SPEECH ACTS ANALYSIS OF TEACHER TALK IN INDONESIAN EFL

CLASSROOM

Adhakumaladewi M1, Muhammad Basri Jafar2, Kisman Salija3

1,2,3
Faculty of Language and Education, Universitas Negeri Makassar, St.Gunung Sari Baru. Bonto Langkasa,
Makassar, Indonesia
1
kumaladewi57@gmail.com

ABSTRACT

The objectives of this research were to find out communication function in illocutionary act
used in teacher talk of Indonesian EFL Classroom. The research applied descriptive qualitative
research method. The subjects was the teacher and students in Briton International English School of
Makassar. To collect the data, classroom observation by zoom meeting video recording, and interview
questions were utilized. The results showed that imperative form is the most dominant use in teacher
talk. The teacher usually used imperative form in the practice session in teaching and learning
process. From the explanation, it can be assumed that the teacher used imperative forms to command
the students do the instruction as the teacher said. This is in accordance with the CLT principle that
the teacher desires that students participate actively in classroom activities. The teacher is attempting
to get them to talk by providing opportunities for them to do so by organizing classroom activities
around the CLT approach. Then, directive is the most common speech act used by teacher during the
teaching and learning process is directive. As a result, there are two main reasons why the teacher
uses directive speech acts unconsciously. The first reason is that the teacher follows the CLT
(Communicative Language Teaching) Approach. It is due to the fact that learners can learn the
building blocks of sentences, but they are not always successful in using language in meaningful
communication. As a result, the goal of CLT is to expose communicative competence. Second, the
teacher wants students to be actively involved in classroom activities. What the teacher is trying to do
is get them to talk by giving them opportunities to do so by organizing classroom activities around the
CLT approach. The video (data) shows the teacher organizing a class discussion and instructing
students to speak in pairs.

Keywords: Speech acts, teacher talk, teaching and learning process, EFL classroom.

Tujuan dari penelitian ini adalah untuk mengetahui fungsi komunikasi dalam tindak ilokusi
yang digunakan dalam pembicaraan guru Bahasa Indonesia EFL Classroom. Penelitian ini
menggunakan metode penelitian deskriptif kualitatif. Subjek penelitian ini adalah guru dan siswa di
Briton International English School Makassar. Untuk mengumpulkan data, digunakan observasi kelas
dengan perekaman video zoom meeting, dan pertanyaan wawancara. Hasil penelitian menunjukkan
bahwa bentuk imperatif paling dominan digunakan dalam pembicaraan guru. Guru biasanya
menggunakan bentuk imperatif dalam sesi latihan dalam proses belajar mengajar. Dari penjelasan
tersebut, dapat diasumsikan bahwa guru menggunakan bentuk imperatif untuk memerintahkan
siswa melakukan instruksi seperti yang dikatakan guru. Hal ini sesuai dengan prinsip CLT bahwa guru

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menginginkan agar siswa berpartisipasi aktif dalam kegiatan kelas. Guru berusaha membuat mereka
berbicara dengan memberikan kesempatan kepada mereka untuk melakukannya dengan mengatur
kegiatan kelas di sekitar pendekatan CLT. Kemudian, direktif adalah tindak tutur yang paling umum
digunakan oleh guru selama proses belajar mengajar adalah direktif. Akibatnya, ada dua alasan
utama mengapa guru menggunakan tindak tutur direktif secara tidak sadar. Alasan pertama adalah
guru mengikuti Pendekatan CLT (Communicative Language Teaching). Hal ini disebabkan oleh fakta
bahwa pembelajar dapat mempelajari dasar-dasar kalimat, tetapi mereka tidak selalu berhasil
menggunakan bahasa dalam komunikasi yang bermakna. Akibatnya, tujuan CLT adalah untuk
mengekspos kompetensi komunikatif. Kedua, guru ingin siswa terlibat aktif dalam kegiatan kelas.
Apa yang coba dilakukan guru adalah membuat mereka berbicara dengan memberi mereka
kesempatan untuk melakukannya dengan mengatur kegiatan kelas di sekitar pendekatan CLT. Video
(data) menunjukkan guru mengadakan diskusi kelas dan memerintahkan siswa untuk berbicara
berpasangan.

