71 respectively. The English textbooks being studied do not include all of the
features under investigation. Of six features, only cultural information is excluded in both textbooks. To add, the distribution of the features in the textbooks is also
irregular. Sometimes the features only exist in the first three units, and are absent in the rest of the units, or they appear in the textbooks randomly based on the
units. The detail information of respective feature will be discussed in the following section.
B. Discussion
1. Speech Act Information
As stated in chapter II, the types of speech act information in this study are categorized into three types; the type of speech act or illocutionary act, number of
linguistic forms, and types of activities Wichien and Aksornjarung, 2011. Based on the data, these three types of speech act information totally presented in both
textbooks explicitly. The following tables are the detail data of speech act information found in this study. These three types of speech act information will
be discussed in turn. Table 4.7 : Speech Act Information in Talk Active
Speech Act Information Types
of Speech
Act Linguistic
Forms Number
of Activities
Unit 1: Memorable Moments 8
23 12
Unit 2: Indonesian Folklore 6
33 9
Unit 3: Leisure Time 6
46 5
Unit 4: Friendship 3
22 8
Unit 5: Successful People 6
57 11
Unit 6: Famous People 4
48 10
Unit 7: Sport 3
22 5
Unit 8: Reading is Fun 4
18 9
Total 40
269 69
72 Table 4.7 above shows three types of information in speech act. The first
one is types of speech act. Throughout eight units of the textbook, there are forty types of speech acts with 269 linguistic forms or expressions. The expressions in
each unit range from 18 to 57. Besides, the number of activities provided in the textbook is 69. The types of activities will be displayed in Table 4.12.
Table 4.8 : Speech Act Information in Pathway to English Speech Act Information
Types of Speech
Act Linguistic
Forms Number
of Activities
Unit 1: How floods Occur 1
7 5
Unit 2 : Why do earthquakes happen? 2
6 6
Unit 3: What causes Tsunami? 5
21 7
Unit 4: How juvenile delinquency occurs? 3
16 5
Unit 5: What causes poverty? 3
8 4
Unit 6: What should I do to prevent floods? 1
3 3
Unit 7: What expert and rescuers recommend during earthquakes?
5 22
4 Unit 8: What gigantic sea waves?
6 14
6 Unit 9: Who to blame for student brawls
4 16
4 Unit 10: Many hands make light work
1 9
5 Unit 11: This land is mine.
2 11
9
Total 33
133 58
Table 4.8 above shows three types of information in speech act. The first one is types of speech act. Throughout eight units of the textbook, there are thirty
types of speech acts with 133 linguistic forms or expressions. The expressions in each unit range from 3 to 22. Besides, the number of activities provided in the
textbook is 58. The types of activities will be displayed in Table 4.13. The first one is types of speech act. Speech act is the activity speakers
engage when they say something Austin as cited in Mey, 2004: 95. In other words, the speech act type is the purpose of someone‘s utterance when they say
something such as greeting, complementing, agreeing, congratulating, etc. Thus,
73 this study tries to discover what speech act the textbooks provide learners to learn.
As shown in Table 4.7 and Table 4.8 above, Talk Active has 40 types of speech act, whereas Path Way to English has 33 types of speech act. The list of the
speech act types found in both textbooks can be seen in Table 4.9 below.
Table 4. 9: Type of Speech Acts Talk Active
Path Way to English
1. Greeting
2. Responding to the greeting
3. Expressing Parting
4. Responding to the Parting Expressions
5. Introducing oneself and others
6. Responding to self and other introduction
7. Accepting invitation
8. Cancelling invitation
9. Getting Attention
10. Showing attention
11. Offering Sympathy
12. Responding to Sympathy
13. Offering Condolence
14. Responding to the condolence
15. Offering help to others
16. Accepting a help
17. Refusing a help
18. Asking for someone‘s opinion
19. Giving opinion
20. Saying you have no opinion
21. Requesting
22. Expressing Satisfaction
23. Expressing Dissatisfaction
24. Asking information
25. Telling information
26. Saying that we don‘t know about
something 27.
Asking if someone is interested in something
28. Saying that you are interested in
something 29.
Saying that you are not interested in something
30. Expressing Compliment
31. Responding to Compliment
32. Gratitude
1. Asking for information
2. Making inquiries to obtain
goods and services on the phone 3.
Asking for information 4.
Filler 5.
Asking for information 6.
Demanding an explanation 7.
