CHAPTER III: RESEARCH METHOD
F. Data Analysis
Miles and Huberman (2014: 246) states that there are three activity in qualitative data analysis. They are data reduction, data display, conclusion drawing / verification.
1. Reducing the data
Data reduction process are varied from several ways, such as through selection, summary, or paraphrase and being subsume in larger pattern. In the data analysis process, the researcher applied coding system.
The process of labeling and segmenting units of meaning to the descriptive or inferential information compiled during the study. The purpose is not to number the data, but to make the researcher easier in selecting and classifying the data from the data sheet and to help the researcher in organizing and classifying the data.
2. Data Display
After collecting and reducing the data, the researcher analysis the types of speech acts. Display the data in organize and compress information to lead matrices the conclusion. The forms of qualitative data display to include types of, graphs, chart, or network. In this study, the data will presented in the form of table and descriptions.
3. Conclusion Drawing
The researcher make percentage of the data to know usage of types speech acts and speech acts based on the way to convey in teaching learning process. The purpose of percentage calculation is to complete the findings so that the readers can easily and immediately obtain the precise proportion of each findings compared to the others. Sugiyono (2014: 170) states that the analysis is looking percentage.
The percentage used formula:
F P = --- 100%
N
Notes :
P = percentage F = frequency
N = the sum of the frequencies
CHAPTER IV
FINDINGS AND DISCUSSION A. Research Findings
In this chapter, the researcher presented the research finding that has been collected from observation in the class. In this observation the researcher used Google Classroom as a media, because the lesson was conducted by the online class. By observing the classroom interaction between the teacher and the students, the researcher will find the types of speech acts performed by the teacher. The researcher notes, and recorded on what happened in the class regarding to the use of speech acts by the teacher during the teaching and learning process.
Based on the formulation of the problem, this study aims to show the types of the illocutionary act in teaching and learning process and the dominant used types of illocutionary act by the teacher in teaching and learning process at SMAN 5 Barru.
In this research, the researcher used classroom based research design by chooses some students of two grade and did observation two times with same teacher. Every meeting, data findings classified into three activities;
opening, main activity, and closing. From the result of observation in the classroom on 26 October until 11 November 2020 the researcher found five types of illocutionary acts performed by the teacher according to Yule‟s theory. They are representative, directive, expressive, commisive and declarative. The researcher found that there were 51 utterances that performed by the teacher in teaching and learning process. The findings can be seen in the following data. In this research the researcher uses coding to explain the data.
The researcher applied coding system, to make the researcher easier in selecting and classifying the data from the data sheet and also to help the researcher in organizing and classifying the data. The data here means the teacher utterances that produced by the teacher during the teaching and learning process.
The coding explain below:
T1 : Number of transcript 29.9.20 : The date of datum taken HS : Teacher‟s name initial M1 : Number of meeting
D2 : Number of datum in data sheet
a. Types of illocutionary acts used by the English teacher in the first meeting during the teaching and learning process.
The observation from the first meeting was doing by the researcher on September 29th 2020 in X MIA 1, the material of this meeting is about Simple Present Tense. The researcher found 11 utterances that include illocutionary acts. The types of illocutionary acts explained as follows:
1. Opening
In the opening, the teacher greets the student by using kinds of speech act which can attract the students in the learning process. In opening activity the teacher performed two types of illocutionary act, it is included expressive and directive. On the analysis of this teacher utterance that appears include:
a) Expressive
In the opening activities, the researcher found 1 utterance of expressive acts of greeting. The data is
T1/29.9.20/HS/M1/D1 that can be seen in the following utterance.
T: “Bismillah, Assalamualaikum warahmatullah wabarkatuh students”.
St: “Waalaikumsalam ibu”.
(T1/29.09.20/HS/M1/D1)
Based on the dialogue above, the teacher said
“assalammualaikum” context of this utterance happened in the opening activity when the teacher started the lesson that day, and the expression was the form of greeting. The students responded to the teacher greatly. The teacher‟s utterance above is classified as Expressive act since it showed the teacher‟s feeling in the beginning of the lesson.
b) Directive
Beside of performing expressive act, the teacher also performed a directive act in the opening activity.
The researcher found 4 utterances of directive acts.
The types of directive speech act were ordering
(T1/29.9.20/HS/M1/D3), asking
(T1/29.9.20/HS/M1/D4), and requesting (T1/29.9.20/HS/M1/D7).
T: “Ok students, we will continue our material.
Siapa yang bisa paparkan materi yang sebelumnya dipelajari?”
St: “Cara memperkenalkan diri sendiri dan memberi selamat kepada seseorang”.
(T1/29.9.20/HS.M1/D3)
Based on the dialogue above context of the utterance happened in the opening activity when the teacher ordered the students to explaining about the last material. The utterance was classified as a directive of order because the teacher ordered the students directly to answer.
