AN ANALYSIS OF SPEECH ACT PRODUCED BY TEACHER AND

STUDENTS TO FACILITATE ENGLISH TEACHING AND LEARNING

PROCESS IN CLASS XII IPA 2 SMAN 1 WANGI-WANGI
(A Descriptive Research)

A THESIS

Submitted to the Faculty of Teacher Training and Education Makassar

Muhammadiyah University in Partial Fulfillment of the Requirement for the
Degree of Sarjana Pendidikan

BY:
YULIANI
10535636315

DEPARTEMENT OF ENGLISH EDUCATION

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF MUHAMMADIYAH MAKASSAR

2020
 UNIVERSITAS MUHAMMADIYAH MAKASSAR
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
Jl. Sultan Alauddin No. 259 Telp. (0411) 866972 Makassar 90221

SURAT PERNYATAAN

Saya yang bertandatangan di bawah ini:

Nama : YULIANI

NIM : 10535 6363 15

Jurusan : Pendidikan Bahasa Inggris

Judul Skripsi : An Analysis of Speech Act Produced by Teacher and

Students to Facilitate English Teaching and Learning
Process in Class XII IPA 2 SMAN 1 Wangi-Wangi (A
Descriptive Research)

Demikianlah pernyataaan ini saya buat dengan sebenar-benarnya dan saya

bersedia menerima sanksi apabila pernyataan ini tidak benar.

Makassar, Februari 2020

Yang Membuat Pernyataan

YULIANI

v
 UNIVERSITAS MUHAMMADIYAH MAKASSAR
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
Jl. Sultan Alauddin No. 259 Telp. (0411) 866972 Makassar 90221

SURAT PERJANJIAN

Saya yang bertandatangan di bawah ini:

Nama : YULIANI

NIM : 10535 6363 15

Jurusan : Pendidikan Bahasa Inggris

Fakultas : Keguruan dan Ilmu Pendidikan

Dengan ini menyatakan perjanjian sebagai berikut:

1. Mulai dari penyusunan proposal sampai dengan selesainya skripsi saya,

saya akan menyusun sendiri skripsi saya, tidak dibuatkan oleh siapapun.

2. Dalam menyusun skripsi, saya akan selalu melakukan konsultasi dengan

pembimbing.

3. Saya tidak akan melakukan penjiplakan (plagiat) dalam menyusun skripsi

ini.

4. Apabila saya melanggar perjanjian saya seperti yang tertera pada butir 1, 2

dan 3 maka saya bersedia menerima sanksi sesuai dengan aturan yang

berlaku.

Demikian perjanjian ini saya buat dengan penuh kesadaran.

Makassar, Februari 2020

Yang Membuat Perjanjian

YULIANI

vi
 ABSTRACT

Yuliani, 2019. An Analysis of Speech Act Produced by Teacher and Students to

Facilitate English Teaching and Learning Process in Class XII IPA 2 SMAN 1
Wangi-Wangi. (A Descriptive-qualitative Research).Under the Thesis of English
Education Department the Faculty of Teacher Training and Education, Makassar
Muhammadiyah of University,supervised by.Radiah.Hamid and Ilmiah.

The objective of the research is to identify the speech act that produced by
teacher and students to facilitate English teaching and learning process at SMAN
1 Wangi-wangi Class XII IPA 2.

The researcher used a descriptive Qualitative Research. Research subject

is English teacher and students of SMAN 1 Wangi-wangi Class XII IPA 2. The
research instrument was observation.

The result of the research were found three types of speech acts used by
English teacher and students of XII IPA 2 Class of SMAN 1 Wangi-wangi during
teaching learning process. There were three types of speech acts employed by the
teacher and students from 75 utterances. The teacher produces 68 utterances and
students 7 utterances. They were directives, representative, and expressive.
Directives were found to be the most performed speech acts by the teacher during
teaching and learning process in the classroom which occurred in 57 times which
represent 75%. Directives were used by the teacher to get the students to
undertake some actions. After that followed by representative act produced 12
utterances presenting 16% and expressive only produced 6 utterances that
presenting 8%. Therefore, it could be concluded that there are three types of
speech acts produced by English teacher and students namely assertive, expressive
and directive.

Keywords: Speech act, Speaking Skill, Illocutionary, Assertive, Expressive,

Directive

vii
 ABSTRAK

Yuliani, 2019. Analisis tindak tutur yang dihasilkan oleh guru dan siswa dalam
proses belajar mengajar di kelas 12 IPA 2 SMAN 1 Wangi-Wangi. (penelitian
deskriptif kualitatif). Skripsi program studi bahasa inggris fakultas keguruan dan
ilmu pendidikan, universitas muhammadiyah Makassar, dibimbing ole Radiah
Hamid dan Ilmiah.

Tujuan penelitian ini untuk mengenali tindak tutur yang dihasilakn oleh
guru dan siswa pada proses belajar mengajar kelas 12 IPA 2 SMAN 1 Wangi-
Wangi.

Penelitian ini adalah penelitian deskriptif kualitatif. Partisispan dalam

penelitian ini adalah guru bahasa inggris dan siswa SMAN 1 Wangi-Wangi kelas
12 IPA 2. Peneliti menggunakan satu instrumen yaitu lembar observasi.

Hasil penelitian ini yaitu guru dan siswa menggunakan berbagai jenis
tindak tutur. Pada kegiatan pembuka, guru dan siswa menggunakan tindak tutur
assertif, ekspresif and direktif. Pada kegiatan inti, guru dan siswa menggunakan
tindak tutur assertif dan direktif. Sedangkan pada kegiatan penutup guru
menggunakan tindak tutur ekspresif. Oleh karena itu dapat disimpulkan bahwa
guru dan siswa SMAN 1 Wangi-Wangi kelas XII IPA 2 menggunakan tiga jenis
tindak tutur yaitu assertif dengan presentasi 16%, ekspresif dengan presentasi 8%
and direktif dengan presentasi 75%. Guru menghasilkan 68 ungkapan sedangkan
siswa 7 ungkapan.

Keyword: Tindak tutur, Berbicara, Ilokusi, Aserif, Ekpresif, Direktif.

viii
 ACKNOWLEDGEMENTS

Alhamdulillahi Rabbil Alamin, first of all, praises be to Allah SWT, who

has given guidances, blessings, and mercies to the researcher in completing this

thesis. Shalawat and salam are addressed to the final, chosen religious messenger,

the propet of Muhammad SAW.

The researcher would like to give her gratitude, respect, and appreciation

to the researcher‟s beloved parents Ahmadi dan Hasma, for their never ending

love, support prayer, advices, care and support morally and financially to the

researcher. During the writing of this thesis, the researcher also received a lot of

help and support from a number of people, the researcher would like also to give

appreciation to them:

1. Dr. H. Abd Rahman Rahim, SE., M.M., the Rector of Muhammadiyah

University of Makassar,

2. Erwin Akib, S.Pd., M.Pd., Ph.D., the Dean of Muhammadiyah

University of FKIP of Makassar,

3. Head of English Education Department, Ummi Khaerati Syam, S.Pd.,

M.Pd, and her secretary, Ismail Sangkala, S.Pd., M.Pd., and the staff.

4. The researcher high appreciation and great thankfulness are due to

consultants Dra. Radiah Hamid, S.Pd., M.Pd and Hj. Ilmiah, S.Pd.,

M.Pd, for their guidance, encouragement, motivation and their

patience from the beginning until the end of writing this thesis.

5. The researcher great thankfulness for lecturers of English Education

Department FKIP Unismuh Makassar.

ix
 6. Thank you very much for Headmaster, English teacher and students of

SMAN 1 Wangi-wangi.

7. Thank you very much for beloved sister and brother Asrudin, Sri

Arfiani, Andri and Muhammad Adi Yurman who always gives support

and advices during make this thesis.

8. All thanks to beloved friends, Desi, Fira, Risma, Helmi, Affa who

always give motivation, support and happiness you are cheerful

friends.

9. A lot of thanks for all member of D class who always give support

each other and happiness.

Finally, the researcher would like to welcome and constructive suggestion

and criticism to make this thesis is better.

