Dimas, can you get the attention of the class? S: Attention, please. Let’s pray.

the degree of compulsion was strong. By using that, the students were expected to do what was instructed. Another example of reminding is presented below: Just like the previous examples, the act of reminding was performed directly. This was done to mark the degree of intensity. Hence, it would have stronger force on the student to take the action. 6 Warning Warning is performed to make someone realize the possible danger or problem especially in the future. The example of warning employed by the teacher during the English teaching and learning process is given below: The utterances in the bold forms above show that the teacher tried to warn her students of IBB class about the trap she was going to put on the test. She warned her students to be careful in answering the questions on the test T: Don’t make any sign on your papers. Why? Because it will break your concentration again. You can try it again at home after I give you the listening soft file. M-29408:41-08:55 T: OK. The materials will be chapter 1, chapter 1. And then we will go for chapter 2 and the last is chapter 3. Yeah. It’s only three chapters. Ss: Yaaah. the students were whining T: Only 3 chapters. Ss: Only. Only. T: And the item will not be very difficult. So, I hope you can do that carefully so don’t be. Don’t fall into my traps. Why? Because I prepare so many traps there but actually it is not that difficult. So, be careful with the traps. Okay? So you will get 100 for all of you. M-10603:09-03:49 because she provided many traps there. By saying that, she hoped that her students would not fall into her traps. As a result, they would get good scores. The utterance expressed by the teacher was directives with warning as the illocutionary force since it intended to make the students do something. The utterance was also marked by the use of imperative form and the word “don’t”. The teacher also used other another device that is a lowered voice quality in giving a warning to her students. Another example of warning produced by the teacher is shown below: In this case the teacher warned her students not to make any sound during the listening because it would break their concentration. In giving a warning, she used the imperative mood followed by the declarative form as the evidence of impending danger if the students did not do as told by the teacher. The direction of fit employed by the teacher was world to words. Then, she continued her act of warning to make it clearer that the evidence of difficulty was real. T: In listening, don’t make any sound. Don’t make any comment although the speaker saying is ridiculous, although the pictures are not clear enough. Don’t say anything. Why? Because it will break your concentration on listening conversation. Can you understand what I mean? Ss: Yes. M-29107:05-07:37

T: So, for example the voice is so mbrebeki. So, for example, the voice is so noisy.

We wonge koyo ngono. The people are strange. Don’t say like that. It will break your concentration. Just keep silent and ready to listen. The students listened to the teacher’s warning M-29207:39-07:42 Just like the previous example, the utterance was expressed in the imperative mood followed by the reason as the imminent danger. A lowered quality of voice was also employed. These utterances, somehow, served as a strengthener of the earlier warning.

c. Expressives

Expressive are those kinds of speech acts which express the speaker’s feelings or psychological states which can be thanking, apologizing, stating like, pleasure, sorrow, dislike, and so on. The types of expressive illocutionary forces found in this study were varied. They included greeting, apologizing, thanking, stating anger, annoyance, disappointment, goodbye, pleasure, surprise, wishing, and complimenting. 1 Greeting Greeting deals with welcoming someone with particular words such as ‘hello’, ‘hi’, ‘good morning’, and so on. Here is an example of the act of greeting in the bold form employed by the teacher during the English lesson: In the example above, the teacher greeted back the students who were involved in the English teaching and learning process at that time.Greeting was the very first words exchanged by the interlocutors. This was usually done by the teacher in the opening phase before they started the activity and to welcome the students who joined the class that day. Ss: Morning spirit, Ma’am.

T: Morning spirit. Thank you.

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