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

“‫”هد ومن ِه ُد فإِ هنما َٰجلِن ْفسِ ِه ُي َٰج ۦٓ ۚ هَّلل إِنه ٱ لمِين ع ِن لغن ٌِّى ْل َٰعٱ‬

“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 92

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 171

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
 8

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.
 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).
 12

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 Direction of Fit S= Speaker
Types X= Situation
Declarations Words change the world S causes X
Representatives Words fit the world S believes X
 15

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
 17

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.
 18

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.
 19

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
 20

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
 21

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
 22

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.
 23

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.
 24

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
 25

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.
 26

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
 27

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
 28

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.
 30

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.
 32

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.
 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

35
 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.
 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

45
 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 Frequency Percentage

tive acts 1st 2nd Total 1st 2nd Total
meeting meeting meeting meeting
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:

L: Appearance of this news anchornya paling baik

S: Applause, applause

L: Ya… exactly

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

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
 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:
L: Selalu yang dipakai “to” itu mesti verb satu

M.1/76/365/00:19:12

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: 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:
L: Tetapi tidak langsung ke utama materi to

M.1/260/365/00:47:59

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.
 55

The following utterance also illustrates the representative

act of assuring:
L: Kalau kamu melihat wartawan cetak atau wartawan apapun
mesti “gimana harapannya dengan”. Pasti

M.2/23/180/00:57:57

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
 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:
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

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.
 57

Similarly, an act of blaming is exemplified in the following

utterance:
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

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.
 58

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:

L: Jadi setiap mata kuliah, saya tu yang selalu diambil

samplenya

M.1/353/365/01:10:15

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
 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
 61

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:

L: Cah inggris kok melu sweeter

M.1/181/365/00:39:23

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:
L: Kok gak ada kesesuaian satunya pagi satunya sore

M.2/178/180/01:20:08

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
 62

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
 63

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

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

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:
L: Good bye itu memang dipakai untuk parting yang memang
we will not know we meet again

M.2/140/180/01:13:36

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
 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‟
 66

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:

L: Ki cah-e wes deg-degan ki cah-e

M.1/38/365/00:13:14

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
 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:
L: Mas canggih ya?

M.2/81/180/01:07:40

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
 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:

L: Yang tebaik nanti dari kelas tiga ini, tingkat tiga ini akan
saya bawa ke akademik

M.1/352/365/01:10:10

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
 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:

L: I would like to give you some advices or evaluation about

this project

M.2/8/180/00:55:13

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.
 71

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.
 73

This type of representative speech acts appeared in many

times of utterances. Here is one of the examples of notifying act:
L: Mempercantik tu “to beautify”

M.1/77/365/00:19:47

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:
L: Almost the news program should say their day and date
concrete

M.2/9/180/00:55:35

In this example of notifying act the lecturer was notifying to

the students that almost all of the news programs showed the day
 74

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:
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
In this utterance the lecturer performed praising act. The
situation of this utterance the lecturer was explaining the material
 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:
L: In general you are good, you are excellent

M.2/6/180/00:54:56

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
 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:
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
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
 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:

L: Ketika kamu gak keluar dari itu kamu akan benar, itu
definisimu. Gak ada definisi yang salah

M.1/27/365/00:10:40
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:

L: I disagree with closing the meeting with good bye

M.2/133/180/01:12:59

In this example the lecturer was producing stating act which

is the lecturer stated that he is disagree with the fourth group
 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:
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
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
 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.
 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.

86
 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.
 BIBLIOGRAPHY

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1
 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 00:04:42 Notifying The lecturer notified
use out size of that one of the student
paper used out size of paper
3. Salah ukuran 00:04 48 Criticizing The lecturer criticized
kertasnya ya to the student about the
student‟s exam because
the size of his paper
was wrong
4. Setiap 00:04:50 Notifying The lecturer notified to
mengerjakan the students that they
tugas pakainya should use A4 for their

92
 93

A4 ya assignment
5. Ini yang dipakai 00:04:53 Notifying The lecturer notified to
F4 the students that Mr.
Canggih used F4 paper
6. Sampai dengan 00:05:02 Notifying The lecturer notified to
kalian nanti make the students that they
a thesis, should should use A4 to make
use A4 a thesis
7. Gunakan kertas 00:05:11 Suggesting The lecturer suggested
resmi ya. to the students that they
should use formal paper
8. Memang dia 00:05:17 Stating The lecturer stated that
pengen canggih his student want to be
ya sophisticated
9. Ok class, today 00:05:35 Notifying The lecturer notified
we will begin to that today they will
our discuss the began the discussion
material about the material
10. And today we 00:05:41 Informing The lecturer informed
would get a new to the students that they
friend here, Mr. would get a new friend
Nur Rohmat will in the class starting
join to your class from the beginning till
begin this week the end of this semester
till the end or this
semester may be
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 00:07:05 Explaining The lecturer explained
speech is a to the students about the
process to give definition of speech
information from
speaker to the
audiences in
formal situation
with formal
languages
supported by
body language
14. Ternyata itulah 00:07:23 Notifying The lecturer notifiedto
yang mendasari the students that there
bahwa many were many unsure of
kinds or part speech
bagian atau
mungkin unsure
of speech
15. Oke, pastinya 00:07:42 Asserting The lecturer asserted to
pakai verbal the students that speech
language used formal language
16. Oke, juga 00:07:54 Notifying The lecturer notified to
memakai body the students that body
language language also used in
speech
17. Skill, ya, itu yang 00:08:37 Blaming The lecturer blamed the
salah student because her
answer was false
 95

