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AN ANALYSIS OF REPRESENTATIVE SPEECH ACTS IN TEACHING

AND LEARNING PROCESS ON THE SPEAKING CLASS OF THE

THIRD SEMESTER IN ENGLISH DEPARTMENT OF IAIN

SURAKARTA

THESIS

Submitted as A Partial Requirements for the degree of Sarjana in English

Education

By:

KHOIRUNNISA WULAN JUNAIDI

133221096

ENGLISH DEPARTMENT

ISLAMIC EDUCATION AND TEACHING TRAINING FACULTY

THE STATE ISLAMIC INSTITUTE OF SURAKARTA

2017

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DEDICATION

THIS THESIS IS DEDICATED TO:

My beloved parents

(Mr. Junaidi and Mrs. Sri Wahyuni)

My beloved brother

(Dian Nur Kholis, S.Pd)

My beloved family

(Seno‟s family and Nayiri‟s Family)

My best friends

(Rohmah Susilaningtyas, Ika Ayu Hapsari)

My beloved friends

(PBI C class 2013)

My lovely friend in KKN

(Fauzi, Suharyadi, Prasetyo, Aida, Widya, Lina, Nindi, Elen)

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MOTTOS

ٱ“ نىلع ن ل غ ٱ ل مين ع إنه لله فسه يج ۦ لن ا ج م نهد ف إنه م د و ”ه

“And whosoever strive, strive only for himself, for lo! Allah is altogether

Independent of (His) creatures.”

(Q.S Al-Ankabut: 6)

“Education is the most powerful weapon which you can use to change the world”

(Nelson Mandela)

“Witing Mulyo Jaralan Wani Rekoso”

Cause of success is dare to work hard

(Javanese proverb)

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ACKNOWLEDGMENT

Alhamdulillah, all praises be to Allah, the single power, the Lord of the

universe, master of the day judgment, God all mighty, for all blessings and

mercies so the researcher was able to finish this thesis entitled “An Analysis of

Representative Speech Acts in Teaching and Learning Process on Speaking Class

of Third Semester in English Department of IAIN Surakarta”. Peace be upon

Prophet Muhammad SAW, the great leader and good inspiration of world

revolution.

The researcher is sure that this thesis would not be completed without the

helps, supports, and suggestions from several sides. Thus, the researcher would

like to express her deepest thanks to all of those who had helped, supported, and

suggested her during the process of writing this thesis. This goes to:

1. Dr. Mudofir, S.Ag, M.Pd., as the Rector of the State Islamic Institute of

Surakarta.

2. Dr. H. Giyoto, M.Hum., as the Dean of Islamic Education and Teaching

Training Faculty.

3. Dr. Imroatus Solikhah, M.Pd., as the Head of English Education Department.

4. Kurniawan, S.S., M.Hum., as the consultant for the guidance, precious

advices, motivation, correction, and help to revise the mistake during the

process of writing this thesis for the researcher.

5. Sabariyanto, M.Pd as the subject of this research.

6. SF. Luthfie Arguby Purnomo, S.S., M.Hum., as the data validator of this

research.

7. The third semester students of 3D class on the academic year 2016/2017 in

English Department of IAIN Surakarta for cooperating during the research.

8. All of the lecturers in English department of IAIN Surakarta for giving

knowledge and spirit.

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9. Her beloved parents and her brother who have given a lot of material and

mental supports during the process of doing this thesis.

10. All of her friends who have accompanied her during study in IAIN Surakarta

for more than three years.

The researcher realizes that this thesis is still far from being perfect. The

researcher hopes that this thesis is useful for the researcher in particular and

readers in general.

Surakarta, February 3th

2017

The researcher

Khoirunnisa Wulan Junaidi

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TABLE OF CONTENT

TITLE……………...………………………………………………….. i

ADVISOR SHEET…………………………………………………… ii

APPROVAL……………….…………………………………………. iii

RATIFICATION……………………………………………………… iv

DEDICATION………………………………………………………… v

MOTTO………………………………………………………………... vi

PRONOUNCEMENT…………………………………………………. vii

ACKNOWLEDGEMENT…………………………………………….. viii

TABLE OF CONTENTS……………………………………………… x

ABSTRACT…………………………………………………………… xii

LIST OF TABLE………………………………………………………. xiii

LIST OF APPENDICES………………………………………………. xiv

CHAPTER I: INTRODUCTION

A. Background of Study………………………………………….. 1

B. Identification of Study………………………………………… 5

C. Limitation of the Study………………………………………... 5

D. Research Problem………………………………………………. 6

E. Objectives of the Study………………………………………… 6

F. Definition of Key Terms………………………………………... 6

G. Benefit of the Study…………………………………………….. 7

CHAPTER II: REVIEW ON RELATED LITERATURE

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A. Theoretical Review…………………………………………….. 9

1. Pragmatics…………………………………………….......... 9

2. Speech acts……………………………………………......... 10

3. Teaching and learning……………………………………… 23

4. Speaking……………………………………………............. 30

5. Students‟ comprehension of lecturer‟s speech acts………… 30

6. Analysis…………………………………………….............. 32

B. Review of Previous Study……………………………………… 32

CHAPTER III: RESEARCH METHODOLOGY

A. Research Design………………………………………………... 35

B. Research Setting and Time…………………………………….. 36

C. Data and Sources of Data……………………………………… 37

D. Object of Research……………………………………………... 37

E. Research Instrument……………………………………………. 38

F. Data Collecting Technique……………………………………... 38

G. Data Analyzing Technique...…………………………………… 40

H. Trustworthiness of Data………………………………………... 42

CAHAPTER IV: RESEARCH FINDINGS AND DISCUSSION

A. Findings………………………………………………………… 45

B. Discussions……………………………………………………... 48

CHAPTER V: CONCLUSION, IMPLICATIONS AND SUGGESTIONS

A. Conclusion………………………………………………............. 86

B. Implications………………………………………………........... 86

C. Suggestions………………………………………………............ 87

BIBLIOGRAPHY………………………………………………............. 89

APPENDICES……………………………………………....................... 92

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ABSTRACT

Khoirunnisa Wulan Junaidi. 2017. An Analysis of Representative Speech Acts in

Teaching and Learning Process on the Speaking Class of the Third Semester in

English Department of IAIN Surakarta. Thesis. English Education Study Program,

Islamic Education and Teacher Training Faculty

Advisor: Kurniawan, S.S., M.Hum.

Key words: Speech Acts, Teaching and Learning Process

The purpose of this research are to identify the types of representative

speech acts uttered by the lecturer on the speaking class of the third semester in

English department of IAIN Surakarta of the basis of Searle and Yule‟s theory.

This research was descriptive qualitative. The objects of this research were

the utterances uttered by the lecturer on the speaking class of the third semester in

English Department of IAIN Surakarta. The data were in the form of word,

phrases and utterances employed by the lecturer. The data were obtained through

conducting observation accompanied by audio recording.

The research findings show that there were 14 types of representative

speech acts performed by the lecturer on the speaking class of the third semester

in English department of IAIN Surakarta, namely affirming (29 data), asserting

(89 data), assuring (19 data), blaming (12 data), boasting (2 data), criticizing (16

data), explaining (20 data), guessing (10 data), informing (36 data), notifying (195

data), praising (25 data), rebut (1 datum), stating (60 data), suggesting (31 data).

The most frequently used by the lecturer of representative speech acts was

notifying (35.80%), while the last frequent was rebut (0.20%).

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LIST OF TABLES

List Page

Table 2.1 General Function of Speech Acts According to Searle 15

Table4.1 Data Findings of the Types of Representative Acts 46

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LIST OF APPENDICES

LIST PAGE

Appendix 1. Findings of representative speech acts uttered by the

lecturer in teaching and learning process on the

speaking class of the third semester in English

department of IAIN Surakarta

Appendix 2. Transcripts of Speech Acts in Teaching and Learning

Process on the Speaking class of the Third Semester in

English Department of IAIN Surakarta

Appendix 3. Surat ijin penelitian 229

Appendix 4. Surat pernyataan triangulasi 230

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CHAPTER I

INTRODUCTION

A. Background of Study

Language is a part of the instrument in communication between

communicator or communicant and the audience. In the communication

activities we can use spoken form and written form. Communication in the

spoken form is the communication by speak up with the other people and

using speaking skill. Speaking is an interactive process of constructing

meaning that involves producing and processing information in the

communication activities. Communication in the written form is the

communication activities to transferring the massage with the media in the

written form from the writer to the reader.

Speech acts the basis unit of language is central to effective

communication since they allow people to perform a wide range of

functions such as affirming, asserting, blaming, concluding, explaining,

informing, notifying, praising and other. Such phenomenon of speech acts

happens everywhere, not to mention in the teaching and learning process.

It is evident that the teaching and learning process involves a lot of

interactions where the lecturer produced a number of utterances especially

during language class. This particular language used in teaching and

learning process is widely known as classroom speech acts. The use of

speech acts determines how the teaching and learning process will happen.

Celce-Murcia (2000) emphasizes that the language used by the lecturer

(speech acts) is particularly important since it will support and enhance

learning. The use of appropriate speech acts will lead to successful

teaching and learning process.

However, sometimes it is difficult to understand what the lecturer

says in the acts; thus, it often causes misunderstanding in interpreting the

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messages. This case occurs in IAIN Surakarta especially for the students

of the speaking class of the third semester in English department with their

status as foreign language learners. They tend to get difficulty since the

production of speech acts are varied in the forms and functions. The

understanding of the utterances also depends crucially on the actual

contexts and the pragmatic knowledge, especially speech acts. For

example, the expression of “so start from next week I can take your score

of mid-term test”. It can be interpreted in two ways. Firstly, in terms of

locutionary act, the utterance is simply regarded as informing in which the

lecturer gives the information to the students about the mid-term test.

Secondly, in terms of illocutionary act and its force, the utterance can be

classified into directive act with the force of warning. The other example:

the utterance of “today is very hot”. It can be interpreted in two meaning

or illocutionary act. The first this utterance is informing about the weather.

The second this utterance can be classified into directive act with the force

of requesting for the students to open the window or turn on the air

condition.

As mentioned earlier, speech acts are vitally important in the

teaching and learning process. One of the speech acts‟ type that was

important in teaching and learning process is Representative acts.

Representatives are those kinds of speech acts that state what the speaker

believes to be the case or not. For example: stating, suggesting, boasting,

complaining, claiming and reporting. It is commits the speaker to the truth.

A representative speech acts is an illocutionary acts; the speech deals with

the words‟ real and intended meaning. Specifically, representative speech

acts demonstrates a speaker‟s belief in the words of others he is reciting.

The phrase representative speech acts came into being in 1933 but only

became widely known in 1962 when John Langshaw Austin was published

his book “How to Do Things with Words”. This book leads the

philosophers to study language that was not obviously declarative as an

indirect command. Representatives in Yule (1996:53) tells about the

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truthfully of the utterance. In other words, it presents external reality by

making their utterance or words fit with the world as they believe it to be.

Searle used the term “assertive” in stating this category. It is justified since

the acts of transmitting and sharing the knowledge, explaining the

material, informing some information are done through teacher talks that

contain the speech acts.

In the lecturing process of speaking class, there were many kinds

of representative acts uttered by the lecturer during teaching and learning

process. Representative acts produced by the lecturer to explain the

material to the students during teaching and learning process. In this case

the lecturer was explaining or describing the lesson. In the lecturing

process, the lecturer not only explain the material but sometimes inform

some information to the students about the material in the next meeting,

the students‟ project for next week and the other information. In my pre

research the lecturer also uttered the other type of representative, for

example suggesting. Suggesting is a type of representative which is give

suggestion to the other people. In this case the lecturer was suggesting to

the students by gave the suggestion about the project of the students. So

that representative acts is very important in teaching and learning process,

because the main purpose of teaching and learning process is to explain

the material, inform some information and share the knowledge to the

students. The lecturer uttered several utterances of representative speech

acts during teaching and learning process. Here is the example of

representative act uttered by the lecturer in teaching and learning process

on the speaking class:

L: And we know that speech is a process to give information from

speaker to the audiences in formal situation with formal languages

supported by body language.

The utterance above is one example of representative acts which

took by the researcher from the data of this research. The situation of this

utterance: After the lecturer checking the students‟ attendance, he was

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starting the lecturing process. In this meeting they would discuss about

speech. So the lecturer explained the material about speech to the students

in front of the class. In this case the lecturer explained to the students

about the definition of speech based on the unsure of speech. The lecturer

describe in detail about speech in specific. He said that “speech is a

process to give information from speaker to the audiences in formal

situation with formal languages supported by body language.” It shows

that this utterance which produced by the lecturer was explaining act. In

this utterance the lecturer try to explain about the definition of speech in

detail by mentioned the unsure. This explanation was clear for the students

because on his explanation he was describing in specific explanation that

there were the information, speaker, audiences, formal situation, formal

language and body language as the parts or unsure in speech. He not

described or explained in the simple word or general definition but more

complicated by shared the unsure or part in speech to the students. When

the utterance of the description uttered by the lecturer was more detail

information it called as explaining utterance.

Having sufficient knowledge of pragmatics especially speech acts

is also of great importance in order to minimize misunderstanding during

the teaching and learning process. Thus, it can be said that the failure or

success of teaching and learning is greatly determined by the appropriate

use of speech acts.

All of the explanations above are the researcher‟s intention in order

to find out the types of representative speech acts used by the lecturer in

teaching process. Speech acts are communicative activities in the

interaction between the speaker and the hearer refer to the intention of

speakers and the effect on the hearer. Therefore, where the researcher

studies the intention of speech acts using by the lecturer as the speaker, it

is use to find out the effects to the students as the hearer at once. For that

reason, the researcher wants to dig into the lecturer‟s intention in his

lecturing from their speech acts. For that reason, the researcher interest to

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study a problem dealing with the representative speech acts of the lecturer

in teaching process entitle “An Analysis of Representative Speech Acts in

Teaching and Learning Process on the Speaking Class of the Third

Semester in English department of IAIN Surakarta”.

B. Identification of Study

Based on the background of the study above, we have some

problems that can identify, they are:

1. There are several types of representative acts uttered by the lecturer in

teaching and learning process on the speaking class of the third

semester in English Department of IAIN Surakarta.

2. There are several times of representative speech acts uttered by the

lecturer during teaching and learning process on the speaking class of

the third semester in IAIN Surakarta.

C. Limitation of The Study

We have several types of speech acts, they are Directive,

Expressive, Declarative, Commissive and representative speech acts.

Limitation of the study in this research is representative speech acts in

teaching process use by the lecturer in the speaking class of the third

semester in English Department of IAIN Surakarta. Here, the researcher

focusing on the types of representative speech acts. The theory of speech

acts adopted in this study is the theory proposed by John Searle. In this

research the researcher limited to the representative speech acts because

representative speech acts was one of the important thing for the lecturer

to explain about the material and share the knowledge for the students

during lecturing process. Almost all of the explanation and information

uttered by the lecturer in the lecturing process are representative speech

acts. For that reason, the researcher limited the study in representative

speech acts.

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D. Research Problem

1. What are the types of representative speech acts used by the lecturer in

teaching process on the speaking class of the third semester in English

Department of IAIN Surakarta?

2. How many the frequency of representative speech acts uttered by the

lecturer in teaching and learning process on the speaking class of the

third semester in English Department of IAIN Surakarta?

E. Objectives of The Study

1. The types of representative speech acts uttered by the lecturer on the

speaking class of the third semester in English Department of IAIN

Surakarta.

2. The frequency of representative speech acts uttered by the lecturer in

teaching and learning process on the speaking class of the third

semester in English department of IAIN Surakarta.

F. Definition of Key Terms

1. Speech Acts

Speech acts is the theory that analyzes the effect of an

utterance in the relationship between the speaker and the listener‟s

behavior. There are three kinds of speech acts according to J.L Austin;

locutionary acts, illocutionary acts, and perlocutionary acts . For short,

in uttering a sentence, a speaker produces a locutionary acts or the

saying; his cat in producing the utterance called illocutionary acts, and

the effect of his saying toward the hearer called perlocutionary acts.

These are the simple understanding of the difference of speech acts.

(Austen, 1962: 110-111).

2. Representative act

Representatives are those kinds of speech acts that state what

the speaker believes to be the case or not. To describe, to call, to

classify, to identify, to claim, to diagnose, to hypothesize, to insist, to

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predict, and to boast are some performative verbs indicating these

types of acts. It is commits the speaker to the truth. A representative

speech acts is an illocutionary acts; the speech deals with the words‟

real and intended meaning. Specifically, representative speech acts

demonstrates a speaker‟s belief in the words of others he is reciting.

Representatives in Yule (1996:53) tells about the truthfully of the

utterance.

3. Teaching and Learning Process

Teaching and learning process is the process which is giving

the knowledge and asking the knowledge between the lecturer and the

students in the school and university. They are sharing the information

about the knowledge with the others. In this process, communication is

very important to transferring the knowledge or information to the

students or lecturer.

4. Speaking

Speaking is an interactive process of constructing meaning that

involves producing and processing information in the communication

activities. It is one of the communicative activities in spoken form by

speak up to the hearer. In teaching and learning process, Speaking is

very important to transferring the information from the speaker to the

hearer between the lecturer and the students. It is one of the

instruments to doing communication with each other and having

influence in the effectiveness of teaching and learning process.

G. Benefit of The Study

The researcher expects that this research have two major benefits;

theoretical benefit and practical benefit.

1. Theoretical benefit

This research is conduct as support of speech acts theory in

the development of linguistics theories. In addition, hopefully this

research will be beneficial for the other researcher in organizing the

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research about speech acts, especially about representative speech

acts.

2. Practical benefit

The lecturer and the students will obtain meaningful

information of speech acts that are use in teaching and learning

process. This research is contribute for several side, they are:

a. The lecturer

Hopefully this research will be help for the lecturers to

recognize the types of the speech acts in the teaching process,

especially the types of representative speech acts. They will be

understands about the implementation of the speech acts in their

teaching process.

b. The students

The students will be understands about the speech act and

helping them to recognize the types of representative speech acts

in the teaching and learning process. It is also help them to

understand about the implementation of the speech acts in their

learning process.

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CHAPTER II

REVIEW ON RELATED LITERATURE

A. Theoretical Review

In this section the researcher would like to present the foundation

of the research‟s theory. They are two main topics to be explained; the first

is about speech acts and the second is about students‟ responses. In the

first topic that focus on speech acts, there are some subtopics will be

presented including the definition of speech acts and the classification of

speech acts.

1. Pragmatics

Pragmatics is a study about the meaning of the utterances that

uttering by the speaker. In the other words, pragmatics is a study about

the meaning of context between the speaker and the hearer. While

according to Mey (1993: 6) pragmatics is a study of human‟s way in

use the language in the communication activities, bases itself of a

study of those premises and determines how they affect human

language use. Pragmatics studies the use of language in human

communication as determine by the condition of society.

Communication clearly not only recognizing depends on the meaning

but also recognizing what the speaker mean by their utterances. The

study of what the speakers mean, or speaker meaning is called

pragmatics (Yule, 2006: 112).

In pragmatics we studies not only about language but also

learn about the external meaning of the sentence or utterance. It was

involved such an interpretation for what people mean in the real

context, and how that context impact what is said. In this studies we

also need to explore what listener implication that speaker utterance

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(Yule, 1996: 3). According Yule (1996: 4) in his book said that the

advantages of studying language via pragmatics is that one can talk

about peoples' intended meaning, their assumption, their purposes, or

goals, and the kinds of action that they are performing when they

speak. Actually pragmatics have study many types, such as deixis, and

distance, presupposition and entailment, politeness, and interaction,

speech acts and event, and others.

2. Speech acts

Language is inseparable part in or everyday life. It is main

device to convey message, communicate ideas opinions and thought.

In spesific situation there are moments we need to be understood

language quite correctly. According to one of language philosopher J.

R Searle a language is performing speech acts such as making request,

statements, giving comments, etc. Hornby states that language is a

system of sound, words, used by human to communicated thoughts and

feeling (Soengkono, 2013:3). Generally, speech acts can be defined as

the acts of communication. Certain utterance producing by the speaker

contains specific act, such as an act of promising, apologizing, or

commanding. Speech acts theory is the theory in the field of

pragmatics.

In addition, Parker (1986:14) defined speech act as every

utterance of speech act constitutes some sort of fact. In the

communication, the speaker expresses certain attitude that has the

relationship with the performance of a particular type of speech acts.

The success of speech acts in its rule at the act of communication

occurred when the audience or the hearer is able to identify the

expression of the speaker‟s attitude when he/she intends to

communicate something. In short, speech acts success if the hearer

comprehends the speaker‟s intention in communication by means of

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his/her acts performances. However it is also possible that the function

of speech acts is to affect some institutional states of affairs which

demand certain circumstances and position such as the judge‟s

utterances use in the court. Further it is called the felicity condition, i.e.

the requirements needed in performing certain act of speech. The first

is that there is a specific person that acts certain utterance, and the

second that these utterances have to be spoken in specific context.

(Yule, 1996:50).

Speech acts are often associated with illocutionary meaning of

the utterance as they are the uses to which language can be put in

society. Austin also proposes „felicity conditions‟ which are necessary

for successful communication. Austin‟s successors tried to improve

and systemize the approach. Following Austin, J. R. Searle classified

speech acts into five categories: representatives, directives, expressive,

commissives and declaratives. Searle also proposes the notion of

indirect speech acts in which „the speaker communicates to the hearer

more than he actually says by way of relying on their mutually shared

background information, both linguistic and non-linguistic, together

with the general powers rationality and inference on the part of the

hearer (Searle: 1979).

a. Classification of speech acts

From the description of speech acts philosopher above, the

works are continued to the next explanation about the types of

speech acts. These are three kinds of classification system of

speech acts in order to differentiate the utterances into their own

characteristics. Those classification are based on the basis of the

structure (direct and indirect speech acts) from the literal or non-

literals meaning, from the general function (Yule, 1996:53-54), and

from the dimensions of the use of language (Austin, 1962: 109).

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In this part, the researcher will explain the types of speech

acts based on the forces of the utterance (locution, illocution, and

perlocution), based on their functions according to some

philosophers, based on their relation between the syntactic form of

the words and the communicative function (direct and indirect

speech acts), and finally based on their non figurative meanings or

commonly known as their literal and non literal meanings.

1) Locution, illocution, perlocution acts

Austin (1962: 109) conveys the distinction of speech

acts into three types, they are locutionary acts or locution,

illocutionary acts or illocution, and perlocutionary acts or

perlocution. He defines those three kinds of acts they are

locution, illocution and perlocution. Locutionary acts is the act

of saying something, illocutionary acts is the acts in saying

something, and perlocutionary acts is the acts by saying

something (Austin: 1962: 109).

The further explanation in order to get understanding,

here are the examples of those three kinds of acts based on

Austin: “The weather is so hot today.”

- Locution: the saying of the speaker, i.e. the words uttered

by the speaker.

- Illocution: it can be a request for the hearer to take a glass

of water for the speaker. It is also possible to use that

sentence in order to make a statement, or a request to turn

on the air conditioner, to make an explanation, or the other

communicative purposes that so called as the illocutionary

force in general (Austin: 1962: 100-103).

- Perlocutio: it can be the hearer take a glass of water for the

speaker, or turn on the air conditioner, or do not obey to the

speaker‟s say. It is the act of the speaker to get the hearer to

do something (Austin: 1962: 100-103).

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It is also assumed that the three types explained above are

the parts of speech acts. Where locution defined as the

communicative acts, illocution as the speakers‟ intention,

and perlocution as the effect that the speech act has on the

context of participants‟ words (Spenader:2004). In addition,

those three types of acts can be defined as the levels of

speech acts. However, generally the meaning and the

functions are the same (Bach, 1994: 1-3).

b. Types of speech acts

There is a brief explanation of the speech acts‟ types based

on its function or its uses by George Yule in his book entitled

“Pragmatics”. Those are declaration, representatives, expressive,

directives, and commissives. This classification is the proposition

introduce by Searle as what explained by Levinson (1983:239).

Declarations are using to announce something clearly and

have direct change to the world through certain utterances (Yule,

1996:53) and it especially used officially in the institutional state of

affairs. For instance, “you‟re fired!” said by the Chief Executive

Officer to his employer. “I name this ship Aurora “, as uttered in

the official announcement. It is showing that to perform such

declaration, there are two requirements to be fulfilled; the speaker

has to have institutional role and the utterances declared in specific

context. Furthermore the concepts of declarations were proposed

by Austin (1962: 5) in his investigation of performatives.

Representatives are the type of speech acts that commit the

speaker in believing something to the truth. In the other words, the

speaker state certain utterances, he or she believe as a truth. These

nomenclatures are closed to the term of expositives or expositional

performatives proposed by Austin (1962: 85). The act of asserting,

concluding, describing, and stating a fact is those kinds of

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representatives. For example, “The moon is round”, or “Today is a

sunny day” are the statements that believed by the speaker as truth.

The next function is expressive, which is stated by Yule

(1996:53) as the psychological expressions regarding to the

speaker‟s feeling. Those are including the expression of thanking,

congratulating, apologizing, and welcoming. In short, these are the

expression of pain, pleasure, like, dislike, and sorrow. The instance

statements for this type are such as “congratulation”, “Thank you

so much”, and “I really sorry”. These terms „expressive‟ are the

same concepts of Austin‟s „behabitives‟ (Austin, 1962: 83).

Directives, these ate the expression in order to direct the

hearer or the addressee to do something, it includes suggesting,

commanding, or order something. When we say to someone

“Please take me a blanket”, it is including to this type of speech

acts. In the other words, directives utterances used to express what

the speaker wants to do by the hearer (Yule, 1996:54).

The last type of speech acts proposed by Searle is called

commissives. These are used by the speaker to commit them self to

some future action such as promising, threatening, refusing, and

pledging. The instance sentences of this type such as “I promise to

be there tomorrow”, and “We will come to your house next week!”

(Yule, 1996: 54).

Those general functions according to Searle are described

by Yule (1996: 54-55):

Table 2.1 General Function of Speech Acts According to

Searle

Speech Acts

Types

Direction of Fit S= Speaker

X= Situation

Declarations Words change the world S causes X

Representatives Words fit the world S believes X

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Expressives Words fit the world S feels X

Directives The world fit the words S wants X

Commissives The world fit the words S intends X

c. Representatives acts

Representatives are those kinds of speech acts that state

what the speaker believes to be the case or not. For example:

stating, suggesting, boasting, complaining, claiming and reporting.

It is commits the speaker to the truth. A representative speech acts

is an illocutionary acts; the speech deals with the words‟ real and

intended meaning. Specifically, representative speech acts

demonstrates a speaker‟s belief in the words of others he is

reciting. The phrase representative speech acts came into being in

1933 but only became widely known in 1962 when John Langshaw

Austin was published his book “How to Do Things with Words”.

This book leads the philosophers to study language that was not

obviously declarative as an indirect command. Representatives in

Yule (1996:53) tells about the truthfully of the utterance. In other

words, it presents external reality by making their utterance or

words fit with the world as they believe it to be. Assertions,

conclusions, description or explanation are the examples of the

speaker representing the world as he or she believes it is. Searle

used the term “assertive” in stating this category. In my point of

view, representatives are statement which commits the speaker to

something being the case. Cutting (2002: 17) adds that these acts

can be used to perform some functions such as describing,

claiming, hypothesizing, insisting and predicting. For example:

“no one can make a better cake than me”, this utterance is a

representatives that utterance was stating some general truth

(Peccei, 1999: 51). To describe or explain, to call, to classify, to

identify, to claim, to diagnose, to hypothesize, to insist, to predict,

16

and to boast are some performative verbs indicating these types of

acts. Yule (1996: 53) stated that representatives are those kinds of

speech acts that state what the speaker believes to the case or not.

Statements of fact, assertion, conclusion and description or

explanation are some kinds of representative speech acts.

There were several categories of representative speech acts.

Searle and Vanderveken (1985:182) classify the sub categories in

representative speech act into thirty two subcategories. Here are the

categories of representative speech acts:

1) Asserting

Asserting is “assert”, which names the illocutionary force of

assertion.

2) Claiming

Claiming is the same as the asserting if it is seen to the notion

that is the netion of speaker right which means claiming is

asserting something based on the speaker claim.

3) Affirming

It is assertive which have the same illocutionary point, mode of

achievement, degree of strength, proportional content

conditions, preparatory conditions, and sincerity conditions as

“assert”. Affirming in this case, carrying the positive assertion

as opposed to negative assertion.

4) Stating

Stating something is connected to the notion of setting

something forth or representing something normally for the

benefit or edification of the hearer. Stating in the other hands

will connect to the motion of setting something.

Claiming, affirming and stating have the same

illocutionary point, mode of achievement degree of strength,

propositional conditions, preparatory conditions, and sincerity

conditions as “asserting”. They name the name of illocutionary

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force. Though “stating”, “affirming”, “claiming” and

“asserting” are all subject to the same feature analysis in our

system, there are none the less important differences between

them. These differences are not relevant from our purposes

because in general they come from relations between sequences

of illocutionary acts in conversation and not from within the

structure of each act. In ordinary speech the notion of a

statement has to do with giving a full account of something or

taking an official position on something, as, for example when

a politician makes a statement to the press. A statement in this

sense would generally involve a series of assertive illocutionary

act. Claiming and asserting are more closely connected to the

notion of the speaker‟s rights, as when in a non-assertive sense

of “claiming” and “asserting” one can speak someone‟s lying

claim to something or asserting his right.

5) Denying

Denying creates the action of denial and oppose or negate the

proportion. It can be said that ‖deny‖ P) = ╞ (~P). To deny that

P is simply to assert not P.

6) Disclaim

An act of disclaiming is the illocutionary denegation of

claiming.

7) Assuring

Assuring is done when one assures one tries to make the hearer

feel sure, normally because he already has some doubts. To

assure is the representative act with the perlocutionary intention

of convincing the hearer of the truth of the propositional

content in the world of the utterance. This illocutionary

intention increases the degree of strength of the illocutionary

point and determines the preparatory condition that the hearer

has some doubts about the truth of the propositional content.

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8) Arguing

Arguing is the action which against a certain thesis. When

someone argue that P one represent that P and gives reason

which support the proposition that P, normally with the

perlocutionary intention of convincing the hearer that P.

9) Rebut

Rebut is the act to argues against and argument or view already

put forward. In the standard case, someone rebut an argument

by arguing against it. Thus to rebut P is to argue that not P with

the additional preparatory condition that it has already been

previously argued (or at less asserted) that P

10) Informing

To inform is to assert to a hearer with the additional preparatory

condition that the hearer does not already know what he is

being informed of.

11) Notifying

To notify is to assert to a hearer with the additional of

achievement that the hearer be put on notice. The speaker

informs or notifies the hearer by making a statement or

assertion to him, but the direct object of “inform” and “notify”

is a personal non or pronoun referring to the hearer whereas the

indirect object is a “that” clause.

12) Reminding

Remaining is to assert to a hearer with the additional

preparatory condition that the hearer once knew and might have

forgotten the proportional content. Thus only by having more

preparatory conditions attributing propositional attitude to the

speaker. “Remind” is hybrid verbs because reminding does not

need to be a speech acts at all. For example, someone was

reminding of event in the past by eating and madeleine.

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13) Objecting

Objecting is the act to assert with the additional preparatory

condition that some proposition. To object that P is to represent

with thea additional preparatory condition that some

proposition which is incompatible with or contrary to the

propositional content has been previously asserted, suggested or

otherwise put forward. In a legal context, when one object to

testimony one need not deny it, but rather object to its

admissibility. The propositional content being objected to is:

that the testimony is admissible. The special feature of

objecting is that the speaker takes issue with a previously

presented or implied propositional content with a view to

rebutting it, etc.

14) Predicting

Predicting is to assert with the proportional content condition

that the proportional content is future with respect to the time of

the utterance and the additional preparatory condition that the

speaker has evidence in support of the proposition. Evidence is

a special kind of reason.

15) Reporting

Reporting is to assert with the proportional content condition

that the proportional content is about the past with the respect

to the time of the utterance. In some case it can be about the

present but it cannot in general be about the future. He/she

report on what has happen. The man who gives the weather

report, for example, reports on the state of the weather and the

recent history of the weather.

16) Retrodict

Retrodict is the opposite of predict. To retrodict is simply to

represent past proposition with respect to the time of the

utterance of the basis of present evidence. “Retrodict differs in

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this respect from “report”. He/she can, for example report what

he/she remembers but if someone makes a statement on the

basis of their memory it is not a retrodict.

17) Suggesting

Suggesting is giving a suggestion for someone to do something.

Suggesting has both directive and representative use someone

can suggest that you do something and something is the case. It

seems likely that the directive use is historically primary. But

the representative use is a genuine use in contemporary English.

Suggesting is not forcing the hearer to do.

