This research contains the analysis of speech acts and illocutionary acts used
by teachers. The purpose of this research was to identify the types of speech acts,
especially the types of illocutions used by an English teacher at SMPN 2 Mare during
the teaching and learning process. The sample of this research were teacher and
students of class VIII B, which consisted of 23 students. In This research used a
descriptive qualitative method with data analysis techniques. The data of this research
were taken from the utterances in the dialogue by the teacher during the teaching and
learning process. The instrument of this research is observation and recording, after
which the researcher makes a transcription that collects, analyzes, and presents the
data of the findings of this research.The results showed that there were four kinds of
illocutionary acts performed by the teacher, namely directive, assertive, expressive,
and commissive. The teacher uses four types of illocutionary speech. There are 105
utterances that the teacher uses which belong to the type of illocutionary act.In the
pre-activity the teacher uses directive and expressive, in the main activity the teacher
uses assertive, directive, and commissive, while in the closing activity the teacher
uses assertive, expressive and directive. Directive was used 67 times (63.80%),
assertive was used 24 times (22.85%), expressive was used 13 times (12.38 %), and
commissive was used 1 time (0, 95%).
A. Conclussion
This research is concerned to analyze the types of speech acts, especially the
types of illocutionary acts according to Searle’s which are spoken by the teacher in
the teaching and learning process in the classroom. In line with the research
objective, to identify the types of illocutionary acts used by the teacher in the
teaching and learning process in class VIII B SMPN 2 MARE.
After analyzing the data, the researcher found four types of illocutionary acts
used by the teacher in the teaching and learning process in class VIII B at SMPN 2
MARE, there were 105 utterances made by the teacher. There were directive,
assertive, expressive and commissive. The most dominant directive used by the
teacher in the teaching and learning process. The directive were found to be the most
performed an illocutionary act by the teacher during the three meetings in the class.
Asking became the most dominant directive act force produced by the teacher which
was manifested in 67 of 105 utterances. The teacher used the directive act of asking
to allowed the students to participate more actively in the lesson. Declarative did not
used by the teacher in learning. When using this illocutionary act, the speaker has a
special institutional roles. In the teaching and learning process, it is impossible if the
teacher suddenly has a special institution.
B. Suggestion
Based on the conclusion and implication that have been explained above,
some suggestion are proposed to the following parties:
1. For the teacher
For the teacher during the lesson could be cleare and easily utterances to be
understood and can used speech acts to imply the messages from the utterances to
help guide and advise students in the teaching and learning process. the teacher
should be more active and give special attention and explain the material with the
easly words. The use of some directive speech acts can help the teacher to convey
messages to students and make the teaching and learning process more
communicative.
2. For the students
The researcher hope that this research can be references for students to
increase their knowledge about the types of speech acts, especially the types of
illocutionary acts. Speech acts will always be found in various activities, such as in
the teaching and learning process. By understanding the meaning and purpose of
some speech acts, it can help them to understand the speech of the teacher and
students to convey the message they want to say and make the teaching and learning
process more efficient and running as well.
3. For the other researchers
The objective of this research is limited to identify the types of illocutionary
acts performed by the teacher during the teaching and learning process. Therefore,
the limitations of this research are expected to encourage other researcher who wish
to conduct similar research to investigate further aspects of other speech acts such as
perlocutionary acts and locutionary acts. It is also recommended to expand this
research by investigating student’s speech acts because at this time in this research
has not explored it, only focused on speech acts performed by the teacher.

STAR20220080

80/2022

Perpustakaan Pusat

Tersedia