A Study of the Students Competency in th

Kadek Vani Septiani/7B
A. Title
A Study of the Students’ Competency in the Use of Commisive Act by the XII
Grade Students at SMA Negeri 1 Singaraja in Academic Year 2015/2016
B. Introduction
1. Background of the study
The status of English as an international language which is widely used in the
world is supported by the fact that English is used almost in all fields such as
politis, economic, international trade and industry, technology, and education.
Simatupang, 1999 in Lauder (2008) sated that in Indonesia, although English has
no wide use in society, it is not used as a medium of communication in official
domains like government, the law courts, and the education system, and it is not
accorded any special status in the country’s language legislation but it is still seen
as a priority, as the most important of the foreign languages to be taught.
According to Lauder (2008) nowadays the teaching of English as a foreign
language has become increasingly important in Indonesia. It is a compulsory
subject to be taught for three years at Junior High Schools and for another three
years in Senior High Schools.
The role of English has been limited by policy makers which placed the
English as a ‘tool’ to serve the needs of development (Lauder, 2008). It is a tool
for communicating either spoken or written text. Communication means that we

have a comprehension in expressing the information, our thought or feeling and it
can also help us in developing knowledge, technology, and culture. The ability to
communicate relates to the ability to speak with an understanding in creating
spoken or written text. These abilities can reveal in four competencies namely
listening, reading, writing and speaking. In relation to the statement English
language teaching and learning is directed to develop those competencies in order
to make the students can communicate in a certain literacy level such as
performative (the people are able to read, write, listen and speak using some
symbols), functional (people can be able to use the language to fill the daily
activities like reading news paper, manual instruction and etc), informational
(people can access the information with their knowledge about the language), and
epistemic (people can express the information using the target language)
(Permendiknas, 2006).

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In this case, the students in a senior high school are expected to achieve
informational level because they are prepared to continue their study to the higher
level of education. Generally English language teaching in senior high school has
some purpose as it is stated in Competency Standard and Basic Competency
(Permendiknas 2006) as follows:

“Mengembangkan kompetensi berkomunikasi dalam bentuk lisan dan tulis
untuk mencapai tingkat literasi informational, memiliki kesadaran tentang
hakikat dan pentingnya bahasa Inggris untuk meningkatkan daya saing
bangsa dalam masyarakat global, mengembangkan pemahaman peserta didik
tentang keterkaitan antara bahasa dengan budaya.”
Based on the statements above it is clear that English language teaching in
Indonesia has a goal to make the students to be able to use English
communicatively in order to make them ready to face the fast changing era and
compete with the others. This also can enrich the students’ knowledge because
once they learn a language simultaneously they learn the culture of the language
itself. It can help the students to use the language as natural as possible like the
native speakers do. For that reason, it can be said that speaking is the most
essential competency. It is essential because speaking takes a big role in our
everyday communication and it is in line with the goal of a language teaching
which make the students to be able to use the language communicatively in their
daily life. There are some indicators of speaking competency such as
pronunciation, diction, coherence, fluency, grammar and content.
The twelve grade students especially those who are in a language program are
potentially to speak English in their learning process. It can be seen from the
standard competency which states that

“Mengungkapkan makna dalam teks interaksional, dengan penekanan pada
percakapan transaksional resmi dan berlanjut dalam konteks kehidupan
sehari-hari.”
The basic competency later is described in detail in the basic competency as
follows:
“Mengungkapkan makna dalam percakapan transaksional (to get things done)
dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) secara
akurat, lancar dan berterima dengan menggunakan ragam bahasa lisan dalam
konteks kehidupan sehari-hari…”

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In line with the statement above it can be said that the students are expected to be
able to use the language in a transactional as well as in an interpersonal
communication. According to Hartley (1993, p. 5-7) interpersonal communication
involves face-to-face meetings between two participants in varying roles and
relationships to one another. This type of communication suggests that our
communication is linear and one-way. In other words, it consists of messages
flowing from sender to receiver along particular channels although there may be
some interference (noise) along the way. As it is cited in Ummah (2013) generally
transactional communication has a goal to share information. This type of