18) Insisting

Insisting is the same illocutionary force with Suggesting. The

different is that the force to do something where insisting has

more authority to assert the hearer. It has both directive and

representative use. Someone can insist on your doing

something and insist that something is the case.

19) Conjecturing

Conjecturing is when P is to weakly assert that P while

presupposing that one has at least some slight evidence.

20) Hypothesizing

Hypothesizing and guessing is also weak assertive verbs similar

to conjecturing. Hypothesizing like conjecturing requires at

least some evidence or other sort of reason.

21) Guessing

Guessing can just be an unfounded stab in the dark. None of the

three types of act is essentially hearer-directed, and indeed one

can hypothesize, guess or conjecture without performing any

overt speech acts at all.

22) Swearing

Swearing ahs both representative and commissive use.

Someone can swear both that something is the case and that

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he/she will do something. In each case, an element of solemnity

and increased degree of strength is added to the assertion or the

commitment. Normally when one swear one call upon God or

some other supernatural agent or some sacred person or object

or revered institution as part of the mode of achievement of the

illocutionary act of swearing.

23) Testifying

Testifying is a special case of swearing. To testify is to assert in

the capacity of being a witness and under an oath. This mode of

achievement increases the degree of strength of the assertion

and requires the additional preparatory condition that the

speaker has witnessed the event.

24) Admitting

Admitting is to assert with the additional preparatory conditions

that the state of affairs represented by the proportional content

is bad.

25) Confessing

Confessing is to admit with the additional proportional content

condition that the propositional content predicates of the

speaker responsibility for a certain state of affairs and with the

additional preparatory condition that the state of affairs is bad.

If a state is of affair is bad, it is also bad to be the person who is

responsible for it. Thus whenever one confesses one admit, but

not all admissions are confessions.

26) Accusing

Accusing is to assert to someone with the proportional content

condition that the proportional content predicates responsibility

to some individual for the existence of state of affairs and with

the preparatory condition that this state of affair is bad.

27) Blaming

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The main difference between blaming and accusing appears to

be that whereas blaming can be done privately in one‟s

thoughts, accusing requires a public speech performance ( as in

”J‟accuse” in French). Blaming does not require an overt

speech acts.

28) Criticizing

Criticizing and praising is from another pair. To criticize

someone or something is to assert that a certain state of affairs

that has to do with him or it is bad while expressing disapproval

of him or it.

29) Praising

To praise someone or something is to assert that a certain state

of affairs that has to do with him or it is good while expressing

approval of him or it.

30) Complaining

Complaining has both an assertive and an expressive use. In the

assertive sense to complain about P is to assert that P with the

additional sincerity conditions that one is dissatisfied with P

and the additional preparatory condition that the state of affair

is bad.

31) Boasting

Boasting has both representative and expressive use. In the

representative sense, to boast that P is to assert P while

expressing pride that P. because of the ego involvement in

boasting, it is do not form a minimal pair. Since to express

pride is to express satisfaction for something that is related to

oneself, the propositional content P of an act of boasting must

have something to do with the speaker and the speaker must

presuppose both that P is true and that the state of affairs that P

is good for the speaker.

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32) Lamenting

To lamenting that P is to assert P while expressing

dissatisfaction and sadness that P, because of the ego a feature

lacking in lamenting. Lamenting differs from complain, only by

the fact that sadness.

d. Context

Context plays a significant role in pragmatics because it

determines the interpretation of the utterances delivered by the

speakers. The interpretation of the utterances will be different if the

context had been slightly different. Yule (1996: 21) views context

as the physical environment in which a referring expression is

used. Similarly, Cutting (2002: 2) states that context refers to the

knowledge of physical and social world, and the socio

psychological factors influencing communication as well as the

knowledge of the time and place in which the words are uttered or

written. Meanwhile, Mey (1993: 39) argues that context is more

than just a matter of reference and of understanding what things are

about; it gives a deeper meaning to utterances. David Nunan (1993:

7) states that context refers to the situation giving rise to the

discourse and within which the discourse is embedded. From the

definitions above context is simply defined as the circumstance or

situation around which influences the conversation. Thus, it is an

essential factor in the interpretation of utterances and expressions.

3. Teaching and learning

a. Teaching

Teaching is necessary to induce learning. Teaching can be

defined as showing or helping someone to learn how to do

something, giving instructions, guiding in the study of something,

providing knowledge, causing to know or understand (Brown,

2000: 7). This definition, however, is not precise.

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Brown (2000: 7), then, revised his definition of teaching

stating that teaching deals with guiding and facilitating learning,

enabling the learner to learn, and setting the conditions for

learning. In teaching, it is teacher‟s duty to help students acquire

the knowledge or skill by guiding and facilitating their learning,

preparing the materials and creating a good atmosphere for

learning so that the effectiveness of teaching and learning process

can be achieved. The way teachers teach students is definitely

determined by their view of learning itself.

In addition, Stern (1983: 21) defines teaching, more

specifically language teaching, as the activities which are intended

to bring about language learning. It indicates that teaching always

goes hand in hand with learning. He, further, explains that

language teaching cannot be merely interpreted as instructing a

language class. Language teaching not only involves formal

instruction or methods of training but also individualized

instruction, self-study, computer assisted instruction, and the use of

media. Likewise, the supporting activities, such as the preparation

of teaching materials, teaching grammars, or dictionaries, as well

as making the necessary administrative provision inside or outside

an educational system belong to the concept of teaching.

To sum up, teaching include all activities which are

intended to help, facilitate and guide learners as well as enable

learners to learn. Hence, it is understood that it would be obvious

to always speak about teaching and learning at the same time since

they are indivisible.

b. Learning

According to Brown (2000: 7), a search in contemporary

dictionaries reveals that learning deals with “acquiring or obtaining

knowledge of a subject or a skill by study, experience, or

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instruction”. He, then, breaks down the definition of learning into

more specific ways:

1) Learning is acquisition or getting.

2) Learning is retention of information or skill.

3) Retention implies storage systems, memory, and cognitive

organization.

4) Learning involves active, conscious focus on and acting upon

events outside or inside the organism.

5) Learning is relatively permanent but subject to forgetting.

6) Learning involves some form of practice, perhaps reinforced

practice.

7) Learning is a change in behavior.

Similar to Brown‟s last component of the definition of

learning, Kimble and Garmezy (1963: 133) as cited in Brown

(2000: 7) advocate that learning not only deals with getting

knowledge but also leads to permanent change in behavior caused

by reinforced practice. The change in behavioral tendency,

however, cannot be seen directly after someone learns a certain

subject. There are also probably other factors that influence the

change in behavior.

In preference to learning, there is another term which is

often associated with learning called acquisition. Krashen as cited

in Stern (1983: 20) makes distinction between learning and

acquisition. He claimed that language which is acquired

subconsciously and similar to the process children undergo when

they acquire their first language. Hence, in Krashen‟s view, when

learners acquire language, they do not focus on the language

components such as grammar and vocabulary. Instead, the process

of acquisition happens naturally and subconsciously contrasted to

the deliberate teaching in classroom.

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Learning, on the other hand, refers to the conscious

development particularly in formal school-like settings. Thus,

language that is learnt where learnt means taught and studied as

grammar and vocabulary, is not available for spontaneous use in

this way (Krashen as cited in Harmer, 2001: 71). It implies that

learning language comprises a conscious process which results in

conscious knowledge about language such as the knowledge of

grammar rules.

Furthermore, Allwright (1979: 170) as cited in Harmer

(2001: 70) argues that language learning will take care for itself

when learners are involved in the process of solving

communication problems in the target language. He bases his

hypothesis based on the way he had been teaching. He claims that

the best way of learning language is when the learners are exposed

to the language and forced them to use it instead of exposing the

learners to grammar and vocabulary. It means that to successfully

master the language, the learners need to use the language

optimally.

From the definitions given above, it can be concluded that

learning is a process of getting knowledge and skill through

conscious way such as study and instruction which may also lead to

a change in behavior.

c. The role of teacher or lecturer in teaching and learning

A teacher holds vital roles in the teaching and learning

process. The quality of teaching and learning process is determined

by the teacher. Within the classroom, teachers serve a range of

roles that may change from one activity to another. They must be

fluent in adopting the roles to achieve the effectiveness of teaching

and learning process. Harmer (2001: 56) states that there are many

roles that the teachers should hold in order to facilitate the

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students‟ progress and enhance the teaching and learning process.

Those are:

1) Controller

In educational context, this is the most common role

held by the teachers. This role is generally believed by the

teachers who view their job as the transmitter of knowledge.

Teachers as the controllers are in charge of the class and the

activity taking place during the process of teaching and

learning. Controllers typically tell students things, manage

drills, read aloud and various other ways that exemplify the

qualities of teacher-centered classroom. However, this role

makes sense when the teachers need to make announcements,

give explanation or lead a question and answer session. An

appropriate degree of control by the teacher over the class is

vital in formal language teaching.

2) Organizer

This role is crucially important to be performed by

teachers when it is required. It is usually dealing with that of

organizing students to do various activities. As an organizer,

teacher typically gives the students information, tells them how

they are going to do the activity, puts them into groups or pairs,

and finally closes things down when it is time to stop. The role

of organizers involves engaging, instructing, initiating and

giving feedback. After getting students engaged in the activity,

the teacher can go on giving necessary instructions to the

students like telling them about what and how they should do

the activity. The instruction should be delivered clearly so that

the students know what they are actually going to do. Then, the

teacher can start or initiate the activity. At this point, the

teacher is supposed to tell the students the time to start and to

stop the activity. After the students finish the activity, it is

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necessary for the teachers to give the students feedback dealing

with their performance during the activity.

3) Assessor

When the teachers act as assessors, they usually deal

with criticizing or offering feedback and correction on

students‟ performance, handing out grades, passing students to

the next level, etc. Giving assessment is such an emotionally

sensitive issue. Students need to know and for what they are

being assessed. Thus, teachers should tell the students the

purpose of assessment and the criteria of success of the tasks

they perform. Though this is such a sensitive issue, the teachers

need to be objective and fair on giving assessment towards the

students‟ performance. It can be made far more acceptable if it

is given with sensitivity and support.

4) Prompter

When teachers adopt some kind of a prompting role,

they tend to encourage students to think creatively when they

face difficulties during the activity. For example, in such

situations where the students are lost for words, the teachers

will push them forward in a discreet and supportive way. It is

important to note that when the teachers act as prompters, they

should do it sensitively and encouragingly.

5) Participant

Teachers can also play role as participants during the

activity. Acting as participants has some benefits. Teachers can

liven up the teaching and learning process from the inside

instead of always having to prompt from outside of the group.

When the teachers succeed in enliven things, the students will

enjoy having the teachers with them. However, there is also a

danger having teacher as participants. Teachers can easily

dominate the activities. This is hardly surprising since teachers

29

are more fluent in English than the students are. Moreover, the

teacher is still regarded as the teacher who has more power than

students and they tend to be listened to with greater attention.

6) Resource

Being a resource means that teachers want to be helpful

and available when students need some help during the

activities. In such situation, students might want to know

information about something which leads them to ask questions

to the teachers. This is where teachers can act as resources.

However, teachers need to be careful when they play the role as

resources. They have to resist the urge to spoon-feed for

students if they do not want the students become over reliant on

them.

7) Tutor

Acting as a tutor is a combination of the roles of

prompter and resource. The term implies a more intimate

relationship than that of a controller or organizer. Hence, it is

rather difficult to be a tutor in a very large group. It is essential

for teachers to act as tutors from time to time since the learners

have a real chance to feel supported and helped. As a result, the

atmosphere of the class will be greatly enhanced.

8) Observer

Observing students during the activities is important so

that teachers can give them useful feedback on their

performance. Teachers need to be careful when observing

students. They should avoid drawing attention to themselves in

order to not distract the students from the task they are

involved in. Observing students can also be used to judge the

success of different materials and activities they take into

lessons. Hence, teachers can evaluate the materials in the

future.

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Those are some roles that teachers can take within

classroom during the teaching and learning process. They should be

able to switch between the various roles depending on the situation

they face. Teachers also need to be aware of how they perform the

role.

4. Speaking

Speaking is one of the important language‟s skills. It is one of

productive skill in language. Speaking is the natural state of language,

as all human beings are born to speak their native languages. It is thus

the most distinguishing feature of human beings. This verbal

communication involves not only producing meaningful utterances but

also receiving others‟ oral productions. Speaking is thus regarded as a

critical skill in learning a second or foreign language by most language

learners, and their success in learning a language is measured in terms

of their accomplishment in oral communication. Even though

acquiring oral skills is considered to be important, speaking did not

have a primacy in language learning and teaching in the past.

Speaking is one of the skills that have mastered by the students in

learning English. Richard (2008: 19) states that in speaking we tend to

be getting something done, exploring ideas, working out some aspect

of the world, or simply being together. If the students can speak

English fluently that can help them to easy communicate and also

explores their ideas. Speaking English well also helps students to

access up-to-date information in fields including science, technology

and health. Good English speakers will be in a strong position to help

their country‟s economic, social and development.

5. Students‟ comprehension of lecturer‟s speech acts

Dealing with the illocutionary force of using speech acts in the

teaching and learning process, it will be shown from the students‟

comprehension towards the lecturer‟s speech acts. If there is an

illocutionary or perlocutionary failure happens, then the use of speech

31

acts considered to inappropriate. Holmes (1993 in Mustikasari, 2010:

10) explained several indicators for them (it is specifically used for

directive speech acts uttered by the teacher):

a. Students are able to understand not only the sentence that is

produced by the lecturers, but also the situation when the sentence

is performed.

b. Students recognize the linguistic etiquette rules of the classroom.

c. Students perform the appropriate act to respond the lecturers‟

speech act.

d. Students understand a complex contextual demand.

All of the indicators above are continuously connected each

other. And it considered to be implemented in the other lecturer‟s

speech act types, not only for the directives ones. For instance when the

lecturer conveys certain materials, he/she command the students to

listen carefully. The students comprehend that they not only have to

listen the lecturer, moreover they understand that they should also pay

attention to the materials given, keep quiet, and stay focus. Then, it

might that the lecturer and the students had have certain rules they are

aged in carrying teaching process so that the students should not break

the agreements. Furthermore, the students will actively give responses

to the lecturer‟s act of speech, although it conveyed both verbally or

non verbally such as nodding, shaking head, smiling, keeping silent, or

event ignoring it. These are the important indicators of the student‟s

responses dealing with the lecturer‟s speech act.

To sum up, in order to find out the illocutionary force of the use

of speech acts by the lecturers, it can be seen from the students‟

comprehension. If the students comprehend what the lecturer asserted,

commanded, or asked in speech acts, and then they can give certain

appropriate responses, it means that the use of speech acts is effective

because there is no locutionary or illocutionary failure in the

communication between them, and vice versa.

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6. Analysis

The qualitative method conducted in this research brings to the

analysis framework that is different with the quantitative one. It is

stated that in the qualitative research, the researcher should not arrange

any hypothesis of the research that would be done. As quoted by

Silverman (1993: 30), Michael Agar (1986) argued that delivering

questions in social science research is not always significant.

Hence, the framework of the qualitative research analysis is

adapted from the provided theories rather than from the hypothesis.

For that reason, this study is conducted from the formulation of the

process of identifying and analyzing descriptively the use of the speech

acts by the lecturers on the teaching and learning process. Therefore,

the research is designed in descriptive qualitative method by applying

the theories of speech acts and the students‟ comprehension as the

fundamental framework.

B. Review of Previous Study

In the previous study, we have several researches of speech acts in

many kinds of analysis about speech acts conducted by the researcher in

various types. For each research, they have differences about the functions,

the directness, literal and non literal aspects. The subjects of the research

also varied, and some of them relied to the analysis of the utterance‟s

manuscript analysis. Here the researcher will shows about 2 studies that

have conducted and related to the speech acts.

Aris Hidayatulloh is one of researcher that was studying about

representative speech act entitled “A Representative Speech Acts Analysis

of a Schizophrenic Character in A Beautiful Mind Movie”. In his thesis,

the researcher found eight types of representative acts uttered by John

Nash as the schizophrenic character in A Beautiful Mind movie, they are

claiming (12 data), informing (7 data), admitting (3 data), denying (4

data), reporting (2) data, assuring (1 datum), concluding (1 datum)

33

affirming (2 data). There are some utterances which breaks the maxim

quality in the utterance. The quality maxim employs the speaker to utter

something that is believed as the true condition.

There are several differences between my study and Aris„s study.

They are the subject and object of the research. The subject of my research

is the lecturer on the third semester in English department of IAIN

Surakarta, while the subject of Aris„s research is schizophrenic character

in a beautiful mind movie. The object in my research is the utterances of

the lecturer during teaching and learning process, while the object of

Aris„s research is the utterances of John Nash; the schizophrenic character

in A Beautiful Mind movie. In the Ari‟s study, he also tried to find out the

quality maxim of the utterance after John Nash diagnosed as a

schizophrenic, while my problem statements are about the types and the

frequencies of representative speech acts uttered by the lecturer n teaching

and learning English.

The second researcher that was interest about speech acts is

Chyntya Widi Tamara. Her research is about the realization of speech acts

in teaching and learning entitled “Directive Speech Acts Realization in the

Teaching and Learning at Magister of Language Studies Muhammadiyah

University of Surakarta 2014”. It is belong to the linguistics and teaching

learning research. The researcher of this thesis used observation and

documentation technique to collecting the data. It is use descriptive

analysis method to describe the research finding. The research finding in

this thesis is about directive speech acts. The directive speech acts in this

thesis is categorize in several types that found in the research finding:

commanding acts, request, admonishing, suggesting, urging, reminding,

reproving, advising, warning, prohibition and inviting. Cyntya also found

that the findings research of female utterances show those almost female

express direct utterances in the dialog using commanding in every

situation. The most data of directive speech acts were delivered by lecturer

that uses commanding utterances and FOR the student, requesting,

34

suggesting, and reminding utterances use in the dialog. The student choose

that utterances in the form of politeness attitude when the students ask to

the lecturer or the other students.

The differences between my study and this previous research by

Cyntya Widi are the limitation of the study and the subject of the study. In

the Cyntya‟s study, she had limited the study to the directive speech act,

while my study limited to the representative speech act. The subject of

Cyntya‟s study was the students and the lecturer at magister of language

studies Muhammadiyah university of Surakarta, while my subject of this

research was the lecturer on the speaking class of the third semester in

English department of IAIN Surakarta. In the Cyntya‟s study he also tried

to find out the relationship between directive speech act, the utterances

said by female and male, the utterances said by lecturer and students,

politeness strategies. While my study try to find out the type and

frequencies of representative speech acts uttered by the lecturer in teaching

and learning process.

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CHAPTER III

RESEARCH METHODOLOGY

A. Research Design

The design of this research is descriptive qualitative research where

the researcher can describe holistically the used of speech acts by the

lecturer or the types of representative speech acts uttered by the lecturer

and the explaining utterances uttered by the lecturer in teaching and

learning process especially on the speaking class. Isaac (1971: 46) explains

that the purpose of descriptive research is to describe the fact and the

characteristic of interested area of population in a systematical, factual,

and accurate procedure. In addition, descriptive research is the data base

that purely descriptively accumulated. Thus, it is not essential to explain

relationship, test hypothesis, make prediction, or get a meanings and

implication. In addition, Miles and Huberman (1994: 10) states that

qualitative data are useful when one needs to supplement, validate,

explain, illuminate, or reinterpret quantitative data gathered from the same

setting.

There are several characteristics of qualitative research proposed

by Moleong (2009: 8-13). The firs characteristic of qualitative research is

that qualitative research conducted in a natural setting or in a context of

entity. It means that the research phenomenon has to be researched in the

whole context of the findings. In qualitative research the researcher gets

involve in the field activities when conduct the research as the participant-

observation. Qualitative research organized through qualitative methods

such as observation, interview, or documentation. It is commits an

inductive data analysis. In qualitative research, the research arranged using

a grounded theory. The next characteristic of qualitative research is that

the data of qualitative research being collected are words, pictures, not

36

figures. The significant of the research is the process, not the findings.

Qualitative research is focus as the boundary of the research. The validity,

reliability, and objectivity in qualitative research are the specific criteria of

the validity of data. The design of the research is suited to the realities that

often change continually; in the words, the nature of the research is

temporal. The last characteristic of qualitative research is that the research

findings will be discussed and agreed together with the person of data

source.

There are some considerations in using qualitative research in this

research; the first one is that qualitative research is able to adjust with

general realities moderately. This research also relates the researchers and

respondents directly. And the next is qualitative research is adjustable to

change in contextual values faced by the researcher (Moleong, 2008: 8-

13).

Furthermore, precise data is needed in order to the findings of the

research. Thus, the researcher includes the percentage calculation to

complete the findings so that the readers can easily and immediately obtain

the precise proportion of each findings compared to the others. The

percentage calculation is performed as follows:

Speech acts percentage = the number of X speech acts X 100%

The total number of speech acts

X: certain types of speech acts.

B. Research Setting and Time

This study was executed in IAIN Surakarta which is located at

Jalan Pandawa, Pucangan, Kartasura, Sukoharjo, Jawa Tengah. The

researcher chooses IAIN Surakarta because the Subject of this study is an

English Lecturer there, and it makes the researcher easy to be accessed.

The researcher takes the speaking class of the third semester students in

English Education Department of IAIN Surakarta. The sampling technique

applied is simple random sampling. In terms of time, this research was

37

conducted over a period of two meetings in October 2016. The lecturer

chosen by the researcher was Mr. Sabariyanto M.Pd. He is one of the

lecturers in English Department on the speaking class chosen randomly by

the researcher. This study was carried out following the lecturing schedule,

which was every Friday at 10.20-12.00 in the D class of the third semester

in English department of IAIN Surakarta. The researcher was analyzing 2

meetings because the main activities in Mr. Sabariyanto‟s lecturing were

discussion and evaluation. The types of representative act in the discussion

and evaluation was different. In the discussion activity, the lecturer was

explaining the material to the students. In the evaluation activity, the

lecturer was giving a comment, suggestion and critics about the students‟

project. Therefore the researcher try to combine the types of representative

acts from discussion and evaluation activity. So the researcher would be

easy to find out the types of representative speech acts.

C. Data and Sources of Data

Ari kunto (1989:102) stated that research data sources are the

subject for collecting the data. The sources of the data in this research

were taken from the observation of the students and lecturer in teaching

and learning process. Furthermore, this research is focus on the

representative speech acts that are used by the lecturer of third semester in

speaking class. So that the source of data in this research was the third

semester lecturer of English department in IAIN Surakarta especially in

speaking class.

D. Object of Research

The object of this research were representative speech acts uttered

by the lecturer in teaching and learning process on the speaking class of

the third semester in English department of IAIN Surakarta on the

academic year 2016/2017.

38

E. Research Instrument

The instrument of the research has an important role in this

research. Without the instrument the researcher cannot be conducted. The

role of the instrument is to help the researcher do the research. The

instrument from this research is the researcher herself because it is

descriptive qualitative research. As Bodgan and Biklen (1984:27) stated in

their book entitled Qualitative Research Theory, “The qualitative has the

neurtal setting as the direct source of the data and the researcher is the key

instrument of this research. It means that the research has to be descriptive

or has to write the real situation of the research. This will makes the

researcher as the key instrument. That is the reason why the researcher

becomes the main instrument of this research. The secondary instrument

was also used in this research. The instrument was the audio recording of

the lecturer‟s utterances.

F. Data Collecting Technique

In this research the researcher used several methods to collect the

data. The methods of collecting data in this research are:

1. Observation

Sutrisno Hadi (1989: 136) stated that the meaning of

observation is to observe and record the phenomenon systematically it

is decide as the method of data collection to gain all of the information

of speech acts that use by the students and lecturer in teaching and

learning process. Jehoda (Hadi, 1989: 136) stated that observation can

be used as the method of the research if the validity, reliability, and

accurateness of the data can be checked and controlled as the data in

the other research. It is also necessary not only to satisfy the curiosity

but also to note and relate the data of the observation with the more

general proposition systematically.

This method was considered as the effective way to collect the

data about speech acts that use by the third semester students and

39

lecturer on speaking class of English Department in IAIN Surakarta. In

this research the researcher also use taking notes method in order to

obtain as asserted by Sudaryanto (1993). By observing the speech acts

of the lecturer and students the researcher will find the variant of

speech acts that used by them in the class during teaching and learning

process. The implementation of observation methods and notes taking

technique are useful to formulate the analysis of speech acts

(Sudaryanto, 1993: 133).

This research was conducted for about four weeks started from

October 2016 until November 2016 in IAIN Surakarta. The researcher

notice, take notes and recorded on what happened in the class

regarding to the use of speech acts by the students and lecturer during

teaching and learning process.

2. Recording

Specifically, the researcher observed, take notes and record the

phenomenon in the class about speech acts of the students and lecturer

during teaching and learning process. Therefore, the researcher collects

the information of speech acts that used by the lecturer and students in

the form of handwritten notes including the situation and condition of

teaching and learning process in the class. The researcher also records

the process of teaching and learning in the class using a recorder in

order to complete the transcript records of the notes. In this research

the researcher used audio recorder. Silverman (1993:10) explains that

audio-recordings are the significant element of qualitative research. He

states that transcripts of such recording, based on standardized

conventions, provide an excellent record of „naturally occurring‟

interaction.

Form of recording is necessary to note observation in the field

as the protocol. In this form, it can be included the demographic

information that describe the setting of the field about the time, place

and date where the observation take place (Creswell, 1994: 152).

40

Moelong (2008) stated that recording has several strengths and

weaknesses. The strengths are that recording can be heard many times

so that the hesitancy of the data can be checked immediately. It also

can be analyzed by the other researchers. This recording is a strong

foundation of the data and can be checked easily in anytime. The

weaknesses of this method are: it is spends more time costs and setting

of the observation‟s situation will be annoyed (Moleong, 2008: 180).

G. Data Analyzing Technique

Miles and Huberman (1994: 12) explain the method of data

analysis called interactive model which is includes four streams of analysis

activities in cyclical and interactive process. In this research the researcher

used several techniques to analyze the data. There were 4 techniques used

by the researcher to analyze the data in this research, they are data

collection, data reduction, data display, conclusion drawing and

verification.

1. Data collection

As mentioned above, the activity of data collection and the

activity of data analysis is a cyclical and interactive process. Thus,

during the data collection the researcher circulates among these four

steps continually in order to grasp all of the information needed in the

next steps of data analysis. In the other words, it is the stage where the

researcher tries to find out the „unripe‟ data that would reduce,

displayed, and concluded. In this research, the researcher collected the

data of the lecturer and students‟ utterances during teaching and

learning process in the class. In this process, the researcher collected

the data by observing the process of teaching and learning on the

speaking class of the third semester in English department of IAIN

Surakarta in the classroom. The researcher also take a record to collect

the data by recorded the utterances of the lecturer during lecturing

process.

41

2. Data reduction

Acording to Miles and Huberman (1994: 12), “data reduction

refers to the process of selecting, focusing, simplifying, abstracting,

and transforming the data that appear in written-up field notes or

transcriptions”. They further point out that the data reduction or data

condensation process is varied in several ways, such as selection,

summary or paraphrase or being subsume in larger pattern. After

collecting the data of the lecturer‟s utterances, the researcher continued

the research by selecting and simplifying the data so that there is no

unimportant locution included in the data.

Here the researcher reduced the data that are not important, for

example the utterance of the lecturer when he was communicating with

the other people by phone. The example of unimportant utterance

uttered by the lecturer will be described below:

L: Hallo

L: Saya lagi ngajar bu, ada apa?

The example above was utterances produced by the lecturer

that is not important in teaching and learning process. In this case, the

lecturer communicated with the other people when he was explaining

about the material to the students. Although the types of this utterance

was representative acts, but it was unimportant in teaching and

learning process, because he just informed to the other people by

phone that he is conducted the lecturing process at that time. So, the

researcher would reduce unimportant data.

3. Data display

The next step of data analysis is data display. After collect and

reduce the data, the researcher displays the amassed data in organized

and compressed information that will leads to conclusion. The form of

qualitative data display include types of data display is to perform

accessible, compact, and organized information of the data. The

researcher classified and displayed the data about representative

42

speech acts used by the lecturer in teaching and learning process on the

speaking class of the third semester in English department of IAIN

Surakarta in informative tables based on the types of representative

acts for each utterance.

4. Conclusion drawing and verification

After the data displayed in the table, then the researcher would

able to interpret it and reaches conclusion and verifications. Derived

from the data display in the tables, the next step conducted by the

researcher is describing and interpreting the data about representative

speech acts used by the lecturer in teaching and learning process on the

speaking class of the third semester in English department of IAIN

Surakarta, so that the conclusions and verifications of the speech acts

use by the lecturer can be drawn. The researcher try to describe the

data by explain and interpret it in specific description about the

utterance of the lecturer used in teaching and learning process.

H. Trustworthiness of Data

Data is the essential thing in research. To make the data valid

before it is analyzed, the validity of data or trustworthiness of data is

needed. According to Creswell (2009:352) “the data validity in qualitative

method is that the researcher tests the accuracy of the data”. The accuracy

means the data must be valid in order that the analysis can shows the

significant result. Validating the result of the research is important in any

type of research for influencing the findings and the analysis. If the data

are not valid, thus, the analysis is not reliable. According to Lodico, Dean

and Katherine (2010: 169) the criteria to evaluate qualitative study include

credibility, dependability, conformability and transferability. This

research, however, only used credibility, dependability, and conformability

as tools to check the trustworthiness of the data. In order to reach the

trustworthiness of the data in qualitative research, Moleong (2004: 324)

suggests four criteria: credibility, dependability, transferability, and

43

confirm-ability. In this study, the researcher focused only on credibility

and dependability.

Credibility refers to whether the participants‟ perceptions of the

settings or events match up with the researcher‟s portrayal of them in the

research report (Lodico, Dean and Katherine, 2010: 169). The credibility

was enhanced by discussing how the information provided by the data

sources was compared through triangulation technique to verify the

conclusions. The sources were utterances uttered by the lecturer on the

speaking class of the third semester in English department of IAIN

Surakarta. Meanwhile, the theories of pragmatics, speech acts, teaching

and learning are referred in this study.

Once credibility was achieved, the consistency should be fulfilled.

To achieve dependability, the detailed explanations of how the data were

collected and analyzed were provided. Finally, to avoid such subjectivity,

conformability was applied in this study. To check on the conformability,

triangulation technique was used in this research. There were 4 kinds of

triangulation, they were source triangulation, investigator triangulation,

method triangulation and theory triangulation (Paton: 2007). The kind of

triangulation which is used in this research was investigator triangulation.

Investigator triangulation involves using several different investigators in

the analysis process. Typically, this manifests as an evaluation team

consisting of colleagues within a field of study wherein each investigator

examines the program with the same qualitative method (interview,

observation, case study, or focus groups). The findings from each

evaluator would then be compared to develop a broader and deeper

understanding of how the different investigators view the issue. If the

findings from the different evaluators arrive at the same conclusion, then

our confidence in the findings would be heightened.

This was done by doing consultation with English lecturer in

English Department of IAIN Surakarta. The researcher had the data

validation with Sf. Luthfie Arguby Purnomo, S.S., M.Hum. as the data

44

investigator. He is one of the lecturers in the English letters department of

IAIN Surakarta. The investigators‟ roles were checking and validating the

data. Peer checking was also conducted to establish conformability. The

peer debriefing was held by asking two colleagues majoring linguistics in

English Education Department to give suggestions and opinions about the

data analysis. To meet the dependability, the researcher gave detail

explanation of the data collection and data analysis. Moreover, the use of

audio-recorder to record the more detail data was applied during the data

collection process. It was conducting since the data to have been observed

were in the form of the utterances used in the classroom communication

which is context-dependent.

45

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

This chapter contains the data analysis focused on representative speech

acts uttered by lecturer in the speaking class of the third semester in English

department of IAIN Surakarta and how the speech acts is applied in teaching and

learning process. The data are analyzed based on their categories. Those

categories are divided into several sub categories of utterances by the researcher

to avoid of sub categories namely asserting, claiming & disclaiming, affirming,

stating, denying, assuring, arguing, rebut, informing, notifying, reminding,

objecting, predicting, retrodict, reporting, concluding, suggesting, insisting,

conjecturing, hypothesizing, guessing, swearing, testifying, admitting, confessing,

accusing, blaming, criticizing, praising, complaining, boasting, lamenting,

explaining, describing, concluding. The researcher used Yule and Searle‟s theory

to analyze the types of representative act.