Makassar, November 2019

YULIANI

x
 TABLE OF CONTENTS

Page

COVER ........................................................................................................... . i

LEMBAR PENGESAHAN ........................................................................... ii

APPROVAL SHEET ..................................................................................... iii

COUNSELLING SHEET .............................................................................. iv

SURAT PERNYATAAN ............................................................................... v

SURAT PERJANJIAN .................................................................................. vi

ABSTRACT .................................................................................................... vii

ABSTRAK ...................................................................................................... viii

ACKNOWLEDGMENTS ............................................................................. ix

TABLE OF CONTENTS ............................................................................... xi

LIST OF TABLES ........................................................................................ xiii

LIST OF FIGURE ......................................................................................... xiv

LIST OF APPENDICES................................................................................ xv

CHAPTER I INTRODUCTION

A. Background .............................................................................. 1

B. Problem Statement ................................................................... 4

C. Objective of the Research ........................................................ 4

D. Significance of the Research .................................................... 4

E. Scope of the Research .............................................................. 4

CHAPTER II REVIEW OF RELATED LITERATURE

A. Previous Related Research ....................................................... 5

B. The Concept of Speech Act ...................................................... 6

xi
 1. Definition of Speech Act ..................................................... 6

2. Types of Speech Act ............................................................ 10

3. Aspect of Speech Act .......................................................... 18

C. Conceptual Framework ............................................................ 20

CHAPTER III RESEARCH METHOD

A. Research Design ....................................................................... 21

B. Population and Sample............................................................. 22

C. Research Instrument ................................................................. 22

D. Data Collection Technique ....................................................... 23

E. Data Analysis ........................................................................... 23

CHAPTER IV FINDINGS AND DISCUSSIONS

A. Findings .................................................................................... 26

B. Discussions ............................................................................... 37

CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion................................................................................ 40

B. Suggestion ................................................................................ 41

BIBLIOGRAPHY .......................................................................................... 43

APPENDICES

CURICULUM VITAE

xii
 LIST OF TABLES

Number Page

3.1 Speech Act produced by Teacher and Students ...........................................24

4.1 Type of Speech Act Used by Teacher and Students in Opening Activity ..34

4.2 Type of Speech Act Used by Teacher and Students in Main Activity .........35

4.3 Type of Speech Act Used by Teacher and Students in Closing Activity ....35

4.4 Type of Speech Act used by Teacher and Students in Teaching

Learning Process ..........................................................................................36

4.5 Percentages of Speech Act Used by Teacher and Students ..........................37

xiii
 LIST OF FIGURE

Number Page

2.1 Conceptual Framework ...........................................................................20

xiv
 LIST OF APPENDICES

APPENDIX A Instrument

 Instrument for Teacher

 Instrument for Students

APPENDIX B Data Results

APPENDIX C Data Result Analysis

APPENDIX D Documentations

APPENDIX E Curriculum Vitae

xv
 CHAPTER 1

INTRODUCTION

In this chapter presented about background of the research, problem of

the research, objectives of the research, significance of the research, and scope of

the research.

A. Background of the Research

English is one of human languages in the word that has important role in

communication. It has become international language and almost practiced in all

parts of life, especially in this global era that has full of competition and English

becomes one of determiner and assessments of the competition. So that it is

important for us to learn the language. It is similar to the statements that English

has dispersed and diversified, has been adopted and adapted as an international

means of communication by communities all over the globe.

Each individual has a different or diverse way of communication with the

other people and speaking that serves to maintain his personality traits. The shape

can be diction and can also be in the form of an expression. In that context,

language is a mirror of the speaker. The main function of language is as a tool for

communicating, asking for things, making appointments, reporting news, giving

greetings, apologizing, prohibiting, giving advice, seeking information, and

inviting someone in an event called speech act. Speech act is a product of a

sentence under certain conditions and is the smallest unit of language

communication that determines the meaning of the sentence.

1
 2

Speaking is one of the four language skills (reading, speaking, writing,

listening, and speaking. It means through speaking learners can communicate with

others to achieve certain goals or to express their opinions, intentions, hopes and

viewpoints. Teaching speaking is considered to be difficult among the four skill of

language. Chastain (1988) states that learning about speak is obviously more

difficult. It means that more effort is required by the students and various

interesting activities are also required by the teacher.

Speech acts in the utterance of a sentence that is determinants the

meaning of the sentence. However, the meaning of a sentence is not determined

by the only act of words as it applies in the sentence being spoken, but always in

principle the possibility of expressing precisely the intent of the speaker.

Therefore, it is possible for the speaker to say a unique sentence in each speech

act because he tries to adjust the utterance to the context. In such a sense, the

study about the meaning of the sentences and the study of speech acts are not two

separate studies, but one study with two different points of view. Speech act

theory is a theory that is more likely to examine the meaning of sentences rather

than theories which are more likely to try to analyze sentence structure.

Speech act are important in teaching and learning process because they

are one component of language use and also means to express thoughts and

feelings. The teacher and students in the classroom do a lot of interaction, when

the teacher convey something, maybe teacher has a special purpose, or just want

to convey the information. Therefore, speech act is very important so that there is

no misunderstanding between teacher and students in the classroom. Someone

 3

often has the purpose that different with what they say, even often in conflict

(Thomas, 1995:49).

SMAN 1 Wangi-wangi is the school where researcher studied and

graduated there, so researcher really familiar with the teacher there. Besides that,

the researcher also carried out Magang 1 and Magang 2 Program there. SMAN 1

Wangi-wangi meets criteria of the research because it is a superior school in the

Wakatobi Regency. Based on the statement above, The researcher is very interest

to identify the Speech Act by English teacher and students at SMAN 1 Wangi-

wangi and do the research with the title “An Analysis of Speech Act Produced by

English Teacher and Students to Facilitate English Teaching and Learning

Process at SMAN 1 Wangi-wangi”.

B. Problem Statement

Based on the previous background, researcher formulated the research

question in question form as follow: “What are the speech acts produced by

teacher and students to facilitate English teaching and learning process at SMAN

1 Wangi-wangi Class XII IPA 2?”

C. Objective of the Research

The objective of the research that can be formulated that to identify the

speech act that produced by teacher and students to facilitate English teaching and

learning process at SMAN 1 Wangi-wangi Class XII IPA 2.

D. Significant of the Research

The significance of the study considered into two, theoretically and

practically. Theoretically, this research is useful to add the science provide more
 4

information about of Speech Act. While practically for English teacher, the result

of this research becomes the references and alternative to make a good

communication and interaction with students in teaching and learning process. For

the students, this research show how important of analyze the sentence first,

before doing something to anticipate misunderstanding.

E. Scope of the Study

In a research, it is very important to make scope of the research to limit

the data. The researcher limit to analyze the type of illocutionary act which consist

of assertive, expressive and directive act that produced by English teacher and

students speaking at SMAN 1 Wangi-wangi, Class XII IPA 2, semester 1.

 CHAPTER II

REVIEW OF RELATED LITERATURE

In this chapter, the researcher presented about previews related research,

the concept of speech act, and conceptual framework

A. Previous Related Research

Speech acts are individuals and determined by ability of language

speakers. Every person has a different ways in communicating that serves to

maintain his personality traits. The form can be diction and can also be a way of

expression. In that context, the language is the mirror of the speaker. There are

several researchers who have done before related to speech acts.

First, the research that conducted by Kartika (2016) “Teacher and

Students Speech Act during Correcting Session of the Student English Works at

SMAN 6 Bandar Lampung. Researcher conclude that in correcting the students

English works, the teacher mostly produced assertive and directives acts, the

speech acts that produced by one student to other which were in complaining,

denying, ordering, requesting clarification are congruent.

Second, the research that conducted by Made ( 2014 ) “An Analysis of

Speech Acts in the Conversation Between Habibie and Ainun in the Film Entitled

Habibie and Ainun 2012. Researcher conclude that The classifications of

illocutionary speech acts, assertive, directive, commissive, and expressive were

found in the conversation between Habibie and Ainun in the film entitled Habibie

and Ainun. Assertive speech acts is the most dominant among the others, then

followed by directive, and commissive, the least one was expressive speech acts.

5
 6

The researcher could not found declarative speech act because there was no

formal institutional setting in the conversation of Habibie and Ainun.

Third, the research that conducted by Putra (2013) “An Analysis of

Speech Act Produced by Elementary School Teacher and Student to Facilitate

Teaching and Learning at SDN 1 PRINGGASELA EAST LOMBOK. Researcher

concludes that the functions of the teachers‟ directives speech acts at SDN 10

Pringgasela are control, organizational and motivational or evaluative functions.

Such us to ask the students about certain information, to request the students to do

certain action, to check the students understanding, to suggest students in positive

way, to ask permission. Meanwhile the directives of students have some functions

such as ask about certain information, ask permission.

Based on previous research, the similarity of this research and previous

research is talking about speech act. The differences with the previous research

that, research location, level of participants, and the types of the research. In this

study, the researcher examine the form of illocutionary speech namely assertive,

directive, commisive, expressive and declarative acts only that happened at

SMAN 1 Wangi-Wangi, Wakatobi Regency on the grounds that no one have

conduct research at that location and no one have study about speech Acts.