communication covers such informational transmission between hearer and
speaker in a form of actual fact, needs, opinion, attitude, and feeling.
The students usually engage in communication which not primarily to the
sentence they utter to one another but the speech acts that those utterances are
used to perform: requests, warning, invitation, promises and etc. Speech act theory
is firstly stated by the Oxford philosopher, Austin on his book entitled How to Do
Things with Word. Austin (1962) as cited in Wardani (2011) defines speech act as
the action performed when an utterance is produced can be analyzed in three
different levels. These are, Locutionary act, Illocutionary act, and Perlocutionary
act. Locutionary act is basic act of utterance. It produces a meaningful linguistic
expression. Second, Illocutionary act relates to the performance of an act of saying
something. It has force which inform in certain tone, attitude, feeling, motive and
intention. Last, Perlocutionary act relates to the act of saying something which
often produces certain consequential effect upon this feeling, thought, or action of
the audience. It has consequence which has an effect upon the addressee.
Moreover the theory of speech act expanded by one of the Austin’s students,
John Searle. Searle (1969) as cited in Zhao & Throssel (2011) emphasizes speech
act on the conditions and rules: that is how a listener responses to an utterance. He
explicitly associates speech acts with the production, interpretation and meaning
of an utterance, and explores what the speaker means or intends, what the

utterance conveys, what the hearer appreciates, and what the rules govern the
linguistic elements. Based on these points, Searle concludes that there are indeed
only illocutionary acts in that the central linguistic unit is a speech act rather than
a sign. Focusing on the illocutionary acts, Searle defines five classes of speech
acts including representative, directive, commissive, expressive, and declarative.

Kadek Vani Septiani/7B
In relation to the statements it can be said that when the students communicate
with the others the words they are uttered usually followed by some act or there is
intention behind the words it self. They perform these acts either in maintaining
their relationship with others (interpersonal) or to get something done
(transactional). Due to the students at SMA Negeri 1 Singaraja learn English as a
foreign language in which they have very few opportunities to use English and
they have limited exposure to English-speaking culture. Consequently the students
will frequently encounter some problems in speaking English caused by different
system of the language and lack of linguistics resources. These problems can be in
the form of error in pronunciation, spelling, grammar and etc. However errors are
natural in language learning because Corder (1967) in Al-zuoud & Kabilan (2013)
states that errors provide evidence that learning is taking place and they provide
students with good feedback on their learning.

Based on the explanation above, this study focuses on the analysis of
commisive act which is used by the twelve grade students at SMA Negeri 1
Singaraja. This study is expected to have benefits for the students as well as the
teacher. It is hoped that the students will know how to use the language in order to
make them can communicate effectively in their everyday communication.
1.2 Research Question
1. What are the illocutionary acts used by the twelve grade students in
commisive at SMA Negeri 1 Singaraja?
2. What errors are committed in their speech in term of grammar, diction and
appropriateness at SMA Negeri 1 Singaraja?
3. What are the levels of competency of the twelve grade students in commisive
act at SMA Negeri 1 Singaraja?
1.3 Purpose of the study
In general, objective of this study is mapping the speaking competency among
the twelve grade students speech act. Specifically, the objectives to be
accomplished in the study are as follows:
1.3.1

To map the illocutionary acts used by the twelve grade students in
commisive at SMA Negeri 1 Singaraja

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1.3.2

To map type of error committed by the students in their speech in term
of grammar, diction and appropriateness at SMA Negeri 1 Singaraja

1.3.3

To map the levels of competency of the twelve grade students in
commisive act at SMA Negeri 1 Singaraja.

1.4 Scope of the study
The subject of the study is limited to the twelve grade students at SMA Negeri
1 Singaraja. Particularly the subject of the study refers to the twelve grade
students who are in a language program in academic year 2015/2016. The object
of the study is only focused on the illocutionary act especially commisive act.
1.5 Significance of the study
The result of the study is expected to be useful for developing theory on
speech act in EFL learning. It’s determined to give important information about

the use of speech act to the teachers, students and other researcher as follows:
1.5.1

Teachers
This study is expected to give contribution to the academic society. It
could provide teachers of English foreign language and students to know
various types of speech act that can be used to convey the information in
communicative way. Then the teacher can use appropriate strategy to
improve the teaching and learning process.

1.5.2

Students
This study can provide the information about types of speech act that
can enrich the students’ knowledge especially about how to use the
language so that they can communicate effectively.

