i
A PRAGMATICS ANALYSIS OF DIRECTIVE UTTERANCES OF THE
ENGLISH TEACHERS AT SMA ASSALAFI KENTENG SUSUKAN
SEMARANG
A GRADUATING PAPER
Submitted to the Board of Examiners as a partial fulfilment of the
requirements for the degree of Sarjana Pendidikan Islam (S.Pd.I)
English Education Department of Teacher Training and Education Faculty
State Institute for Islamic Studies (IAIN) Salatiga
By:
Nurul Amarotiz Zahroh
NIM: 113 09 073
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
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MINISTRY OF RELIGIOUS AFFAIRS
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) SALATIGA
Jl. TentaraPelajar 02 Telp (0298) 323433 Fax 323433 Salatiga 50721 Website: www.iainsalatiga.ac.id email: administrasi@iainsalatiga.ac.id
DECLARATION
ن لارحيمبسم الله لارحم
“In The Name of Allah, The Most Gracious and the Most Merciful.”
Hereby the researcher declares that this graduating paper is made by the researcher and it is not containing materials written or has been published by other people except the information from references. The researcher is capable of accounting for this graduating paper if in future this
is can be proved of containing other‘s ideas, or in fact, the researcher imitates the others‘
graduating paper. In addition, the researcher really hopes that this declaration can be understood by readers.
Salatiga, September 15th2015 Researcher
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MINISTRY OF RELIGIOUS AFFAIRS
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) SALATIGA
Jl. TentaraPelajar 02 Telp (0298) 323433 Fax 323433 Salatiga 50721 Website: www.iainsalatiga.ac.id email: administrasi@iainsalatiga.ac.id
Hanung Triyoko, S.S, M.Hum, M.Ed
The Lecturer of English Education Department of Teacher Trining and Education Faculty
State Institute for Islamic Studies Salatiga
ATTENTIVE COUNSELOR’S NOTE
Case : Nurul Amarotiz Zahroh‘s Graduating Paper
Salatiga, September16th 2015 Dear
The Rector of State Institute for Islamic Studies Salatiga
Assalamu’alaikumWr. Wb.
After reading and correcting Nurul Amarotiz Zahroh‘s graduating paper entitled “ A PRAGMATICS ANALYSIS OF DIRECTIVE UTTERANCES OF THE ENGLISH TEACHERS AT SMA ASSALAFI KENTENG SUSUKAN SEMARANG”, I have decided and would like to propose that if it could be accepted by the education faculty, i hope it would be examined as soon as possible.
Wassalamu’alaikumWr. Wb.
Counselor
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MINISTRY OF RELIGIOUS AFFAIRS
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) SALATIGA
Jl. TentaraPelajar 02 Telp (0298) 323433 Fax 323433 Salatiga 50721 Website: www.iainsalatiga.ac.id email: administrasi@iainsalatiga.ac.id
GRADUATING PAPER
A PRAGMATICS ANALYSIS OF DIRECTIVE UTTERANCES OF THE ENGLISH TEACHERS AT SMA ASSALAFI KENTENG SUSUKAN SEMARANG
BY:
Nurul Amarotiz Zahroh 113 09 073
Has been brought to the board of examiners of State Institute for Islamic Studies Salatiga
in September 15, 2015, and hereby considered to completely fulfill the requirements of the Degree of
Sarjana Pendidikan Islam (S.PdI.) in English and Education Department.
Board of examiners,
Head : Setia Rini, M.Pd ____________
Secretary :Hanung Triyoko, S.S, M. Hum, M.Ed ____________
1st Examiner :Ari Setiawan, S. Pd , M. M ____________
2nd Examiner :Faizal Risdiyanto, S. S, M. Hum ____________
Salatiga, August 29, 2015 Dekan
FTIK IAIN Salatiga,
Suwardi, M.Pd
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MOTTO
Do the Best,
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DEDICATION
This graduation paper is wholeheartedly dedicated to: To God Allah SWT
To Prophet Muhammad SAW
To my father and my mother (Sutar and Siti Munawiroh), who always give me support
both in spirit and finance, always care to me, support and pray for me, my litlle sister (Micun, Ainul, Dablah).Love you all.
To my little family; Ayah and Opal, you are my powerful spirit, thank for your love,
your advice and your patient to hold my hand whenever i feel happy or sad, I love you more.
Mr. Hanung Triyoko, M.hum, M.Ed, who guided me until my graduating paper finished,
thank you so much.
My beloved friends (mama Anah, Ibug Tutik, Linda Cancik) our togetherness means a
lot to me, love and peace gengs.
GENDUT you are everything, I hope our friendship is never end.
My spirit (Maghfiroh, Susi, Nunik) thank for helping me finish my graduating paper.
My big family of Himpunan Mahasiswa Islam (HMI), thanks for the guidance.
All my friends especially to TBI C class and generally to IAIN Salatiga 2009. Everyone
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ACKNOWLEDGMENT
In the name of Allah, the most gracious and merciful, the lord of universe. Because of Him, the writer could finish this thesis as one of the requirement for Sarjana Pendidikan in English Department of Educational Faculty of State Institute of Islamic Studies (STAIN) Salatiga in 2011.
Secondly, peace and salutation always be given to our prophet Muhammad SAW who has guided us from the darkness to the lightness.
However, this success would not be achieved without those supports, guidance, advice, help, and encouragement from individual and institution, and I somehow realize that an appropriate moment for me to deepest gratitude for:
1. Mr. Dr. Rahmat Hariyadi, M.Pd., the Rector of State Institute for Islamic Studies (IAIN) of Salatiga.
2. Mr. Suwardi, M.Pd., the Dean of Teacher Training and Educational Faculty of State Institute for Islamic Studies (IAIN) of Salatiga.
3. Mrs. Noor Malihah, Ph.D., the Head of English Education Department of Teacher Training and Education State Institute for Islamic Studies (IAIN) of Salatiga.
4. Mr.Hanung Triyoko S.S, M.Hum, M.Ed the consultant of this graduating paper. Thanks for suggestion and recommendation for this graduating paper from beginning until the end.
5. All the lecturers of State Institute for Islamic Studies Salatiga
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8. All of my friends that helped me finishing this thesis.
Finally, it has to be admitted that nothing in the world is perfect, which is certainly true of this small piece of writing. The writer is fully aware of this, she hopes that this graduating paper will be useful especially for herself and for the reader in general.
Salatiga, September 15th2015 The Researcher
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ABSTRACT
Nurul, Amarotiz Zahroh. 2015.