B. The Concept of Speech Acts

1. Definition of Speech Acts

According to Searle (1969:16) Speech act is the basic unit of linguistic

communication. It means that speech act is the production of what is said

performance of speech act. It is the way people act through their speech. Austin

(1962:109) identifies three distinct levels of action into locutionary act,

 7

illocutionary act, and perlocutionary act. Speech act are individual symptoms

that are psychological in nature and sustainability is determined by the speakers

language ability in dealing with certain situation.

Speech actions and speech events are two symptoms that occur in one

process, namely the communication process. Speech events are basically a series

of a number of organized speech acts to achieve a goal. Because speech events are

social events because they involve parties who speak in a particular situation and

place. A new conversation can be referred to as a speech event if it meets the

requirements as stated by Hymes (1972:65), a well-known sociolinguistic expert,

that a speech event must fulfill eight components, namely if the first letters are

combined into an acronym SPEAKING, such us :

S : Setting and scene

P : Participants

E : Ends

A : Act sequences

K : Key

I : Instrumentalities

N : Norms of Interaction and Interpretation

G : Genres

Setting and scene. The setting is related to the time and place of speech,

while the scene refers to the situation of place and time, or the psychological

situation of the conversation. Time, place, and different speech situations can

cause the use of different language variations. Speaking on the soccer field at the

time of a soccer match in a very crowded situation is certainly different from the
 8

conversation in the library when many people read and were in a state of silence.

On the soccer field we can talk loudly, but in the library it must be as slow as

possible.

Participants are parties involved in the discussion, can be speakers and

listeners, greeters and messengers, or senders and recipients (messages). Two

people who converse and change roles as speakers or listeners; but in sermons in

mosques, the speaker as speaker and congregation as listeners cannot exchange

roles. The social status of participants strongly determines the variety of

languages used. For example, a child use a variety of languages used. For

example, a child use a variety or teacher when compared to him talking to his

peers.

Ends, refers to the purpose or purpose of discussion. In the event of

speech in the classroom, the beautiful teacher tries to explain the material so the

students can understand it. However, some of them come to the class only to look

at the beautiful face of the teacher. Act sequence, refers to the form of speech and

content of speech. This form of speech relates to the words used, how they are

used, and the relationship between what is said and the topic of conversation. The

form of speech in public lectures, in ordinary conversations, and in parties is

different, as well as the content discussed.

Key, refers to the tone, manner and spirit in which a message is conveyed

happily, seriously, briefly, arrogantly, mockingly, and so on. This can also be

indicated by gestures. Instrumentalities, referring to the language path used, such

as oral, written, telegraphic or telephone lines. These instrumentalities also refer

to the speech code used, such as language, dialect, variety, or resister. Norm of
 9

Interaction and Interpretation, refers to norms or rules in interacting. For example,

related to how to interrupt, ask questions, and so on. Also refers to the norm of

interpretation of the speech of the other person.

Norm of Interaction and Interpretation, refers to norms or rules in

interacting. For example, related to how to interrupt, ask questions, and so on.

Also refers to the norm of interpretation of the speech of the other person. Genre

refers to the types of delivery forms, such as narration, poetry, proverb, prayer,

and so on.

According to Chaer (2010:50) speech acts are individual symptoms that

are psychological in nature and sustainability is determined by the speaker's

language ability in dealing with certain situations. In speech acts focus in the

meaning or meaning of actions in his speech. Leech (1993:19-20) states that

actually in speech acts consider five aspects of speech situations which include:

speakers and speech partners, the context of speech, the purpose of speech, speech

acts as an action / activity and speech as a product of verbal acts.

Furthermore, speech event is a social phenomenon and there is

interaction between speakers in certain situations and places, then speech acts are

more likely to be individual symptoms, psychological in nature and are

determined by the speakers' language skills in dealing with certain situations. If

the speech event shows more the meaning of the act in the speech. So it can be

concluded that speech acts are utterances that contain actions as a functional

communication that considers aspects of social situations. The concepts clarify the

notion of speech act as an act that produces speech product of speech acts.
 10

2. Types of Speech Acts

Many experts provide different categorization of speech acts. Austin

(1962: 108) proposes three different levels of action beyond the act of utterances.

They consist of locutionary, illocutionary and perlocutionary atcs, the clarification

of illocutionary acts is based on various criteria. Searle (1969: 31) divides speech

act into five main types including assertive, directive, commisive, expressive and

declaratives. Furthermore, Leech categorized speech act into competitive,

convivial, collaborative and conflictive. Based on some perceptions of expert

above, the researcher use the types of speech act according to Austin (1962: 108)

that speech acts consist of three, such us locutinary act, illocutionary act and

perlocutionary act.

a. Locutionary

Locution speech acts are speech acts intended to express something. The

act of saying something with the word and the meaning of the sentence according

to the meaning of the word in the dictionary and the meaning of the sentence

according to the syntactic rules. Locution can be said as the act of saying

something. Locution is a speech act to express something. Examples of locution

speech acts are when someone says "my body is very tired". Speakers of this

speech do not refer to specific intentions to the speech partner. This speech means

that the speaker is in a very tired state, without the intention of asking to be

noticed by means of massage by the partner.

According to Rohmadi (2004: 30) locutionary can be said as the act of

saying something. Follow up locus is the most easily defined action because in its

identification does not take into account the context of speech. Example of
 11

locution speech acts is when someone says "my body is very tired". Speakers of

this speech do not refer to specific intentions to the speech partner. This speech

means that the speaker is in a very tired state, without the intention of asking to be

noticed by means of massage by the partner. Speakers only revealed the situation

that was being experienced at that time. Another example is the phrase "Sandy

playing guitar". This sentence is spoken solely to inform to someone about

something without the tendency to do something especially to influence the

opponent he said.

Locutionary act is literal meaning of a sentence. In other word, locutionary

act is the act of saying something. Austin said that the interpretation of

locutionary act is concerned with meaning. A locutionary act is an act of

producing a meaningful linguistic expression. Locutionary act is the act of what a

speaker says. Yule (1996:48) said that locutionary acts are the basic of utterance,

or producing a meaningful linguistic expression. There is no intention of the

speaker when he/ she utter the utterance. It is also called the act of saying

something (Leech, 1983: 199).

b. Illocutaniory

According to Tarigan (2009: 35) Ilocutionary act is the act of doing

something by stating something. Ilocution is a speech act that contains meaning

and function or speech. The question posed with regard to illocutionary acts is

"for what is the utterance done" and is no longer in the level of "what is the

meaning of the speech?"

According to Rustono (1999: 38) explains that to facilitate identification

there are several verbs that mark illocutionary speech acts, including reporting,
 12

announcing, asking, suggesting, thanking, proposing, acknowledging,

congratulating, promising, urging, and so on. Rohmadi (2004: 31) reveals that

illocutionary acts are speech acts that function to say or inform something and are

used to do something. An example of an illocutionary speech act is "hot air". This

speech contains the intention that the speaker requests that the door or window be

opened immediately, or asks the partner to turn on the fan. So it is clear that the

speech contains certain intentions addressed to the speech partner. Another

example, the sentence "Suseno is sick". If this sentence is told to the partner who

is turning on the television with a very high volume, this means that the utterance

is not only intended to inform, but also instructs to reduce the volume or even turn

off the television.

According to Cutting (2002:16) states that people also use language to

perform such actions, there must be an intention behind the utterance. This

particular aspect of speech act is regarded as illocutionary act; what the speakers

are doing with their words. Yule (1996: 48) adds that the illocutionary act is

performed via the communicative force of an utterance which is generally known

as illocutionary force.

Illocutionary act is the act of saying, utterance or the act of doing

something. It is not only used for informing something, but also doing something

as for as speech event was accurate considered. Illocutionary act is performed via

the communicative force of an utterance. Illocutionary act is an utterance with

some kind of function in mind. In every utterance that we produced it is also

another act that performed inside the utterance.

 13

Illocutionary act is the act of saying, which is committed with the intends

of speaker by uttering a sentence such as asking, stating, questioning, promising,

ordering, apologizing, threatening, and requesting. Illocutionary act is an utterance

with some kind of function in mind. According to Yule (1996:48) someone might

utter to make a statement, an offer, an explanation, or for some other

communicative purpose. This is also generally known as the illocutionary force of

the utterance. This mean, in every utterance that we produced it is also another act

that performed inside the utterance. According to Wagiman (2008:70)

illocutionary is the act of the utterance. It is the act which is performed by saying

the utterance. It is the underlying force of the utterance or the interpretation of the

utterance by the hearer.

Searle (1979) classifies illocutionary acts based on various criteria,

namely.

