CHAPTER IV: FINDINGS AND DISCUSSION
B. Discussion
This section presents a discussion of the research findings. In this research, there only problem statement proposed in this study and the discussion. As mentioned in the previous chapter, the study aims to know the types of illocutionary acts performed by the English teacher in the teaching and learning process on the tenth and eleventh grade of SMAN 5 Barru and the types of illocutionary acts used by the teacher in the teaching and learning process.
Then, the researcher applies the theory to analyze the dialog of teachers in the teaching and learning process in SMAN 5 Barru. Yule‟s theory shows that there are 5 kinds of a speech act; expressives, declaratives, directives, representatives and commissives. From the research finding, the researcher found several types of illocutionary acts used by the lecturers in
uttered her or his utterances to students during the teaching and learning process.
In analyzing the data, the researcher uses Searle‟s theory. Searle divides the kinds of illocutionary acts into expressive, directive, representative, declarative, and commisive (Searle 2005).
After conducting the research, the researcher found four types of illocutionary acts performed by the teacher in the teaching and learning process on the tenth and eleventh grades of SMAN 5 Barru based on observation in October 2020. They were expressive, directive, representative, and commisive.
The researcher analyzing the dialogue of the teacher on the teaching and learning process in the online class by using Google. The researcher did not find all of the kinds of illocutionary acts. The researcher only found 4 of 5 kinds of illocutionary act of Searle‟s theory used by the teacher. The teacher used 51 utterances of types of illocutionary acts. From 51 utterances, directives were used 24 times (47,05%). The directive is mostly performed by the teacher during the teaching and learning process. It is because directive can be applied in the teaching and learning process to manage and control the activities and the students during the teaching and learning process. The teacher used asking allowed the students to participate more actively in the lesson. It is also beneficial to check the student‟s understanding of the material. The teacher also used directive to gave task and homework to the students, because the lesson was conducted by online class. It aims to make students always study at home and easier to remember the material.
Representative was used 17 times (33,33%) used by the teacher during the teaching and learning process. The representative it mostly used by the
teacher then expressive acts. The teacher mostly expressed explaining and informing the statement to the students. It is because the teacher must explain the material to make the students understand the lesson and also the students get information about something that they still do not know to be known. By explaining statements and information, it is made the teacher easy for transferring material to the students.
Expressive was used by the teacher 8 times (15,69%) used by the teacher during the teaching and learning process. The expressive act is mostly used by the lecturer then commisive acts. Expressive is to express the psychological state specified in the sincerity condition about a state of affairs specified in the propositional content. The teacher mostly used to express welcoming and thanking during the teaching and learning process, it is because the teacher always gives appreciated for the students after the students have done to do something and also welcoming statement to the students always used in opening and closing activity. Leech (1983: 56) states that the illocutionary force of these acts can be in the forms of apologizing, condoling, praising, congratulating, thanking and the like. It is states what the speaker feels.
In the previous research according to Eko Prasetyo(2015) found the dominant illocutionary acts in Jokowi‟s speech were assertives and commisive. The reason of performing illocutionary acts viewed from the context of situation included socializing the nation‟s agenda, ensuring the audience are interested to collaborate with Indonesian government, making his speech attractive, showing optimism, showing the potential of Indonesia, and showing his seriousness could bring Indonesia into a better nation.
Commisive was used by the teacher 3 times (5,88%) during the
during teaching and learning process in the classroom. The teacher used expressed promise to the students. It is because the teacher promise to the students will continue the lesson at the next meeting. According 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.
Moreover, the teacher used four types of illocutionary act that are representative, directive, expressive, and commisive. Declarative did not use by the teacher in the teaching and learning process. A Declarative acts can change the world via utterance. When using this act, the speaker has to have a special institutional role. In the teaching and learning process, it is impossible if the teacher suddenly has a special institutional. Also, the declarative act will successfully perform if it is said by someone who has power or effect.
CHAPTER V
CONCLUSION AND SUGGESTION A. Conclusion
This research is concerned to analyze the types of Searle‟s illocutionary acts that uttered by the teacher in the teaching and learning process on the classroom. In line with the objectives of research, to identify the types of illocutionary acts used by the teacher in teaching and learning process on the tenth and eleventh grades at SMAN 5 Barru.
