SPEECH ACTS USED BY ENGLISH LECTURERS IN ONLINE

TEACHING AND LEARNING PROCESS AT STUDY PROGRAM OF

ENGLISH LANGUAGE EDUCATION, STATE ISLAMIC UNIVERSITY

OF MATARAM

Maulina Rosyada

NIM 160107001

STUDY PROGRAM OF ENGLISH LANGUAGE EDUCATION

FACULTY OF EDUCATION AND TEACHER TRAINING

STATE ISLAMIC UNIVERSITY OF MATARAM

MATARAM

2020

SPEECH ACTS USED BY ENGLISH LECTURERS IN ONLINE

TEACHING AND LEARNING PROCESS AT STUDY PROGRAM OF

ENGLISH LANGUAGE EDUCATION, STATE ISLAMIC UNIVERSITY

OF MATARAM

A Thesis

Submitted to State Islamic University of Mataram to fulfil the requirement

for Bachelor Degree

Maulina Rosyada

NIM 160107001

STUDY PROGRAM OF ENGLISH LANGUAGE EDUCATION

FACULTY OF EDUCATION AND TEACHER TRAINING

STATE ISLAMIC UNIVERSITY OF MATARAM

MATARAM

2020

iii

APPROVAL SHEET

A thesis by: Maulina Rosyada, NIM: 160107001 entitled “Speech Acts

Used by English Lecturers in Online Teaching and Learning Process at Study

Program of English Language Education, State Islamic University of

Mataram”, this thesis has been approved to be tested.

Approved on: 19 June 2020

Advisor I, Advisor II,

Dr. Ribahan, M.Pd Afif Ikhwanul Muslimin, M.Pd

NIP.197907232003121002 NIP.19860621201811022

ADVISORS’ OFFICIAL NOTE

Mataram, 19 June 2020

Subject: Thesis examination

To:

The Dean of Faculty of

Education and Teacher

Training

In Mataram

Assalamu’alaikum, Wr. Wb,

With respect, after making guidance, direction, and correction, we state that

the thesis of:

Name : Maulina Rosyada

St.Number : 160107001

Program Study: English Language Education

Title : Speech Acts Used by English Lecturers in Online Teaching and

Learning Process at Study Program of English Language Education,

State Islamic University of Mataram

has fulfilled the requirements to be submitted in the thesis examination session in

Faculty of Education and Teacher Training State Islamic University of Mataram.

Therefore, we hope that this thesis can be tested immediately.

Wassalamu’alaikum, Wr. Wb.

Advisor I, Advisor II,

Dr. Ribahan, M.Pd Afif Ikhwanul Muslimin, M.Pd

NIP.197907232003121002 NIP.19860621201811022

vii

MOTTO

“Indeed, after difficulties, there are

conveniences”(QS: Al-Insyirah: 6)

“Positive thinking, positive life”

“Your Positive mind can influence your life”

viii

DEDICATIONS

“This thesis is dedicated to: My beloved Inaq;

Mursa’ah. My beloved Amaq; Alimun My beloved

siblings; Darmawan, Ali Marwansyah, and Raffi

Al-Ikrom”.

ACKNOWLEDGEMENT

Bissmillahirrohmanirrohim, Alhamdulillahirabbil ‘aalamiin, all praises and

deepest gratitude to Allah for the merciful, miracles, strengths and His blessing for

me in completing this thesis entitled “Speech Acts Used by English Lecturers in

Online Teaching and Learning Process at Study Program of English Language

Education, State Islamic University of Mataram” and Sholawat and salam always

be given to our prophet Muhammad PBUH. However, without the assitance of the

following member of people who gave great contribution and influence on the

writing of this thesis, it might be difficult to finish. This study deeply indebted to

these people and would like to say sincerely thanks to :

1. Dr. Ribahan, M.Pd, as the first advisor and Afif Ikhwanul Muslimin, M.Pd,

as the second advisor whohas patience and kindness in providing careful

guidance, help, correction, advice, suggestion,and encouragement during

the consultation.

2. Afif Ikhwanul Muslimin, M.Pd and Husnawadi, M.A. TESOL, had given

me the permission to conduct the research in their class.

3. All lectures of Study Program of English Language Education, Faculty of

Teacher Training and Education, State Islamic University of Mataram who

have been teaching and guiding me since the first year of the study.

4. Dr. Syarifudin, M.Pd, as the Head of Study Program of English Language

Education.

5. Dr. Hj. Lubna, M.Pd, as Dean of Teacher Training and Education Faculty.

6. Prof. Dr. H. Mutawali, M.Ag, as the Rector of State Islamic University of

Mataram.

7. My beloved parents, brothers (Kak Mawan, Kak Wan, and Apiyom), and

family for always loving me, for the supports, prayers, and everything.

8. Kak Tuan Mamiq Rusdiawan, who had given me moral and material

supports during my study in university.

9. The Sholehah; Ovia, Tari, Rina, and Rara who always give their help, and

support, and all of my classmates (A class 2016) thank you for every colors

you gave in my life.

10. My beloved friends; Icak, Zoh, Rima, Rizky, Ari, Irwan, Ridho, Radit and

all my friends that I cannot mention one by one. Thank you guys for the

strength, energy, and the spirit you gave.

11. For all who supported and helped me in the process of completing this

study. Thank you for the time, motivation, prayers, energy, moods, and

everything you gave to me in completing this study.

Finally, it is realized that this thesis is far from being perfect since there are

lots of mistakes in writing of this thesis. It is needed to get a suggestion and advice

from the readers in order to get better in the next writing. Hopefully, this thesis can

be helpful for everyone who needs more knowledge and references for the purpose

and development of education.

Mataram, 19

June 2020

Maulina Rosyada

TABLE OF CONTENT

COVER ............................................................................................................... i

TTILE PAGE ..................................................................................................... ii

APPROVAL ......................................................................................................iii

ADVISORS’OFFICIAL NOTE ....................................................................... iv

STATEMENT OF AUTHENTICITY ............................................................... v

RATIFICATION .............................................................................................. vi

MOTTO ........................................................................................................... vii

DEDICATION ................................................................................................ viii

ACKNOWLEDGMENT ................................................................................... ix

TABLEOF CONTENT ..................................................................................... xi

LIST OF TABLE ............................................................................................ xiv

LIST OF APPENDICES .................................................................................. xv

ABSTRACT .................................................................................................... xvi

CHAPTER I INTRODUCTION ....................................................................... 1

A. Background Research .............................................................................. 6

B. The Statement of Problem ....................................................................... 6

C. Objectives and significances of research .................................................. 6

1. Objectives ......................................................................................... 6

2. Significances .................................................................................... 6

D. Scope and Setting of Research................................................................. 7

1. Scope ................................................................................................ 7

2. Setting ............................................................................................... 8

E. Review of Previous Research .................................................................. 8

F. Theoretical Bases .................................................................................. 11

1. Pragmatics ....................................................................................... 11

2. Speech Acts ..................................................................................... 12

3. Types of Speech Acts ...................................................................... 13

4. Classifications of Speech Acts ......................................................... 15

5. Online Teaching and Learning Theory ............................................. 18

xii

a. E-Learning Theory .................................................................... 19

6. Schoology ...................................................................................... 22

G. Research Method................................................................................... 23

1. Research Approach.......................................................................... 23

2. Presence of Researcher .................................................................... 24

3. Setting of Research .......................................................................... 24

4. Source of Data ................................................................................. 25

5. Procedure of Data Collection .......................................................... 26

6. Technique of Analyzing Data .......................................................... 26

7. Trustworthiness ............................................................................... 29

H. Organization of Discussion ................................................................... 29

CHAPTER II DATA DISPLAY AND FINDINGS ......................................... 31

A. The classifications of speech acts used by English lecturers in

online teaching and learning process through Schoology ....................... 31

1. The Classifications of Speech Acts

Used by First English Lecturer ........................................................ 32

a. Representative ........................................................................... 33

b. Directive .................................................................................. 34

c. Commissive .............................................................................. 34

d. Expressive ................................................................................. 35

2. The Classifications of Speech Acts

Used by First Second Lecturer ........................................................ 36

a. Representative ........................................................................... 37

b. Directive ................................................................................... 37

c. Commissive .............................................................................. 39

d. Expressive ................................................................................. 39

B. The Dominant Classification of Speech Acts

Used by Two English Lecturers in Online Teaching and

Learning Process through Schoology .................................................... 40

1. First Lecturer’s Dominant Speech Acts Classification .................... 40

2. Second Lecturer’s Dominant Speech Acts Classification ................ 41

xiii

CHAPTER III DISCUSSION ..................................................................... 44

A. Classifications of Speech Acts

Used by Two English Lecturers in Online Teaching and

Learning Process through Schoology .................................................... 44

1. Representative .................................................................................. 45

2. Directive ........................................................................................... 46

3. Commissive ...................................................................................... 48

4. Expressive ........................................................................................ 49

B. The Dominant Classification of Speech Acts

Used by Two English Lecturers in Online Teaching and

Learning through Schoology ................................................................ 50