2. Main activity
In the main activities, the researcher found three types of illocutionary acts performed by the teacher in the first meeting. There were representative, directive, expressive. On the analysis of this first lecturer utterance that includes of illocutionary act are:
a) Representative
The researcher found 2 utterances of representative acts performed by the teacher during the main activities in the teaching learning. Those utterances were classified into the representative of explaining (T1/29.9.20/HS/M1/D7), and correcting (T1/29.9.20/HS/M1/D8).
T: “Oh ya, ini rumus simple present tense S+V1+s/es+O+complement, sedangkan
present continuos tense adalah S+V1+ING+O”.
St: “Iye ibu”.
(T1/29.9.20/HS/M1/D7)
T: “Cukup 1 kalimat saja, apa niat kalian yang mau kalian lakukan hari ini, tolong jangan lihat di google tapi fikiran sendiri ya, langsung saja di ketik jawabannya”.
(T1/29.9.20/HS/M1/D9).
Based on the utterances above, the first dialogue was the context situation happened when the teacher explains for the students about the simple present tense.
This utterance was classified as representative of explaining. And also another utterances was the context situation happened when the teacher give correction for the students about the task. This utterance was classified as correcting.
b) Directive
The researcher found 4 utterances that classified as directives from the teacher performed during the teaching and learning process in the main activities on the first meeting. They are data T1/29.9.20/HS/M1/D2, T1/29.9.20/HS/M1/D4, T1/29.9.20/HS/M1/D5, T1/29.9.20/HS/M1/D6.
T: “Ok students, we are going to chapter 3 now.
(T1/29.9.20/HS/M1/D5)
T: “What are you going to do today?
Perhatikan tujuan pembelajaran pada halamat 38 nak. Setelah dibaca ibu minta kalian untuk menulis apa niat yang ingin kalian lakukan hari ini?. Kerjakan dan tulis di buku catatan dengan menggunakan kalimat present tense”.
(T1/29.9.20/HS/M1/D6)
From the utterances above, the first dialogue was the context happened when the teacher ask the student to open page 38 to continue the lesson. And another utterances was the context happened when the teacher ask the student to write the task on the book.
3. Closing
The closing activity has happened at the end of the lesson. In closing the lesson, the teacher also performed some speech acts. The utterance is performed by the teacher includes in expressive.
T: “See you next time, Assalamualaikum Warahmatullahi wabarakatuh”.
St: “Waalaikumsalam, see you ibu‟.
(T1/29.9.20/HS/M1/D11)
From the conversation above, the teacher closing the class that day by saying “See you next time, Assalamualaikum Warahmatullahi wabarakatuh” the context situation happened when the teacher closes this class for that day. This utterance was classified as expressive greeting.
b. Types of illocutionary acts used by the English teacher in the second meeting during the teaching and learning process.
The observation from the second meeting was done by the researcher on October 3rd 2020 in XI MIA 1, the material of this meeting is about Report text. The researcher found 14 utterances that include illocutionary acts.
The types of illocutionary acts explained as follows:
1. Opening
In the opening, the teacher greets the student by using kinds of speech acts that can attract the students in the learning process. In the opening activity the teacher performed two types of illocutionary act, which included expressive and directive. On the analysis of this teacher utterance that appears include:
a) Expressive
In the opening activities, the researcher found 1 utterance of expressive acts of greeting. The data is T2/3.10.20/HS/M1/D1. The teacher performed the act of greeting that can be seen in the following utterance:
T: “Bismillah, assalamualaikum warahmatullahi wabarakatuh. Good morning every body, how are you today?”.
St: “Waalaikumsalam, baik ibu”.
(T2/3.10.20/HS/M1/D1)
Based on the dialogue above, the teacher said
“bismillah, assalammualaikum” context of this utterance happened in the opening activity when the teacher started the lesson that day. And also “Good morning every body, how are you today?” The teacher opened the lesson excitedly to make the students have spirit and enjoy the lesson The students responded to the teacher greatly. The teacher‟s utterance above is classified as Expressive act since it showed the teacher‟s feeling in the beginning of the lesson. The expression was the form of greeting. The greeting is usually used by the teacher to open the lesson.
b) Directive
Besides performing expressive acts, the teacher also performed a directive act in the opening activity, the data T2/3.10.20/HS/M1/D2. The teacher asks students to write their names in Google Classroom because the lesson was conducted with an online class.
T: ”Tolong di isi daftar hadirnya yah, list nama-nama yang aktif di pertemuan hari ini”
St: (write their name) (T2/3/10.20/HS/M1/D2)
Based on the utterance above, the teacher said “tolong di isi daftar hadirnya yah,list nama-nama yang aktif di pertemuan hari ini” the context happened when the teacher
asks the students to fill the attendance list in Google Classroom. This utterance was classified on the directive of requesting.
