The aim of this research is to find out what types of illocutionary acts an English teacher uses during teaching and learning. The data of this research is taken from the utterances in the teacher's dialogues during the teaching and learning process. In teaching, the teacher shares and gives information or knowledge, both teachers and students will create statements in the teaching and learning activity.
Having sufficient knowledge about pragmatics and speech act can help to facilitate teachers in teaching and learning process. Hopefully, this research can provide more information and knowledge about speech act, especially illusion act in the teaching and learning process. The students will understand the speech act and help them to recognize the types of illocutionary acts in the teaching and learning process.
This research is limited to analyze the types of illucotionary actions performed by the English teacher during the teaching and learning process at SMA Negeri 5 Barru.
INTRODUCTION
- Problems Statement/ Research Questions
- Objectives of the Study
- Significant of the Study
- Scope of the Study
In the main activities, the researcher found three types of illocutionary acts performed by the teacher in the first meeting. In the main activity, the researcher found three types of illocutionary acts performed by the teacher in the first meeting. The researcher found 3 statements made by the teacher during the teaching and learning process.
In the final activities, the researcher found one type of illocutionary act performed by the teacher in the teaching and learning process. Based on the conversation above, "assalamualaikum warahmatullahi wabarakatuh" the context happened when the teacher closes the class today. Good afternoon students, how are you today?” the context happened when the teacher started the lesson today.
The context of the statement occurred in the opening activity when the teacher ordered the students to.
REVIEW OF RELATED LITERATURE
Speech Act
The speech act is first presented by the philosopher Austin (1975) in his book How to Do Things with Words and developed by Searle. The speech act is part of social interactive behavior and should be interpreted as an aspect of social interaction. Searle (1969:18) says whether the speech act performed the utterances of a sentence in general function of the meaning of the sentence.
According to Yule (1996:48), it states that illocutionary act is the act of saying, which is committed with the intentions of the speaker by uttering a sentence. The case perlocutionary act is what the speaker intends to communicate from what the speaker says. Perlocutionary act is the act through which the illocution exerts a certain effect on or a certain influence on the addressee.
A speech act is the expected effect of the speaker on the hearer with an utterance by the speaker.
The Classification of Illocutionary Act
The speaker may warn the listener not to go outside as it is going to rain. Searle, (2005:13) states that the illocutionary point in this category shows that it is an attempt by the speaker to get the listener to do something. Directive speech acts contain a verb, an object, and a requested task that is performed by the speaker and the hearer.
Directive speech acts are an utterance by the speaker to get the hearer to do or respond to something for the speaker. Representations are the kind of speech acts that indicate what the speaker thinks is the case or not. In other words, representations are the speaker's utterance of committing to do something.
A wide range of psychological states can be expressed and the proposition attributes an action to the speaker or the hearer.
Speech Acts in English Language Teaching
In relation to the use of language in the classroom, people act on the meaning they construct. The use of speech acts had a positive effect for the students themselves, as for example the students can be more active in the teaching and learning process. On the other hand, teachers have an important role because the teacher is central to learning and as the main speaker in the classroom.
For every teacher, especially as an English teacher, the use of English during teaching and learning is very important. Thus, the use of speech acts, especially in teaching English as a foreign language, is very important to help teachers achieve their goal in the teaching and learning process. Knowing the fact that statements are made and the presentation purposes in each statement, it is really necessary to discover what kinds of speech acts are used by English teachers in the teaching and learning process and the intended meaning that is in the statements.
Therefore, all the statements made by the teachers were analyzed in order to find out what types of speech acts were used in the teaching and learning activity to achieve the goal of the teaching and learning process itself.
Conceptual Framework
Regarding speech acts in the classroom, Searle (1969) claims that directives are a speech act that is frequently used in a classroom interaction. The type of speech act used is command, order, advice, request, warning, and so on. When teachers carry out the teaching and learning process, they have certain educational purposes and functions that they intend with their statements.