After analyzing the data, the researcher has found four types of illocutionary acts used by the teacher in teaching and learning process on the tenth and eleventh grade at SMAN 5 BARRU, there are 51 utterances from the teacher performed. There were directive, representative, expressive and commisive. The directive was mostly dominant used by the teacher in teaching and learning process. The directive were found to be the most performed illocutionary acts by the teacher during the four meeting via online class by Google Classroom. Asking became the most dominant acts force of directive produces by the teacher which was realized in 24 from 51. The teacher used directive acts of asking allowed the studsents to participate more actively in the lesson. Declarative didn‟t used by the teacher in teaching learning. When using this illocutionary acts , the speaker has a special institutional roles. In teaching and learning process, it is impossible if the teacher suddenly has a special institutional.
B. Suggestion
Based on the conclusion and implication that have been explained above, some suggestion are proposed to the following parties:
1. For the other researcher
The objective of this research is limited only to identify the types of illocutionary acts performed by the teacher during teaching and learning process. Therefore, it is expected that the limitation of this research will encourage other researcher who wish to carry out similar studies to investigate more about other aspects of speech acts such as perlocutionary acts or locutionary acts. It is also suggested to enlarge the study by investigating the students‟ speech acts since the present the study has not explored it yet.
2. For the teacher
For the teacher during the lesson could be clear and easily utterances to be understood and can used speech acts to imply the messages of the utterances to help guide the students in teaching learning process especially in teaching via online class, the teacher must be more active and give special attention also explain the material with the easily words. The use of some directive speech acts may help teacher to deliver messages for students and make teaching learning process more communicative.
3. For the students
The researcher hope that this research can be references for students to improve their knowledge about types of speech acts.
Speech acts will always find in many activity, like on teaching learning process. By understanding the meaning and purpose of some speech acts, it can help them to understand both on teacher and students utterances to deliver the message they want to say and make the teaching learning process more efficient and running as well.
BIBLIOGRAPHY
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Kothari, CR. 2009. Research Methodology: Methods and Techniques (2nd Revise Edition). New Delhi: New Age International.
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Miles, M.B., &Huberman, A.M. 1994. Qualitative Data Analysis (2nd Edition).London: SAGE Publications Ltd.
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Jakarta: Erlangga.
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TRANSCRIPT 1 Teacher : Haerani Sanusi, S.Pd., M.Pd.
Subject : Simple Present Tense Class : X MIA 1
Date : 29 September 2020 Time : 10.30-12.30
T1 : Bismilillah, assalamualaikum warahmatullahi wabarakatuh students.
St : Waalaikumsalam ibu
T2 : Tolong isi list daftar hadir padapertemuan hari ini yah St : Karina
Ahmad Salihu Asmara Devi anggi
Salsa Aliya Ramadhani Sri Wahyuni
Nurwahida Nurindasari Rahmat Abubakar Resty Mardahayu Nurul Fadillah Januarty Nur Fadillah
Fathir Ridwan
T3 : Ok, students, we will continue our material. Siapa yang bisa paparkan materi yang sebelumnya dipelajari?
St : Material on how to introduce yourself in formal and non-formal situations and how to congratulate someone.
T4 : Kalau complimenting sudah juga atau belum?
St : Sudah bu.
T5 : Ok, we are going to chapter 3 now. Open your book page 38.
T6 : 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.
St : Iye ibu.
T7 : Oiya, ini rumus simple present tense S+V1+s/es+O+complement, sedangkan present continuos tense adalah S+V1+ING+O.
T8 : Mengerti tugasnya?
T9 : 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.
St : Rahmat Abubakar, I goes to sleep afternoon.
Ahmad Salihu Asmara, I go to buy a pen today.
Nurwahida, I want to go my cousin‟s house.
Sri Wahyuni, I‟m reading a novel today.
Nurindasari, I‟m went to buy medicine today.
Salsa Aliya Ramadani, I am going to my friends house.
Farras Aliah, I want to cook dinner tonight.
Devi Anggita, I will go to the rice fields to help parent.
Andi Khaesyah Salsabila, I want to make him smile.
T10 : Ok students, thanks for your attention. Some of you have mentioned exampels of the task that I gave you earlier. Tapi masih ada beberapa yang masih kurang tepat penulisan kalimatnya, insyaallah pertemuan selanjutnya
kita lanjut dengan materi grammar supaya lebih tau menyusun kata untuk menulis sebuah kalimat.
T11 : See you next time, Assalamualaikum Warahmatullahi wabarakatuh.
St : Waalaikumsalam ibu, see you.
TRANSCRIPT 2 Teacher : Haerani Sanusi, S.Pd., M.Pd.
Subject : Report text Class : XI MIA 1 Date : 3 Oktober 2020 Time : 10.00-11.30
T1 : Bismillah, assalamualaikum warahmatullahi wabarakatuh. Good morning every body, how are you today?
St : Waalaikumsalam, Alhamdulillah baik ibu.