18. Skill kan berarti 00:08:47 Asserting The lecturer asserted to

ketrampilan the students that skill is
ketrampilan in Bahasa
19. Itu bukan 00:08:49 Stating The lecturer stated to
berbicara the students about his
namanya opinion
20. Purpose… ya, itu 00:08:52 Blaming The lecturer blamed to
kurang tepat the student because the
juga student‟s answer is
wrong
21. Mestinya kita 00:08:58 Stating The lecturer stated to
akan memakai the students about his
istilah ini aja opinion
22. Pesan 00:09:04 Notifying The lecturer informed
to the students about
one of unsure in speech
23. Berati unsur yang 00:09:09 Notifying The lecturer notified to
ke empat adalah the students about one
speaker of unsure in speech
24. Kemudian unsur 00:09:12 Notifying The lecturer notified to
yang ke lima ada the students and
audiences mention one of
speech‟s unsure
25. Jadi di sini harus 00:09:57 Asserting The lecturer asserted to
dalam formal the students that speech
situation should be in formal
situation
26. Ketika kamu gak 00:10:36 Asserting The lecturer asserted to
keluar dari itu, the students that when
kamu akan benar they not out from the
 96

speech‟s unsure, they

would correct
27. Gak ada definisi 00:10:40 Stating The lecturer stated to
yang salah the students that
nothing wrong
definition
28. Ok, it is definition 00:11:24 Stating The lecturer stated
based on Mr. about the definition of
Rohmat 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 00:11:45 Asserting The lecturer asserted
is correct that Yudi‟s answer is
correct
31. Bahasa inggrisnya 00:11:56 Notifying The lecturer notifed
tu “correct” ya about the pronunciation
of “correct” in English
to the students
32. Ya, “correct” 00:11:58 Affirming The lecturer affirmed
(kərɛkt) 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 to the students that they

message semua not should make a
definition about speech
starting from “the
massage”
35. Kalian boleh 00:12:21 Suggesting The lecturer suggested
mengawali dari to the students to make
verbal language, the definition about
boleh kamu awali speech from “verbal
dari in formal language”, “formal
situation there is a situation”, “formal
formal language language”, or
from speaker “speaker”, that‟s no
boleh 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- 00:13:14 Guessing The lecturer guessed
degan ki cah-e about the filling of the
student who try to
describe about speech
that the student was
nervous
39. Jadi yang 00:14:33 Asserting The lecturer asserted to
namanya body the students that body
language itu language just
hanya supporting supporting unsure in
ya speech
 98

40. Didukung oleh 00:14:43 Notifying The lecturer explained

banasa tubuh to the students about
supporting unsure in
speech
41. Kan yang penting 00:14:46 Asserting The lecturer asserted to
pidato itu the students that the
verbalnya, bukan important thing in
body languagenya speech is verbal
language, not body
language
42. Kalo body 00:14:50 Stating The lecturer stated that
language itu ya if the important part in
gak usah pidato 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 00:15:20 Notifying The lecturer asserted to
dibolak-balik itu, the students
selama tidak
keluar dari 6 itu,
your definition is
correct.
47. Setelah kita 00:15:27 Notifying The lecturer notified
 99

dapatkan ini, that there were several

tentunya ada goals of speech
beberapa goal of
speech, ada
beberapa tujuan
48. “Purpose” 00:16:14 Notifying The lecturer notified to
(pərpəs) the students about
pronunciation of
“purpose”
49. Ok, purpose 00:16:20 Affirming The lecturer affirmed
the students‟ answer
50. Purpose ya, 00:16:22 Asserting The lecturer asserted
Jangan “perpos” about the pronunciation
of “purpose”
51. Kalau “perpos” 00:16:23 Explaining The lecturer explained
tentunya tulisanya about pronunciation of
ini bukan “e”, “purpose”
tetapi dibaca
“pous” kalau “t”
gitu ya, jadi
“perpos”
52. Berarti purpose 00:16:34 Asserting The lecturer asserted to
the students about the
pronounce of “purpose”
53. Berarti kalau 00:16:36 Notifying The lecturer notified
jamak jadi that “purpose” will be
purposes “purposes” in plural
form
54. To understand tu 00:16:46 Notifying The lecturer notified to
untuk mengetahui the student about the
 100

