STUDENTS’ PERCEPTION ON KAMPUNG INGGRIS PARE

TOWARD STUDENTS’ GRAMMAR SKILL

PROPOSAL

IRGY TRI ZULYAN MALIK

4520101017

ENGLISH LANGUAGE EDUCATION DEPARTMENT

FACULITY OF EDUCATION AND LITERATURE
BOSOWA UNIVERSITY
2024
STUDENTS’ PERCEPTION ON KAMPUNG INGGRIS PARE
TOWARD STUDENTS’ GRAMMAR SKILL

PROPOSAL

IRGY TRI ZULYAN MALIK

4520101017

ENGLISH LANGUAGE EDUCATION DEPARTMENT

FACULITY OF EDUCATION AND LITERATURE
BOSOWA UNIVERSITY
2024
 ACKNOWLEDGEMENT

Praise be to Allah SWT for His Mercy, Guidance and Grace to all of us so that we can
complete the thesis proposal with the title "Students’ Perception On Kampung Inggris
Pare Toward Students’ Grammar Skill ". This research proposal report was prepared
as one of the requirements in the Language Seminar course at the Department of
English Education, Faculty of Education and Literature, Bosowa University.

The author realizes that the preparation of this thesis proposal will not be completed
without the help of various parties. Therefore, on this occasion we would like to
thank:

1. Ma’am Siti Haliah Batau S.S., M.Hum. as the lecturer of Language

Seminar course.
2. My classmates who also provided support in the form of input and
direction in writing this proposal.

I realize that this research proposal is not free from various shortcomings. The author
expects suggestions and criticisms for perfection and improvement so that finally this
thesis proposal report can provide benefits for the field of education and application
in the field and can be further developed.

Makassar, 3 July, 2023

Researcher

iii
 TABLE OF CONTENT

ACKNOWLEDGEMENT.........................................................................................iii

TABLE OF CONTENT..............................................................................................iv

CHAPTER I.................................................................................................................6

1.1. Background of The Study...............................................................................6

1.2. Problem Statement..........................................................................................8

1.3. Problem Limitation.........................................................................................8

1.4. Research Purpose............................................................................................8

1.5. Research Significance.....................................................................................9

CHAPTER II..............................................................................................................10

2.1. Pragmatics.....................................................................................................10

2.2. Speech Act.....................................................................................................11

2.3. Classification of Speech Acts........................................................................11

2.4. Illocutionary Speech Acts.............................................................................12

2.5. Classification of Illocutionary Speech Acts..................................................13

2.6. Expressive Speech Acts................................................................................15

2.7. Previous Research About Speech Act...........................................................17

CHAPTER III............................................................................................................19

3.1. Research Design............................................................................................19

3.2. The Setting of The Study..............................................................................19

3.3. Research Objects..............................................................................................20

3.4. Research Instrument.........................................................................................20

iv
CHAPTER IV............................................................................................................21

4.1. Research Schedule............................................................................................21

4.2. Research Budget...............................................................................................22

REFERENCES..........................................................................................................23

v
 CHAPTER I

INTRODUCTION

1.1. Background of The Study

Pragmatics is a branch of linguistics that discusses what is included in the structure of
language as a means of communication between speakers and listeners. One of the
limitations of pragmatics is the study of the relationship between language and
context that underlies the explanation of language understanding. In this limitation
means that to understand the use of language we are required to understand the
context in which the language is used. In addition, pragmatics studies the meaning
contained in communication between speakers and speech partners. Speech in
learning activities is the reality of communication that takes place in classroom
interaction.

Speech acts are important in the study of pragmatics. Uttering a particular utterance
can be seen as performing an action (influencing, instructing). In other words, speech
act is an ongoing linguistic interaction in a form of speech that includes the
expression of psychological situations and social acts such as influencing the
behavior of others or making an agreement involving two parties, namely speakers
and speech partners. So, speech acts are more seen in the meaning or meaning of the
action in the speech. One example of speech acts can be seen in the interaction
between teachers and students in learning activities that use Indonesian as a means of
communication.