1.5.3

Other Researcher

This study is expected to inspire other researchers to do more
research and this study can be used as a reference for them who want to
conduct a research especially about speech act.

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C. Theoretical and Empirical Review
1. Theoretical Review
Theoretical review is an essential part of any study as the basic ground in
conducting the study. In this study, theoretical review is used to provide a strong
basic ground which supports this study in terms of theories.
1.1 Theory of speaking
Speaking relates to the speech production which takes place in a real time in
which it consists of at least there stages such as conceptualization, formulation
and articulation. Moreover during those stages the speaker also engaged in self
monitoring (Thornbury, 2005 p. 3-9). The following are the explanation of each
stage in speech production:
-

Conceptualization
In this stage there is a intention to create speech links to a particular

spoken word to be expressed. In this case the speaker must decide on the
message to be conveyed. It also called the preverbal message or the
message level of representation.

-

Formulation
Once the speaker has made decision, then the message or the
idea has to be mapped out or formulated. This involves making
strategic choices at the level of discourse, syntax and vocabulary. For
example, someone wants to tell a story about a particular food to the
others. At the level of overall discourse, stories have a typical structure
or script in which it has at least the beginning, middle and end part.
Discourse scripts are part of our shared background knowledge. Each
of the stages of the script then needs to be fleshed out at the utterance
level. This is where the specific syntax of each utterance needs to be
chosen so that the content of the story is packaged in a way that is
consistent with the speaker’s intention.

-

Articulation
What has been formulated now needs to be articulated.
Articulation involves the use of the organ of speech to produced
sounds. A stream of air is produced in the lungs, driven through the
vocal cords, and ‘shaped’ by among other things, the position and the
movement of the tongue, teeth and lips. Vowel sounds are produced

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primarily by the action of the tongue and the lips. Consonant sounds
are determined by the point at which the air stream is obstructed, e.g. at
the lips or teeth.
-

Self-monitoring
Self-monitoring is the process that happens concurrently with
the stages of conceptualization, formulation and articulation. Self
monitoring at the formulation stage may result in the slowing down, or
a pause and the subsequent backtracking and re-phasing of an
utterance. Self monitoring in articulation results in the kind of
corrections that even fluent speakers have to make when the wrong
words pop out or the pronunciation goes awry.

1.2 Speech act theory
Austin is acknowledged as the creator of Speech Act Theory. Austin believed
that there is a lot more to a language than the meaning of its words and phrases.
Austin was convinced that we do not just use language to say things (to make
statement) but to do things (perform action). Austin began exploring his idea by
way of the performative hypothesis. One of the reasons why it is worthwhile
examining the performative hypothesis is that it demonstrates neatly the
distinction between the truth conditional approach to meaning and Austin’s view
of “words as actions.” Austin’s first step in How to Do Things with Words was to
show that some utterances have no truth condition. Furthermore he claimed that
they are not statements or questions but actions in which it was the conclusion he
reached through an analysis of what he termed ‘performative verbs.’ (Thomas,
1995 p. 32-33)
Based on comparison between constative utterances and performative
utterances, Austin refers ‘constative utterances’ to those utterances which are used
to describe or constate something, and those which thus are true or false, and
‘performative utterances’ to those utterances that not only perform a speech act
beyond the assertion but also at the same time describe the speech act. Austin also
especially points out some characteristics of performative utterances including
active voice, a performative verb in the present sense, first person subject and an
indirect object in second person singular (Zhao and Throssell, 2011). The
following are the example of constative and performative utterances (Thomas,
1995 p. 32):

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(i)

I drive a white car.

(ii)

I apologize.

(iii)

I name this ship The Albatross.

(iv)

I bet you $5 it will rain.

