 4
Assertive Confirming 2
Directive Asking 2
Total 8
Based on thetable above, the researcher found 65 utterances of speech act in main activity. English teacher and students of SMAN 1 Wangi-wangi used two types of speech act in the main activity; they are assertive and directive act. From 65 utterances, assertive speech act was used 10 times, and directives 55 times.
Table 4.3
Type of Speech Act Used by Teacher and Students in Closing Activity
Activity Types of
Speech Act
Classification of Each Kind of Speech Act
Frequency
Closing Expressive Leaving 2
Based on the data above, the researcher found 2 utterances of speech act in the closing activity. English teacher and students of SMAN 1 Wangi-wangi used one types of speech act in the closing activity namely expressive. The researcher did not found assertive and directive speech act used by English teacher and students in the classroom activity. From 2 utterances, expressive speech act was used 2 times.
Based on the explanation above, the researcher gives a table of types of speech acts used by English teachers during teaching learning process in order to give clear data finding related to types of speech acts based on Searle‟s theory.
The data can be seen in the following table:
Table 4.4
Type of Speech Act used by Teacher and Students in Teaching Learning Process
Activity Types of Speech Act
Classification of Each Kind of Speech Act
Frequency
Opening Expressive Welcoming 4 4
37
Assertive Confirming 2 2
Directive Asking 2 2
Main Assertive Explaining 9 10
Concluding 1
Directive Asking 44 55
Confirming 4
Requesting 6
Forbidding 1
closing Expressive Leaving 2 2
Total 75
Based on the data above, the researcher found 75 utterances of speech act during teaching learning process in the classroom by English teacher and students.
English teacher and students of SMAN 1 Wangi-wangi used three types of speech act during teaching learning process; they are expressive, directive and assertive.
English teacher produced 68 utterances than students produce 7 utterances. From 75 utterances, directives speech act was used 57 times, expressive 6 times and assertive 12 times. In the English teacher and students, directive speech act was used dominantly than the other. Directive speech act subclass dominant is asking.
Asking was uttered by the English teacher and students are 44 times.
The researcher analyzed the data by calculating the percentage of types of speech acts that was used by teacher and students in teaching and learning process at SMAN 1 Wangi-wangi. The researcher used table to display the data.
The table make easier to know the frequency of the used speech act by teacher and students. The table as below:
Table 4.5
Percentages of Speech Act Used by Teacher and students No Illocutionary Act Frequency Percentage (%)
1 Directive 57 75
2 Assertive 12 16
3 Expressive 6 8
Total 75 100
The researcher found 75 utterances are identified as illocutionary speech act, 57 directive act utterance, 12 assertive act utterances, and 6 expressive act utterances. It meant that 75% of them are directive utterances, 16% are assertive, and 8% are expressive. Based on explain above, it can be concluded that the dominant of speech act used by English teacher and students at SMAN 1 Wangi- wangi during teaching learning process in the classroom is directive speech act.
B. Discussion
This section presents the discussion of the research findings. There was problem statements proposed in this study and the discussion only focus on it. As mentioned in the previous chapter, the aims of the study are to identify the speech act that produced by teacher and students to facilitate English teaching and learning process at SMAN 1 Wangi-wangi Class XII IPA 2.
Speech Act Produced by Teacher and Students to Facilitate Teaching and Learning Process
In analyzing the data, the researcher used Searle theory. Searle divides the kind of speech acts into comissives, directives, assertive, expressive, and declarations (Searle, 1979), but the researcher only focus on directive, assertive and expressive. After conducting the research, the researcher found three types of