1) Assertive

Engage the speaker in the truth of the propositions expressed, for

example stating, telling, suggesting, boasting, complaining, demanding, and

reporting. Illocutionaries like this tend to be neutral from politeness, thus can be

included in the collaborative category.

Assertive is what the speaker believe. The sentences that include in

assertive are sentence of fact, question, conclusion and description. According to

Searle (1979:12) the point or purpose of the members of the assertive class is to

commit the speakers (in varying degrees) to something is being the case, to see

truth of the expressed proposition. When speaker say “I call him a liar”, the
 14

speaker describe someone as a liar as the speakers believe. It means this utterance

included of assertive description.

2) Directive

Intended to cause several effects through the act of the listener, for

example, ordering, begging, asking, recommending and advising. All of this often

falls into the competitive category, and consists of an illocutionary illocutionary

category in which negative politeness becomes important. It should be noted that

to eliminate confusion in the use of directive terms in relation to 'direct and

indirect illocutions', Leech advocates the use of the impositive term for

competitive illocutionaries in this class.

Directive is what the speakers say to ask the hearder to do something. It

means the speakers want the hearer to do what the speakers wants. According to

Searle (1979:13) the illucutionary point of these consist in the fact that they are

attempts (of varying degrees and hence more precisely, they are determinates of

the determinable which includes attempting) by speaker to get the hearer to do

something. The sentence “I warm you to stay away from my wife!” .The speaker

commands the listener to stay away from his wife.

Directive are those kind of speech act that speaker use to get someone else

to do something. Directive utterances are those in which the speaker tries to get

the addressee to perform some act or refrain from performing an act. Directive

speech acts contains a verb, an object and a requested task that performed by the

speaker and the hearer. Directive speech acts is an utterance of the speaker to

make the hearer do or responds something for the speaker. (Yule, 1996:54)
 15

3) Commissive

Involve the speaker on a number of upcoming actions, such as promising,

swearing, offering (prayer). All of these tend to be more conservative than

competitive, implemented rather fulfilling one's interests than the speaker.

Commissive is what the speakers say relate to the future action. The illocutionary

acts whose point is to commit the speaker (again in varying degrees) to some

future course of action (Searle, 1979:14). The sentence “I promise to come to your

birthday”. The speakers make a promise to the listener that she come to the

listener‟s birthday. This utterance is include of commisive because include of

promise that relate to some future action. 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.

Comisives is speakers undertake to make the world fit with the words via the

speaker (Yule, 1996: 54).

4) Expressive

It has a function to express, express or tell the psychological attitude of

the speaker towards a statement of the state predicted by illocutionary. For

example, say thank you, congratulate, forgive, forgive, blame, praise, express

condolences, and so on. As well as commissiveness, all of this also tends to be a

awakening, and therefore in its essence is considered polite. But the opposite can

also be justified, for example expressive expressions such as 'blame' and 'accuse‟.

Expressive is the next class of illocutionary. The illocutionary point of this

class is to express the psychological state specified in the sincerity condition about

a state of affairs specified in the propositional content (Searle, 1979:

 16

15).Expressive is what the speakers feels. The sentences that include in expressive

are sentence of pleasure, pain, likes, dislike, joy and sorrow. The illocutionary

point of this class is to express the psychological state spefied in the sincerity

condition about a state of affairs specified in the propositional content. Expressive

is the acts which reveal expression in the utterances. Thanking, congratulating,

apologizing, condoling, deploring, and welcoming are the examples of expressive.

In using an expressive, the speakers make words fit the world (Yule, 1996: 54).

5) Declarative

Declarative is illocutionary, if the performance is successful it cause

good correspondence between propositional content and reality. Examples of

surrender, dismiss, release, baptize, name, isolate, appoint, appoint, determine,

sentence, and so on. All of these are typical categories; all of that is done by

someone who has special authority in a particular institution. The classic example

is a judge who punishes, a priest who baptizes children, a prominent person who

names a ship, and so on. If viewed from an institutional standpoint and not only in

terms of action said, then these actions can be said to hardly involve politeness.

For example, although the act of imposing a sentence on a defendant is not always

pleasant, the judge has full authority to do so. Therefore, it is almost impossible to

say that punishing someone is 'rude'.

Declaration is what the speaker say change the propositional content and

reality. Its show what the speaker says change to listener. It is the defining

characteristic of this class that successful performance of its members about the

correspondence between prepositional content and reality (Searle, 1979: 16-17).

 17

Example, “you are guilty”. The speaker utter to the listener as guilty. It changes

prepositional content and reality of the hearer so it included declaration.

Declarations are the types of illocutionary that acts containing utterances

that are intended to alter the world. Including in these groups are, defining,

abbreviating, naming, calling‟ or, christening„. According Yule (1996: 53) when

using this type, the speaker has to have a special institutional role, in a specific

context, in order to perform a declaration properly.

c. Perlocutionary

Perlocutionary act is a speech act that simply creates speech that has a

function without referring to speech that has an effect (Yule, 2006: 84).

Perlocutionary acts are speech acts that are related to the presence of other

people's remarks in relation to nonlinguistic attitudes and behaviors of others

(Chaer, 2004: 53). Perlocutionary speech acts can also produce an effect or

utterance on the partner resulting in a sense of worry, fear, anxiety, sadness, and

disappointment. Perlocutionary act is a speech act as viewed at the level of its

consequences, such us persuading, convincing, scaring, enlightening, inspiring or

otherwise affecting the listener. In speech-act theory, a perlocutionary act is an

action or state of mind brought about consequence of saying something. As an

example, consider the following utterance.” By the way”, I have a CD of Debussy,

would you like to borrow it?” Its illocutionary function is an offer, while its

intended perlocutionary effect the listener, or to show friendly attitude or

encourage an interest in a particular type of music.

Perlocutionary act refers to the effect this utterance has on the action of

the other person. The case perlocutionary act is what the speaker intends to
 18

communicate about what the speaker says. Perlocutionary act is called by the act

of affecting something. Perlocutionary act is the act by which the illocution

produces a certain effect in or exerts a certain influence of addressee.

Perlocutionary act is the expected effect of the speaker to the hearer with an

utterance from the speaker. For example: If someone says ‚where is your

homework? It may because you look at your book quickly or you might respond

‚oh my homework is miss home. Meanwhile, illocutionary acts are the intentions

behind the speaker‟s utterances and perlocutionary acts are the effects that the

utterances have on the hearer. The distraction between illocutionary act and

perlocutionary act is very important. Perlocutionary acts can be called with

phrase, the act of affecting someone (Rahardi, 2009: 17). In perlocutionary, there

is an influence affect. This is called by as perlocutionary effect.

3. Aspects of Speech Act

Speech Act consists of some aspects. Leech (1983: 19-21) divides the

speech situation aspects into five parts, namely: (a) speakers and speech partners,

(b) speech context, (c) speech acts as actions or activities, (d) speech objectives,

and (e) speech as a product of verbal action.

a. Speakers and Speech Partners

Speakers are people who speak, while the speech partner is said person

who is the target or friend of the speaker. The role of speakers and speech partners

is carried out alternately, speakers at the next speech stage become speech

partners, and vice versa so that interactions occur in communication. The aspects
 19

related to speakers and partners include aspects of age, social background, gender,

education level, and level of familiarity.

b. Context of Speech Act

In essence the context in pragmatics is all background knowledge that is

understood together between speakers and their spoken partners. This context as

an understanding background possessed by speakers and opponents of speech can

make interpretations of what the speaker means when making certain utterances.

c. Purposes of Speech Act

The purpose of speech is what the speaker wants to accomplish by

speaking or have a specific intention in pronouncing a sentence when interact with

the other. This component makes the background of speech. Because all

utterances have purpose. On the Other side, purposes are something expressed by

an individual that not only presents information, but performs an action as well.

d. Speech Acts as a Form of Action or Activity

Speech acts as a form of action or activity are that this speech act is also

an action. Speech acts as an act are not the same as the act of pinching and

kicking. It's just that body parts have different roles. Speech Acts are

commonplace in everyday interactions and are important for communication, as

well as present in many different contexts. Examples of these include: "You're

fired!" expresses both the employment status of the individual in question, as well

as the action by which said person's employment is ended.

 20

e. Speech as a Verbal Product

Verbal product refers to the use of sounds and language to relay a

massage. It serves as a vehicle for expressing desires, ideas and concepts to

process communication between two or more people in learning and teaching. The

speech is the result of an action. Speaking is a verb. Verbal action is the act of

expressing words or language.

