30 English textbooks into six categories. Here are the brief discussion of each
feature.
a. Speech Act Information
According to Nunan 1993: 65, speech act is simply things people do with the language, for instance apologizing, complaining, instructing, agreeing, and
warning and so forth. In other words, utterances that people use to fulfill those needs are called speech acts. Learning how to perform these acts in the L2 is
central to language learning, and knowing when to deploy them is basic to what we have called pragmatic competence.
Austin as cited in Mey, 2004: 95 distinguishes speech act into tree different aspects; locutionary aspect, illocutionary force, and perlocutionary
effect. Locutionary aspect is simply the activity we engage when we say something, whereas illocutionary force is the functional intention of the speaker‘s
utterance, and perlocutionary effect is the effect of the illocutionary force to the hearer. To make it clear, let us take an example. For instance, the act of saying
‗Can you pass the sugar, please?‘. This utterance is locutionary aspect, while the illocutionary force is request. When the hearer responses to the speaker‘s request
by passing the sugar to the speaker, then the act of passing the sugar to the speaker is perlocutionary force. However, one locution can be more than one
illocutionary force. For instance , the locutionary aspect of ‗It is cold here‘. The
illocutionary force can be giving information or request to close the door. It depends on context. When context is just simply to tell his friend that the room is
cold, the illocutionary force is stating. However, if the speaker intends the hearer
31 to close the door, this illocutionary force is request. To put it simple, locution is
the utterance produced by speaker, while the illocution is the intended meaning the speaker‘s goal to produce the utterance. And the perlocution is the effect of the
utterance to the hearer. Speech act information in this study consists of three categories- types of
speech act illocution, numbers of linguistic forms provided for each speech act locution, and types of exercises or tasks which promote speech acts that students
learn in every particular unit. The perlocutionary effect is not considered in this study since to obtain such information a classroom observation should be done.
Of course that is not possible in this study since this study only uses textbooks as the source of data. This categorization of speech act information is adopted from
Wichien and Aksornjarung 2011.
b. Politeness
Kategori