CHAPTER IV CONCLUSION AND SUGGESTIONS ................................. 51

A. Conclusion ............................................................................................ 53

B. Suggestions .......................................................................................... 53

REFERENCES ................................................................................................ 54

APPENDICES .................................................................................................. 58

CURICULUM VITTAE

xiv

LIST OF TABLE

Table 2.1 Classifications of Speech Acts Used by Two English Lecturers, 32

Table 2.2 Representative Speech Acts of First Lecturer, 33

Table 2.3 First Lecturer’s Directives Speech Acts, 34

Table 2.4 First Lecturer’s Commissives Speech Acts, 35

Table 2.5 Expressive Speech Acts of First Lecturer, 36

Table 2.6 Second Lecturer’s Representative Speech Acts, 37

Table 2.7 Second Lecturer’s Directive Speech Acts, 37

Table 2.8 Second Lecturer’s Commissive Speech Acts, 39

Table.2.9 Second Lecturer’s Expressive Speech Acts, 39

Table 2.10 The Dominant Classification of Speech Act Used by First Lecturer,

Table 2.11 The Dominant Classification of Speech Act Used by Second

Lecturer, 42

Table 2.12 The Frequency of Classification of Speech Act Uttered by Two

English Lecturers, 43

LIST OF APPENDICES

Appendices 1 Lesson Schedule of 6

Semester Study Program of English

Language Education

Appendices 2 First Lecturer’s Posts in Schoology

Appendices 3 Second Lecturer’s Posts in Schoology

Appendices 4 Data Validation Sheet 1

Appendices 5 Data Validation Sheet 2

xvi

SPEECH ACTS USED BY ENGLISH LECTURERS IN ONLINE

TEACHING AND LEARNING PROCESS AT STUDY PROGRAM OF

ENGLISH LANGUAGE EDUCATION, STATE ISLAMIC UNIVERSITY

OF MATARAM

By:

Maulina Rosyada

NIM: 160107001

ABSTRACT

The aims of this research was to describe the classification of speech acts

and to find out the most dominant classification of speech acts used by the English

lecturers in online teaching and learning process at Study Program of English

Language Education (TBI), State Islamic University of Mataram (UIN Mataram)

based on Searle’s theory. This study was qualitative with descriptive qualitative

design. This study focused on utterances spoken by the English lecturers of TBI at

UIN Mataram in online teaching and learning process. The data were collected

through observations and documentation technique. This study applied

triangulation of theory to support the data credibility. Then, the data were analyzed

by using interactive model analysis proposed by Miles and Huberman (1994).

The results showed that among the five classifications of speech acts, there

were four classification of speech acts performed by the lecturers, namely,

representatives (

22%), directives (44%), commissives (12%) and expressive

(22%). The results also indicated that the most dominant speech acts used by the

lecturers were directives (44%). Directives were used by lecturers to command the

student to do something such as: studying more, reading the article, watch the

video, etc. in order to make the students become more active and independent to

study.

Keywords: Speech Acts, Pragmatics, English Lecturers, Qualitative.

xvii

SPEECH ACTS USED BY ENGLISH LECTURERS IN ONLINE

TEACHING AND LEARNING PROCESS AT STUDY PROGRAM OF

ENGLISH LANGUAGE EDUCATION, STATE ISLAMIC UNIVERSITY

OF MATARAM

Oleh:

Maulina Rosyada

NIM: 160107001

ABSTRAK

Penelitian ini bertujuan untuk mendeskripsikan klasifikasi tindak tutur dan

untuk mengetahui klasifikasi tindak tutur yang paling dominan digunakan oleh

dosen bahasa Inggris dalam proses belajar mengajar online di program Tadris

Bahasa Inggris Universitas Mataram (UIN Mataram) berdasarkan teori Searle.

Penelitian ini bersifat kualitatif dengan deskriptif kualitatif desain. Penelitian ini

berfokus pada tuturan yang diuccapkan oleh dosen bahasa Inggris di program TBI

UIN Mataram dalam proses belajar mengajar secara online. Data dikumpulkan

mellaui teknik observasi dan dokumentasi. Penelitian ini menerapkan teori

triangulasi untuk mendukung kredibilitas data. Kemudian data dianalisis dengan

menggunakan analisis model interaktif oleh Miles dan Huberman (1994).

Hasil penelitian menunjukkan bahwa di antara lima klasifikasi tindak tutur,

terdapat ada empat klasifikasi tindak tutur yang dilakukan oleh dosen , yaitu,

representative (22%), directive (44%), comissives (12%), dan expressive (22%).

Hasil penelitian juga menunjukkan bahwa tindak tutur yang paling dominan

digunkan oleh dosen adalah directive (44%). Directive digunkaan oleh dosen untuk

memberikan perintah kepada siswa untuk melakukan sesuatu seperti: belajar lebih

banyak, membaca artikel, menonton video, dll. agar siswa menjadi lebih aktif dan

mandiri belajar.

Kata kunci: Speech Acts, Pragmatics, English Lecturers, Qualitative.

xviii

CHAPTER I

INTRODUCTION

This chapter presents the introduction of this study. It consists of the research

background, the research statements problems, the objectives and significances of

the research, scope and setting of research, review of previous research, theoretical

bases, method of research, trustworthiness and organization of discussion. Each

section is presented as follows:

A. Background Research

Language is a system of speech sound symbols used to communicated by

people. A good language develops based on a system, which is a set of rules

that are obeyed by its users. Language functions to make meaning in a situation

context

. Language is also used as a communication tool to interact with other

people by people.

According to Halliday, there are seven language functions, namely: (1)

Instrumental function, the use of language can be used to serve the

environment in which the language is used, and language can cause certain

events to occur. (2) Regulatory function, the use of language used to monitor

and control events that occur in the human environment. (3) Representational

function, a language that aims to describe a specific purpose. The aims and

objectives can be in the form of facts and knowledge, explaining an event,

reporting something, and so on. (4) Personal function, the language used as a

M.A.K Halliday in https://id.m.wikipedia.org/wiki/Linguistik_Fungsional_Sistemik,

accesed on August, 07 2020, at 09:20 pm.

tool in expressing oneself, for example about emotions, opinions, feelings, and

meanings that are individual. (5) Interactional function, the language that is

used as a medium to ensure interaction and to strengthen communication

between speakers and listeners in communicating. (6) Heuristic function, the

language used in studying and studying science, developing technology, and

conveying scientific formulas. (7) Imajinative function, the language used in

the process of creating imagination

. These seven language functions are other

functions of language apart from its main functions as communication tool and

these functions are interrelated with each others.

Moreover, communication is the process of delivering messages from the

speaker to other person. Communication is one of the social interaction

activities that involve speakers and listeners. In everyday life, humans need to

interact with other around them to meet their daily needs.

Furthermore, apart from social life, communication also occurs in

teaching and learning process between lecturers and students. Teaching and

learning process do not only occur in the classroom but it can be done through

e-learning. Communication in e-learning occurs in lecturer’s post and comment

with their students. Moreover, some lecturers choose to do online teaching and

learning process as an alternative when teaching and learning in the classroom

cannot be done effectively because there are some obstacles which cause

unable to do face to face teaching and learning process. It is different from face

to face interaction in the classroom, online teaching and learning can be done

M.A.K Halliday in www.morimanjusri.wordpress.com, accessed on August, 07

2020, at 09:37 pm.

everywhere and students are able to access lesson material that were sent by

lecturers through e-learning platform easily.

However, interaction and communication between lecturers and

students on online teaching and learning is less effective because the lecturers

do not explain much of the material taught. They only instruct the students to

read it themselves and the students also sometimes find it difficult to

understand the explanation of the lesson material that is sent by lecturers.

Furthermore, online based learning can be done through a number of e-

learning applications for examples Schoology, Edmodo, Google Classroom,

Ruang Guru, Quipper, and many others. However, this study is focused on

online teaching and learning process that can be done via Schoology.

Schoology as one of e-learning is an online tool that permits teachers to

make and handle academic courses for their students. Schoology presents an

efficient method of managing lessons, engaging students, sharing content, and

relating with other educators while focusing on communication and

collaboration. In addition, it permits schools to communicate more efficiently,

both internally and externally

Moreover, the lecturers convey a lesson material by post it at the

materials box in Schoology features. Then, the lecturers and students interact

and communicate in the comment box in the lecturers’ posts that related to the

lesson. Meanwhile, in communicating with students, the lecturers will say a

few utterances to convey a lesson material. However, lecturers do not only say

Http://www.eagleschools.net/edtech-blog/have-you-ever%E2%80%A6-introduction-

schoology, accessed on April, 20 2020, at 2:10 pm.

utterances that contain a grammatical structure, but they also take a number of

speech acts to support their explanations. Some speech acts that are spoken by

the lecturers have a hidden meaning, and there are actions which are expected

by lecturers to be done by the students.

In Schoology, speech acts used by lecturers will appear in their posts or

their written language when they convey a lesson material and the speech acts

also may be found in their comments when they give a response to their

students’ comments related to their post before. Furthermore, written

interaction is different from face to face communication, particularly in online

teaching and learning process. In written interaction, there is no eye contact,

body language or speaking intonation. These are that have been mentioned

before as the justification of the speech acts.

Speech acts is one of the scope of pragmatics. Yule stated pragmatics as

the study of agreed meanings that are communicated by a speaker and

displayed by a listener

. Pragmatics cares about the use of language in social

contexts and ways people produce and understand meaning through language.

In pragmatics, spoken language is manifested in the form of speech in terms of

speech acts. Speaker does not only use a language to say something to the

interlocutor, but they also use language to ask the interlocutor to do something,

this is in Austin's theory about speech acts. Based on his theory, Austin divided

George Yule, Pragmatics, (Oxford: Oxford University Press, 1996), p.3.

the speech act into three components, namely locutionary act, illocutionary act,

and perlocutionary act

Austin defined a locutionary act as the utterance of particular words and

certain constructions, and their utterances with particular meanings and certain

references

. Locutionary actions are the main actions of speech. It is a

meaningful language that used by the speaker. Meanwhile, the illocutionary act

is to do an action by saying something. In the illocutionary act, the speaker

expresses something using a unique force, which makes the speaker act in

accordance with what is spoken

. Illocutionary acts is the acts that used by the

speaker to get an action from the listener. And the last is perlocutionary acts.

Perlocutionary acts are the speaker’s utterances that bring an effect on the

hearer

In addition, there are five classifications of speech acts based on

Searle’s theory, namely representative, directive, commissive, expressive, and

declaration. He defined representative as the speaker’s belief on something;

directive is the speaker use to get other to do something; commisive is the

speakers use to commit an action in the future; expressive is the speaker use to

state their feeling; declarative is the speaker utterance to change the world

Based on the explanation above, the researcher is interested in

conducting a research entitled "Speech Acts Used in English Lecturers in

J. L. Austin, How to Do Things with Words, (Cambridge: Harvard University Press,

1962), p.19.