C. Conceptual Framework

The conceptual framework used in this research is the following:

Figure 2.1
Conceptual Framework

Teaching of
English Speaking Speech Act

Locutionary Illocutionary Perlocutionary

Assertive Directive Expressive

e

The conceptual framework above describe about teaching of English

speaking process in the classroom that involve teacher and students of SMAN 1

Wangi-wangi. This research identify about speech act that consist of three types

namely locutionary, illocutionary and perlocutionary. More focus in the

illocutionary act that consists of assertive, directive and expressive.

 CHAPTER III

RESEARCH METHOD

In this chapter, the researcher presented about research design,

population and sample, instrument of the research, data collection technique and

data analysis.

A. Research Design

In this study the researcher used a Qualitative Descriptive Approach.

Descriptive Research is a study that the researcher would collect the data to test

research question to describe the facts of object and subjects that are precisely

examine. The researcher used a qualitative approach because the research data is

in the form of verbal language namely speech acts produced by teacher and

students at SMAN 1 Wangi-Wangi, Wakatobi Regency and used qualitative in

explaining the findings of the research conducts. The foundation of the theory is

used as a guide so that the focus of the research is in accordance with the facts in

the field.

In a research is very important to know research variable. One variable

between another variable certainly has a relationship. The variable of the research

divided into two, first Variable Y namely Speech Act and Variable X namely

teaching of English learning. Variable X and Variable Y are considered having

influence, where all of the processes of variable X is influenced by variable Y in

the classroom activity.

Y X

21
 22

B. Population and Sample

1. Population

The populations of this research are teacher and students at SMAN 1

Wangi-Wangi Class XII, semester 1. The total numbers of students in Class XII

MIPA are 102 students and consist of three classes. While in Class XII IPS are 91

students that consist of three classes also. Every class consists of 32-35 students.

So, all of the number of students in Class XII are 193 students in the 2019/2020 of

academic year.

2. Sample

The sample of this research determined through Non Probability Sample

namely purposive sampling, because in this research needed the students and

teacher who are active in teaching and learning process in the classroom to

facilitate data collection through the conversation. The researcher chose 1 class

that categorized in criteria that have formulated before namely Class XII IPA 2

that consist of 32 students.

C. Research Instrument

The research instrument is something that used to support the ongoing

research. The research instruments used include:

1. Observation sheets (filled in during research), it can help the researcher

make an observation in the classroom, so that the data obtained can be

arranged neatly.

2. Supporting instruments, namely tools intended for research support such

as cell phone cameras, recording devices (cell phones). The camera is used
 23

to take some pictures of teacher and students during a conversation in the

classroom, while voice recording is used to record the voice of teacher and

students during the conversation in the classroom to reassure that the data

obtained is real.

D. Data Collection Technique

To obtain data and information needed in this study, researcher used

several data collection techniques as follows:

1. Observation

Observations can help the researcher to directly observe the expressions

or speeches that are considered representative to be used as data.

2. Listen and Record Technique

This technique can help the researcher to listening carefully about the

expressions that produced by teacher and students in the classroom. While

listening, the researcher records the expressions by the teacher and students.

3. Note Technique

After recording, the researcher can write it and translating the data so that

the data that is originally an oral form becomes written data so that can easy to

understand.

E. Data Analysis

Miles (1994:246) states that three are activity in qualitative data analysis.

They are reducting the data, data display drawing/verification. The steps are
 24

arrange to make the researcher easier in analysing the data. For the explanation

they are :

1. Reducting the Data

The researcher make transcript of record data and written data, and

identify types of speech act based on the interaction between teacher and students

in the classroom.

2. Data Display

The researcher analyze the classification of speech acts and display the

data about teacher and students utterances by using tables, explanation and

making pecentage . The table system as follow:

Table 3.1
Speech Act produce by Teacher and Students
Activity Illocutionary Act Classification Frequency

Introduction Expressive Greeting 3

Apologizing 2

Assertive Description 4

Directive Suggestion 3

Adapted from: Searle (1979)

The researcher make prentage of the data to know usage of types speech

act in English Teaching and Learning process. Sugiyono (2014: 170) states that

the analysis is looking presentage. The presentage used formula:

F
P = ------ × 100%
N
 25

Notes: P = precentage

F = frequency

N = the sum of the frequencies

3. Drawing/Verfication

The researcher make conclusion drawing/verfication. Derive from the

data display in table, the next is describing and interpreting the data so that the

conclusions and verification of the use of speech act based on the interaction

between teacher and students in the classroom can be explain.

 CHAPTER IV

RESEARCH FINDINGS AND DISSSCUSION

In this chapter, the researcher presented about the result of the research.

There were two term namely research findings and discussion of the research.

A. Research Findings

The data findings related to type of speech act used by students and

English teacher on teaching learning process. Searle on Yule book classifies

speech act into five categories. Those are assertive, expressive, declarative,

commisive and directives, but the researcher focus on directive, assertive and

expressive. Based on the observation in SMAN 1 Wangi-wangi about speech act

produced by teacher and students to facilitated teaching and learning process at

SMAN 1 Wangi-wangi class IPA 2, the researcher found three types of speech

acts performed by English teacher and teacher according to Searle‟s theory, those

are assertive, expressive, and directives. The observation was conducted by the

researcher on November. The researcher found 75 utterances which contain

speech act.

Speech Act Produced by Teacher and Students to Facilitate Teaching and

Learning Process

1. Assertive Act

The researcher founds 12 utterances of assertive act which produced by

English teacher and students in the opening activity and main activity. During

opening activity, English teacher and students produced 2 utterances. The data as

26
 27

bellow:

Confirming

There were 2 utterances which categorized as a confirming during the

opening activity, 1 utterance by teacher and 1 utterance by students. From the

analysis in following conversation:

T: I’m fine too.

S: Good morning too pak

In transcript, researcher found kind of assertive statement from teacher

and students in opening the class. Those utterances of assertive speech act are

classified into confirming it happened when students asked teacher‟s condition, so

teacher said “I‟m fine too”. From this statement, the teacher stated that her condition

was good at the time. In the other words, teacher informed students that she was

fine to give the materials. And students answer the teacher‟s greeting namely

“good morning pak”.

During the main activity, the researcher found the utterances of assertive

speech act, there were 10 utterances can be categorized as assertive. The

researcher found two types of assertive. That are explaining, and concluding.

1) Explaining

There were 9 utterances can be categorized as explaining of assertive

during teaching and learning process between teacher and students in main

activity. The English teacher produced 7 utterances and students produced 2

utterances. The example of utterances which categorized as explaining can be

found in example of dialog in transcript. The data as bellow:

T: coba remi what do you think?

S: I think library is a place for reading some book
 28

The utterance can be classified into explaining. The teacher asks students

about the material in process teaching learning process. Then student try to

explain what the teacher ask according to her.

T: American idol itu hanya menggambarkan bahwa ketika lulus

American idol berarti akan menjadi idola, jadi idol baru calon
idola, contohnya calon jemaah haji, itukan baru calon. Jadi
textnya American idol review. Apa itu review?
S: meninjau pak… membahas ulang pak…

This utterance also can be classified as explaining. The teacher continues

explained about the task. The students also listen about the teacher explain and

answer the teacher when the teacher ask. The another example of utterances that

classified as explaining can be found in the other utterances

T: text explanation itu menceritakan fenomena yang ada

dimaksyarakat baik itu secara natural maupun tidak. Saya kira
bukan itu jawabannya ya. Coba yang lain text apa?
S: announcement pak

This utterance can be classified into explaining activity. The teacher try to

explain about the wrong answer by students refers with the task. It‟s make the

student could be more understand and considering about the material that has been

delivered.

2) Concluding

The researcher found the utterance can be categorized as concluding

during teaching and learning process between teacher and students in main

activity. There was 1 utterance that which categorized as concluding can be found

in data dialog transcript. The detail data as bellow:

T: jadi berdasarkan pengunjungnya, perpustakaan ada dua yaitu

untuk adult dan kids. Ada yang khusus untuk anak-anak, ada
 29

juga khusus untuk orang dewasa. Jangan sampai anak-anak

masuk diperpustakaan dewasa, using nanti bacanya karena tidak

ada yang bergambar.

S: iyya pak

This utterance can be classified into concluding activity. The teacher

gives the information about the material. The teacher wanted to make sure back

about students understand from teacher explanation before so the student can easy

to understand.

Based on the data above, the researcher can concluded that English

teacher and students produced 12 utterances of assertive act. English teacher

produced 9 utterances, 1 utterance in opening activity and 8 utterances in main

activity. Meanwhile students produced 3 utterances, 1 utterance in opening

activity and 2 utterances in main activity.