Kata kunci: Tindak tutur, pembicaraan guru, proses belajar mengajar, kelas EFL.

INTRODUCTION

Language is the most important component in human life. Humans will not be able
to continue their life properly and orderly without language. According to Crystal (2000), a
language is the systematic, conventional use of sounds, signs or written symbols in a human
society for communication and self expression. So without language, people cannot know
the intentions expressed by the interlocutor in doing communication. Communication is a
means of establishing relationships between a person and another. With the existence of
communication, there is a social relationship between one another. Lunenburg (2001)
argues that Communication is the process of transmitting information and common
understanding from one person to another. So that, communication becomes a way to
convey thoughts, feelings, ideas and life problems faced by someone to others by providing
feedback to each other. Besides that, Daniel (2016) asserts that when feedback, which
involves the receiver responding to the signal by initiating another circle of meaning
exchange, has been sent to the sender (source) that the communication process has gone
full circle and become complete. From the statement above, the researcher can conclude
that communication is a speech activity between speaker and hearer, then in doing a
communication there is speech act happened both of communicant.
According to Yule (1996) that speech acts is the study of how the speakers and
hearers use language. Normally, the speech act is a sentence, but it can be a word or phrase
as long as it follows the rules necessary to accomplish the intention. Searle (1969) argues
that understanding the speaker’s intention is essential to capture the meaning. Without the
speaker’s intention, it is impossible to understand the words as a speech act. While,
Sandock (2003), claims that speech act is acts done in the process of speaking that said by
speaker. It can be said that speech act is when someone speaks automatically performs an
act. That means every speech consists of an act.
Speech act occurs between anyone and anywhere as long as people do
communication. It can be occur in the communication between friends, parents and

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children, servant and customers and etc. Besides that, there are many places that speech
act can happen for example in the market, in the bank, in the office and etc. But, in this case
the researcher analyzed speech act between teacher and students by focusing on teacher
talk in Indonesian EFL Classroom. In this research, it is the oral form of teacher talk instead
of written form that is under this investigation. It refers to the language that teacher use in
language classroom rather than in other settings. Teacher talk is the talk that a teacher does
in the teaching and learning process. It can be said that teacher talk is a special
communicative activity. The goal is to communicate with students and develops students’
foreign language proficiency. According to Feng Qican (1999), Teacher talk is used in class
when teachers are conducting instructions, cultivating their intellectual ability and managing
classroom activities. Teachers adopt the target language to promote their communication
with students. In this way, students practice the language by responding to what their
teacher says. Besides, teacher use the language to encourage the communication between
learners and him or herself. Therefore, it can be concluded that teacher talk is a kind of
communication-based or interaction-based talk.
In addition, Lei (2009) stated that good communication in the teaching and
learning process depends on a good and effective teacher talk. Apparently, Harmer (2007)
implied that students learn from the teacher talk. That is the reason why the teachers are
expected to know how to talk to students and adjust the language that they use because
teacher talk gives an opportunity for students to listen the language which they more or less
understand.
After all, when teacher and students do teaching and learning process there are
many speech acts happen such as; locutionary, illocutionary and perlocutionary. According
to Leech (1983), locutionary is performing an act of saying something, illocutionary is
performing an act in saying something and perlocutionary is performing an act by saying
something. For example: Can you open the door, please?. The surface form and also the
locutionary act of this utterance is a question with a clear content (open the door). The
illocutionary act conveys a request from the part of the speaker and the perlocutionary act
expresses the speaker’s desire that the hearer should open the door.
From the statements above, the researcher analyzed speech acts expressed by
teachers and students by focusing on teacher talk in doing teaching and learning process. It
stands out because in doing teaching and learning process involves a lot of interactions
where teacher and students produce some utterances. The use of speech acts determines
how the teaching and learning process will happen. The researcher chooses teacher talk to
analyze because in the interaction of the classroom, teacher always uses English to facilitate
the classroom process. As the main role in the classroom, teacher has a responsibility in
managing the class such as delivering material, asking students, giving feedback and etc.