Seen from the speaker's point of view, the language functions personally or
personally (emotive function). That is, the speaker expresses an attitude towards what
he says. The speaker not only expresses emotions through language, but also shows
these emotions when delivering his speech. In this case, the listener can also guess
whether the speaker is sad, angry or happy (Chaer, 2004: 15). In terms of the listener
or interlocutor, the language functions directively, namely regulating the behavior of

6
the listener. In this case, the language does not only make the listener do something,
but carry out activities in accordance with what the speaker wants. This can be done
by the speaker by using sentences that state orders, appeals, requests, and seduction
(Chaer, 2004: 15-16).

In the study of pragmatics pioneered by Austin (1969), it is stated that when someone
speaks, he does not only utter an utterance, but he performs an action with his
utterance. This view is called the Speech Act (speech act) which consists of locution,
illocution, and perlocution. When someone speaks or makes an utterance (speech), he
has certain intentions that have an impact on his interlocutors. Furthermore, Searle
classifies the above speech acts into five types of assertive, directive, expressive,
commissive, and declarative speech acts.

In the context of learning interaction, as a means of communication and maintaining

cooperation, the function of language can be realized by building teacher-student
interactions that are as comfortable as possible. With a harmonious relationship, a
comprehensive understanding of the knowledge being taught is possible. Teacher
language can be divided into two categories, namely instructional teacher speech and
non-instructional teacher speech.

In relation to the use of language with education, researchers are very interested in the
use of speech acts of teachers and students of class X in Indonesian language learning
and its implications in learning speaking skills in high school. The research on speech
acts of teachers and students is focused on speech acts according to Searle in the form
of illocutionary acts, namely assertive, directive, expressive, commissive, and
declarative.

Based on what is described above, the researcher feels the need to conduct research
on "IMPLEMENTATION OF EXPRESSIVE SPEECH ACTS ON TEACHER
AND STUDENT INTERACTIONS IN THE CLASSROOM IN GRADE 11 AT
SMAN 7 MAKASSAR".

7
8
1.2. Problem Statement
The identification of problems in this study, are as follows:

1. How are the implications of expressive speech acts in the interaction

between teachers and students in the classroom?
2. what are the expressive speech act strategies in teacher-student
interactions in the classroom?

1.3. Problem Limitation

To limit the problems in this study, the author only limits the problems that have to do
with the author's capacity as an English Education student and one of the fields of
Semantics and Pragmatics which focuses on the purpose of pronunciation or pays
attention to the meaning or meaning of actions in speech.

1. Directed at aspects of the speech situation that can be used to analyze

conversational language. The aspects of the speech situation include: a. speech
participation, b. speech topic, c. speech setting, d. speech act, and d. speech act.
Purpose of speech
2. The reason is, based on the results of data acquisition of previous studies, most of
the data obtained are expressive forms of illocutionary speech acts.

1.4. Research Purpose

Based on the problem formulation above, there are two research objectives to be
achieved.

1. To describe the implications of expressive speech acts in the interaction between

teachers and students in the classroom?
2. describe the expressive speech act strategies in the interaction between teachers
and students in the classroom

9
1.5. Research Significance
This research is expected to provide theoretical benefits and practical benefits. The
theoretical benefit of this research is to contribute to the development of linguistics
and pragmatics; especially about the study of speech acts.

Practically, this research is expected to add insight for readers, especially for a teacher
when interacting with his students in praising, congratulating, blaming and condoling.

10
 CHAPTER II
REVIEW LITERAURE

2.1. Pragmatics
Pragmatics is the study of language in relation to language users (Rusminto, 2015).
Pragmatics is the study of language that can be used in everyday conversation with a
specific purpose.