2. Expressive Act

The researcher founds 6 utterances of expressive act which produced by

English teacher and students in the opening activity and closing activity. During

opening activity, English teacher and students produced 4 utterances. The data as

bellow:

Welcoming

There were 4 utterances which categorized as welcoming during the

opening activity. The detail as bellow:

T: Assalamualaikum Warohmatullahi Wabarokatu

S: Wa’alaikumsalam Warohmatullah
Wabarokatuh
T: Good morning class
S: Good morning too pak
 30

T: How are you?

S: I’m fine. How about you?
T: I’m fine too

In data, teacher used 3 expressive statements when she said welcome

students in the opening of the class and students used 1 expressive statement.

Teacher said “Assalamualaikum Warohmatullahi Wabarokatuh” as an Islam

greeting. This kind of welcoming statement is very common in Indonesia,

especially in Islamic educational institution. After saying “salam”, teacher greeted

students by saying “Good Morning, class”. Then, teacher continued to ask

students condition at the time by saying “How are you? In this moment, teacher

applied expressive statements to greet students to open the class. Then students

answer it by saying “how about you?”.

In the closing activity, expressive act utterances produced by teacher is 2

utterances on the opening activity. The utterances can be found in data dialog

transcript. These utterances divided into one type that is leaving. The detail as

below:

Leaving

The teacher performed 2 utterances that can be categorized as leaving. For

the example of the teachers utterances of leaving can be seen in the following

utterances in data dialog transcript.

T: oke saya rasa cukup sekian, nanti kita bertemu lagi di hari yang
akan datang
S: iyya pak

This utterance can be categorized as leaving. From the statement above, it

can conclude that the teacher would be finished the class and would be continue

on the next week. The teacher said it to give the information to the students if the
 31

class would be end.

T: assalamualaikum warohmatulllahi wabarokatuh

S: waalaikum salam warohmatullahi wabarokatuh.

On data above, teacher used expressive statements when he greeted

students in the closing of the class. Teacher said “Wassalamualaikum

Warohmatullahi Wabarokatuh” In this moment, teacher applied expressive

statements to greet students to close the class. Then students answer that

statement.

Based on the data above, the researcher can concluded that English

teacher and students produced 6 utterances of expressive act. English teacher

produced 5 utterances, 3 utterances in opening activity and 2 utterances in main

activity. Meanwhile students produced 1 utterance in opening activity.

3. Directive Act

The researcher founds 57 utterances of directive act which produced by

English teacher and students in the opening activity and main activity. During

opening activity, English teacher produced 2 utterances. The data as bellow:

Asking

There were 2 utterances which categorized as asking during the opening

activity. The utterances which categorized as asking can be found in transcript

table. For the example of the data is:

T: sudah dipelari soal-soalnya ?

S: baru sebagian pak
T: kenapa baru sebagian ?
S: masih bingung pak
T: oke, mari kita bahas

This utterance belongs to asking because the speaker wants to ask students
 32

about their task in the last meeting. Based on those questions, the students

responds that there were some students do the task and some are not yet.

In the main activity, the researcher found various types of directives. There

were 55 utterance used by English teacher and students during teaching and

learning process using directive in main activity. The researcher found four types

of directive speech act, that are asking, requesting, confirming and warning.

1) Asking

There were 44 utterances which categorized as asking during the

interaction between teacher and students. For the example of utterance can be

categorized as asking can be found the example in transcript. The detail data is

bellow:

T: Puput Angraeni, do you know library?

S: iya pak
T: coba berdiri, what do you mean?
S: Library is a building similar book and other

On the data above, this utterance show that the teacher used directive of

asking because teacher ask the students about thing refers to the task and the

teacher ask about what the definition about that thing, then the student respond

about the teacher‟s question by explain about the definition of library according to

him.

2) Requesting

Based on the data, there were 6 utterances which categorized as requesting

during teaching and learning process between teacher and students in main

activity. For the example of utterances that can be categorized as requesting can
 33

found the example in transcript. The detail data as bellow:

T: reading a book, kemudian apa lagi ?

S: tempat meminjam buku pak.

Based on the data above, this utterance showed about the utterance inviting

the student to continue their discussion, then the another utterance can be

categorized like requesting is

T: coba rizal berdiri, apa yang ada dipikiranmu ketika mendengar

kata library?
S: perpustakaan pak
T: itukan artinya rizal

The utterance can be classified into requesting. The teacher requests the

student to stand up to answer the question from teacher, so the other students can

see and listen perfectly about the answer of student.

3) Forbidding

There was 1 utterance which categorized as forbidding during teaching

and learning process between teacher and students in main activity. The utterance

which categorized as forbidding can be found in transcript. The detail data as

bellow:

T: oh tidak, gosong itu orang yang kerja di bawah panas matahari

dan hitamnya lain-lain. Orang barat itu biar putih tapi putih

kemerah-merahan. Kalau saya ini memang dari sononya hehehehh.

Tapi jangan main-main dengan orang hitam kaya kami ini

karena kami cenderung lebih kuat.tapi saya ini berkulit hitam

atau bagaimana?

S: hahahah sawo matang pak.

 34

This utterance can be classified into warning of directive. The teacher

gives memorial to the students to don‟t underestimate the other people who have a

different with us because they could have other advantages.

4) Confirming

The researcher found 4 utterances can be categorized as confirming during

teaching and learning process between teacher and students in main activity. The

example of utterances which categorized as warning can be found in example of

dialog in transcript. The detail data as below:

T: ketika textnya menjelaskan how to do something maka textnya

adalah text proce ….?
S: text procedure pak
T: iya benar

T: Cessa perpustakaan dewasa berpisah dengan perpustakaan ..?

S: anak-anak pak

Those utterances can be classified into confirming. The teacher wanted to

make sure back about students of understand from teacher explanation before.

And the teacher repeat the some point of the teacher explained. The next example

that can be classified as confirming can be found in example in data transcript.

Based on the data above, the researcher can concluded that English

teacher and students produced 57 utterances. English teacher produced 54

utterances, 2 utterances in opening activity and 52 utterances in main activity.

Meanwhile students produced 3 utterances in main activity.

Based on the explanation above, the researcher can make some table about

types o speech ach used by English teacher and students in the opening activity,

main activity and closing activity.

 35

Table 4.1
Type of Speech Act Used by Teacher and Students in Opening Activity
Activity Types of Speech Classification of Frequency
Act Each Kind of
Speech Act
Opening Expressive Welcoming 4

Assertive Confirming 2

Directive Asking 2

Total 8

Based on the table above, the researcher found 8 utterances of speech act

in the opening activity. English teacher one of SMAN 1 Wangi-wangi used three

types of speech acts in the opening activity, they are expressive, assertive and

directive. From 9 utterances, expressive speech act was used 4 times, assertive 2

time, and directives 2 times.

Table 4.2
Type of Speech Act Used by Teacher and Students in Main Activity
Activity Types of Speech Classification of Frequency
Act Each Kind of
Speech Act
Main Directive Asking 44
activity
Confirming 4

Requesting 6

Warning 1

Assertive Explaining 9

Concluding 1

Total 65
 36

Based on thetable above, the researcher found 65 utterances of speech act

in main activity. English teacher and students of SMAN 1 Wangi-wangi used two

types of speech act in the main activity; they are assertive and directive act. From

65 utterances, assertive speech act was used 10 times, and directives 55 times.

Table 4.3
Type of Speech Act Used by Teacher and Students in Closing Activity
Activity Types of Classification of Frequency
Speech Act Each Kind of
Speech Act

Closing Expressive Leaving 2

Based on the data above, the researcher found 2 utterances of speech act in

the closing activity. English teacher and students of SMAN 1 Wangi-wangi used

one types of speech act in the closing activity namely expressive. The researcher

did not found assertive and directive speech act used by English teacher and

students in the classroom activity. From 2 utterances, expressive speech act was

used 2 times.

Based on the explanation above, the researcher gives a table of types of

speech acts used by English teachers during teaching learning process in order to

give clear data finding related to types of speech acts based on Searle‟s theory.

The data can be seen in the following table:

Table 4.4
Type of Speech Act used by Teacher and Students in
Teaching Learning Process
Activity Types of Speech Classification of Frequency
Act Each Kind of
Speech Act
Opening Expressive Welcoming 4 4
 37

Assertive Confirming 2 2

Directive Asking 2 2

Main Assertive Explaining 9 10

Concluding 1

Directive Asking 44 55
Confirming 4
Requesting 6
Forbidding 1
closing Expressive Leaving 2 2

Total 75

Based on the data above, the researcher found 75 utterances of speech act

during teaching learning process in the classroom by English teacher and students.

English teacher and students of SMAN 1 Wangi-wangi used three types of speech

act during teaching learning process; they are expressive, directive and assertive.

