1
ILLOCUTIONARY ACTS USED BY LECTURERS IN SPEAKING CLASS (A Study at STKIP PGRI West Sumatera)
Oleh
Desyori Anilam Sari *)
**) Suharni dan **) Yendra Staf Pengajar Program Studi Pendidikan Bahasa Inggris STKIP PGRI Sumatera Barat, [email protected]
ABSTRAK
Penelitian ini bertujuan untuk menemukan illocutionary act yang digunakan dosen di dalam kelas speaking di STKIP PGRI Sumbar. Penelitian ini merupakan penelitian deskriptif. Sumber datanya adalah ujaran semua dosen yang mengajar speaking 1 di STKIP PGRI baik itu berupa kata, kalimat atau tindakan. Dosen yang menjadi partisipant adalah sebanyak tiga orang. Peneliti meminta izin kepada dosen speaking I untuk melakukan penelitian di kelas speaking. Peneliti menggunakan field note dan observation. Setelah mendapatkan data, peneliti menganalisa setiap ujaran yang digunakan oleh dosen speaking 1. Dari analisa data didapatkan bahwa terdapat empat speech act yang diguunakan oleh dosen dalam kelas speaking. Spech act yang digunakan oleh dosen speaking adalah representatives act, commissives act, directives act dan expressive act. Speech act yang paling sering ditemukan adalah directive act.
Key Words: Illocutionary Act, Speaking.
*) Penulis
**) Pembimbing
INTRODUCTION
Speech acts is the basic of unit language.
Moreover, speech acts is the part of pragmatics which is talking about process of communication.
Speech acts are an utterance that make someone does something. It means that every speaker’s utterance, the hearer will act to achieve what the speaker wants. The lecturer’s success in make utterances is determined by their ability in using appropriate language.
The utterance may become speech acts if that has the aspect of speech acts. The aspects of speech acts are locutionary, illocutionary, perlocutionary. First, locutionary is represented by utterance with a grammatical structure. Second, illocutionary is what the speaker intends to do by uttering a sentence. Third, perlocutionary is the effect of act on the hearer of what a speaker say.
Those aspects cannot separate, because they have connection each other. If the teacher has not utterance in their mind (locutionary), the lecturer does not ask the students to do something (illocutionary). Thus, there is no effect from communication itself (perlocutionary).
Based on researcher pre-observation in English Department class of STKIP PGRI West
Sumatera, the researcher found some speech act in this classroom.
Example: While explaining the lessons, suddenly, a student came up with a gasp of breath.
Sentences 1: what time is it?
From the locutionary, it is only a question about the time but this question have different meaning, we can see the answer by the student, he says that I am sorry sir, I over sleep sir. Literally this communication is not connected but in a nonliteral this communication can be understood depends on the context. In this example the student understands illocuationary by the lecturer that asks about why he came late.
From the explanation above, it can be seen that the lecturers use speech act in the classroom.
When using the language to communication the lecturer should use the appropriate language to the students because language will determine the communication run well or not and the interaction will be good or bad. In this example, the students understand directly about what the lecturer means.
Thus, the communication can run well.
Communication is very important in social life. People communicate with other people to deliver the message, knowledge, ideas, and information from their mind to achieve a specific purpose. Communication can make the people have
2
relation with other people. The message can deliver through verbal or non verbal. There are some experts give definitions about communication.
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 making communication, people attempt to express their want follow by utterances containing grammatical structure and words, they perform action via those utterances. How to express an action with words is called speech act. The study of speech acts had studied by many experts. The first theory of speech act is stated by Austin in Syahrul (2008:29) claims that speech acts is an utterances defined in term of intention of the speakers and the effect it has on the listener. When speaker are speaking to the listener, the speaker sometimes have certain aim in that utterance
According to Finegan (2004:296), speech acts are divided into six kinds. First, Representatives represent a state of affairs: assertions, statement, claims, hypotheses, descriptions, suggestions.
Representatives can generally be characterized as true or false. Second, Commissives commit a speaker to a course of action: promises, pledges, threats, and vows. Third, Directives are intended to get the addresses to carry out an action: command, request, challenge, invitations, entreaties, dares.
Fourth, Declarations bring about of state of affairs they name: blessing, hiring’s, firings, baptisms, arrest, marrying, declaring mistrials. Fifth, Expressive indicate the speaker’s psychological state or attitude: greeting, apologies, congratulations, condolences, thanksgivings. Sixth, Verdictives makes assessments or judgments: ranking, assessing, appraising, condoning. Because some verdictives (such as calling a baseball player “out”) combine the characteristics of declarations and representatives, there are sometimes called representational declarations.
The locutionary, illocutionary and perlocutionary act are three basic component with the help of which a speech act is formed. Leech in Justova (2006:11) briefly defines them like this:
Locutionary act : performing an act of saying something.
Illocutionary act : performing an act in saying something.
Perlocutionary act : performing an act by saying something.
The locutionary act can be viewed as a mere uttering of some words in certain language, while the illocutionary and perlocutionary act convey a more complicated message for the hearer. An illocutionary act communicates the speaker intention behind the locution and perlocutionary act reveals the effect the speaker wants to exercise over the hearer.
