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2354-7340 Analyzing Speech Act Found in the Efl ELT Perspective 3(2), September 2015 ANALYZING SPEECH ACT FOUND IN THE EFL CLASS Adya Barnas ([email protected]) SMPN 2 Cirebon Utara Abstract In teaching learning, lecturers teach the students with a good sentence. But there is one of students may not understand what she said although in grammatically is correct, so it will happen miscommunication between lecturer and student. This research concerns in the classroom interaction in Class I,J as the main data of this research because there are many speech acts especially categories of speech act employed by lecturer and students in the interaction related to the context and situation. This research belongs to descriptive qualitative research since it employs the analysis of descriptive and qualitative methods. The type of this research is descriptive qualitative. The participants of this classroom interaction are Mrs. Lutfhi as the lecturer and students from class I,J whereas the 6 men and 27 women. The topic is talking about social problem. In this case the writer analyzes the speech act found in the classroom interaction. The listener of this interaction ought to understand the meaning of the speaker. Keywords: speech act, meaning INTRODUCTION indirect contact. As mentioned in the Bilingual and multilingual speakers meaning appears from the speech act can be found in the daily life of people, introduced Ey Austin (2002), —by saying such as at office, at market, at school, or something, we do something“ everything even at university. Language is a tool for we say means everything we do, we have communication that people can interact done and we will do. with others. People use language in daily In teaching learning, lecturers activitieslike conversation, speaking, teach the students with a good language. interaction, and many more. Language is But there is one of students may not used in human life as Fromkin said in a understand what she said although in book titled ”An Introduction to /anguage‘ grammatically is correct, so it will that language is the source of human life happen miscommunication between and power (Fromkin, et. al, 1995). Human lecturer and student .In this case the communicates each other with direct writer analyzes the speech act found in contact and indirect contact. Dialog and the classroom interaction. The listener of gestures as the example of direct this interaction ought to understand the contact.Poem , song, literacy, letter, meaning of the speaker. novels and reading text is the example of ISSN: 2354-7340 ELT Perspective 3(2), September 2015 Usually, lecturer talks using a good collected by searching and reading the text, language and structural sentences. numbering each utterance, classifying the Sometimes it can make the students speech acts and categorizing into the confused what the lecturer said. For the appropriate part. And finally giving example in the classroom situation lecturer meaning as the final analysis. There were said — Hello — , if the students don‘t Nnow 20 utterances which were divided into 3 the meaning they do not understand and classifications of speech acts. Three continue talking with a friend, it is contrary categories for locutionary, five categories if the students know the meaning, they for illocutionary and two categories for would be silent and listen to the lecturer. perlocutionary. Hopefully, students understand what the The writer used the descriptive lecturer said and there‘s no qualitative method to be applied in this miscommunication between them. research. She collected the data by Based on the case above, it is searching it. Forward, she analyzed the needed pragmatic approach to connect utterances by numbering, classifying, the speaNer and listener ”cause the categorizing and gave meaning of the utterances depend on the context and HWS. For the example: situation. Austin (Related to speech act, Peccei J.S (1999) states that there are Promise me that you will leave some classification of speech act which me never ! is commonly performed through the utterances as follows :declarative, The example above is a command representative, directive, commisive, ± Peccei (1999) Command is one of expressive and rogatives. Fraser (in Directive in the words, so this is a kind Richardsans Schmidt, 1983:30-31) of illocutionary act, it is directives one. defines pragmatics as theory of linguistic The singer ask to the bride, that she has communication. The aims of the study to promise not to leave him, don‘t ever are stated as follows: go, never leave him alone, always beside 1. To find out the kinds of speech act him in each condition classification in classroom The second previous research, the interaction. writer summarizes the research from 2. To find out the most dominant of Thesis which has the same topic. The kinds speech act classification. writer took the thesis from Risnawati (2013) Faculty of Humanities Related studies Diponegoro University Semarang In their thesis, entitled— The entitled —Directive /ocutionary Acts in Content Analysis of Andy :illiams‘ Relation to Politeness Strategy in the Hawaiian Wedding Song Text.