English teacher produced 68 utterances than students produce 7 utterances. From

75 utterances, directives speech act was used 57 times, expressive 6 times and

assertive 12 times. In the English teacher and students, directive speech act was

used dominantly than the other. Directive speech act subclass dominant is asking.

Asking was uttered by the English teacher and students are 44 times.

The researcher analyzed the data by calculating the percentage of types

of speech acts that was used by teacher and students in teaching and learning

process at SMAN 1 Wangi-wangi. The researcher used table to display the data.

The table make easier to know the frequency of the used speech act by teacher and

students. The table as below:

 38

Table 4.5
Percentages of Speech Act Used by Teacher and students
No Illocutionary Act Frequency Percentage (%)
1 Directive 57 75
2 Assertive 12 16
3 Expressive 6 8
Total 75 100

The researcher found 75 utterances are identified as illocutionary speech

act, 57 directive act utterance, 12 assertive act utterances, and 6 expressive act

utterances. It meant that 75% of them are directive utterances, 16% are assertive,

and 8% are expressive. Based on explain above, it can be concluded that the

dominant of speech act used by English teacher and students at SMAN 1 Wangi-

wangi during teaching learning process in the classroom is directive speech act.

B. Discussion

This section presents the discussion of the research findings. There was

problem statements proposed in this study and the discussion only focus on it. As

mentioned in the previous chapter, the aims of the study are to identify the speech

act that produced by teacher and students to facilitate English teaching and

learning process at SMAN 1 Wangi-wangi Class XII IPA 2.

Speech Act Produced by Teacher and Students to Facilitate Teaching and

Learning Process

In analyzing the data, the researcher used Searle theory. Searle divides the

kind of speech acts into comissives, directives, assertive, expressive, and

declarations (Searle, 1979), but the researcher only focus on directive, assertive

and expressive. After conducting the research, the researcher found three types of
 39

speech acts performed by English teacher and students on English teaching

learning process in class XII IPA 2 SMAN 1 Wangi-wangi based on the

observation on November 2019. They were assertive, expressive and directive.

1. Assertive Act

In the opening and main activity, English teacher and students used

assertive act to confirming the question before. English teacher and students

answer the question in accordance with the reality seen, when speaker say “I‟m

fine too” the speaker describe about her condition as her believe. It in line with the

theory that produced by Searle( 1979:12) the point or purpose of the members of

the assertive class is to commit the speaker(in varying degrees) to something is

being the case, to see truth of the expressed proposition. When speaker say “I call

him a liar”, the speaker describe someone as a liar as the speaker believe (Searle,

1979:24).

2. Expressive Act

In the opening and closing activity, English teacher and students used

expressive act to express about what they feel. Speakers describe their gratitude

and condition with the other speaker. It in line with the theory by Searle (1979:15)

the illocutionary point of this class is to express the psychological state specified

in the sincerity condition about a state of affairs specified in the propositional

content.

3. Directive Act

Directive act is most dominant utterance that produced by English teacher

and student of SMAN 1 Wangi-wangi. It happen because in the teaching and

 40

learning process, teacher always ask the students to do something refers with their

lesson, especially in the main activity. It in line with the theory by Yule (1996:54)

directive speech act is an utterance of speaker to make the hearer do or responds

something for the speaker.

Based on data finding, the researcher can concluded that there are three

types of speech act produced by English teacher and students. English teacher and

students produced 75 utterances. English teacher produced 68 utterances and

students 7 utterances. From 68 utterances of English teacher, 9 utterances in

assertive act, 5 utterances in expressive act and 54 utterances in directive act.

Meanwhile from 7 utterances that produced by students, 3 utterances in assertive

act, 1utterances in expressive act and 3 utterances in directive act.

 CHAPTER V

CONCLUSION AND SUGGESTION

In this chapter, the researcher divided into two points. They are

conclusion and suggestion.

A. Conclusion

Based on the findings and discussion, the researcher has found three

types of speech acts used by English teacher and students of XII IPA 2 class of

SMAN 1 Wangi-wangi during teaching learning process. There were three types

of speech acts employed by the teacher and students from 75 utterances. They

were directives, assertive, and expressive. English teacher produced 68 utterances

and students 7 utterances.

B. Suggestion

Based on the conclusion and implications that have been explained above,

some suggestions would be directed toward the English teacher, students and the

other researchers.

1. To Students at Class XII IPA 2 SMAN 1 Wangi-wangi

The students are expected to learn and explore more about pragmatics

especially on the study of speech acts. By understanding speech acts, the students

would be more aware of how the language is actually being used. Thus, the

students can avoid misunderstanding or misconceptions in interpreting the

speakers‟ intended messages.

41
 42

2. To English Teacher at Class XII IPA 2 SMAN 1 Wangi-wangi

Language teaching especially on the language phenomena related to

speech acts especially assertive, directive and expressive. It is advisable for

English teachers to use English optimally and teach the students the importance of

speech act so that the students are aware of how language should be used. The

teachers should also consider giving students more opportunities to engage them

in the classroom interaction.

3. To next Researcher

The researcher expected that the limitation of this research encourage

other researchers who wish to carry out similar study to investigate more about

speech act. It is also suggested to enlarge the study by investigating all types of

speech acts since the present study has not explored it yet. Moreover, could make

some progress of this study.

 43

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APPENDICES
APPENDIX A: Instruments

OBSERVATION SHEETS FOR STUDENTS

Name:

Subject:
Date/time:
Speech Act produced by students of SMAN 1 WANGI-WANGI during

English Teaching and Learning process.

Activity Illocutionary Act Classification Frequency

Introduction Expressive

Assertive

Directive

Main Activity Expresive

Assertive

Directive

Closing Expressive

Assertive

Directive
 OBSERVATION SHEETS FOR TEACHER

Name:

Subject:
Date/Time:
Speech Act produced by teacher of SMAN 1 WANGI-WANGI during

English Teaching and Learning process.

Activity Illocutionary Act Classification Frequency

Introduction Expressive

Assertive

Directive

Main Activity Expresive

Assertive

Directive

Closing Expressive

Assertive

Directive
APPENDIX B: Data Results

TRANSCRIPT

T: Assalamualaikum warahmatullahi wabarakatu

S: Walaikumssalam warahmatullahi wabarakatu

T: Good morning class

S: Good morning too pak

T: How are you?

S: I‟m fine. How about you?

T: I‟m fine too. Sudah dipelajari soal-soalnya ?

S: Baru sebagian pak

T: Kenapa baru sebagian?

S: Masih bingung pak…., tidak mengerti pak…

T: Oke sekarang kita bahas, karena kalian rebut dari tadi, saya mau adakan

dulu sesi Tanya jawab tentang soal-soal itu.

T: Puput anggraeni, do you know library?

S: Iya pak

T: Coba berdiri, what do you mean?

S: Library is a building for a similar book and other

T: Oke. Coba Reni what do you think?

S: I think library is a place for reading a book

T: Reading book, kemudian apa lagi?

S: Tempat pinjam buku pak

T: Coba Rizal, apa yang pertama kali dipikiranmu ketika mendengar kata

library?

T: Perpustakaan pak

S: Itukan artinya Rizal

T: So, what kind of library based on visitor? ada yang tau?

S: Tidak pak, apa itu artinya visitor pak ?

T: Visitor itu artinya pengunjung. coba Sitti jawab pertanyaanku

S: Kind of library based on visitor yaitu reading a book and…

T: Berdasarkan pengunjungnya Sitti, bukan fungsinya. Jadi berdasarkan

vistor, ada library untuk adult, ada library untuk kids. Ada yang khusus

untuk anaka-anak, ada juga yang untuk dewasa. Jangan sampai anak-anak

masuk di perpustakaan dewasa, pusing nanti bacanyakarena tidak ada buku

yang bergambar, contohnya Mickey Mouse.

S: Iyya pak…

T: Jadi Cessa, peroustakaan dewasa terpisah dengan perpustakaan…?

S: Berpisah dengan perpustakaan anak-anak pak

T: Oke, sekarang saya mau bertanya di text ini, what kinds of the text?

S: eeeeeeee explanation pak

T: Text explanation itu menceritakan fenomena yang ada dimasyarakat, baik

itu secara natural maupun tidak. saya kira tidak ya. Coa yang lain text apa?

S: Announcement pak

T: Bukan ya. Jadi jenis textnya itu deskripsi text yang menggambarkan suatu

benda atau seseorang

S: Contohnya pak:
T: Contohnya my name is Tegar, I‟m 18 years old, I study in SMAN 1

Wangi-wangi. Ketika textnya menjelaskan how to do something maka

textnya adalah? Tex proce…?

S: Procedure text pak

T: Iyyyaa. Oke sekarang soal berikut, Ainun apa bahasa inggrisnya 3 ribu?

