AN ANALYSIS TYPES OF SPEECH ACT USED BY ENGLISH TEACHER IN ENGLISH TEACHING LEARNING PROCESS AT MTS AL-WAHHAB BAGO KRADENAN IN ACADEMIC YEAR 2016/2017 (A Pragmatic Analysis)
| Main Authors: | Lu‟lu, Fatichatis Sholawat, Dra.Hj., Woro Retnaningsih, M.Pd. |
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| Format: | Thesis NonPeerReviewed Book |
| Bahasa: | eng |
| Terbitan: |
, 2017
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| Subjects: | |
| Online Access: |
http://eprints.iain-surakarta.ac.id/1261/1/SKRIPSI%20FULL%20TEXT.pdf http://eprints.iain-surakarta.ac.id/1261/ |
Daftar Isi:
- Lu‟lu Fatichatis Sholawat, 2017, “An Analysis Types of Speech Act Used by English Teacher in English Teaching Learning Process at MTs Al-Wahhab Bago Kradenan in Academic Year 2016/2017”. Thesis. English Education Department, Islamic Education and Teacher Training Faculty, The State Islamic Institute of Surakarta. Advisor : Dra. Hj. Woro Retnaningsih, M.Pd. Key words : Speech Acts, Pragmatic, Qualitative Analysis, English teaching The purposes of this study was to identify the types of speech acts performed by the English teacher in English teaching and learning process at MTs Al-Wahhab Bago Kradenan on the basis of Searle‟s theory of speech acts and to identify the most dominant kind of speech act. This research was descriptive-qualitative in nature. More specifically this research was classified as a case study. The object of this study was the utterances uttered by the English teacher of MTs Al-Wahhab Bago Kradenan during the teaching and learning practices. The data were in the form of words, phrases, and utterances employed by the teacher. The researcher played the role as the primary instrument in which she was involved in all of the process of this research starting from the research design until the data report. The data were obtained through conducting observations accompanied by audio recording. The data were, then, transcribed into the written form, selected to fit the objectives of the study, recorded into the data sheets, interpreted and analysed using the theory of speech acts proposed by Searle. The data were analysed by using interactive qualitative method proposed by Miles and Huberman (1994). In addition, coding system was also applied to ease the researcher in classifying the data. the researcher used theoretical triangulation. The researcher compared the data of this research to the related theory. The researcher checked the data of speaker utterances based on the directive speech acts theory of Searle. The research findings show that there were four kinds of speech acts performed by the teacher, namely, directives, representatives, expressive and commissives. The most frequently used speech acts were directives (63.004%), while the least frequent speech acts went to declarative (0.00%). It is because declarative perfome if the speaker has to have a special institutional role. Directives was mostly domiant used by English teacher in teaching learning process. Asking appeared to be the most dominant speech act. The use of directives was understandable since in restricted discourse like classroom setting, the relation between the teacher and the students was asymmetrical in nature. The teacher‟s use of asking 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. Meanwhile, asking was employed to check the students‟ background knowledge.