The four statements are similar syntactically. All are in the first person,
declarative, active, and in the simple present tense. Pragmatically the first
sentence is different from the other sentences. Sentence (i) is a statement as what
Austin called ‘consative’ and it can simply judge empirically that whether or not
the statement is true. In fact my car is a rather pleasing metallic grey color and if
you discover this fact and heard me utter sentence (i), you could contradict me by
saying ‘That is not true, your car is silver.’ Moreover the sentence (ii)-(iv) do not
make statements but they belong to a class of utterances called ‘performative’
which cannot be judged true or false but they performing an action. In uttering the
words I apologize I do not make a statement, I perform an act, the act of
apologizing.
Utterances not only have sense but also force. Austin divided the speech act
itself into three component acts which underlie the issuing of an utterance:
locutionary acts, illocutionary acts, and perlocutionary acts. A locutionary act
“includes the utterance of certain noises, the utterance of certain words in a certain
construction and the utterance of them with a certain ‘meaning’” (Austin, 1962, p.
94 as cited in Zhao and Throssell, 2011). In other words locutionary act is the act
of saying something in a normal sense or the act of saying something which
convey the literal meaning of the words utter. An illocutionary act is viewed as the
force or intention behind words or sentences. It is the act performed in saying the
locution. The last is perlocutionary act which means the effect of utterance on the
hearer. For example, I might say: Do not go into the water! (locutionary act). It
has an intention that I warn you not to go into the water (an illocutionary act), and
the perlocutionary effect might be someone who heed the warning by not to go
into the water.
Moreover the theory of speech act expanded by one of the Austin’s students,
John Searle. Searle (1969) as cited in Throssel and Zhao (2011) emphasizes
speech act on the conditions and rules: that is how a listener responses to an
utterance. He explicitly associates speech acts with the production, interpretation
and meaning of an utterance, and explores what the speaker means or intends,

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what the utterance conveys, what the hearer appreciates, and what the rules govern
the linguistic elements. Based on these points, Searle concludes that there are
indeed only illocutionary acts in that the central linguistic unit is a speech act
rather than a sign. Focusing on the illocutionary acts, Searle (1976) defines five
classes of speech acts as follow:
1. Assertive/Representative
The point or purpose of the members of the representative class is to
commit the speaker (in varying degrees) to something's being the case, to
the truth of the expressed proposition, e.g. affirm, believe, conclude, deny,
and report. Here is the example: “I inform you that our government makes
a wrong policy for rising up the cost of oil.‟
2. Directives
The illocutionary point of these consists in the fact that they are
attempts (of varying degrees, and hence, more precisely, they are
determinates of the determinable which includes attempting) by the
speaker to get the hearer to do something. For example, ask, order,
command, request, beg, plead, pray, entreat, and also invite, permit, and
advise.
3.

Commissive
Commissives then are those illocutionary acts whose point is to
commit the speaker (again in varying degrees) to some future course of
action, e.g. vow, pledge, promise, swear, consent, refuse, assure, gurantee,
contract and bet. The following is the example of commissive utterance: “I
promise to do what ever it takes.”

4.

Expressive
The illocutionary point of this class is to express the psychological
state specified in the sincerity condition about a state of affairs specified in
the propositional content. The paradigms of Expressive verbs are 'thank',
'congratulate', 'apologize', 'condole', 'deplore', and 'welcome'. Here is the
sample sentence of Expressive: “That is very kind of you for helping me
finishing this job, Thank you very much.”

5. Declarative
It is the defining characteristic of this class that the successful
performance of one of its members brings about the correspondence

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between the propositional content and reality, successful performance
guarantees that the propositional content corresponds to the world: if I
successfully perform the act of appointing you chairman, then you are
chairman; if I successfully perform the act of nominating you as candidate,
then you are a candidate; if I successfully perform the act of declaring a
state of war, then war is on; if I successfully perform the act of marrying
you, then you are married, e.g. I resign, I baptize, you’re fired, and War is
hereby declared.
1.3 Error
When we learn a language we usually commit to several errors which relate to
the structure of the sentence, pronunciation and etc. It is due to the different
system of language and it can be due to lack of knowledge about the language
itself. Corder (1967) in Al-zuoud & Kabilan (2013) states that errors provide
evidence that learning is taking place and they provide students with good
feedback on their learning. In relation to the statement, it is natural
when the students make errors in their learning and the teacher
should remind and correct the students’ error so that it will give a
good feedback for the students to prevent them to make the
same errors in the future and improve their language profcienccy
Errors are caused bc defciencc in competence and in a
shortcoming in the knowledge of languagey (Sudewi, 2014)y
Language learners usuallc make errors when thec do not master
the language in term of the pronunciation, spelling and
grammatical errory Grammar is regarded as a whole scstem and
structure of a languagey It consists of scntax, morphologc, and
sometimes also phonologc and semantics (Chih, 2013)y In
language learning particularlc in speaking class is potential for
the students to make grammatical errors in their speechy This
can be happen when the students do not comprehend fullc about
the rules of the languagey According to Chih (2013) grammatical
errors can refers to inaccurate usage of forms, semantics
meanings, and use of the grammar itselfy So it is important for
the students to have a sufcient knowledge about the grammar