REVIEW OF RELATED LITERATURE

People usually use language for doing things in their daily activities. The languages
people utter are not used only to say something but also to do things. For example, when a
speaker says “Close the door,” this speaker performs the act of ordering and also expects
the hearer to recognize the speaker’s intention by going to close the door. Actions

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performed when the speakers utter the sentence are called speech acts. This idea shows
that when people utter statements, they do not only utter the sounds or words with
grammatical structure, but they also perform some actions in the process of speaking.
Potts (2014) stated that speech acts broadly categorize utterances based on the
speaker’s intentions for their core semantic content, indicating whether it is meant to be
asserted, queried, commanded, exclaimed, and so forth. While, the basis of Austin’s theory,
Schauer (2009) lied on his belief that speakers do not merely use language to say things, but
to do things and thus utterances could be regarded as speech acts.

Illocutionary Acts
As mentioned earlier, however, people also use language to perform such actions.
There must be an intention behind the utterance. It can be also said that illocutionary act
refers to what one does in saying something. Yule (1996) stated that the illocutionary act is
performed via the communicative force of an utterance which is generally known as
illocutionary force. While, Cutting (2002) adds that illocutionary force is what is done in
uttering the words, the function of the words, the specific purpose that the students have in
mind. For example: “It is going to rain”
Looking at the surface level, the utterance might only be interpreted as informing
the hearer about the weather. If it is analyzed based on the illocutionary force, the
utterance can be regarded as a warning from the speaker to the hearer. The speaker may
warn the hearer not to go outside since it is going to rain. Otherwise, he or she warns the
hearer to bring an umbrella if the hearer wants to go outside.

Searle’s Classification of Illocutionary acts

Searle in Mey (1993) argues that Austin’s taxonomy does not maintain a clear
distinction between illocutionary verbs and acts. Thus, Searle established his own
classification of speech acts which includes representatives, directives, commissives,
expressive and declarations.
1) Representatives
Representative is very subjective as it is based on speaker’s belief. The point or
purpose of the members of the assertive class is to commit the speaker (in varying degrees)
to something's being the case, to the truth of the expressed proposition. This type of speech
acts represent the speaker’s belief and carry the true or false qualities. Kreidler (1998) adds
that assertive language is concerned with the fact. Its purpose is to inform.
2) Directives
These speech acts are performed by the speaker to get the hearer to do something.
In using a directive, the speaker attempts to make the world fit via the words. The range of
directives can be commands, orders, requests, suggestions, etc. These types of speech acts
can be perceived negative or positive. Verbs denoting members of this class are ask, order,
command, request, beg, plead, pray, entreat, and also invite, permit, and advise. The
examples below are such kinds of directives.
3) Commisives
Commissives are those kinds of speech acts that speakers use to commit themselves
to future actions. The acts of promises, threats, refusals, offers, vowes, and pledges are such