A. Findings

These data findings are related to the types and frequency of

representative speech acts performed by the lecturer during teaching

and learning process in the speaking class of the third semester in

English department of IAIN Surakarta. Searle and Vandervaken

classifies representative speech acts into several categories, they are

asserting, claiming, disclaiming, affirming, stating, denying, assuring,

arguing, rebut, informing, notifying, reminding, objecting, predicting,

retrodict, reporting, suggesting, insisting, conjecturing, hypothesizing,

guessing, swearing, testifying, admitting, confessing, accusing,

blaming, criticizing, praising, complaining, boasting, lamenting. Yule

(1996:53) adds that the statements of fact, assertion, conclusion,

description or explanation are examples of the speaker representing the

46

world as he or she believes. However, the findings show that there

were only fourteen types of representative speech acts performed by

the lecturer, namely affirming, asserting, assuring, blaming, boasting,

criticizing, explaining, guessing, informing, notifying, praising, rebut,

stating and suggesting. There are 545 representative speech acts

uttered by the lecturer during teaching and learning process (attached

in the appendix 1). The distribution of each type of representative

speech acts performed by the lecturer in the speaking class of the third

semester in English department of IAIN Surakarta is illustrated in table

4.1, as follows:

Table 4.1 The Types and Frequency of Representative Acts

No Representa

tive acts

Frequency Percentage

1st

meeting

2nd

meeting

Total 1st

meeting

2nd

meeting

Total

1 Affirming 27 2 29 7.40% 1.10% 5.30%

2 Asserting 66 23 89 18.10% 12.80% 16.30%

3 Assuring 8 11 19 2.20% 6.10% 3.50%

4 Blaming 10 2 12 2.70% 1.10% 2.20%

5 Boasting 2 0 2 0.60% 0% 0.40%

6 Criticizing 3 13 16 0.80% 7.20% 2.90%

7 Explaining 18 2 20 4.90% 1.10% 3.70%

8 Guessing 7 3 10 1.90% 1.70% 1.80%

9 Informing 26 10 36 7.10% 5.50% 6.60%

10 Notifying 138 57 195 37.80% 31.70% 35.80%

11 Praising 14 11 25 3.80% 6.10% 4.60%

12 Rebut 1 0 1 0.30% 0% 0.20%

13 Stating 26 34 60 7.20% 18.90% 11%

14 Suggesting 19 12 31 5.20% 6.70% 5.70%

Total 365 180 545 100% 100% 100%

47

As it is shown in data tabulation on the table 4.1, there are

fourteen categories or types of the representative speech acts

performed by the lecturer on the speaking class of the third

semester in English department of IAIN Surakarta, which is

dominant in the utterance which has been categorized in the data

tabulation. Those are affirming 29 data, asserting 89 data, assuring

19 data, blaming 12 data, boasting 2 data, criticizing 16 data,

explaining 20 data, guessing 10 data, informing 36 data, notifying

195 data, praising 25 data, rebut 1 datum, stating 60 data, and

suggesting 31 data. Furthermore, the table points out that the most

dominant representative speech acts used by the lecturer is

notifying with 195 utterances which is represent 35.80% out of the

total number of representative utterances produced by the lecturer

during teaching and learning process on the speaking class of the

third semester in English department of IAIN Surakarta.

In the first rank there is notifying acts with 195 utterances

or 35.80% out of the total of representative acts. In the second rank

there is asserting acts with 89 utterances or 16.30% out of the total

of representative acts. In the third rank there is stating acts with 60

utterances or 11% out of the total of representative acts. In the

fourth rank there is informing acts with 36 utterances or 6.60% out

of the total of representative acts. In the fifth rank there is

suggesting acts with 31 utterances or 5.70% out of the total of

representative acts. In the sixth rank there is affirming with 29

utterances or 5.30% out of the total of representative acts. In the

seventh rank there is praising acts with 25 utterances or 4.60% out

of the total of representative acts. In the eighth rank there is

explaining acts with 20 utterances or 3.70% out of the total of

representative acts. In the ninth rank there is assuring acts with 19

utterances or 3.50% out of the total of representative acts. In the

48

tenth rank there is criticizing acts with 16 utterances or 2.90% out

of the total of representative acts. In the eleventh rank there is

blaming acts with 12 utterances or 2.20% out of the total of

representative acts. In the twelfth rank there is guessing acts with

10 utterances or 1.80% out of the total of representative acts. In the

thirteenth rank there is boasting acts with 2 utterances for each type

or 0.40% out of the total of representative acts. In the last rank

there is rebut acts with 1 utterance only or 0.20% out of the total of

representative acts uttered by the lecturer on the speaking class of

the third semester in English department of IAIN Surakarta during

teaching and learning process.

B. Discussion

In this part, the researcher would described and analyzed the

types and frequencies of representative speech acts uttered by the

lecturer in teaching learning process on the speaking class of the third

semester in English department of IAIN Surakarta. Representative acts

deal with the lecturer‟s statement whether it is true or false. In the

classroom conversation the lecturer delivered his lecturing materials on

the lecturing process. The materials contain factual or nonfactual

statements. Pragmatically, those true and false statements, of course,

belong to representative acts.

There are fourteen types of representative speech acts found in

the data. They are affirming, asserting, assuring, blaming, boasting,

criticizing, explaining, guessing, informing, notifying, praising, rebut,

stating and suggesting.

1. Affirming

Affirming is assertive which have the same illocutionary

point, mode of achievement, degree of strength, proportional

content conditions, preparatory conditions, and sincerity conditions

49

as “assert”. Affirming in this case, carrying the positive assertion

as opposed to negative. In the finding, there are 29 affirming

utterances used by the lecturer in lecturing process or 5.30% which

divided in two meetings, they are 27 utterances in the first meeting

and 2 utterances in the second meeting. The affirming utterances in

the first meeting more than the second meeting because the activity

in the first meeting is explaining about the material, so that in this

meeting the lecturer gave the questions and asked to the students

about the material he had explained in many times. In the other

side, the activity of the second meeting is giving evaluation to the

students‟ project of the speaking class. So that in the second

meeting the lecturer did not asked to the students in many times but

the lecturer was giving the evaluation about the students‟ project.

Almost all of the affirming utterance used by the lecturer in

the lecturing process affirmed the students‟ answer or opinion.

When the lecturer asked something to the students and they are

answered in correct the lecturer would be affirming the students‟

answer. Some time the lecturer affirmed the students‟ opinion.

When the lecturer asked to the students about their opinion, the

students would give their opinion. If the students‟ opinion is

correct the lecturer would be affirming their opinion. It is one of

the ways to give confirmation about the students answer or

opinion, it is correct or not.

Below is one example of affirming act performed by the

lecturer:

L: This is correct. Bahasa inggrisnya tu “correct” ya

S: Correct

L: Ya, “correct” (kərɛkt)

M.1/32/365/00:11:58

50

The utterance above is the example of affirming act. In this

utterance the lecturer explained about the definition of speech

based on the unsure of speech. After that the lecturer asked to the

students about the definition of speech based on their mind. The

lecturer asked to the several students to describe the definition of

speech based on the unsure of speech lecturer had mentioned

before with their own words. After the students described the

definition of speech the lecturer appreciates their efforts and said

that their definition was correct, then the lecturer notified about the

pronunciation of correct and then the students repeated and

followed the pronunciation of correct. After that the lecturer

affirmed the students‟ pronunciation. In this case the lecturer

uttered affirming acts because the lecturer affirmed the students

answer by giving a response to the student‟s utterance that the

pronunciation is correct by replaying the pronunciation of correct

that the student had pronounced.

Another example of affirming act is performed in the

following utterance:

The utterance exemplifies above the lecturer is showing the

videos of the students‟ project result and gave the comment and

evaluation. The lecturer showed the videos from the first group till

the sixth group one by one. After that the lecturer gave the

correction and evaluation to the students about their project. When

the lecturer gave the comment, suggestion and evaluation for the

L: Appearance of this news anchornya paling baik

S: Applause, applause

L: Ya… exactly

M.2/125/180/01:11:38

51

fourth group he said that the appearance of the fourth group is the

best. And then the students gave the response to the lecturer‟s

opinion by uttering that the fourth group should get A+ score, then

the lecturer affirmed the students response by uttered „exactly” to

the students.

2. Asserting

Asserting is “assert”, which names the illocutionary force of

assertion. In this research, there are 89 asserting utterances used by

the lecturer in the lecturing process. It is present 16.30% which is

divided in two meetings they are 66 utterances in the first meeting

and 23 utterances in the second meeting. Asserting utterances used

by the lecturer in the lecturing process is in the 2nd

rank position. It

indicates that asserting utterances are important in teaching and

learning process to assert the information or statement about

knowledge to the students. So that the students would be

understand about the lecturer‟s utterances.

Asserting utterance in the first meeting more than the

second meeting because the activity in the first meeting is

explaining about the material, so that in this meeting the lecturer

asserted some information, explanation or statement to the students

about the material and information he had explained in many time.

In the other side, the activity of the second meeting is evaluation of

the students‟ project of the speaking class. So that in the second

meeting the lecturer did not asked to the students in many times but

the lecturer was giving the comment and suggestion about the

students‟ project.

Almost all of the asserting utterance used by the lecturer in

the lecturing process asserted the important thing and his statement

he had explained before. When the lecturer notified and explained

something to the students about the important thing which is

students should pay attention to that information the lecturer would

52

be asserting his explanation twice to the students. Some time the

lecturer asserted the important information to the students, because

it was important to know by the students. When the lecturer

asserted something to the students about his opinion or statement,

the students would give their attention. So that the students will

know and understand about that information or explanation of the

lecturer‟s asserting. It is one of the ways to enactive for the

students that they will know about the important information by

asserting the utterances.

The asserting act delivered by lecturer as shown in the

following example:

In this utterance the lecturer explained about the material of

speech to the students. There are several goals of speech. The

lecturer asked to the students about the goals of speech. The

students gave their opinion to answer the lecturer‟s question about

the goals of speech. One of the speech‟s goals is to motivate, but

one of the students said that the goal of speech is to motivation.

And then the lecturer blamed the student‟s answer because the

student‟s answer is wrong. After that the lecturer explained to the

students about the rule in English grammar. He said that “to”

should be following by verb, not noun. In the last of the

explanation the lecturer asserted one more about the rule of English

grammar. He asserted that “to” should be followed by verb 1.

Another example of asserting act is shown below:

L: Selalu yang dipakai “to” itu mesti verb satu

M.1/76/365/00:19:12

L: Akhir dari wawancara reporter selalu bertanya harapan

M.2/22/180/00:57:53

53

In this case the lecturer gave an evaluation to the

students‟ project. He showed the result of the students‟ project

by playing the video from each group. There were 6 groups in

this project. When the lecturer gave the evaluation, suggestion

and comment to the students, one of the results conducted by

one of the groups have a mistake. The lecturer said that in their

video of the project there was no hope or expectation asked by

the reporter to the victim. And then the lecturer explained

about the step of interview to the students. After that the

lecturer asserted to the students that almost all of the

interviews in the news program there is a question about the

hope and expectation to the informant.

3. Assuring

Assuring is done when one assures one tries to make the

hearer feel sure, normally because he already has some doubts. In

the finding, there are 19 assuring utterances used by the lecturer in

lecturing process or 3.50% which is divided in two meetings, they

are 8 utterances in the first meeting and 11 utterances in the second

meeting. The assuring utterance in the second meeting more than

the first meeting because the activity in the second meeting is

evaluating the students‟ project of speaking class, so that in this

meeting the lecturer gave the evaluation and suggestion to the

students about the students‟ project of speaking class. The lecturer

was assuring about his suggestion or evaluation about the students‟

project. So that the students would be sure with the lecturer‟s

comment, suggestion and opinion that the lecturer had gave. In the

other side, the activity of the first meeting is giving the explanation

about the material. So that, in the first meeting the lecturer not

uttered assuring acts in many times, because the activity in the first

meeting is dominated by explaining and informing act about the

material.

54

Almost all of the assuring utterances used by the lecturer in

the lecturing process are assured his opinion. When the lecturer

gave a comment, evaluation, opinion or suggestion, he would

assure about what he said. Some time the lecturer is assuring his

opinion about what he watched and what he believed about

something. When the lecturer gave the opinion or suggestion, he

would be assuring to the students, so that the students would be

sure and believe in the lecturer‟s utterance. If the students‟ opinion

was correct the lecturer would be affirming their opinion. It is one

of the ways to make sure for the students and make them believe in

his utterances.

Here is one example of the act of assuring employed by the

lecturer when he was involving in the teaching and learning

process:

The utterance produced by the lecturer above is the example

of assuring act. The lecturer explained to the students about the

steps of speech. One of the steps in speech is pre orientation. After

that he explained more to the students about pre orientation in

detail then he said that the step of speech is like the step of the

lecturer or teacher in conducting the lecturing process or teaching

process. And then the lecturer gave the example of pre orientation

in the lecturing or teaching process, after that he assured to the

students that it was just the bridge from the opening to the content.

He said that the lecturer or the teacher usually gave the pre

orientation first before explaining about the content of the

materials.

L: Tetapi tidak langsung ke utama materi to

M.1/260/365/00:47:59

55

The following utterance also illustrates the representative

act of assuring:

In the utterance above the lecturer was evaluating the

students‟ project. After the lecturer showed all of the videos from

the first group till the sixth group he was giving evaluation to the

students about their project. The project of the first group was no

hopes or expectation asked by the reporter to the victim. The

lecturer notified that all of the reporters always asked about the

expectation and then he assured his utterance. He said that “pasti” it

means the lecturer assured to the students that all of the reporters

when they are conducting a reporting process in the news program

they always asked to the informant about their expectation or hopes

related to their case.

4. Blaming

The main difference between blaming and accusing appears

to be whereas blaming can be done privately in one‟s thoughts,

accusing requires a public speech performance ( as in ”J‟accuse” in

French). In the finding, there are 12 blaming utterances used by the

lecturer in lecturing process or 2.20% which is divided in two

meetings, they are 10 utterances in the first meeting and 2

utterances in the second meeting. The blaming utterance in the first

meeting more than the second meeting because the activity in the

first meeting is discussing about the material, so that in this

meeting the lecturer gave the questions and asked to the students‟

opinion about the material he had explained in many times. In the

other side, the activity of the second meeting is giving evaluation

L: Kalau kamu melihat wartawan cetak atau wartawan apapun

mesti “gimana harapannya dengan”. Pasti

M.2/23/180/00:57:57

56

to the students‟ project of the speaking class. So that in the second

meeting the lecturer not asked to the students in many times but the

lecturer is giving the evaluation about the students‟ project.

Almost all of the blaming utterance used by the lecturer in

the lecturing process blamed the students‟ answer or opinion.

When the lecturer asked something to the students and their answer

is false, so the lecturer would be blaming the students answer.

Some time the lecturer blamed the students‟ opinion. When the

lecturer asked to the students about their opinion, the students

would give their opinion. If the students‟ opinion is false the

lecturer would be blaming their opinion and the lecturer would be

correcting the student‟s answer. It is one of the ways to give

confirmation about the students‟ answer or opinion, it is correct or

not and give the correction about their answer.

The example of blaming act is presented in the bold forms

below:

The utterance above is the example of blaming act produced

by the lecturer. Here the lecturer explained about the pronunciation

of organ, and then he asked to the students about the pronunciation

of organ based on their opinion. After the students answered the

lecturer‟s question the lecturer was blaming the students‟ answer

because their answer was false.

S: Elektone

L: Ndak, yang orgen atau orjen atau apa?

S: Orjen

L: Orjen itu salah. Itu dibaca dengn”orgen” (ɔːgən). Ketika

ada huruf “r” diikuti “g” dan diikuti vowel maka “g” itu

dibaca “g”.

M.1/182/365/00:39:39

57

Similarly, an act of blaming is exemplified in the following

utterance:

In this utterance the lecturer was evaluating the students‟

project. After the lecturer showed the result of the students‟ project

he was giving suggestion to the students. He said that in the news

studio there is a backdrop. After that he explained to the students

about backdrop and asked about the other meaning of backdrop.

And then one of the students answered by giving his opinion about

backdrop. After that the lecturer blamed the student‟s answer

because the student‟s answer was false.

5. Boasting

Boasting like complaining has an assertive and expressive

use. In the assertive sense, to boast that P is to assert P while

expressing dissatisfaction and sadness that P. In the finding, there

are 2 boasting utterances used by the lecturer in lecturing process

or 0.40% which uttered in the first meeting only. The boasting

utterance in the first meeting more than the second meeting

because the activity in the first meeting is discussing about the

material, so that in this meeting the lecturer sometimes boasted

about something to the students. When the lecturer explained the

material, the students will be focus on the lesson. So that the

lecturer some time boasting himself to make the situation funny,

not monotone.

L: Backdrop itu apa ya istilahnya? ya background lah,

background untuk studio. Mosok studio gini. Seperti

backdrop tu contohnya seperti

S: Polosan

L: Ndak

M.2/47/180/01:01:34

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By boasting about his performance or his achievement, the

situation and condition would be interesting for the students and

they not bored during teaching and learning process. In the other

side, the activity of the second meeting is presentation and

evaluation of the students‟ project of the speaking class. So that in

the second meeting there is no boasting utterance uttered by the

lecturer because in this meeting the lecturer showed the result of

students‟ project and gave the comment, critics, and suggestion for

the students about their project. By giving a comment and critics to

the student‟s project there is very interesting for the students, so

that the lecturer no need to boast something to make an interesting

lesson. The situation and condition of the second meeting was very

funny. The students not be boring by watching their project and

know about their mistakes notified by the lecturer. Because of that

condition, the lecturer did not uttered boasting act in the second

meeting.

Although there are 2 boasting acts only, but this kind of act

supports the lecturer to make the situation to be funny and make

the students not bored with the lesson during teaching and learning

process in the class. The acts of boasting uttered by the lecturer

were boasted the performance and boasted the achievement. It is

one of the ways to make the situation and condition during the

teaching and learning process not tighten and make the students not

be boring with the lesson. So the lecturer made a joke by boasting

his performance and his achievement to the students in several

times during teaching and learning process in the class.

The situation where the lecturer produced the illocutionary

act of boasting is exemplified below:

L: This is casual shoes, this is casual shoes, casual shoes

M.1/147/365/00:35:15

59

The utterance exemplifies above is boasting act which is the

lecturer was explaining about speech to the students. He explained

that there are several unsure in speech. One of the unsure in speech

is formal situation. After that the lecturer asked to the students

about the costume of the speaker when they delivering a speech in

formal situation should wearing formal costume or informal

costume, then the students answered that the speaker should used

the formal costume. And then the lecturer explained more about

formal costume and boasted his performance especially about his

shoes by showing his shoes to the students.

The lecturer also performed another act of boasting which

can be seen in the following utterance:

In the example above the lecturer produced boasting act

which is the lecturer boasted to the students that for each

subject, the class‟ project to be the sample is always from his

classes of his lecturing. At first the lecturer informed to the

students that the best result of the students‟ project would take

by the lecturer and give it to academic. And then the lecturer

boasted to the students that the sample of speaking project

which took to the academic was always from his class.

6. Criticizing

Criticizing is from another pair. To criticize someone or

something is to assert that a certain state of affairs that has to do

with him or it is bad while expressing disapproval of him or it. In

the finding, there are 16 criticizing utterances used by the lecturer

L: Jadi setiap mata kuliah, saya tu yang selalu diambil

samplenya

M.1/353/365/01:10:15

60

in lecturing process. It is represent 2.90% which divided into two

meetings they are 3 utterances in the first meeting and 13

utterances in the second meeting.

The criticizing utterance in the second meeting more than

the first meeting because the activity in the second meeting is

evaluating the result of students‟ project. So that in the second

meeting the lecturer gave the critics about the students‟ project.

When there were any mistakes in the students‟ project, the lecturer

would give a comment and criticized their mistakes in the result of

their project. So, the lecturer had uttered criticizing in many times

on this meeting.

In the other side, the activity of the first meeting is

discussing the material and explaining about speech. In this

meeting the lecturer gave the material by explaining the lesson. So

that, in the first meeting, the lecturer not criticized about something

in many times. He just explained and informed about the material

or topic they discussed during teaching and learning process in the

class.

Almost all of the criticizing utterances uttered by the

lecturer in the lecturing process criticized the students‟ project. In

this case, the lecturer criticized about the result of students‟ project

in make the video about how to be the news anchor and reporter.

The lecturer criticized about their performance, custom,

pronunciation, attitude of reporting, the sound system and the other

part on the video students had showed in front of the class. It is one

of the ways for the lecturer to give the correction for the students

about their mistakes or about something that not interest for the

other people.

Although the utterance of criticizing uttered by the lecturer

in teaching and learning process just 16 utterances but it is very

important in teaching and learning process especially for the

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students because after the lecturer give the critics about the

students‟ project, the students would be know about their mistakes.

It is increasing the students‟ comprehension and creativity. So, it is

very useful for all of the students to increase their knowledge.

The example of criticizing performed by the lecturer is

exemplified below:

The utterance above is one of the examples of criticizing act

that was uttering by the lecturer in teaching and learning process. In

this utterance the lecturer was criticizing to the students because the

students followed the wrong pronunciation. At first the lecturer

explained about the effect of blank for the speaker when they are

delivering a speech in front of the audience. He said that one of the

effects of blank is sweaty. And then the lecturer notified to the

students that “keringat” is sweat in English, after that the lecturer

notified to the students that “baju hanagt” in English is sweater not

sweeter, but almost all of the students said “sweeter” as “baju

hangat”. He said that it is wrong, so the lecturer criticized to the

students about their pronunciation.

The criticizing illocutionary force can also be found in the

following utterance:

In this utterance the lecturer criticized to the students

especially for the fifth group, because there is no congruity in their

project. Before the lecturer uttered this utterance he was giving an

L: Cah inggris kok melu sweeter

M.1/181/365/00:39:23

L: Kok gak ada kesesuaian satunya pagi satunya sore

M.2/178/180/01:20:08

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evaluation for the students‟ project. The project of the fifth group

there is no congruity between one part with the other parts. When

the reporter was reporting an incident the informant said that the

incident happened in the morning but when the reporter would

interview the other informant she said good afternoon as her

greeting. It should be good morning, so the lecturer criticized to the

students about their project especially for the fifth group because

there was no congruity in their project.

7. Explaining

The purpose of explaining is to give the explanation, the

details or the reasons to make something clear or easy to

understand. In teaching and learning process the lecturer produced

some explaining acts to give the description or explanation in detail

and make it clear for the students. In the finding, there are 20

explaining utterances used by the lecturer in lecturing process. It is

represent 3.70% which is divided into two meetings they are 18

utterances in the first meeting and 2 utterances in the second

meeting.

The frequency of explaining utterance in the first meeting

more than the second meeting because the activity in the first

meeting is discussing the material about speech. So that in the first

meeting the lecturer uttered the explaining utterances more than the

second meeting because the activity in the first meeting is

explaining about the material, so that in this meeting the lecturer

explaining about the lesson or the other things in detail to the

students in front of the class in many times. In the other side, the

activity of the second meeting is evaluating the students‟ project of

the speaking class about how to be a news anchor and reporter. So

that in the second meeting the lecturer not explained more about

the material to the students in many times but the lecturer was

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giving the evaluation, comment, critics and suggestion about the

students‟ project to the students.

Almost all of the explaining utterance used by the lecturer

in the lecturing process are explaining the material or the lesson in

detail or described more about some information that he said

before. When the lecturer notified and asserted about the material

or some information to the students which is they need to

understand the lecturer would be explaining that information in

detail to the students. Some time the lecturer explained the

information to the students about what should they do in the next

meeting or explained about the students‟ project for the next

meeting. When the lecturer explained about the lesson or some

information to the students, the students would have understood

about what the lecturer said and they would have knew about the

theory related to the material or topic at that meeting. It is one of

the ways to give the description about the lesson or knowledge,

theory related to the topic, some information or the other things in

detail and more specific to the students.

Although the utterance of explaining just 20 utterances but

it is very important for the lecturer and all of the students in

teaching and learning process to explain more information to the

students because after the lecturer gave the material and shared the

knowledge or theory in a simple way or general description some

time the students had confused about the lecturer‟s description

because the lecturer‟s description was not clear for them. So that

explaining utterance is very important in teaching and learning

process to explain more in detail and specific about some definition

about something, information or lesson to make it clear for the

students to understand about the lecturer‟s explanation.

An example of explaining act produced by the lecturer

during teaching and learning process is presented below:

64

In the utterance above the lecturer explained the material

about speech. He said to the students that there are several purposes

of speech. After that he mentioned the purposes one by one to the

students, and then he explained more about the purposes of speech

to the students. After the lecturer mentioned the purposes of

speech, he was explaining to the students about that and translated

in Bahasa about the meaning of each word that he said about the

purposes of speech. In this utterance the lecturer was explaining to

the students about the meaning of each purpose of speech by

translating in Bahasa. It is one of the ways to make clear the

purpose of speech in Bahasa. Therefore it is explaining utterance

which make it clear for the students by informing more about the

meaning of each speech‟ purpose to the students.

The lecturer also performed another explaining as can be

seen in the following utterance:

In this utterance, the lecturer explained to the students about

the function of good bye expression. The lecturer described in

detail about the function of good bye expression especially for the

program on TV. One of the students‟ project showed that they had

a mistake in the parting. The news anchors from the 4th

group used

good bye and see you as the parting of their news program. He

L: Good bye itu memang dipakai untuk parting yang memang

we will not know we meet again

M.2/140/180/01:13:36

L: Ya, ok, di sini ada to persuade berarti meyakinkan,

kemudian to inform berarti menginformasikan, to entertain

menghibur

M.1/67/365/00:18:11

65

explained to the students about parting that good bye is used to end

the conversation with the other people when they not know when

they will meet again. It shows that this utterance which produced

by the lecturer is explaining act. In this utterance the lecturer try to

explain about the function of good bye expression in detail by

notified them that in the news program they should use see you as

the parting because it is the continues program, so that don‟t used

good bye as the parting in the news program.

8. Guessing

Guessing is also weak assertive verbs similar to

conjecturing. There are 10 guessing utterances in the finding

uttered by the lecturer in lecturing process which represents 1.80%

which is divided in two meetings they are 7 utterances in the first

meeting and 3 utterances in the second meeting. The utterances of

guessing uttered by the lecturer in teaching and learning process

are not frequently because this type of the representative speech

acts is not the main utterance in the teaching and learning process.

Guessing utterance just supported the lecturing process, because

the main purpose of the lecturer in the lecturing process is sharing

the knowledge or information, explaining about the material. So it

just the supporting utterance which makes the lecturing process

more complicated and not monotone. When the process of

lecturing conducted by the lecturer is monotone the process of

teaching and learning are not effective for the lecturer and the

students because it makes the students will be boring and the

lecturer‟s explanation not transferred well.

Almost all of the guessing utterances uttered by the lecturer

in the lecturing process were guessing about the students‟ felling

and students‟ habit in pronouncing some words. When the lecturer

guessing something, the students would respond what the lecturer

had guessed. When the students were agreeing with the lecturer‟

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guess the lecturer would explain more about his guess. Although

this type of representative acts is not important in teaching and

learning process, but it is help the lecturer to make sure about his

opinion of something before he would explain more about that.

It is supporting utterance for the lecturer, not the main

utterance which is important for the lecturer to conduct the

lecturing process, so that the lecturer not produced guessing

utterance in many time. So, the frequency of guessing utterance

uttered by the lecturer in teaching and learning process is 1.80% of

the representative utterances‟ total or 10 utterances only of 564

representative acts. It means that guessing utterance is not the

main utterance of teaching and learning process. It just supported

the process of teaching and learning to make the variation in the

lecturing process by guessing the students‟ felling and opinion

about something.

An example of representative speech acts‟ type of guessing

act is as follows:

The situation of this utterance the lecturer was explaining to

the students about definition of speech. After that the lecturer asked

to the students about the definition of speech based on their

opinion. He asked several students to give their opinion about the

other definition of speech. After the first student answered the

lecturer‟s question about the definition of speech, then the lecturer

asked to the other student in the class. When the student would try

to answer about the definition of speech, the lecturer said that she is

nervous when she was trying to give her opinion about the other

L: Ki cah-e wes deg-degan ki cah-e

M.1/38/365/00:13:14

67

definition of speech. In this case the lecturer was guessing about

the student‟s feeling. He said that she is nervous.

The lecturer performed another act of guessing in the

following example:

The situation of this utterance the lecturer was evaluating

about the students‟ project and gave a comment or critics for the

students about their project. The lecturer showed the videos one by

one from the first group till the last group. After that the lecturer

was evaluating one by one of each group about their project. When

the lecturer evaluated the third group the lecturer said that the news

anchor of the third group is look like blind news anchor because his

eyes focused on the 2 sides. The news anchor focused on the

camera and the script, so he said that the news anchor of the third

group is look like a blind news anchor. And then the lecturer was

guessing that the news anchor of the third group is Mr. Canggih. In

this case the lecturer guessed to the students about the person who

was becoming the news anchor in the third group on their project

by guessing the student‟s name in the.

9. Informing

Informing is essentially hearer-directed. To inform is to

assert to a hearer with the additional preparatory condition that the

hearer does not already know what he is being informed. During

teaching and learning process the lecturer produced several

informing acts to inform some information to the students. In the

finding, there are 30 informing utterances used by the lecturer in

lecturing process. It is represent 6.60% which is divided in two

L: Mas canggih ya?

M.2/81/180/01:07:40

68

meetings they are 20 utterances in the first meeting and 10

utterances in the second meeting.

The frequency of informing utterance in the first meeting

more than the second meeting because the activity in the first

meeting is discussing the material about speech. So that in the first

meeting the lecturer uttered the informing utterances more than the

second meeting because the activity in the first meeting is

explaining about the material, so that in this meeting the lecturer

explaining about the lesson or the other things to the students in

front of the class in many time. In the other side, the activity of the

second meeting is evaluating the students‟ project of the speaking

class about how to be a news anchor and reporter. So that in the

second meeting the lecturer not informed more about the material

to the students in many times but the lecturer was giving the

comment and suggestion to the students about their project of the

speaking lesson.

The informing utterances uttered by the lecturer in the

lecturing process are informing the variant information, for

example informed about the result from the other class. In this

case, the lecturer informed about the theme chosen by the other

class. The other information that informed by the lecturer is

information about the other lecturer, or some event happened in

Indonesia. During teaching and learning process, the lecturer also

informed about the other lesson or lecture that will be faced by the

students. When the lecturer notified and, informed about some

information to the students they need to know about that the

lecturer would be informing that information to the students. Some

time the lecturer informed the information to the students about

what will they discuss in the next meeting and informed about the

students‟ project for the next meeting. When the lecturer informed

about the lesson or some information to the students, the students

69

would have understood about what the lecturer said and they would

have knew about the information related to the material or topic at

that meeting. It is one of the ways to give the information about

something new to the students, so that they would know about

some important information that should be understood by the

students.

Although the utterance of informing just 36 utterances but it

is very important for the lecturer and all of the students in teaching

and learning process to share the information to the students and

giving them the important thing to know by the students, because

after the lecturer gave the information and shared the knowledge or

some case the students increase their knowledge insight about

something new. So informing utterance is very important in

teaching and learning process for the lecturer and the students to

share the information that should understood by the students. IT

will increase the students‟ knowledge or perception about

something that was informing by the lecturer during teaching and

learning process in the classroom.

Informing act produced by the lecturer during the teaching

and learning process as shown in the following example:

In this utterance the lecturer informed to the students that

the lecturer would take the best result of the students‟ project and

give it to the academic. The situation of this utterance the lecturer

was informing to the students about the students‟ project for the

next meeting. After that he explained about the project to the

students and what should be preparing by the students on their

L: Yang tebaik nanti dari kelas tiga ini, tingkat tiga ini akan

saya bawa ke akademik

M.1/352/365/01:10:10

70

project in the next meeting. And then the lecturer was giving

suggestion to the students so that the students would make the

project very well. The lecturer gave the information to the students

that he would take the best result of the students‟ project to the

academic, so that the students would be enthusiast to make a good

project. In this case the lecturer informed to the students that the

best result of the students‟ project would be taking by the lecturer

to the academic. So that this utterance produced by the lecturer is

informing act.

Here is the other example of informing act as the one type

of representative speech acts:

The situation of this utterance the lecturer was informing to

the students that he would give the evaluation about the students‟

project. In this meeting the students would present their project

about reporting and news anchor. The lecturer showed the result of

the students‟ project by playing the videos from the first group till

the last group. After that the lecturer informed to the students that

he would give some advice or evaluation to the students about the

result of their project that they had showed to the lecturer and their

friends in front of the class. In this case the lecturer was informing

to the students that he would give some advice or suggestion to the

students, so that the students knew that their project would be

evaluating by the lecturer at that meeting by get the evaluation,

suggestion, critics or comment from the lecturer to increase their

creativity to make a good project in the next time and they can

repair their project to be better.

