Techniques of Data Analysis

Table 4.1 shows that there are four types of Searle’s speech acts employed by the teacher of grade X SMA N 1 Purworejo during the English teaching and learning process. They were representatives, directives, expressives, and commisiveswhereas declarations were not utilized by the teacher. Furthermore, the table points out that the most dominant speech acts used by the teacher was directives with 440 instances which represent 62.77 out of the total number of utterances. Representative speech acts occupied the second place among the other types. They appeared in 180 utterances representing 25.68 out of the total utterances. The occurrence of expressives was revealed in 74 instances with the percentage of10.56 out of the whole speech acts. Meanwhile, the least speech acts produced by the teacher during the process of English teaching and learning were commisives. They were revealed only in 7 utterances with 0.99 out of the total utterances. Throughout the analysis of the data, there were no instances of declarations produced by the teacher. Concerning the illocutionary forces within the representative speech acts, the table shows that the teacher performed confirming, correcting, agreeing, explaining, disagreeing, informing, stating and predicting. Based on the level of occurrence, the most frequently used representatives were confirming with 49 utterances 27.22. The second place was occupied by informing with 43 instances 23.89. 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,