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examples of commisives. In addition, Kreidler (1998) stated that a commissive predicate is
one that can be used to commit oneself (or refuse to commit oneself) to some future action.
The examples is:
4) Expressives
Expressives are those kinds of speech acts that state what the speaker feels. It can
be apologizing, thanking, statement of like, dislike, anger and so on. In using an expressive,
people also makes words which match with their utterances. The paradigms of expressive
verbs are "thank", "congratulate", "apologize", "condole", "deplore", and "welcome".
5) Declarative
Declarative are those kinds of speech acts that change the world via their
utterances. In a specific context, the speaker has to have a special institutional role or has to
meet certain conditions, namely, felicity conditions in order to perform a declaration
appropriately. If the speaker doesn’t meet the felicity conditions, her or his utterance is
infelicitous or inappropriate.
The subjects of this research are the teacher and students in speaking class of Briton
International English School of Makassar.
Teacher who be the research subject is certified teacher and have proficiency in
English. It can be proven by the TOEFL and IELTS certificates. In addition, EFL classroom that
be researched is the speaking class. This was a consideration because the speaking class was
a class that has more interactions and be active in the teaching and learning process.
Besides that, there are two levels in speaking class as a subject of the research they are
intermediate and pre-intermediate class. Meanwhile, the objects of the research are the
utterances produced by teachers and students.
The researcher utilized observation by using video recording, interview questions
and documentation.

RESULT AND DISCUSSION

Kinds of Illocutionary Act
a. Representative
Based on data analysis, it was shown that there are some data of representatives as
kinds of illocutionary acts that expressed by teachers and students in doing teaching and
learning process. It can be seen in the representative functions: explaining and informing.
1) Explaining
Based on data analysis, there are some data included in a representative with the
function of explaining that expressed by teacher in teaching and learning process. The
teacher performed representative of explaining because they want to give detail
explanation what the speaker believes and give the reasons to make something clear or
easy to understand, in this case the explanation that happen when teacher and students
doing teaching and learning process. For example:

Extract

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 Teacher : Is it noun, adverb, adjective? You can check dictionary guys to find
out..
Student : Wait sir. The Internet is not that good.
Teacher : OK, let me try to tell you directly, so place, if you check in
dictionary. It's a noun.

Based on data above the teacher said the utterance when he was trying to explain
about the “place” to the students. He explained that place is a noun. He explained it
because the students didn’t know the class of the word. The teacher explained it to make
the students understand about the word. By explaining the word, the act of the teacher is
categorized in representative. Based on the examples, the researcher concluded that all of
data are representative acts. Besides, representative refers to give explanation and the
reasons to make something clear or easy to understand to the hearer as the speaker
believes.
2) Informing
Based on data analysis, it was shown that there are some data that include in
representative with the function of informing expressed by teacher in doing teaching and
learning process. The teacher performed representative of informing because he wants to
tell the students about certain facts that they did not know. In this case the speaker’s belief
of something during teaching and learning process. For example:
Extract
Teacher : Ok. So, Gibral’s team, they got six correct from sixteen numbers.
Eight numbers and two wrong. Cool.
The data above shows that the teacher gave information to all the students about
the score after doing the exercise. He informed them by mentioning the score of one group.
Based on the example, the researcher concluded that all of data are representative acts that
refer to give information to the hearer.
b. Directive
Based on data analysis, there are some data of directives as the type of Illocutionary
acts that expressed by teacher in doing teaching and learning process. It can be seen in
directive functions: commanding, requesting, asking, confirming and suggesting.
1) Commanding
Based on data analysis, there are some data that include into commanding as the
function of directive expressed by teacher in doing teaching and learning process.
Commanding is similar with requesting but it was considered to be more polite.
The teacher performed commanding because he wanted the hearer to do
something by the utterance. For example, one of the data below found out when the
teacher will divide the students into a group.
Extract

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 Teacher : .... Let me try to set it up. Ok, now the rooms are open. Please join
the breakout room. Rasya, I will also give you one room. Enter the
room and then discuss
This act shows that the teacher want the student to do something by his utterances.
It shows that the teacher commanded the student to join the breakout room in the zoom
meeting. He wanted the student enter the room and do discussion with her friends. Based
on the extract, the researcher concluded that all of the data are commanding because it is
used to ask for something to be done.
2) Requesting
Based on data analysis, there are several data that include into requesting as the
function of directive expressed by teacher in doing teaching and learning process as shown
in the extracts below.
The teacher performed requesting when they want to politely ask something or
someone to do something. For example, one of data below found out when teacher request
something to the students.
Extract
Student : Were
Teacher : What is it? Can you repeat? ... Were,, Ok I heard were. Ok let’s
check it out..