“ Siswoyo Historical Movie the King‘s Speech— and Insiyah (2013) used qualitative This research explains the directive descriptive with instruments was the illocutionary from the movie the .ing‘s researcher herself, the text and audio of Speech. The researcher is interesting in Hawaiian Wedding Song. The data was illocutionary act in relation to politeness ISSN: 2354-7340 317 Barnas, A. strategy, the most focus in this thesis is on these concepts has direct what kinds of directive illocutionary acts consequences for the methodology of of the dialogues in The King‘s Speech are speech act research.Based on the used by the speaker seen from the aspect statement above, to extend to of (i) explicit or implicit performative, crosscultural and interlangauge (ii) direct or indirect directive pragmatic in speech act conversation illocutionary acts, (iii) literal or needs three concepts. They are action, nonliteral directive illocutionary acts, meaning and context. (iv) function of directive illocutionary. In this research, the participant The researcher uses descriptive interaction in the classroom is lecturer qualitative method to be applied in this and the students. It means that interaction research. The purposes of this research needs action , meaning and context. are 1. Elaborating the classification of Mey (2001: 119) said contextual directive illocutionary acts of the conditions of speech acting, that is, the dialogues in The King‘s Speech into type, social framework in which a speech act mood, and function of directive has to be performed in order to be valid. illocutionary acts used by the speaker to It means with a context the meaning will the hearer in this movie, and 2. be valid. Pragmatic must has a context Analyzing the politeness principle and between speaker and listener. strategy used by the speaker in uttering Fasolddan Linton (2006:137-138) directive illocutionary acts. said to understand semantic/pragmatic Based on the both of previous meaning we have to bring together three research, the writer concludes the main components: the context in which a researches have the same either purposes sentence is used, the meanings of word or scope and limitation. They have the in the sentence, and its morphological same method, it is descriptive qualitative and syntactic structure. Statements above and pragmatic approach. can be explained that the speech of Kasper (2004) in the book of sentence not only used for the words in speech acts in the interaction: Towards the sentence, morphological and Discursive Pragmatics said in any kind structure but also in the current context. of research on speech acts and therefore extend to cross cultural and inter Speech Act language pragmatics as well as to the The phenomenon to be discussed study of speech acts in interaction is very widespread and obvious, and it between competent speakers of the same cannot fail to have been already noticed, language or language variety. My at least here and there by others. discussion will be organized around three (Austin, 1975, p. 1) states a series of central concepts: action, meaning, and lectures by the philosopher, J.L.Austin, context. Theexamine how these concepts which were given at Harvard University are typically handled in speech act in 1955 and later published under the research and conversation analysis, and title How to Do Things with Words. The hope to show that the theoretical stance proverbs Actions speak louder than 318 ISSN: 2354-7340 ELT Perspective 3(2), September 2015 words and Easier said than done seem to grammatical structures and words when make a clear distinction between they attempt to express themselves, but speaking and acting. However, Austin they also perform actions via those pointed out that, contrary to popular utterances. Actions performed via belief, there is often no clear distinction utterances are generally called speech between the two. He was one of the first acts (Yule, 1996b:47). modern scholars to recognize that Therefore, speech act is the act ”words‘ are in themselves actions and performed by a speaker in uttering a that these speech acts can and should be sentence. Making an utterance involves a systematically studied . hierarchy of acts, act of utterance. The Yule (1996:47), speech act is the action performed by producing an actions performed by utterances. It utterance consists of three related acts. means that when people communicate Austin (in Fasold, 1990:52) defines three with others, they do not only produce basic senses in which saying something utterances containing grammatical one is doing something. structures and words, but they also perform action via those utterances. Locution, Illocution, Perlocution Meanwhile, Austin in Thomas (1995:51) Austin in Stillwell (2001) pointed used the term —speech act“ to refer to an out that in analyzing a speech act, we utterance and the Ätotal situation in need to make a distinction between the which the utterance is issued.
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