To get meaningful results in this study, the researcher plans a good learning process and tries to analyze the teacher's expression and also encourage students to understand what the teachers mean. This study was conducted to identify the types of speech acts performed by the English teacher, especially illusory acts. The five types of speech acts developed by Searle are representatives, directives, expressives, commissives and declaratives.
This method consists of several steps, such as recording the teaching and learning process in the classroom. The next step is to reduce the data. This means simplifying the data of the teacher's statements that contain illusory actions, and the last is to formulate the data, The percentage calculation is used to know the illusory actions based on the way of conveying them that often used by the teachers in the teaching process.
RESEARCH METHOD
Research Variable
Research Subject
Research Instrument
Data Collecting
Data Analysis
The researcher found that the teacher made 51 statements in the teaching and learning process. OK?" the context occurred when the teacher asks the students to complete their homework before 11:00 a.m. According to the conversation above, "bismillah, assalamualaikum warahmatullahi wabarakatuh, how are you today?" the context occurred when the teacher started today lesson.
The researcher also found a directing action performed by the teacher in the activity, the researcher found 2 sayings. The context occurred when the teacher asked the student to write an assignment in a book. The contextual situation occurred when the teacher was explaining to the students about the simple present tense.
The context situation occurred when the teacher correctly gave the students about the task. The context of this utterance occurred in the opening activity when the teacher started the lesson that day.
FINDINGS AND DISCUSSION
Discussion
The researcher analyzes the teacher's dialogue on the teaching and learning process in the online classroom using Google. The expression was used by the teacher 8 times (15.69%) used by the teacher during the teaching and learning process. This is because the teacher's promise to the students will continue the lesson in the next meeting.
In the teaching and learning process, it is impossible if the teacher suddenly has a special institutional. This research aims to analyze the types of Searle's illocutionary acts expressed by the teacher in the teaching and learning process in the classroom. In accordance with the objectives of research, to identify the types of illocutionary acts used by the teacher in the teaching and learning process in the tenth and eleventh grades at SMAN 5 Barru.
In the process of teaching and learning, it is impossible if the teacher suddenly has a special institutional. The objective of this research is limited only to identifying the types of spoken acts performed by the teacher during the teaching and learning process. The context occurred when the teacher asks the student to turn to page 38 to continue the lesson.
The context happened when the teacher closed the lesson today and gave information about the next subject. The context happened when the teacher ordered the student to ask if he does not understand the material. The context happened when the teacher offered the example for the students so that they can understand what the teacher means.
The context happened when the teacher wanted the students to write their name on the companion list in Google Classroom. The context arose when the teacher asked the question to check the student's understanding of the material.
CONCLUSION AND SUGGESTION
Suggestion
It is also suggested to expand the study by investigating the students' speech acts, as the study has not yet investigated them. In order for the teacher to be able to speak clear and simple words that can be understood during the lesson and to be able to use speech acts to imply the messages of the statements to help guide the students in teaching the learning process, especially when teaching through an online class, the teacher must be more be active and pay special attention to explaining the material in simple words. T9: jadi dalam bukunya page 75 on the ways of giving advice, itu hanya samakan contoh bagaimana kita membi saran.
The context of this expression occurred in the opening activity when the teacher started the lesson that day, and the expression was the form of greeting. The statement was classified as a command of order because the teacher directly ordered the students to answer. And also "Good morning everyone, how are you today?" The teacher opened the lesson excitedly to give the students spirit and enjoy the lesson.
T2/3.10.20/HS/M1/D9 “Bacalah semua soal dari nomor 1 sampai 10 dengan cermat lalu pilih yang benar atau salah satu dari bacaan tugas 2.” Konteksnya terjadi ketika guru meminta siswa untuk memberikan pertanyaan jika ada yang belum memahami materi. T4/30.10.20/HS/M2/D9" jadi di buku halaman 75 tentang cara-cara memberi nasehat, ini hanya sedikit contoh bagaimana kita memberi nasehat.
