Speech acts in English classroom: A case at a junior high school in Indonesia

Hidayat, Didin Nuruddin; Fadhilah, Fadhilah; Septiawan, Yudi

doi:10.30659/e.7.2.251-265

Cited by 7 publications

(9 citation statements)

References 14 publications

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“…In assertives, the speaker's statements or utterances can be tested to be true or false. Additionally, (Hidayat, 2016) said that speakers did an observation of specific things first in making the utterances. After that, the speakers will state what they believe according to their observation.…”

Section: Findings and Discussion Illocutionary Act Of Melati Wijsen A...mentioning

confidence: 99%

Illocutionary Act Analysis of Melati and Isabel Wijsen Speech at United Nations

Damayanti

2024

JOLLES

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This study was conducted to analyze the illocutionary act used in Melati and Isabel Wijsen’s United Nations Speech. This speech was performed on World Oceans Day 2017. From the illocutionary act that was analyzed, the readers are able to learn that utterances also play role as actions that can influence people to do something. The qualitative descriptive method was used in this study to collect and analyze the data, followed the model from (Miles et al., 2014). This qualitative model consists of data condensation, data display, and drawing conclusion. The researcher used the illocutionary act types that were proposed by (Searle, 1976) as the grounded theory in making the classification of illocutionary utterances found in Melati and Isabel Wijsen’ speech. As a result, researcher found 18 assertives (56, 25%), 7 declaratives (21, 88%), 4 commissives (12, 5%), 3 expressives (9, 38%), 0 declaratives (0%). From the results found, Melati and Isabel Wijsen tend to use their speech to convince the audience by informing, believing, reporting, showing, and stating. This study suggests that applying illocutionary acts could make a speech more powerful.

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Section: Findings and Discussion Illocutionary Act Of Melati Wijsen A...mentioning

confidence: 99%

Illocutionary Act Analysis of Melati and Isabel Wijsen Speech at United Nations

Damayanti

2024

JOLLES

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“…Another study which aligns with the present findings is Swastiana's (2020) which includes claiming, arguing, swearing, telling, demanding, reporting, announcing, clarifying, asserting, concluding, confirming, correcting, agreeing, disagreeing, explaining, informing, stating, forecasting, describing, and identifying. Additionally, completion was included in a study conducted by Hidayat et al (2022). The present study identified twenty-four instances of assertive acts, consisting declarations, clarifications, and information dissemination.…”

Section: Discussionmentioning

confidence: 99%

The Illocutionary Speech Acts of the Statistics for Language Research Course on Learning Management System

Marsevani,

Tohmi,

Nugraha

2024

IJEFL

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In the post-COVID-19 era, lecturers frequently employ internet tools to facilitate learning. However, the majority of speech act research to date has been conducted using data from online learning platforms such as Learning Management Systems (LMS) or Microsoft Teams. Therefore, this study aims to investigate the occurrence of illocutionary speech acts used by lecturers in the Statistics for Language Research course. Descriptive qualitative research was employed in this study to analyze data obtained from the speech characteristics in messages posted in the Statistics for Language Research (SLR) course on the LMS and conversations between the lecturer and students recorded on Microsoft Teams. Data analysis was conducted based on the speech acts theory from Searle (1969). The study's findings showed that the courses employed four different illocutionary speech patterns. The study's findings revealed that the courses utilized four distinct illocutionary speech patterns. The most frequent occurrences were noted in assertive, expressive, directive, and commissive speech acts. From the data, it is evident that assertive speech acts are the dominant type. Furthermore, commissive speech acts were involved in the LMS, primarily focusing on scheduling plans for class. To conclude, it is implied that the recordings highlighted assertive speech acts as the dominant type, which was mainly utilized for explaining materials to students.

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“…However, such differentiation remains relevant and valuable in educational settings, where the speaker's utterances encompass all three dimensions of the speech act. When a student enters a classroom, they encounter new locutions, illocutions, and perlocutions, which can provide valuable insights into educational practices (Putra et al, 2022;Hidayat et al, 2022). Additionally, the heightened significance of all three dimensions of the speech act in educational settings can serve as effective tools for examining and analyzing educational practices (Armin & Salmiah, 2021).…”

Section: Speech Actmentioning

confidence: 99%

Exploring Al-Ghazali’s concept of education: A study of speech acts through English language lens

Zurriyati,

Perangin-angin,

Rahman

2023

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The purpose of this study is to provide an in-depth analysis of the types, functions, and manner of speech acts utilised in al-Ghazali's notion on educational concept. The study employed a content analysis methodology, which entailed gathering data from a variety of sources, including Al-Ghazali's writings and scholarly articles related to his works. The findings of this study reveal that al-Ghazali's idea of education in is dominated by directive speech acts, followed by assertive acts and constative acts. The category of recommending acts makes up the vast majority of directive acts, whereas order acts are somewhat less common. Further, Al-Ghazali’s use of speech acts tends to emphasize a competitive function, followed by a collaborative one. Interestingly, neither convivial nor conflicting functions are presented in this study. The dominance of directive speech acts, highlight Al-Ghazali's preference for providing guidance and advice to his readers in a harmonious and respectful communication style. Furthermore, Al-Ghazali's use of speech acts can be classified primarily as literal and direct speech acts, with subsequent employment of indirect and non-literal forms.. These findings contribute to the teaching learning process including English language in applying speech act. Finally, this study highlights the significance of considering the types, functions, and manner of performing speech acts propose to teachers and students in English language teaching learning process.

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Speech acts in English classroom: A case at a junior high school in Indonesia

Cited by 7 publications

References 14 publications

Illocutionary Act Analysis of Melati and Isabel Wijsen Speech at United Nations

Illocutionary Act Analysis of Melati and Isabel Wijsen Speech at United Nations

The Illocutionary Speech Acts of the Statistics for Language Research Course on Learning Management System

Exploring Al-Ghazali’s concept of education: A study of speech acts through English language lens

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