Saying that someone is right or wrong
8. Correcting yourself
9. Giving reason
10. Expressing Surprise
11. Expressing Agreement
12. Thinking about a problem
13. Emphasizing a point
14. Giving a reason
15. Giving advice or solutions
16. Saying that you are concerned
17. Expressing Disbelief
18. Expressing Surprise
19. Expressing Relief
20. Expressing Sympathy
21. Self-Introduction
22. Introducing the topic
23. Structuring the presentation
24. Beginning the presentation
25. Changing the topic
26. Summarizing
27. Expressing Justification
28. Making speculation
29. Giving Opinion
30. Avoiding giving opinions
31. Planning
32. Expressing hope
33. Response to the expressions of
hope
74 33.
Refusing Favor 34.
Giving Stand 35.
Expressing Feeling Annoyed 36.
Calming annoyance 37.
Persuading 38.
Responding to persuasion 39.
Expressing Intention and Purpose 40.
Response to intention and purpose
Based on the table above, it can be seen that the number of speech acts in every textbook is not the same. Talk Active which has few pages has more speech
act types than that of Pathway to English. Talk Active has more five speech act types than Pathway to English has. Thus, it can be concluded that Talk Active
gives learners more opportunities to learn expressing their intentions in English than Pathway to English gives.
To add, the information of type of speech act is really essential in the textbooks. The existence of this kind of information in textbooks is to give
learners knowledge of the relationship between utterances and the intentions, or communicative purposes of language users. According to Bachman and Palmer as
cited in Celce-Murcia et. al 2005, this purpose of speech act type includes to one of pragmatic competences. Thus, if a textbook does not provide learners with this
kind of information, learners will be difficult to master this sub- skill of pragmatic competence, the knowledge and ability to relate between utterances and the
intentions. When learners fail to identify the utterance and its intention, of course, a pragmatic failure will possibly happen when learners encounter a conversation
due to the absence of knowledge.
75 Both textbooks show the information of types of speech act explicitly by
bolding or coloring it differently and putting it over the lists of linguistic forms expressions as the heading. Such kind of information can be seen in the
following figure.
Figure 4.1: Types of Speech Act in Talk Active, Pg. 52 Figure above is a representation how speech act information, especially
type of speech act, is presented in Talk Active. It can be seen that the type of speech act above is ‗request‘. It is typed in red color. It is also followed with nine
linguistic forms listed in three rows to express request in English. Learners can notice this speech act information since it is colored differently from the linguistic
forms and also located at the top of the list as a heading.
76
Figure 4.2: Types of Speech Act in Pathway to English, Pg. 47 Pathway to English also used similar technique in providing the
information of speech act type. It is also presented in bold and also put directly over the list of linguistic forms. Based on the figure above, it can be seen that
there are five types of speech acts. The types of speech acts are typed in bold, so that learners can identify them easily. In addition, typed in bold, the speech act
types can be easily distinguished from their linguistic forms. Presenting such features in this way, of course, can grab learners‘ attention which lead to their
awareness. When learners have attention on features what they are studying, the learning can take place Ellis, 2008: 450.
The second point of speech act information is the number of linguistic forms provided in the textbooks. As presented in Table 4. 7 and Table 4.8, Talk
77 Active has 269 linguistic forms or expressions under 40 speech act types, whereas
Pathway to English has 133 linguistic forms or expressions under 33 speech act types. The detail information on how these linguistic forms are distributed in
every speech act can be seen in the following tables. Table 4.10 : Number of Linguistic Forms in Talk Active
Unit Types of Speech Act
Number of Linguistic Forms
Total of Linguistic Forms
in Each Unit
1 Greeting
4 Expressions
23 Responding to the greeting
2 Expressions Expressing Parting
2 Expressions Responding to the Parting
Expressions 2 Expressions
Introducing oneself and others and the responses
3 Expressions Responding to self and other
introduction 2 Expressions
Accepting invitation 4 Expressions
Cancelling invitation 4 Expressions
2 Getting Attention
7 Expressions
33 Showing attention
5 Expressions Offering Sympathy
7 Expressions Responding to Sympathy
7 Expressions Offering Condolence
4 Expressions Responding to the
condolence 3 Expressions
3 Offering help to others
10 Expressions
46 Accepting a help
7 Expressions Refusing a help
4 Expressions Asking for someone‘s
opinion 7 Expressions
Giving opinion 10 Expressions
Saying you have no opinion 8 Expressions
4 Request
9 Expressions 22
Satisfaction 7 Expressions
Dissatisfaction 6 Expressions
5 Asking information
10 Expressions 57
Telling information 8 Expressions
Saying that we don‘t know about something
11 Expressions Asking if someone is
10 Expressions
78 Table 4.10 : Number of Linguistic Forms in Talk Active
Unit Types of Speech Act
Number of Linguistic Forms
Total of Linguistic Forms
in Each Unit
interested in something Saying that you are
interested in something 9 Expressions
Saying that you are not interested in something
9 Expressions 6
Expressing Compliment 14 Expressions
48 Responding Compliment
13 Expressions Gratitude
12 Expressions Refusing Favor
9 Expressions 7
Giving Stand 10 Expressions
22 Expressing Feeling Annoyed 6 Expressions
Calming annoyance 6 Expressions
8 Persuading
4 Expressions 18
Response to persuasion 5 Expressions
Intention and Purpose 4 Expressions
Response to intention and purpose
5 Expressions
Total 269
According to Table 4. 10 above, the number of linguistic forms among respective speech act is not equal. One speech act sometime consists of at least 3
expressions to 14 expressions. Among eight units, unit five has the most number of linguistic forms, and unit eight has the least number of linguistic forms.