meaning of understand
55. Mosok untuk 00:16:49 Blaming The lecturer blamed the
mengetahui student‟s answer
56. To “under” di 00:16:51 Notifying The lecturer notified to
bawah “stand” the students about the
berdiri meaning of “to” and
“under” in Bahasa
57. Yang pertama: to 00:17:02 Notifying The lecturer notified to
persuade the students about the
goal of speech
58. Mengajak atau 00:17:09 Asserting The lecturer asserted to
meyakinkan the students about the
first goal of speech
59. Tujuan orang 00:17:11 Notifying The lecturer notifying
pidato to persuade 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 00:17:26 Affirming The lecturer affirmed
comedy the student‟s answer
65. Masih ada banyak 00:17:31 Notifying The lecturer notified to
lagi yang to the students that there
entertain banyak are many speech which
the purpose is to
entertain
66. Itu baru 3: to 00:17:35 Notifying The lecturer notified to
persuade, inform, the students that there
entertain are 3 purposes of
speech mentioned
67. Ya, ok, disini ada 00:18:11 Explaining The lecturer explained
to persuade about the goal of speech
berarti to the students
meyakinkan,
kemudian to
inform berarti
menginformasika
n, to entertain
menghibur
68. Bagus, betul 00:18:25 Praising The lecturer praised to
the students because
they can answer in
correct
69. Menasehati atau 00:18:26 Notifying The lecturer notified
memberi motivasi 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 00:18:37 Blaming The lecturer blamed the
motivation 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 00:18:46 Notifying The lecturer asserted to
bentuk satu the students that “to”
followed by V1
74. “To” kok diikuti 00:18:48 Blaming The lecturer blamed to
kata benda the students about
gramatical structure
because the student‟s
answer is wrong
75. Motivate, lha…, 00:19:07 Affirming The lecturer affirmed
itu kata kerja the students‟ answer
76. Selalu yang 00:19:12 Asserting The lecturer asserted to
dipakai “to” itu the students that “to”
mesti verb satu always followed by V1
77. Mempercantik tu 00:19:47 Notifying The lecturer notified
“to beautify” about the meaning of
mempercantik in
English to the students
78. Makanya terus 00:20:55 Informing The lecturer informed
sekarang beliau to the students the
ngajarnya di information about one
 103

PGRA, beliau di of the lecturer in

bahasa inggris English department
PGRA sana. Tapi
karena dia
basiknya di PBI
yang tetep ngajar
mata kuliah PBI
79. Ini cukup tambahi 00:21:57 Notifying The lecturer notified to
“en” di depan the students about
“enlarge” artinya grammar
memperluas
80. Ya, itu yang salah 00:22:26 Blaming the lecturer blamed the
student‟s answer
81. Di sini to advice, 00:23:23 Notifying The lecturer notified to
to motivate, the students about the
berarti seperti purposes of speech
maria teguh
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 00:23:35 Informing The lecturer informed
sekarang beliau to the students that
sedang Mario Teguh is
tersandung kasus stumbling a case
84. To introduce 00:24:27 Affirming The lecturer affirmed
mengenalkan, to the student‟s answer
explain 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 00:24:47 Explaining The lecturer explained
explain tapi lebih to the students about
rinci, detail gitu one of the speech‟s goal
ya
88. To persuade, to 00:25:09 Notifying The lecturer notified to
advice, to the students and
describe, to mention the goals of
inform speec
89. Setelah kita 00:26:07 Notifying The lecturer notified to
mempelajari the students that there is
tentang beberapa several kinds of speech
purpose, goal of
speech, tentunya
ini akan kita
kategorikan juga
ada 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 00:27:17 Notifying The lecturer notified
namanya about the other kind of
descriptive 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 00:27:46 Asserting The lecturer asserted to
entertain the students about
grammar
98. Kalau entertain 00:27:48 Notifying The lecturer notified
adalah menghibur about the meaning of
entertain in Bahasa to
the students
99. Kalau hiburan 00:27:50 Notifying The lecturer notified to
berarti the students about the
entertainment meaning of hiburan in
English
100. Itu ciri kata benda 00:27:53 Notifying The lecturer notified to
kan pakai “ment”, the students about
pakai “ion” characteristics of noun
101. Gitu to…… 00:27:57 Assuring The lecturer assured to
the students about his
statement
102. Ini semua ciri 00:27:59 Notifying The lecturer notified
kata benda ini about the characteristic
 106

