AN ANALYSIS OF DIRECTIVE SPEECH ACTS USED BY ENGLISH TEACHERS AT SMA N 13 PADANG 2014/2015 ACADEMIC YEAR
Oleh
Dina Handayani Putri *)
**) Mayuasti dan **) Dra. Hj. Riny D. Sani Staf Pengajar Program Studi Pendidikan Bahasa Inggris STKIP PGRI Sumatera Barat
ABSTRAK
Penelitian ini bertujuan untuk mengetahui bagaimana guru menggunakan Directive Speech Acts dalam proses pembelajaran dikelas. Disamping itu, penelitian ini juga bertujuan untuk mengetahui apa fungsi directive speech acts didalam proses pembelajaran. Penelitian ini merupakan penelitian descriptive. Participants dari penelitian ini adalah guru bahasa Inggris di SMA N 13 Padang yang diambil berdasarkan purposive sampling.
Dalam penelitian ini peneliti menggunakan observasi field note dan melakukan pengamatan dengan merekam proses belajar mengajar yang dilakukan guru dan siswa. Dari hasil penelitian yang telah dilakukan, diperoleh data yang menunjukan bahwa ada 6 jenis Directive Specch Acts yang digunakan oleh guru dalam proses pembelajaran yaitu Bald imperative (Command), Requestive (Embedded imperative), Question, Requirement (Hint directive), Permissive, and Need statement. Peneliti juga menemukan fungsi Directive Speech Acts yang digunakan oleh guru dalam proses pembelajaran yaitu meminta siswa untuk melakukan sesuatu, mengetahui pemahaman siswa, mengajak siswa untuk tetap memperhatikan pelajaran, mengawasi siswa selama proses pembelajaran, permisi, permintaan, memberikan nasehat. Perintah yang banyak dilakukan oleh guru adalah Command (Bald Imperataive).
Key Words: Speech Act, Directive Speech Act
*) Penulis
**) Pembimbing
INTRODUCTION
Language is a tool of communication.
Communication makes someone has socialize with other people. Communication is not only happen in daily life but also in the classroom. In the classroom, the teacher and students do communicate each other to get their purposes. One of communication that done by teacher is directive speech acts. Directive speech acts are utterance that ask someone does something. It means that every speaker’s utterance, the hearer will act to achieve what the speakers wants. It is very important to be used in classroom interaction by the teacher. Having know about the directive speech act, the teacher can easily to control the students’ behavior in the classroom and know how to responds inappropriate behavior, invite the students to active in learning process, know about the function of directive speech acts in interaction classroom interaction. Consequently, the researcher wanted to analyze how does the English teacher use each type of directive speech acts in classroom
interaction and what are the functions of directives used by English teacher in classroom interaction.
Definition of Communication
There are various definitions of listening given by some experts. According to Fortner (2007:18), Communication is a dynamic, symbolic process by which people in dialogue construct the meanings and share the emotion through which they understand, value, and live in society and by which both behave and justify their behavior. It means that communication is process of deliver message that speaker construct the meaning of language through their comprehension in use of language in certain situation and context. In addition, Miller (2007:4) states that communication is the exchange of information through speaking, signaling, or writing. From definition, communication is exchange message from speaker to listener. The speaker will deliver message which the listener will give respond based on their comprehension.
Context
Context is very important to understand in utterance. It gives influence interpretation of utterance by speaker or listener. Leech in Ogunsiji (2012:116) states context is background of knowledge assumed to be shared by speaker and hearer and which contributes to hearer’s interpretation of what means by a given utterance.
Hymes in Kumaravadivelu (2006:9) says there some context that influence of utterance. It is known as acronym SPEAKING: firstly, setting is place and time in which the communication event takes place. Secondly, participant is speakers and hearers and their role relationship. Participant determines the form, function, strategy applied by speaker. Thirdly, ends refers to the stated or unstated objectives the participants wish to accomplish. Fourthly, Act sequence refers to the form, content, and sequence of utterance. Topic is one of factor the rule of language. Fifthly, key refers to the manner and tone (serious, sarcastic, act) of the utterance. Sixthly, Instrumentalities is the channel (oral or written) and the code (formal and informal). Seventhly, norms is conventions of interaction and interpretation based on shared knowledge. Eight, genre is the categories of communication such as lecturer, reports, essay, poem, and so forth.