A Pragmatics Analysis of Directive Utterances
of The English Teachers of SMA Assalafi Kenteng Susukan Semarang In
the Academic Year of 2014/2015. A Graduating Paper. Educational Faculty.
English Department, State Institute of Islamic Studies (STAIN) Salatiga.
Counsellor: Hanung Triyoko, S.S., M. Hum, M. Ed.
Directive speech acts is an utterance of the speaker to make the hearer do
something for the speaker. A
t same point, teachers‘ directive to be an interesting
item to discuss since it can be elaborated into command, order, request and advice
with different forms. This study was carried to know the kinds of directive
utterances that are made by the English teachers of SMA Assalafi and their reasons
of those utterances. The design of the research is descriptive qualitative study by
applying the opinion of Holmes. After being analized, it is known that the kind of
directive uttered by the teacher are imperative, interogative, and declarative
sentence where imperative to be the most dominnat. Furthermore the teachers‘
reasons of producing them are
1.
To introduce context directly,
2.
To better
students‘ appreciation in learning,
3.
To inform and declare, and
4.
To get request.
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TABLE OF CONTENTS
TITLE ... i
DECLARATION ... ii
ATTENTIVE COUNSELOR NOTES ... iii
STATEMENT OF CERTIFICATION ... iv
MOTTO ... v
DEDICATION ... vi
ACKNOWLEDGMENT ... vii
ABSTRACT ... ix
TABLE OF CONTENTS ... x
LIST OF TABLE ... xii
CHAPTER I INTRODUCTION A. Background of The Research ... 1
B. Problem of The Research ... 2
C. Objective of The Research ... 3
D. The Significance of The Research ... 3
E. Scope of the Research ... 4
F. Definition of Key Term ... 4
G. Method of the Research ... 5
H. Review of the Literature... 9
xi CHAPTER II THEORETICAL FRAMEWORK
A. . Pragmatics ... 14
B. . Speech Act ... 15
C. . Types of Speech Acts ... 16
D. . Types of Illocutionary Acts... 18
E... The Function of Illocutionary Acts... 20
F. .. Directive... 21
G. . Classroom Language... 25
H. . Avoid Using the L1 in the Clasroom Language... 26
I.... Teaching Methods that Deliberately Involve the L1... 31
J. .. Ways of Using the L1 Positively in Teaching... 35
K. . Strategies To Make A Successful Classroom Language... 36
CHAPTER III DATA PRESENTATION A. . General Overview of SMA Assalafi ... 39
B. . Data Presentation of Directive Utterances Made by The Teachers... 44
CHAPTER IV DATA ANALYSIS A. Findings ... 49
B. Analysis ... 53
CHAPTER V CLOSURE A. Conclusion ... 58
B. Suggestion ... 59 BIBLIOGRAPHY
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LIST OF TABLES
Table 3.1 The Subject Matter of SMA Assalafi ... ... 43
Table 3.2 Data Presentation of Directive Utterance Made by the Teacher... 44
Table 4.1 Structure of Teacher‘s Directive ... 48
1 CHAPTER I INTRODUCTION
This chapter focuses on giving an introductory explanation of the research. It presents background of the research and reasons why the writer intends to conduct a research dealing with A Pragmatics Analysis of Directive Utterances of The English Teachers of SMA Assalafi Kenteng Susukan Semarang In the Academic Year of 2014/2015
A. Background of the Research
In speech act theory, directives are defined as the speaker‘s act which attempt to make the addressee do, or sometimes not do, something, Charles W Kreidler(1998:189). Despite different forms which they may take, directives are typically expressed by imperatives. And the speaker generally expects compliance on the part of the hearer. In
classrooms, too, teachers do use directives and prospect students‘ compliance. In this
connection, Tapper (1994) discusses the possible undesirable consequence of students not following Teachers directives sentences. He points out that in school settings, students
would be punished in case they don‘t follow directives whereas, in colleges, they understand
that following directives would help them to accomplish the task properly.
Although directives, in essence, expect a non-verbal behavior from the hearer, it is of fundamental importance for the speaker to choose among different forms of directives, the one which suits the circumstance best and furthermore, poses the least possibility of offense to the hearer(s), or to use Brown and Levinson‘s (1987) term, not to pose a face that is threatening act. In other words, the speaker has to express his intention appropriately with
regards to the hearer‘s age, rank, and sex, among others. Hence, directives, like other types
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the forms of imperative, interrogative, and declarative. Furthermore, they may be phrased in the forms of command, condition, and even wish as mentioned by Bolinger (1967, cited in Tapper, 1994).
Based on the explanation earlier, examining the kinds of directive utterances, their frequency and functions in classrooms significantly contribute to make the students get involvement more in classrooms. Therefore, the researcher intents critically to analyze the case more deeply by conducting a research entitled: A Pragmatics Analysis of Directive Utterances of The English Teachers of SMA Assalafi Kenteng Susukan Semarang In the Academic Year of 2014/2015.
B. Problem Statements of the Research
A research problem is one that a researcher would like to research (Fraenkel and Wallen, 2007:27). The research problems of the study are formulated as follows:
1.What kinds of directive utterances that are used by the English teachers of SMA Assalafi?
2.What reasons did the teachers mostly produce the most dominant kind of directive utterances??
C. Objectives of the Research
3 D. The Significances of the Research
The results of the study tend to significance in the following ways:
1.Practically, for the observed high school, to be able to gain real information about the characteristics of directive uttearance used by the English teachers. This way, is hoped to give contributions on finding advantages and disadvantages of directive utterances in learning processes. In addition to the teachers, this research to be able to analyze and find a comprehension portrait about their utterances and functions in order to give benfits to students.
2.Theoretically, this finding of the research will provide the overview of the directive utterances and their common functions in classrooms. In addition to other researchers who are interested in conducting a research on the notion of speech act, it is hoped to be understood about the kinds, forms of directive utterances and their funtions in speech
act theories that expected to be able to students‘ involvement in classrooms.
E. Scope of the Research
The research focuses on the kinds of directive utterances used by the English teachers of SMA Assalafi in teaching learning process, their frequencies and their reasons to make directive utterances applied in classrooms of X and XI SMA Assalafi in the academic year of 2014/ 2015.
