TEACHING LEARNING ACTIVITIES OF EXPRESSING ATTENTION SPEECH ACT IN ENGLISH TEXTBOOK FOR THE FIRST YEAR SENIOR HIGH SCHOOL

TEACHING LEARNING ACTIVITIES OF EXPRESSING
ATTENTION SPEECH ACT IN ENGLISH TEXTBOOK
FOR THE FIRST YEAR SENIOR HIGH SCHOOL

THESIS

Written By:
YUNI SUNARSIH
05360025

ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2011

TEACHING LEARNING ACTIVITIES OF EXPRESSING
ATTENTION SPEECH ACT IN ENGLISH TEXTBOOK
FOR THE FIRST YEAR SENIOR HIGH SCHOOL

THESIS

This thesis is submitted to meet one of the requirements to achieve
Sarjana Degree in English Education

Written By:
YUNI SUNARSIH
05360025

ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2011

This thesis written by Yuni Sunarsih was approved on 24 January 2011

By:

Advisor II

Drs. Jarum, M.Ed

Advisor I

Drs. Soeparto, M.Pd

This thesis was defended in front of the examiners of Faculty of Teacher
Training and Education of University of Muhammadiyah Malang
and accepted as one of the requirements to achieve
Sarjana Degree in English Department
on January 24, 2011

Approved by
Faculty of Teacher Training and Education
University of Muhammadiyah Malang

Dean,

(Drs. H. Fauzan, M.Pd)

Examiners:

Signatures:

1. Drs. Sudiran, M.Hum

1. ………………………

2. Fardini Sabilah, M.Pd

2. ………………………

3. Drs. Soeparto, M.Pd

3. ………………………

4. Drs. Jarum, M.Ed

4. ………………………

Ketika hidup menggempurmu jatuh,

kamu

puny a dua pilihan_
tetap tersungkur
atau BAN GKIT

success does not come to you
you go to it

Dedicated to:
My beloved mother (Tipah)

Teaching Learning Activities of Expressing Attention Speech Act in
English Textbook for the First Year Senior High School
Abstract
In this study, the writer is interested in analyzing the teaching learning
activities of expressing attention speech act in English textbook for the first year
senior high school. In detail, this study wants to investigated (1) the teaching
learning activities of expressing attention speech act, (2) the most variety of
teaching learning activities of expressing attention speech act and (3) the fewest
variety of teaching learning activity of expressing attention speech act.
In analyzing the textbooks, the writer used descriptive qualitative research
design. The population of this study was all the English textbooks for first year
senior high school based on KTSP curriculum, and the sample of this research
were Progress published by Ganeca Exact, English in Action published by Gelora
Aksara Pratama, Interactive English Learning published by Dinas Pendidikan
Kota Malang, Look Ahead published by Erlangga, Linked to the World 1
published by Yudhistira, and Developing English Competencies published by JP
Books.
The finding of this research showed that that among the six textbooks,
there were only three textbooks contain of expressing attention speech act. There
are Look Ahead published by Erlangga, Linked to the World 1 published by
Yudhistira, and Developing English Competencies published by JP Books. The
activities of teaching learning of expressing attention speech act presented in Look
Ahead textbook published by Erlangga are (1) looking at the picture and
answering the questions and (2) completing the conversation. The activities of
teaching learning of expressing attention speech act presented in Linked to the
World textbook published by Yudhistira is reading the text that contains of
expressing attention speech act. The activities of teaching learning of expressing
attention speech act presented in Developing English Competencies textbook
published by JP Books are (1) listening and completing the dialogue and (2)
answering the question orally. Based on the result, the most varieties on teaching
learning activities is in the Look Ahead textbook published by Erlangga.
Meanwhile, the fewest variety of teaching learning activities of expressing
attention speech act between six textbooks was Linked to the World 1 published
by Yudhistira.
Key words: teaching learning activities, speech act