According to Levinson (in Rusminto, 2015), Pragmatics is a study that relates

between language and context which is the basis for explaining language. In studying
the use of language, it is required to be able to know the context in which language is
used. Meanwhile, Leech (in Rusminto, 2015) argues that Pragmatics is the study of
meaning related to the speech situation. This speech situation becomes a reference in
Pragmatics. Therefore, the speech situation is needed to be used as the context of
speech so that it can be analyzed with pragmatic studies. Context is the aspect of
social or physical environment that relates a certain speech (Kridalaksana, 2008).
Based on the Big Indonesian Dictionary, context means a description that can add to
or support the clarity of purpose or meaning.

Pragmatics is the study of the meaning expressed by the speaker that can be
interpreted by the listener (Yule, 2016). Thus, this study is closely related to the
analysis of what speakers mean by speech. This study needs to include interpretations
that become the speaker's intention in a context that affects what is said.

The interpretation in question is the meaning of the speaker's speech. Pragmatics can
be called the study of speaker intent. Meanwhile, Moore (in Rusminto, 2015) stated
that Pragmatics is a coherent way of explaining language use in context.

Based on the views that have been presented, it can be stated that Pragmatics is a
study that is closely related to the use of language in conveying speech that can later
be interpreted by listeners.

11
 2.2. Speech Act
Speech acts are one of the studies of pragmatics. Wibowo (in Bambang et al., 2021),
explains that speech act is a branch of linguistics that reviews language based on a
functional angle that needs to be connected to context. Speech acts are individual
symptoms whose continuity is determined by the speaker in a particular situation.

Searle (in Rusminto, 2015) states that Speech Acts are studies related to the meaning
of language based on the relationship of speech to the actions of the speaker or
speakers. Speech is the most important thing in communication and speech must have
a purpose if the speech is conveyed in a real act of interaction, for example in making
questions, statements, orders, or requests. Meanwhile, Austin (in Rusminto, 2015)
explains that the activity in speech is not only limited to the speakers, but also doing
something on the basis of certain speech. The speech in question can be expressed in
action. The action is in the form of a statement uttered by the speaker so that it can
have an influence on the speech partner.

2.3. Classification of Speech Acts

Austin (in Rusminto, 2015) mentioned that Speech Acts are divided into three parts,
namely Locution, Illocution, and Perlocution.

1. Locutionary Speech

Locution is the act of saying something (the act of saying something). The main thing
in this action is the content of the utterance expressed by the speaker. The form of a
locutionary act is an utterance in the form of information about something. The
function of this action is to give information about something and to do something
(Wijana, 1996). 11

12
 2. Illocutionary Acts

Illocutionary Speech Acts are speech acts that contain the power to perform actions to
state something, such as promises, offers, or questions that are exposed in all speech
acts. Illocutionary Acts are Acts of Speech in accordance with the intentions
contained therein (Rahardi, 2003). In line with Moore's opinion (in Rusminto, 2015)
explains that Illocutionary Acts of Speech are Acts of Speech that are actually
performed by speech, such as remarks, promises, and warnings.

Example: "I'm thirsty." The speech is spoken to the speech partner with the purpose
of telling him to get drinking water, because the speaker is thirsty and needs drinking
water.

3. Perlocutionary Acts

Perlokusi is a speech act that has an impact or effect from the speaker, so that the
speech partner can take action based on the content of the spoken word. Levinson (in
Rusminto, 2015) argues that this action prioritizes the result, because this action can
be said to be successful if the interlocutor does something according to the speaker's
speech.

Example: "The room is very dark." The speech is intended to the speech partner to
give an effect or impact, namely to turn on the light or lamp because the situation in
the room is very dark.

2.4. Illocutionary Speech Acts

Austin calls the second category of speech acts the act of doing something or known
as illocutionary speech acts. Illocutionary speech act is a category that becomes the
center of attention in speech act theory. This is because in illocutionary speech acts,
the existence of a sentence or statement certainly cannot be separated from a context.

