AN ANALYSIS OF ILLOCUTIONARY ACTS IN SPEAKING TIPS VIDEOS ON ENGLISH WITH LUCY YOUTUBE CHANNEL

JOFA ALFA HUSEIN, 1860203222149 and ERNA IFTANTI, 197203072009012002 (2026) AN ANALYSIS OF ILLOCUTIONARY ACTS IN SPEAKING TIPS VIDEOS ON ENGLISH WITH LUCY YOUTUBE CHANNEL. [ Skripsi ]

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Abstract

Language is not only used to convey information but also to perform actions through utterances. In educational contexts, especially in digital learning media such as YouTube, speakers employ various speech acts to explain concepts, guide learners, and build interaction with the audience. One of the most popular English-learning channels is English with Lucy, which provides speaking tips and language-learning content for English as a Foreign Language (EFL) learners worldwide. Therefore, analyzing the illocutionary acts in Lucy’s speaking tips videos is important to understand how language functions in digital educational discourse. This study aimed to identify the types and functions of illocutionary acts found in Lucy’s speaking tips videos on the English with Lucy YouTube channel using Searle’s (1979) theory of illocutionary acts. This study employed a qualitative content analysis design. The data consist of Lucy’s utterances taken from three selected speaking tips videos. Data were collected through documentation and note-taking techniques, then analyzed using thematic analysis. The analysis focused on identifying the types of illocutionary acts and examining their communicative functions within the instructional context of the videos. The findings revealed four types of illocutionary acts, which are assertives, directives, expressives, and commissives. Assertive acts were the most dominant type, followed by directives, expressives, and commissives, while declarative acts were not found in the data. Furthermore, the study identified thirty-seven functions across the four types.These functions reflected Lucy’s various communicative purposes in explaining language concepts, guiding learners, maintaining audience engagement, expressing personal attitudes, and offering educational resources. The findings indicate that effective online language instruction relies not only on the delivery of linguistic knowledge but also on the strategic use of speech acts to support learning and interaction. Therefore, this study contributes to the understanding of how pragmatic features facilitate effective communication in digital language-learning environments and highlights the importance of speech acts in online educational discourse. However, the study was limited to three speaking tips videos and employed only Searle’s theory of illocutionary acts. Future researchers are encouraged to examine a broader range of educational videos or apply different pragmatic frameworks to gain a more comprehensive understanding of language use in digital learning contexts.

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