Referring to the all of experts’ explanation above, context has a great role in interpretation of meaning of the language. In interpreting of utterance, we must know who are the participant, what is the topic, when the utterance is produced, what are utterance produced by speakers. It will make easy to understand the meaning of utterance.
If the context is not stated, the meaning of language will be ambiguity.
Definition of Speech Act
Human does communicate with other people in their lives to get the purposes in communication.
In communication, people do not just make utterance but also they act perform. According to Yule (1996:54) speech act is performed via utterances, such as apology, complaint, compliment, invitation, promise or request. From the definition above, speech acts is utterances that followed act. In communication, speaker does not only utterance the statement but also perform a certain action.
In addition, Cutting (2002:16) says that speech acts as the action performed in saying something. Support by Bach (2006:151) defines
that speech act is making of the statement, offer, promise, act. It can see that speech act apply the speaker’s communicative intention in producing an utterance. The speaker expects that his or her communicative intention will be recognized by the hearer. Both of speaker and listener are helped each other in process of communication.
There some experts try to divide speech acts into many types. Searle (1979:12) divides speech acts into five types:
1. Assertive or representative is a speech act the purpose of which is to convey information about some states of affairs of the world from speaker to hearer. Utterance may contain when it uses for boast, complain, conclude, deduce, describe, call, classify, identify, tell, inform, act.
Example:
a. The earth is flat
b. Oh, yes a warm sunny day
c. The name of British queen is Elizabeth.
2. Directives is a speech act where the speaker requests the hearer to carry out some action or to bring about some states of affair. Utterance may contain directive when it uses for asking, ordering, commanding, requesting, begging, pleading, praying, entreating, inviting, permitting, and advising, warning, demanding, suggesting, promoting, forbidding, recommending.
Example:
a. Could you lend me a book, please?
b. I am cold
3. Comissives are a speech act which to commit the speaker to carry out action or to bring about some state affairs. Utterance may contain comissive when it uses for promising, pledging, vowing, offering, agreeing.
Example:
a. I will be back b. We will not do that.
4. Expressive is a speech act which to express the speaker’s attitude to some state of affairs.
Utterance may contain expressive when it uses for thanking, congratulating, apologizing, condoling, deploring, welcoming, greeting.
Example:
a. Congratulation b. I feel sorry for all this
5. Declarative is a speech act where bring about the state of affairs someone refers to. It changes the reality in accordance with the
proposition of the declaration stated.
Utterance may contain declarative when it uses for blessing, firing, marrying, arresting, firing.
Example:
a. Priest : I now pronounce you husband and wife
b. Referee: you are out Directive Speech Acts
Directive speech acts aimed to get the addressee to do something as expected by the addressor. It always uses for communication in the classroom. According to Ipsen (1999:68) directive speech act which the speaker's purpose is to get the hearer to commit him/herself to some future course of action. Next, Cutting (2002:20), directive is speech acts designed to get the addressee to do something ( requesting, inviting, daring, pleading).
In using directive, the speaker intends to elicit some future course of action on the part of addresser. In addition, Finegan (2004:296) directive speech act intends to make the hearer carry out some action. It means that the speaker will make utterance that the listener will do which based on speaker’s say. The speaker used to express of desire, or expectation, which used as a reason for the hearer to act.
In conclusion, directive acts of the speaker are used to express their want which hearer or reader does action. It means that in directive utterance, the speaker expresses their desire or wish for hearer to do something. It expresses what speaker wants and causes the hearer to take particular action.
Support Kreidler (1998:189) directive is the speaker tries to get addressee to perform some act or refrain from performing an act. He adds that there are three types of directive speech acts can be recognized: commands, request and suggestions.
