THE ANALYSIS OF TEACHER’S SPEECH ACT ON THE STUDENTS’ RESPONSE DURING LEARNING PROCESS AT SMAN 3 SERANG

Abstract

This qualitative study aimed to find out the speech acts produced by the teacher, the illocutionary and perlocutionary acts uttered by the teacher, the illocutionary force of the teacher’s speech acts towards the students’ responses in the learning process, the implementation and the violation of cooperative principle  in the learning process. The subjects of this study were one English teacher and the students of XI MIPA 7 at SMAN 3 Serang. Observation, interview, and questioner were conducted to get the data for this study.  The results of the study show that the total of two meetings are  268 utterances, 150 of them are identified as directives, 10 commissives,  59 assertive, and 36 expressive and 13 declaratives. It means that 55,97of them are declarative, 3,73% are commissives, 22,01% are assertive,  13,43% are expressive and 4,85 are declaratives. The further finding of the research is that there are 35 types of illocutionary acts and 23 types of perlocutionary acts from the classification of speech acts. From the relationship between the teacher’s speech acts and the students’ responses, it was found that most of the teacher utterances were responded appropriately by the students. Besides, the researcher found that the implementation of Grice’s cooperative principles was found in learning process. The maxim that mostly occurred was maxim of quantity, continued by maxim of relevance, maxim of quality, and maxim of manner. On the other hand, the violent happened between the teacher’s and the students’ speech acts. Cooperative principles in the learning process become an important role in order to make the clearness and congruency and make the learning process become effective and efficient.