The data implies that the teacher wanted the student to repeat her answer because
the teacher did not hear clearly what the student said. By requesting something, the
student will do based on what the teacher wants. Based on the examples, the researcher
concluded that the data is commanding because it is used to ask for something to be done.
3) Asking
Based on data analysis, there are several data of directives with the function of
asking expressed by teacher in doing teaching and learning process as shown in the extracts
below.
The researcher found out directives with the function of asking because of it shows
that the speakers commit the hearer to do something. In this case, the teacher poses
questions to the students, he attempts to them to answer it. For example:
Extract
Teacher : So, ok. ... What number are you now? Have you done it?
Student : We still in 14
Student : Almost sir, almost...

The example above illustrates that the teacher asked the students about the
progress of exercise that they do. The teacher performed it because he wanted the hearers

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or the students to do something, it was answered his question. Based on the example, the
researcher concluded that all of data are directives. It refers to commit the hearer to do
something.
3) Suggesting
Based on data analysis, there are some data that include into suggesting as the
function of directives expressed by teachers and students in doing teaching and learning
process.
The teacher performed suggesting because they wanted the hearer to do something
from what they uttered. For example, one of the data below found out when the teacher
asked the students.
Extract
Teacher : Yeah yeah yeah, what do you think? Make should the word put in
there. They can put what? put in, put out , put off. Oh, you can use
dictionary to help you, because this is still practice..
Student : OK
Based on the extract above, the teacher expressed directives with the function of
suggesting because he wanted the students to do something. It can be seen when the
teacher suggested the students to use dictionary. The teacher suggested them to do that in
order to help in doing the practice.
c. Commissive
Based on data analysis, it was shown that there are several data of commissives as
types of illocutionary acts that expressed by teacher in doing teaching and learning process.
It can be seen in commissives functions of remembering, undertaking and assuring.
1) Remembering
Based on data analysis, there are some data included into remembering as the
function of commissive expressed by teacher in doing teaching and learning process.
The researcher found out commissive with the function of remembering because of
it shows that the speaker commits to some future action. In this case, the teacher wants the
students always to be remember the material that he conveys. It can be seen below:
Extract
Teacher : Yeah, let me tell you, Please remember this, the text name is
actually clause. Yeah, so the text name is clause, so if you see a text
with gaps on it you can call it as a clause text.
Assumed on data above, the teacher tried to explain the material to the students
and he emphasized to always remember about the material. He explained that because he
wanted the student to commit to some future action, they always remember about the
material if they got in the next time. Based on the examples, the researcher concluded that

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all of data are commissive. It refers to the speaker commits the hearer to do some future
action.
2) Undertaking
Based on data analysis, there are some data included in a commissive with the
function of undertaking that expressed by teacher in teaching and learning process. The
teacher performed commissive of undertaking because they want to commit himself to
some future action. It is evident in the extract below:
Extract
Student : Part 3 we do it now. And then part 4 is the homework?
Teacher : Yes. So, part 3, I will send it now, and you do it now in the class,
for part 4 you will do it as homework.
Student : Ok sir.