1. Command
A command is effective only if the speaker has some degree of control over the actions of addressee. Commands can be produced with various degrees of explicitness. Command is used in imperative form.
2. Request
A request is an expression of what the speaker wants the addressee to do or refrain from doing. A request does not assume the speaker’s control over the person addressed.
Request can be used by all ages of speaker. In request, speaker mostly use words please, can, could, will, and would.
3. Suggestion
Suggestions are the utterance we make to other persons to give our opinions as to what they should or should not.
Based on explanation above, it can conclude that there are three types of directive speech acts.
They are command, request, and suggestion.
Command is act that speaker ask the students do something which suitable with the teacher’s desire.
Next, in the request the speaker asks wants, and request something and the speaker hopes the hearer will respect what the speaker wants or request.
Last, suggestion is used to give someone suggestion or idea to someone that needs lead.
According to Bach and Harnish in Syahrul (2008:34) there are six types of directive. They are command, requestive, question, requirement, prohibitive, permissive, advisories, suggestion.
Ervin-Tripp (1976:128) says that there are six types of directives, namely, bald imperatives, embedded imperatives, question directives, needs statement, permission directive and hint directives.
1. Bald imperative
Bald imperative occurs from a person who has higher status or superior to addressee. The addressee is a person who has lower status or subordinate status. The structure of bald imperative is verb + object of action. The bald imperative has modulators. They are greetings, honorific address terms, names, please, pitch, tag modals, and tag “ok”.
2. Embedded imperative
Embedded imperative is indicated by an interrogative form and modals. It which requested act is preceded by introductory phrase. Such as can you, would you mind, would you. The structure of embedded imperative is modal + you + verb + action.
3. Question directive
The primary moves that occur in classroom are question and answer moves. Question directives is as the tool of turn taking mechanism in the classroom run well. The question directives usually occurs in an interrogative structure form. The structural in question directives to intention of subject an verb or addition of auxiliary.
4. Needs statement
It is a declarative statement that is used to make the addressee (students) do whatever
request of the speaker. The structure of need statement is I need/ want/ would like.
5. Permission directive
It which occurs in an interrogative sentence. It used by subordinate to superior. The structure is modal + I + Verb.
6. Hint directive
It is formed in a declarative statement. This involves a meaning that is implied the statement used by the teacher. It can be said that the teacher implicitly makes a request.
According to explanation above, the researcher make summary which Directive speech acts are one type of speech acts that ask the listeners do something that suitable to speaker’s say or want. There some types of directive speech that can used by speaker to deliver their desire to the listener which suitable with the function. They are command, question, request, suggestion, advice, prohibition, requirement, need statement, and permission.
RESEARCH METHOD
The researcher used descriptive research because the researcher wants to describe the teachers’ directive speech acts in interaction classroom. Researcher took the participant by
“Purposive Sampling “. The instruments that used by researcher was field note observation. Also, the researcher used the recording tool to record all activities in class during learning process. The data were analyzed using Gay and Airasian (2000:239) model of data analysis. The data was analyzed through four steps, namely, the beginning step in analysis is reading/memoing; reading the field note, transcripts, memos, and observe comments to get a sense of the data. In this process, researcher would read the data from observation in the English class at SMA N 13 Padang. The second step in analysis is describing, in this process, the researcher would like to describe the directive speech acts that used English teacher at SMA N 13 Padang in the classroom and function of directive speech acts based after reading the result observation. The third step in analysis is classifying, categorizing, and coding pieces of data and physically grouping theme into themes. In this process, researcher would classify the data based on the categorizes directive speech acts and functions of directive speech acts by seeing the result observation, field note and recording tool. The last step is interpreting and synthesizing the organized data into general conclusion understanding. In this step, the
researcher interpreted the data clearly. The researcher interpreted of directive speech acts and the functions of directive speech acts that done by English teachers at SMA N 13 Padang.
