Desi, Rizma Yanti (2021) THE ANALYSIS OF SPEECH ACTS USED BY EFL TEACHERS IN CLASSROOM INTERACTION AT SMAN 2 MATARAM IN THE ACADEMIC YEAR 2020/2021. S1 thesis, Universitas Mataram.
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Abstract
The objectives of this research were (1) to identify the types of speech acts performed by EFL teachers in classroom interaction at SMAN 2 Mataram in the academic year 2020/2021 based on Searle‟s theory of speech acts and (2) to identify the most dominant kind of speech acts are used by EFL teachers in classroom interaction at SMAN 2 Mataram in the academic year 2020/2021. This research applied the descriptive-qualitative approach. More specifically this research was classified as a case study. The objects of this research were two English teachers who taught at SMAN 2 Mataram. The data were in the form of words, phrases, and utterances employed by the teachers. I played the role of the primary instrument in which she was involved in all of the processes of this research starting from the research design until the data report. The data were obtained through conducting observations accompanied by an audio-video recording. The data were, then, transcribed into the written form, selected to fit the objectives of the research, recorded into the datasheets, interpreted, and analyzed using the theory of speech acts proposed by Searle. The data were analyzed by using the interactive qualitative method proposed by Miles and Huberman (1994). I used theoretical triangulation. I compared the data of this research to the related theory. I checked the data of speaker utterances based on the directive speech acts theory of Searle. The research findings show that there were five types of speech acts employed by the teachers from 194 utterances. There were representatives, directives, commisive, expressive, and declarative. The most frequently used speech acts were directives utterances were used 114 times (59%%), while the least frequent speech acts went to declarative utterances were used 2 times (1%) it is because declarative utterances only appears in the second teacher. Directives were mostly dominant used by EFL teachers in the teaching-learning process. Questioning became the most dominant speech act force of directives produced by the teachers which was realized in 81 utterances from 194 utterances. The teacher‟s use of questioning allowed the students to participate more actively in the lesson. By giving the question, the teacher can know whether the students understand or not about the lessons learned. It is also beneficial to check the students‟ knowledge or comprehension as well as to promote the students‟ critical thinking. It implies that questioning should be employed by the teacher during classroom communication practice.
| Item Type: | Thesis (S1) |
|---|---|
| Keywords (Kata Kunci): | Keywords: Speech acts, Illocutionary acts, representatives, directive, commisive, expressive, and declarative. |
| Subjects: | L Education > L Education (General) |
| Divisions: | Fakultas Keguruan dan Ilmu Pendidikan |
| Depositing User: | Rini Trisnawati |
| Date Deposited: | 23 Jun 2021 23:45 |
| Last Modified: | 23 Jun 2021 23:45 |
| URI: | http://eprints.unram.ac.id/id/eprint/22368 |
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