Locutionary act was called by the act of saying something. According to Austin in Loisse cummings (2011:23) locutionary act is roughly equivalent to uttering a certain sentences with a certain sense and references, which again is roughly equivalent to meaning in the traditional sense. Then, the illocutionary act is called the act of doing something. Austin in Wardani (2011:13) explained the performance of an act is the new and the second sense of the performance of an “illocutionary” act, performance of act in saying as opposed to performance of an act of saying something. And, According to Austin in Wardani (2011:26) perlocuionary act is called by the act of affecting something. Perlocutionary act concern the effect an utterance may ha have on the hearer.
In communication there is a reason why the communication or dialog happens. The situations that cause the communication happen are called contexts. Context has important to the speaker and the hearer in understanding an utterance in communication. 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. It is relation with physical and social setting of utterance or between speaker and listeners have same knowledge that helps to understand the meaning of utterances.
Context has a great role in interpretation of meaning of the language. In interpreting of utterance, we must know who are the participants, what is the topic, when the utterance is produced, what are utterances 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.
RESEARCH METHOD
This research was categorized into descriptive research. According to Gay and Araisian (2000:257), descriptive research determines and
3
descriptive the way things are. It means that in descriptive research is only describe about the phenomena or situation that related to what is being observe. Participants are important aspect in qualitative research because participants are a person who participates in this research. According to Creswell (2012:214) participant is observational role chose by researchers when they take a part in activities in the setting the researchers observe.
Referring to explanation above, the researcher chooses the lecturers who teach in speaking 1 at STKIP PGRI West Sumatera
In doing observation, the researcher used field note and recording. The researcher used recording to record the speech acts that produced by the lecturers in teaching learning process. The researcher used field note to see the context and situation during learning process in the classroom.
The researcher will observe the lecturers one by one based on their schedule. The researcher will record the speech act that produced by lecturer in teaching learning process and activities in class during teaching learning process. From the video, researcher can see about the speech acts that produced by lecturer in speaking class during teaching learning process. Then, to analyze the data, researcher used some steps; organize data, transcribe data, codes, theme or description, and reporting findings.
RESEARCH FINDINGS
Through this research the researcher wanted to answer one research question. The research question was: What are the types of illocutionary act used by lecturer in speaking class at STKIP PGRI West Sumatera. Illocutionary act is categorized into five major like, Representatives, Directives, Commmisives, Expressive and Declarations. Representatives are such of utterances which commit the hearer to the truth of the expressed proposition (asserting, concluding), for example: the name of British queen is Elizabeth.
Directives are attempted by the speaker to get the hearer to do something (ordering, requesting), for example: would you make me a cup of coffee.
Commisives commits the speaker to some future course of action (promising, offering) for example: I am promises to come at eight and make a nice dinner for you. Expressive expresses a physiological state (thanking, congratulating), for example: thank you for you kind offer, and declarations effect immediate changes in the institutional state of affairs and which tend to rely an elaborate extra- linguistic institutions (christening, declaring), for
example: I bequeath all of my property to my beloved fiancée.
Referring the investigation that was done on 15 - 26 September 2015, it could be understood that there are four illocutionary acts that used by the lecturer. There are Representatives act, Directives act, commissive act and expressive act. In the classroom the lecturer most used illocutionary (directive). So when the researcher do the observation, the researcher found that the most often appeared was illocutionary (Directive act).
CONCLUSION AND SUGGESTION
Based on the result of the analysis, the lecturer have illocutionary acts in interaction classroom in teaching learning process. In addition, the lecturer has different way in giving instruction to the students. It is influenced by context. The lecturer must attend the context when do the interaction with students in the classroom. So that, the purpose of the communication is achieved.
the researcher suggests that the lecturer should be able to understand about the illocutionary acts in classroom interaction. The lecturer should make a good communicate with the students so that the teaching learning process runing well. Lecturer should 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 illocutionary act in the classroom.
REFERENCES
Creswell, J.W. (2005). Educational Research:
Planning, Conducting, and Evaluating Qualitative Research, (2nd Ed). New Jersey:
Pearson Education, Inc.
Finegan, Edward. (2004). Language: Its Structure and Use. Boston: Wadsworth.
Fortner, Robert S. 2007. Communication, Culture, and Religious. New York:
Rowma&Littlefield Publisher, Inc
Gay, L.R & Peter Airasian. (2000). Educational Research Competencies for
Analysis and Application. New Jersey
Justova, Veronica. (2006). Direct and Indirect Speech Act in English. Masaryk University: Faculty of Arts Department of English and American Studies.
4
Syahrul. (2008). Pragmatic Kesantunan Berbahasa.
Padang: Padang State University Press.
Ogunsiji, Yemi. 2012. Pragmatics in Forensic Linguistic Development for National Re- orientation and Transformation in Nigeria.
British Journal of Arts and Social Sciences ISSN: 2046-9578, Vol.7 No.II (2012) Publishing, Inc. 2012, from http://www.bjournal.co.uk/BJASS.aspx
Wardani Nur Azni. (2011). An analysis of illocutionary act in prince of Persia. Jakarta:
State Islamic University