Advisor 1

Drs. Soeparto, M.Pd

Malang, 6 January 2011
The writer

Yuni Sunarsih

ACKNOWLEDGEMENTS

Alhamdulilah, the writer would like to express greatest thank to Allah
SWT because of Allah guidance and mercifulness, the writer can finish the thesis.
This thesis is intended to fulfill the requirement to achieve the degree of S1.
I would like to express my deep appreciation and gratitude to Drs.
Soeparto, M.Pd and Drs. Jarum, M.Ed, my supervisors whose correction and
suggestion were beneficial to improve this thesis. Thanks for the kindness,
patience, and guidance during completing this thesis.
Furthermore, I dedicate my special gratitude to my beloved mom, Tipah
for her silent prayer and encouragement, to my uncle, mas Bambang who
seriously give me support in continuing my thesis.
I also extend considerable debt of thanks to my love who always there for
me, to my best friends: Reni and Mei, thanks for all your support sist, Yuli, Intan,
Nafi, Mbak Dian, I will never forget you guys, to Mr. Koco thanks for free typing
and printing.
Finally, the writer realizes this thesis still has many lacks, so she will be
grateful for having comments, critics, and suggestions.

The writer

TABLE OF CONTENT
Title Approval ………………………...……………………...…………...ii
Legalization …………………………….………………………………..iii
Motto and Dedication …………………………………………………….iv
Abstract …………………………………………………………………...v
Acknowledgements …………………………..………………………….vi
Table of Content ………………………………………………………...vii
CHAPTER I

INTRODUCTION

1.1 Background of the Study ………………………………………….….1
1.2 Statement of Problem …………………………………………………6
1.3 Purpose of the Study ………………………………………………….6
1.4 Scope and Limitation …………………………………………………7
1.5 Significance of the Study …………………………………………..…7
1.6 Definition of Key Terms ……………………………………………...7
CHAPTER II

REVIEW OF RELATED LITERATURE

1.1 Teaching Speech Act ………………………………………………….9
1.1.1 Speech Acts ……………………………………………….…10
1.1.2 Speech Acts Based on KTSP Curriculum in First Semester…12
1.2 Textbook ………………………………………………………….…13
1.2.1 The Role of Textbook ……………………...…………….….14
1.2.2 Criteria of Good Textbook ………………………………….15
1.3 Teaching Learning Activity …………………………………………17
1.3.1 Listening Activities ……………………..…………………...18

1.3.2 Writing Activities ……………………………………………18
1.3.3 Speaking activities ……………………………………….…19
1.3.4 Reading activities …………………………………………..20
CHAPTER III

RESEARCH METHODOLOGY

3.1 Research Design ……………………………………………………..22
3.2 Population and Sample ………………………………………………22
3.3 Research Instrument …………………………………………………24
3.4 Data Collection and Data Analysis ………………………………….25
CHAPTER IV

FINDING AND DISCUSSION

4.1 Finding ………………………………………………………………26
4.1.1 Teaching learning activities of expressing attention speech act in
“Look Ahead 1” published by Erlangga …………………………26
4.1.2 Teaching learning activities of expressing attention speech act in
“Linked to the World 1” published by Yudhistira ………………30
4.1.3 Teaching learning activities of expressing attention speech act in
“Developing English Competencies” published by JP Books …..32
4.1.4 The most variety of teaching learning activities of expressing
attention speech act ………………………………………………34
4.1.5 The fewest variety of teaching learning activities of expressing
attention speech act ………………………………………………35
4.2 Discussion …………………………………………………………...36
CHAPTER V

