Theoretical Framework FRAME OF THEORIES

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2.8 Theoretical Framework

Illocutionary act is a speaker utterance which implies an act directed to the hearer. It does not only make a sense of an utterance but it implies act to be done by the hearer. Illocutionary act can be classified into directive, declarative, commisive, expressive, assertive or the simplest of classification are direct and indirect. Those acts can be performed through various sentence forms namely: declarative, interrogative, imperative and exclamative which have different purposes such as requesting, commanding, apologizing, promising, congratulating, thanking and many more. To achieve successful of oral communication, there must be mutual knowledge of participants deal with the context. It in lines with pragmatic competence, where it describes how is language used contextually and appropriately who speak to whom, when, where. Due to the previous theories, it is important to investigate further due to illocutionary acts produced by the teacher and students in classroom interaction. Through qualitative content analysis, it can be delineated genuine classroom context between the teacher and students. Teacher‘s illocutionary acts can be interpreted differently by the students referred to students‘ knowledge and understanding of the context . The teacher‘s and students‘ illocutionary acts also can be analyzed to know how the participants cooperate in interaction by sharing mutual knowledge, relevant and sufficient information that can be related to conversational maxims. Finally, those can also reflect linguistic politeness of the speaker and hearer in the social interaction. 47 Interlocutors ‘ competence in achieving communication goals deal with how the language is used in the interaction which indicating communicative competence gained by them. Since communicative competence includes pragmatics as one of the aspects to be possessed by language learners, it is essential to cultivate students‘ pragmatic competence in English learning. Communicative classroom interaction and teacher‘s utterances can be sources of input for the students to promote their pragmatics competence. Illocutionary acts produced by the teacher and students in the interaction also can imply politeness strategy. The definitions of politeness – of how to be polite – differ inter culturally, depending on which of the rules is most important, cultures can be said to adhere to a strategy of Distance rule 1, Deference rule 2, or Camaraderie rule 3. Distance is characterized as a strategy of impersonality, deference as hesitancy, and Camaraderie as informality. Lakoff cited in Eelen 2001:2. In brief, He views politeness both as a way to avoid giving offense and as a lubricator in communication that should maintain harmonious relations Furthermore, whether Cooperative Principle and politeness can be interpreted depends on different factors such as power, social distance and culture. Further they describe P= Power P is a asymmetric and represent unequal power relationship between speaker and hearer. Power is shown in many different ways. Power also includes factors such as age, status within organization, ethnicity and other social factors that effect power relationship between people. The more power an individual has, the more respect that person receives from hisher surrounding. In conclusion, pragmatics competence covers many aspects which 48 interrelated each other. By conducting this research, the researcher would like to know in-depth how is illocutionary acts of teacher and students‘ in English classroom interaction relate to Cooperative Principle and politeness. 49 Figure 2. Theoretic Model of Classroom Interaction in English Learning Teacher Students Illocutionary Acts Utterances Qualitative Content Analysis Data Collections Research Problems Is there any congruency or incongruency between linguistic forms and pragmatic realization both of teache r’s and students’ illocutionary acts in English classroom interaction? How is Cooperative Principles implied in the illocutionary acts of teacher and students in the classroom interaction? How is politeness implied in the illocutionary acts of teacher and students in the classroom - Observing - Recording - Transcribing - Coding Data Analysis Classroom Interaction in English Learning Teacher’s and students’ Utterances 50 PRAGMATICS - Observing - Recording - Transcribing - Coding CodingAnalysis the data Reporting Findings Whether there is any congruency or incongruency between linguistic forms and pragmatic realization both of teacher’s and students’ illocutionary acts in English classroom interaction Cooperative Principles implied in the illocutionary acts of teacher and students in the classroom interaction. Politeness implied in the illocutionary acts of teacher and students in the classroom interaction

CHAPTER III RESEARCH METHOD

This chapter describes research design, subject of the research, research Setting, data collecting techniques, data and sources of the data, validity and reliability of the research and procedures of data analysis.

3.1 Research Design

This study described natural phenomenon which occurs in the English classroom interaction. Qualitative research is used in identifying, describing and understanding implementation processes. The research uses a naturalistic approach that seek to understand phenomena in context —specific setting, such as ―real world setting where the researcher does not attempt to manipulate the phenomenon of interest. Moreover, Miles and Huberman 1994:10 state that one of important well-collected qualitative data is that the focus on naturally occurring ordinary events in natural settings, therefore, it describes what ―a real life‖ is like. Furthermore, Jakob in Miles Huberman 1994:5 categorizes five major qualitative research traditions as follow: ecological psychology, holistic ethnography, ethnography of communication, cognitive anthropology, and symbolic interactionism. This research belongs to ethnography study which