L: I would like to give you some advices or evaluation about

this project

M.2/8/180/00:55:13

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10. Notifying

Notifying is essentially hearer-directed. To notify is to

assert to a hearer with the additional of achievement that the hearer

be put on notice. In this research, there are many notifying

utterances uttered by the lecturers during teaching and learning

process. There are 195 notifying utterances used by the lecturer in

the lecturing process. This utterance presents 35.80% which is

divided in two meetings they are 138 utterances in the first meeting

and 57 utterances in the second meeting. This type of

representative speech acts used by the lecturer in the lecturing

process is in the 1st rank position. It is indicating that notifying

utterances are very important in teaching and learning process to

notify the information or the other things about knowledge to the

students. So the students would know and understand about the

new information and knowledge notified by the lecturer during

teaching and learning process. So it is very useful for the students

to increase their knowledge.

Notifying act in the first meeting more than the second

meeting because the activity in the first meeting is explaining about

the material of the lesson, so that in this meeting the lecturer

notified some information, material and knowledge in many times

to the students about the material and information he had

explained. In the other side, the activity of the second meeting is

evaluation of the students‟ project on the speaking class. So that, in

the second meeting the lecturer was criticizing and evaluating the

students project about how to be a news anchor and reporter.

Actually the notifying act in the second meeting is frequently but

in the second meeting there were no explanation and discussion as

long as in the first meeting. In this meeting the lecturer was

showing the videos or the result of the students‟ project from the

first group till the sixth group then giving the comment or critics

72

and evaluation about their project. So that notifying acts were not

uttered by the lecturer in many times.

Notifying utterances used by the lecturer in the lecturing

process are notifying the information about the knowledge, the

reason and the answer about some questions that he asked to the

students before. Some time the lecturer notify about the rule of

pronunciation or the other lesson to the students. When the lecturer

notified and explained something to the students about the

important thing that students should pay attention to that

information the lecturer would be notifying that information or his

idea and knowledge to the students, so that the students would be

knowing and understand about the information and knowledge

related to the lesson that was their lecturer uttered to them during

the process of teaching and learning. Some time the lecturer

notified the important information to the students, because it is

important to known by the students. When the lecturer notified

something to the students about his opinion or idea, the students

would give their attention. So the students would know and

understand about that information or explanation of the lecturer‟s

notifying act. It is one of the ways for the lecturer to inform and

share the knowledge or idea to the students, so that they would

know about the important information that was notifying by the

lecturer. By produced notifying utterances, the lecturer would be

increasing the knowledge and English comprehension of the

students, because after the lecturer notified the information about

knowledge related to the lesson and the other thing, the students

would know and understand about what the lecturer said. Because

of that this type of representative speech acts is very important in

teaching and learning process for the lecturer to share the

knowledge, information and idea and also for the students to

increase their knowledge.

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This type of representative speech acts appeared in many

times of utterances. Here is one of the examples of notifying act:

In this utterance the lecturer notified about the meaning of

mempercantik in English. The situation of this utterance the

lecturer explained to the students about grammatical structure in

English. At that time the lecturer explained to the students about

changing word from noun to be verb. After that the lecturer

mentioned several words in Bahasa and then he asked to the

students about the meaning of the words he had mentioned in

English. One of the words asked by the lecturer to the students was

mepercantik. The lecturer asked to the students about the meaning

of mempercantik in English. One of the students answered the

lecturer‟s question. He said that the meaning of mempercantik in

English is “to beautiful”. And then the lecturer blamed the

student‟s answer and notified to the students that the meaning of

mempercantik in English is to beautify. In this case the lecturer

uttered notifying act which is the lecturer notified about the

meaning of mempercantik in English.

The lecturer performed another act of notifying in the

following example:

In this example of notifying act the lecturer was notifying to

the students that almost all of the news programs showed the day

L: Mempercantik tu “to beautify”

M.1/77/365/00:19:47

L: Almost the news program should say their day and date

concrete

M.2/9/180/00:55:35

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and date concrete. The situation of this utterance the lecturer was

evaluating the students‟ project about how to be a news anchor and

reporter. At first the lecturer showed the videos of the students‟

project from the first group till the last group. After that the lecturer

gave an evaluation to the students about the result of their project.

When the lecturer evaluated the result of the first group‟s project

the lecturer said that almost all of the news program should say the

day and date concrete in their news program. But in the first group

the news anchor of their news program was not mention the day

and date concrete in their project. So that in this case the lecturer

notified to the students that the news program should showed the

day and date concrete. This utterance produced when the lecturer

give an evaluation to the students‟ project about news anchor and

reporter.

11. Praising

Praising is to praise about something. It is the opposite of

criticizing. In the finding, there are 25 praising utterances used by

the lecturer in lecturing process or 4.60% which is divided in two

meetings, they are 14 utterances in the first meeting and 11

utterances in the second meeting. Although the act of praising in

the first meeting more than the second meeting but the difference

frequency of praising utterance in the first meeting and the second

meeting not so far. The activity in the first meeting is discussing

about the material related to the lesson, so that in this meeting the

lecturer gave the questions and asked to the students about the

material he had explained in many time. When the students

answered the question from the lecturer, the lecturer would be

giving an appreciation for them. In the other side, the activity of

the second meeting is showing the project of the students and

giving evaluation to the students‟ project of the speaking class.

When the students have done their project very well the lecturer

75

would give an appreciation for their project and their effort by

praised to the students. So that in the second meeting the lecturer

uttered the praising act in several time. Some time the lecturer

praised the result of their project because some part and detail of

the students‟ project was very interesting, good looking and

perfect.

A half of the praising utterances uttered by the lecturer

during teaching and learning process are praising to the students

because they were answering the question from the lecturer well. In

the other side the lecturer also praised the students‟ effort of doing

their project and then the lecturer was praising to the students

project when the project is interesting and some aspect of the

students‟ project have a good quality. When the lecturer asked to

the students about their opinion, the students would give their

opinion. If the students‟ opinion is correct the lecturer would be

praising to them. Not only when the students answered the

question in correct but also when the students showed a good

presentation and performance of their project, the lecturer would

produce praising utterance to them. It is one of the ways to give an

appreciation for their effort.

Here is one example of the act of praising employed by the

lecturer when he involved in the teaching and learning process:

In this utterance the lecturer performed praising act. The

situation of this utterance the lecturer was explaining the material

L: Preparation before delivering speech. Apa? First…?

S: Theme

L: Theme, tema ok milih tema menentukan tema atu topic,

good.

M.1/122/365/00:31:35

76

about speech to the students. The lecturer explained to the students

that there are several preparations for the speaker before delivering

speech in front of the audiences. After that the lecturer asked to the

students about preparation of speech. He said “Preparation before

delivering speech. Apa?”. And then one of the students answered

the question of the lecturer. She said that one of the preparation

should prepared by the speaker is theme. After that the lecturer

affirmed the student‟s answer because the student‟s answered was

correct. Then the lecturer praised one of the students who had

answered his question by saying “good”. In this utterance the

lecturer produced praising act by said “good” to the student

because the student answered the question of the lecturer in correct.

So the lecturer praised to the student as the appreciation for the

student because she can answered the question from the lecturer in

correct.

The lecturer‟s act of praising can also be found in the

following example:

In this utterance produced by the lecturer in teaching and

learning process is the other example of praising act. The situation

of this utterance the lecturer was evaluating the students‟ project by

giving the comment, critics and suggestion for the students about

their project. At first the lecturer was showing all of the videos

from the students about their project. After the lecturer showed one

by one the result of the students‟ project in front of the class, the

lecturer would give an evaluation for the students about their

project of how to be a news anchor and reporter. The lecturer said

that their projects are good and excellent. In this case the lecturer

L: In general you are good, you are excellent

M.2/6/180/00:54:56

77

uttered praising act. The lecturer praised to the students because

they made a project very well and the result is good and excellent.

So the lecturer gave an appreciation by praising their project and

said that their project is good and excellent. Therefore this

utterance classified to the praising act which is the lecturer gave an

appreciation to the students.

12. Rebut

Rebut is the act to argues against and argument or view

already put forward. In the finding, there is 1 utterance of rebut act

only uttered by the lecturer during teaching and learning process.

Rebut utterance used by the lecturer in lecturing process is present

0.20% which is conducted in the first meeting only, while in the

second meeting there is no rebut act uttered by the lecturer during

teaching and learning process. The lecturer produced a rebut act in

teaching and learning process when he not agree with the judgment

of the students or the statement of the students about him.

By producing a rebut act in teaching and learning process,

the situation and condition would be interesting for the students

and they not bored during teaching and learning process. In the

other side, the activity of the second meeting is presentation and

evaluation of the students‟ project of the speaking class. So that in

the second meeting there is no boasting utterance uttered by the

lecturer because in this meeting the lecturer showed the result of

students‟ project and gave the comment, critics, and suggestion for

the students about their project. By giving a comment and critics to

the student‟s project there was very interesting for the students, so

that there was many opportunity for the lecturer to gave a judgment

and critic about the students but there were no opportunities for the

students to give judgment or critics for the lecturer, so the lecturer

no need to produced the rebut acts during teaching and learning

process. The situation and condition of the second meeting was

78

very funny. The students not be boring by watched their project

and knew about their mistakes notified by the lecturer. Because of

that condition, the students were not criticizing the lecturer and the

lecturer not uttered rebut act in the second meeting.

Although there is 1 rebut act only, but it is support the

lecturer to give an argument by uttered the rebut act as the sign that

the lecturer disagree with students‟ judgment. In edition it is

making the situation to be funny and made the students not bored

with the lesson during teaching and learning process in the class,

because the act of rebut is like debate or compete the argument.

The acts of rebut uttered by the lecturer is the act of disagree with

the students‟ judgment about him. It is one of the ways to stated

disagreement about the students‟ judgment about the lecturer and

gave the argument or his reason. The situation and condition

during the teaching and learning process not tighten and make the

students not be boring with the lesson. So that the lecturer made a

little debate by uttering rebut act to the students.

Furthermore, the teacher also performed rebut act in the

following utterance:

This utterance is an example of rebut act. Here the lecturer

was rebutting the student‟s judgment. The situation of this

utterance the lecturer was explaining about the material to the

students. The lecturer said that there are several unsure of speech.

One of the unsure in speech is formal situation, then he explained

that when the speaker delivering the speech in front of the

L: This is casual shoes, this is casual shoes, casual shoes

S: (Laughing) Sombong….

L: Ora sombong le

M.1/148/365/00:35:25

79

audiences in formal situation the speaker should wearing formal

costume such as formal shoes. After that the lecturer showed his

shoes to the students and said “This is casual shoes, this is casual

shoes, casual shoes” then one of the students laughed and said that

the lecturer is arrogant because the students though that the lecturer

had exhibited his shoes by showing his shoes to the students. And

then the lecturer gave a response to the student‟s judgment by

saying that he is not arrogant”. In this case the lecturer produced

rebut act which is the lecturer rebutted the student‟s judgment

about him. The lecturer was rebutting the student‟s judgment by

saying that he is not arrogant. So that this utterance produced by

the lecturer above classified in rebut act which is the lecturer was

rebutting the student‟s judgment about him that the lecturer is

arrogant.

13. Stating

Stating in the other hands will connect to the motion of

setting something. In this research, there are several utterances

uttered by the lecturers during teaching and learning process. There

are 60 stating utterances used by the lecturer in the lecturing

process. It is present 11% which is divided in two meetings they

are 26 utterances in the first meeting and 34 utterances in the

second meeting. This type of representative speech acts used by the

lecturer in the lecturing process is in the 3rd

rank position. It is

indicating that stating utterances are very important in teaching and

learning process to stated and shared about the opinion to the

students. So the students would be know and understand about the

opinion or comment stated by the lecturer during teaching and

learning process. The stating utterance in the second meeting more

than the first meeting because the activity in the second meeting is

evaluating the result of students‟ project. In the second meeting the

lecturer stated his opinion about the students‟ project. When the

80

students showed the result of their project in front of the class

about how to be a news anchor and reporter the lecturer would give

some comments to the students about their performance in their

project. So, the lecturer had produced stating utterances in many

times in the second meeting.

In the other side, the activity of the first meeting is

discussing the material and explaining about speech. In this

meeting the lecturer gave the material by explaining the lesson. So

that, in the first meeting, the lecturer not stated his opinion to the

students about their performance in many times. He just described

or explained and informed about the material they discussed during

teaching and learning process.

Almost all of the stating utterances uttered by the lecturer in

the lecturing process stated his opinion to the students. In this case,

the lecturer stated his opinion about the result of students‟ project

in made the video about how to be the news anchor and reporter.

The lecturer stated about the students‟ performance, custom,

pronunciation, attitude, the sound system and the other part on the

video students had showed in front of the class. It is one of the

ways for the lecturer to express his opinion to the students and

shared the information.

Although the utterance of stating act uttered by the lecturer

during teaching and learning process just 60 utterances but it is

important in teaching and learning process especially for the

students because after the lecturer give the comment by stated his

opinion about their project, the students would be know what

should it be. So that it is increasing the students‟ comprehension

and creativity. So, it is very useful especially for the students to

increase their knowledge during teaching and learning process in

the class.

81

The utterance bellow is the example of stating act produced

by the lecturer during teaching and learning process in the

classroom:

This utterance produced by the lecturer in teaching and

learning process is stating act which is the lecturer was stating to

the students that there is no wrong definition. The situation of this

utterance the lecturer was explaining the material about speech to

the students. He was describing the definition of speech to the

students based on the unsure of speech. After that the lecturer asked

the students to make definition of speech based on the speech

unsure with their own word. And then the students made the

definition of speech one by one. After several students described

the definition of speech to the lecturer and their friends the lecturer

praised to the students. He said that “ok, never mind it is correct”.

Then the lecturer asserted that when the students not out of the

speech unsure while make the definition of speech their definition

would correct. After that the lecturer stated to the students that

there is no wrong definition.

The lecturer‟s act of stating can also be found in the

following example:

In this example the lecturer was producing stating act which

is the lecturer stated that he is disagree with the fourth group

L: Ketika kamu gak keluar dari itu kamu akan benar, itu

definisimu. Gak ada definisi yang salah

M.1/27/365/00:10:40

L: I disagree with closing the meeting with good bye

M.2/133/180/01:12:59

82

because they used good bye to close their meeting. The situation of

this utterance the lecturer was evaluating the students‟ project

about how to be a news anchor and reporter. The lecturer showed

all of the student‟s result of the project by played the videos of the

students‟ project one by one from the first group till the sixth group

in front of the class. After that the lecturer gave an evaluation for

all of the students about their project. When the lecturer was

evaluating the project of the fourth group he stated to the students

that he is disagree with the closing of the fourth group because the

news anchor of the fourth group used good bye as the parting in

their news program. After that the lecturer notified that news

program is the continue program, so they should not say good bye

as the parting. In this case the lecturer was uttered stating act in

teaching and learning process. The lecturer was stating that he is

disagree with the parting of the fourth group.

14. Suggesting

Suggesting has a directive utterance and an assertive use.

The different is that the force to do something. Suggesting is not

forcing the hearer to do but insisting has more authority to assert

the hearer. There are 31 suggesting utterances used by the lecturer

in the lecturing process. It is present 5.70% which is divided in two

meetings they are 19 utterances in the first meeting and 12

utterances in the second meeting. Although the act of suggesting in

the first meeting more than the second meeting but the differences

of the frequency in the first meeting and the second meeting not so

far. The activity in the first meeting is discussing about the material

related to the lesson, so that in this meeting the lecturer gave the

suggestion to the students about the preparation for their project in

the next meeting and also suggested about the way to pronounce

some words in English. In the other side, the activity of the second

meeting is showing the project of the students and giving

83

evaluation to the students‟ project. When the students have a

mistake in their project, the lecturer would give a suggestion to the

students, so that their project would be better. So in the second

meeting the lecturer uttered the suggesting act in several times.

Some time the lecturer suggested about the performance of the

students in their project to make their project more interesting,

good looking and perfect.

Suggesting utterance used by the lecturer in the lecturing

process was suggesting to the students about the performance in

their project. Some time the lecturer suggested about the way to

pronounce to the students. When the lecturer suggested to the

students about the important thing that students should pay

attention to that part the lecturer would be suggesting that

information or his idea and knowledge to the students. So the

students would be know and understand about the lecturer‟s

suggestion. It is one of the ways for the lecturer to inform and

share the idea to the students. By producing suggesting utterances,

the lecturer would be increasing the creativity and idea of the

students, because after the lecturer suggested some suggestion

related to the lesson and the other thing, the students would know

and understand about what should do by them. So suggesting acts

is very important for the lecturer to share the information and idea

and also for the students to increase their creativity and knowledge.

Here is one example of the act of suggesting employed by

the lecturer:

L: Kalian boleh mengawali dari ferbal language, boleh kamu

awali dari in formal situation there is a formal language from

speaker boleh

M.1/35/365/00:12:21

84

In this utterance produced by the lecturer in teaching and

learning process the lecturer suggested to the students to make the

definition about speech in the other words. The situation of this

utterance the lecturer was explaining about the material to the

students. The lecturer Explained to the students about the definition

of speech. The lecturer gave the definition of speech based on the

unsure of speech. There are several unsure of speech; they are

massage, speaker, audience, formal situation, verbal language and

body language. After that the lecturer asked to the students about

definition of speech based on that unsure with their own word.

After several students gave their opinion about the definition of

speech the lecturer said that they not should started the definition

from the massage. And then the lecturer suggested to the students

to make the definition in several variation. He said that they can

start from verbal language, formal situation, formal language,

speaker or the other unsure of speech.

The following utterance also illustrates the act of

suggesting:

In this utterance the lecturer suggested to the students

especially for the sixth group about what should they do when the

reporter would end the interview. The lecturer said that the reporter

should ask about expectation or hope to the interviewee. The

situation of this utterance the lecturer was giving evaluation of the

students‟ project about how to be a news anchor and reporter. At

first the lecturer showed the result of the students‟ project by

played the video of the students‟ project in front of the class. After

L: kalau kelompok enam bisa juga sih harapan bagi si penonton

tadi harapan bagi si pembuat tadi dengan adanya itu untuk

lebih apa

M.2/27/180/00:58:14

85

that the lecturer gave an evaluation to the students about their

project. When the lecturer evaluated the result of the sixth group‟s

project he said that there was no expectation and hoping less. The

lecturer notified to the students that almost all of the reporters in

the news program always asked the expectation or hopes to the

informant, and then the lecturer gave the suggestion for the

students especially to the sixth group about the question which can

be asking by the reporter to the informant in their news program.

86

CHAPTER V

CONCLUSION, IMPLICATIONS AND SUGGESTIONS

A. Conclusion

This chapter discussed conclusion of the discussion which will be

described in several points of the conclusion. The conclusion of it is drawn

based on the result of the data analysis to answer the problem statements.

From the analysis, there are 14 types of representative acts uttered by the

lecturer in teaching and learning process: affirming (29 data), asserting (89

data), assuring (19 data), blaming (12 data), boasting (2 data), criticizing

(16 data), explaining (20 data), guessing (10 data), informing (36 data),

notifying (195 data), praising (25 data), rebut (1 datum), stating (60 data),

suggesting (31 data). In conclusion, the lecturer mostly used notifying

utterance in his representative utterances. He mostly used notifying

utterances to give the material and shared the knowledge to the students. It

can be seen by their duty as the lecturer is to notify about material,

knowledge and what their believed to the students.

B. Implications

If we draw a relationship between the results of the research with

the position, function, and role of the lecturer in teaching and learning

process, we can say that the lecturer‟s role in English teaching-learning

process of IAIN Surakarta is as an agent of change. Despite their

dominations in the conversation, they try to increase students‟

comprehension by expressing illocutionary function of notifying. As the

agent of change, the English lecturer expects the students to change from

being passive learners into the active ones as well as to change their

thoughts and attitudes to be more critical and it will increase the students‟

comprehension and knowledge.

87

Regarding the illocutionary force of notifying, it is aimed to notify

certain information to the students. The lecturer‟s use of notifying allowed

the students to increase the students‟ comprehension. It is also beneficial

to share the knowledge or information as well as to promote the students‟

critical thinking. It implies that notifying should be employed by the

lecturer during classroom communication practice. However, it is

advisable for the lecturer to pose more open knowledge instead of display

information.

Furthermore, the lecturer‟s speech acts are central in the teaching

and learning process since through the lecturer‟ speech acts, the students

learn how the language should be used. By familiarizing themselves with

speech acts, they are also able to comprehend and acknowledge the

illocutionary force carried by the teacher. It implies that the lecturer‟s

production of speech acts should be retained in the classroom. However,

the lecturer needs to do that wisely on the process of teaching and learning

in the class room. The students should be given more opportunity to

practice the target language so that they are not only apt in recognizing the

speech acts but also in producing the language.

C. Suggestions

Based on the conclusion that has been explained above, some

suggestions will be directed toward the linguistic students, English

teachers and the other researchers.

1. To the linguistic students

The linguistic students are expected to learn and explore more

about pragmatics especially on the study of speech acts. By

understanding speech acts, the students will be more aware of how the

language is actually being used. Thus, the students can avoid

misunderstanding or misconceptions in interpreting the speakers‟

intended messages.

88

2. To English lecturer

This research is expected to give English lecturers an insight

about language teaching especially on the language phenomena related

to speech acts. It is advisable for English lecturer to use English

optimally and teach the students the importance of pragmatics so that

the students are aware of how language should be used. It does not

mean that lecturers should teach pragmatics as a science. Instead,

lecturers are suggested to incorporate various learning activities that

can promote the students‟ pragmatic awareness as well as develop their

communicative competence. The lecturers should also consider giving

students more opportunities to engage them in the classroom

interaction.

3. To the other researcher

The objective of this research is limited only to identify the

types of representative speech acts performed by the lecturer with

focus on its illocutionary acts and illocutionary forces, and its

contribution to the English teaching and learning process. Therefore, it

is expected that the limitation of this research will encourage other

researchers who wish to carry out similar study to investigate more

about other aspects of pragmatics such as perlocutionary acts,

implicature and politeness. It is also suggested to enlarge the study by

investigating the students‟ speech acts since the present study has not

explored it yet. Moreover, if it is possible, it is recommended to get

genuine data so that the study will appear to be more natural.

89

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1

92

Appendix 1. Findings of representative speech acts’ types uttered by the

lecturer in teaching and learning process on the speaking class of the third

semester in English department of IAIN Surakarta

DISCUSSION MEETING

CLASS : 3D

DATE : Friday, October 7th

2016

TIME : 10.20-12.00

PLACE : IAIN Surakarta (E.1.2)

TOPIC : SPEECH

No UTTERANCE TIME TYPE Context of situation

1. Yup, I‟m no bad. 00:00:09 Stating The lecturer stated to

the students that he was

in a good condition

2. Mr. Canggih, you

use out size of

paper

00:04:42 Notifying The lecturer notified

that one of the student

used out size of paper

3. Salah ukuran

kertasnya ya

00:04 48 Criticizing The lecturer criticized

to the student about the

student‟s exam because

the size of his paper

was wrong

4. Setiap

mengerjakan

tugas pakainya

00:04:50 Notifying The lecturer notified to

the students that they

should use A4 for their

93

A4 ya assignment

5. Ini yang dipakai

F4

00:04:53 Notifying The lecturer notified to

the students that Mr.

Canggih used F4 paper

6. Sampai dengan

kalian nanti make

a thesis, should

use A4

00:05:02 Notifying The lecturer notified to

the students that they

should use A4 to make

a thesis

7. Gunakan kertas

resmi ya.

00:05:11 Suggesting The lecturer suggested

to the students that they

should use formal paper

8. Memang dia

pengen canggih

ya

00:05:17 Stating The lecturer stated that

his student want to be

sophisticated

9. Ok class, today

we will begin to

our discuss the

material

00:05:35 Notifying The lecturer notified

that today they will

began the discussion

about the material

10. And today we

would get a new

friend here, Mr.

Nur Rohmat will

join to your class

begin this week

till the end or this

semester may be

00:05:41 Informing The lecturer informed

to the students that they

would get a new friend

in the class starting

from the beginning till

the end of this semester

11. Ok, never mind 00:05:55 Stating The lecturer stated to

the students that it was

no problem

12. So you are get a 00:05:56 Asserting The lecturer asserted

94

new fried here that they would get a

new friend

13. And we know that

speech is a

process to give

information from

speaker to the

audiences in

formal situation

with formal

languages

supported by

body language

00:07:05 Explaining The lecturer explained

to the students about the

definition of speech

14. Ternyata itulah

yang mendasari

bahwa many

kinds or part

bagian atau

mungkin unsure

of speech

00:07:23 Notifying The lecturer notifiedto

the students that there

were many unsure of

speech

15. Oke, pastinya

pakai verbal

language

00:07:42 Asserting The lecturer asserted to

the students that speech

used formal language

16. Oke, juga

memakai body

language

00:07:54

Notifying The lecturer notified to

the students that body

language also used in

speech

17. Skill, ya, itu yang

salah

00:08:37 Blaming The lecturer blamed the

student because her

answer was false

95

18. Skill kan berarti

ketrampilan

00:08:47 Asserting The lecturer asserted to

the students that skill is

ketrampilan in Bahasa

19. Itu bukan

berbicara

namanya

00:08:49 Stating The lecturer stated to

the students about his

opinion

20. Purpose… ya, itu

kurang tepat

juga

00:08:52 Blaming The lecturer blamed to

the student because the

student‟s answer is

wrong

21. Mestinya kita

akan memakai

istilah ini aja

00:08:58 Stating The lecturer stated to

the students about his

opinion

22. Pesan 00:09:04 Notifying The lecturer informed

to the students about

one of unsure in speech

23. Berati unsur yang

ke empat adalah

speaker

00:09:09 Notifying The lecturer notified to

the students about one

of unsure in speech

24. Kemudian unsur

yang ke lima ada

audiences

00:09:12 Notifying The lecturer notified to

the students and

mention one of

speech‟s unsure

25. Jadi di sini harus

dalam formal

situation

00:09:57 Asserting The lecturer asserted to

the students that speech

should be in formal

situation

26. Ketika kamu gak

keluar dari itu,

kamu akan benar

00:10:36 Asserting The lecturer asserted to

the students that when

they not out from the

96

speech‟s unsure, they

would correct

27. Gak ada definisi

yang salah

00:10:40 Stating The lecturer stated to

the students that

nothing wrong

definition

28. Ok, it is definition

based on Mr.

Rohmat

00:11:24 Stating The lecturer stated

about the definition of

speech based on his

student

29. Good 00:11:44 Praising The lecturer praised to

the student because he

had described about

speech

30. Never mind, this

is correct

00:11:45 Asserting The lecturer asserted

that Yudi‟s answer is

correct

31. Bahasa inggrisnya

tu “correct” ya

00:11:56 Notifying The lecturer notifed

about the pronunciation

of “correct” in English

to the students

32. Ya, “correct”

(kərɛkt)

00:11:58 Affirming The lecturer affirmed

the students‟

pronunciation of

“correct” in English

33. Yak, good 00:12:17 Praising The lecturer praised to

the student because she

had described about

speech

34. Dan tidak harus 00:12:18 Suggesting The lecturer suggested

97

diawali dari

message semua

to the students that they

not should make a

definition about speech

starting from “the

massage”

35. Kalian boleh

mengawali dari

verbal language,

boleh kamu awali

dari in formal

situation there is a

formal language

from speaker

boleh

00:12:21 Suggesting The lecturer suggested

to the students to make

the definition about

speech from “verbal

language”, “formal

situation”, “formal

language”, or

“speaker”, that‟s no

problem

36. Boleh 00:13:02 Asserting The lecturer asserted

the student‟s answer

37. Benar itu 00:13:03 Stating The lecturer stated that

student‟s definition is

correct

38. Ki cah-e wes deg-

degan ki cah-e

00:13:14 Guessing

The lecturer guessed

about the filling of the

student who try to

describe about speech

that the student was

nervous

39. Jadi yang

namanya body

language itu

hanya supporting

ya

00:14:33 Asserting The lecturer asserted to

the students that body

language just

supporting unsure in

speech

98

40. Didukung oleh

banasa tubuh

00:14:43 Notifying The lecturer explained

to the students about

supporting unsure in

speech

41. Kan yang penting

pidato itu

verbalnya, bukan

body languagenya

00:14:46 Asserting The lecturer asserted to

the students that the

important thing in

speech is verbal

language, not body

language

42. Kalo body

language itu ya

gak usah pidato

00:14:50 Stating The lecturer stated that

if the important part in

speech is body

language, it is not

speech

43. Ya, nari 00:14:54 Affirming The lecturer affirmed

the student‟s answer

44. Good 00:14:55 Praising The lecturer praised to

the student because

they can answer in

correct

45. Fokus 00:15:19 Suggesting The lecturer suggested

the students to focus

46. Pokoknya

dibolak-balik itu,

selama tidak

keluar dari 6 itu,

your definition is

correct.