S: Three thousand pak.

T: Kalau 1.500?

S: One thousand and five hundred

T: Iya kalau ada yang sebut fifteen thousand juga benar atau salah?

S: Benaar pak…, salah pak..

T: Jadi orang luar itu kalau kalian bilang fifteen thousand, mereka akaan

mengerti kalau itu 1.500. oke saya mulai dari Fatturahman lagi, which one

statements not true? Bagaimana itu not true?

S: Yang tidak benar pak, kalau except pak?

T: Except itu artinya kecuali, oke Faatturahman apa jawabannya?

S: Jawabannya D ak

T: Coba baca itu

T: Oke, sekarang… siapa namanya itu? What the meaning of the sentences?

Siapa bisa jawab?

T: Yaa.. jadi jawabannya E ya. Sekarang kita masuk ditext berikutnya. Ada

yang pernah dengar kata idol?

S: Kalau tidak salah idola pak

T: Contohnya American Idol, itu hanya menggambarkan bahwa ketika lolos

berarti akan menjadi idola, berarti idol itu baru calon idola, contohnya
 calon jemaah haji, itukan masih calon. Jadi textnya American Idol review.

Aa itu review?

S: Meninjau pak…, membahas ulang pak…

T: Iya meninjau ya, kalau dulu itu ada namanya resensi buku, resensi buku itu

ulasan tentang buku yang sudah beredar, itu juga disebut review. Jadi

sudah paham tentang review? Oke sekarang nomor 10 what is the song

about?

S: B pak. Aii see

T: Jadi ini bukan dibaca aii tapi eii. Coba liat ini a dan an, ini menyatakan

sebuah atau seseorang, sekarang apa bedanya a dan an? Coba kamu jawab,

orang mana lagi ini?

S: Wandoka pak

T: Kenapa itu orang wandoka kalau sebut rapo-rapo menjadi rrarrapo?

S: Ha..ha..ha tapi bukan saya pak

T: Hahahah ane la‟a. oke jadi a menyatakan sebuah atau seseorang untuk

sebuah kata yang jika disebut awalannya konsonan, sedangkan an untuk

yang berawalan vocal, contohnya a book

S: Iyya pak

T: Oke coba liat soal berikutnya, kalau seperti ini kira-kira apa hubungannya

dengan text ini?

S: To keep to to prepare sunber

T: Yaaa.. apa itu sunber?

S: Matahari pak.

T: Iya matahari ya, kalau saya terbakar matahari atau tidak Cessa?
S: Iyya pak. Heheheh

T: Oh tidak, gosong itu orang yang kerja di panas mataharidan hitamnya lain-

lain. Orang barat saja biar putih tapi putih kemerah-merahan. Kalau saya

ini memang dari sononya. Hehehe tapi janga main-main dengan orang

hitam kaya kami ini karena kami cenderung lebih kuat. Tapi saya ini

berkulit hitam atau bagaimana gara?

S: Hahahah sawo matang pak

T: Iya dong sawo matang bukan hitam. Jadi ada bangsa berkulit putih, ada

bangsa berkulit kuning. Siapa itu?

S: Ha..ha..ha kita pak

T: Hhahaha jadi cina korea dan jepang yaa. Jdi kira-kira apa tujuannya

mengarang ini cerita? Coba la Gania. What is the purpose in writing the

text?

S: To give the suggestion to avoid the sunber

T: Oke jadi betul yaa. Jadi bagaimana menghindari sunber?

S: Pakai sunblock….pakai lengan panjang pak

T: Kalau saya sering pakai lengan panjang toh?

S: Iya pak

T: Oke sejauh ini ada pertanyaan? Kira-kira you berapa salah?

S: 2 pak.. belum ada pak..

T: Kalau kamu la Biru?

S: 4 pak guru. Hehehe

T: Kamu caai salah berapa?

S: Baru 1 pak
T: Ada yang anyak salahnya? Rahmat Akbar?

S: 3 pak. Hehehe

T: Saya mau Tanya lagi siapa yang mau undang saya dirumahnya besok?

S: ada apa pak?

T: Kalian ini sekke, tau itu sekke? Wa Desi apa itu sekke?

S: Kikir pak

T: Oke saya rasa cukup sekian, terimakasih atas perhatiannya. nanti kita

bertemu lagi di hari sabtu yang akan dating

S: Iyya pak

T: Assalamualaikum warhmattulahi wabarakatu

S: Walaikumssalam warahmatulahi wabarakatu

APPENDIX C: Data Result Analysis

Table Data Result Analysis for Teacher

Name: La Ode Spia, S.Pd

Class: XII IPA 2

Date/Time: 09 November 2019

Speech Act produced by teacher of SMAN 1 WANGI-WANGI during

English Teaching and Learning process.

Activity Illocutionary Classification Frequency

Act

Introduction Expressive Welcoming 3

T: Assalamualaikum
Warohmatullahi Wabarokatu
S: Wa’alaikumsalam
Warohmatullah Wabarokatuh
T: Good morning class
S: Goodmorning too pak

Assertive Confirming 1

T: I’m fine too.

Directive Asking 2

T: sudah dipelari soal-soalnya ?

S: baru sebagian pak
T: kenapa baru sebagian ?
S: masih bingung pak
T: oke, mari kita bahas
Main Assertive Explaining 7

Activity T: American idol itu hanya

menggambarkan bahwa ketika
lulus American idol berarti
akan menjadi idola, jadi idol
 baru calon idola, contohnya
calon jemaah haji, itukan baru
calon. Jadi textnya American
idol review. Apa itu review?
S: meninjau pak… membahas
ulang pak…
Concluding 1
T: jadi berdasarkan

pengunjungnya, perpustakaan

ada dua yaitu untuk adult dan

kids. Ada yang khusus untuk

anak-anak, ada juga khusus

untuk orang dewas. Jangan

sampai anak-anak masuk

diperpustakaan dewasa, using

nanti bacanya karena tidak ada

yang bergambar.

S: iyya pak

Directive Asking 44

T: Puput Angraeni, do you know

library?
S: iya pak
T: coba berdiri, what do you
mean?
S: Library is a building similar
book and other

Requesting 6
T: reading a book, kemudian apa
lagi ?
S: tempat meminjam buku pak.
 Forbidding
T: oh tidak, gosong itu orang yang 1

kerja di bawah panas matahari

dan hitamnya lain-lain. Orang

barat itu biar putih tapi putih

kemerah-merahan. Kalau saya

ini memang dari sononya

hehehehh. Tapi jangan main-

main dengan orang hitam kaya

kami ini karena kami

cenderung lebih kuat.tapi saya

ini berkulit hitam atau

bagaimana?

S: hahahah sawo matang pak.

Confirming
4
T: Cessa perpustakaan dewasa
berpisah dengan perpustakaan
..?
S: anak-anak pak

Closing Expressive Leaving 2

T: oke saya rasa cukup sekian

terimakasih atas perhatiannya,
nanti kita bertemu lagi di hari
yang akan datang
S: iyya pak

Total 68
 Table Data Result Analysis for Students

Name: Students of XII IPA 2

Class: XII IPA 2

Date/Time: 09 November 2019

Speech Act produced by students of SMAN 1 WANGI-WANGI during

English Teaching and Learning process.

Activity Illocutionary Classification Frequency

Act

Introduction Expressive Welcoming 1

S: I’m fine. How about you?
T: I’m fine too

Assertive Confirming 1
S: Good morning too pak

Main Assertive Explaining 2

T: coba remi what do you think?
Activity S: I think library is a place for
reading some book

Directive Asking 3

T: so, what kind of library based

on visitor? Ada yang tau?
S: apa arti visitor?
Closing Expressive -

Assertive -

Total 7
DOCUMENTATION
 CURICULUM VITAE

Yuliani.She was born on July 7th, 1997 in Wakatobi Regency.

She is the third born of four siblings from the marriage of her

parents Ahmadi and Hasma. In 2003 she registered as student

inElementary School 2 Wanci, graduated in 2009.Then she

continued her study at Junior High School 1 Wangi-wangi

graduated in 2012. Afterwards, she graduated at Senior High School 1 Wangi-

wangi graduated in 2015. In the same year, she continued her study at Study

Program English Education Department the Faculty of Teacher Training and

Education Makassar Muhammadiyahof University.During her studies,

she joined a regional organization called the Wangi-wangi Students Association

(Himpunan Pelajar Mahasiswa Wangi-wangi). She finished her thesis by the title

“An Analysis of Speech Act Produced by English Teacher and Students to

Facilitate English Teaching and Learning Process at SMAN 1 Wangi-wangi class

XII IPA 2”.