Yustinus Budi Setyanta, Pendidikan Bahasa dan Sastra Indonesia, Universitas Bangkalan
The goal of this study is expressing teacher’s speech acts in academic interaction at Indonesian class in Wisma Bahasa Yogyakarta. This study used qualitative approach in pragmatics aspect. The data collection that used in this study is nonparticipative observation with record and written technique. In this method two research subjects that have specific characteristic is used. The data research focused on the teacher’s speech acts in Wisma Bahasa Yogyakarta who teach Indonesian in natural speech. In line with the research goal, the result of this study show that the kinds of speech acts is devided into six categories, those are (a) assertive speech acts, (b) hesitative speech acts, (c) directive speech acts, (d) expressive speech acts, (e) comissive speech acts, and (f) declarative speech acts. Assertive speech acts is marked with the using of proposition which indicate of speaker conviction in his utterance. Hesitative speech acts is marked with the using of proposition which indicate the speaker unbelievable in his utterance. Directive speech acts is classified into two terms, those are to express believable and also unbelievable proposition in his utterance can do by the speaker. Expressive speech acts is classified into two terms, those are to express evaluation, directly or indirectly. Comissive speech act is classified into two terms, those are to express that the listener has believable and also unbelievable to do what is said in his utterance. Declarative speech acts is classified into three terms, those are to express that the speaker give permission, forbidden, and give limitation. Hesitative speech act in this study have not been embodied in the classification of types of speech according to Searle, whereas hesitative speech act is not something impossible in a speech. Sometimes speaker not have conviction of truth utterance.
Keywords: Utterance, Speech Acts, Academic Interaction, BIPA Teache
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