2. Main Activity
In the main activitie,s the researcher found three types of illocutionary acts performed by the teacher in the first meeting.
There were representative, directive, commisive. The utterance that includes of an illocutionary act is:
a) Representative
The researcher found 7 utterances performed by the teacher during the teaching and learning process. Those utterances were classified into the representative of informing (T2/3.10.20/HS/M1/D9), (T2/3.10.20/HS/M1/D10), and stating (T2/3.10.20/HS/M1/D11), (T2/3.10.20/HS/M1/D12).
One of them following the utterance:
T: “Semua pertanyaan dari nomor 1 sampai 10 dibaca baik-baik kemudian dipilih benar atau salah satu dari bacaan task 2”.
T2/3.10.20/HS/M1/D9
Based on the utterance above,“semua pertanyaan dari nomor 1 sampai 10 dibaca baik-baik kemudian dipilih benar atau salah satu dari bacaan task 2” the context happened when the teacher informing the students about their task, the teacher utterance above was classified as representative of informing.
b) Directive
Beside performing a representative act, the teacher also performed a directive act in the main activity, the researcher found 5 utterances during a teaching in the google classroom.
There are the data. T2/3.10.20/HS/M1/D3, T2/3.10.20/HS/M1/D4,T2/3.10.20/HS/M1/D5,
T2/3.10.20/HS/M1/D, T2/3.10.20/HS/M1/D12, one of them following the conversation:
T: “Kalau sudah kita lihat sekarang page 50 task 2.
Baca baik-baik report text-nya, kemudian kerjakan halaman 50 task 3, jawaban dari task 3 di task 2.
Silahkan di tulis langsung di kolom komentar jawabannya kemudian kirim seceptnya. Waktu sampai jam 11.00. Ok?”
St: “Iye ibu”.
T2/3.10.20/HS/M1/D7
Based on the conversation above, “Baca baik-baik report text-nya, kemudian kerjakan halaman 50 task 3, jawaban dari task 3 di task 2. Silahkan di tulis langsung di kolom komentar jawabannya kemudian kirim seceptnya. Waktu sampai jam 11.00. Ok?” the context happened when the teacher asks the students to do their task before 11.00 o‟clock.
The utterances above was classified into the directive of requesting.
c) Commisive
In the main activity, the teacher performed 2 utterances of commisive. The utterance was classified into offering
something. The data is T2/3.10.20/HS/M1/D6 T2/3.10.20/HS/M1/D13. An act can be seen below:
T: “Contoh saya kasi nah Skin weight about 3 kilograms. True (paragraph 2 kalimat ke dua- It Weight is between two and three kilograms)”.
T2/3.10.20/HS/M1/D13
Based on the utterance above, “Contoh saya kasi nah Skin weight about 3 kilograms. True (paragraph 2 kalimat ke dua- It Weight is between two and three kilograms)”. The context happened when the teacher offering the example for the students so they can understand what the teacher means.
3. Closing
The closing activity has happened at the end of the lesson. In closing the lesson, the teacher also performed some speech acts.
The utterance is performed by the teacher includes in expressive of greeting.
T: “I think time is over, in sya Allah pecan depan kita lanjut materinya. See you next time and
thanks for your attention.
Assalamualaikumwarahmatullahi wabarakatuh”.
St: “Waalaikumsalam ibu”.
T2/3.10.20/HS/M1/D14
Based on the conversation above, “Assalamualaikum warahmatullahi wabarakatuh” the context happened when the
teacher closes the class today. And also this utterance was classified into expressive greeting.
c. Types of illocutionary acts used by the English teacher in the third meeting during the teaching and learning process.
The observation from the third meeting by the researcher was doing on October 6th 2020 in X MIA 1, the material of this meeting is about Future Tense and the lesson conducted by online class. The researcher found 11 utterances performed by the teacher during the teaching and learning process.
The types of illocutionary act explained as follows:
1. Opening
In the opening, the teacher greets the student by using kinds of speech acts that can attract the students in the learning process. In the opening activity the teacher performed two types of illocutionary act, it is included expressive, directive, representative. On the analysis of this teacher utterance that appears include:
a) Expressive
In the opening activities, the researcher found 1 utterance of expressive acts of greeting. The data is T3/6.10.20/HS/M2/D1. The teacher performed the act of greeting that can be seen in the following utterance:
T: “Bismillah, assalamualaikum warahmatullahi wabarakatuh, how are you today?”
St: “Waalaikumsalam, I‟m fine ibu”.