F. Definition of the Key Terms
To prevent misunderstanding, some key terms are explained as listed below:
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cannot tell other people to do something in the past. Like other kinds of utterances, a directive utterance presupposes certain conditions in the adresssee
and in the context of situation. The utterance ― Lift this 500- pound weight‖ is not
felicitous if spoken to a person incapable of lifting 500 pounds, and ― Close the
door‖ is vapid if the only door in the vicinity is already closed. When the
utterance can be carried out, the utterance is felicitous, and if not, it is infelicitous 2. Utterances : In spoken language analysis an utterance is a smallest unit of speech. It is a continuous piece of speech beginning and ending with a clear pause. In the case of oral languages, it is generally but not always bounded by silence. Utterances do not exist in written language, only their representations do. It can be represented and delineated in written language in many ways (Wikipedia). 3. English Classroom
Based on Nunan & Bailey (2009: 15), a classroom is a place in which teachers and learners are gathered together for instructional purpose. It means that English classroom can be defined as the gathering, for given period of time, of two or more persons (one of whom generally assumes the role of instructor) for the purpose of English language learning cited in Nunan & Bailey, 2009: 15). This definition encompasses everything tutorial session between teacher and learner in the English lesson.
G. Method of the Research 1.Research Design
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facts of a given population factually and accurately. Moreover, Arikunto (1996: 244) states that the final conclusion of descriptive study should be in words or sentences, not in a number. Therefore, the description in qualitative descriptive studies entails the presentation of the facts of the case in everyday language.
2.Respondent of the Research
The respondent‘ pool of this study consists of the English Teachers of SMA
Assalafi in the academic year of 2014/2015. 3.Data Sources
In a descriptive qualitative research, data source can be taken from archival documents, written and oral expressions of people or their behavior, etc. ( Moelong, 2010: 157). According to Sugiyono (2006:329) data source is a record of events in the past in the form of handwriting, pictures, or even literature works and it can be classified to be primary and secondary data source. Most importantly, in this research, the data sources can be explained below:
a. Primary Data
Primary data sources is the data that directly given for researcher. In this study, the writer gains the data from the utterances made by English teachers of SMA Assalafi through learning process observations
b. Secondary Data
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1) Rr. Dewi Wahyu Mustika. 2011. The Structure of Teacher‘s Directive of the English Lecturers of Muhammadiyah University Semarang. Salatiga: English Department of Educational Faculty.
2) Yule, George. (1996). Pragmatics. London : Oxford University Press.
3) Kreidler, Charles W. ( 1998). Introducing English Semantics. London : Library Congress Catalouging.
4.The Method of Collecting Data
The writer uses observations and documents ( result teachers‘ interview) for collecting data. According to Arikunto (2006:231), documentation is a number of data that presents the verbal data such as correspondence, journal, memory, report and
others‘ written text that can be mutually responsible. In this research, this kind of
observation and documentation are expected to know the kinds of directives uttered by the teachers and their reasons producing them in class, to evaluate them, and to obtain another data relating to the profile of the institution (SMA Assalafi) which is used as the object of the research. Meanwhile, for collecting the data to this research, the writer has to make an appointment with the two English teachers and has to ask her for permission to make interview.
Technique of data analysis of this research is based on Sugiyono‘s qualitative
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research, to analyze the data, the writer applies some techniques or procedures as explained follows:
a. Collecting data
Collecting data starts from searching needed data in multiple forms such by documents. Trough this step, the writer observes two classes where English was being taught.
b. Identification
After observing the class, the writer writes the kinds of directives made by the teachers using the theory.
c. Classification
In this step, the writer classifies or selects which kinds of directives committed in every utterance. It has been collected to continue the next analysis process.
d. Data Analysis
The present study is an attempt to investigate the kinds and the reasons of using the directives in SMA Assalafi by teachers in the university classrooms. To do this, the English teachers of SMA Assalafi each of two hours duration, in which tape recording will be possible without distracting the teacher, are chosen.
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functions were to be tabulated and discussed accordingly using the opinion of Holmes (1993: 98-107) where she claims that the structure of teacher‘s directives can be classified into three kinds: imperative, interrogative, and declarative.
H. Review of the Literature
The major feature of a directive as defined in the speech act theory is to elicit non- verbal behaviors from the hearer. Such behaviors, with regards to the options given to the addressee, are divided by Tsui (1995) into two classes; in one, the addressee has the option of compliance, while in the other, s/he does not. They are referred to as requests and directives, respectively. Fraser (1975b, cited in Tripp, 1976), however, places both requests
and directives under the category of requesting, in terms of the speaker‘s expectation from
the hearer to perform the action expressed by the statement.
Making a distinction between an order and a request, in terms of their ―preparatory
condition,‖ Searle (1969) purports that the speaker giving direction must be in a position of
authority over the addressee. Moreover, while a request is typically expressed in the interrogative form, an order, generally, is in the form of imperative, or a declarative, stating
the speaker‘s desire.
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kind of directive, stating or implying that it is preferable for the addressee to follow the directive; otherwise, some undesirable consequences may arise. It is uncommon for the warning to state the action along with a reason. In contrast, an advice advocates the desirable consequences of the stated action on the part of the hearer. Furthermore, he defines a mandative as a directive advocating a course of action or avoiding an action for the benefit of the speaker. They comprise two subclasses: instructions and threats. The former is produced due to the speaker‘s desire or want.
Directives Used In University Classrooms is mostly to the benefit of the speaker; the latter, i.e. threat, while sharing the above feature in the case of the hearer‘s non -compliance will put some undesirable consequences into the action. In contrast, since in instructions, unlike threats, the person has the right or authority to make the addressee to perform the action, there is no need to resort to the stating of the unwelcome results of non-compliance.
Regarding different forms which directives may take, it is argued that although the primitive form of a directive is known to be imperative, they, similar to other types of speech act, can be expressed via various other forms. In this respect, Holms (1983, cited in Tapper, 1994), has identified five variations in addition to imperative. They are as follows: imperative, present participle; verb ellipsis; imperative + modifier; and let + us. She also
adds interrogatives and declaratives as possible forms of expressing directives.
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feature Leech identifies is the cost/benefit to the hearer. The most direct form of directives are usually considered as impolite if the action is costly to the hearer, but are perfectly
polite if the action is to the hearer‘s benefit‖ (p.269). Thus, depending upon the age, sex,
rank and distance of the interlocutors as well as the context of situation the speaker may choose either of the forms cited above.
Furthermore, he identifies two types of social factor influencing the forms of a
directive; vertical and horizontal social distance. The former, vertical, deals with ―status
difference‖ in which the higher the rank, age or status of the interlocutor, the more indirect the utterance is expected. The horizontal social distance, or ―the degree of familiarity or
solidarity‖, has to do with the point that the direct form of a directive is acceptable when
there is familiarity and solidarity among the members of the group. An appropriate directive, according to Sinclair & Coulthard (1974) Comprises ―Modals + you + feasible
action.‖ They argue that if the pattern fulfills these three features, it is directive. By
incorporating modals in their formula, they mean the modals can, could, will, would and going to; by you, they emphasize that the subject of the directive and addressee must be identical and finally, by feasible action, they mean the possibility of the action to be performed at the time of directing.