Ibid.,

Ibid, p.20.

J.R. Searle, Expression and Meaning, (Cambridge: Cambridge University Press,

1979), p.12-17

Online Teaching and Learning Process at Study Program of English Language

Education, State Islamic University of Mataram".

B. The Statement of Problem

Based on the background of the study, there are two research questions

that will be answered in this study, namely:

1. What are the classifications of speech acts used by English lecturers in

online teaching and learning process at Study Program of English

Language Education, State Islamic University Mataram?

2. What is the dominant classification of speech acts used by English

lecturers in online teaching and learning process at Study Program of

English Language Education, State Islamic University of Mataram?

C. Objectives and significances of research

1. Objectives

Based on the research questions above, the aims of this study are to:

a. Describe the classifications of speech acts are used by English lecturers

in online teaching and learning process at Study Program of English

Language Education, State Islamic University of Mataram.

b. Describe the dominant classification of speech acts is used by English

lecturers in online teaching and learning process at Study Program of

English Language Education, State Islamic University of Mataram.

2. Significances of Research

Commonly, this research is expected to be useful for at least three

elements, namely; English learners, English teacher, and further researcher.

For the Students, this research is expected to give them more

information of speech acts, the students also can understand the speech acts

that are uttered by the teacher in their learning process. In addition, they

can apply to speak the speech acts in their environment especially in their

learning process.

For the English lecturer, this research is expected to give a deep

understanding of the speech acts to the English lecturer. This research is

also expected to make the English teachers more aware of speech acts

phenomenon in their environment, especially in school or in teaching

process. Moreover, the lecturer can apply the speech acts while teaching

their students to give better input whether the content knowledge, social

function, or value to the students and to improve the effectiveness in

teaching and learning in classroom.

For the researcher, this study is expected to give an inspiration to

the future researchers in conducting any research related to speech acts

especially in speech acts or in a wider area of pragmatics studies.

D. Scope and Setting of Research

1. Scope

This research focused on the classifications of speech acts that are

produced by two English lecturers in online teaching and learning process

and also the dominant classification that is used by the two English

lecturers based on Searle’s theory of speech acts classification.

2. Setting

The research conducted at the A class of 6

semester on the Study

Program of English Language Education in State Islamic University of

Mataram in the academic year 2019/2020.

E. Review of Previous Research

There are several studies that have been done by the previous

researchers on the speech acts phenomenon that is used as a reference of this

research.

First, a study conducted by Merdana, et.al entitled “Analysis of Speech

Acts Produced by Elementary School Teachers and Students to Facilitate

Teaching and Learning at SDN 10 Pringgasela East Lombok”. This previous

study aimed to describe, identify, and examine the types, functions,

instructional functions of speech acts performed. The study was naturalistic

qualitative. In this previous research, the researchers collected the data through

observation, interviews, and note taking. The previous researchers found the

directive types of speech acts in producing by the teachers (72.59%), this was

the most types of teachers used than the indirect types, and the assertive types

that produced by the students (27,41%). Also, the researchers found the

functions of teachers directive that is directives of question, the imperatives of

bald, the imperatives of embedded, statements needs, clue directives, and

directives permission. And the previous researcher also found of the teachers’

instructional functions of speech acts, they were control, organization, and

motivation modes

Based on the study conducted by Merdana, et.al, the researcher finds a

similarity and difference between this research with that of conducted by

Merdana, et.al. The similarity is on the variable, but different object. And the

other difference is in the procedure of collecting the data. The previous

research used observation, interviews, and note taking. Meanwhile, this

research will use observation and documentation to collect the data.

Second, a research conducted by Ririn entitled “Teacher’s Directive

Speech Acts in English Teaching Learning Process at SMP Al-Islam 1

Surakarta Academic Year 2016/2017”. The purposes of the previous study

were to identity the types of directive speech acts and the implementation of

Speech Acts that was spoken by the English teachers. The study used a

descriptive qualitative design. To collect the data, the previous researcher used

the observation. The study found 130 teacher’s directive utterances that

consisted of 102 direct speech acts and 28 indirect speech acts

Furthermore, from the previous research above, the researcher finds the

similarity and differences between this research and that of conducted by Ririn.

The similarity is in the research design. Both of research uses a descriptive

qualitative method. On the other hand, the differences are the previous research

Merdana, et.al, “An Analysis of Speech Acts Produced by Elementary School

Teachers and Students to Facilitate Teaching and Learning at SDN 10 Pringgasela East

Lombok”, e-Journal Program Pascasarjana Universitas Pendidikan Ganesha, Vol.1, 2013,

p.1.

Ririn Dyah Eka Safitri, “Teacher’s Directive Speech Acts in English Teaching

Learning Process at SMP Al-Islam 1 Surakarta Academic Year 2016/2017”, (Thesis, IAIN

Surakarta, Surakarta, 2017), p.ix.

only focus on teacher’s directive, meanwhile this current research focus on

whole classification of speech acts that are used by lecturers, and the purpose

of the previous research and this research are different.

Third, a research conducted by Lu‟lu Fatichatis Sholawat entitled “An

Analysis Types of Speech Act Used by English Teacher in English Teaching

Learning Process at MTs Al-Wahhab Bago Kradenan in Academic Year

2016/2017”. The objectives of the study were to analyze the types of speech

actsthat were used by the English teacher in English teaching and learning

process at MTs Al-Wahhab Bago Kradenan based on Searle’s theory of speech

acts and to analyze the most dominant kind of speech act. In this research, the

researcher used descriptive qualitative method. The previous researcher used

theory triangulation to check the validity of the data. The previous researcher

got the data through observations, recording, and transcribing. The previous

researcher found four kinds of speech acts that were spoken by the teachers.

Those are directives, representatives, expressive and commissives. The most

dominant speech acts that were used by the teachers is directives (63.004%)

Moreover, from the previous research above, the researcher finds the

similarity between the previous research and this research. The similarities are

the same variable, same purposes, and the same procedure in collecting the

data. Meanwhile, the difference is in the collecting the data.

Lu‟lu Fatichatis Sholawat, “An Analysis Types of Speech Act Used byEnglish

Teacher in English Teaching Learning Process at MTs Al-Wahhab BagoKradenan in Academic

Year 2016/2017”, (Thesis, IAIN Surakarta,Surakarta, 2017), p. x.

F. Theoretical Bases

1. Pragmatics

Linguistic pragmatic is the study of the principles of communication

that people follow when they have an interaction in social context

rationally and efficiently

. Pragmatics is the study of context that

reliant in the aspects of meaning which are regularly taken away from

the content instruction or logical form

. Pragmatics is the study of

meaning in to the context in which a person speaks or writes.

Pragmatics presumes that when people interact with other they basically

follow some kind of the principles of cooperative; that is, they share an

understanding of how they have to cooperate in their communications

Moreover, Pragmatics related to the study of meaning as

communicated by a speaker or writer and comprehended by a listener or

reader. This type of study should contain the interpretation of what

people mean in certain context and how the context impact what is

said

. According to Levinson, pragmatics is the study of connections

between language and context in which are grammatical or encoded in

the arrangement of a language

. Meanwhile, Leech stated that

Gila A. Schauer, Interlanguage Pragmatic Development, (New York: Continuum

International Publishing Group, 2009), p. 6.

Laurence Horn & Gregory R (ed.), The Handbook of Pragmatics, (Oxford:

Bleckwell Publishing, 2006), p. xi.

Brian Paltridge, Discourse Analysis,(UK: Bloosbury Academic, 2012) p.38.

George Yule, Pragmatics, (Oxford: Oxford University Press, 1996), second edition,

p.3.

Stephen C Levinson, Pragmatics. (Cambridge: Cambridge University Press, 1983)

p.9.

pragmatic is the study of meaning that has a connection with the

situations of speech

In addition, Cruse proposed that pragmatics is the study focused in

exploring the meaning of language which is tightly to the context

Pragmatics illustrate the form of linguistic, strategies and action

patterns that are used to indicate and make a sense of language, which

allow the speaker to understood the intended, but not uttered meaning

2. Speech Acts

Speech acts were first compiled by J. L. Austin, then developed by

John R. Searle. Based on his theory, Austin said that speaker does not

only use language to say things, but to do things and that utterance call

as speech acts

. The speech acts theory starts with the presumption that

the minimal unit of human communication is not a sentence or other

expression, but some the kinds of particular performances of acts, such

as making statements, asking questions, giving orders, describing,

examining, apologizing, thanking, congratulating, etc.

. According to

Yule‚ Speech acts are the action produced via utterance. When people

Geoffrey Leech, Prinsip-prinsip Pragmatik, terj. Oka,M.D.D, (Jakarta: Universitas

Indonesia,1993), p.8.

Allan Cruse, Meaning in Language: An Introduction to Semantics and Pragmatics,

(Oxford: University Press, 2004) p.3.

Gila A. Schauer, Interlanguage Pragmatic Development, (New York: Continuum

International Publishing Group, 2009), p.6.

Ibid., p.7.

J. R. Searle, et al, Speech Act Theory and Pragmatics, (London: D. Reidel

Publishing Company,1980, p.vii.

communicate with others, they do not merely produce utterance but also

perform an action

Furthermore, speech act theory illustrates what utterances are meant

to do, such as promise, apologize, and threaten. These units also present

critical discourse analysis, in ideological approach that explains the aim

of language in social context, and explain how discourse reflects and

decide power structure

. Moreover, the theory of speech acts are the

utterance of a sentence or piece of, an action within the social

instructions framework and conventions. In common terms, we can

usually identify the type of “action” produced by a speaker with the

utterance. We use term speech act to illustrate an actions such as

“requesting”, “commanding”, “questioning”, or “informing”

3. Types of Speech Acts

Austin differentiated the speech acts into three types, these are

locutionary acts, illocutionary acts, and perlocutionary acts

A. Locutionary Acts

Austin defined the locutionary acts as the acts of speaking

that engaged in the construction of speech, such as uttering

particular sounds or making particular marks, using certain

words and using them in conformity with the rules of

George Yule, Pragmatics…, p.47.

