Method Elements of Teaching and Learning

Instructional Setting with a Special Focus on Power Relations”. The aim of his research is to describe and explain the speech acts performed by the teachers and the learners in the context of language instructional setting. This study, however, does not only discuss the existence of speech acts but also the language lesson and the power relations in classroom discourse. The findings show that the speech acts performed by the teacher and the students include representatives, directives, commissives and expressive. Meanwhile, the lesson is basically focused on the improvement of vocabulary mastery. The students are engaged in a variety of grouping patterns such as pair- work, group-work and whole-class. Dealing with the power relations, the teacher imposes numerous demands by asking questions, ordering learners to do tasks, eliciting and prompting expressions which implies that the teacher exercise greater power over the students. Those two previous researches are similar to this research. However, this research is different in terms of subject and the intention of the research, that is, to analyze the types of speech acts performed by the English teacher during the English teaching and learning process at SMA N 1 Purworejo. The theory of speech acts used in this research is that of Searle’s which focuses on the illocutionary acts and illocutionary forces.

C. Conceptual Framework and Analytical Construct

This study is conducted to identify the types of speech acts performed by the English teacher of grade X IBB Ilmu Budaya dan Bahasa of SMA N 1 Purworejo during the English teaching and learning process. It is carried out under the study of pragmatics. Pragmatics is the appropriate approach because it investigates the meaning of language in a certain context. Besides, pragmatics can be used to analyze the meaning which cannot be captured by the semantic theory; it explores the deeper or the implied meaning. Hence, speech acts, i.e. actions performed via languages become the main focus of this study. To analyze the types of speech acts, the theory of speech acts established by Searle is adopted. Searle’s classification of speech acts is the modification of Austin’s general theory of speech acts. His theory is based on the criterion what the speaker intends to imply in his or her utterances. In other words, it focuses on the basis of illocutionary act which is communicated via illocutionary force. The five types of speech acts developed by Searle are representatives, directives, expressive, commissives and declaratives. The brief explanation of those types of speech acts is presented below. 1. Representatives: those kinds of speech acts that represent the speaker’s belief and carry the true or false value. The forces that fall into this category include stating, describing, reporting, confirming and so on. 2. Directives: those kinds of speech acts that are performed by the speaker to get the hearer to do something. The illocutionary forces of directives include requesting, ordering, suggesting, commanding, questioning, etc. 3. Expressives: those kinds of speech acts that state what the speaker feels. Apologizing, thanking, congratulating, condoling, greeting are such examples of expressive illocutionary forces. 4. Commissives: those kinds of speech acts that speakers use to commit themselves to future actions. Commissives can be used to perform promises, threats, refusals, pledges, and so on. 5. Declarations: those types of speech acts that can change the world via utterances. Baptizing, marrying, and naming are such forces that exemplify declaration acts. 6

1. Analytical Construct

Pragmatics English Teaching-Learning Process at SMA N 1 Purworejo Teacher talks Deixis Cooperative Principle Speech Acts Implicature Presupposition Illocutionary Act Locutionary Act Perlocutionary Act Searle’s Types of Speech Acts Declarations Representatives Expressives Directives Commissives Figure 2.1 The Analytical Construct of the Analysis of the Types of Speech Acts Performed by the English Teacher during the English Teaching and Learning Process