Table 4.11 : Distribution of Linguistic Forms in Pathway to English
Unit Types of Speech Act
Number of Linguistic Forms
Total of Linguistic Forms
in Each Unit
1 Asking for information
7 expressions 7
2 Making inquiries to obtain
goods and services on the phone
4 expressions 6
Asking for information 2 expressions
3 Filler
5 Expressions 21
Asking for information 2 Expressions
Demanding an explanation 5 Expressions
Saying that someone is right or wrong
6 Expressions Correcting yourself
3 Expressions
79 Table 4.11 : Distribution of Linguistic Forms in Pathway to English
Unit Types of Speech Act
Number of Linguistic Forms
Total of Linguistic Forms
in Each Unit
4 Giving reason
6 Expressions 16
Expressing Surprise 7 Expressions
Expressing Agreement 3 Expressions
5 Thinking about a problem
2 Expressions 8
Emphasizing a point 3 Expressions
Giving a reason 3 Expressions
6 Giving advice or solutions
3 Expressions 3
7 Concern
4 Expressions 22
Disbelief 5 Expressions
Surprise 4 Expressions
Relief 4 Expressions
Sympathy 5 Expressions
8 Self Introduction
1 Expressions 14
Introducing the topic 3 Expressions
Structuring the presentation 5 Expressions Beginning the presentation
1 Expressions Changing the topic
2 Expressions Summary
2 Expressions 9
Expressing Justification 3 expressions
16 Making speculation
5 expressions Giving Opinion
4 expressions Avoiding giving opinions
4 expressions 10
Planning 9 expressions
9 11
Expressing hope 5 expressions
11 Response to the
expressions of hope 6 expressions
Total 133
According to two tables above, for every unit of respective book, the number of linguistic forms provided is quite various. The range of linguistic forms
of each book varies from 2 to10 linguistic forms for each speech act. Based on the information provided in both tables, it can be inferred that Talk Active gives
learners more chances to vary their expressions in expressing one speech act since it has more linguistic forms and also more speech act types in every unit.
80 Meanwhile, Pathway to English does not provide learners sufficient linguistic
forms for learners to vary their linguistic forms in expressing certain speech act. Generally, from the variety of the linguistic forms of speech act that both
textbooks provide, the learners can take a great benefit. They can vary their expressi
ons in making a particular speech act according to participant‘s age, gender, profession, social status, and social distance, so their speech will not
sound stiff and also will be appropriate. In addition, if they have many inventories of vocabulary to express one speech act, they can use other linguistic forms from
their inventories if one linguistic form does work to the interlocutors or their interlocutors fail to understand their first linguistic form.
The last speech act information is type of activities applied in the textbooks. In terms of activities applied in the books, each textbook has various
instructions in providing the activities for learners to improve their pragmatic competences. To gather this kind of information, firstly the researcher noted down
all of the activities which belong to speech act focus activities. Then, he classified all activities based on their occurrences in the textbooks. Here are the list of
common activities summarized from Talk Active.
81 Table 4.12 : Types of Pragmatic Focus Activities in Talk Active
No
Activities Occurrences
1
Composing dialogues and practicing them 19
2
Studying dialogues and role playing them 9
3
Listening and answering questions 8
4
Listening and completing dialogues 8
5
Completing dialogues and practicing them 8
6
Matching activities 8
7
Role playing 4
8
Identifying expressions of certain speech act 2
9
Interviewing 2
10
Arranging jumbled dialogues 1
Total 69
According to table above, there are 69 pragmatic focus activities with 10 types throughout the textbook. Composing dialogues and then practicing them are
the most common activities in the textbook, and arranging jumbled dialogues is the least one.