13
Austin emphasizes that the speaker's purpose in speaking is not only to produce
sentences that have certain meanings and references. More than that, the goal is to
produce sentences that contribute certain types of interactional movements in
communication events (Austin, 1965: 95). Austin's opinion is in line with the opinion
expressed by Yule. Yule argues that illocutionary acts are displayed through the
communicative emphasis of an utterance (Yule, 2006: 84). Because illocutionary
speech acts appear in communication events, the process of identifying illocutionary
acts is more difficult when compared to locutionary acts, because the identification
must be based on the context in which the utterance is spoken.

Illocution is an action that not only conveys the true meaning of an utterance, but also
has other purposes from the delivery of the utterance. Rahardi defines that
illocutionary speech act is an act of doing something with a certain purpose and
function in the actual speech activity (Rahardi, 2005: 17). So, there is a kind of power
in it that arises from the meaning of a speech act. This is emphasized by Parker that
illocutionary speech acts are often referred to as illocutionary power (Parker, 2010:
44). Therefore, there is no communication without illocutionary power. The mention
of illocutionary power is because in illocutionary speech acts there is a power to do
something that arises from the meaning in an utterance.

2.5. Classification of Illocutionary Speech Acts

J.R. Searle (in Tarigan, 2015) classifies illocutionary speech acts based on several
criteria. The criteria are as follows.

1. Assertive

Assertive Acts are Acts of Speech that involve the speaker in a truth, such as saying,
stating, suggesting, reporting, complaining, boasting, complaining, and demanding.

14
Example: "My brother always wins his class." The marker of the utterance is always a
champion. The speech is the speaker's speech that intends to boast about his brother
that he is always the champion in his class.

2. Directive

Directive Acts of Speech are speech acts with the aim to cause an impact through the
actions of the interlocutor, such as prohibiting, requesting, advising, commanding,
ordering, inviting, and suggesting. Example: "Dear children, let's pray before starting
learning this morning." The marker of this is let's pray.

The example is a Directive Action which has the intention of the speaker to invite
his/her speech partner to pray before starting the lesson.

3. Commissive

Commissive Acts are Acts of Speech that commit the speaker to future actions, such
as promising, offering (such as prayer), and swearing.

Example: "I promise not to repeat this mistake." The marker of the utterance is
promise. The utterance is a Commissive Action which is intended by the speaker to
his/her speech partner to promise not to repeat the mistake made.

4. Expressive

Expressive Acts are Acts of Speech that have a function in expressing an action of the
speaker to achieve a statement of reality, such as praising, thanking, apologizing,
congratulating, and criticizing.

Example: "If you wear that hijab, you look very beautiful." The marker of the above
utterance is that you look very beautiful. The speech is an Expressive Speech Act
with the intention of the speaker praising the speech partner that she looks very
beautiful if she wears the headscarf.

15
 5. Declarative

Declarative Acts are Acts of Speech in which the speaker is able to give the intention
to realize the situation, change the reality of the status, and new things, such as
canceling, firing, surrendering, dropping, allowing, baptizing, and so on.

Example: "I suddenly have another meeting. Our meeting tonight is canceled." The
marker of the utterance is canceled. The utterance is a Declarative utterance which is
intended by the speaker in expressing the change of this evening's meeting being
canceled

2.6. Expressive Speech Acts

Expressive Acts of Speech are Acts of Speech whose function is to express a

speaker's action towards a statement of reality that is estimated by the situation. This
action is intended by the speaker so that his speech can be interpreted as a
consideration in speech. This action is related to expressing attitudes and feelings
towards something (Djayasudarma, 2012). The expressive speech includes praising,
thanking, apologizing, congratulating, and criticizing.

1. Expressive Acts of Praise

Expressive Acts of Praise are speech acts that are intended by the speaker to praise
his/her speech partner.

Example: "Your clothes are new, aren't they? Very nice." The utterance above is a
praising utterance. The speech uses the lingual marker very good to emphasize the
praising speech intended by the speaker to his speech partner that the clothes he is
wearing are very good.

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 2. Expressive Acts of Gratitude
This is a speech act intended by the speaker to thank the speech partner as an
evaluation of what has happened in the speech.