00:15:20 Notifying The lecturer asserted to

the students

47. Setelah kita 00:15:27 Notifying The lecturer notified

99

dapatkan ini,

tentunya ada

beberapa goal of

speech, ada

beberapa tujuan

that there were several

goals of speech

48. “Purpose”

(pərpəs)

00:16:14 Notifying The lecturer notified to

the students about

pronunciation of

“purpose”

49. Ok, purpose 00:16:20 Affirming The lecturer affirmed

the students‟ answer

50. Purpose ya,

Jangan “perpos”

00:16:22 Asserting The lecturer asserted

about the pronunciation

of “purpose”

51. Kalau “perpos”

tentunya tulisanya

ini bukan “e”,

tetapi dibaca

“pous” kalau “t”

gitu ya, jadi

“perpos”

00:16:23 Explaining The lecturer explained

about pronunciation of

“purpose”

52. Berarti purpose 00:16:34 Asserting The lecturer asserted to

the students about the

pronounce of “purpose”

53. Berarti kalau

jamak jadi

purposes

00:16:36 Notifying The lecturer notified

that “purpose” will be

“purposes” in plural

form

54. To understand tu

untuk mengetahui

00:16:46 Notifying The lecturer notified to

the student about the

100

meaning of understand

55. Mosok untuk

mengetahui

00:16:49 Blaming The lecturer blamed the

student‟s answer

56. To “under” di

bawah “stand”

berdiri

00:16:51 Notifying The lecturer notified to

the students about the

meaning of “to” and

“under” in Bahasa

57. Yang pertama: to

persuade

00:17:02 Notifying The lecturer notified to

the students about the

goal of speech

58. Mengajak atau

meyakinkan

00:17:09 Asserting The lecturer asserted to

the students about the

first goal of speech

59. Tujuan orang

pidato to persuade

00:17:11 Notifying The lecturer notifying

to the students that the

goal of speech is to

persuade

60. To inform 00:17:16 Affirming The lecturer affirmed

the opinion of the

student about the goal

of speech

61. Bagus, to inform 00:17:17 Praising The lecturer praised the

student because she

gives correct answer

62. To entertain 00:17:21 Affirming The lecturer affirmed

the student‟s answer

about the goal of speech

63. Bagus 00:17:22 Praising The lecturer praised to

the student because the

student was mentioning

101

one of the speech‟s goal

in correct

64. Ya, standup

comedy

00:17:26 Affirming The lecturer affirmed

the student‟s answer

65. Masih ada banyak

lagi yang to

entertain banyak

00:17:31 Notifying The lecturer notified to

the students that there

are many speech which

the purpose is to

entertain

66. Itu baru 3: to

persuade, inform,

entertain

00:17:35 Notifying The lecturer notified to

the students that there

are 3 purposes of

speech mentioned

67. Ya, ok, disini ada

to persuade

berarti

meyakinkan,

kemudian to

inform berarti

menginformasika

n, to entertain

menghibur

00:18:11 Explaining The lecturer explained

about the goal of speech

to the students

68. Bagus, betul 00:18:25 Praising The lecturer praised to

the students because

they can answer in

correct

69. Menasehati atau

memberi motivasi

00:18:26 Notifying The lecturer notified

about the meaning of

“menasehati” in English

70. Ada to advice, 00:18:31 Notifying The lecturer notified to

102

memberi nasehat the students about the

other goal of speech

71. “To” kok

motivation

00:18:37 Blaming The lecturer blamed the

students because their

grammar in arrange the

words

72. Yo ra enek 00:18:38 Stating The lecturer stated to

the students that there is

no “to motivation” in

English

73. “To” itu diikuti

bentuk satu

00:18:46 Notifying The lecturer asserted to

the students that “to”

followed by V1

74. “To” kok diikuti

kata benda

00:18:48 Blaming The lecturer blamed to

the students about

gramatical structure

because the student‟s

answer is wrong

75. Motivate, lha…,

itu kata kerja

00:19:07 Affirming The lecturer affirmed

the students‟ answer

76. Selalu yang

dipakai “to” itu

mesti verb satu

00:19:12 Asserting The lecturer asserted to

the students that “to”

always followed by V1

77. Mempercantik tu

“to beautify”

00:19:47 Notifying The lecturer notified

about the meaning of

mempercantik in

English to the students

78. Makanya terus

sekarang beliau

ngajarnya di

00:20:55 Informing The lecturer informed

to the students the

information about one

103

PGRA, beliau di

bahasa inggris

PGRA sana. Tapi

karena dia

basiknya di PBI

yang tetep ngajar

mata kuliah PBI

of the lecturer in

English department

79. Ini cukup tambahi

“en” di depan

“enlarge” artinya

memperluas

00:21:57 Notifying The lecturer notified to

the students about

grammar

80. Ya, itu yang salah 00:22:26 Blaming the lecturer blamed the

student‟s answer

81. Di sini to advice,

to motivate,

berarti seperti

maria teguh

00:23:23 Notifying The lecturer notified to

the students about the

purposes of speech

82. Dia tu to motivate 00:23:33 Notifying The lecturer notified to

the students that Mario

Teguh‟s speech is to

motivate

83. Walaupun

sekarang beliau

sedang

tersandung kasus

00:23:35 Informing The lecturer informed

to the students that

Mario Teguh is

stumbling a case

84. To introduce

mengenalkan, to

explain

00:24:27 Affirming The lecturer affirmed

the student‟s answer

about the goal of speech

85. Yes, bagus 00:24:35 Praising The lecturer praised the

student because she can

104

answer in correct

86. Ya, to describe 00:24:38 Affirming The lecturer affirmed

the student‟s answer

about the goal of speech

87. To describe ini

explain tapi lebih

rinci, detail gitu

ya

00:24:47 Explaining The lecturer explained

to the students about

one of the speech‟s goal

88. To persuade, to

advice, to

describe, to

inform

00:25:09 Notifying The lecturer notified to

the students and

mention the goals of

speec

89. Setelah kita

mempelajari

tentang beberapa

purpose, goal of

speech, tentunya

ini akan kita

kategorikan juga

ada kinds of

speech

00:26:07 Notifying The lecturer notified to

the students that there is

several kinds of speech

90. Persuative! 00:26:37 Asserting The lecturer asserted to

the students about one

of the speech‟s kind

91. Ada pidato yang

namanya

descriptive

00:27:17 Notifying The lecturer notified

about the other kind of

speech

92. Ada narrative, 00:27:24 Notifying The lecturer notified to

the students about the

kind of speech

105

93. “r” nya double, 00:27:26 Notifying The lecturer notified

about the spelling of a

word that “narrative”

has double “r”

94. narrative speech 00:27:27 Asserting The lecturer asserted to

the students about the

other kind of speech

95. Persuative, ya 00:27:37 Affirming The lecturer affirmed

the students‟ answer

96. Ya, entertainment 00:27:45 Affirming The lecturer affirmed

the students‟ answer

97. Tidak mungkin

entertain

00:27:46 Asserting The lecturer asserted to

the students about

grammar

98. Kalau entertain

adalah menghibur

00:27:48 Notifying The lecturer notified

about the meaning of

entertain in Bahasa to

the students

99. Kalau hiburan

berarti

entertainment

00:27:50 Notifying The lecturer notified to

the students about the

meaning of hiburan in

English

100. Itu ciri kata benda

kan pakai “ment”,

pakai “ion”

00:27:53 Notifying The lecturer notified to

the students about

characteristics of noun

101. Gitu to…… 00:27:57 Assuring The lecturer assured to

the students about his

statement

102. Ini semua ciri

kata benda ini

00:27:59 Notifying The lecturer notified

about the characteristic

106

of noun

103. Kemudian nanti

akan berakhir

“er”, “or”,

kemudian “ment”,

kemudian “ness”

00:28:03 Explaining The lecturer explained

the other characters of

noun to the students

104. Ini cirri kata

benda to

00:28:11 Asserting The lecturer asserted to

the students about the

character of noun

105. Misalnya ada

“keep” maka akan

menjadi “keeper”

00:28:14 Notifying The lecturer notifyed to

the students about the

example of noun on

changing word

106. Yes translator 00:28:25 Affirming The lecturer affirmed

the students‟ answer

107. Dari kata translate

orangnya jadi

translator

00:28:26 Explaining The lecturer explained

about the process of

changing word

108. Kindness, betul 00:28:37 Affirming The lecturer affirmed

the students‟ answer

109. Tourist, bagus

Scientist bagus

00:29:01 Praising The lecturer praised to

the students because

they can answer in

correct

110. Kemudian “ar”

juga ya, itu cirri

kata benda

00:29:48 Notifying The lecturer notified the

other characteristic of

noun to the students

111. “Ar” itu misalnya

kedatanyan

menjadi “arrival”

00:29:53 Notifying The lecturer notified

about the process of

changing word

107

112. Gitu kan…… 00:29:57 Assuring The lecturer assured to

the students about the

example of changing

word

113. Urusane structure

okeh banget,

grammar tu

banyak untuk

semester tiga

00:30:00 Informing The lecturer informed

to the students that

there are many things to

study in grammar on

the 3rd

semester

114. Karena ada

changing word

00:30:04 Notifying The lecturer notified to

the students that there

are changing word in

English

115. Di semester tiga

ini ada mata

kuliah changing

word

00:30:07 Guessing The lecturer guessed

that there is changing

word lecture in the 3rd

semester

116. Seng penteng

changing word

ngeneki, atau

mungkin passive

voice lha kui go

kalian

00:30:34 Stating The lecturer stated to

the students about the

important thing to study

in English

117. Before harus

diikuti bentuk

“ing” jelas to

00:30:51 Asserting The lecturer asserted to

the students about

grammatical structure

118. Before delivering

speech, a speaker

should prepare

about many kinds

00:30:53 Notifying The lecturer notified

that the speaker should

take a preparation

before delivering

108

of preparation. speech

119. Theme 00:31:12 Affirming The lecturer affirmed

the students‟ answer

120. Tema, ok milih

tema menentukan

tema atu topic

00:31:17 Notifying The lecturer notifyed to

the students about the

preparation before

delivering speech

121. Good 00:31:20 Praising The lecturer praised to

the students because

they can answer in

correct

122. Ok good 00:31:35 Praising The lecturer praised to

the students because

they can answer in

correct

123. mental atau

sikologis perlu

persiapan, biar

tidak kena demam

panggung

00:31:35 Notifying The lecturer notified to

the students that mental

or psychology should

be prepare, so they will

not nervous

124. Berkeringat

dingin, ndredeg,

kemudian bahkan

mata berkunang-

kunang,

00:31:50 Notifying The lecturer notified

about indication of

nervous

125. Bisa deman itu

muntah-muntah,

ada yang demam

itu muntah-untah,

00:32:09 Notifying The lecturer notified to

the students about

nervous

109

pingsan bahkan

ya itu

dikarenakan

demam panggung

126. Jadi perlu

persiapan mental

00:32:16 Asserting The lecturer asserted to

the students that they

should preparing their

mental before

delivering speech

127. Bagus 00:32:17 Praising The lecturer praised the

students because they

can answer in correct

128. Udah dua ya 00:32:18 Notifying The lecturer notified to

the students that there

are 2 things which

should be prepare

before delivering

speech

129. Tema sudah 00:32:55 Notifying The lecturer notified to

the students that theme

is already mentioned

130. Ya, membuat

outline

00:33:02 Notifying The lecturer notified to

the students about the

3rd

preparation before

delivering speech

131. Kaitannya dengan

materi to itu

00:33:05 Notifying The lecturer notified to

the students that outline

is related to the content

or material in speech

132. Yang namanya 00:33:07 Notifying The lecturer notified to

110

materi itu ya atau

pesan yang perlu

disampaikan

the students that

material is the massage

which should delivered

133. Untuk

menentukan

massage di sini

kan tentunya dia

akan membuat

theme atau

menentukan topic

kemudian dia

baru membuat

suatu outline

00:33:15 Explaining The lecturer explained

to the students about the

process of making the

speech‟s manuscript

134. Kan gitu

urutannya!

00:33:27 Assuring The lecturer assured to

the students about the

step to make a speech

135. Urutannya untuk

delive pesan kan

ini, theme,

kemudian topic

kemudian outline

00:33:29 Asserting The lecturer asserted

about the step of

delivering speech to the

students

136. Oke healthy 00:33:46 Affirming The lecturer affirmed

the students‟ answer

137. Jelas, kesehatan 00:33:47 Asserting The lecturer asserted to

the students that healthy

is should prepared

138. Voice 00:33:50 Affirming The lecturer affirmed

the students‟ answer

139. Bagus 00:33:50 Praising The lecturer praised to

the students because

111

she can answer in

correct

140. Suara jelas,

kesehatan jelas

00:34:06 Asserting The lecturer asserted to

the students about some

things that should

prepared by the speaker

141. Performance 00:34:55 Notifying The lecturer notified

one of several things

that should be prepare

by the speaker

142. Intinya di

performance

00:34:56 Asserting The lecturer asserting to

the students that

performance is the gist

of speech

143. Jadi dia harus

memperhatikan

performance nya

00:35:00 Asserting The lecturer asserted

that the speaker should

pay attention their

performance in

delivering speech

144. Performance itu

kan dari ujung

rambut dia

sampai sepatu

yang digunakan

gitu ya

00:35:02 Notifying The lecturer notified

about performance to

the students

145. Kalau dalam

formal situation

tentunya harus

pakai formal

shoes

00:35:08 Asserting The lecturer asserted

that in formal situation

the speaker should use

formal shoes

112

146. Like this, like this 00:35:12 Notifying The lecturer notified

about formal shoes by

showing his shoes to

the students

147. This is casual

shoes, this is

casual shoes,

casual shoes

00:35:15 Boasting The lecturer boasted to

the students and

showing his shoes to

the student

148. Ora sombong

le….

00:35:25 Rebut The lecturer rebut the

students‟ judgment that

he is arrogant

149. Urip pisan og ra

sombong, rugi

kalian

00:35:26 Stating The lecturer stated that

live just one time, if not

arrogant they will suffer

150. Jadi pakai formal

shoes, kemudian

pakaiannya juga

yang formal,

kemudian harus

yang neat

00:35:31 Notifying The lecturer notified to

the students about what

should they wear and

appearance in doing

speech

151. Rapi 00:35:39 Notifying The lecturer notified

about the meaning of

“neat” in Bahasa

152. karena kalian

sebagai center

nanti pembicara

itu

00:35:40 Asserting The lecturer asserted

the students‟ answer

153. Like as you to be

a teacher in front

of your students,

00:35:44 Explaining The lecturer explained

to the student that they

should pay attention to

113

when you coming

in side the class,

you should

prepare to your

performance

their appearance when

they are as the teacher

in the future

154. Karena murid

nanti akan

melihat kamu

00:35:54 Notifying The lecturer notified to

the students that they

will loked by their

students

155. Kamu itu artis 00:35:56 Notifying The lecturer notified

that they are artist when

they are as the teacher

156. Jadi begitu kamu

akan masuk ke

kelas kan

biasanya bidang

studi yang lain

yang ngampu

guru kelas kalau

SD

00:35:58 Notifying The lecturer notified to

the students about the

prosedure in the school

when they are as the

teacher in the

elementary school

157. Kalau bahasa

Inggris tentunya

guru bidang studi,

SMP juga gitu.

00:36:03 Notifying The lecturer notified to

the students about the

status of English

teacher in the school

158. Setiap saat akan

masuk guru

bidang studi baru

00:36:06 Notifying The lecturer notified to

the students that the

new teacher of each

lesson will enter the

class every time.

159. Kamu jadi center 00:36:09 Notifying The lecturer notified the

114

of view bagi your

students

students that they will

be the center of view

for their students when

they are as the teacher

160. Maka silakhan

jaga penampilan

00:36:12 Suggesting The lecturer suggested

the students to keep the

performance

161. Masuk ke kelas ki

murid wes seneng

gitu ngulati

gurune

00:36:14 Stating The lecturer stated to

the students that when

the teacher entered the

class, they should got

attention from the

students

162. Penampilane

mantep gitu kan

00:36:17 Asserting The lecturer asserted

that teacher‟s

performance should be

steady

163. Artis kamu itu 00:36:20 Asserting The lecturer asserted to

the students that they

are artist (as the teacher

in the school)

164. Jadi harus siapkan

performance

00:36:23 Asserting The lecturer asserted to

the students that as the

teacher in the future,,

they should preparing

their performance

165. Nah jadi ini, ini

yang perlu

dipersiapkan

00:36:28 Notifying The lecturer notified

about what they should

prepared before

delivering speech

115

166. Preparation 00:36:36 Affirming The lecturer affirmed

the students‟ answer

167. Jadi ada persiapan

untuk semuanya

tentunya

00:36:39 Asserting The lecturer asserted

that there are some

preparation in speech

168. Ya, oke, setelah

itu baru nanti

akan mengalih

pada materi dia

00:36:50 Notifying The lecturer notified to

the students about the

step of preparing

speech

169. Nah materi dia

tentunya akn

dimulai dari

penentuan judul

00:36:55 Notifying The lecturer notified

about the steps of

making the script of

speech

170. Yes right 00:38:31 Affirming The lecturer affirmed

the student‟s answer

171. Blank,

gembrobyos

00:38:34 Notifying The lecturer notified

about the impact if the

speaker not mastering

their speech

172. Sweat itu berarti

artinya kan panas

atau keringat,

berarti kalau baju

panas baju hangat

sweater

00:38:43 Notifying The lecturer notifiedg

about the meaning of

“sweat” in Bahasa and

„baju hangat” in

English

173. Kalian nyebutnya

mesti “sweeter”

(swiːtə)

00:38:50 Guessing The lecturer guessed

that the students

pronounced “sweater”

as “sweeter”

174. Salah itu 00:38:52 Stating The lecturer stated that

116

the pronunciation of

“sweater” as “sweeter”

is wrong

175. Yang betul

“sweater” (swɛtə)

00:38:54 Notifying The lecturer notified the

students about the

pronunciation of

sweater

176. Sweet itu kan

manis, sweeter

jadi pemanis

00:39:00 Notifying The lecturer notified

about the meaning of

“sweet” and “sweeter”

in Bahasa

177. Aku pinjam

sweetermu,

ke‟ono gulo

00:39:08 Suggesting The lecturer suggested

to the students that if

their friend borrowing

their sweeter, they may

give the sugar for them

178. Bukan sweeter

tapi sweater

00:39:13 Asserting The lecturer asserted to

the student about the

right pronunciation of

sweater

179. Bacut kita tu

salah kaprah

00:39:17 Stating The lecturer stated that

their habit of

pronunciation is over

shoot

180. Kalian malah

ikut-ikutan

00:39:21 Criticizing The lecturer criticized

the students because he

thought that students

had followed un correct

pronunciation

181. Cah inggris kok 00:39:23 Criticizing The lecturer criticized

117

melu sweeter the students because he

thought that the

students followed the

pronunciation in the

wrong way

182. Orjen itu salah 00:39:39 Blaming The lecturer blamed to

the students because

they pronounced

“organ” as “orjen”

183. Itu dibaca dengan

“organ” (ɔːgən)

00:39:41 Notifying The lecturer notified

about the pronunciation

of “organ”

184. Ketika ada huruf

“r” diikuti “g”

dan diikuti vowel

maka “g” itu

dibaca “g”

00:39:44 Explaining The lecturer explained

about the role of

pronunciation

185. Jadi ora orjen 00:39:53 Asserting The lecturer asserted to

the students that

“orgen” is not correct

pronunciation

186. We ki melu-melu

wong salah og

00:39:54 Stating The lecturer stated to

the students that their

pronunciation were

followed in the wrong

way

187. We ki guru

inggris lho

00:39:56 Asserting The lecturer asserted to

the students that they

were candidates of

English teacher

118

188. Mosok ayo

nonton orjen

tunggal

00:39:58 Asserting The lecturer asserted

that “orjen” is miss

pronounced for “organ

tunggal”

189. Aku neng popeye,

bener gak

00:40:05 Guessing The lecturer guessed

that the students

pronounce “popeye” as

“popeye”, not “popay”

190. Organ memang

organ, karena

tidak boleh dibaca

orjen

00:40:21 Notifying The lecturer notified to

the students that

pronunciation of

“organ” is /ɔːgən/

191. Nanti kan ada

kata organisasi

00:40:28 Notifying The lecturer notified

about the other example

of pronunciation in

“organ”

192. Organization 00:40:32 Notifying The lecturer notified

about the pronunciation

of “organization”

193. Organization, ora

orjenisation

00:40:33 Asserting The lecturer asserted

about the pronunciation

of “organization” is

“ɔːgənaɪˈzeɪʃən” not

“orjenisation”

194. Makanya sebelum

kamu itu

membawa kata

baru atau kamu

menyerap kata

baru

00:40:39 Suggesting The lecturer suggested

for the students to

consulted the new word

to their dictionary

119

konsultasikan ke

your dictionary

195. Your dictionary

akan memberimu

cara pengucapan

00:40:46 Notifying The lecturer notified

that their dictionary

would give the

direction to

pronounced the word

196. Ada cara bacanya 00:40:53 Notifying The lecturer notified

that each word they

have its pronunciation

197. Transkrip,

transcription

namanya

00:40:57 Notifying The lecturer notified

about the meaning of

transkrip in English

198. Itu kamu dapati

tentunya dulu pas

pelajaran

phonology

00:41:00 Guessing The lecturer guessed

that they ever got

material about

transcription in

phonology lesson

199. Itu nanti akan ada

transcription itu

bagaimana

membaca

Itu semua

ditranskripsikan

dalam bahasa

tulisan latin kita

00:41:06 Explaining The lecturer explained

about phonology lesson

to the students

200. Nanti ada “ng”

cangkulan gini

“ŋ” kemudian ada

yang lingkaran -

00:41:14 Notifying The lecturer notified

about phonetic symbols

to the students

120

terbuka tengah itu

ceh

201. Jadi inggris tu gak

ada “t” gak ada

“p” adanya peh,

teh gitu

00:41:24 Notifying The lecturer notified to

the students that in

English there aren”t”,

“p”, but there are /p/, /t/

202. Jadi beda 00:41:29 Notifying The lecturer notified

that in written form

between latin and

phonetic transcription

was different

203. Besok nanti akan

kamu dapatkan di

phonetic

00:41:30 Informing The lecturer informed

to the students that they

will get transcription in

phonetic

204. Dan nanti kamu

tidak akan salah

ucap dalam

pronoun nya

00:41:35 Stating The lecturer stated to

the students that they

would not false in

pronounced the word

after studied about

pronunciation

205. Karena yang

paling sulit

pronunciation itu

memang

sebetulnya

00:41:39 Notifying The lecturer notified to

the students that

pronunciation is the

most difficult in

English

206. Tidak semua

huruf yang sama

diucap yang sama

00:41:43 Asserting The lecturer asserted to

the students that not all

of the same letter

pronounced in the same

121

way

207. Sama sama g ada

dibaca g ada

dibaca j

00:41:47 Notifying The lecturer notified

that “g” has several

pronunciations

208. “A” ada dibaca

“e” (ə) ada dibaca

“ee” (æ) ada

dibaca “a” (ʌ)

sendiri

00:41:51 Notifying The lecturer notified to

the students about the

variants pronunciation

of “a”

209. Kalau” a” ketemu

“r” dibaca “a” (ʌ)

00:41:57 Notifying The lecturer notified

about the role of

pronunciation on “a”

210. Kan gitu 00:42:00 Assuring The lecturer assured to

the students about his

explanation

211. Seperti itu, nanti

ada di

pronunciation ya

00:42:12 Informing The lecturer informed

to the students that the

way to pronounced will

be found in

pronunciation

212. Phonetic nanti

kalian akan dapat

di phonology

00:42:16 Informing The lecturer informed

to the students that

phonetic will be found

in phonology

213. Sekarang kita

akan membahas

materi kita paling

00:42:28 Informing The lecturer informed

that the last material of

speech is about outline

122

akhir hari ini

adalah outline

214. Dalam pembuatan

kerangka pidato

tentunya memang

kita harus

memperhatikan

tiga aspek di

dalamnya yang

namanya outline

ya, ini disini akan

diawali kelompok

opening.

Kelompok

opening ini nanti

terdiri dari empat

hal kemudian di

sini ada main atau

mungkin kalau

tidak gitu ya

content, isi

00:42:47 Explaining The lecturer explained

to the students about

outline of speech

215. Kamu akan

ketemu dengan

ini

00:43:21 Notifying The lecturer notified

that they would found

content in speech

216. Maka kalau ada

pakai buku

bahasa inggris

sekarang buku

paket table of

content tulisannya

00:43:44 Notifying The lecturer notified

about the written form

of table of content in

English book

123

217. Ya itu, kalau

nanti daftar isi

bahasa inggrisnya

table of content

00:43:55 Notifying The lecturer notified

about the meaning of

daftar isi in English

218. gak mungkin

table of contain

00:44:00 Asserting The lecturer asserted

that in the book, there

are impossible to wrote

with “table of contain”

219. Hati-hati 00:44:02 Suggesting The lecturer suggested

for the students to be

careful in wrote “table

of content”

220. Besok kamu buat

skripsi salah nulis

ini salah ya

00:44:03 Notifying The lecturer notified to

the students that they

will make a thesis, if

they false in wrote

“table of content”, their

thesis will be false

221. Tidak table of

contain tapi table

of content, artinya

isi

00:44:07 Asserting The lecturer asserted

that daftar isi is not

“table of contain” but

“table of content”

222. Kemudian disitu

akan diakhiri

dengan namanya

closing

00:44:15 Notifying The lecturer notified to

the students about the

next part of speech‟s

outline

223. Oke salam 00:44:29 Affirming The lecturer affirmed

the students‟ answer

224. Greeting 00:44:32 Affirming The lecturer affirmed

the students‟ answer

124

225. Itu tugasnya

moderator

00:44:54 Notifying The lecturer notified

that introducing the

speaker is the duty of

moderator

226. Gak usah

pembicara kok

geger ngenalkan

diri

00:44:56 Asserting The lecturer asserting

that the speaker no need

to introduced their self

227. Gak perlu

introducing

00:45:02 Notifying The lecturer notified

that there is no need

introduction by the

speaker

228. Thanking oke 00:45:06 Affirming The lecturer affirmed

the students‟ answer

229. Ucapan syukur 00:45:07 Notifying The lecturer notified

about the meaning of

thanking in Bahasa

230. Sebelum ucapan

syukur gini dulu,

e…

penghormatan

dulu

00:45:09 Notifying The lecturer notified

that the step in speech

before thanking is

homage first

231. Misalnya kepada

yang terhormat

blab la bla yang

kami hormati bla

bla bla

00:45:15 Explaining The lecturer explained

about homage in speech

to the students

232. Bukan 00:45:21 Blaming The lecturer blamed the

students‟ answer

because their answer

125

were false

233. Tapi di atas

syukur

00:45:22 Notifying The lecturer notified

that salutation is before

thanking

234. Salutation 00:45:25 Notifying The lecturer notified

about one of the step in

speech

235. Salutation

penghormatan

00:45:28 Asserting The lecturer asserted

about one of the step in

speech

236. Yang paling

tinggi adalah your

majesty

00:45:31 Notifying The lecturer notified

about the most highest

position in salutation

237. Untuk tuhan 00:45:37 Notifying The lecturer notified

about the function of

your majesty in

salutation

238. Your majesty itu

untuk tuhan

00:45:39

Asserting The lecturer asserted

about the meaning of

“your majesty” in

salutation

239. yang mulia

artinya

00:45:42 Notifying The lecturer notified

about the meaning of

your majesty in Bahasa

240. Your excelency 00:46:18 Notifying The lecturer notified

about the other example

of salutation in speech

241. The honorable 00:46:22 Notifying The lecturer notified

about the other example

of salutation in speech

126

242. Kan gitu 00:46:24 Assuring The lecturer assured

about his opinion

243. The honorable 00:46:25 Asserting The lecturer asserted

about one of the

example of salutation in

speech

244. Tu kan contoh-

contoh dalam

salutation

00:46:27 Asserting The lecturer asserted

that all of the examples

he has mentioned are

the examples of

salutation

245. Your magesti

your exelency

kemudian apa tadi

the honorable

00:46:32 Notifying The lecturer notified to

the students about the

examples of salutation

by mentioned it

246. Ladies and

gentleman salah

00:46:51 Blaming The lecturer blamed the

students‟ answer

247. Ladies and

gentlemen

00:46:55 Notifying The lecturer notified

about the right

pronunciation of “ladies

and gentlemen”

248. Kan biasanya

orang sebut

dengan ladies and

gentleman

00:46:58 Guessing The lecturer guessed

that usually people

pronounced “ladies and

gentlemen” as ladies

and gentleman”

249. Ladies and

gentlemen

00:47:04 Asserting The lecturer asserted

about the pronunciation

of “ladies and

gentlemen” in coorect

127

250. Itu adalah masuk

dalam salutation

00:47:06

Notifying The lecturer notified

that all of example he

has mentioned are

included on salutation

251. Ucapan

terimakasih, satu

pada tuhan,

00:47:11 Notifying The lecturer notified

about the prosedure of

thanking

252. Thanking 00:47:16 Notifying The lecturer notified

about one of the step in

speech

253. Ucapan pada

tuhan, kepada

panitia, kepada

semuanya perlu

disebutkan

termasuk

audiencenya

00:47:17 Explaining The lecturer explained

to the students about the

steps of thanking in

speech

254. Thanking 00:47:23 Asserting The lecturer asserted to

the students about one

the step in speech

255. Kemdian ini

masih ada satu

yang masuk

dalam opening

yaitu

menjembatani

antara openingmu

menuju inti

pembicaraan

00:47:24 Notifying The lecturer notified to

the students that there is

a part which is included

on the opening of

speech

256. Yang 00:47:34 Asserting The lecturer asserted to

128

menjembatani

antara greetingmu

atau openingmu

menuju ke

content

the students that the

next steep of speech is

the bridge between

opening to the content

257. Orang ngajar juga

gitu setelah salam

setelah ngabsen

00:47:41 Notifying The lecturer notified

that the teacher or

lecturer is lake to the

speaker of speech

258. Itu masuk

opening ngajar

lho ya

00:47:46 Assuring The lecturer asserted

that whet he mentioned

before included to the

opening of teaching or

lecturing process

259. Salam, ngajar

thanking,

kemudian ngajak

membuka kelas

basmalah,

kemudian cheking

attendance,

setelah itu nanti

akan membawa

ke materi hari itu

00:46:48 Explaining The lecturer explained

to the students about the

steps of teaching or

lecturing process in the

class

260. Tetapi tidak

langsung ke

utama materi to

00:47:59 Assuring The lecturer assured to

the students about his

explanation before

261. Oke, pre oriented

betul

00:48:04 Affirming The lecturer affirmed

the student‟s answer

262. Atau bisa disebut 00:48:06 Notifying The lecturer notified

129

dengan

upersepsion

about the other name of

pre oriented

263. Itu perlu masuk

dalam opening

00:48:11 Notifying The lecturer notified

that uperseption

included to the opening

264. Kalau pidato kan

gitu

00:48:13 Asserting The lecturer asserted

that the step of speech

is like what he

explained before

265. Setelah thanking

misalnya gini

dalam bahasa

Indonesia

“apakah saudara

membayangkan

betapa dampak

buruk dari”