T2 : tolong di isi daftar hadirnya yah,list nama-nama yang aktif di pertemuan hari ini.
St : Selvi
Rahma Aulia Endang Tri Yulianti Dian Sasmita Fuji Indri Sri Winarni Nur Hikmah
Muhammad Nurul Haq Basri Elly Yanti
Sindy Marsela Nur Fitrah Fitriani Syamsualam St. Rahmania Muh. Nur Esa Nurlina Ersa Parisa
Nur Ummi Hayati
T3 : baik nak, sebelum kita lanjut materinya. Ada yang belum jelas di pembahsan sebelumnya, bisa ditanyakan sekarang?
St : jelas ibu.
T4 : kalau tidak ada pertanyaan, ibu anggap kalian sudah mengerti tentang beberapa ekspresi yang dipelajari sebelumnya. Now, open page 51 about report text. Setelah dibuka, baca description about report text dan tulis di buku catatannya.
St : iye ibu.
T5 : jadi nak, report text adalah teks yang memaparkan dan mengklasifikasikan suatu spesifik participant. Maksudnya disini objek yang dibicarakan. Itu bisa berupa benda hidup atau benda mati.
St : iye ibu.
T6 : sudah dicatat nak, kalau sudah silahkan bertanya kalau ada yang tidak kalian mengerti.
St : sudah bu.
St : bu apa bedanya report text dan description text?
T7 : 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.
T8 : perhatikan petunjuknya sebelum dikerja ya, state true or false for the following statements.
St : bu bagaimana maksudnya itu tugasnya yang sekarang bu kurang fahamka bu. Yang di minta soalnya kurang jelas bu?
T9 : semua pertanyaan dari nomor 1 sampai 10 dibaca baik-baik kemudian dipilih benar atau salah satu dari bacaan task 2.
T10 : misalnya nomor 2, skin weight about 3 kilograms. Betul atau salah? Nah lihat bacaan di atasnya, apa ada yang tertulis begitu, di paragraph kedua kalimat ke dua ada kan? Jadi jawabannya benar atau true. Tulis maki disitu true.
T11 : hanya true or false saja disitu kita tulis nak, kemudian tulis dari mana kalian dapat statement-nya.
St : ohiye bu, makasih.
T12 : go go go. Semangat nak, jangan kerja yang lain dulu yah. Fokuskan disini dulu.
T13 : Contoh saya kasi nah
Skin weight about 3 kilograms. True (paragraph 2 kalimat ke dua- It Weight is between two and three kilograms).
T14 : I think time is over, in sya Allah pecan depan kita lanjut materinya. See you next time and thanks for your attention. Assalamualaikum warahmatullahi wabarakatuh.
St : Waalaikumsalam ibu.
TRANSCRIPT 3 Teacher : Haerani Sanusi, S.Pd., M.Pd.
Subject : Future Tense Class : X MIA 1
Date : 06 Oktober 2020 Time : 09.00-10.30
T1: Bismillah, assalamualaikum warahmatullahiwabarakatuh. How are you today?
Waakaikumsalam bu, I‟m fine mam.
T2: Sebelum kita masuk belajar, berdoa dulu. Semoga apa yang kita pelajari bisa cepat pelajari bisa cepat dimengerti dan tidak akan terlupa. Aamiin yaa Rabb.
Barakallahu fii kum.
T3: Tolong isi list daftar hadir pertemuan hari ini.
St: - Karina
- Rahmat Abu Bakar - Ahmad Salihu - Nurindahsari - Salsa
- Farraz Allyah - Sri Wahyuni - Putri Ainun Rahma - Nur Fadhilah
- Andi Kaesyah Salsabila - Nurul Fadillah
- Fatir Ridwan - Resti Mardahayu
T4: Oke nak, kita lanjut materinya pecan lalu tentang how do you do? Task 3 right?
T5: 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.
T6: Expression of Intention
I am going to introduce my friend I am going to…
I am planning to…
I am thinking of…
I fully intended to…
I have every intention of…
I intend to…
I will…
I want to ……
Contoh Percakapan Expressing Intention
Anandi : Could you buy me cotton thread and knitting tools?
Rahmani : Of course. But, what are you doing to do with them?
Anandi : I‟m planning to knit a bag. Rahmani : What for?
Anandi : I want to give it to Nina, my friend. She really wants to have knitting bag. So, I intend to grant her desire.
Rahmani : That‟s a wonderful idea!
Terjemahan:
Anandi : Dapat Anda membeli saya kapas kain dan merajut alat?
Rahmani : Tentu saja. Tapi, apa yang anda lakukan dengan mereka?
Rahmani : Untuk apa?