CONCLUSIONS AND SUGGESTIONS

5.1 Conclusions ………………………………………………………….38
5.2 Suggestions ………………………………………………………….39
BIBLIOGRAPHY

BIBLIOGRAPHY
Ary, Donald. 2000. Introduction to Research in Education. New York: Holt
Rinehart and Winston, inc.
Brown, H. Douglas. 2000. Principles of Language Learning and Teaching,
Fourth Edition. New York: Addison Wesley Longman.
Budiarti, Esti. 2005. Teaching Learning Activity of Speaking Skill in SMU English
Textbook Based on 2004 English Curriculum. Unpublished Thesis.
University of Muhammadiyah Malang
Celce, Marianne and Murcia. 2001. Teaching English as a Second or Foreign
Language. New York: Heinle and Heinle.
Doddy, Achmad and Effendi. 2008. Developing English Competencies. Surabaya:
JP Books.
Fauzuddin. 2004. An Analysis of speech Act in the Dialogues of Senior High
School English Textbook Viewed from Contextual Teaching and Learning.
Unpublished Thesis. University of Malang.
Fulcher, Glenn. 2003. Testing Second Language Speaking. Great Britain: Pearson
Longman.
James, Peter. 2006. English in Action. Jakarta: Gelora Aksara Pratama.
Megawati, Agnes Dewi. 2009. The Study of Speech Acts Produced by the Female
Main Character in Sitkom Suami-Suami Takut Istri. Unpublished Thesis. A
Christian University of Petra Surabaya.
Mulyasa. 2009. Kurikulum Tingkat Satuan Pendidikan. Bandung: Remaja
Rosdakarya.
Richards, Jack C. 2001. Curriculum Development in Language Teaching. New
York : Cambridge University Press.
Salt, J.D. 2004. Speech Acts of War, vol. 1, pp 1039 – 1044 ( http: www.informssim.org/wsc04papers/133.pdf)

Sarwoningsih, Tina. 2008. An Analysis of the Use of Speech Act of Request in
Harry Potter Movie Manuscript (Socio Pragmatics Approach). Unpublished
Thesis. University of Muhammadiyah Surakarta.
Slavin, Robert E. 1991. Educational Psychology, Third Edition. USA: Allyn and
Bacon.
Soeprapto, F.A., and Darwis, Mariana. 2006. Linked to the World 1. Jakarta:
Yudhistira.
Sudarwati, and Grace, Eudia. 2007. Look Ahead 1. Jakarta: Erlangga.
Susilowati, Eny. 2005. An analysis on the Quality of English Textbook Used for
the First Year Students at MAN Mojosari-Mojokerto. Unpublished Thesis.
University of Muhammadiyah Malang.
Swales, John, M., and Feak, Christine, B. 1994. Academic Writing fro Graduate
Students. Michigan: The University of Michigan Press.
Umam, Musoddaqul, et.al. 2006. Interactive English Learning. Malang: Dinas
Pendidikan Kota Malang.
Yule, George. 1996. Pragmatics. New York: Oxford University Press.
Zumakhsin, and Mufarichach, Yulia. 2007. Progress. Bandung: Ganeca Exact.
http://www.answer.com/topic/speech-act-theory
http://enccydopedia.thefreedictionary.com/textbook
http://www.inglish.com/listening-activities.htm
http://www.teachit.co.uk/armoore/lang/pragmatics.htm#5

CHAPTER I
INTRODUCTION
This chapter discusses the background of the study, statement of problem,
purpose of study, significance of study, scope and limitation, and definition of key
terms.

1.1 Background of the Study
English is an international language. It is used for communication among
people in the world. Communication has an important role in delivering
information and share ideas. Hybels and Weaver (in Susilowati: 2005) state that
communication is any process in which people share information, ideas, and
feeling. We need to communicate with other people, communication cannot be
separated from everyone daily activity.
By learning English, it will be easy for us to share information with people
from other countries with their different cultures. Each country has its own
culture. Therefore, it is important for us to learn about culture from other
countries, especially for the students who want to continue their study abroad. The
understanding about the culture can help the students to avoid the culture shock
that might happen.
Learning English is also important to get a job. Nowadays, many foreign
companies develop their business in Indonesia. English is being the first
requirement in getting a job. Because of this importance, students must be
prepared for their carrier after graduating from school or university.