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In classrooms, as a distinct context, the forms of a directive can even reveal the attitude of the instructor towards the learners. In this connection, White (1988, cited in Goatly, 1995) points out that there might be a connection between the directive forms used
in the classroom and the teacher‘s attitude towards his students. White postulates that ―one
might distinguish three kinds of attitudes to students and their activities and to teacher roles. In the first, the educational process emphasizes doing things to students, in the
second with students, and in the third for students‖ (p.271). It is argued that in the first
process, i.e. to students, the distance between the teacher and students is greater than the other two and the teacher is in authority. In the second one, i.e. with students, there seems to be cooperation as well as solidarity between the instructor and his students. In the third one, i.e. for students, the students act as customers; they might be equal in status with the instructor, or even higher. This postulated classification seems to require further research to be substantiated. This implies the limited choices, teachers have at their disposal with regard to the relationship they wish to establish with their students.
I. Organization of the Research
12 CHAPTER II
THEORETICAL FRAMEWORK
In this chapter the writer wants to explain what theory that is used to accomplish this study. The main data in this analysis is the directive utterances that can be supported by some resources. The theory of discourse analysis by George Yule‘s Discourse Analysis, An Introduction to Discourse Analysis by Malcolm Coulthard will help the writer to analyze this
study and the theory of illocutionary acts by Searle will also support this analysis. Some books with other theories will be also used by the writer to finish this thesis.
A. Pragmatics
Pragmatics is the study of how to use language in communication. Pragmatics is also one of the fields in linguistics that studies about meaning. The meaning studied in pragmatics is influenced by contexts. This is in line with Brown and Yule (1983:2) who state that pragmatics is the discussion of linguistics that involves the considerations of contexts. In other words, it can be said that, in pragmatics, the meaning of a particular expression is various depending on its context. Pragmatic is concerned with the study of meaning as communicated by speaker (or writer) and interpret by a listener (or reader). It has consequently, mean by their utterances that what the words by them selves. pragmatics is study of speaker meaning. Brown and yule (1996:3).
Different theorists have focused on different properties of utterances. To discuss
them it will be helpful to make a distinction between ‗near side pragmatics and ‗far side
pragmatics‘. The utterances philosophers usually take as paradigmatic are assertive uses of
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with the nature of certain facts that are relevant to determining what is said. Far-side pragmatics is focused on what happens beyond saying: what speech acts are performed in or by saying what is said, or what implicatures are generated by saying what is said.
Pragmatics in this study is included into facts about speaker‘s intention in uttering a
speech act. Speech act is an actions performed via utterances. There will be theories which will be discussed about it.
B. Speech Act
Speech act theory states that the action performed when an utterance is produced can be analyzed in three levels; they are locutionary act, illocutionary force, and perlocutionary
effect (Cutting, 2002:30). It is different with Austin‘s opinion which says that there are kinds
of speech act, they are locutionary act, illocutionary act, and perlocutionary act. Actually their theory has the same meaning but they mention it in the different terms. Yule, (1996:47) also gives the definition about speech act which says that it is the actions performed via utterances. His theory has the same meaning with the theories which are stated before but he adds that in English, speech act given more specific labels such as apology, compliment, and etc.
C.Types of Speech Acts
Austin suggests that when people are saying something they perform three kinds of acts which are locutionary, illocutionary and perlocutionary act (Levinson 1983: 236)
1. Locutionary Act
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the meaning of what a speaker says. For example: if someone says ‗Switch on the lamp!‘ the locutionary act is the speaker wants someone to switch the lamp on
2. Perlocutionary Act
Perlocutionary act is the expected effect on the hearer by uttering the sentence. In uttering a sentence or an utterance the speaker expects that the heare will achieve an
effect. For example: If someone says ―Where‘s your necklace?‖ it may causes you touch
your neck quickly or you might respond ‗Oh, I put it in the drawer‘.
3. Illocutionary Act
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. According to Austin's preliminary informal description, the idea of an "illocutionary act" can be captured by emphasizing that "by saying something, we do something", as when a minister joins two people in marriage saying, "I now pronounce you husband and wife." (Austin would eventually define the "illocutionary act" in a more exact manner.) Illocutionary act is a technical term introduced by John L. Austin in investigations concerning what he calls 'performative' and 'constative utterances.
15
16 D. Types of Illocutionary Acts
According to Austin and Searle. Austin differs the kind of speech act in three kinds, while Searle differs it into five kinds of speech act. Austin divides the kinds of speech act into locutionary act, illocutionary act, and perlocutionary act. In other sides, Searle divides the kind of speech acts into comissives, directives, assertive, expressives, and declarations (Searle, 1979).
1. Comissives are those illocutionary acts whose point is to commit the speaker (again in varying degrees) to some future course of action. It seems like assertives class. Verbs denoting members of this class are asking, ordering, commanding, requesting, begging, pleading, praying, entreating, and also inviting, permitting, and advising (Searle, 1979: 13).
2. Directives refer to the attempts made by the speaker to get the addressee to do something.
Verbs denoting members of this classare ask, order, command, request, beg, plead, pray, entreat, andalso invite, permit, and advise (Searle, 1979: 14).
3. The point or purpose of the members of the assertive class is to commit the speaker (in varying degrees) to something's being the case, to the truth of the expressed proposition (Searle, 1979: 13). In other words, assertives is the utterance by the speaker to commit in doing something. The examples of assertives are concluding, deducing, and complaining. 4. Expressives is the next class of illocutionary acts proposed by Searle. The illocutionary
17
congratulating, apologizing, condoling, deploring, and welcoming are the examples of expressives.
5. Declarations are the acts containing utterances that are intended to alter the world.
Including in this group are ‗defining‘, ‗abbreviating‘, ‗naming‘ ‗calling‘ or ‗christening‘.
E. The Function of Illocutionary Acts
In speech acts investigation, the illocutionary act is the main focus of the discussion because illocutionary act is the intended meaning of utterance. Therefore, the illocutionary act always has function of speech acts. Leech (1991:104) states that at most general level; illocutionary functions may be classified into the following four functions as follow:
1. Competitive: This illocutionary act aims to the social goal. For instance: ordering, asking, and demanding. In this function, the negative politeness is used to reduce the unpleasant way between what the speakers want to the politeness should say.
