Do you still remember the generic structure? Ss: Orientation.

3 Suggesting The aim of suggesting is to give or mention an idea, possible plan, and action for other people to consider. Here is an example of suggesting: The teacher and the students were going to have listening activity. She had informed the students that there were four parts in the listening section and the hardest part was part four. Part four would be in the form of monologue or short reading text spoken by the speaker. Thus, teacher gave tips to her students to write down the questions if it was possible for them. She used the phrase “if it is possible” in giving suggestion to her students. Based on the context, the teacher’s utterance is classified as directives and the illocutionary force performed is suggesting. It is clear since the teacher proposed a tip to her students to help them answer the questions of listening easily. The teacher performed another act of suggesting in the following example: T: OK. And the hardest is part 4. The hardest thing is part 4. Why? Because there will be a monologue, short reading text that is spoken and one...There will be two questions. If it is possible for you on the first reading, sorry, on the first listening, you write down the questions. If it is possible. And then, the second one, you make sure that the answer is correct. Ss: Yes. M-29307:43-08:15 S: Ma’am, can we use dictionary? Ss: No. T: Yes. For now you can but your own dictionary. T: OK. Listen to me. If you need any dictionary, you can go to the library and then borrow some dictionaries. M-16119: 05-19:10 The instance above shows that the teacher utilized the act of suggesting. She proposed a suggestion for the students to go to the library if they need dictionary. The utterances were delivered in the form of declarative. These are categorized as directives since the teacher used the utterances to get the students do something. 4 Ordering Ordering is used to ask for something to be done. Ordering is similar to requesting but requesting is considered to be more polite. An example of ordering is expressed in the following example: The teacher and the students were having listening activity. She asked Indri as the first student to catch the words. The teacher, here, employed the illocutionary force of ordering. The teacher wanted her student to do something for her. In this case, the teacher asked Indri to catch the words said by the speaker. Her utterances were typified by the use of imperative form. Hence, it is included into the illocutionary force of ordering. The teacher ordered her students to do something using the direct speech acts because in classroom instruction the teacher tends to have higher position than the students.

T: Start from Indri. Try to catch the words that the speakers are saying.

the teacher played the recording M-29609:36-09:41