Joan Cutting, Pragmatics and Discourse: A Resource Book for Students, (London

and New York: Routledge, 2002), p.2.

George Yule, The Study of Language, (Cambridge: Cambridge University Press,

2010), fourth edition, p.133.

Gila A. Schauer, Interlanguage…, p.7

grammatical of a certain language and with particular senses and

certain reference

. There is no motive of the speaker when he/

she speak the utterance. It is also called the act of saying

something

B. Illocutionary Acts

According to Austin, illocutionary acts are the utterance of

the speaker that has a certain purpose, there is an act that should

be done of the utterance. Illocutionary acts are the action motive

to be produced by an interlocutor in uttering a linguistic

expression, by good of the ordinary force associated with it,

either explicitly or implicitly

It is the underlying force of the utterance or the

interpretation of the utterance by the listener. The most

important level of action in a speech act is the illocutionary act

because the force that has been desired by the interlocutors,

decides this act. Illocutionary act can be the real description of

the condition of interaction.

C. Perlocutionary Acts

The third type of speech acts based on Austin’s categories is

the perlocutionary act. According to Austin, perlocutionary acts

Jerrold Sadock, “Speech Acts”, in “The Handbook of Pragmatics, Laurence Horn &

Gregory R. (ed.)”(Oxford: Bleckwell Publishing, 2006) p.54.

Geoffrey N. Leech, Principles of Pragmatics, (London: Longman Group Limited,

1983), p.199.

Pravita Widya Darma, ”Expressive Speech Acts Used by English Teacher in

Program Khusus (PK) Classes of the Eight Grade Students of MTsN Boyolali”, (Thesis, IAIN

Surakarta, Surakarta, 2018), p.21-22.

contain in the effects production upon the minds, feelings, or

actions of the addressees, speaker, or other

. Perlocutionary

acts can be mentioned as an utterance that can affect someone.

Perlocutionary act refers to the influence of the utterance in

mind or action of the other person. The case perlocutionary act

is what the speaker wants to deliver of what the speaker utters.

4. The classifications of Speech Acts

Based on Searle’s theory, there are five classifications of speech

acts:

A. Representative

The main purpose of representative is to express the

speaker’s belief on something that is fact or not. All the denote

verbs of the representative are assessable on the assessment

dimension which involves true and false. Furthermore, for

example, boast and complain. Both of the denote verbs of

representative with added future that they have something to do

with the interest of the speaker.

Moreover, conclude and deduce are also representative with

the added feature that they mark particular relations between the

representative and the rest of the discourse or the context of

utterance

For example:

Austin in “The Handbook of Pragmatics, Laurence Horn & Gregory R.

(ed.)”(Oxford: Bleckwell Publishing, 2006), p.55.

J.R. Searle, Expression…, p.12-13.

The sugar is sweet.

In the sentence above, the speaker believe that the sugar is

literally sweet.

B. Directive

Directive is the speaker use to achieve other to do

something. Directive consists of several actions, such as;

suggesting, asking, requesting, and forbidding. The denote verbs

members of this class are asking, ordering, commanding,

asking, requesting, begging, pleading, praying, entreating, and

also inviting, permitting, and advising

C. Commisive

Commisive is speakers use to commit themselves to few

future action. The propositional content is always that the

speaker does some future action. The point of request is to try to

get the hearer to do something but not necessarily to commit or

obligate him t o do it

. There are several examples of

illocutionary forces that fall under the category of commissives,

these are promising, threatening, refusing, and pledging,

offering, vowing and volunteering

D. Expressive

Ibid., p.13.

Ibid., p.14.

Searle in Joan Cutting, Pragmatics and Discourse: A Resource Book for Students,

(London and New York: Routledge, 2002), p.17.

In expressive, the interlocutor expresses their psychological

state

. Expressive is the speaker use to state their feeling.

Expressive involves an act in which the word expression what

the interlocutor feels. The denote verbs of expressive are thank,

congratulate, apologize, condole, deplore, welcome, etc. In

producing an expressive, the interlocutor is not trying to make

the world to match the words nor the words to match the world,

rather the truth of the expressed proposition is presupposed

E. Declaration

Declaratives can be said that bring a change in reality. It

means that the world is in several ways no longer same after

they have been uttered. Now in this clear sense, it is prevailed of

all the performative verbs. After someone has congratulated

other, for example, a new world comes into being in which that

congratulation has taken place

The point of these are; first, that they cause a change in the

world over and above the fact that they have been carried out.

This, however, is again true of all the other verbs, but notice that

in the case, say, of congratulate, such effects would be

perlocutionary, whereas in the case of declaratives they are

illocutionary. The second point is that they standardly encode

such changes. So, if someone says “resign”, then thereafter they

J.R. Searle, Expression…, p.15.

Ibid,.

Searle in Allan Cruse, Meaning…, p. 343

no longer hold the post they originally held, with all that entails.

The denote verbs of declaratives are resign, dismiss, divorce (in

Islam), christen, name, open (e.g. an exhibition),

excommunicate, sentence (in court), consecrate, bid (at auction),

declare (at cricket), etc

. When using this type, the interlocutor

has to have a special institutional role, in a specific context, in

order to produce a declaration properly.

5. Online Teaching and Learning

Teaching is defined as an activity that tells a person how to do

something, gives instructions or lessons to students. Teaching is an

activity carried out by a teacher to convey knowledge to students in

class. Meanwhile, learning is described as the activity of the knowledge

acquisition through study, experience or being taught

. Learning is the

process of active with successful student that able to hold a skill in a

time to time and use it flexibly in various situations. Learning is the

alteration that relatively permanent in the tendency of behavioral and

the reinforced practice result. Learning is the assimilating information

process with a resultant alteration in behavior.

Furthermore, online teaching and learning is the teaching and

learning which use the technology to conduct it. Online teaching

and learning is known as e-learning.

Ibid,.

Ririn Dyah E ka Safitri, “Teacher’s Directive Speech Acts in English Teaching

Learning Process at SMP Al-Islam 1 Surakarta Academic Year 2016/2017”, (Thesis, IAIN

Surakarta, Surakarta, 2017), p.38.

a. E-Learning Theory

Electronic learning system or E-learning can be defined as a

form of the technology of information that is applied in

education in the websites form which can be accessed

anywhere. With e-learning, students do not need to sit sweetly

in the classroom to listen every explanation of a teacher. E-

learning is able to make a target schedule to be short of learning

time.

Moreover, Darin E. Hartley stated that E-learning is a kind

of teaching and learning that allows the lesson material to be

delivered to students by internet media, intranets, or the

computer media

Furthermore, based on the technology used, E-learning is

divided on the basis of technology, namely, (1) Computer Based

Training (CBT), the era where e-learning applications began to

emerge that were running on standalone PCs or in the form of

CD-ROM packaging. The content is in the form of material in

the form of text or multimedia (video and audio) in MOV,

MPEG-1 or AVI format. The software company of Asymstrix

(now called Clickllearn) released a development tool called

Toolbook while Macromedia also developed software called

Authorware. By using the tools provided then the user has the

https://www.dosenpendidikan.co.id/e-learning-adalah/ accessed on May, 15 2020

at 3:08 pm

opportunity to try the practice questions without limiting the

number and level of difficulty. However, in e-learning with this

concept, communication occurs only in one direction. (2) LMS

(Learning Management System). Along with the development

of internet technology in the world, the world community is

connected to the internet. The need for fast information is

absolute, and distance and location are no longer obstacles. This

is where a Learning Management System appears or commonly

abbreviated as LMS. The rapid development of LMS makes

new thinking to overcome the problem of interoperability

between existing LMS with a standard. Emerging standards for

example are standards issued by AICC (Airline Industry CBT

Committee), IMS, IEEE LOM, ARIADNE, etc. The examples

of these applications are Atutor, Schoology, etc. In this

application there are material writing facilities, material uploads,

assignments, question bank making, testing and assessment as

well as communication facilities between users namely chatting,

forums and blogs, and can also be added to other interesting

modules such as calendars and photo album. (3) Web based e-

learning application. The development of LMS leads to total

Web-based e-learning applications, both for learners and

teaching and learning administration. LMS began to be

combined with portal sites which at this time could be said to be

a barometer of information sites, magazines, and world

newspapers. The contents are also getting richer by combining

multimedia, video streaming, and interactive appearances in a

variety of data formats that are more standard, small and stable.

In addition, there are several benefits gained from the use of

E-learning, namely; (1) the use of E-learning support the

implementation of the learning process and increase students'

absorption of the material being taught. (2) To increase the

active participation of students. So the learning process becomes

more interesting and not monotonous. (3) To improve students'

independent learning ability, so the students do not always

depend on their friends. (4) To improve the quality material of

educator in which the quality of material that are provided by

educators will improve because it can take from a variety of

available sources. (5) To improve the ability to display

information with information technology devices, which with

ordinary devices is difficult.

Meanwhile, E-learning has some shortages such as; (1)

Direct interaction between teachers and students will be

reduced. (2) The learning process will tend to lead to training

not to education. (3) It will ignore the academic or social aspects

and vice versa and encourage commercial aspects. (4) Students

who do not have high learning motivation will get a failure

6. Schoology

The Schoology was created by Jeremy Friedman, Ryan Hwang and

Tim Trinidad white still undergraduates at Washington University in

Louis, MO. Schoology is the networking service of social and virtual

learning environment for K-12 school and higher education

institutions

. Schoology has many features than other e-learning

application, such as; video streaming, session recording, file or material

sharing, messaging, grading, content library, participation controls,

markup tools, hand raising, assessment, etc

. Several reasons why

Schoology is more effective that other e-learning, namely;

1) Classroom management of Schoology has many tools that help a

teacher to support a connected online learning environment, such as;

(a) the teachers are able to create online tests and quizzes, (b) the

teachers can also post assignment or assessment for the online class,

be automatically feed into the grade book roster in Schoology.