Example: "Thank you for helping my sister from the kidnapper." The utterance above
is an expression of gratitude. The utterance uses the lingual marker thank you to
emphasize the utterance of thanks. This speech is intended by the speaker to his
speech partner because he has helped his sister from crime.

3. Expressive Acts of Apologizing

Expressive Acts of Apologizing are Acts of Speech that are delivered to the
interlocutor to apologize as an evaluation of what was said.

Example: "I'm sorry, Father. I promise not to repeat this mistake." The above speech
is an apologetic speech. The utterance uses the lingual marker sorry to emphasize the
apologetic utterance intended by the speaker to his speech partner.

4. Expressive Acts of Congratulation

Expressive Acts of Congratulation are utterances that are delivered in order to

congratulate what the speaker has done.

Example: "Alhamdulillah, congratulations, you won the first place." The above
speech is a congratulatory speech. The utterance uses the lingual marker
congratulations to emphasize the utterance of congratulating, because the speech
partner won the first place.

5. Expressive Acts of Criticizing

Expressive Acts of Criticizing are utterances conveyed by the speaker to give a

criticism or opinion to the speech partner as an evaluation of the utterance conveyed
by the speaker.

17
Example: "Your writing is correct, but not neat. After this, tidy it up." The above
speech is a criticizing speech. The speech is intended by the speaker to the speech
partner as an evaluation, namely to tidy up his writing.

2.7. Previous Research About Speech Act

Many people have researched the problem of expressive speech acts in teacher-
student interactions in the classroom. Meirisa and her friends in their research entitled
"Illocutionary Acts in Indonesian Language Learning Interactions" stated that there
are four categories of illocutionary speech acts found in Indonesian language learning
interactions in class XII IPS, namely assertive, directive, commissive, and expressive
categories. These categories are spread into several types that have their respective
functions.

Kissanda Chispa Siregar and friends in her research entitled "Analysis of Teacher's
Expressive Speech in Classroom Learning Interaction" stated that the form of
teacher's expressive speech includes; literal direct speech acts, non-literal direct
speech acts, literal indirect speech acts, non-literal indirect speech acts. The factors
causing the teacher's expressive speech are; starting the learning, motivating students,
giving appreciation, ending the learning, and students not doing the assignment.

Uswatun and Widodo in their research entitled "Speech Acts of Teachers and Students
in Indonesian Language Learning and Their Implications" stated that all functions of
assertive, directive, commissive, expressive, and declarative illocutionary acts were
found during classroom learning. The dominating illocutionary act in the teacher and
student's speech is directive requesting while the least used illocutionary act is
commissive. The dominating verbal form is direct speech. This research can be
implied in the learning of speaking skill in junior high school (SMP).

18
Ariyanti and Zulaeha in their research entitled "Humanist Expressive Speech Acts in
Learning Interaction at SMA Negeri 1 Batang" stated that the form of direct speech
with imperative mode tends to be spoken more often in the aspect of observing. The
functions of humanist expressive speech acts that tend to be used are criticizing or
suggesting. Humanist expressive speech acts have characteristics, based on Rymes'
theory, considering and paying attention to social context, interactional context, and
individual agency.

Susmiati in her research entitled "expressive speech acts of teachers towards students
in learning Indonesian language class viii in smpn 7 jember" states that the functions
of expressive speech acts of teachers include: function of greeting, function of
expressing anger, function of reprimanding, function of insinuating, function of
complaining, function of blaming, function of criticizing, function of suspecting,
function of praising, function of congratulating, function of thanking, function of
expressing disappointment.

There are 6 modes of expressive speech acts used by teachers in Indonesian language
learning: declarative mode, optative mode, imperative mode, interrogative mode,
obligative mode, and desirative mode.

There are 6 perlocution effects that are caused by the expressive speech acts of
teachers in Indonesian language learning, among others: the effect of pleasing the
speech partner, excited, scared and deterrent, humiliating the speech partner,
apologizing, and making the speech partner know that the teacher's expressive speech
act is not good.

