English textbooks contain several dialogues using real language that the student and teacher should understand before using it in real life. This research focuses on the illocutionary act in the textbook dialogue so that the students and the teacher understand and know the intended meaning so that they can respond correctly and can prevent the misinterpretation of each statement in each sentence dialogue. The objectives of this research are: 1) to classify the types of illocutionary acts of dialogue found in the student textbook "English for Nusantara" for the seventh and eighth grade of junior high school.
The researcher used qualitative research for research approach and library research as research design. The data source used the dialogues in the student's textbook "English for Nusantara" for the seventh and eighth grades of high school. The results of this research showed 1) in the student's text "English for Nusantara" for the seventh and eighth grade there are four types of illocutionary acts with a total number of 193 utterances and 221 utterances containing affirmative, imperative, commanding and expressive. .
There are four functions of the illocutionary act found in the student's textbook "English for Nusantara" for the eighth grade, with a total number of 113 utterances contained by competition, sociable, cooperation and conflict. The most dominant features in the students' textbook for seventh and eighth grade are collaboration with total number (61%) and (53.1%).
INTRODUCTION
- Background of the study
- Focus of the study
- Statement of the problem
- Objectives of the study
- Significances of the study
- Previous Research Findings
- Research Methods
- Organization of the study
This research has analyzed the types and functions of illocutionary acts found in the dialogue of the students' texts "English for Nusantara" for the seventh and eighth grades of junior high school. What is the most dominant type and function of the illocutionary act found in the student text "English for Nusantara" for the seventh and eighth grades of high school. To find out the most dominant type and function of illocutionary acts found in the student text "English for Nusantara" for the seventh and eighth grades of high school.
In this study, the researcher used library research as a research design because this study is designed to analyze illocutionary acts in the student's textbook "English for Nusantara". In this study, written conversation in the student's textbook "English for Future" for the seventh and eighth grade of junior high school was the subject of this research. The primary data in this research is the written dialogue in the textbook "English for Nusantara" for the seventh and eighth grades of junior high school.
The researcher will analyze the illocutionary act used in the written dialogue in the textbook "English for Nusantara" for the seventh and eighth grades of junior high school. Classification of types and functions of spoken words used in dialogues in the student's textbook "English for Nusantara". based on its paradigm cases.
THEORETICAL FRAMEWORK
Theoretical Framework
- Pragmatics
- Context
- Speech Acts
- Curriculum
FINDINGS AND DISCUSSION: THE TYPES OF
Findings
According to the previous chapter, the data was collected from the dialogue found in the textbooks of the two students, "English for Nusantara," for the seventh and eighth grade of junior high school.
Discussion
FINDINGS AND DISCUSSION: THE FUNCTIONS OF
This refers to the opinion that John Langshaw Austin put forward in his book entitled "How to do things with words", explains the theory of language use, namely speech acts.48 Austin is one of the leading philosophers of a group called "The Oxford School of Ordinary Language Philosophy". This sentence can be called "The Act of Saying Something,"53 Locusive speech acts are basic speech acts.54 A locutionary speech act is a speech act that is relatively easy to identify and understand because it does not the speech context does not include to do so. .55Locutionary speech is a speech to state something without any other tendencies or influence the other person. 56. Some examples of these illocutions are assert, command, promise, apologize, fire, and so on .63 The speaker says, for example, "it's hot in here," the Illocutionary analysis of the sentence is a command to open the window, door or turn on the air conditioner or fan.
This speech act is called "The Act of Affecting Someone".65 In addition, perlocutionary acts can be defined as the results or effects that arise from the speaker's utterance to the interlocutor.66 Austin claims that the focus of perlocutionary acts is on the speakers' awareness of their specific target audience and purpose.67. The expressive action in the type of thanks can be analyzed through the utterance, "Sure. The expressive action in the types of apologies can be analyzed through the utterance, "I'm sorry for underestimating you.
The expressive action in the lines of congratulating can be analyzed by saying "congratulations!" said Monita. Expressive action in the types of feeling of pride can be analyzed through the saying “Oh, dear. Types of illocutionary acts found in the seventh and eighth grade textbook.
We can conclude that according to the findings in Table 5.2, the most dominant function of illocutionary acts found in the dialogue of the seventh grade student textbook is collaborative, with a total of 75 data or 61%.
FINDING AND DISCUSSION: THE MOST DOMINANT
CLOSING
Conclusions
This chapter is intended to answer the previous problem statements based on the findings and discussion. Based on Searle's theory, the researcher found four types of illocutionary acts in the dialogue of the student's textbook 'English for Nusantara' for the seventh grade of Junior High School: assertive, directive, commissive and expressive. Then, the researcher discovered four types of illocutionary acts in the dialogue of the student's textbook 'English for Nusantara' for the eighth grade of Junior High School: assertive, directive, commissive and expressive.
Based on Leech's theory, the researcher found two functions of illocutionary acts in the dialogue of the student textbook "English for Nusantara" for the seventh grade of high school: social and cooperative. Then the researcher found four functions of illocutionary acts in the dialogue of the student textbook "English for Nusantara" for the eighth grade of high school: competitive, social, cooperative and conflict. Based on the findings in Table 3.1 and Table 3.2, the researchers found that the most dominant type of illocutionary act in the dialogues of students' textbooks for the seventh and eighth grade is assertive similarity, with 85 data (44%) and a total of 88 data (40%).
Based on the findings in table 4.1 and table 4.2, the researchers found that the most dominant function of illocutionary acts found in the dialogue of students' textbooks for the seventh and eighth grade is agreement is cooperative, with a total of 75 data (61%), and with a total of 60 data (53.1%). Based on results of the most dominant types and function found in the dialogue of students' textbooks for the seventh and eighth grades of junior high school. The types of illocutionary acts are dominated by assertive, directive, commissive and expressive speech acts, with less commissive or declarative speech acts.
The functions of illocutionary acts in seventh grade textbooks are dominated by cooperation, sociability with less conflict, and competition. Students' ability to communicate effectively depends on their ability to perform all five types and four functions of illocutionary actions. It can be concluded that there are several pedagogical implications for the performance of the curriculum for students by learning dialogue in the student's textbook for the seventh and eighth grades of secondary school, namely communicative competence in English with different multimodal texts (oral, written, visual and audiovisual means), and critical and creative reasoning skills.
Suggestions
The researcher suggests that the lecturer use the textbook "English for Nusantara" as an interesting reference for teaching and learning, especially about the material types and functions of illocutionary acts. They can use the results of this study as a way to understand the meaning contained in the textbook "English for Nusantara" so that teachers can more easily convey meaning to students. The research suggests that EFL students make this research a reference source to make it easier to study speech acts, especially illocutionary material.
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