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because it will help the students to express their ideas in a
proper wacy There are common grammatical error which are
made bc learning such as (Alahmadi, 2014):

ay Singular and plural nouns
In this tcpe of error students usuallc mark plural nouns with
singular forms and thec also face difcultc when it comes
to certain English nouns, as thec are unable to determine
whether these words are singular or pluraly
by Verb tenses
In this tcpes of grammatical errors students usuallc make
error in switching between tensesy Thec are usuallc
confuse when thec havr to form such a past tense, present
tense and future tensey
cy Article
In reference to English language grammar, the use of
articles is divided into two main tcpes: defnite and
indefnite articlesy These articles are considered to be
adjectives, as thec are usuallc used before a noun in the
English languagey
2y Literature Review
In 2011 Wardani conducted a research about illocutionary act. In this research,
she discussed the using of Illocutionary Acts in the utterance of main character in
Prince of Persia: The Sand of Time Movie. The aims of the research are to find
out the context and classification of Illocutionary Acts used in Prince of Persia:
The Sand of Time Movie, and to understand the interpretation of the dialogue
between speaker and hearer that use Illocutionary acts which are selected by the
her. In her research, she used qualitative descriptive analysis method. She
collected the data from the script, then described contexts and classification of
Illocutionary Acts. Based on the theories provided, the data are analyzed one by
one to know the context and types of illocutionary acts used. To focus on the
study, she limited herself to analyze seventeen data, in five scenes. From the

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analysis, she found five types of illocutionary acts used by Dastan as main
character in Prince of Persia : The Sand of Time Movie. They are
Assertive/Representantive

(reporting,

stating,

and

concluding),

Directive

(ordering, asking, requesting, and command), Expressive (praising and
apologizing), Commissive (refusal and pledging), and Declarative (declaring).
Another research about speech act was conducted by Sudewi (2014). She
conducted a research about the use of speech act among front office students in
learning EFL at SMK Negeri 2 Singaraja. Particularly the research was intended
to analyze the locutionary act used among front office students in learning EFL at
SMK Negeri 2 Singaraja, the speech styles used among the students and the errors
committed by the students in their students in performing the front office task.
This is a kind of qualitative research and used some method of data collection
such as data elicitation, recording, data transcription, and coding. The study founf
that the highest frequesncy of speech acts which were produced by the students
was directives (67.8%), and then followed by acknowledgment (14.9%),
constatives (14.4%), and the lowest frequesncy was commisive (2.9%). In
performing their speech act the students usually found some problem that result on
the grammatical error such as when they use verb in forming tenses like present
tense and past tense. This is because English is taught as a foreign language in
which it has different system with the national language in Indonesia.
Su,

Mahadhir

and

Siew

conducted

a

research

entitle

“Grammatical Errors In Spoken English Of University Students In
Oral

Communication

Coursey”

The

studc

examined

the

grammatical errors in spoken English of universitc students who
are less profcient in Englishy The specifc objectives of the studc
were to determine the tcpes of errors and the changes in
grammatical accuracc during the duration of the English for
Social Purposes course focusing on the oral communicationy In
this studc the oral interaction data were derived from 126
simulated interactions in role plac situations produced bc 42
students who enrolled in English for Social Purposes course at a
Malacsian universitcy The students performed the role placs at
three junctures during the 14-week semestery The frst role plac

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in week 6 required students to describe a specifed person (eygy
their mother) to the course instructory The second role plac
conducted in Week 11 focussed on apologies and invitations
while the third role plac in the fnal week of the semester
involved bucer-seller interactionsy Error analcsis of 126 oral
interactions showed that the fve common grammar errors made
bc the learners are preposition, question, article, plural form of
nouns, subject-verb agreement and tensey Based on Dulac, Burt
and Krashen’s (1982) surface structure taxonomc, the main wacs
bc which students modifc the target forms are misinformation
and omission, with addition of elements or misordering being less
frequenty The results also showed an increase in grammatical
accuracc in the students’ spoken English towards the end of the
coursey

