Data Trustworthiness RESEARCH METHOD

The third rank went to that of explaining with36 utterances 20.00. The next rank of illocutionary force of representatives was stating with 31 utterances 17.22. Correcting were reallized in 11 utterances 6.11. Agreeing occurred in 8 utterances 4.44. It made the illocutionary force of agreeing occupy the second least rank. Meanwhile, the least frequently used illocutionary forces of representatives were disagreeing and predicting which appeared in the same amount of utterance. Both of them were found only in 1 utterance 0.56. Various types of illocutionary forces of directives were also performed by the teacher. Directives are those kinds of speech act which are used to get the hearer to take certain actions. The illocutionary forces performed by the teacher were reminding, warning, suggesting, requesting, asking and ordering. The table shows that there were 286 instances of asking with the percentage 65.00 out of the total occurrence. The frequency shows that asking or questioning was the most dominant illocutionary forces of directives produced by the teacher. Ordering was expressed in 137 utterances with 31.14 out of the whole data making them occupy the second place. Suggesting occurred in 5 instances with the percentage 1.14 out of the total. The least frequently directive illocutionary forces were were reminding, warning and requesting which were found in 4 utterances for each of them. In case of expressive illocutionary acts, the table shows that the kinds of illocutionary forces performed by the teacher were also varied. They include greeting, stating anger, stating annoyance, stating disappointment, apologizing, stating goodbye, stating pleasure, wishing, greeting, thanking, complimenting, and stating surprise. Based on the rank of the occurrence of the data, complimenting dominated the illocutionary forces of expressive with 42 utterances 56.76. Apologizing, thanking and stating surprise were on the second place in which they were utilized by the teacher in 5 utterances for each of them. The third rank of occurrences was realized in the form of greeting and stating disappointment which were revealed in 4 utterances 5.40 for each illocutionary force. Then, stating pleasure appeared in 3 utterances 4.05. Stating anger and leave-taking were expressed in 2 utterances 2.7 for each of them. The next illocutionary force of expressives was stating annoyance which appeared only in 1 utterance 1.35. Accordingly, it was the least illocutionary force of expressives performed by the teacher of SMA N 1 Purworejo during the English teaching and learning process. For commissive speech acts, the types of illocutionary forces produced by the teacher were offering, granting and promising. The most frequently used commissive illocutionary force was revealed in the form of offering which occurred in 4 utterances 57.14 while the least went to that of granting which was expressed only in 1 utterance 14.29. Another type of commissives used by the teacher was that of promising. It was realized in 2 utterances 57.14 out of the total data occurrence.

B. Discussion

1. The Types of Searle’s Speech Acts in Terms of Illocutionary Acts and

Illocutionary Forces Performed by the Teacher during the English Teaching and Learning Process at SMA N 1 Purworejo Based on the findings, there were four kinds of speech acts performed by the teacher of SMA N 1 Purworejo during four meetings of the English teaching and learning process. They were representatives, directives, expressives and commisives. These types of speech acts are proposed by Searle who puts emphasis on the illocutionary acts. Directives became the most dominant speech acts utilized by the teacher because during the process of English teaching and learning, the teacher often asked the students to do something. It is in line with the notion of directive speech acts which are concerned with getting hearers to undertake some actions for speakers. On the other hand, commisives were the least frequently used speech acts performed by the teacher throughout the research. Meanwhile, declaratives were not performed at all by the teacher.

a. Representatives

Representatives are those types of speech acts that represent what the speaker believes and does not believe. The production of representatives was revealed as the second highest significance performed by the teacher during the teaching and learning process. They appeared in 180 acts from the total acts of 701. For these types of speech acts, the illocutionary forces performed by the teacher were confirming, agreeing, correcting, explaining, disagreeing, informing, stating and predicting.