These activities are presented in the textbook with a certain pattern, first of all, learners are given a text as a model for the speech act, then learners deduce the
expressions and the use of the speech act from this text. The texts sometimes are in the form of listening activities by filling the blanks or answering
comprehension questions based on dialogues the students listen to and sometime they are in the form of reading ones in which learners have to read a set of
dialogues. After that, learners are given a set of questions which cover the content of the conversation. The questions can be register of the text such as what are the
relationship of the speakers, where the conversation takes place, the topic of the conversation, etc. They also can be the speech act information like the linguistic
forms of the illocutionary act performed by the speakers in the dialogue. Here are some extracts of the comprehension questions which come after the texts.
82
Figure 4. 3: Comprehension Questions in Talk Active After dealing with this type of questions, then learners are given other
dialogs to study. The number of dialogs in this study session varies among units. It ranges from 1 to 3 dialogs. In this study session, learners are to identify the
expressions used to show the speech act by underlining the expressions. After that, they have to practice the dialogs with their friends. When learners have dealt
with this type of activity, then they are given some situations to produce a set of dialogue then role play it with their partner in front of the class if it is applicable.
These situations in which learners use as guidance in composing dialogues are called register which will be discussed in detail in another section coming later.
Actually, there are some other types of activities, like interviewing their friends, arranging jumbled expressions into a proper dialogue. However, these
types of activities are not commonly used in Talk Active. Meanwhile, Pathway to English also has its own method in presenting the
activities to the learners. Following lists are common activities summarized from Pathway to English.
How does the male speaker show attention? What does he say? Talk Active Pg. 20
What does the female speaker feel? How does she say it? Talk Active Pg. 20
Who are they do you think? Friends or lovers? Talk Active Pg. 52 How is the compliment expressed in the dialogue? Talk Active Pg. 90
Is there any other compliment given by the first speaker? What is that?
Talk Active Pg. 90
83 Table 4.13 : Types of Pragmatic Focus Activities in Pathway to English
No Activities
Occurrences
1
Studying expressions and dialogues 12
2
Answering Questions 10
3
Presentation 5
4
Completing Gaps 4
5
Making dialogue 4
6
Role-play 4
7
Responding to certain Situation 4
8
Matching Activities 3
9
Discussion 3
10
Listening and Filling the blanks 2
11
Reading Practicing the dialogue 2
12
Filling the blanks 1
13
True and False Activity 1
14
Making Visual Aid 1
15
Deciding Polite or Impolite 1
16
Deciding What Speech Act 1
Total 58
The lists above were summarized from speech act information data in appendix 1. According to table above, there are 58 pragmatic focus activities with
16 types. The most common activity throughout the textbook is studying expressions and dialogues, and the least ones are filling the blanks, True and False
Activity, Making Visual Aid to support their presentation, Deciding Polite or Impolite, and Deciding What Speech Act with once appearance in the textbook
respectively. Those types of activities are presented in Pathway to English in a certain
technique. Overall, listening tasks are given for learners as inputs for learners to produce speech act. These inputs are meant to be model for learners in performing
speech acts independently. Before learners perform the speech act studied at that unit, they are given a set of dialogues in written and oral via audio recorded
forms. From these oral and written input texts, learners are induced to do various
84 activities such as completing dialogues, identifying expressions of certain speech
act by underlining them, discussing questions related to the conversations, matching dialogues with their goals, etc. After dealing with these types of
activities, then learners are given chance to produce the speech acts learned at that unit. This phase is known as production step. In this step, learners are mostly
asked to make dialogues based on register provided in every unit of the textbook. This feature of pragmatic, speech act information, is presented in the
textbooks through language instructions, which focus on pragmatic focus activities. According to Ishihara 2010, there are two types of pragmatic focus
activities namely pragmalinguistic and sociopragmatic focus activities. In relation to all activities provided by both English textbooks, those activities are
combination between pragmalinguistic and sociopragmatic focus activities. There is no any dichotomies between those two types of pragmatic focus activities.
Both English textbooks apply these two types of activities in every unit of the textbooks. As stated by Ishihara 2010, in reality of language teaching practice, it
is difficult to make clear cut distinction between pragmalinguistic and sociopragmatic focus activities because both types of activities are
complementary each other. Thus, they can not be separated each other. To conclude, all of activities which are provided in both textbooks are good and also
classified into pragmatic focus activities which can help learners to develop their pragmatic competence.
85
2. Politeness