D. Research Method
1. Research Design
This research is a qualitative research. The data of the research will be listed
and analyzed in some ways. This research belongs to descriptive research in which the
finding of the research will be analyzed descriptively and systematically. The source
of data can be categorized into two types namely spoken and written sources. In this
case, the source of spoken data is collected through recording the utterance between
the speaker and interlocutor during the conversation, interaction, communication, that
can be found in daily life. The source of written data is collected through some written
information or documents.
2. Setting of the study
This study is conducted at SMA Negeri 1 Singaraja. Specifically this study is
conducted in twelve grade students who take language program. One of the reasons is
this school is considered as one of the favorite school in Singaraja, the students who
study in this school are those who have passed several phase of selection. Since
English is the compulsory subject in the school curriculum then the students at SMA

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Negeri 1 Singaraja who take language program are expected to be able to speak
English and can communicate in English effectively.
3. Subject of the study
The subjects of this study are twelve grade students at SMA Negeri 1
Singaraja particulary students who take language program. The students are EFL
students and they are also agreeing to be observed and tested. They have adequate
time for being asked some information by the researcher.
4. Research instrument
There are several instruments used by the researcher to gather information in
this study namely, data elicitation, recorder, performance assessment. Data elicitation
is a way of getting information by asking people some questions about what they do,
think and feel. Recorder is any type of tool that can be used to record something. The
data are obtained through students’ spoken communication. Performance assessment
is a method of teaching and learning that involves both process and product.
Performance assessment measures what students can do with what they know, rather
than how much they know (Glencoe, 2000). These instruments are used in order to
collect factual information and document.
5. Data collection method
Various methods are utilized in order to obtain the data in this study such as
eliciting data, recording and data transcription.
5.1 Eliciting data
Eliciting data is conducted in order to obtain certain data. Data
elicitation is conducted by asking the students to speak in accordance to the
commisive act. This elicitation is conducted based on the reason that students
will produce particular speech act on their speech. The data are categorized
based on Searle since the types of illocutionary acts especially commisive act
is the focus of this study.
5.2 Recording
Recording is done by using recorder tool to record the students’ speech
at SMA Negeri 1 Singaraja Singaraja. The object that is being recorded in this
study is students’ speech in accordance to commisive act when they
communicate.

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5.3 Data transcription
After researcher asks students to do a spoken communication and
record their speech then the researcher transcript the data recorded. It can be
used to analyze the data based on the focus of the study in which the type of
illocutionary act especially commisive act used twelve grade students at SMA
Negeri 1 Singaraja.
6. Procedures of data analysis
When the data have been collected then it will be analyzed through some
procedures such as:
6.1 Data analysis and categorize
The data is in the form of spoken communication produced by the
twelve grade students who take a language program at SMA Negeri 1
Singaraja. After collecting the data then the data are analyzed and categorized.
The data analysis will help the researcher to analyze the data to get better
understanding about the data itself. Based on the focus of the study the data
will be classified into several indicators of commisive act such as vow, pledge,
promise, swear, consent, refuse, assure, gurantee, contract and bet. In line with
the goal of the speaking competency in which the students are expected to use
the language communicatively either in transactional or interpersonal
communication, then each utterance which is produced by the students are
categorized into transactional and interpersonal communication. This study
also focus on the error commit by the students in their speech in which if the
data already classified into types of communication then it will be analyzed
categorized in term of the error.
6.2 Speaking rubric
Speaking rubric is used to gain the information about the competency
level of the students. This also relates to the error which committed by the
students in producing the utterance about the commisive act. When the data
already classified into the error types such as grammar, pronunciation and
spelling then the data will be analyze statistically using simple statistic. The
patterns of the data analysis are 1 point for the right utterance on each
indicator (grammar, pronunciation, and spelling) and the point is 0 for the

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wrong if the students do mistake in term of grammar, pronunciation and
spelling.

Reference
Alahmadi, N.S. 2014. “Errors Analysis: A Case Study of Saudi Learner’s English
Grammatical Speaking Errors.” Arab World English Journal. 5(4) pp. 8498. University of Leeds, Leeds, United Kingdom
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