ILLOCUTIONARY ACTS PRODUCED BY ENGLISH TEACHER IN CLASSROOM TEACHING AT EIGHT GRADE OF SMP NEGERI 2 SUMBERGEMPOL

RISMA NUR AINI, 126203213198 (2025) ILLOCUTIONARY ACTS PRODUCED BY ENGLISH TEACHER IN CLASSROOM TEACHING AT EIGHT GRADE OF SMP NEGERI 2 SUMBERGEMPOL. [ Skripsi ]

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Abstract

Risma Nur Aini. Registered Number Student 126203213198. 2025. “An Analysis Illocutionary Acts Produced By English Teacher on Teaching in Classroom At Smp Negeri 2 Sumbergempol. Thesis. English Education Department. Faculty of Education and Teacher Training. State Islamic University of Sayyid Ali Rahmatullah Tulungagung. Advisor: Dr. H. Muh. Basuni, M,Pd. Keywords : Pragmatic, Illocutionary Acts, English Teaching Language is an essential component of communication, ensuring that information is accurately understood in the right context, which is especially important in second language learning. In the field of pragmatics, speech acts are considered one of the most interesting and relevant concepts. Pragmatics is the study of speaker-intended meaning, with emphasis on how context contributes to meaning. Among the three types of speech acts, illocutionary acts are central because they reflect the speaker’s intention in communication, such as giving commands, making statements, or expressing feelings. This phenomenon is evident in classroom teaching interactions, highlighting the importance of language in communication, particularly in educational settings. This study aims of this study was to analyze the types and the most dominant type of illocutionary acts used by English teachers in classroom teaching at SMP Negeri 2 Sumbergempol. In classroom interaction, language is not only a tool for delivering content but also for managing behavior, encouraging participation, and expressing attitudes. Therefore, analyzing teachers’ utterances through the lens of illocutionary acts provides valuable insights into the communication strategies employed in teaching. This research employed a descriptive qualitative method. The subjects were students from class VIII-D and VIII-E. Data were collected through classroom observation and video recording, then analyzed using steps such as data condensation, data display, and conclusion drawing. The analysis of the video recordings revealed a total of 124 utterances categorized into four types of illocutionary acts: assertive (54 utterances), directive (47), expressive (14), and commissive (9). Declarative illocutionary acts were not found in the research. The results showed that the most dominant illocutionary act used by the teacher was the assertive type, which indicates a strong tendency to convey information, explanations, and statements throughout the learning process. This conclusion demonstrates that illocutionary acts play an important role in managing interaction and enhancing the effectiveness of material delivery by teachers in the classroom. This study contributes to teachers and future researchers was expected to increase awareness of communicative language use, which helped them in choosing the right utterances when interacting in the classroom. provide a more extensive analysis of illocutionary acts in the educational aspect.

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