2. Convivial: This illocutionary act aims incompliant with the social purposes, such as offering, inviting, greeting, thanking, and congratulating. In this context, the politeness is utilized positively to make a pleasure relationship to the society.
3. Collaborative: This illocutionary act aims at ignoring the social purposes, such as asserting, reporting, and instructing. This function does not contain politeness.
4. Conflictive: This illocutionary act aims against the social purposes, for instance threatening, accusing, refusing, and reprimanding. It against politeness that is not at all since it is purposed the anger except in the irony sentence.
18 F. Directive
According to Jucker and Taavitsainen (2008) 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 something for the speaker. According to Tsui (1995) directives can also be divided into two main subclasses, namely advisives and mandatives. She defines advisives as directives which make the hearer do the action expressed for his/her own benefit, whereas mandatives are those performed for the benefit of the speaker. In addition, one may respond advisives, but not mandatives, by thanking.
Katz (1977, cited in Tsui, 1995), makes a distinction between positive and negative advisives in terms of benefits they offer to the addressee. The former, the positive advisives,
is referred to as advice and the latter, negative one, as warning. Warning is a kind of directive, stating or implying that it is preferable for the addressee to follow the directive; otherwise, some undesirable consequences may arise. It is not uncommon for the warning to state the action along with a reason. In contrast, an advice advocates the desirable consequences of the stated action on the part of the hearer.
Tsui (1995) defines a mandative as a directive advocating a course of action or avoiding an action for the benefit of the speaker. They comprise two subclasses: instructions
and threats. The former is produced due to the speaker‘s desire or want, for the benefit of the
19
perform the action, there is no need to resort to the stating of the unwelcome results of non-compliance.
Regarding different forms which directives may take, it is argued that although the primitive form of a directive is known to be imperative, they, similar to other types of speech act, can be expressed via various other forms. In this respect, Holms (1983, cited in Tapper, 1994), has identified five variations in addition to imperative. They are as follows: you imperative, present participle; verb ellipsis; imperative + modifier; and Let + us. She also adds interrogatives and declaratives as possible forms of expressing directives.
Similarly, Ervin_Tripp (1976), has found six types of directives, namely: 1. Need Statements, such as “I need a match”.
2. Imperatives, such as “Gimme a match,” and elliptical forms like “amatch”. 3. Imbedded imperatives, such as “Could you give me a match?”
In this case, agent, action, object, and often beneficiary are as explicit as indirect imperatives, though they are imbedded in a frame with other syntactic and semantic properties.
4. Permission directives, such as ―May I have a match?”
Bringing about the condition stated requires an action by the hearer other than merelyranting permission.
5. Question directives, like, ―Gotta match,‖ which do not specify the fact.
What determines the use of these variants instead of imperative seems to be derived from different sources? Ervin-Tripp claims that one factor can be the amount of tact or knowledge the speaker tends to put forward. Moreover, Goatly (1995) argues that social
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feature Leech identifies is the cost/benefit to the hearer. The most direct form of directives are usually considered as impolite if the action is costly to the hearer, but are perfectly polite
if the action is to the hearer‘s benefit‖ (p.269). Thus, depending upon the age, sex, rank and
distance of the interlocutors as well as the context of situation the speaker may choose either of the forms cited above.
Furthermore, he identifies two types of social factor influencing the forms of a
directive; vertical and horizontal social distance. The former, vertical, deals with ―status
difference‖ in which the higher the rank, age or status of the interlocutor, the more indirect
the utterance is expected. The horizontal social distance, or ―the degree of familiarity or
solidarity‖, has to do with the point that the direct form of a directive is acceptable when
there is familiarity and solidarity among the members of the group. An appropriate directive,
according to Sinclair & Coulthard (1974) Comprises ―Modals + you + feasible action.‖ They
argue that if the pattern fulfills these three features, it is directive. By incorporating modals in their formula, they mean the modals can, could, will, would and going to; by you, they emphasize that the subject of the directive and addressee must be identical and finally, by feasible action, they mean the possibility of the action to be performed at the time of directing.
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the use of inclusive pronoun (we), please, modals, quantifiers, or providing a reason for the directive.
The directive speech acts have some functions. They can be divided into 20 sub categories: Advising, admonishing, asking, begging, challenging, daring, demanding, dismissing, excusing, forbidding, instructing, inviting, ordering, permitting, recommending, requesting, requiring, suggesting, urging and warning.
The example of directive speech act:
―Don‘t go too far!‖
This is the example of directive speech acts of forbidding. Hence, directives, like other types of speech acts, may be expressed in various form. They may be expressed, for example, in the forms of imperative, interrogative, and declarative based on the context.
G. The Definition of Classroom Language
Classroom language is the routine language that is used on a regular basis in classroom like giving instructions of praise, for example ―Take out your books‖ or ―Please
sit down‖. This is language that teachers are used to using and students are used to hearing,
but when teaching a language it takes a while to learn this part of the language. Knowing these language basics reduces the amount that students are forced to use their mother tongue and increases the amount of the target language they are using; it makes the language classroom environment more authentic.
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order to create the most authentic experience for the students. Students often encounter difficulties when the form in the target language does not make sense in their mother tongue; students must learn to accept that different languages work in different ways.
H. Avoid Using the L1 in the Language Classroom
While fashions in language teaching ebbed and flowed during the twentieth century, certain basic assumptions were accepted by most language teachers, mostly traceable to the
‗Great Reform‘ of the late nineteenth century (Hawkins, 1987). Though these assumptions
have affected many generations of students and teachers, they are rarely discussed or presented to new teachers but are taken for granted as the foundation-stones of language teaching. Among them are the ideas that spoken language is more basic than written, that explicit discussion of grammar should be avoided, and that language should be practiced as a whole, rather than as separate parts.
Part and parcel of this tradition is discouraging the use of the L1 in the classroom. This can be phrased in stronger or weaker forms. At its strongest it isBan the L1 from the classroom. Only in circumstances where the teacher does not speak the students' L1 and the
students have different L1s could this be achieved. At weakest it is Minimize the L1 in the classroom, that is to say, use it as little as possible. A more optimistic version is Maximize
the L2 in the classroom, emphasizing the usefulness of the L2 rather than the harm of the
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Most teaching methods since the 1880s have adopted this Direct Method avoidance of the L1. According to Howatt (1984, p.289), ‗the monolingual principle, the unique contribution of the twentieth century to classroom language teaching, remains the bedrock
notion from which the others ultimately derive‘. Stern (1992, p.281) feels that the ‗intra
-lingual‘ position in teaching is so strong ‗many writers do not even consider cross lingual
objectives‘. Audiolinguicism, for instance, recommended 'rendering English inactive while
the new language is being learnt' (Brooks, 1964, p.142).