Anandi : Saya ingin memberikannya kepada Nina, teman saya. Dia benar- benar ingin memiliki merajut tas. Jadi, aku berniat untuk memberikan keinginannya. Rahmani : Itu adalah ide bagus!
T7: Future tense Seperti namanya, tense ini akan membicarakan mengenai masa depan Pada dasarnya future tense dibagi menjadi empat: Simple future tense, future continuous tense, future perfect tense dan future perfect continuous tense.
1. Simple Future Tense
Simple future tense biasa digunakan untuk memberitahu suatu keadaan dimasa yang akan datang. Tense ini berguna untuk:
Mengungkapkan pernyataan yang umum.
Menjelaskan kebiasaan.
Menyatakan perasaan (emotion)
Mengungkapkan hubungan personal.
Memilih fokus dalam sebuah kejadian dan menentukan batas waktu (deadline). Dibawah merupakan rumus penggunaan tense ini:
Positive: Subject + Will / Shall / To Be Going To + Verb 1 + Object + Keterangan Waktu
Example: ”We will visit him every month.”
“Kita akan mengunjunginya setiap bulan.”
Negative: Subject + Will / Shall + Not + Verb 1 + Object + Keterangan Waktu Example: “We will not visit him every month.”
“Kita tidak akan mengunjunginya setiap bulan.”
Rumusnya...Subject + To Be + Not + Going To + Object + Keterangan
Interrogative (Kalimat Tanya): Rumusnya....Will / Shall + Subject + Verb 1 + Object + Keterangan Waktu ?
Example: “Will we visit him every month?”
“Akankah kita mengunjunginya tiap bulan?”
T8: Sampai disini , ada yang kurang jelas nak? Silahkan bertanya kalau ada yang kurang jelas
St: Tidak ada ji Bu
T9: Betul sudah mengerti?? Jgn nanti selesai materi tapi tidak mengerti Ki bagaimana membuat kalimat yang benar nah.
St: In syaa Allah sudah mengerti bu.
T10: Ok, kalau tidak ada pertanyaan ibu anggap sudah mengerti... Tadinya ibu mau kasi tugas dan diselesaikan sebelum waktu habis, tapi Krn anak ibu bangun jadi ibu minta maaf kalau tiba2 menghilang.. saya lihat juga waktunya sudah habis. Ibu langsung kasi saja home work.
St: Iye bu.
T11: Thanks for your attention and see you next time assalamualaikum warahmatullahi wabarakatuh.
St: You are welcome. Waalaikum salam warahmatullahi wabarakaatuh
TRANSCRIPT 4 Teacher : Haerani Sanusi, S.Pd., M.Pd.
Subject : Giving and how to Respond of Advice Class : XI MIA 1
Date : 31 Oktober 2020 Time : 10.00-11.30
T1: Bismillah, assalamuaikum warahmatullahi wabarakatuh. Good afternoon students, how are you today?
St: Waalaikumsalam, Alhamdulillah baik ibu.
T2: Isi absen hari ini, tulis namanya di list yang aktif.
St: Iye ibu.
T3: Ok students, we will continue our lesson. Now, please open your book page 73 unit 3.
St: Yes mam.
T4: We will learning about giving and how to respond advice. You will see in page 75 about that. Bagaimana kita memberi dan merespon sebuah nasehat, baca baik-baik kemudian tulis di bukunya, pakai buku lain dulu yang sudah kumpul bukunya sama ibu kemarin yah.
St: Iye ibu, halaman 73 saja di catat bu?
T5: Sementara halaman 73 pada bagian expression corner. The ways to give advise and responding to advice. Setelah dicatat, cari translatenya dan tulis juga disitu. Ok?
St: Oh iye ibu siap.
T6: Kalau sudah selesai, silahkan bertanya kalau ada yang kurang jelas. Materi sebelumnya juga tentang passive voice jika masih kurang jelas.
T7: Ibu mau tanya, materi tentang report text apa sudah dipelajari atau belum?
St: Sudah mi bu.
T8: Ok, any question about advise?
St: Itu ibu tugasta kata nasihatnya yang di responding to advice di ambil itu?
T9: jadi dalam bukunya halaman 75 about the ways to give advice, itu hanya beberapa contoh bagaimana kita memberi saran. Bisa buat yang lain dengan expression yang sama. Misalnya I advice you to … nah itu merupakan
expressionnya sisa ditambahkan kalimat lain. Contoh kalimatnya I advice you to study diligently.
St: iye ibu.
T10: Kalau tidak ada pertanyaan, please open page 76 task 6, complete and build the following dialogues with good advice base on the given situations.