00:48:14 Explaining The lecturer explained

to the students about

upersepsion by gave the

example of uperseption

in Bahasa

266. Belum inti tu,

hanya menarik

minat dari

audience

00:48:27 Stating The lecturer stated that

uperseption just to give

the interest to the

audience

267. Maka itu

uperseption

namanya

00:48:31 Asserting The lecturer asserting

that the example he

have explained is called

as uperseption

268. Lha baru masuk

ke content

00:48:34 Notifying The lecturer notified

that the next step is

content

269. Ini terdiri dari

beberapa main

00:48:36 Notifying The lecturer notified

that in the content there

130

idea were several main ideas

270. Banyak mungkin 00:48:42 Guessing The lecturer guessed

that many main ideas in

the content

271. Atau nama

lainnya adalah

topic

00:48:43 Notifying The lecturer notified

about the other name

of main idea

272. Banyak topik-

topik di sini

00:48:46 Notifying The lecturer notified

that there are many

topic in the content

273. Terserah nanti

akan terdiri dari

berapa paragraf

mau dituliskan

00:48:48 Notifying The lecturer notified to

the students that it is

optional for the speaker

to wrote the content in

several paragraphs

274. Baru nanti masuk

ke wilayah

closing

00:48:52 Notifying The lecturer notified to

the students that the

next step is closing

275. Ok good 00:49:03 Praising The lecturer praised to

the students because

they answered in

correct

276. Conclusion 00:49:05 Affirming The lecturer affirmed

the students‟ answer

about closing of speech

because the student

answer is correct

277. Advice atau

mungkin saran

00:49:24 Notifying The lecturer notified

about the other name of

advice in Bahasa

131

278. Suggest 00:49:28 Affirming The lecturer affirmed

the students answer

279. Ada conclusion,

saran, atau

pendapat, saran,

kritik masukan,

atau pesan

terakhir

00:49:36 Explaining The lecturer explained

to the students about the

parts in closing of

speech

280. Dialog itu

tugasnya disini

nanti

00:49:50 Notifying The lecturer notified to

the students about the

part of dialogue session

281. Kan gak mungkin

Tanya jawab itu

diawali

conclusion

00:49:54 Asserting The lecturer asserted

that question and

answer session began

with the conclusion

282. Mosok diskusi og

go conclusion

00:50:03 Blaming The lecturer blamed the

students‟ answer

283. Di sini to

ranahnya diskusi

kan di sini

00:50:09 Asserting The lecturer asserted

about the session of the

discussion to the

students

284. Mungkin

permohonan maaf

00:50:21 Notifying The lecturer notified

that the next step in

closing of speech

285. Ya apologize atau

forgiving

00:50:26 Affirming The lecturer affirmed

the students‟ answer

286. Forgiving atau

apologizing

00:50:33 Asserting The lecturer asserted

that the next step is

forgiving or

apologizing

132

287. Parting 00:50:47 Affirming The lecturer affirmed

the students‟ answer

288. Good 00:50:48 Praising The lecturer praised to

the students because the

answered in correct

289. Salam perpisahan

tu namanya

parting

00:50:49 Notifying The lecturer notified

that salam perpisahan in

English is parting

290. Jadi Good

evening itu

kategorinya

greeting kalau

good night

kategori parting,

nice to meet you

greeting, see you

parting

00:50:59 Explaining The lecturer explained

to the students about

parting and greeting

291. Jadi inilah dalam

pembuatan

outline

00:51:10 Notifying The lecturer notifying

about the way to make

outline of speech

292. Selesai materi dan

teori speech kita,

tinggal besok

praktek

00:51:15 Stating The lecturer stated that

the material for speech

finished and next

meeting is practice

293. Tugas dosen

besok tinggal

melihat kalian

praktek

00:51:21 Stating The lecturer stated that

his job for next meeting

just watch the students‟

practice

294. Jadi untuk kelas

ini kalian akan

00:51:26 Informing The lecturer informed

to the students that they

133

membuat suatu

forum pidato

yang dikerjakan

seluruh kelas

secara classical

nanti nilainya

pribadi

would made be making

a speech forum as the

assignment of the

students in the next

meeting

295. Jadi nanti

keaktifan speaker,

keaktifan

moderataor atau

hohstnya

keaktifan

audience itu

menjadi nilai

MID semestermu

00:51:37 Informing The lecturer informed

to the students that the

activity of the students

as the speaker,

moderator, host and

audience will be their

score of midterm test

296. Jadi saya mulai

besok next week

saya akan

mengambil nilai

semester sudah

boleh dan sudah

bisa

00:51:47 Informing The lecturer informing

that next week he

should take the score of

the students

297. Kelas yang lain

adalah crime,

kelas yang lain

pilih kriminalitas

00:52:30 Informing The lecturer informed

about the theme speech

forum from the other

class

298. Tema itu seng

asik dibahas gitu

lho jangan yang

00:52:56 Suggesting The lecturer suggested

that they should take

the interesting theme,

134

klasik-klasik

ngono

not classical theme

299. Jangan yang

klasik lah

00:53:02 Asserting The lecturer asserted

about his suggestion

before about the theme

of their speech forum

300. Karena kelas

yang lain sudah

menyoroti adanya

seorang yang bisa

menggandakan

uang itu lho

00:53:05 Informing The lecturer informed

about the theme from

the other class and the

reason why that theme

had chosen by the other

class

301. Kemudian ada

yang ketua

PARTI terjerat

dengan tiga pasal

berlapis

00:53:13 Informing The lecturer informed

about the hot issue in

Indonesia

302. Mahasiswaki ra

mungken sempat

nonton TV,

karena mahasiswa

ki orang paling

sibuk sedunia

00:53:24 Stating The lecturer stated that

the students haven‟t a

time to watch TV

because the students is

the most busy person in

the world

303. Jadi mereka

nyoroti itu karena

ada pasal berlapis,

kemudian juga

narkoba dan juga

pelecehan seksual

00:53:46 Informing The lecturer informed

about the point of view

from the other class‟

speech forum

304. Asik dibahas 00:54:00 Notifying The lecturer notified

135

seperti itu that the theme should

be interesting to discuss

305. Semua keputusan

ada di tanganmu,

dan semua teman

melirik padamu,

mengisyaratkan

bahwa penentu

akhir ada di

tanganmu, di

tanganmulah

nasib bangsa

00:54:40 Stating The lecturer stated that

the last decision

suspended on the leader

of the class

306. Kalau masalah

yang mengenai

LGBT wes

kelewat

00:54:55 Stating The lecturer stated that

the case about LGB had

gone

307. Rasah bahas

LGBT

00:54:59 Suggesting The lecturer suggested

for the students to not

discuss about LGBT

308. Berati kalian akan

bicara tentang

impact saja ya

00:58:47 Notifying The lecturer notified

that they will discuss

about the impact

309. Kita akan bicara

langsung tema ini

langsung kita

perluas menjadi

impact of

00:58:53 Notifying The lecturer notified to

the students that their

theme limited to the

impact of

310. Berarti bad

impact ya

00:58:58 Asserting The lecturer asserted

about their theme for

the speech forum

136

311. Bad impact of

free sex

00:59:02 Notifying The lecturer notified to

the students about the

specific theme for their

speech forum

312. Itu yang akan kita

bicarakan resmi

00:59:04 Stating The lecturer stated

about their theme for

the speech forum to the

students

313. Saya butuh dua

pembicara

00:59:11 Informing The lecturer informed

to the students that he

needed 2 speakers

314. Jadi nanti ada dua

pembicara

00:59:13 Informing The lecturer informed

to the students that

there are 2 speakers for

speech forum

315. Jadi kita butuh

empat personil,

speakernya dua,

kemudian ada

MC kemudian

moderator

00:59:27 Explaining The lecturer explained

to the students about the

personnel in the speech

forum

316. Undian ya 00:59:41 Informing The lecturer informed

to the students that they

used lottery to decided

the personnel of speech

forum

317. Presentasi

silahkan

00:59:48 Affirming The lecturer affirmed

about student‟s opinion

318. Seng penting saya

hanya butuh hard

00:59:49 Notifying The lecturer notified to

the students that he

137

copyna needed hard copy of the

script for their speech

319. Saya harus diberi

hard copynya,

baik itu MC nya,

baik itu

moderatornya,

dan dua

speakernya,

00:59:52 Informing The lecturer informed

that he should gave the

hard copy of the script

from the MC,

moderator and 2

speakers

320. Saya harus punya

hard copynya

00:59:57 Asserting The lecturer asserted

that he should have the

hard copy of the

speech‟s script

321. Ini kelasnya ada

tambah mas

Rohmat kesini ya,

berarti ada

tigapuluh tujuh

01:00:01 Informing The lecturer informed

to the students about the

total of the member in

the class

322. Lha ini tigapuluh

tujuh sobekan,

yang ditulisi

empat

01:00:14 Notifying The lecturer notified to

the students about the

lottery

323. Yang tidak ada

tulisanya berarti

jadi audience

01:00:17 Notifying The lecturer notified

that who got the blank

paper it means they are

as the audience

324. Berarti ada MC,

moderator, trus

speaker

01:00:21 Notifying The lecturer notified

about the character of

the personnel in speech

325. Kemudian di 01:00:28 Notifying The lecturer notified to

138

kelas ini karna

besok kerjanya

kalian tu

kelompok

maksudnya gini,

baik tidaknya

nilai speechmu di

kelas ini tanggung

jawab bersama

the students that it is

group project, their

score is responsibility

for them together

326. Bukan person tadi

lho ya

01:0037 Asserting The lecturer asserted

that the responsibility

of their project not just

for 4 personnel of

speech forum only

327. Maka kalau nanti

juga diseting

tempatnya karena

di sini boleh pakai

backdrop, kursi

tidak harus gini,

bisa kamu buat

model seminar,

buat lima lima

lingkar lingkar

boleh

01:00:39 Suggesting The lecturer suggested

for the students to made

a good setting for their

speech forum

328. Jadi harus

membuat

atmosfer seperti

biasanya, seperti

in reality

01:00:54 Notifying The lecturer notified

that the students should

made the atmosphere is

like in the real

condition

139

329. You should make

an atmosphere

setting into the

truth from reality

01:0059 Asserting The lecturer asserted

that they should make

the atmosphere same

with the reality

330. Jadi dibuat seperti

reaita

01:01:03 Asserting The lecturer asserted

that the atmosphere of

their seminar project

should be same with the

reality

331. Pembicaranya

kalau nanti pria

harus pakai jas

berdasi

01:01:05 Asserting The lecturer asserted

that the man speaker

should wearing a cot

andnecktie

332. Karena kita

seminar nasional

ini

00:01:08 Stating The lecturer stated that

their speech forum is

the national seminar

333. Kalau wanita

pakai blazer kan

gitu

01:01:21 Notifying The lecturer notified to

the students about the

costume for woman

334. Pakai blazer 01:01:24 Asserting The lecturer asserted to

the students about

woman‟s costume is

blazer

335. Mc nya juga seng

mantep, ora

nganggo baju

kuliah hari-hari

ngono kui

01:01:24 Suggesting The lecturer suggested

for MC should be

brawny

336. Terus saya nanti

juga butuh

01:02:09 Notifying The lecturer notified to

the students that they

140

seorang

dokumentator

need the documentator

337. Dokumentatornya

ada foto ada video

yang tukang foto

ada, videonya ada

01:02:12 Notifying The lecturer notified to

the students that there

were photo and video

documentations

338. Besok juga kalian

dapat yang lain

pasti kalau gak

dapat ini mesti

dapat yang debate

misalnya

pelajaran kamu

besok

01:04:05 Notifying The lecturer notified to

the students that there

were many

opportunities for them

in the speaking project

339. Misalnya random

kena kamu ya

kamu lagi

01:04:19 Notifying The lecturer notified

about the random

system

340. Kan sistemnya

random kita

01:04:22 Asserting The lecturer asserted

that they used random

system in decided the

speaker, MC, and

moderator

341. Yen dikocok

metune kui yo

kui, ojo diijolke

00:04:24

Asserting The lecturer asserted

about the role of lottery

342. Satu orang

ngambil saja

jangan dibuka

dulu, nanti

bukanya

01:04:51 Suggesting The lecturer suggested

for the students to take

just one random

141

bersamaan

343. Ambil saja ya,

jangan dibuka

dulu

01:05:05 Suggesting The lecturer suggested

for the students to take

a random

344. satu cowok satu

cewek boleh

01:08:35 Suggesting The lecturer suggested

to Yudi that he may

choose one male and

one female as the

speaker

345. Itu yang membuat

naskah tidak

harus Latifah

sama Yudi, boleh

naskahnya dibuat

satu kelas dia

yang

menyampaikan

saja gitu

01:09:02 Suggesting The lecturer suggested

to the students that the

script of the speech not

should made by Latifah

and Yudi, they can

make it together, then

Latifah and Yudi just

the delivering speech

346. Karena ini

nilainya nilai

kelas nanti

walaupun

munculnya juga

individual

01:09:12 Informing The lecturer informed

to the students that it

will be the class score

although their appear

are individual

347. Misalnya gini

ketika

backgroundnya si

speaker satu

misalnya dari

religious seng

01:09:23 Suggesting The lecturer suggested

to the students about the

differences background

of the 1st speaker and

the 2nd

speaker and

giving the example of

142

kamu ya ngono

lho, kono seng

agama, koe seng

kedokteran

kesehatan

different backgrounds

of the speakers

348. Misalnya gitu 01:09:34 Asserting The lecturer asserted

about the example

about he background of

the speaker

349. Jadi jangan kok

kabeh bicara

backgroundnya

social semua

sijine ada

kelompok social,

religi kan gitu

01:09:35 Asserting The lecturer asserted

that there should be

more than one

background, it can be 2

backgrounds for

example social and

religion

350. Lainnya keaktifan

sebagai audience

nanti nambah

nilai kalian

01:09:45 Informing The lecturer informed

to the students that the

activity of the students

as the audience will

increase their score

351. Maka ada petugas

pubdekdok,

publikasi,

dekorasi dan

dokumentasi

01:09:55 Notifying The lecturer notified to

the students that there

will be the employee of

publication, decoration

and documentation

352. Yang tebaik nanti

dari kelas tiga ini,

tingkat tiga ini

akan saya bawa

01:10:10 Informing The lecturer informed

to the students that the

best project of this

assignment

143

ke akademik

353. Jadi setiap mata

kuliah, saya tu

yang selalu

diambil

samplenya

01:10:15 Boasting The lecturer boasted to

the students that for

each subject, the class‟

project to be the sample

is always from his

classes of his lecturing

354. Yang semester

dulu ketika mas

Arga ikut itu,

materi speech

juga yang diambil

juga randomnya

kelas saya semua

01:15:19 Informing The lecturer informed

to the students that the

speaking project in

the3rd semester of the

last year the academic

also take the sample

from his class

355. Jadi memang

barometer speak

di semester tiga

itu saya, semester

empat, lima saya

01:10:28 Stating The lecturer stated that

the barometer of

speaking class in the

3rd

, 4th

, and 5th

semester

is him

356. Jadi nanti yang

terbaik dari kelas

E, D, C nanti saya

kirim ke

akademik

01:10:34 Asserting The lecturer asserted to

the students that he will

send best project of the

E,D and C class to the

academic

357. Kalau perlu

adanya hiasan

musik atau apa

silahkan

01:10:51 Suggesting The lecturer suggested

to the students to give

the music in their

seminar

358. Seng penteng

intinya saya

01:11:07 Asserting The lecturer asserted to

the students that he

144

diberi hard

copinya dari host,

MC, moderator

dan juga speaker

should have the script

of their speech

359. Kemudian dijilid

rapi serahkan ke

saya

01:11:13 Suggesting The lecturer suggested

to the students to

covered the script of

their speech then

submit to him

360. Sebagai nilai

tugas kalian

01:11:15 Notifying The lecturer notified to

the student that the

score of this project will

be the assessment score

361. Nilai tugas itu

nanti saya sama

ratakan

01:11:17 Informing The lecturer informed

to the students that the

assignment‟s score of

the class will be same

362. Kalau itu nilaimu

tiga setengah

berarti semua

kelas ini nilai

tugas pertama tiga

setengah

01:11:20 Asserting The lecturer asserted

that if the score of the

students in that class is

3,5 it means that the

score of their first

assignment is 3,5

363. Akan saya nilai

dari stucturenya

dan juga tata

kalimatnya

01:11:27 Notifying The lecturer notified

that he would give the

score from the structure

of the speech, and the

sentence arrangement

364. I think enough 01:11:32 Stating The lecturer stated that

the process of lecturing

145

is enough

365. Ini setengah 12 01:12:01 Informing The lecturer informed

about the time to the

students

EVALUATION MEETING

CLASS : 3D

DATE : Friday, October 28th

2016

TIME : 10.20-12.00

TPLACE : IAIN Surakarta (E.1.2)

TOPIC : INTERVIEWING

NO UTTERANCE TIME TYPE Context of Situation

1. 1 Ok, today we will

see and watch

your video about

how to be a news

anchor and

reporter

00:02:47 Notifying The lecturer notified

to the students that

they would see their

project about how to

be a news anchor and

reporter

2. 2 I will give you

from the other

class

00:03:04 Informing The lecturer informed

that he would show

the result of the other

class project

3. 3 Ok those are 00:08:09 Notifying The lecturer notified

146

examples of the

other class

that those are the

result of the other

class

4. 4 I would like to

check your

project

00:08:19 Notifying The lecturer notified

that he would check

their project

5. 5 I will give many

corrections after

all of the groups

presented their

job

00:15:35 Informing The lecturer informed

that he would give the

correction after all of

the groups present

their project

6. 6 In general you are

good, you are

excellent

00:54:56 Praising The lecturer praised

because they had done

their project very well

7. 7 I think you get

fun your task in

this part

00:55:02 Stating The lecturer stated

that the students were

fun in doing the

project

8. 8 I would like to

give you some

advices or

evaluation about

this project

00:55:13 Informing The lecturer informed

that he would give the

advice and evaluation

to the students about

their project

9. 9 Almost the news

program should

say their day and

date concrete

00:55:35 Notifying The lecturer notified

that almost all of the

news program say the

day and date concrete

10. 1

0

But in the first

group without it

00:55:44 Stating The lecturer stated

that the 1st group

without day and date

147

concrete

11. 1

1

Semua berita

pada dasarnya

pasti ada edisi lha

edisi berita

dinyatakan

dengan tanggal

dan hari kongkret

00:55:48 Notifying The lecturer notified

that all of the news

program mention the

edition of the news

12. 1

2

Kita ketemu lagi

di program news

selasa 30 januari

nananana

00:55:56 Notifying The lecturer notified

about the example of

day and date concrete

in the news program

13. Gitu kan 00:56:01 Assuring The lecturer assured

about his opinion

before

14. 1

4

Langsung ke

intinya ya

00:56:36 Assuring The lecturer assured

that it should to the

main topic

15. 1

5

Di breaking news

ini kita akan

melihat kondisi

PPG

00:56:38 Notifying The lecturer notified

about what the

students said in her

project

16. 1

6

Yak kemudian

tentunya di situ

ada miss

pronounce about

gedung

00:56:41 Notifying The lecturer notified

that there were miss

pronunciation about

building

17. 1

7

“Building”

(buɪldɪŋ)

00:57:07 Assuring The lecturer assured

that “buɪldɪŋ” is false

18. 1Bilding saja, 00:57:26 Suggesting The lecturer suggested

148

8 (bɪldɪŋ) for the students to

pronounced building

as “bɪldɪŋ”

19. 1

9

Tidak usah

difasih-fasihkan

00:57:28 Criticizing The lecturer criticized

about the way of the

students‟

pronunciation

20. 2

0

Kemudian after

interviewing

before --- the

interview the

reporter almost all

reporter should

ask the hope

hoping or

expectation

00:57:35 Explaining The lecturer explained

that before the

reporter finished the

interview, they should

asked about hope and

expectation to the

interviewee

21. Rata-rata gitu 00:57:51 Notifying The lecturer notified

that almost all of

reporter asked about

hope and expectation

in the end of the

interview

22. 2

2

Akhir dari

wawancara

reporter selalu

bertanya harapan

00:57:53 Asserting The lecturer asserted

that in the end of

interview reporter

always asked about

hope or expectation

23. 2

3

Kalau kamu

melihat wartawan

cetak atau

00:57:57 Notifying The lecturer notified

about the example of

the way of reporter

149

wartawan apapun

mesti “gimana

harapannya

dengan”

asking the expectation

or hope to the

interviewee

24. Pasti 00:58:03 Assuring The lecturer assured

about his opinion

before

25. 2

5

Ini rata-rata tidak

ada harapan

00:58:04 Criticizing The lecturer criticized

that all of the group

there were no

expectation and hope

in their project

26. 2

6

Kelompok satu,

dua, tiga, empat,

lima, enam tanpa

ada harapan yang

ditanyakan

00:58:06 Criticizing The lecturer criticized

that the 1st till the 6

th

group without asked

the expectation or

hope

27. 2

8

kalau kelompok

enam bisa juga

sih harapan bagi

si penonton tadi

harapan bagi si

pembuat tadi

dengan adanya itu

untuk lebih apa

00:58:14 Suggesting The lecturer suggested

to the 6th

group about

what should they do to

asked about

expectation or hope to

the interviewee

28. Gitu kan 0058:24 Assuring The lecturer assured

about his suggestion

29. 3

0

Keto‟e incredible

thing ya

00:58:42 Stating The lecturer stated

that the scene in the

students‟ project is

150

incredible thing

30. 3

1

Wes korban

kelaran parah kok

yo seh

diwawancarai kan

itu wagu

00:58:44 Stating The lecturer stated

that the scene of the

students‟ project was

ambiguous

31. 3

2

Kan mesti dia

sakit ya

00:58:50 Stating The lecturer stated

that the victim was

sick

32. 3

3

Jadi the first

group pada

dasarnya di

samping ini

which is good

00:59:36 Praising The lecturer praised

because the result 1st

group was good.

33. 3

4

Bagus, bagus 00:59:42 Praising The lecturer praised to

the 1st group because

their job was good

34. 3

5

Hanya tiga

catatan Itu yang

saya sampaikan

untuk kelompok

satu yaitu tentang

opening without

day and date

concrete,

kemudian juga

tanpa day and

date concrete and

hoping less

kurang itu, and

00:59:43 Notifying The lecturer notified

to the 1st group that

only 3 notes for their

project, they were

opening without day

and date concrete,

without expectation

and miss

pronunciation about

building

151

then miss

pronounce about

building not

“building”

35. 3

6

Second group itu

dalam pembukaan

disini salah

pengucaan”es”

mestinya “as” ya

01:00:06 Criticizing The lecturer criticized

about the

pronunciation of “as”

36. I‟m as bla bla bla 01:00:12 Notifying The lecturer notified

about the way to

pronounced “as”

37. Tidak “es”

(əs)

01:00:13 Notifying The lecturer notified

that the pronunciation

of “as” was not “əs”

38. “As” ya

(æz)

00:00:16 Asserting The lecturer asserted

that pronunciation of

“as” was “æz”

39. 4

0

Kemudian

openingnya

komplet

01:00:17 Stating The lecturer stated

that the opening of 2nd

group was complete

40. 4

1

Disini sudah ada

hari tanggal

01:00:19 Notifying The lecturer notified

that there were day

and date

41. 4

2

Ini complete

opening

01:01:03 Asserting The lecturer asserted

that the 2nd

group

complete opening

42. 4

3

Kemudian yang

saya

permasalahkan di

01:01:05 Notifying The lecturer notified

that there was a

problem with

152

sini ini, ini ya,

backdrop

backdrop

43. 4

4

In studio tentunya

ada backdrop di

sana, entah nama

tv nya, entah

nama programnya

01:01:14 Notifying The lecturer notified

that in news studio

should use backdrop

with the name of TV

or program

44. 4

5

Di belakang tu

kan ada backdrop

01:01:19 Asserting The lecturer asserted

that there was

backdrop in the back

side

45. 5

6

Ya background

lah, background

untuk studio

01:01:25 Stating The lecturer stated

that backdrop was like

background

46. 4

7

Mosok studio gini 01:01:27 Criticizing The lecturer criticized

about the design of the

studio from the

2nd

group

47. Ndak 01:01:34 Blaming The lecturer blamed

the student‟s opinion

48. 4

9

Nah ini lho

backdrop

01:02:06 Notifying The lecturer notified

about backdrop

49. 5

0

Lha seperti itulah

backdrop dalam

studio

01:02:10 Asserting The lecturer asserted

that backdrop in the

news studio is like

with the picture in the

video he had showed

50. 5

1

This is only

triplek you know

01:02:15 Informing The lecturer informed

that the backdrop in

that video was made

153

by plywood

51. Un interesting 01:02:18 Criticizing The lecturer criticized

that backdrop in that

video was un

interesting

52. 5

3

Lha backdrob tu

seperti ini trus ini

ada logo tv nya,

atau acaranya

01:02:20 Asserting The lecturer asserted

about backdrop in the

news studio

53. 5

4

Tentunya kan bisa

dibuat backdrob

01:02:25 Stating The lecturer stated

that plywood which

uninteresting thing it

can be backdrop in the

news studio

54. 5

5

Ow ada ya, ada

ini ya

01:03:04 Stating The lecturer stated

that the 2nd

group

there was a backdrop

55. Oke ada 01:03:07 Asserting The lecturer asserted

about his statement

before

56. 5

7

Kurang

interesting

01:03:10 Criticizing The lecturer criticized

that backdrop of the

2nd

group was not

interesting

57. 5

8

Disini tengah

diberi apa gitu

01:03:11 Suggesting The lecturer suggested

for the students to

give some decoration

in the middle of

backdrop

58. Edisinya ada, oke 01:03:13 Informing The lecturer informed

154

that the 2nd

group

there was edition of

the news program

59. 6

0

Kemudian ini ada

masalah di sound

systemnya

01:03:15 Notifying The lecturer notified

that there was a

problem with sound

system

60. 6

1

Kita lihat nanti

dalam wawancara

itu begitu njeglek

01:03:19 Criticizing The lecturer criticized

that the sound system

of the 2nd

group was

not good

61. Ya ndak, Delay 01:03:38 Assuring The lecturer assured

about his opinion

62. 6

3

The first time is

delay

01:03:42 Notifying The lecturer notified

that the sound system

was delay

63. 6

4

Terjadi delay

dalam sound

system kalian,

01:03:44 Asserting The lecturer asserted

that there was delay in

the 2nd

group‟s sound

system

64. 6

5

Sound system

juga perlu

diperhatikan ya

01:04:26 Asserting The lecturer asserted

that they should pay

attention to the sound

system

65. 6

6

Kemudian juga

ditutup dengan

tentunya harapan,

setelah

wawancara ada

harapan

01:04:28 Explaining The lecturer explained

that in the closing

there should asked

about hope or

expectation

155

66. Un clear voice 01:04:43 Criticizing The lecturer criticized

about the voice of the

2nd

group

67. 6

8

So this is not take

news

01:04:46 Asserting The lecturer asserted

that the 2nd

group‟s

project was not take

news

68. 6

9

Suarane gak jelas

ini

01:04:51 Stating The lecturer stated

that the voice of 2nd

group‟s project was un

clear

69. 7

0

Mestinya si news

anchor

mengatakan about

this sound system

01:04:55 Suggesting The lecturer suggested

for the 2nd

group to

say about the error

condition of the sound

system to the audience

70. 7

1

Kalau terjadi

error sampaikan

01:05:02 Suggesting The lecturer suggested

for the 2nd

group to

informed that the

sound system was

error

71. 7

3

Ini bukan dibilang

error to kalau gini

01:05:10 Stating The lecturer stated

that the example of

news video that he

showed was not error

72. 7

4

Setelah ditanya

gini victimnya

harapannya ya

kan terhadap

pelaku crime

01:05:46 Explaining The lecturer explained

about what should 2nd

group do to asked

about the hope by the

victim for the doer of

156

crime at --- what

for, the crime for

him

the crime

73. 7

5

Tadi kan tampak

dia ada, ada

pelaku to

01:05:55 Assuring The lecturer assured

that there were a

victim in the 2nd

group

74. 7

6

Harapannya dia

apa

01:05:58 Notifying The lecturer notified

about the example of

asking the hope in the

news program

75. 7

7

Kan gitu, 01:05:59 Assuring The lecturer assuring

about his opinion

before

76. Ya ditanya 01:06:00 Suggesting The lecturer suggested

for the students to

asked the hope to the

interviewee

77. 7

9

Semuanya kan

sama ya from the

first group till the

last of the group

you ----

expectation and

hoping the less

01:06:03 Notifying The lecturer notified

that all of the project

from the 1st group till

the last group there

were nothing hope and

expectation by the

interviewee

78. 8

0

Grup tiga ini

adalah, oke juga

tidak ada

keterangan hari

dan tanggal

konkret edisinya

01:06:17 Notifying The lecturer notified

that the 3rd

group there

was no day and date

concrete

157

79. 8

1

It is --- blind

news anchor

01:06:43 Stating The lecturer stated

that the news anchor

of the 3rd

group was

blind news anchor

80. 8

2

He is blind news

anchor

01:06:59 Asserting The lecturer asserted

about his statement

before

81. 8

3

Mas canggih ya 01:07:40 Guessing The lecturer guessed

that the name of the

news anchor from the

3rd

group was MR.

Canggih

82. 8

4

Itu karna hanya

demam kamera

saja

01:07:55 Stating The lecturer stated

that he was nervous

83. 8

5

Karena dia harus

memperhatikan

antara kamera dan

tulisan

01:07:59 Explaining The lecturer explained

about MR. Canggih‟s

problem in doing the

project as the news

anchor

84. It is your problem 01:08:06 Guessing The lecturer guessed

about MR. Canggih‟s

problem

85. 8

7

Dia harus

membagi dua

antara pandangan

dan konsentrasi

ke tulisan dan

konsentrasi ke

kamera

01:08:08 Explaining The lecturer explained

about MR. Canggih‟s

problem

158

86. 8

8

Cuma itu his

problem I think

01:08:13 Stating The lecturer stated

that the problem of

MR. Canggih was

only nervous

87. 8

9

But saya tidak

menilai tentang

itu

01:08:16 Notifying The lecturer notified

that he not scored

about that problem

88. 9

0

Karena kita

adalah speaking

01:08:18 Stating The lecturer stated

that is was speaking

class

89. 9

1

Yang saya nilai

adalah at the

voice, and the

pronunciation

01:08:20 Notifying The lecturer notified

that he scored about

the voice and

pronunciation

90. 9

2

Not the behavior,

not the physic

01:08:26 Asserting The lecturer asserted

that behavior and

physic not be the

subject will scored

91. 9

3

Biar dia buta

silahkan

01:08:31 Stating The lecturer stated

that while the news

anchor was blind it

was no problem

92. 9

4

Ini membukanya

bagus

01:08:37 Praising The lecturer praised

because the opening

of the 3rd

group was

good

93. 9

5

Saya Mr Canggih

blab la bla dah

bagus

01:08:39 Praising The lecturer praised

about the opening

from the 3rd

group

94. 9Apalagi nanti 01:08:42 Praising The lecturer praised

159

6 nutupnya mantap becaused the closing

was good

95. 9

7

Ternyata dia

bukan orang buta

01:08:46 Stating The lecturer stated

that actually the news

anchor was not blind

96. 9

8

In this third group

you should keep

many false (fall)

diction

01:08:54 Suggesting The lecturer suggested

for the 3rd

group to

keep about diction

97. 9

9

If you want to use

“here” or “there”

don‟t add by “in”

ya

01:09:06 Notifying The lecturer notified

that “here” and

“there” should be

without “in”

98. In here, in there,

this is fall

01:09:13 Stating The lecturer stated

that “in here” and “in

there” were false

99. Fall diction 01:09:16 Asserting The lecturer asserted

that that was fall

diction

100. Salah 01:09:18 Asserting The lecturer asserted

about his statement

before

101. Miss diction itu 01:09:18 Notifying The lecturer notified

that it was miss

diction

102. 1

0

4

Kalau sudah here,

kalau sudah there

ndak usah pakai

in

01:09:20 Notifying The lecturer notified

that they were no need

“in” in the “here” and

“there‟

103. In kan artinya di, 01:09:25 Notifying The lecturer notified

160

here di sini about the meaning of

“in” and “here” in

Bahasa

104. Berarti kalau in

here di di sini

01:09:29 Asserting The lecturer asserted

about the meaning of

“in here” in Bahasa

105. In there berarti di

sana

01:09:32 Notifying The lecturer notified

about the meaning of

“in there” in Bahasa

106. Banyak banget ini 01:09:37 Informing The lecturer informed

that there were many

miss diction in the 3rd

group‟s project

107. 1

0

9

Dan

semuanyapun, not

only third grup

but also the others

group

01:09:39 Asserting The lecturer asserted

that the problem of

miss diction not only

for the 3rd

group but

for all of the students

108. 1

1

0

If you use there

or here put only

here or there only

don‟t add by in

before it

01:09:47 Suggesting The lecturer suggested

for the students to put

“here” or “there” only,

not add by “in” before

it

109. And then

expectation and

hoping less

01:09:58 Criticizing The lecturer criticized

about the project of

the 3rd

group because

there were no

expectation and

hoping less

110. Then feedback 01:10:05 Stating The lecturer stated

161

from reporter that the next problem

of the 3rd

group was

about feedback from

the reporter

111. Feedback itu

adalah

mengembalikan

ulang dari waktu

deberi oleh news

anchor diberikan

kepada reporter

01:10:09 Notifying The lecturer notified

to the students about

feedback

112. Tetapi reporter

tidak

mengembalikan

lagi ke studio

01:10:16 Notifying The lecturer notified

that in the 3rd

group

there was no feedback

from the reporter to

the news anchor in the

studio

113. Yang saya lihat

kan ini faktanya

01:10:26 Stating The lecturer stated

that what he seen was

the fact

114. Ini faktamu ini 01:10:31 Stating The lecturer stated

that their project that

had showed in the

student‟s fact

115. Lho, tidak

mengembalikan

ke studio to

01:11:02 Assuring The lecturer assured

that the 3rd

group no

fatback from the

reported to the news

anchor in the studio

116. This is illegal 01:11:05 Stating The lecturer stated

162

that their project was

illegal

117. Illegal program 01:11:09 Asserting The lecturer asserted

about his statement

before that the 3rd

group was illegal

program

118. The fourth grup

juga sama

01:11:20 Stating The lecturer stated

that the 4th

group was

same with previous

group

119. Dalam

pengantarnya ada

“es es es” nya

mestinya “as”

00:11:21 Criticizing The lecturer criticized

to the 4th

group

because there was

miss pronunciation

120. Kemudian

complete opening

01:11:25 Notifying The lecturer notified

that the 4th

group was

complete opening

121. Openingnya

which is complete

01:11:26 Asserting The lecturer asserted

that the opening of 4th

group was complete

122. Kemudian good

in appearance

01:11:27 Praising The lecturer praised

for the 4th

group

because they were

good appearance

123. Penampilan 01:11:33 Notifying The lecturer notified

about the meaning of

appearance in Bahasa

124. Appearance of

this news

01:11:34 Praising The lecturer praised

for the 4th

group

163

anchornya paling

baik

because the

appearance of the 4th

group‟s news anchor

was the best

125. Exactly 01:1138 Affirming The lecturer affirmed

the students proposal

126. Ada keserasian

warna ingat disini

ya

01:12:09 Notifying The lecturer notified

about the appearance

of the 4th

group‟s

news anchor

127. Yak mungkin kita

akan dengan dua

news anchor with

the different color

that is contrast

01:12:12 Stating The lecturer stated

that 2 news anchors

with different color

was contrast

128. This is rarely 01:12:18 Stating The lecturer stated

that the 4th

group

appearance was rarely

129. Jarang 01:12:19 Notifying The lecturer notified

about the meaning of

“rarely” in Bahasa

130. Soundnya ini

sangat jelas terus,

baik untuk

wawancara,

kemudian untuk

news dia selalu

jelas soundnya

01:12:25 Praising The lecturer praised

the sound system of

the 4th

group always

clear

131. Soundnya itu

begitu jelas

01:12:42 Praising The lecturer praised to

the 4th

group because

164

their sound was very

clear

132. Hanya ini kan

petaninya ya

seperti ini

01:12:47 Criticizing The lecturer criticized

about the performed

of the farmer

133. I disagree with

closing the

meeting with

good bye

01:12:59 Stating The lecturer stated

that he disagree with

the closing of the 4th

group

134. News is the

regular program

01:13:05 Notifying The lecturer notified

that news is regular

program

135. News is regular

program, news is

continues in the

next day

01:13:09 Asserting The lecturer asserted

about his statement

before

136. So in parting

don‟t use good

bye as your

parting

01:13:14 Suggesting The lecturer suggested

for the students to not

used “good bye” in

the parting of news

program

137. Good bye dipakai

untuk yang jelas

arep ketemu

kapan lagi

01:13:20 Notifying The lecturer notified

about the function of

good bye

138. Good bye adalah

salam perpisahan

terakhir

01:13:24 Notifying The lecturer notified

that good bye is the

last parting

139. Jadi ketika kamu

sama temenmu

01:13:29 Stating The lecturer stated to

the students if they

165

good bye, berarti

kamu mungkin

pamit mati

said good bye to their

friend it means that

they are say farewell

to dead

140. Good bye itu

memang dipakai

untuk parting

yang memang we

will not know we

meet again

01:13:36 Explaining The lecturer explained

about the function of

“good bye” expression

141. Kapan kita akan

ketemu lagi kita

gak tahu

01:13:44 Notifying The lecturer notified

that good bye is used

when they not know

when they will meet

again

142. Tapi kan cerita

berita inikan

untuk besok pasti

ketemu

01:13:47 Asserting The lecturer asserted

that it news program

they will meet again

tomorrow

143. Jangan sampai

sampaikan good

bye

01:13:51 Suggesting The lecturer suggested

for the students to not

say good bye in the

news program

144. Oke, kita lihat ini

dia pakai – tapi

double

01:13:55 Notifying The lecturer notified

that the news anchor

of the 4th

group was

using double parting

145. Tapi partingnya

double, good bye

and see you

01:13:58 Notifying The lecturer notified

to the students that the

news anchor of the 4th

166

group was using good

bye and see you in

parting

146. This is crazy 01:14:18 Stating The lecturer stated

that the parting of the

4th

group was crazy

147. Tapi untuk

kelompok 4, ini

saya beri tanda

nila A

01:14:30 Informing The lecturer stated

informed that he

would give A score

for the 4th

group

148. Yang lain kan gak

ada nilainya

01:14:36 Notifying The lecturer notified

that there were no

scores to the other

groups

149. Yang 4 ini

nilainya A sudah

jelas

01:14:39 Asserting The lecturer asserted

about the score of 4th

group

150. Karena soundnya

jelas, bagus

performanya

01:14:41 Praising The lecturer praised to

the 4th

group because

their sound system

was clear and good

performance

151. Saya akan ini

memberikan

balasan

secepatnya

01:14:52 Informing The lecturer informing

that he would give a

response immediately

for the 4th

group

152. Kita akan

jum‟atan 10 menit

lagi

01:15:00 Informing The lecturer informed

that they would be

worshiping 10

minutes letter

167

153. Di kelompok 6

juga komplit

opening

01:15:18 Notifying The lecturer notified

that the 6th

group was

complete opening

154. 6 dulu 01:15:29 Informing The lecturer informed

that he would give

evaluation for 6th

group first

155. Oke ini ada

edisinya complete

opening

01:15:36 Notifying The lecturer notified

that there was an

addition of the

program and complete

opening

156. Yang jadi catatan

di sini adalah

gini, benteng

festemburg

building

01:15:39 Notifying The lecturer notified

about their mistake

about their diction

157. Benteng

festemburg

building kan gak

mungkin

01:15:46 Asserting The lecturer asserted

that their diction was

wrong

158. Castle 01:15:52 Notifying The lecturer notified

about diction for the

6th

group

159. Castle kan

benteng

01:15:54 Notifying The lecturer notified

about the meaning of

“castle” in Bahasa

160. I‟m as your

lecturer is shy

01:16:02 Stating The lecturer stated

that he was shy

161. Kemudian juga 01:16:07 Notifying The lecturer notified

168

mengucapkan

bambu juga

bahasa inggrisnya

bamboo

about the other

mistake of 6th

group

and the meaning of

“bambu” in English

162. Ni “bambo…” 01:16:11 Notifying The lecturer notified

about the

pronunciation of

“bamboo” by the 6th

group

163. Tadi yang two

mon, two mon

01:16:49 Notifying The lecturer notified

about the other

mistake of 6th

group

164. Ora eneng two

mon

01:16:53 Asserting The lecturer asserted

that there was no “two

mon” in English

pronunviation

165. two months

(/tuː mʌnθ/)

01:16:56 Affirming The lecturer affirmed

about the

pronunciation of 2

months

166. Yen satu bulan

Jangan one month

01:16:56 Suggesting The lecturer suggested

for the students to do

not take the diction of

1 month as /wʌn

mʌnθ/

167. A month 01:16:59 Notifying The lecturer notified

to the students that 1

month in English is a

month

168. One mon 01:17:15 Blaming The lecturer blamed

169

the students opinion

169. This is complete

opening

01:17:55 Stating The lecturer stated

that the 5th

group was

complete opening

170. Which is ada

editionnya

01:17:56 Notifying The lecturer notified

that the was the

addition of program in

the 5th

group‟s project

171. Kemudian lucu ya 01:17:59 Stating The lecturer stated

that 5th

group‟s project

was funny

172. Kecelakaan

terjadinya kapan,

jam tujuh pagi

tetapi kok

glethak‟e nganti

jam telu sore

01:18:00 Notifying The lecturer notified

to the students about

the funny part in the

5th

group‟s project

173. Jam pitu esuk 01:18:38 Assuring The lecturer assured

that the incident on

the 5th

group news

video happened at 7

am

174. Good afternoon 01:19:47 Assuring The lecturer assuring

that the news anchor

say good afternoon

when interviewing the

informant

175. Kecelaka‟ane jam

tujuh tapi

menyapanya

01:19:52 Notifying The lecturer notified

that in the 5th

group

news project there was

170

selamat siang an incident at 7 am but

the news anchor

accosted good

afternoon to the

informant

176. Ini saya

tunjukkan

faktanya

01:20:04 Stating The lecturer stated

that he was showing

the fact

177. Kalian kurang jeli

dalam hal ini

01:20:06 Stating The lecturer stated to

the students that they

not charming in make

the project

178. Kok gak ada

kesesuaian

satunya pagi

satunya sore

01:20:08 Criticizing The lecturer criticized

the 5th

group project

because there was no

congruity

179. I think ya your

class is funny I

think

01:20:24 Stating The lecturer stated

that their class was

funny

180. Oke, seminar

presentation

01:20:45 Notifying The lecturer notified

about the topic for

next week

171

Appendix 2. Transcripts of Speech Acts in Teaching and Learning Process on

the Speaking class of the Third Semester in English Department of IAIN

Surakarta

TRANSCRIPT 1

CLASS : 3D

DATE : Friday, October 7th

2016

TIME : 10.20-12.00

PLACE : IAIN Surakarta (E.1.2)

TOPIC : SPEECH

L : Good morning everyone

Ss : Morning……

L : How‟s your life?