Most descriptions of methods treat the ideal classroom as having as little of the L1 as possible, essentially by omitting any reference to it. Perhaps the only exception is the grammar/translation method, which has little or no public support
1. Reasons for Avoiding the L1 in the Classroom
Let us try and find some of the reasons for avoiding the L1, difficult as they are to find in the literature. To simplify matters, the discussion assumes a teacher who can speak the L1 of the students.
The original justification was probably the way in which monolingual children acquire their first language. If the only completely successful method of acquiring a language is that used by L1 children, teaching should be based on the characteristics of L1 acquisition, as many teaching methods have claimed since the Great Reform. For
example Total Physical Response ‗simulates at a speeded up pace the stages an infant
experiences in acquiring its first language‘ (Asher, 1986, p.17). So the fact that
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The comparison of L1 and L2 acquisition is a vast question. L2 learners have more mature minds, greater social development, a larger short term memory capacity and other differences from young children (Singleton, 1989); above all L2 learners already know how 'how to mean' (Halliday, 1975). The non-existent other language in L1 acquisition is in the class of unalterable differences from L2 learning. The L1 monolingual child does not have another language by definition; it is the one element that teaching could never duplicate. A more effective argument would be based on young bilingual children, as Dodson (1985) points out. The argument for avoiding the L1 based on L1 acquisition is not in itself convincing. It seems tantamount to suggesting that, since babies do not play golf, we should not teach golf to adults.
A related argument is the belief that L2 acquisition is usually unsuccessful, seen
in a quotation such as ‗Very few L2 learners appear to be fully successful in the way that
native speakers are‘ (Towell& Hawkins, 1994, p.14). The L2 learner is a failure for not
achieving the same competence as the child, that is to say becoming a native speaker. The goals of L1 acquisition and L2 learning are treated as identical, except that the L2 learner seldom gets there. As argued elsewhere (Cook, 1997a; 1999), this attitude sees L2 users as failing to achieve membership of a group that they can never belong to, as shadows of native speakers, not L2 users in their own right. L1 children achieve native speaker competence in one language; L2 users achieve competence in more than one language (Cook, 1997b). Whether L2 learners are successful or not has to be measured against the standards of L2 users not those of native speakers and so L1 'success' in becoming native speakers is different from L2 'success' in becoming L2 users.
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Clearly the learner needs to encounter the language in order to learn it. One of the functions of teaching is to provide samples of the L2 for the students. The argument suggests that the teacher can maximize the provision of useful L2 examples by avoiding the L1. A further step is to insist that the L2 should be the language of real communication during the class rather than the L1. A typical communicative teaching view is that 'Many learners are likely to remain unconvinced by our attempts to make them accept the foreign language as an effective means of satisfying their communicative needs, if we abandon it ourselves as soon as such needs arise in the immediate classroom situation' (Littlewood, 1981, p.45). The L2 will remain a set of odd and arbitrary conventions if the students do not experience it in meaningful ways. This is the basis for such claims as ‗The natural use of the target language for virtually all communication is a
sure sign of a good modern language course‘ (DES, 1990, p.58). A teacher who uses the
L1 for classroom interaction is depriving the students of the only true experience of the L2 they may ever encounter. The teacher is wasting a golden opportunity if they say
'What‘s the time?' or 'Put your homework on my desk' in the L1.
The teacher also uses the L2 for social interaction with the students about the weather, the world, yesterday's baseball match or whatever they are interested in. This provides the students with a range of natural samples of the L2 in action that go further than the language of teaching. However, it is likely to be restricted in conversational topics, roles, and language functions, constrained by the different roles of students and teachers.
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with providing models of real language use for the students. Nor would anyone deny that it is important for the students to develop strategies for working out the meanings of the L2 from realistic classroom contexts. But this is not necessarily incompatible with the use of the L1 in the classroom. Overall, accepting that students should meet natural L2 communication in the classroom supports maximizing the L2 rather than avoiding the L1. Willis (1996 p.49) gives the typical good advice 'explain to students that if they want to communicate in the target language they need to practice'. The maximal provision of L2 input does not deny the L1 a role in learning and teaching. Having a large amount of meaningful L2 use, including samples of language relating to external goals, does not preclude using the L1.
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I. Teaching Methods that Deliberately Involve the L1
How can the L1 be better integrated into teaching? One step is to license what teach-ers now feel guilty about doing, namely falling back on the L1. At least teachteach-ers can be given absolution for using the L1 – even if in English secondary schools this would actually break the law of the land – and feel slightly more comfortable with their daily practice.
The next step is to consider overall teaching methods that make use of the L1 actively within the classroom. Some have been mentioned in the context of L2 user goals in Cook (1999). None of them have probably been practiced on a large scale nor do any of them represent a complete approach that can apply to a variety of situations. Their common factor is trying to use the L1 positively in the classroom rather than seeing it as a regrettable fact of life that has to be endured.
a.Alternating language approaches
In alternating language approaches the students are at one moment learning their L2, at another using their L1. An important criterion is reciprocality: both languages are involved, not one taken for granted. The difference from bilingual classes with groups with the same L1 is that they require mixed groups of speakers of two languages. One possibility is computer 'e-pals' who exchange messages in their respective languages, say through the Tandem system. A more radical approach is alternation between languages for parts of the school day.
A European variant on alternating languages is found in Reciprocal Language Teaching (Hawkins, 1987). Pairs or groups of students learn each other‘s languages on
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the teachers on Tuesday (Cook, 1989). This applied not just to the classroom but also to everything that was said during the day and any social event in the evening. The course took place in England and France on alternate years. No constraints were placed on the teaching other than the language-of-the-day requirement. The unique feature of reciprocal teaching is the exchange of learning and teaching roles as well as the alternation of languages.
While alternating language methods recognize the student as an L2 user, they still compartmentalize the two languages. Dolson&Lindholm (1998) for example give as one of the criteria features of the Two-Way Immersion Model 'the program involves periods of instruction during which only one language is used.' In some ways they represent a doubled-up way of avoiding the L1; while the L2 changes, there is not necessarily any change in the role of the L1 in the teaching.