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 CHAPTER III

RESEARCH METHODOLOGY

3.1. Research Design

The type of research used in this study is descriptive qualitative with a
phenomenological approach, which is used to describe and reveal expressive
speech acts in teacher and student interactions in the classroom.

Data were obtained through observation, interview, note taking, and recording
techniques. After the data is collected, it is then analyzed through the stages of
data reduction, data display, data interpretation and interpretation, then
drawing conclusions and data verification. Data were obtained through
observation, interviews, note taking, and recording techniques. After the data
is collected, it is then analyzed through the stages of data reduction, data
display, data interpretation and interpretation, then drawing conclusions and
data verification.

3.2. The Setting of The Study

1. Time of Research

The time used by researchers for this research was carried out from the date of
issuance of the research permit in a period of approximately 2 (two) months, 1
month of data collection and 1 month of data processing which includes
presentation in the form of a thesis and the guidance process takes place.

2. Place of Research

The place of implementation of this research is at sman 7 Makassar which is

located on Perintis Kemerdekaan street No.KM 18 Sudiang, Biringkanaya,
Makassar.

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3.3. Research Objects
In conducting a study, the first thing to note is the object of research to be
studied. Where the object of research contains a problem that will be used as
research material to find a solution.

The object of this research is teacher-student interaction as the

independent variable and expressive speech acts as the dependent variable.

3.4. Research Instrument

The instrument used in this research is observation. Observation
instruments are used in qualitative research as a complement to the interview
techniques that have been carried out. Observation in qualitative research is
used to see and observe directly the object of research, so that researchers are
able to record and collect the data needed to reveal the research being
conducted. Observation in qualitative research researchers must first
understand the variations of observations and the roles played by researchers.

21
 CHAPTER IV

RESEARCH SCHEDULE AND BUDGET

4.1. Research Schedule

First Second Third Fourth Fifth

Aktivitas Penelitian Month Month Month Mounth Month
No
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3
Preparation and submission
1
of title

2 Consultation with Advisor

3 Proposal Examination
4 Proposal Revision

Licensing and preparation

5
for the field
6 Data collection

7 Data analysis

8 Research seminar

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4.2. Research Budget
No Kegiatan Volume Unit cost (Rp) Amount (Rp)
1 Proposal procurement 4 20.000 80.000
Questionnaire and 5.000 250.000
2 50
stationery
3 Transportation 30 12.000 360.000
4 Print and fotocopy 2 150.000 300.000
Procurement of KTI 50.000 200.000
5 4
report
6 Ethical Payment 1 50.000 50.000
Total 1.240.000

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 REFERENCES

Kissanda Chispa Siregar, ,. J. (2020). ANALISIS TUTURAN EKSPRESIF GURU

DALAM INTERAKSI PEMBELAJARAN DI KELAS. Jurnal Pendidikan
Dasar Flobamorata, 81-89.

Lita Dwi Ariyanti, I. Z. (2017). Tindak Tutur Ekspresif Humanis dalam Interaksi
Pembelajarandi SMA Negeri 1 Batang: Analisis Wacana Kelas. Jurnal
Pendidikan Bahasa dan Sastra Indonesia, 111-122.

Meirisa, Y. R. (2017). TINDAK TUTUR ILOKUSI DALAM INTERAKSI

PEMBELAJARAN BAHASA INDONESIA. Jurnal Pendidikan Bahasa dan
Sastra, 1-14.

NASUTION, D. H. (2023). TINDAK TUTUR DIREKTIF DAN EKSPRESIF DALAM

NOVEL SURAT CINTA DARI BIDADARI SURGA KARYA AGUK IRAWAN
DAN IMPLIKASINYA PADA PEMBELAJARAN BAHASA INDONESIA.
Bandar Lampung.

Septia Uswatun Hasanah, M. W. (2017). TINDAK TUTUR GURU DAN SISWA

SMP PADA PEMBELAJARAN BAHASA INDONESIA DAN
IMPLIKASINYA. J-Simbol (Bahasa, Sastra, dan Pembelajarannya), 1-9.

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