The extract above shows that the teacher attempted to commit himself and the
students to do the action. He would send the exercise for the students, and he also gave the
students the homework, and the students would do that at home.
3) Assuring
Based on data analysis, there is data that include into assuring as the function of
commissive expressed by teacher in doing teaching and learning process. The teacher
performed assuring because he wanted himself to commit some future action.
Extract
Teacher: I will check the condition of other rooms as well.
Another data also shows the speaker commits into some future action, it shows
when the teacher would check the condition of the process of discussing some breakout
room when do the zoom meeting.
d. Expressive
Based on data analysis, it was shown that there are some data of expressive as kinds
of illocutionary acts that expressed by teacher in doing teaching and learning process. It can
be seen in expressives functions: thanking, greeting, forgiving, and praising.
1) Thanking
There are some data that include into thanking as the function of expressives
expressed by teacher in doing teaching and learning process. The teacher performed
thanking to give express gratitude to someone, especially say thank. Generally, this act was
pronounced to someone who has done something. For example, one of data below found
out when the teacher gave gratitude to the students.
Extract

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 Teacher : Ok others? I think Farah and Ikram. How many correct answers and
how many errors you got?
Students : (send their answer)
Teacher : Ok. Thank you Ikram.

The extracts above shows that the teacher said “thank you” because the student
had done sending and sharing the answer to the teacher. The utterance of the teacher
indicated his feeling or emotions as gratitude to the student. Then, all of the acts of thank in
this research were performed by involving the expression of “thank you”.
2) Greeting
Based on data analysis, there are some data that include into greetings as function
of expressive that expressed by teacher in doing teaching and learning process. The teacher
sometimes said greetings to give a polite word or sign of welcome to someone on meeting.
For example, the extracts below found out when the students just enter to the class.
Extract
Teacher : Oh, by the way, welcome Gibral.
Student : Hy Sir.
Teacher : Ok Welcome to the class.

The data indicates that the teacher performed expressives of greeting because he
expressed his emotion with gave greeting by saying “welcome” as the first word exchanged
by the interlocutors to the student that just join to the class of zoom meeting. Based on data
analysis, here is data of expressive with the function of forgiving expressed by teacher in
doing teaching and learning process. The researcher found out expressive with the function
of forgiving as representative of speaker’s emotion or feeling. For example:
Extract
Student : My network is bad.
Student : Sorry Sir, me too.
Teacher : I see I see ok. Hopefully it will be better

The data can be seen when the teacher said “I see” after the students saying sorry
to the teacher. It indicates that the teacher forgives the student’s problem.
3) Praising
Based on data analysis, there are some data that include into praising as the
function of expressive that expressed by teacher in doing teaching and learning process. The
teacher produced praising to the students because he wanted to appreciate and express his
praise to the student. For example in data below:
Extract
Teacher : Ok. So, Gibral’s team, they got six correct from sixteen. Cool.

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 Data display shows that the teacher praised the student because the student had
answered the question exactly. He said to the student “cool”. The word indicates that the
teacher praised the students to represent his appreciation.
CONCLUSION
This study is conducted to find the speech act expressed by teacher in teaching
and learning process at Briton International English School. The conclusion of this research
can be answered based on research question. From the observation by using zoom meeting,
the researcher found some data which are appropriated with the communication function
of illocutionary acts.
The researcher found the kinds and function of illocutionary acts expressed by
teacher during zoom meetings in teaching and learning process. They are representatives,
directives, commisives and expressives. the most common speech act used by teachers
during the teaching and learning process is directive. As a result, there are two main reasons
why the teacher uses directive speech acts unconsciously. The first reason is that the
teacher follows the CLT (Communicative Language Teaching) Approach. CLT, according to
Richards (2006), is an approach that prioritizes communicative competence over
grammatical competence. It is due to the fact that learners can learn the building blocks of
sentences, but they are not always successful in using language in meaningful
communication. As a result, the goal of CLT is to expose communicative competence.
Besides that, the teacher wants students to be actively involved in classroom activities.
What the teacher is trying to do is get them to talk by giving them opportunities to do so by
organizing classroom activities around the CLT approach. The video (data) shows the
teacher organizing a class discussion and instructing students to speak in pairs. These
activities define the CLT approach. The activities correspond to what Richards (2006) stated
in his book, that activities implementing the CLT approach are those with an emphasis on
pair or group work, as well as those with meaningful practice, in which students are given
the right to make meaningful choices when practicing.

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