1

2

Moreover, in this global era world of science and technology is very fast in
its development. People are used to living with sophisticated technology that
makes their life easy. Most of the science and technology created by researchers
are mostly written in English. By mastering English, it will be easy to get the
newest information. So, learning English is very important.
In education institution, the process of teaching English has an important
role. Because of this importance, we need curriculum. Curriculum can be used as
reference in education system. Curriculum is also useful for students to develop
their skill and their capability, especially in English curriculum.
There are some aspects that should be prepared in teaching English. The
first is lesson plan. Lesson plan is needed by the teacher to guide the students. By
lesson plan, a teacher can apply the course cooperatively regarding to what the
students do related to the topic that will be learned.
The second is using media. English is not our own language, so a teacher
needs media to help the students to understand the lesson. Media can help the
teacher to explain the material easily. It also can make the lesson more interesting,
so the process of teaching learning can be done more effectively.
The last is evaluation. In teaching English, evaluation can be done by
giving test or examination to the students. Evaluation is needed to know the
progress of the students in their study. Evaluation is not only to know the
students’ effort in learning, but also to determine whether the teaching learning
process is successfull or not. So, evaluation is very important in teaching learning
process, especially in teaching learning English.

3

Teaching and learning English in Senior High School contains speech act.
Speech act is a technical term in linguistics and the philosophy of language. In
general, speech act is an act of communication. The contemporary use of the term
goes back to John L. Austin’s doctrine of locutionary, illocutionary, and
perlocutionary acts. Locutionary acts is dimension of language (phonetics, syntax,
and semantics) with which linguists have traditionally been concerned. Austin
definition, locutionary act is roughly equivalent to uttering a certain sense and
reference, which again is roughly equivalent to meaning in the traditional sense.
Normally, a locution demands that speaker and listener have knowledge of the
grammar, lexicon, semantic and phonology of language. An illocutionary act is a
complete speech act and made in a typical utterance, that consists of the delivery
of the propositional content of the utterance (including reference and predicate)
and a particular illocutionary force, whereby the speaker asserts, suggests,
demands, promises, or vows. A perlocutionary act is a speech act that produces an
effect, intended or not, achieved in an addressed by a speaker’s utterance, for
example are persuading, convincing, scaring, insulting, and getting the addresses
to do something (www.answer.com/topic/speech-act-teory).
Based on KTSP curriculum, speech act that should be taught by the
teacher for students of first year Senior High School are greeting, accepting
invitation, showing sympathy, making and canceling appointment, expressing
happiness, and expressing attention.
Greeting speech act is the act or an instance of welcoming or saluting on
meeting. There are two kinds of greeting expression. There are formal and

4

informal greeting, for example: Morning, Jim! (informal greeting), and Good
Morning, sir (formal greeting).
Accepting invitation speech act is a request (spoken or written) to
participate or be present or take part in something. The example of accepting
invitation are: “Would you like to go to the theater with me on Saturday
night?’(formal invitation), “Let’s go to the party”(informal invitation).
Showing sympathy speech act is a feeling or an expression of pity or
sorrow for the distress of another. The expression of sympathy is also divided into
formal and informal, for example : I am sorry to hear that your little cat died
(informal), Please accept my condolences (formal).
Accepting and canceling appointment speech act is an arrangement and
canceling to meet a person or be at a place at a certain time. The example of
accepting and canceling appointment are: sure, why not, yes, think I can’t…., I
really want to, but……., I am sorry to tell you, but I think I can’t…….
Expressing happiness speech act is enjoying, showing or marked by
pleasure, satisfaction, or joy. There are two kinds of expressing happiness. They
are formal and informal, for example “I can’t say how pleased I am”(formal) and
“Fantastic!(informal).
Showing attention speech act is a courteous act indicating affection. The
example are “May I have your attention, please! (formal) and “Hey!” (informal).
Speech act in English textbook plays an important role in teaching
learning activities in order to maintain the teaching and learning process. There
are some researchers have been conducted the study about speech act such as
Fauzuddin (2004), Megawati (2009), and Tina (2008).