2) Schoology presents curricular resources and collaborative groups

for students and teachers to establish and increase with their

personal learning networks.

Ibid.,

Http://www.wikipedia.com/schoology, accessed on April, 20 2020 at 2:15 pm

Http://www.g2.com/products/schoology/features, accessed on June, 11 2020 at 9.30

3) Schoolgy is able to open on many web browser, such as Chrome,

Google, etc. there are also Schoology mobile apps for Android and

IOS. The mobile app features are limited in comparison to the web.

Schoology can also connect with other application, for

examplesFacebook, Twitter, and Google Drive.

4) Schoology is free for teachers, students, and parents. Teacher can

make a code for parents to follow along with the course to monitor

their son or daughter. Students can access class material from

everywhere and every time

Meanwhile, Schoology is also has a disadvantages, namely: (1)

students can navigates away from the main educational focus and get

distracted, (2) no two accounts can be open at the same time on a

computer, (3) students comments/discussion can not be moderated by

teachers

G. Research Method

1. Approach of research

This research was of qualitative in nature. Creswell defined that

qualitative research is an approach for investigating and comprehending the

individuals of meaning or group consider to the social or human problem

In addition, Ary, et.al. stated that qualitative research focuses on the social

Http://www.rtschuetz.net/2012/12/five-reasons-why-schoology rocks.html?m=1,

accessed on June, 11 2020 at 10.30 pm

Http://newtechs.coe.uh.edu/toolname.cfm?toolid=160&toolname=Schoology,

accessed on August, 05 2020 at 02:21 pm

John W. Creswell, Research Design: Qualitative, Quantitative and Mixed

Methods Approaches, ( London: Sage Publications, 2009), third edition, p.4.

phenomena understanding from the human participant mindset in natural

settings

. Moreover, qualitative research is the research approach that use

to analysis the social phenomena naturally.

Furthermore, this study used descriptive qualitative design.

According to Sutopo, in descriptive design, the analysis of the data is done

naturally objective, and factual

2. Presence of Researcher

In qualitative research, the presence of researcher is in the place

where the study conducted that is very important and needed optimally.

The researcher is the main key instrument in expressing meaning and at the

same time as a data collection tool. In this research, researcher went

directly to the field to observe and collect the required data. In this study,

the researcher participated as a participant observer, in which the subject or

informant knows the researcher's attendance in the research of speech acts

used by English lecturers in Schoology.

3. Setting of Research

This research carried out at the State Islamic University of

Mataram, located on Gajah Mada Street, Jempong. In this study, the

researcher conducted research in online teaching and learning class in

Schoology of A class 6

semester of Study Program of English Language

Education in academic year 2019/2020. The researcher took the A class of

Donald Ary, et. al., Introduction to Research in Education, (USA: Wadsworth,

2010), eight edition, p. 420.

H. B. Sutopo, Metodologi Penelitian Kualitatif; Dasar Teori dan Terapannya

Dalam Penelitian, (Surakarta: UNS Press, 2002), p.33

the 6

semester by the reason that the A class was the first class of the 6

semester. The 6

semester consisted of four classes. So, there were no such

things that make the class different, all the classes were same.

Furthermore, the researcher took the 6

semester because based on

the researcher experience as the students at the 6

semester that they were

more aware and understand when their lecturers express a speech acts.

Moreover, the reasons why the researcher took only one class because each

lecturers tend to give the same explanation of the lesson material to their

students although there was a little bit differentiation in their speech acts

later.

4. Source of Data

Data source is one of the most vital in research. Errors in using or

understanding the data source, the data obtained will also be missed than

expected

. Data source in this study was the speech acts used by two

English lecturers when teaching in Schoology of A class at6

semester of

study program of English Language Education of UIN Mataram. In the 6

semester, there were various subjects such as, Research Methods in ELT,

Research Statistic, Psycholinguistic, Instructional Design, Technology

Enhanced Language Learning (TELL), Language Learning Assessment,

Microteaching, Educational Linguistics, English for Tourism, and Practice

of Tourism Guiding.

Bungin Burhan, Social Research Methodology, (Surabaya: Airlangga University

Press, 2001), p.129.

Furthermore, the researcher takes two English lecturers of

Psycholinguistic and TELL that both of subjects are content course and the

reasons why the researcher took two English lecturers of those subjects

because the two lecturers used the Schoology in teaching their students.

The data was in the form of words, phrases, sentences, and utterances that

were spoken by the two English lecturers in the online teaching and

learning process in Schoology.

5. Procedure of Data Collection

In this research, the researcher used two steps to get the data. First,

the researcher observed teaching and learning process in Schoology that

focuses on speech acts that were used by the English lecturers. In this

research, the researcher used nonparticipant observation in which not

directly involve in the learning process but only as an observer

Second, the researcher took the lecturers’ utterances which were in

the form of written language that have been posted in Schoology. In this

step, the researcher used the documentation technique.

6. Technique of Analyzing Data

Data analysis is done by organizing data, describing it into units,

synthesizing, arranging into patterns, choosing what is important and what

will be studied, and making conclusions that can be shared with others

Sugiyono, Metode Penelitian Kuantitatif Kualitatif dan R&D, (Bandung: Alfabeta,

2011), p. 233.

Sugiyono. Qualitative and Quantitative Research Methodsand R&D, (Bandung:

Elfabeta, 2007), p. 224.

There were three activities in analyzing data in qualitative research

according to Miles & Huberman. They were data reduction, data display,

and conclusion. In this research, the researcher used various steps to

analyze the data of the classifications of speech acts and the dominant

classifications that were used by the teachers in teaching and learning

process based on Searle’s theory.

a. Data Reduction

Data reduction means summarizing, choosing the main

points, focusing on the important things, looking for themes and

patterns. Thus the data to be reduced gives a clearer picture, and

makes it easier for researchers to collect further data, and look

for it if needed

In reducing data, researcher began with choosing the

lecturers’ posts in Schoology. Then, the researcher selected the

important data that needed. Then, the researcher identified the

classifications of speech acts and the dominant speech acts were

spoken by the lecturers in online teaching and learning process

in Schoology.

b. Data Display

The next step is displaying the data. The function of the data

display is to perform accessible, compact, and organized

information about the data. In this research, the researcher

displayed the data that have been reduced by using a table.

Ibid., p.247.

Then, the researcher made the percentage of the data to know

the dominant classifications that are used by the English

lecturers in teach the students. Here is the formula of

percentage:

P =





 

Note:

P = Percentage

F = Frequency

N = The sum of Frequencies

c. Conclusion

After displayed the data in the form of table, researcher

interpreted it and gave a conclusions and verification of the data.

Based on the data that were taken from the table, the next step

was taken by the researcher that was to consider and interpret

the data so that the conclusions and verifications of the

classifications of speech acts and the dominant of speech acts

were performed by the lecturers can be drawn.

7. Trustworthiness

The validity of the data is conducted to prove whether the

conducted research is really a scientific research as well as to test the data

obtained. In this research, the researcher will use triangulation technique to

check the validity of the data. Triangulation is a technique to check the

validity of data that utilizes something else

.There are several ways of

triangulation, they are: source triangulation, time triangulation, theory

triangulation, and the last instrument triangulation

. In this study, the

researcher used the triangulation of source to check the validity of the data.

The researcher asked the expert to check the validity. The expert

who was chosen by the researcher to check the validity was Mr.

Najamuddin, S.Pd, M.Hum. He is the lecturer of linguistics in UIN

Mataram. The researcher asked him to check the data whether it was

included to the context of classification of speech act or not. The researcher

gave him the table data of validation, so that the validator can select the

correct data or error data. There were 73 utterances of two English lecturers

found that to be checked. When the validator did the validation, there was

no data which was error. It meant that all the data were valid

H. Organization of Discussion

Chapter I, this chapter was introduction. In this chapter the

researcher explained the research background, problem statement, objective

and significance of the research, scope and setting of the research, literature

review, theoretical framework, research method, and the last is systematical

of discussion. Chapter II. In this chapter, the researcher explained the data

display and findings of the research. Chapter III. In this chapter, the

Lexy J. Moleong, Metode Penelitian Kualitatif, (Bandung: PT Remaja

Rosdakarya, 2013), p.330.

Bachtiar S, Bahri, “Meyakinkan Validitas Data melalui Tringaluasi pada

Penelitian Kualitatif”, Jurnal Teknologi Pendidikan, Vol.10, No.1, April 2010, p.55-57.

researcher discussed the analyzing process of the research findings based

on research perspective or theoretical bases. Chapter IV. In this chapter, the

researcher provided the conclusion of the research and the suggestion of the

research.

CHAPTER II

DATA DISPLAY AND FINDINGS

This chapter presents the data display and research finding based on

the problems stated in the first chapter of this research, namely the classifications

of speech acts produced by English lecturers in online teaching and learning and

the dominant classification of speech acts performed by English lecturers in online

teaching and learning process at Study Program of English Language Education,

State Islamic University of Mataram. The data were taken from communication

between lecturers and students in the form of written language on lecturers’ post

and comments when the teaching and learning went online through Schoology.

Two online courses observed in this research were Psycholinguistics and

Technology Enhance Language Learning (TELL). Observation was conducted

during four times meeting of online teaching and learning, from March to April.

The classification of speech acts in this research was analyzed based on Searle’s

theory and the dominant speech was analyzed by making a percentage of the

frequency of each speech acts using a formula of percentage

A. The classifications of speech acts used by English lecturers in online

teaching and learning process through Schoology at Study Program of

English Language Education, State Islamic University of Mataram.