RESEARCH FINDING
Researcher found the six types of teachers’
directive speech acts. They are bald imperative (command), requestive (embedded imperative), question, requirement (hint directive), permissive, need statement. Bald imperative is delivered to the hearer in order to hearer obeys what the speaker wants, the example
Teacher : ( seat in her chair ), pray Yan!.
Student : Yes miss, (the chairman lead the other students to pray)
It means that the teacher ask the student to lead the other students for praying.
Request is which speaker wants the hearer to do or refrain from doing. Requesting was not strong emotion. The example:
Teacher : Can you read the text?
Students : Yang text ma mam?(which one mom?) Teacher : Text yang ada di LKS anda. (the text is in
your LKS )
It was clearly that the utterance was request.
Because, from the structure of request was form with using the auxiliaries “can”.
In teaching learning process, the teacher usually ask students about the material by question.
Example :
Teacher : Coba kita dengarkan lagi percakapannya ( let we listen the conversation anymore).
Students : (the students focused to the listening)
Teacher : Apa profesi dari Abdullah? ( what is the Abdullah profession?) Students :Painter
Teacher :Where do you know?
In that conversation, the students could answer the question from the listening. “apa profesi dari Abdullah?”and “where do you know?” are question directive speech acts. “Apa profesi dari Abdullah?, it was a question that the teacher would like to know about information of profession of the Abdullah. In here, the some of students were be able answer the question. They delivered the information based on the question it self.
Hint require addressees to infer what is required from their knowledge of the rules for
appropriate behavior in the context. The conversation bellow:
Teacher : Sudah mengerti tentang
announcement?(have you understood about announcement?)
Students : Iya mom (yes mom)
Teacher : Jawab pertanyaan text 2 dan 3 (answer the question number 2 and 3).
I will give you teen minutes for do it.
Students :Yes mom
“I will give you teen minutes for do it”, when it seemed from the meaning of utterance, the students must do the exercise on time.
Permission indicate the speaker permission to the hearer.The communication can be seen below, Student : Ini boleh mam?( how about this
mom?)
Teacher : Alamatnya buat complete. Kalau kamu buat alamat pendek, nanti suratnya tidak akan sampai. (make complete your address. If you make short address, the letter does not arrive )
Student :Iya mam ( yes mom )
Teacher : Ibuk pergi permisi sebentar ya ( I would like to permission at the moment)
Students : Iya mom (yes mom)
“Ibu pergi permisi sebentar ya”, it was statement which the teacher permission to the students to go out from the class. From the structure, It used permission word .
The function o the need statement was making the students do a request. Example:
Teacher : let’s us to listening. Before we are going to listening. I want you to look the text begin.
It means that the teacher would like the students to understand the text in LKS before answer the question. “I want you to look the text begin”, it was need statement because the sentence used word “want”. The function of this utterance was to request the students to do certain action that are read the text.
The research also found the function of directive speech acts. The functions of the teachers’
directives speech acts at SMA N 13 Padang are ask the students about certain information, to request the students to do certain action, to check the students understanding about certain information, to check the students’ knowledge about certain information, to ask permission, to focus the
students’ attention during teaching learning process, request to command students. Directives speech acts in the classroom were used to manage and control the students’ behavior during teaching learning process. The teachers’ directives is also a good model for the students to learn pragmatics in the classroom. In asking certain information, the teachers are able to use directives in appropriate way.
CONCLUSION
The students have directive speech acts in interaction classroom. The teacher have different in giving instruction to the students. It is influenced by context. The teacher must attend the context when do the interaction with students in the classroom that message delivered to the students.
So that, the purpose of the communication is achieved.
SUGGESTION
The researcher suggest that the teacher should be able to understand about the directive speech acts in classroom interaction. The teacher should make a good communicate with the students that the teaching learning process run well. Teacher must attend the context when make utterance which the students will not make misunderstanding in meaning of utterance. For the students, this research gives description about the using of directive speech in English conversation. By knowing it, the students are more creative in using studying media that get prediction in using language in communication.
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