5

Fauzuddin (2004) observed an analysis of speech acts in the dialogue of
senior high school English textbook viewed from contextual teaching and
learning. The result showed that the highest types and meaning that are used by
the dialogues does is representative. From the 187 illocutionary speech act, 65
(34.75%) are representative type, 59 (31.55%) are directive type, 49 (26.20) are
expressive type and 14 (7.48%) are commissive type. Whereas in term of form,
most of them use declarative. In addition, in terms of how they are presented in
the dialogues, literal and direct acts are the most highly used. Out of 187 speech
acts, the found in the dialogues, there are 173 (92.51%) utterances performed
literally and indirectly. Meanwhile, there are only 4 (2.13%) speech act performed
in nonliteral and direct acts, 5 (2.67%) speech acts performed in literal and
indirect acts, and 5 (2.67%) speech acts performed in nonliteral and indirect act.
Megawati (2009) observed the speech acts produced by the female main
character in Suami-Suami Takut Istri. Her research showed that the types of
speech acts produced by female main character was representative, expressive,
directives, commissives, and rogatives. The writer also found the similarity and
the differences of Bu RT’s speech acts in her conversation with her male and her
female neighbors. Moreover, there was a finding that if someone failed to deliver
his or her speech acts especially the illocutionary act and the perlocutionary act, it
might cause a conflict or misunderstanding in his or her conversation.
Tina (2008) observed the use of speech act of the request in Harry Potter
movie manuscript (Socio-pragmatics approach). The result of the study showed
that in the movie manuscript, (1) there are five types of request of expression,
namely request for action, request for permission, request for offer, request for

6

invitation and request for proposal, (2) there are six intentions of the request
expression used by the speaker in conversation, namely showing warning,
showing happiness, showing respect, showing anger, showing being afraid, and
showing solidarity.
Based on the explanation above, the writer is interested in conducting on
the teaching learning activities of expressing attention speech act in English
textbook for the first year senior high school in first semester.

1.2 Statement of the problem
Based on the background of the study above, the problems of the study are
formulated as follows :
1. What are the teaching learning activities of expressing attention speech act
on English textbooks for the first year senior high school?
2. What book has the most varieties of teaching and learning activity of
expressing attention speech act?
3. What book has the fewest varieties of teaching and learning activity of
expressing attention speech act?

1.3 Purposes of the study
Based on the statement of the problem above, the writer wants :
1. To know the teaching learning activities of expressing attention speech act
on English textbooks for the first year senior high school
2. To know the book which has the most varieties of teaching and learning
activity of expressing attention speech act

7

3. To know the book which has the fewest varieties of teaching and learning
activity of expressing attention speech act

1.4 Scope and Limitation
The scope of this study is the analysis of teaching learning activity of
speech acts in Senior High School English textbook. Meanwhile, this study only
limited to the expressing attention of speech act at first year of Senior High
School English textbook.

1.5 Significance of the Study
This study is expected to be useful for Senior High School English
teachers in determining an appropriate textbook, so the teacher will not make a
mistake in selecting the appropriate textbook. The result of this study is also
important to give information about the presentation of speech acts activity when
the teacher wants to increase the students’ ability in learning English, especially in
speech act.
For the English textbook writer, the finding of this study can provide the
information to choose the appropriate material especially speech act activity
material in the next edition.

1.6 Definition of Key Terms
Teaching is showing or helping someone to learn how to do something,
giving instruction, guiding in the study of something, providing with knowledge,
causing to know or understand (Brown, 2000: 7)

8

Learning is a change in an individual caused by experience (Slavin, 1991:
98).
Speech act is an act that a speaker performs when making an utterance
(www.answers.com/topic/speech-act-theory)
Textbook is a unit of printed instructional material composed in the form
of a book, which is prepared for teaching and learning activities of English.
Expressing attention is a courteous act indicating affection.
KTSP is an operational curriculum that is arranged, develop, and
implemented by every unit of education (Mulyasa, 2009: 17)


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