The same is true of immersion education, in which in a sense languages alternate between the school and the world outside but not necessarily within the classroom itself. Alternating languages approaches are limited by requiring two more or less balanced groups of L1 speakers. When the two languages are spoken by a majority and a minority group within the same country, the unequal relationships between the two groups also need to be taken into account.
b.Methods that actively create links between L1 and L2
29 1) New Concurrent Method
In the New Concurrent Method the teacher switches from one language to another at key points according to particular rules (Jacobson 1990). Teaching English to Spanish-speaking children, the teacher can switch to Spanish when concepts are important, when the students are getting distracted, or when a student should be praised or reprimanded. Or the teacher may switch to English when revising a lesson that has already been given in Spanish.
This method acknowledges code-switching as a normal L2 activity and encourages the students to see themselves as true L2 users, at home in both languages. Hence the language classroom becomes a real L2 use situation in which both languages are concurrent, not a pretend L2 monolingual situation. Jacobson's switch-points resemble the patterns in real-life code-switching, adapted to the class-room.
2) Community Language Learning (CLL)
The core of the beginners lesson in CLL, alias counselling-learning, is the students talking to each other spontaneously in the L2 via the mediation of the L1 (Curran, 1976). At stage 1 the student says something in their L1; it is translated by the teacher into the L2 and repeated by the student in the L2; the other students
overhear both the L1 and the L2 versions of the sentence. As the students‘ progress,
30 3) Dodson's Bilingual Method
Dodson's Bilingual Method requires the teacher to read a L2 sentence aloud
several times and to give its meaning in the L1 (a technique termed ‗interpreting‘
rather than ‗translating‘). Next the students 'imitate' by repeating the sentence, first
in chorus and then individually (Dodson, 1967). The teacher tests their understanding of the meaning by saying the L1 sentence while pointing to a picture, requiring them to answer in the L2.
The method has been developed for helping English-speaking children with Welsh (Dodson, 1985). In general the role of the L1 in the Bilingual Method is to help the students get hold of the meaning of the language. Like CLL, translation is used only to convey meaning and consists of whole sentences. Here, however, the process starts with a teacher's L2 sentence translated into the L1, while in CLL it starts with the student's self-created L1 sentence, which is then translated into the L2.
J. Ways of Using the L1 Positively in Teaching
Let us see how the L1 could be used more positively by building on existing classroom practice, which has been well described in the studies to be cited during this section, namely Macaro (1997) who questioned 271 modern language teachers and 196 pupils in English schools, Franklin (1990) who looked at 201 modern language teachers in Scotland and Polio and Duff (1994) who concentrated on six US university classrooms.
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L2? The third factor is naturalness:do the participants feel more comfortable about some functions or topics in the first language rather than the second, as studies in code-switching have shown? The fourth factor is external relevance: will use of both languages help the
students‘ master specific L2 uses they may need in the world beyond the classroom? Against
these four factors has to be set the potential loss of L2 experience. Despite reservations about avoiding the L1, it is clearly useful to have large quantities of the L2, everything else being equal.
K. Strategies to Make a Successful Classroom Language
When teaching classroom language, there are several strategies a teacher can employ to facilitate the learning:
1. By setting objectives and providing feedback, teachers give students a direction for learning and offer information on how well they are performing relative to a particular learning goal. Two main generalizations can be drawn from the research on setting objectives. First, by setting instructional goals, teachers can narrow the focus for students. (Instructional goals should not be too specific, however, or learning will be
limited.) Second, students should be encouraged to adapt the teacher‘s goals to their own
personal needs and desires (Hill, 1953:6-7). The research suggests four generalizations on providing feedback to students:
a. Feedback should be corrective in nature; that is, it should provide students with information on what they are doing correctly and incorrectly.
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c. Feedback should be specific to a criterion, meaning it should tell students where they stand relative to a specific academic goal (criterion-referenced feedback) rather than relative to their peers (norm-referenced feedback).
d. Students can effectively provide their own feedback through ongoing self-evaluation of their learning and performance.
2. Teach the students the classroom language in a scaffolded way. Start with short
commands, maybe just one word such as ―Sit‖. Then the teacher can progress to a longer
command, such as ―Sit down please‖ and eventually students can learn alternate phrases
that mean the same think, for example ―Take a seat‖.
3. Make sure the students know what this language is for. Don‘t leave them out of the learning process; they should know that the more they use the language, the more they will develop and that these forms are meant to help use the language in the most natural way possible.
4. Once you introduce the concepts, use them! Employ them as much as possible so the students become accustomed to them and eventually are able to use them as well.
33 CHAPTER III DATA PRESENTATION
This chapter covers the profile of SMA Assalafi explaining its history, its profile, and a glance of academic administration system that presents chief, academic and administration staffs. Most importanly, it is also fulfilled a description about the subject of the research, the directive utterances mamde by the English teachers of SMA Assalafi in the academic year of 2014/2015.
A. General Overview of SMA ASSALAFI 1. Historical Building
In 1985 stood Boarding Mahirul-Hikam, started with 40 students habitation and about 90 students are non-habitation, from year to year students were increased. Then starte in 1987, this boarding began to hold Diniyah Assalafi Madrasah education, from
the level of Madrasah Ibtida‘, Al-Ula, and Al Wustho. After the boarding has a legal
entity, weighed with all the students and the development of the times then the foundation followed the goverment program of compulsory nine-year, the foundation board and leaders within the sub-district education Susukan collected and counseled to establish a junior high school (SMP/ MTs) which then generated a decision to make it named MTs Assalafi.
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held by MORA District School Accreditation. Semarang, which later in 1996 MTs Assalafi headed by Mr.Syamsul Marwan SE, he is a mukim student from Palembang in South Sumatra. The growing school is supported by simple facilities and morale of the Teachers Council and of the Council of the Shcool Committee, later in year 1999/2000 Assalafi MTs in principal reformation, has been elected as head of the school is Mr. Jony Mohandis, S.Ag, when it looks more existing schools and the development of the students become more and more visible.
Looking at the development, the foundation wanted to increase the goverment‘s
program to establish a high school (SMA) that is in 2002/2003. It is true that today the foundation built the school named SMA Assalafi which the writer conducts the research. This educational institute to be easy students for to continue the following schools within the District of Susukan communities.