Ss : Tired….

L : Yup, I‟m no bad, The first time le‟s saying hamdalah because he‟s

blessing us, we are in a good condition, we are healthy, and please let we

say hamdalah together

Ss : Alhamdulilahhirobbil‟alamin…

L : And then we will begin our meeting by saying basmalah together

Ss : Bismillahirohmanirohhim…

L : Ok, I would like to check your attendance. Third,,, 3rd

D right?

172

Ss : Ya

L : Ahmad Nur cahya. Sudah di sms belum ini?

S : Sudah

L : Sudah? Arga, sudah?

S : Sudah pak

L : Oke… Nex novita desi saputri

S : PPL

L : Ow, dia PPL?

S : Ijinnya menyusul

L : Ok fine, Ok, Yudi Artanto

S : Present

L : Isnaini

S : Present

L : Ok… Khoirul Latifah

S : Present

L : Mutiara Vega

S : Present

L : Kurnia Eka Suryani

S : Present

L : Asih

S : Present

173

L : Ika fatmasari

S : Present

L : Ari Handoyo

S : Present

L : Yusuf

S :

L : Muhammad Agus Jatmiko. Gak ada?

S : Belum

L : Belun? Rahma

S : Present

L : Nur Widiawati

S : Present

L : Ok, Ismia Widia ningsih

S : Present

L : Canggih

S : Present

L : Arganingsih

S : Present

L : Sintia

S : Present

L : Muh taufik

174

S : Present

L : Why you didn‟t coming my class last week?

Ss : konser

S : Go to UIN Semarang

L : Ok, Went to UIN Semarang. What for?

S : Emmm

Ss : konser pak konser

L : Concert

S : Yes konser

Ss : (laughing)

L : What kind of your consert

S : Emmm. Band

L : Ok musik, musik festifal

S : Gas gas gas gas

L : Gas?

S : (laughing loudly)

L : Ayu Lestari

S : Present

L : Ok next Maulida Dian

S : Present

L : Diah Permana

175

S : Present

L : Deasi

S : Present

L : Alfiani

S : Present

L : The last Nafiatul

S : Present

L : Yak oke. Last week I gave you task to make your complete curiculume

vite. Is it right?

Ss : Yes….

L : ok, have you ready to submit?

Ss : Yes….

L : Please submit to me.

Mas Yudi sini mas Yudi, belum tanda tangan kontrak belajar

Ss : (Submit the task)

L : Oke, Mr. Canggih, you use out size of paper, salah ukuran kertasnya ya.

Setiap mengerjakan tugas pakainya A4 ya, Ini yang dipakai F4.

Ss : (Laughing)

L : Yak, sampai dengan kalian nanti make a thesis, should use A4

Ss : Ow….

S : Wo lha Canggih i…..

L : Gunakan kertas resmi ya, ini ---

176

Ss : (Laughing)

L : Memang dia pengen, pengen canggih ya

S : (Laughing loudly)

L : Dan dia tu sok imut gitu ya

Ss : (Laughing)

S : Pake tiga enampuluh itu lho pak

L : Ok class, today we will began to our discuss the material. And today we

would get a new friend here, Mr. Nur Rohmat will join to your class began

this week till the end or this semester may be.

S : Yes

L : Ok, never mind. So you are get a new fried here.

S : Yes

L : Semester tiga apa sudah PPL? Gak ya. Itu nanti semester enam atau

tujuh.

And let began to our material today we will discuss together about….

What is it? Speech is it right? Because our item today will discuss about

speech.

Ok, let‟s began, and we know that speech is a process to give information

from speaker to the audiences in formal situation with formal languages

supported by body language. Ternyata itulah yang mendasari bahwa many

kinds or part bagian atau mungkin unsure of speech. Kira-kira unsurnya

apa saja, tadi first, oke pastinya pakai ferbal language. Next, apa lagi

unsurnya? Perlu dipandu apalagi selain bahasa ferbal?

S : Body language

177

L : Oke, juga memakai body language. Kemudian? Sesuatu yang ingin

disampaikan pembicara kepada pendengarnya apa namanya?

S : material

L : material? everything, a…. opo another words. Mosok material?

S : Information

L : information kalau info, lha nanti kalau nanti meyakinkan, kalau nanti

menghibur, apa nanti namanya informasi? Bukan to. Apa berarti initinya

biar mewakili mungkin ada berisi informasi, to persuade, to explain, apa

kira-kira? Sesuatu yang ingin disampaikan from the speaker to the

audiences. Apa kira-kira?

S : Skill

L : What‟s tadi?

S : Skill.

L : Skill? Yak itu yang salah. Ada lagi yang lain?

S : (Laughing)

L : Yang ingin disampaikan pembicara, kalau skill kan berarti ketrampilan,

dia bukan pembicara namanya

S : Purpose

L : Yak?

S : Purpose

L : Purpose ya, itu kurang tepat juga. Apa itu? Mestinya kita pakai istilah ini

saja.

Ss : Massage

178

L : Pesan

S : Ow….

L : Pesan yang akan disampaikan dari siapa tadi?

Ss : Speaker

L : Yak, berarti unsur yang ke empat adalah speaker, kemudian unsur yang

ke lima ada?

Ss : Audience

L : Audience, audiences. Kemudian adakah lagi? Ketika pidato itu di situasi

yang bagaimana? Formal, informal, apa ya kira-kira?

Ss : Formal

L : Oke, formal. Jadi kalau yang informal kira-kira disebut speech atau

bukan?

S : Bukan

L : terjadi pembicaraan antara speaker dengan komunikator ataupun dengan

audience. Ini disebut kalau informal pidato atau bukan?

Ss : Bukan

L : Apa namanya?

Ss : Conversation

L : Yak, disamping conversation apa lagi?

S : Dialogue

L : Dialogue. Apa lagi?

S : Apa ya?

179

L : Pernah kalian chating?

Ss : Ya

L : Apa itu chating? Ngo-brol. Jadi di sini harus dalam formal situation.

Na, from those unsure, you can make a definition about speech. So, please

make a definition about speech depend on those unsure. Which one of you

began to make a definition? Which one of you? Raise your hand. Please

make a definition about speech based on those unsure. Oke, which one of

you? Siapa mau coba membuat apa ya, membuat suatu definisi. Ketika

kamu gak keluar dari itu kamu akan benar, itu definisimu. Gak ada definisi

yang salah. Siapa mau coba? Diawali dari mas Rohmat ya

S : Waduh aku lagi

L : dak apa-apa, yo mas Rohmat. Speech is?

S : Speech is….

L : Massage from,

S : Speech is massage from speaker to audience in formal situation

supported by body language and ferbal language

L : Oke. Which is definition based on Mr. Rohmat. The leader of this class,

Mr. Yudi, what‟s speech in your mind? Speech is?

S : Speech is massege from speaker to the audience in formal situation with

ferballanguage and body language

L : Ok good. Never mind, this is correct. Bahasa inggrisnya tu “correct” ya

S : Correct

L : Ya, “correct”. In your mind what is speech?

180

S : Speech is massege from speaker to audience in formal situation which

using ferbal language and body language

L : Ya, good thank you. Dan tidak harus diawali dari massage semua. Kalian

boleh mengawali dari ferbal language, boleh kamu awali dari in formal

situation there is a formal language from speaker boleh. Kenapa harus

mengikuti mas Rohmat semua?

Ss : (Laughing)

L : Ok, based your mind, what is speech?

S : Speech is the massage by speaker to audience using ferbal language and

body language in formal situation

L : Yak tank you. Boleh, benar itu. Bahasamu bagaimana mbak, kalau

definisimu, speech is?

S : Speech is conversation a….

L : Ki cah-e wes deg-degan ki cah-e

S : (Laughing)

L : Pie mbak?

S : In formal situation informing by the speaker and audience with ferbal

language and body language

L : Ok, thank you. Belakang, sisi-sisi belakang ini harus kuat ini. The corner

of this class, yak, what your asumsi about speech? Ya, go on

S :Speech is massage from the speaker to audience in formal situstion

L : Yang utama kalau pidato itu body languagenya atau ferbal languagenya?

Ss : Ferbal

181

L : Jadi yang namanya body language itu hanya supporting ya. Ini hanya

pendukung to? Support by ya, supported by, didukung oleh bahasa tubuh.

Kan yang penting pidato itu ferbalnya, bukan body languagenya. Kalo

body language itu ya gak usah pidato

S : Nari

L : Ya, nari

Ss : (Laughing)

L : Good, ya dancing. Oke the last, the las definition, ya for you?

S : Speech is ferbal language support by body languageto to delivering

massage from audience to speaker, eh…

L : To delivering to deliver?

S : To delivering massage to audience from speaker in formal situation

L : Good, fokus. Pokoknya dibolak-balik itu, selama tidak keluar dari 6 itu,

your definition is correct. Setelah kita dapatkan ini, tentunya ada beberapa

goal of speech, ada beberapa tujuan. Mungkin nama lain dari goal apa

lagi?

Ss : purpose

L : Ya, perpes or purpose? Perpes, perpus perpas?

Ss : Purpose

L : tulisanya purpose, coba ini kit abaca apa ini, perpes, perpus, perpas?

Ss : Perpose

L : Ok, purpose. Purpose ya, Jangan “perpos”. Kalau “perpos” tentunya

tulisanya ini bukan “e”, tetapi dibaca “pus” kalau “t” gitu ya, jadi “pepos”.

182

Berarti purpose. Berarti kalau jamak jadi purposes. Apa yang menjadi

purpose or goal of speech? Mungkin apa, satu to….?

S : Understand

L : To understand tu untuk mengetahui. Mosok untuk mengetahui

Ss : To inform

L : To “under” di bawah “stand” berdiri

Ss : (Laughing)

L : Misalnya yang pertama: to persuade. Apa sih artinya to persuade?

S : Mengajak

L : Mengajak atau meyakinkan. Tujuan orang pidato to persuade. Yang ke

dua untuk to apa lagi, to…?

S : To inform

L : To inform, bagus, to inform. Yang ke tiga?

S : To entertain

L : To entertain, bagus. Apa itu contohnya kalau pidato to entertain?

S : Standup comedy

L : Ya, standup comedy. Masih ada banyak lagi yang to entertain banyak. Itu

baru 3: to persuade, inform, entertain, apa lagi kira-kira? To apa lagi?

Untuk me, pidato itu untuk apa to kepada pendengarnya?

S : Promosi

L : To promote, atau mungkin to promosi berarti meyakinkan juga to?

S : (Laughing)

183

L : Ya, ok, disini ada to persuade berarti meyakinkan, kemudian to inform

berarti menginformasikan, to entertain menghibur, kemudian ada apa lagi?

S : To advice

L : Bagus, betul. Menasehati atau memberi motivasi juga ada to?

Ss : Ya

L : Ada to advice, memberi nasehat atau to moti…?

S : Vation

L : To kok motivation, yo ra enek. Seng to motivation mau sopo?

Ss : Hu…. (Laughing)

L : To itu diikuti bentuk satu. To kok diikuti kata benda, yo ra mungken. To

moti…?

S : Motivace

L : Motivace ki opo?

S : Motivate

L : Motivate, lha…, itu kata kerja. Selalu yang dipakai “to” itu mesti verb

satu. Harus mencari misalnya di istu kata sifatnya beautiful, maka akan

kita ubah menjadi kata kerja menjadi giman?

S : To beautyfy

L : Mempercantik tu to beautify. Maka ada luas large, memperluas menjadi?

Ini kata sifat adjective kan, kita ubah menjadi kelas kata verb menjadi

gimana? Ini pelajarane opo, mata kuliahmu opo? Grammar atau opo?

Grammar ya?

S :Ya

184

L : Grammarmu siapa sekarang?

Ss : Bu Suprapti

L : Makanya terus sekarang beliau ngajarnya di PGRA, beliau di bahasa

inggris PGRA sana. Tapi karena dia basiknya di PBI yang tetep ngajar

mata kuliah PBI.

Ya, ini cobo, memperluas ki bahasa Inggrise apa? memperluas

S : To make larger

L :To make larger?

S : (Laughing)

L : Ini cukup tambahi “en” di depan “enlarge” artinya memperluas.

Kemudian kalau kecil kan mini, bagaimana kalau ini diubah menjadi verb?

S : Minion

Ss : (Laughing)

L : Opo mas, baleni, opo tadi? Memperkecil menjadi

S : Minion

L : Ya, itu yang salah

S : (Laughing)

L : Kamu rak bendino yo nyekel laptop to le?

Ss : Minimize

L : Mini…?

Ss : Mize

185

L : Wes kembali ke sini, kemudian kira-kira apa lagi sih tujuan untuk pidato?

Di sini to advice, to motivate, berarti seperti maria teguh, bener gak?

Ss : Ya

L : Dia tu to motivate. Walaupun sekarang beliau sedang tersandung kasus.

Tersandung kasus dengan siapa?

Ss : Anaknya

L : Yuk, lanjut. Tujuan pidato tadi untuk apa ya?kalau kalian pernah melihat

atau mendengar guide, tugasnya tourist guide itu untu apa?

S : To guide

L : To guide

S : ( Laughing)

L : To opo:

Ss : Introduce

L : To introduce mengenalkan, to explain. Menjelaskan tapi detail namanya

apa? Explain tapi detail?

S : Describing

L : Yes, bagus. Opo mau?

S : To describe

L : Ya, to describe

Ss : A Plus A plus

L : To describe ini explaim tapi lebih rinci, detail gitu ya. Masih ada lagi kah

tujuan orang pidato? Mengapa lagi, untuk membuat si audience lebih apa?

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Ayo, kira-kira untuk apa lagi tujuan orang pidato? To persuade, to advice,

to describe, to inform. Trus to..?

Kita kembali ke our tema atau topic bahwa hari ini setelah kita

mempelajari tentang beberapa purpose, goal of speech, tentunya ini akan

kita kategorikan juga ada kinds of speech

S : Kinds of speech

L : Kinds of speech. Kalau itu namanya to persuade, maka pidatonya

namanya jenisnya pidato apa? Persuation po persuative?

Ss : Persuative

L : Opo menurutmu

S : Persuative

L : Persuative. Nek bahasa Inggrise opo yo persuative ngono? Per…..?

S : Persuade

L : Persuade? Persuade kan meyakinkan, artiny. Kan to per? Ada pidato

yang namanya descriptive ya to?

Ss : Ya…

L : Ada descriptive. Kemudian ada apa lagi? Ada narrative, “r” nya double,

narrative speech. Trus apa lagi?

Ss : Persuative

L : Persuative, yak. Trus apa lagi kalau hubungannya untuk menghibur

berarti apa namanya?

Ss : Entertaiment

L : Ya, entertainment. Tidak mungkin entertain, kalau entertain adalah

menghibur. Kalau hiburan berarti enter…?

187

Ss : Entertaiment

L : Entertaiment. Itu ciri kata benda kan pakai “ment”, pakai “ion” gitu to?

Itu cirri kata benda. Ini semua ciri kata benda ini. Kemudian nanti akan

berakhir “er”, “or”, kemudian “ment”, kemudian “ness”. Ini cirri kata

benda to?

S : Iya

L : Misalnya ada “keep” kata kerjanya maka akan menjadi “keeper”. Yang

“or” apa contohnya “or”? Yang akhirnya menjadi kata benda, apa

contohnya “or”?

S : Translator

L : Yes translator, dari kata translate orangnya jadi translator. Kalau “ment”?

S : Entertaiment

L : Entertaiment. Kalau “ness”?

S : Kindnes

L : Kindness, betul. Kalau yang berakhir dengan “is”? Ada to kata benda

yang berakhir “is”?

S : Specialist

L : Specialist?

S : Tourist

L : Tourist, bagus,

S : Scientist

L : Scientist bagus. Apa lagi? Yang guitar menjadi?

Ss : Guitarist

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L : Piano menjadi? P

Ss : ianist

L : Kalau drum? Drumist ngono… (laughing)

Ss : (Laughing)

L : Kemudian “ar” juga ya, itu cirri kata benda. “Ar” itu misalnya

kedatanyan menjadi?

S : Arrival

L : Arrival gitu kan? Urusane structure okeh banget, grammar tu banyak

untuk semester tiga. Karena ada changing word. Kalian dapat changing

word gak ya?

S : Gak ada

L : Di semester tiga ini ada mata kuliah changing word. Kemarin dapat apa?

S : Noun phrase

L : Noun phrase?

Ss : Adjective close

L : Adjective close. Seng penteng changing word ngeneki, atau mungkin

passive voice lha kui go kalian. Sekarang gini, setelah kita mendapatkan

banyak teori tentang speech, before delivering speech, before harus diikuti

bentuk “ing” jelas to? Before delivering speech, a speaker should prepare

about many kinds of preparation. What‟s that Must do by speaker?

Preparation before delivering speech. Apa? First…?

S : Theme

L : Theme, tema ok milih tema menentukan tema atu topic, good. Apa lagi

yang perlu dipersiapakan seorang speaker? Perlu persiapan apa sih

189

pembicara itu sebelum naik ke pentas? Siapke apa sih bagi pembicara?

Persiapan apa yang peru dilakukan?

S : Mental

L : Ok good, mental atau sikologis. Kenapa mental perlu dipersiapkan? Biar

tidak kena demam?

Ss : Panggung

L : Panggung. Apa cirinya demam panggung?

S : Berkeringat dingin

L : Berkeringat dingin, dredge, kemudian bahkan mata berkunang-kunang,

Ss : (Laughing)

L : Bisa deman itu muntah-muntah, ada yang demam itu muntah-untah,

pingsang bahkan ya itu dikarenakan demam panggung. Jadi perlu

persiapan mental, bagus. Udah dua ya, theme, mental. Apalagi yang perlu

dipersiapkan? Preparation of speaker. Menyiapkan apa sih seorang

pembicara itu? Setelah menentukan tema atau materi, kemudian mental,

apa lagi yang peru dipersiapkan?

S : Place

L : Ya?

S : Place

L : Place, setting itu yang menyiapkan pembicara atau bukan ya?

Ss : Bukan

L : Misalnya comity ya, comity atau panitia menyiapkan setting place setting

time. Tapi khusus special for speaker coba, yang khusus dilakukan

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pembicara apa kira-kira? Tema sudah, mosok gur nyiapne 2 trus wani

pidato?

Ss : (Laughing)

S : Materi

L : Yes? Yak, membuat outline, karena kaitannya dengan materi to itu?

S : Ya

L : Yang namanya materi itu ya atau pesan yang perlu disampaikan. Untuk

membuat massage di sini kan tentunya dia akan membuat theme atau

menentukan topic kemudian dia baru membuat suatu out…?

S : Outline

L : outline. Kan gitu urutannya! Urutannya untuk delive pesan kan ini,

theme, kemudian topic kemudian outline. Itu persiapan, jadi before

delivering, ada lagi yang lain, itu kan kaitannya materi, fisiknya perlu

disiapkan ndak?

Ss : Ya….

L : Apa dalam fisik itu berarti?

Ss : Kesehatan

S : Healthy

L : Oke healthy, jelas, kesehatan. Apa lagi?

S : Voice

L : Voice, bagus. Kemudian apa lagi? Suara jelas, kesehatan jelas, apa lagi?

S : Penampilan

Ss : Style

191

L : Dress, dress code? Berarti nama lainnya apa dress code itu?

S : Custom

L : Costom, lainnya lagi custom

S : Style

L : Stele, lainnya lagi. Trus?

S : Cloth

L : Cloth sudah, outfit, trus? Uniform

Ss : (Laughing)

L : Lanjut, pakaian coba pakaian, cloth, trus? Tulisane “custom” yo to?

S : Ya

L : Costume, apa lagi? Pakaian, penampilan, penampilan, pakaian.

Performance, intinya di performance. Jadi dia harus memperhatikan

performance nya. Performance itu kan dari ujung rambut dia sampai

sepatu yang digunakan gitu ya. Kalau dalam formal situation tentunya

harus pakai formal shoes, like this, like this.

Ss : (Laughing)

L : This is casual shoes, this is casual shoes, casual shoes

Ss : We….. (Laughing)

S : Sombong (Laughing)

L : Sombong, ora sombong le. Urip pisan og ra sombong, rugi kalian

Ss : (Laughing)

L : Jadi pakai formal shoes, kemudian pakaiannya juga yang formal,

kemudian harus yang neat. What is it neat?

192

Ss : Rapi

L : Rapi. karena kalian sebagai center nanti pembicara itu. Like as you to be

a teacher in front of your students, when you coming in side the class, you

should prepare to your performance. Iya to?

S : Ya

L : Karena murid nanti akan melihat kamu, kamu itu artis

Ss : We….. (Laughing)

L : Jadi begitu kamu akan masuk ke kelas kan biasanya bidang studi yang

lain yang ngampu guru kelas kalau SD

S : Ya

L : Kalau bahasa Inggris tentunya guru bidang studi, SMP juga gitu. Setiap

saat akan masuk guru bidang studi baru, kamu jadi center of view bagi

your students. Maka silakhan jaga penampilan. Masuk ke kelas ki murid

wes seneng gitu ngulati gurune. Penampilane mantep gitu kan. Artis kamu

itu. Jadi harus siapkan performance. Nah jadi ini, ini yang perlu

dipersiapkan, apa namanya tadi? Prepa…?

Ss : Preparation

L : Preparation. Jadi ada persiapan untuk semuanya tentunya. Ya, oke,

setelah itu baru nanti akan mengalih pada materi dia. Nah materi dia

tentunya akn dimulai dari penentuan judul.

(After that the lecturer was accepting a phone)

S : (Crowded)

L : Dalam penentuan materi biar dikuasai, karena seorang pembicara itu

kalau gak menguasai materi itu menjadi gimana dampaknya? Akibatnya,

193

seorang pembicara tidak menguasai materi atau seorang guru atau dosen

tidak menguasai materi, dampaknya gimana?

S : Flat, flat

L : Bagi dia sendiri gimana?

Ss : Malu

L : Ya, it‟s right. Apa lagi?

S : Blangk

L : Blangk, gembrobyos

S : (Laughing)

L : What is the meaning of gembrobyos? Sweat.

Ss : Sweat

L : Sweat itu berarti artinya kan panas atau keringat, berarti kalau baju panas

baju hangat sweater. Kalian nyebutnya mesti sweeter, ya ndak?

Ss : Ya….

L : Salah itu, Yang betul sweater. Sweet itu kan manis, sweeter jadi pemanis

Ss : (Laughing)

L ; Aku pinjam sweetermu, ke‟ono gulo

S : Gulo jowo (Laughing)

Ss : (Laughing)

L : Bukan sweeter tapi sweater. Bacut kita tu salah kaprah. Kalian malah

ikut-ikutan, cah inggris kok melu sweeter. Kemudian termasuk di

tetanggamu ada yang pakai elektone, kalian selalu menyebut dengan apa?

194

S : Elektone

L : Ndak, yang orgen atau orjen atau apa?

Ss : Orjen

L : Orjen itu salah. Itu dibaca dengn”orgen” (ɔːgən). Ketika ada huruf “r”

diikuti “g” dan diikuti vowel maka “g” itu dibaca “g”.

S : Ow

L : Jadi ora orjen. We ki melu-melu wong salah og

Ss : (Laughing)

L : We ki guru inggris lho

Ss : (Laughing)

L : Mosok ayo nonton orjen tunggal

Ss : (Laughing)

L : Yen arep golek ayam goring neng di? Aku neng popeye, bener gak?

Ss : (Laughing)

L : Organ memang organ, karena tidak boleh dibaca orjen. Dibuktikan lagi

nanti dengan organisasi, bahasa inggrisnya apa?

Ss : Organization

L : Organization. Organization, ora orjenisation

S : (Laughing)

L : Makanya sebelum kamu itu membawa kata baru atau kamu menyerap

kata baru konsultasikan ke your dictionary. Your dictionary akan

memberimu cara pengucapan. Ada namanya apa itu? Ada cara bacanya,

195

namanya tran..? Transkrip, transcription namanya. Itu kamu dapati

tentunya dulu pas pelajaran phonology.

S : Besok

L : Phonology belum dapat?

Ss : Belum

L : Itu nanti akan ada transcription itu bagaimana membaca. Itu semua

ditraskripsikan dalam bahasa tulisan latin kita. Nanti ada “ng” cangkulan

gini “ŋ” kemudian ada yang lingkaran -terbuka tengah itu ceh.

Ss : Ceh

L : Jadi inggris tu gak ada “t” gak ada “p” adanya peh, teh gitu

S : Peh, teh

L : Jadi beda, besok nanti akan kamu dapatkan di phonetic. Syukur kamu

dapat dosen yang tepat ya.

Ss : Amin pak Amin

L : Dan nanti kamu tidak akan salah ucap dalam pronoun nya. Karena yang

paling sulit pronunciation itu memang sebetulnya. Tidak semua huruf yang

sama diucap yang sama. Sama sama g ada dibaca g ada dibaca j. “A” ada

dibaca “e” (ə) ada dibaca “ee” (æ) ada dibaca “a” (ʌ) sendiri. Kalau” a”

ketemu “r” dibaca “a” (ʌ), kan gitu. “kar” atau “ker”? (Ptonunciation of

car)

Ss : “Kar”

L : “Car”, kan gitu. Seperti itu, nanti ada di pronunciation ya. Phonetic nanti

kalian akan dapat di phonology. Sekarang kita akan membahas materi kita

paling akhir hari ini adalah outline. Bagaimana kita dapat embuat suatu

196

outline yang baik? Kalau dalam karangan apa itu namanya outline? Bahasa

Indonesianya outline apasih?

Ss : Kerangka

L : Mari kita membuat kerangka pidato. Dalam pembuatan kerangka pidato

tentunya memang kita harus memperhatikan tiga aspek di dalamnya yang

namanya outline ya, ini disini akan diawali kelompok opening. Kelompok

opening ini nanti terdiri dari empat hal kemudian di sini ada main atau

mungkin kalau tidak gitu ya content, isi. Isi itu “kenten” atau “konten”?

Ss : “Kenten”

L : Coba kita lihat, kamu akan ketemu dengan ini. (Wrote content in white

board) Ya ndak?

S : “konten” (Read what the lecturer had wrote in the white board)

L : Yang namanya isi “kenten” atau konten”?

Ss : “Konten”

L : “kontein” ini artinya isi atau berisi?

Ss : Berisi

L : Nek isi?

Ss : “Kenten”

L : Maka kalau ada pakai buku bahasa inggris sekarang buku paket table of

content tulisannya. Coba kamu lihat. Ada yang pakaibuku bahasa Inggris

sekarang?

Ss : Tidak

L : Gak punya? Ya itu, kalau nanti daftar isi bahasa inggrisnya table of

content, gak mungkin table of contain. Hati-hati, besok kamu buat skripsi

197

salah nulis ini salah ya. Tidak table of contain tapi table of content, artinya

isi. Kemudian disitu akan diakhiri dengan namanya closing. Apa saja sih

yang masuk dalam opening speech? Apa saja yang masuk dalam opening

pidato?

S : Salam

L : Oke, salam. In English is?

Ss : Greeting

L : Greeting. Next, setelah salam apa lagi? Jadi setelah salam trus apa?

Sa : Ucapan terimakasih

Sb : Introduce

L : Introduce mengenalkan diri?

S : No

L : Itu tugasnya moderator

Ss : Ya

L : Gak usah pembicara kok geger ngenalkan diri. Itu tugasnya siapa?

Ss : Moderator

L : Gak perlu introducing. Apa yang kedua?

S : Thanking

L : Thanking, oke ucapan syukur. Sebelum ucapan syukur gini dulu, e…

penghormatan dulu. Misalnya kepada yang terhormat bla bla bla yang

kami hormati bla bla bla. Itu apakah termasuk syukur?

S : Ya

L : Bukan. Tapi di atas syukur, apa namanya?

198

S : Salutation

L : Salutation, salutation. Penghormatan. Yang paling tinggi adalah your

majesty

S : Ya

L : Itu untuk siapa? Untuk tuhan. Your majesty itu untuk tuhan, yang mulia

artinya. Kemudian di bawahnya ada apa lagi setelah your majesty?

S : Prophet

L : Prophet nganggo opo? Penghormatane piye ngono lho?