Based on the result of observation on lecturers’ speech acts in online

teaching and learning process through Schoology, it was found that the

researcher found 73 utterances of two English lecturers in the form of written

language containing speech acts; 38 utterances used by first English lecturer

and 35 utterances used by second English lecturer. Then, from those 73

utterances, the researcher found 4 classifications of speech acts of 5

classifications produced by the two English lecturers, namely; representative,

directive, commissive, and expressive. The researcher divided those utterances

of the first lecturer and second lecturer one by one. The findings of this

research can be seen in the following table.

Table 2.1

Classifications of Speech Acts Used by Two English Lecturers

Lecturers

Classifications of Speech Acts based on Searle’s

Theory

Total

Represe

ntative

Direct-

ive

Commi-

ssive

Expres

s-ive

Declar-

ative

Lecturer 1

Lecturer 2

Total:

1. The Classifications of Speech Acts Used by First English Lecturer

The researcher found 41 utterances containing speech acts produced

by first English lecturer in the form of written language in online teaching

and learning process of Psycholinguistics subject which can later be

classified into representative, directive, commissive, and expressive. The

researcher provided the findings below.

a. Representative

The researcher found 15 representative speech acts performed by

the first English lecturer in online teaching and learning process. The

representatives were used by the first English lecturer consisted of

several contexts, namely informing, explaining, reminding, and stating.

Then, the researcher presented the utterances that are categorized into

representative in the following table.

Table 2.2

Representative Speech Acts of First Lecturer

No.

Representatives Speech Acts of 1

Lecturer

Context

Here is my video containing materials for today

meeting

Informing

Here is the next material for PSY class.

Informing

Here are enrichment materials about Lang.

Acquisitions vs Comprehensions.

Informing

Here is my video containing materials for this

week meeting in Psycholinguistic class.

Informing

ALM, as long as it is ALM and applies similar

teaching procedure, so the ALM is still the

traditional ALM.

Explaining

DM main focus is on developing speech since it

carries direct practice like in NM

Explaining

Don't miss the Quiz.

Reminding

Since it Natural, the teacher must be one of natural

participant that directly observes and assess

Explaining

I would like to give response, related to fluent

Stating

teacher, fluent here means native like…

10.

GTM only needs teacher with ability to use

dictionary, ability to help students understand the

general pattern of sentence, and how to general

translation

Explaining

11.

Combination of all methods are possible, there is

no strict rule that make us unable to combine

Explaining

12.

We are still able to implement the traditional

method as long as we do believe it is suitable for

our current students.

Explaining

13.

You have learnt

Stating

14.

I will wait for your friends response/contribution

before I give comments.

Stating

15.

You will have Schoology Online Quiz this

weekend on all materials

Informing

b. Directive

There were 6 directive speech acts used by the first English lecturer

in online teaching and learning process. Directives uttered by the first

lecturer included; commanding, and inviting that can be shown in the

following table.

Table 2.3

First Lecturer’s Directives Speech Acts

Directives speech acts of 1

Lecturer

Context

Watch and learn.

Commanding

You may share ideas and discuss your

questions below this post

Inviting

pray for the end of pandemic

Commanding

Guys, you may give comments on your

classmates questions,

Inviting

Then, share what you have learnt as well as

your attempt to search another sources of

learning.

Commanding

Keep learning

Commanding

c. Commissive

The researcher found 8 commissives speech acts used by the first

lecturer in online teaching and learning process which belong to

promising context. Commissive speech acts used by the first lecturer

can be seen in the following table.

Table 2.4

First Lecturer’s Commissives Speech Acts

No.

Commissives speech acts of 1

Lecturer

Context

I will be here in Schoology to give response

on your discussion.

Promising

I will post a material for whole week meeting

at once

Promising

I will make evaluation on students’

participation in every weekend.

Promising

we will meet directly soon with real white

board

Promising

I will be here in Schoology also to give

response on your discussion.

Promising

Detail will be explained later.

Promising

Your contribution of learning will be granted

as class performance score.

Promising

participation to respond on others will also be

considered as being active.

Promising

d. Expressive

The researcher found 9 expressive speech acts performed by the

first English lecturer that consisted of opening, hoping, thanking,

appreciating, and closing context. The data can be seen below.

Table 2.5

Expressive Speech Acts of First Lecturer

No.

Expressive speech acts

Context

Assalamualaikum Wr.Wb.

Opening

Hi students,

Appreciating

I do hope everyone is in healthy condition

Hoping

Thank you

Thanking

Thanks Zainal

Thanking

My great appreciation to Makmur, Jannah,

Santi, Widi, Nurhaini, Ummul, Fitria for the

contribution through discussion on given

topics

Appreciating

Dear Students,

Appreciating

See you

Closing

Salam,

Opening

2. The Classifications of Speech Acts Used by Second English lecturer

There were 35 utterances belong to speech acts that the researcher

found in the second English lecturer’s written language in online teaching

and learning process on TELL subject. Specifically, they can be divided

into representative, directive, commisisve, and expressive.

a. Representative

The researcher found 1 representative speech act used by second

English lecturer in online teaching and learning process which belongs

to guessing context. The utterance can be seen in the following table.

Table 2.6

Second Lecturer’s Representative Speech Acts

No.

Representative of 2

lecturer

Context

I think it is an important part of our

discussion in this class.

Guessing

b. Directive

There were 26 utterances of directive speech act sused by second

English lecturer in online teaching and learning process which contain

commanding, advising, forbidding, and suggesting context. The data is

in the table below.

Table 2.7

Second Lecturer’s directive speech acts

No.

Directive speech acts of 2

Lecturer

Context

Please open week 4: Multiliteracy and

take the quizzes to prepare yourself for

the midterm test.

Commanding

Join the discussion in the week 5 about

TBLT and technology.

Commanding

Read the article give

Commanding

Answer the questions by commenting

here

Commanding

Watch the video

Commanding

Answer the given questions

Commanding

Summarize a research on English

language teaching using

Commanding

Read the article the New London Group

(1996) and Sandretto and Tilson (2013)

Commanding

Please watch the video

Commanding

10.

Answers the following questions

Commanding

11.

Keep up the good work.

Advising

12.

Please be active in this discussion forum

as it is graded.

Advising

13.

Read the textbooks

Commanding

14.

Watch the video below

Commanding

15.

Please read the technology mediated task

textbook

Commanding

16.

Summarize the first chapter of the book:

"Towards Technology-Mediated TBLT"

by Marta González-Lloret & Lourdes

Ortega (see the attachment).

Commanding

17.

Be actively participative in this

discussion by answering the questions

given below.

Commanding

18.

Please read your handbook in order to

help you answer the questions.

Commanding

19.

Please summarize this article

Commanding

20.

Bring to the class in this week

Commanding

21.

Your summary should not be more than

one page

Forbidding

22.

Write your answer in a piece of paper.

Commanding

23.

Read the article by Zeynep Turuan &

Birgul Akdag-Cimen (2019) below

Commanding

24.

Bring this summary to the class in the

following meeting next week.

Commanding

25.

You can add more specific explanation..

Suggesting

26.

Keep up reading

Advising

c. Commissive

The researcher discovered 1 utterance of commissive speech acts

performed by the second lecturer in their written language that had been

posted in Schoology. The commissive belongs to promising context

which can be seen in the following table.

Table 2.8

Second Lecturer’s Commissive Speech Acts

No.

Commissives speech acts of 2

Lecturer

Context

I will also divide you into a group of three for

your future presentation

Promising

d. Expressive

There were 8 utterances of expressive speech acts that were

produced by second lecturer in online and teaching process which

consisted of thanking, opening, pleasure, like, appreciating, and hoping.

It can be seen in the following table.

Table.2.9

Second Lecture’s Expressive Speech Act

No.

Expressive speech acts

Context

Dear all,

Opening

Great job..

Appreciating

Hi Maryam.. thank you..

Thanking

I love your work, overall, well done

Thank you

Thanking

I am happy you read and learn too.

Pleasure

I love your work

In order to successfully pass this week

Hoping

B. The Dominant Classification of Speech Acts Used by Two English

Lecturers in Online Teaching and Learning Process Through Schoology at

Study Program of English Language Education, State Islamic University

of Mataram.

Based on the data in table 2.1, in the previous explanation, the researcher

discovered 16 representatives, 32 directives, 9 commissives, and 16

expressives in utterances of two English lecturers. From the data the researcher

identified so far the dominant classification of speech acts produced by the two

English lecturers in online teaching and learning process at Study Program of

English Language Education, State Islamic University of Mataram. Details are

as follows.

1. First Lecturer’s Dominant Speech Acts Classification

The percentage of speech acts classification used by the first English

lecturer in online teaching and learning process can be seen in the

following table.

Table 2.10

The Dominant Classification of Speech Act Used by First Lecturer

No.

Classification of Speech Acts

Frequency

Percentage

(%)

Representatives

39%

Directives

16 %

Commissive

21 %

Expressives

24 %

Declaratives

0 %

Total

100 %

Based on the table above, the researcher found 38 utterances of

speech acts used by the first lecturer in online teaching and learning process

through Schoology. Here, representatives were used 15 times (39%);

directives were used 6 times (16%); commissives were used 8 times (21%);

and expressives were used 9 times (24%). From the figures, the dominant

speech acts classifications of the first lecturer in online teaching and

learning process in Schoology was representatives.

2. Second Lecturer’s Dominant Speech Acts Classification

The percentage of dominant speech acts classification that was used

by the second lecturer in online teaching and learning process through

Schoology which can be shown in the following table.

Table 2.11

The Dominant Classification of Speech Act Used by Second Lecturer

No.