T3/6.10.20/HS/M2/D1
Based on the conversation above, “bismillah, assalamualaikum warahmatullahi wabarakatuh, how are you today?” the context happened when the teacher started the lesson today. The teacher‟s utterance above is classified as Expressive act since it showed the teacher „s feeling at the beginning of the lesson.
b) Directive
Beside performing expressive, the teacher also performed a directive in the opening activity, the researcher found 2 utterances that classified into directive of asking (T3/6.10.20/HS/M2/D3), and directive of ordering (T3/6.10.20/HS/M2/D4). One of them following the conversation:
T: “Oke nak, kita lanjut materinya pekan lalu tentang how do you do? Task 3 right?”.
T3/6.10.20/HS/M2/D4
Based on the utterance above, the teacher said “Oke nak, kita lanjut materinya pecan lalu tentang how do you do? Task 3 right?” the context happened when the teacher ordering the students to remember about the last material.
This utterance was classified on a directive of ordering.
2. Main activity
In the main activities, the researcher found two types of illocutionary acts were performed by the teacher in the first meeting. There were representatives and directives. On the
analysis of this first lecturer utterance that includes of illocutionary act are:
a) Representative
The researcher found 3 utterances that performed by the teacher during the teaching and learning process. Those utterances were classified into the representative of explaining T3/6.10.20/M2/D5, T3/6.10.20/M2/D6, T3/6.10.20/M2/D7, One of them following the conversation:
T: “Bab 3 itu membahas tentang Expressing intention, adalah sebuah ekspresi harapan dari seseorang. Berarti expressing ini secara tidak langsung merupakan sebuah kejadian yang belum terjadi karena masih berupa harapan. Tenses yang digunakan adalah tenses future”.
T3/6.10.20/M2/D5
Based on the utterance above, “Bab 3 itu membahas tentang Expressing intention, adalah sebuah ekspresi harapan dari seseorang” the context happened when the teacher explain the material to the students. The utterance was classified as representative of explaining.
b) Directive
The researcher also found a directive act performed by the teacher in the activity, the researcher found 2 utterances. There was the data
T3/6.10.20/HS/M2/D8, T3/6.10.20/HS/M2/D9. One of them following conversation:
T: “Sampai disini , ada yang kurang jelas nak? Silahkan bertanya kalau ada yang kurang jelas”.
T3/6.10.20/HS/M2/D8
Based on the conversation above, “Sampai disini , ada yang kurang jelas nak? Silahkan bertanya kalau ada yang kurang jelas” the context happened when teaher ask the student to give question if they don‟t understand about the material. The utterances were classified into a directive of asking.
3. Closing
In the closing activities, the researcher found one type of illocutionary act performed by the teacher in the teaching and learning process. The researcher found an expressive act.
T: “Thanks for your attention and see you next time assalamualaikum warahmatullahi wabarakatuh”.
St: “You are welcome. Waalaikum salam warahmatullahi wabarakaatuh”.
T3/6.10.20/HS/M2/D11
Based on the conversation above, “assalamualaikum warahmatullahi wabarakatuh” the context happened when the teacher closes the class today. And also this utterance was classified into expressive greeting.
d. Types of illocutionary acts used by the English teacher in the fourth meeting during the teaching and learning process.
The observation from the fourth meeting by the researcher was doing on October 31th 2020 in XI MIA 1, the material of this meeting is about giving and how to respond of advice and the lesson conducted by online class.
The researcher found 13 utterances performed by the teacher during the teaching and learning process.
The types of illucotionary act explained as follows:
1. Opening
In the opening, the teacher greets the student as always by using kinds of speech act that can attract the students in the learning process. In the opening activity the teacher performed two types of illocutionary act, it is included expressive and directive.
On the analysis of this teacher utterance that appears include:
a) Expressive
In the opening activities, the researcher found 1 utterance of expressive acts of greeting. The data is T4/31.10.20/HS/M2/D1. The teacher performed the act of greeting that can be seen in the following utterance:
T: “Bismillah, assalamuaikum warahmatullahi wabarakatuh. Good afternoon students, how are you today? “
St: “Waalaikumsalam, Alhamdulillah baik ibu”.
T4/31.10.20/HS/M2/D1
Based on the conversation above,
“Bismillah,assalamuaikum warahmatullahi wabarakatuh.
Good afternoon students, how are you today?” the context happened when the teacher started the lesson today. The teacher‟s utterance above is classified as Expressive act since it showed the teacher‟s feeling at the beginning of the lesson.
b) Directive
Besides performing expressive, the teacher also performed a directive in the opening activity, the researcher requesting found 1 utterance that classified into a directive of requesting T4/30.10.20/HS/M2/D2.
T: “Isi absen hari ini, tulis namanya di list yang aktif”.
From the utterance above, “Isi absen hari ini, tulis namanya di list yang aktif” the context happened when the teacher want to the students write their name on attendant list in Google Classroom.
2. Main Activity
In the main activity, the researcher was found three types of illocutionary acts performed by the teacher in the first meeting. There were representative, directive, commisive. On the analysis of this first lecturer utterance that includes of illocutionary act are:
a) Representative