35 Date of Building : 2003-01-28
Status : Government
Date of Accredits : 2008-11-07 d. Contact
Telp. Number : 085 713 162 209
Email : assalafi-susukan@yahoo.com
3. The Identify Of Head Master
a. Complete Name : Aminuddin Asrori,S.Ag
b. NIP :
c. The Last of Education : S 1
d. The Major : Sosiologi 4. The Identify Of Vice Head Master
a. Complete name : Nur Habib, S.Kom
b. NIP :
c. The Last of Education : S 1
d. The Major : T.I.K
5. Vision of the School
Vision of this school a future situation or society is what imagine or hope it would be like. The vision is:
“Superior in Achievement, Religious, Virtuous, and Havea Conception to
Environment”:
The Indicators of Vision:
a. The realization of intellectual intelligence.
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c. The realization of the increase of faith and piety.
d. The creation of polite behavior both inside and outside of school. e. The realization of the school environment (ASRI).
6. Function and Objective of Islamic Senior High School
An Islamic Senior High school is a public School which is characterized as Islamic school, it has function and objective as explained below:
a. Religious teaching function to shape Indonesia people to be faithful and god-Fearing to God The Only One, to have good moral behavior, able to keep peacefulness, able to keep the harmony of intern and Inter-religions.
b. Religious teaching is purposed to develop learner capability, understand, comprehend and apply religious values which is match with science technology and art mastery. 7. Situation of SMA Assalafi
a. The Condition of Teaching Learning Activity of SMA Assalafi
Teaching learning activity in SMA Assalafi begins at 07.30 o‘clock until
13.30 o‘clock and this schedule from Monday until, except Friday until 11.00
0‘clock. The student of SMA Assalafi, get theoretical and formal lesson, they also
get the informal and practice lessons. Especially this is one region. The fact that there are:
1) Prayers Dhuha done one as long fifteen minute before the first lessons. 2) Prayers Dzuhur done when at the second takes rest. Saturday
3) Reading Asma‘ul Husna before the lesson begins.
37 Table 3.1
The Subject Matter of SMA Assalafi
No. Subject Matter
1. Islamic Education
2. Pancasila and Citizenship 3. Indonesian
4. English 5. Math 6. Physic 7. Biology 8. Geography 9. Historical 10. Economy
11. Javanese language 12. Healthy and sport 13. Art
14. Aqidah Akhlaq 15. Qur‘an Hadist 16. Arabic 17. Computer 18. Sociology 19. Islamic History
B. Data Presentation of Directive Utterances Made by The Teachers
38 Table 3.2
No. Utterances Situation
1. Count, please! Teacher wants students to count themselves in making groups. 2. Stand up! Teacher wants students to stand up
after taking their cards
3. Take the number for group! Teacher wants the students to make a group.
4. Showing your number, please! After taking their cards, the teacher wants the students to show their number to the teacher.
5. Be silent, please! Teacher wants the students keep silent to make a condusive class. 6. Check each group please! Teacher wants to make sure that
each group is complete.
7. Feedback to me! Teacher wants the students to give feedback to the teachers so that there is interaction between them. 8. Studying the materials you
have learned!
Teacher wants to confirm the students to study more the materials they have.
9. Share your knowledge, please! Teacher wants each group to share or explain the knowledge they learned to other groups.
10. Back to your group! Teacher wants each member of group to go back to their own group after sharing the knowledge.
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No. Utterances Situation
explain. 12. Ask what you don‘t know to
friends!
Teacher wants the students to ask
other group if they don‘t know well
the materials.
16. Showing me your numbers! Teacher wants the students to show their numbers.
17. Studying at home! Teacher wants the students to study more at home.
18. Studying the usage of is, am and are.
Teacher wants the students to study more on to be.
19. You just introduce yourself. Teacher wants the students to introduce themselves. their name after writing the data. 22. Write in your book what have
been spelled.
Teacher wants the students to write the data on a paper.
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No. Utterances Situation
24. Start from you! Teacher wants one of the students to start speaking.
25. Keep silent! Teacher wants the students to be silent because the class was noisy. 26. Tidy your uniform, please! Teacher wants one of the students
to tidy his uniform.
27. Read one more! Teacher wants the students to keep reading.
28. Let‘s sing together! Teacher wants the students sing together.
29. Can you help me? Teacher wants the students to help the teacher in closing the door. 30. Can you say? Teacher wants the students to say
the answer of questions.
31. I give you two minutes. Teacher informs the student that the time is two minutes left and the student should speak in English. 32. I will give stars. Teacher confirms the students that
if he can answer in English, he will be given points.
33. Your homework is unit 5. Teacher informs the students to have homework of unit 5.
34. Let‘s listen to your friend‘s voice.
Teacher wants the students to pay attention at one of the students.
41 CHAPTER IV DATA ANALYSIS
This chapter, the writer analyzes the directive utterances made by the English teacher of SMA Assalafi in the Academic Year 2014/2015. There will be a discussion of what types of directive utterances made by the teachers and their reasons in the learning process.
For the purposes of this analysis, the data are examined for the variety of directive forms followed by their functions. Then, the distribution of directive forms and functions were to be
Category Formula Example
Imperatives Base form of verb Speak up.
Put your hands down. You + imperative You just see the picture.
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Category Formula Example
window?
David will you read this page for me?
Declaratives Embedded agent I want you to draw a picture.
I‘d like Arnold‘s group on
1. Directive Utterances Made by the English Teachers of SMA Assalafi
After being identified and classified, the directives utterances made by the English teachers of Assalafi based on the opinion of Holmes (1993: 98- 107) consist of imperatives, interogatives, and declaratives. Below is the summary of the data that were elaborated based on the theory
Table 4.2
Kinds of Directive Utterances Made by The Teachers
Category Form Statements Function Directive Meaning Imperatives Base form
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Category Form Statements Function Directive Meaning Present
Directive The teachers wants the student to not
Directive The teacher requests the
Directive The teacher requests the
Directive The teacher wants the students to
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Category Form Statements Function Directive Meaning
friends! don‘t know.
45
Category Form Statements Function Directive Meaning
book unit 3! their book.
46
Category Form Statements Function Directive Meaning Let + First 4. We read first Represent
ative, directive
47 B. Analysis
1. Kinds of Directive Utterances Made by The English Teacher of SMA Assalafi in The Academic Year of 2014/2015
After evaluating the data, it is easier to classify that kind of directives produced by the teachers are:
a. Directives using imperative sentences consist:
1) Base form of verb is the simple form of imperative. This function is to make their rules more explicit and to minimize the differences of students interpretation. The examples of this study are:
- Count please! - Stand up!
- Take the numbers for group! - Be silent, please!
- Check each group please! - Feedback to me!
- Share your knowledge, please - Back to your group!
- Sit down on the floor please! - Ask you don‘t know to friends! - Raise your hands!
- Back to your seats!
- Explain the material to your friend. - Spell your name!