Illocutionary Acts

Frequency

Percentage (%)

Representatives

Directives

74%

Commissive

Expressives

20%

Declaratives

Total

100%

The table above shows the dominant classification of speech acts

spoken by the second lecturer in online teaching and learning process

through Schoology.

Of the 35 utterances, representatives were used 1 time (3%);

directives were used 26 times (74%); commissives were used 1 time (3%);

expressives were used 7 times (20%). From the figure, the dominant speech

acts classification of the second lecturer in online teaching and learning

process through Schoology was directives.

In addition, based on the explanations above, the researcher presented

a table of the most dominant classifications of speech acts used by two

English lecturers in online teaching learning process using Schoology based

on Searle’s theory. The data can be seen in the following table:

Table 2.12

The Frequency of Classification of Speech Act Uttered by Two English

Lecturers

No.

Classifications

Frequency

Percentage

(%)

L 1 + L 2

Representatives

22%

Directives

44%

Commissives

12%

Expressives

22%

Declaratives

Total

100%

From the table above, it can be seen that the two English lecturers

used77 utterances which contain speech acts. The table also revealed that

the two English lecturers respectively used representatives 16 times (22%),

directives 32 times (44%), commissives 9 times (12%), and expressives 16

times (22%).From the data, it can be pointed out that the dominant

classification of speech act used by the two English lecturers in online

teaching and learning via Schoology at Study Program of English

Language Education, State Islamic University of Mataram is directives.

CHAPTER III

DISCUSSION

This chapter presents the discussion of research findings related to the

research objectives, namely (1) the classifications of speech acts produced by

English lecturers in online teaching and learning process at Study Program of

English Language Education, State Islamic University of Mataram. and (2) the

dominant classification of speech acts performed by English lecturers in online

teaching and learning process at Study Program of English Language

Education, State Islamic University of Mataram. The researcher achieved the

data by conducting observation and documentation technique. The data

obtained in the form of the lecturer’s word, phrase, and sentences in online

teaching and learning process through Schoology. Then, the data were

analyzed by applying the theory of speech acts classifications by Searle’s

theory.

A. Classifications of Speech Acts Used by Two English Lecturers in Online

Teaching and Learning Process through Schoology at Study Program of

English Language Education, State Islamic University of Mataram.

Yule stated that speech acts is an action that are performed via

utterance

. Then, Searle classified speech acts into five classifications, namely

representatives, directives, commissives, expressives and declaratives

. There

George Yule, Pragmatics, (Oxford: Oxford University Press, 1996) p.47

Searle in Gila A. Schauer, Interlanguage Pragmatic Development, (New York:

Continuum International Publishing Group, 2009) p. 8

were four classification of speech acts found in this study, namely;

representative, directive, commissive, and expressive.

1. Representative

Representative is the speakers’ expression of something that they

believe to be the fact or not

. Representative speech acts can be noted by

several contexts, such as: reminding, telling, asserting, denying,

correcting, stating, guessing, predicting, reporting, describing, informing,

insisting, assuring, agreeing, claiming, beliefs, concluding.

In this study, the lecturers used representatives to state something

factual or not. There were several contexts of the lecturer’s expressions

that contained in representatives, namely informing, explaining,

reminding, stating, and guessing.

In the context of informing, the lecturers informed students about a

material that had been posted in Schoology, for examples the lecturers

said:

First lecturer: “Here is my video containing materials for this week

meeting in Psycholinguistic class”.

First lecturer:”Here is enrichment material about Lang. Acquisitions

vs Comprehensions.”

In explaining, the lecturers gave an explanation to their students

some lesson material which was not understood by the students. For

examples:

Ibid.,

First lecturer:” I would like to give response, related to fluent

teacher, fluent here means native like… GTM only needs teacher with

ability to use dictionary, ability to help students understand the general

pattern of sentence, and how to general translation”.

First Lecturer:”DM main focus is on developing speech since it

carries direct practice like in NM.”

In reminding, the lecturers remind his students, for example:

First lecturer:” Keep learning and don't miss the Quiz”.

In stating context, the lecturers expressed his opinion relating to the

material that had been explained. In the example:

First lecturer:” We are still able to implement the traditional method

as long as we do believe it is suitable for our current students”.

2. Directive

Directive is the words of someone who intends to ask the interlocutor

to do something

. Directives consist of several verbs such as: asking,

ordering, commanding, asking, requesting, begging, pleading, praying,

entreating, and also inviting, permitting, and advising

. In this study, the

lecturers performed the directive to ask their students to do something. The

lecturers used several contexts of utterances that included in directive,

namely commanding, inviting, advising, forbidding, and suggesting.

Ibid.,

J.R. Searle, Expression and Meaning…, p. 13.

In commanding context, the lecturers instructed students to answer

questions, watch videos, read articles, summarize the articles, and study.

For example:

First lecturer:”Watch and learn”.

First lecturer:”Then, share what you have learnt as well as your

attempt to search another sources of learning”.

Second lecturer:”Read the article given and answer the questions by

commenting here”.

Second Lecturer:”Please watch the video and answers the following

questions.”

In the inviting context, the lecturers used the modal verb “may” which

indicated an invitation to students. For example, the first lecturer said “You

may share ideas and discuss your questions below this post”, “Guys, you

may give comments on your classmates questions.”

In advising context, the lecturers advised students to continue learning

and reading, for the example second lecturer said “Well done… keep up the

good work”, and “keep up reading.”

In forbidding, the lecturers used the verb “should not” in the statement

that showed the prohibition of student not to summarize more than one

page, for the example the second lecturer said “your summary should not

be more than one page”.

And in suggesting context, the lecturers give the suggestions to the

students. In the example, the second lecturer said “you can add more

specific explanation”.

3. Commissive

Commissive is the utterances of someone that is used to do something

in the future acts which bind the speaker to carry out what is mentioned in

the utterance

. The verb that fall under commissive are promising,

threatening, refusing, and pledging, offering, vowing and volunteering

.In

this research, the lecturers used commissive in their utterances to state an

action in the future. Moreover, there was one context of lecturer utterance

which indicated to commissive, namely promising. In promising context,

the lecturers used a modal verb “will” that indicated the existence of future

action. For example, the first lecturer said “I will make evaluation on

students’ participation in every weekend”, and “we will meet directly soon

with real white board”.

4. Expressive

Expressive is a speaker’s utterances that is used to express their

feeling

. The denoted verbs of this classification are pleasure, pain, like,

dislike, joy, or sorrow. In this study, the lecturers performed the expressive

to state their feeling to their students. In this study, what is includes in the

Ibid.,

Searle in Joan Cutting, Pragmatics and Discourse: A Resource Book for Students,

(London and New York: Routledge, 2002), p. 17.

Searle in Gila A. Schauer, Interlanguage Pragmatic Development….p. 8

expressive domain is opening, hoping, thanking, appreciating, closing, like,

and pleasure.

In opening and closing context, lecturers delivered a greeting to

students in each their post. For example; first lecturer said

“Assalamualaikum Wr.Wb. Hi students, “See you and keep learning”, and

the second lecturer said “Dear all”.

In hoping context, the lecturers stated their hope about the condition of

the students. For example, the first lecturer said “I do hope everyone is in

healthy condition”,

In thanking, the lecturers stated their thanks to the students. For the

example, first lecturer said “Thank you”, and the second lecturer said “Hi

Maryam.. thank you”.

In appreciating, the lecturers appreciated the students’ work. For

example, first lecturer said “My great appreciation to Makmur, Jannah,

Santi, Widi, Nurhaini, Ummul, Fitria for the contribution through

discussion on given topics”, second lecturer said “great job”.

In like and pleasure, the lecturers stated their like and happiness of the

students’ work or comments in Schoology. For the example, the second

lecturer said “I love your work, I am happy you read and learn too”.

B. Dominant Classification of Speech Acts Used by Two English Lecturers in

Online Teaching and Learning Through Schoology at Study Program of

English Language Education, State Islamic University of Mataram.

Based on the finding of this research, the researcher found 73

utterances produced by two English lecturers in online teaching and learning

process using Schoology at Study Program of English Language Education,

State Islamic University of Mataram. The most dominant classification of

speech acts is directives; it was used 32 times (44%). Meanwhile,

representatives, commissives and expressives were not often to use because the

lecturers leaned to expect an action that had to be done by the student from

what they said to their students.

In this Study, both of the lecturers used directive speech acts to make

their students more actives. The two English lecturers did not explain the

material directly but instead instructed their student to do something, such as

did an assignment, read articles, watched videos, and studied. From the

instructions of the two lecturers the students became be more independent, but

when the lesson was not understood by the students, the student could ask to

the lecturers. The examples of lecturers’ directive speech acts:

The first lecturer said “Guys, you may give comments on your

classmates questions,“Then, share what you have learnt as well as your attempt

to search another sources of learning; you have learnt”, and “Watch and learn”,

The second lecturer said “What is more, do join the discussion in the

week 5 about TBLT and technology, “Watch the video and answer the given

questions”, “bring to the class in this week”.

For further discussion, this finding is similar idea with the research by Lu‟lu

Fatichatis Sholawat entitled “An Analysis Types of Speech Act Used byEnglish

Teacher in English Teaching Learning Process at MTs Al-Wahhab

BagoKradenan in Academic Year 2016/2017”. The research stated that there

were four kinds of speech acts that were produced by the teacher. Those are

representatives, expressive, commissives and directives. And the most

dominant type of speech acts that were used by English teachers is the directive

(63.004%).

In addition, this finding is also similar with the study by Merdana, et.al

entitled “Analysis of Speech Acts Produced by Elementary School Teachers

and Students to Facilitate Teaching and Learning at SDN 10 Pringgasela East

Lombok”. In the study conducted by Merdana et.al, it found four types of

speech acts that were used by the teacher namely, representative, directives,

commissives, and declarative. But, in this previous study Merdana did not find

expressive speech acts in teachers utterances, and in this current study the

researcher did not find declarative in lecturers utterances. Then, the dominant is

assertive (97.32%).