S : Sholawat

Ss : (Laughing)

L : Kemudian apa lagi? Your excelency. Kemudian apa lagi? The honorable,

kan gitu. Tu kan contoh-contoh dalam salutation. Your magesti your

exelency kemudian apa tadi the honorable. kemudian apa lagi yang sering

muncul? Mesthi yang terakhir ladies and…?

Ss : Gentleman

L : Ladies and gentlemen atau ladies and gentleman?

Ss : Gentleman

L : Ladies and gentleman salah, ladies and gentlemen. Kan biasanya orang

sebut dengan ladies and gentleman. Ladies and gentlemen, itu adalah

masuk dalam salutation. Baru tadi apa? Ucapan terimakasih, satu pada

tuhan, berarti thank…?

Ss : Thanking

L : Thanking. Ucapan pada tuhan, kepada panitia, kepada semuanya perlu

disebutkan termasuk audiencenya. Kemudian ini masih ada satu masuk

199

dalam opening, yaitu menjembatani antara openingmu menuju inti

pembicaraan namanya apa itu? Yang menjembatani antara greetingmu atau

openingmu menuju ke content apa namanya? Orang ngajar juga gitu

setelah salam setelah ngabsen. Itu masuk opening ngajar lho ya. Salam,

ngajar thanking, kemudian ngajak membuka kelas basmalah, kemudian

cheking attendance, setelah itu nanti akan membawa ke materi hari itu,

tetapi tidak langsung ke utama materi to. Apa namanya?

S : Preorientation

L : Oke, pre oriented betul, atau bisa disebut dengan upersepsion. Itu perlu

masuk dalam opening. Kalau pidato kan gitu. Setelah thanking misalnya

gini dalam bahasa Indonesia “apakah saudara membayangkan betapa

dampak buruk dari”. Belum inti tu, hanya menarik minat dari audience.

Maka itu uperseption namanya. Lha baru masuk ke content. Ini terdiri dari

beberapa apa? Beberapa main,main…?

Ss : Idea

L : Ini terdiri dari beberapa main idea. Banyak mungkin., atau nama lainnya

adalah topic. Banyak topik-topik di sini. Terserah nanti akan terdiri dari

berapa paragraf mau dituliskan. Baru nanti masuk ke wilayah closing. Lha

closing di sini ada apa saja yang masuk pada closing?

S : Conclusion

L : Ok good, conclusion. Trus apa lagi?

S : Solution

L : Solusi opo?

S : Solusi masalah

L : Advice atau mungkin saran, apa itu?

S : Suggest

200

L : Suggest. Kemudian? Apa itu kira-kira yang masuk closing? Ada

conclusion, saran, atau pendapat, saran, kritik masukan, atau pesan

terakhir. Kemudian?

S : Tanya jawab

L : Tanya jawab? Dialok itu tugasnya disini nanti

S : Ow ya

L : Kan gak mungkin Tanya jawab itu diawali conclusion, buat apa? Mosok

diskusi og go conclusion. Di sini to ranahnya diskusi kan di sini

S : Ya

L : Trus apa lagi ini? Permohonan maaf, apa itu?

Ss : Apologize

L : Ya apologize atau forgiving. Trus terakhir baru apa? Ok, forgiving atau

apologizing. Trus yang terakhir apa? Paling akhir menutupsemua

pembicaraan apa namanya?

S : Parting

L : Parting, good. Salam perpisahan tu namanya parting. Kalau salam

pembuka?

Ss : Greeting

L : Jadi Good evening itu kategorinya greeting kalau good night kategori

parting, nice to meet you greeting, see you parting. Jadi inilah dalam

pembuatan outline. Selesai materi dan teori speech kita, tinggal besok

praktek.

Ss : Ha…

201

L : Tugas dosen besok tinggal melihat kalian praktek. Jadi untuk kelas ini

kalian akan membuat suatu forum pidato yang dikerjakan seluruh kelas

secara classical nanti nilainya pribadi. Jadi nanti keaktifan speaker,

keaktifan moderataor atau hostnya keaktifan audience itu menjadi nilai

MID semestermu.

Ss : Lah….

L : Jadi saya mulai besok next week saya akan mengambil nilai semester

sudah boleh dan sudah bisa. Maka silahkan kelas ini kita akan pilih tema

apa pidato kalian? Religion speech atau yang public speech?

Ss : Public speech

L : Oke, yang public speech kalian pilih tema apa? Silahkan pilih tema apa

untuk yang public speech? Kelas yang lain adalah crime, kelas yang lain

pilih kriminalitas.

Ss : (Discussing about theme)

L : Kalian pilih apa? Education, crime, atau apa, kalian pilih tema apa?

S : (Discussion to choose a theme for their project)

L : Tema itu seng asik dibahas gitu lho jangan yang klasik-klasik ngono.

Jangan yang klasik lah. Karena kelas yang lain sudah menyoroti adanya

seorang yang bisa menggandakan uang itu lho

Ss : Ow… ya

L : Kemudian ada yang ketua PARTI terjerat dengan tiga pasar berlapis.

Pernah nonton TV gak?

Ss : Ya…

S : Sering pak, sering

202

L : Mahasiswaki ra mungken sempat nonton TV, karena mahasiswa ki orang

paling sibuk sedunia

Ss : Iya (Laughing)

L : Jadi mereka nyoroti itu karena ada pasal berlapis, kemudian juga narkoba

dan juga pelecehan seksual. Asik dibahas seperti itu. Kalian pengen bahas

apa di kelas ini?

Ss : (Discussing together to choose a theme)

L : Tentang, what is it? What the theme? Pilih tema apa?

Ss : (Still discussing together)

L : Yud

S : Yud, yu…d

L : Semua keputusan ada di tanganmu, dan semua teman melirik padamu,

mengisyaratkan bahwa penentu akhir ada di tanganmu, di tanganmulah

nasib bangsa

S : (Laughing)

L : Kalau masalah yang mengenai LGBT wes kelewat. Rasah bahas LGBT.

Kemudian apa lagi yang lagi in?

S : (Discuss together)

L : Apa?

S : Banjir Solo

L : Banjir? Atau ingin bahas yang lainnya? Kalau itu berkaitan dengan

lingkungan to nanti?

S : Ya

203

L : Pilih apa?

S : Pergaulan bebas

L : Pergaulan bebas? Free sex?

S : Ya itu aja pak

Ss : Ya….

L : Berati kalian akan bicara tentang impact saja ya. Apa itu impact?

Ss : Dampak

L : Kita akan bicara langsung tema ini langsung kita perluas menjadi impact

of. Berarti bad impact ya

S : Ya pak

L : Bad impact of free sex. Itu yang akan kita bicarakan resmi. Saya butuh

dua pembicara. Jadi nanti ada dua pembicara. Kalian pilih Mc, pilih Host,

atau pilih moderator?

S : Moderator

L : Atau juga diadakan Mc, diadakan moderator?

Ss : Ya

L : Jadi kita butuh empat personil, speakernya dua, kemudian ada MC

kemudian moderator. Silahkan siapkan kertas undian kosong, yo siapa

yang nyiapne kertas. Undian ya

S : Gak presentasi to pak?

L : Gimana?

S : Pakai presentasi ya nanti?

L : Presentasi silahkan. Seng penting saya hanya butuh hard copyna.

204

S : Wo….

L : Saya harus diberi hard copynya, baik itu MC nya, baik itu moderatornya,

dan dua speakernya. Saya harus punya hard copynya

Ss : (Make a lotere)

L : Ini kelasnya ada tambah mas Rohmat kesini ya, berarti ada tigapuluh

tujuh. Lha ini tigapuluh tujuh sobekan, yang ditulisi empat. Yang tidak ada

tulisanya berarti jadi audience. Berarti ada MC, moderator, trus speaker.

S : (Riping the paper for lotere )

L : Kemudian di kelas ini karna besok kerjanya kalian tu kelompok

maksudnya gini, baik tidaknya nilai speechmu di kelas ini tanggung jawab

bersama. Bukan person tadi lho ya

Ss : Ya

L : Maka kalau nanti juga diseting tempatnya karena di sini boleh pakai

backdrop, kursi tidak harus gini, bisa kamu buat model seminar, buat lima

lima lingkar lingkar boleh. Jadi harus membuat atmosfer seperti biasanya,

seperti in reality. You should make an atmosphere setting into the truth

from reality. Jadi dibuat seperti reaita. Pembicaranya kalau nanti pria harus

pakai jas berdasi.

S : Weh

L : Karena kita seminar nasional ini

Ss : Ye…. (Laughing)

L : Kalau wanita pakai blazer kan gitu, pakai blazer. Mc nya juga seng

mantep, ora nganggo baju kuliah hari-hari ngono kui.

S : (Laughing)

L : Berapa sobekan tadi mbak?

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S : Tigapuluh tujuh

L : Dibantu itu biar cepet

S : (Help her friend to make the lotere)

L : Terus saya nanti juga butuh seorang dokumentator. Siapkan ya.

Dokumentatornya ada foto ada video yang tukang foto ada, videonya ada.

Di kelas ini ada yang punya camdig?

S : Saya

L : Sip, dibawa besok, kalau gak punya saya pinjami ya

S : (Laughing)

L : Hari ini hari Jum‟at seng cepet ya

Ss : Geh pak

L : Kalian apa masih ada kuliah

Ss : Masih pak

L : Tapi gak sampai sore kan?

Ss : Ya

L : Mas Yudi, dibantu itu untuk mengedarkan ini dari belakang, suruh ambil

satu-satu. Nanti bukanya bareng, ngambil dulu aja.

Ss : (Take the lotere)

L : Besok juga kalian dapat yang lain pasti kalau gak dapat ini mesti dapat

yang debate misalnya pelajaran kamu

S : Lha kalau kali ini udah dapat pak?

L : Misalnya random kena kamu ya kamu lagi. Kan sistemnya random kita.

Yen dikocok metune kui yo kui, ojo diijolke.

206

S : Wah

L : Satu orang ngambil saja jangan dibuka dulu, nanti bukanya bersamaan

S : Mburi, mburi mburi

L : Dari belakang

S : Mburi mburi

L : Ambil saja ya, jangan dibuka dulu

Ss : (take a lotere / crowded))

L : Ya silahkan dibuka, satu, dua, buka!

Ss : Ye…..

S : Selamet, selamet

L : Siapa yang jadi MC nya?

S : (Raise her hand)

L : Firs speaker?

S : Firs speaker…

Ss : Mosok gak enek?

S : Wah, enek seng ngapusi ki

Ss : (Crowded)

S : Lha ki gari turahan ngeneki piye?

L : Berarti first speakere Yudi

Ss : (Laughing)

L : Dua siapa, dua? Second speaker siapa?

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S : Lha mosok ki speakere neng kene kabeh

Ss : (Laughing)

L : Yud, dipilih satu yud. Silahkan Yud diminta untuk menjadi sebagai

second speaker

Ss : (Crowded)

S : Prempuan semua?

L : satu cowok satu cewek boleh

S : Khoirulatifah

L : Khoirulatifah, siap ndak rul? Ndi khoirulatifah, siap ndak?

S : (Khoirulatifah just silent)

L : Yudi, kamu the first speaker?

Ss : (Crowded)

L : Itu yang membuat naskah tidak harus Latifah sama Yudi, boleh

naskahnya dibuat satu kelas dia yang menyampaikan saja gitu

Ss : Ya

L : Karena ini nilainya nilai kelas nanti walaupun munculnya juga individual

S : Yang mbedain speaker satu sama speaker dua apa pak?

L : Misalnya gini ketika backgroundnya si speaker satu misalnya dari

religious seng kamu ya ngono lho, kono seng agama, koe seng kedokteran

kesehatan. Misalnya gitu. Jadi jangan kok kabeh bicara backgroundnya

social semua sijine ada kelompok social, religi kan gitu.

S : Ya

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L : Silahkan membuat itu. Lainnya keaktifan sebagai audience nanti nambah

nilai kalian. Silahkan dipersiapkan setingnya. Maka ada petugas

pubdekdok, publikasi, dekorasi dan dokumen…?

Ss : Tasi

L : Yang tebaik nanti dari kelas tiga ini, tingkat tiga ini akan saya bawa ke

akademik. Jadi setiap mata kuliah, saya tu yang selalu diambil samplenya.

Yang semester dulu ketika mas Arga ikut itu, materi speech juga yang

diambil juga randomnya kelas saya semua. Jadi memang barometer speak

di semester tiga itu saya, semester empat, lima saya. Jadi nanti yang

terbaik dari kelas E, D, C nanti saya kirim ke akademik.

S :Ow

L : Kalau perlu adanya hiasan musik atau apa silahkan

S : Gowo speaker sisan

L : Seng penteng intinya saya diberi hard copinya dari host, MC, moderator

dan juga speaker. Kemudian dijilid rapi serahkan ke saya. Sebagai nilai

tugas kalian.

S : Ya

L : Nilai tugas itu nanti saya sama ratakan. Kalau itu nilaimu tiga setengah

berarti semua kelas ini nilai tugas pertama tiga setengah. Akan saya nilai

dari stucturenya dan juga tata kalimatnya

S : Oke

L : I think enough. Any question so far?

Ss : No

L : Enough?

Ss : Enough

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L : Ok class, thankyou for your coming. Sudah tandatangan belum ini tadi?

Ss : Belum

L : Oke, sambil nunggu presensi silahkan diatur ya

S : Melu Jum‟atan wae yo

L : Ini setengah duabelas.

TRANSCRIPT 2

CLASS : 3D

DATE : Friday, October 28th

2016

TIME : 10.20-12.00

PLACE : IAIN Surakarta (E.1.2)

TOPIC : INTERVIEW

L : Morning class

Ss : Morning……

L : How are you today?

Ss : I‟m fine…..

210

L : I‟m very well. The first let begin by saying basmalah together

Ss : Bismillahirohmanirohhim…

L : Let to check your attendance. Nur Rohmah

S : Absent

L : Ahmad Nur cahya. Gak muncul lagi?

Arga tri kusuma

S : Present

L : Yudi, eh Novita sory

S : Present

L : Yudi

S : Present

L : Isnaini

S : Present

L : Khoirul Latifah

S : Present

L : Okay, Mutiara Vega

S : Present

L : Kurnia Eka

S : Present

L : Asih

S : Present

211

L : Ika fatmasari

S : Present

L : Ari Yusuf

S : Present

L : Yusuf Kurniawan

S : Present

Ss : (Laughing)

L : Ari Yusuf sudah, Agus Jatmiko

S : Present

L : Rahma

S : Present

L : Nur Wid

S : Present

L : Ismia

S : Present

L : Ok, Canggih

S : Present

L : Arganingsih

S : Present

L : Sintia

S : Present

212

L : Muh taufik

S : Present

L : Ayu Les

S : Present

L : Maulida

S : Present

L : Diah, Diah Permana. She han‟t come here?

S : Not yet

L : Not yet. Febi

S : Come late

L : Febi, she is come late. Deasi

S : Present

L : Alfiani

S : Ambil video pak

L : Ambil video. Nafia

S : Present

L : Ok. Today we will see and watch your video about how to be a news

anchor and reporter. But before it please check it out from the other class. I

will gave you from the other class.

(Then the lecturer showing several videos from the other class‟ project)

Ss : (Watching the videos from the other class)

213

L : Ok, those are examples from the other class. Are you ready to presented

day?

Ss : Yes….

L : Ok, I would like to check your project

Ss : (Preparing the presentation)

L : Ok, all of the members please come on. The first group, the member of

the first group please come on

S : The first group (call the first group)

L : The member, all of the members of the first group please come on. Oke,

yang lain siapkan, kalau perlu ada video siapkan sendiri ya

Ss : (Crowded preparing their presentation)

L : Ok, please introduce your member of group, monggo, and what is the

position of the project

S : Assalamu‟alaikum wa rahmatullahi wa barakatuh

L+Ss : Wa‟alaikum salam wa rahmatullahi wa barakatuh

S : Ok, we are from the first group will present the speaking project I‟m

khairul Latifah as a news anchor,] (the students introduce their self). Ok,

that‟s all sir.

L : Ok, let check together about their project

Ss : Deg-degan ki, deg degan

L : Is it your video? Is it your video?

S : Yes

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L : Ok, give attention for this video, after that please give an evaluation or

give a suggest for this video. You may bring your chair may be, please

bring your chair in front of the class.

Ss : (Take the chair to the front of the class)

L : (Showing the video from the first group)

Ss : (Watching the video from the first group)

(After the video was finished, they was gave applause to the first group)

L : I will give many corrections after all of the groups presented their job, so

please take seat and then let‟s go on to the second group

Ss : Ye……… (give applause)

L : Ok, please come on the second grou

Ss : Second group

L : Is it your video?

S : Yes

L : Ok, please introduce your friend first

S : Assalamu‟alaikum wa rahmatullahi wa barakatuh

L+Ss : Wa‟alaikum salam wa rahmatullahi wa barakatuh

S : Ok, we are from the……

Ss : Second group

S : Second group

L : Ok, please give attention to this video

(He playing the video from the second group)

215

Ss : (Watching the video from the second group)

L : Ok, thank you for the second group

Ss : (Give the applause)

L : Please come on to the third group

Ss : Third group

L : Is it your video?

S : Yes

L : (Playing the video from the third group)

Ss : (Watching the video from the third group)

L : Ok, thank you

Ss : (Give applause to the third group)

L : Ya, next

S : Ok, good morning class

Ss : Morning….

S : First, I would show about our video

L : Oke, (Showing the video from the fourth group)

S : (Watched the video from the fourth group)

L : Go on to the next group

S : Assalamu‟alaikum wa rahmatullahi wa barakatuh

L+Ss : Wa‟alaikum salam wa rahmatullahi wa barakatuh

216

S : Good morning friends, we are from fifth group and then we will present

our videos

L : Oke. (Playing the video from the fifth group)

Ss : (Watching the video from the fifth group)

L : Ok, thank you. And the last group please came on

S : Ok, we will present the video. I‟m

L : Ok, be attention. (Showing the video of the last group)

Ss : (Watching the video from the last group)

L : Yak, thank you for this project. In general you are good, you are

excellent, I think you get funs your task in this part, ok thank you. And

then I would like to give you some advices or evaluation about this project.

Ok, let began to the first group. The first group here Almost the news

program should say their day and date concrete, but in the first group

without it ya. Semua berita pada dasarnya pasti ada edisi lha edisi berita

dinyatakan dengan tanggal dan hari kongkret hari itu. Kita ketemu lagi di

program news selasa 30 januari nananana gitu kan?

S : Berarti bener

L : Coba kita lihat yang keompok satu tanpa menyebutkan day and date

concrete. Oke go on, check. (Showing certain part of the first group‟s

video)

Ss : (Watching the video)

L : Ok, langsung ke intinya ya

S : Ya…..

217

L : Di breaking news ini kita akan melihat kondisi PPG. Yak kemudian

tentunya di situ ada miss pronounce about gedung. Gedung in English is?

Ss : Building

L : Building or bilding?

Ss : Building

L : Building, but check this video. (showing certain part of the first group‟s

video)

S : (Watching the video)

L : Building. Please check early, please check early

Ss : (Laughing)

L : Building is it right?

S : Yes

L : Bilding saja, gak usah difasih-fasihkan

Ss : (Laughing)

L : This is from PPG IAIN building

Ss : (Laughing)

L : Kemudian after interviewing before --- the interview the reporter almost

all reporter should ask the hope hoping or expectation. Rata-rata gitu.

Akhir dari wawancara reporter selalu bertanya harapan. Kalau kamu

melihat wartawan cetak atau wartawan apapun mesti “gimana harapannya

dengan” iya ndak? Pasti. Ini rata-rata tidak ada harapan. Kelompok satu,

dua, tiga, empat, lima, enam tanpa ada harapan yang ditanyakan. Misalnya

tadi gini, kalau kelompok enam bisa juga sih harapan bagi si penonton tadi

218

harapan bagi si pembuat tadi dengan adanya itu untuk lebih apa? Gitu kan.

Yang ditanya harapannya siapa kira-kira?

S : Korban

L : Misalnya tadi kelompok lima keto‟e incredible thing ya, Wes korban

kelaran ---- parah kok yo seh diwawancarai kan itu wagu

Ss : (Laughing)

L : Kan mesti dia sakit ya, kesakitan atau apa, mesakne.

Jadi the first group pada dasarnya di samping ini which is good. Bagus,

bagus.

Ss : (Giving applause)

L : Hanya tiga catatan Itu yang saya sampaikan untuk kelompok satu yaitu

tentang opening without day and date concrete, kemudian juga tanpa day

and date concrete and hoping less kurang itu, and then miss pronounce

about building not “building”. Oke, to the second group. Second group itu

dalam pembukaan disini salah pengucaan”es” mestinya “as” ya. Second

group itu dalam pembukaan disini salah pengucaan”es” mestinya “as” ya,

tidak “es”, “As” ya (æz). Kemudian openingnya komplet disini sudah ada

hari tanggal, coba kita lihat. (Showing the certain part of the video)

Ss : (Watching the video)

L : Adak an edisinya?

Ss : Ada

L : Ya, ini complete opening. Kemudian yang saya permasalahkan di sini ini,

ini ya, backdrop. What is it backdrop? In studio tentunya ada backdrop di

sana, entah nama tv nya, entah nama programnya. Di belakang tu kan ada

backdrop. Backdrop itu apa ya istilahnya? ya background lah, background

untuk studio. Mosok studio gini. Seperti backdrop tu contohnya seperti

219

S : Polosan

L : Bukan. Ada backdrop yang contoh backdrop. (Then the lecturer showing

the backdrop by playing the video)

Ss : (Watching the video

L : Nah ini lho backdrop. Bagus gak? Lha seperti itulah backdrop dalam

studio. Coba please compare with your video. This is only triplek you

know

Ss : (Laughing)

L : Un interesting. Lha backdrob tu seperti ini trus ini ada logo tv nya, atau

acaranya. Ya gak? Tentunya kan bisa dibuat backdrop. Cobe sekarang oke,

kita masung tadi yang kelompok dua ya? Ada ndak ini backdropnya?

Ss : Ada

L : Coba. (Then showing the certain video of the second group‟s video)

Ss : (Watching the video)

L : Ow ada ya, ada ini ya.

Ss : Ya….

L : Oke ada, hanya Kurang interesting, disini tengah diberi apa gitu. Edisinya

ada, sorry. Kemudian ini ada masalah di sound systemnya. Kita lihat nanti

dalam wawancara itu begitu njeglek. Coba kita lihat yak, let see about the

sound system. (Showing the video of the second group)

Ss : (Watching the video)

L : Tu lihat, ya ndak? Delay. The first time is delay. Terjadi delay dalam

sound system kalian. Lebih dulu suaranya atau lebih dulu mulutnya?

Ss : Mulutnya…

220

L : Tetapi her voice is not, suaranya tidak….

Ss : (Laughing)

L : Sound system juga perlu diperhatikan ya. Kemudian juga ditutup dengan

tentunya harapan, setelah wawancara ada harapan. Ini kita ihat. (Showing

the certain part of the second group‟s video)

Ss : (Watching the video)

L : Ni, suaranya jelas ndak? Unclear voice. So this is not take news. Apa,

Suarane gak jelas ini. Mestinya si news anchor mengatakan about this

sound system. Kalau terjadi error sampaikan, gak diem saja. (Then he

playing the other video) Ini bukan dibilang error to kalau gini?

Ss : (;Laughing)

L : Setelah ditanya gini victimnya harapannya ya kan terhadap pelaku crime

crime at --- what for the crime for him. Tadi kan tampak dia ada, ada

pelaku to, harapannya dia apa? Kan gitu, ya ditanya. Semuanya kan sama

ya from the first group till the last of the group you…… expectation and

hoping the less. Is it right? Ok, let‟s go on to the third group. Kita ke grup

tiga. Ok, go on.

Ss : Ok

L : Grup tiga ini adalah, oke juga tidak ada keterangan hari dan tanggal

konkret edisinya. (Then he shoing) certain part of the third group‟s video)

S : (Wathing the video)

L : It is --- blind news anchor

Ss : (Laughing)

L : Look at to his eyes

Ss : (Laughing)

221

L : To promote, atau mungkin to promosi berarti meyakinkan juga to?

S : (Laughing)

L : Ya, he is blind news anchor

S : Canggih-canggih (Laughing)

Ss : (Laughing)

L : (Replay the video of the third group)

Ss : (Watching the video)

L : Mas canggih ya

Ss : (Laughing)

L : Ok, come on. Itu karna hanya demam kamera saja. Ya, karena dia harus

memperhatikan antara kamera dan tulisan. Gitu kan? It is your problem, is

it right?

Ss : (Laughing)

L : Dia harus membagi dua antara pandangan dan konsentrasi ke tulisan dan

konsentrasi ke kamera. Cuma itu his problem I think. But saya tidak

menilai tentang itu, karena kita adalah speaking, yang saya nilai adalah at

the voice, and the pronunciation, may be some kind of voice not the

behavior, not the physic. Biar dia buta silahkan

Ss : (Laughing)

L : Ini membukanya bagus. Saya Mr Canggih blab la bla dah bagus.

Ss : We…….

L : Apalagi nanti nutupnya mantap

Ss : (Laughing)

222

L : Ternyata dia bukan orang buta

Ss : (Laughing)

L : Kemudian di…., ok, in this third group you should keep many false (fall)

diction. Di situ if you want to use “here” or “there” don‟t add by “in” ya.

In here, in there, this is fall, fall diction, saalah, miss diction itu. Kalau

sudah here, kalau sudah there ndak usah pakai in. In kan artinya di

Ss : Iya)

L : Here di sisni, berarti kalau in here di di sini

Ss : (Laughing)

L : In there berarti di sana

S : Itu salah pak

L : Lha yo, banyak banget ini, dan semuanyapun, not only third grup but also

the others group. If you use there or here put only here or there only don‟t

add by in before it. Ok, got it?

Ss : Ya

L : Got it?

S : Ya

L : Ok, thank you. And then expectation and hoping less, then fatback from

reporter ya. Fatback itu adalah mengembalikan ulang dari waktu deberi

oleh news anchor diberikan kepada reporter, tetapi reporter tidak

mengembalikan lagi ke studio. Coba kamu lihat disini

Ss : Belum pak, belum dikasih

L : Yang saya lihat kan ini faktanya, jangan ngomong yang saya gak lihat,

ini faktamu ini. (Then he showing a certain part of the third group‟s video)

223

Ss : (Watching the video)

L : Lho, tidak mengembalikan ke studio to

S : Ya

L : This is illegal

Ss : (Laughing)

L : Illegal program. Ok, and then go on the the forth, the forth group. The

forth grup juga sama, dalam pengantarnya ada “es es es” nya mestinya

“as” oke, Kemudian complete opening openingnya which is complete,

kemudian good in appearance. Appearance tu apa tu? A…. penampilan.

Appearance of this news anchornya paling baik

S : Applause applause

Ss : Ye……

L : (Showing the certain part of the forth group)

Ss : (Watching the video)

L : Oke, di sini ada keserasian warna ingat disini ya, yak mungkin kita akan

dengan dua news anchor with the different color that is contrast. This is

rarely, jarang. Kemudian apa ya, soundnya ini sangat jelas terus, baik

untuk wawancara, kemudian untuk news dia selalu jelas soundnya. (Then

he replay the video of fourth group)

Ss : (Watching the video)

L : Soundnya itu begitu jelas

S : Jelas nek iki

Ss : Jelas…

L : Hanya ini kan petaninya ya seperti ini

224

Ss : (Laughing)

S : Cocok banget kui

L : I disagree with closing the meeting with good bye, news is the regular

program is it right?

Ss : Yes

L : News is regular program, news is continues in the next day. So in parting

don‟t use good bye as your parting. Good bye dipakai untuk yang jelas

arep ketemu kapan lagi, atau ood bye adalah salam perpisahan terakhir

Ss : Wah…..

L : Jadi ketika kamu sama temenmu good bye, berarti kamu mungkin pamit

mati

Ss : (Laughing)

L : Good bye itu memang dipakai untuk parting yang memang we will not

know we meet again, kapan kita akan ketemu lagi kita gak tahu. Tapi kan

cerita berita inikan untuk besok pasti ketemu kan?

Ss : Ya

L : Jangan sampai sampaikan good bye, partingnya harus?

S : See you

L : Oke, kita lihat ini dia pakai double, partingnya dia double, good bye and

see you coba kita lihat

Ss : (Laughing)

L : (Showing the certain part of the fourth group‟s video)

Ss : (Watching the video)

225

L : This is crazy

Ss : (Laughing)

L : Tapi untuk kelompok 4, ini saya beri tanda nila A

Ss : We…..

L : Tenang saja.

Ss : (Giving applause)

L : Yang lain kan gak ada nilainya

S : Iya

L : Yang empat ini nilainya A sudah jelas, karena soundnya jelas, bagus

performanya. Yang lain gak boleh cemburu yang lain mungkin A juga,

hanya ini saya segerakan

S : Weh

L : Saya akan ini memberikan balasan secepatnya

Ss : (Laughing)

L : Kita akan jum‟atan 10 menit lagi. Kita tidak dibahas ya kelompok lima

enam

Ss : (Laughing)

L :Ini kelompok enam, di kelompok enam juga komplit opening. (Then

playing the video of sixth group)

S : Kelompok lima ora

L :Coba kelompok lima. Ini kelompok enam ya, sory enam dulu

Ss : (Watching the video)

226

L : Oke ini ada edisi to, complete opening. Yang jadi catatan di sini adalah

gini, benteng festemburg building. Coba, maka benteng festemburg

building kan gak mungkin. Misalnya festemburg?

Ss : Building

L : Castle

Ss : Castle, ow…..

L : Castle kan benteng, kenapa harus benteng festemburg building? Apa sih,

kosa katane cah semester telu kok ngonowi. I‟m as your lecturer is shy.

Kemudian juga mengucapkan bambu juga bahasa inggrisnya bamboo

Ss : Bamboo

L : Ni “bambo…”

S : (Laughing)

L : Di cek saja itu. (Then showing the video of the sixth group)

Ss : (Watching the video)

S : Two mon, two mon

Ss : (Laughing)

L : Sama tadi yang two mon, two mon

Ss : (Laughing)

L : Ora enek twomon, adanya?

Ss : Two months

L : Two months. Yen satu bulan Jangan one month, a month

Ss : A month

227

L : (Replay the video of the sixth group)

Ss : (Watching the video)

L : one month

Ss (Laughing)

L : One mon, two mon

Ss : (Laughing)

L : Ya ya ya, ini kelompok enam, yang kelompok lima terakhir sorry sorry.

Ya, kelompok lima terakhir. (Then showing the video frtom the fifth

group)

Ss : (Watching the video)

L : This is complete opening

S : He‟em

L : Which is ada editionnya

S : Ya

L : Kemudian lucu ya, kecelakaan terjadinya kapan, jam tujuh pagi tetapi

kok glethak‟e nganti jam telu sore

Ss (Laughing)

L : Oke, coba kita lihat.(Showing the certain part of the fifth group‟s video)

Ss : (Watching the video)

L : Jam pitu esuk, bayangkan

Ss : (Laughing)

228

L : Trus kita lihat di akhir dia ngomong tadi, coba kita lihat. (continue the

video)

Ss : (Watching the video)

L : Good afternoon, bayangkan

Ss : (Laughing)

L : Kecelaka‟ane jam tujuh tapi menyapanya selamat siang

Ss : (Laughing)

L : Ini saya tunjukkan faktanya, Kalian kurang jeli dalam

Ss : Ya Allah pak

L : Kok gak ada kesesuaian satunya pagi satunya sore

Ss : (Laughing)

L : I think ya your class is funny I think

Ss : (Laughing)

L : OK, next week we will discuss about?

S : Seminar

L : Oke, seminar presentation. Thank you for today, let we say hamdalah

together

Ss : Alhamdulillah

L : Wassalamu‟alaikum wa rahmatullahi wa barakatuh

S : Wa‟alaikum salam wa rahmatullahi wa barakatuh

L : See you

229

Appendix 4. Surat Pernyataan Triangulasi

SURAT PERNYATAAN TRIANGULASI

Yang bertandatangan di bawah ini, saya:

Nama : SF. Luthfie Arguby Purnomo, S.S., M.Hum.

Pekerjaan : Dosen Sastra Inggris Fakultas Ilmu Tarbiah dan Keguruan

IAIN Surakarta

menyatakan bahwa saya telah melakukan triangulasi data sehubungan dengan

analisis data pada skripsi dari:

Nama : Khoirunnisa Wulan Junaidi

NIM : 133221096

Jurusan : Pendidikan Bahasa Inggris

Fakultas : Ilmu Tarbiah dan Keguruan

Judul : An analysis of representative speech act in teaching and

learning process on the speaking class of the third semester

in English department of IAIN Surakarta

Demikian surat pernyataan ini dibuat. Untuk dapat digunakan sesuai dengan

keperluan.

Surakarta, 25 Januari 2017

Triangulator

SF. Luthfie Arguby Purnomo, S.S., M.Hum.