Lu‟lu Fatichatis Sholawat, “An Analysis Types of Speech Act Used byEnglish

Teacher in English Teaching Learning Process at MTs Al-Wahhab BagoKradenan in

Academic Year 2016/2017”, (Thesis, IAIN Surakarta,Surakarta, 2017), p. x.

Merdana, et.al, “An Analysis of Speech Acts Produced by Elementary School

Teachers and Students to Facilitate Teaching and Learning at SDN 10 Pringgasela East

Lombok”, e-Journal Program Pascasarjana Universitas Pendidikan Ganesha, Vol.1, 2013, p.

Meanwhile, this study is against idea with the research that conducted

by Ririn Dyah Eka Savitry entitled “Teacher’s Directive Speech Acts in

English Teaching Learning Process at SMP Al-Islam 1 Surakarta Academic

Year 2016/2017”. The previous research only focused on directive speech acts

that consisted of direct speech and indirect speech.

Ririn Dyah Eka Safitri, “Teacher’s Directive Speech Acts in English Teaching

Learning Process at SMP Al-Islam 1 Surakarta Academic Year 2016/2017”, (Thesis, IAIN

Surakarta, Surakarta, 2017), p. ix.

CHAPTER IV

CONCLUSION AND SUGGESTION

This chapter presents conclusion and suggestion of this study. The

conclusions are derived from the findings of the research explained on the chapter

two. Suggestions are addressed to the English students, English teachers, and

further researchers.

A. Conclusion

From the result of this study, it can be concluded that:

1. the classification of speech acts used by English lecturer in online teaching

and learning via Schoology at State Islamic University of Mataram are

representatives in contexts of informing, explaining, reminding, guessing

and stating; directives in commanding, praying, suggesting, advising,

asking, forbidding, and inviting context; commisives in promising context;

and expressive in context of opening, thanking, hoping, appreciating,

pleasure, like, and closing. The four speech acts classification found in the

lecturers’ utterances appeared in their posts and comments on Schoology

when they do online teaching.

2. The dominant classification of speech act used by the two English lectures

is directive (44%) where the lecturers commanded their students to do

something to make the students more active in discussion forum in

Schoology or study by themselves.

B. Suggestion

Based on the discussion of research findings in this study, the

researcher presented several suggestions for the Students, English lecturer, and

future researcher.

1. English Learners

The English learners should pay more attention to speech acts

phenomena. The English learners can apply speech acts as a way to learn

English better.

2. English Lecturers

English lecturers should have awareness of speech acts phenomena

in their environment, especially in the school area. This phenomenon can

also be used as learning material in order to give more understanding about

language phenomena to the students.

3. Future Researchers

The researcher suggests that future researchers conduct the research

related to the speech ac ts. Future researchers might conduct any research to

identify any aspect related to speech acts. It is also suggested that future

researchers expand the observation period in order to find more data, that

future researchers do interviews in their research. The interview result can

help to answer their research problem. The interview results can be used as

the comparative data for the theory grounded by the experts and future

researchers’ analysis. The researchers can also analyze the topic by using

qualitative method which depends on the research objectives.

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APPENDICES

Appendices 1

MATA KULIAH DAN DOSEN PENGAMPU

PADA PROGRAM STUDI TADRIS/PENDIDIKAN BAHASA INGGRIS

(TBI)

FAKULTAS TARBIYAH DAN KEGURUAN (FTK) UIN MATARAM

SEMESTER GENAP TAHUN AKADEMIK 2019/2020

SEMESTER VI

Kode

Mata

Kuliah

Jum

lah

SKS

Prasya

rat

Kelas

Dosen

TBI02

Research

Methods

in ELT

√

Dr. Syarifudin,

M.Pd.

TBI02

Research

Statistics

√

KasyfurRahman,

M.Pd.

TBI02

Psycholin

guistics*

√

AfifIhwanul

muslimun, M.Pd.

TBI02

Instruction

al Design

√

Dr. Muhammad,

M.Pd.MS.

TBI02

Techno-

logy

Enhanced

Language

Learning

(TELL)

√

Husnawadi, MA.

TESOL.

TBI02

Language

Learning

Assessme

√

KasyfurRahman,

M.Pd.

FTB02

Microtea-

ching

TBI452

√

Dr. Yek Amin

Azis, M.Pd.

TBI02

Education

Linguistic

TBI02

English

for

Tourism

√

Najamuddin,

S.Pd, M.Hum

TBI02

Practice of

Tourism

Guiding

√

Najamuddin,

S.Pd, M.Hum

Jumlah

*Pilih

minimal 2

SKS dari

4 SKS

pilihan

Appendices 2

First Lecturer’s Posts in Schoology

Appendices 3

Second Lecturer’s Posts in Schoology

Appendices 4

DATA VALIDATION SHEET 1

First Lecturer

Psycholinguistics

4 weeks meeting in Schoology

( Afif Ikhwanul Muslimin, M.Pd.)

No.

Representatives Speech Acts

Context

True

False

Here is my video containing

materials for today meeting

Informing



Here is the next material for PSY

class.

Informing



Here are enrichment materials about

Lang. Acquisitions vs

Comprehensions.

Informing



Here is my video containing

materials for this week meeting in

Psycholinguistic class.

Informing



ALM, as long as it is ALM and

applies similar teaching procedure, so

the ALM is still the traditional ALM.

Explaining



DM main focus is on developing

speech since it carries direct practice

like in NM

Explaining



Don't miss the Quiz.

Reminding



Since it Natural, the teacher must be

one of natural participant that directly

observes and assess

Explaining



I would like to give response, related

Stating



to fluent teacher, fluent here means

native like…

10.

GTM only needs teacher with ability

to use dictionary, ability to help

students understand the general

pattern of sentence, and how to

general translation

Explaining



11.

Combination of all methods are

possible, there is no strict rule that

make us unable to combine

Explaining



12.

We are still able to implement the

traditional method as long as we do

believe it is suitable for our current

students.

Explaining



13.

You have learnt

Stating



14.

I will wait for your friends

response/contribution before I give

comments.

Stating



15.

You will have Schoology Online

Quiz this weekend on all materials

Informing



Directives speech acts

Context

True

False

Watch and learn.

Commanding



You may share ideas and discuss

your questions below this post

Inviting



pray for the end of pandemic

Commanding



Guys, you may give comments on

your classmates questions,

Inviting



Then, share what you have learnt as

Commanding



well as your attempt to search

another sources of learning.

Keep learning

Commanding



No.

Commissives speech acts

Context

True

False

I will be here in Schoology to give

response on your discussion.

Promising



I will post a material for whole week

meeting at once

Promising



I will make evaluation on students’

participation in every weekend.

Promising



we will meet directly soon with real

white board

Promising



I will be here in Schoology also to

give response on your discussion.

Promising



Detail will be explained later.

Promising



Your contribution of learning will be

granted as class performance score.

Promising



participation to respond on others will

also be considered as being active.

Promising



No.

Expressive speech acts

Context

True

False

Assalamualaikum Wr.Wb.

Opening



Hi students,

Appreciating



I do hope everyone is in healthy

condition

Hoping



Thank you

Thanking



Thanks Zainal

Thanking



My great appreciation to Makmur,

Appreciating



Jannah, Santi, Widi, Nurhaini,

Ummul, Fitria for the contribution

through discussion on given topics

Dear Students,

Apprecia

ting



See you

Closing



Salam,

Opening



Mataram, 10 July 2020

Validator

Najamuddin, S.Pd, M.Hum.

NIP: 197401032007101001

Appendices 5

DATA VALIDATION SHEET 2

Second Lecturer

4 weeks meeting in Schoology

TELL

( Husnawadi, MA.TESOL)

No.

Representative of 2

lecturer

Context

True

False

I think it is an important part of our

discussion in this class.

Guessing



No.

Directive speech acts of 2

Lecturer

Context

True

Fals

Please open week 4: Multiliteracy

and take the quizzes to prepare

yourself for the midterm test.

Commanding



Join the discussion in the week 5

about TBLT and technology.

Commanding



Read the article give

Commanding



answer the questions by

commenting here

Commanding



Watch the video

Commanding



answer the given questions

Commanding



Summarize a research on English

language teaching using

Commanding



Read the article the New London

Group (1996) and Sandretto and

Commanding



Tilson (2013)

Please watch the video

Commanding



10.

answers the following questions

Commanding



11.

keep up the good work.

Advising



12.

Please be active in this discussion

forum as it is graded.

Advising



13.

Read the textbooks

Commanding



14.

Watch the video below

Commanding



15.

Please read the technology

mediated task textbook

Commanding



16.

summarize the first chapter of the

book: "Towards Technology-

Mediated TBLT" by Marta

González-Lloret & Lourdes Ortega

(see the attachment).

Commanding



17.

Be actively participative in this

discussion by answering the

questions given below.

Commanding



18.

Please read your handbook in order

to help you answer the questions.

Commanding



19.

Please summarize this article

Commanding



20.

bring to the class in this week

Commanding



21.

your summary should not be more

than one page

Forbidding



22.

Write your answer in a piece of

paper.

Commanding



23.

Read the article by Zeynep Turuan

& Birgul Akdag-Cimen (2019)

below

Commanding



24.

Bring this summary to the class in

Commanding



the following meeting next week.

25.

you can add more specific

explanation..

Suggesting



26.

keep up reading

Advising



No.

Commissives speech acts

Context

True

false

I will also divide you into a group of

three for your future presentation

Promising



No.

Expressive speech acts

Context

True

false

Dear all,

Opening



Great job..

Appreciat

ing



Hi Maryam.. thank you..

Thanking



I love your work, overall, well

done



Thank you

Thanking



I am happy you read and learn

too.

Pleasure



I love your work



Mataram, 10 July 2020

Validator,

Najamuddin, S.Pd, M.Hum.

NIP: 197401032007101001