of noun
103. Kemudian nanti 00:28:03 Explaining The lecturer explained
akan berakhir the other characters of
“er”, “or”, noun to the students
kemudian “ment”,
kemudian “ness”
104. Ini cirri kata 00:28:11 Asserting The lecturer asserted to
benda to the students about the
character of noun
105. Misalnya ada 00:28:14 Notifying The lecturer notifyed to
“keep” maka akan the students about the
menjadi “keeper” example of noun on
changing word
106. Yes translator 00:28:25 Affirming The lecturer affirmed
the students‟ answer
107. Dari kata translate 00:28:26 Explaining The lecturer explained
orangnya jadi about the process of
translator changing word
108. Kindness, betul 00:28:37 Affirming The lecturer affirmed
the students‟ answer
109. Tourist, bagus 00:29:01 Praising The lecturer praised to
Scientist bagus the students because
they can answer in
correct
110. Kemudian “ar” 00:29:48 Notifying The lecturer notified the
juga ya, itu cirri other characteristic of
kata benda noun to the students
111. “Ar” itu misalnya 00:29:53 Notifying The lecturer notified
kedatanyan about the process of
menjadi “arrival” 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 00:30:00 Informing The lecturer informed
okeh banget, to the students that
grammar tu there are many things to
banyak untuk study in grammar on
semester tiga the 3rd semester
114. Karena ada 00:30:04 Notifying The lecturer notified to
changing word the students that there
are changing word in
English
115. Di semester tiga 00:30:07 Guessing The lecturer guessed
ini ada mata that there is changing
kuliah changing word lecture in the 3rd
word semester
116. Seng penteng 00:30:34 Stating The lecturer stated to
changing word the students about the
ngeneki, atau important thing to study
mungkin passive in English
voice lha kui go
kalian
117. Before harus 00:30:51 Asserting The lecturer asserted to
diikuti bentuk the students about
“ing” jelas to grammatical structure
118. Before delivering 00:30:53 Notifying The lecturer notified
speech, a speaker that the speaker should
should prepare take a preparation
about many kinds before delivering
 108

of preparation. speech
119. Theme 00:31:12 Affirming The lecturer affirmed
the students‟ answer
120. Tema, ok milih 00:31:17 Notifying The lecturer notifyed to
tema menentukan the students about the
tema atu topic 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 00:31:35 Notifying The lecturer notified to
sikologis perlu the students that mental
persiapan, biar or psychology should
tidak kena demam be prepare, so they will
panggung not nervous

124. Berkeringat 00:31:50 Notifying The lecturer notified

dingin, ndredeg, about indication of
kemudian bahkan nervous
mata berkunang-
kunang,
125. Bisa deman itu 00:32:09 Notifying The lecturer notified to
muntah-muntah, the students about
ada yang demam nervous
itu muntah-untah,
 109

pingsan bahkan
ya itu
dikarenakan
demam panggung
126. Jadi perlu 00:32:16 Asserting The lecturer asserted to
persiapan mental 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 00:33:02 Notifying The lecturer notified to
outline the students about the
3rd preparation before
delivering speech
131. Kaitannya dengan 00:33:05 Notifying The lecturer notified to
materi to itu 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 the students that

pesan yang perlu material is the massage
disampaikan which should delivered
133. Untuk 00:33:15 Explaining The lecturer explained
menentukan to the students about the
massage di sini process of making the
kan tentunya dia speech‟s manuscript
akan membuat
theme atau
menentukan topic
kemudian dia
baru membuat
suatu outline
134. Kan gitu 00:33:27 Assuring The lecturer assured to
urutannya! the students about the
step to make a speech
135. Urutannya untuk 00:33:29 Asserting The lecturer asserted
delive pesan kan about the step of
ini, theme, delivering speech to the
kemudian topic students
kemudian outline
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, 00:34:06 Asserting The lecturer asserted to
kesehatan jelas 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 00:34:56 Asserting The lecturer asserting to
performance the students that
performance is the gist
of speech
143. Jadi dia harus 00:35:00 Asserting The lecturer asserted
memperhatikan that the speaker should
performance nya pay attention their
performance in
delivering speech
144. Performance itu 00:35:02 Notifying The lecturer notified
kan dari ujung about performance to
rambut dia the students
sampai sepatu
yang digunakan
gitu ya
145. Kalau dalam 00:35:08 Asserting The lecturer asserted
formal situation that in formal situation
tentunya harus the speaker should use
pakai formal formal shoes
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 00:35:15 Boasting The lecturer boasted to
shoes, this is the students and
casual shoes, showing his shoes to
casual shoes the student
148. Ora sombong 00:35:25 Rebut The lecturer rebut the
le…. students‟ judgment that
he is arrogant
149. Urip pisan og ra 00:35:26 Stating The lecturer stated that
sombong, rugi live just one time, if not
kalian arrogant they will suffer
150. Jadi pakai formal 00:35:31 Notifying The lecturer notified to
shoes, kemudian the students about what
pakaiannya juga should they wear and
yang formal, appearance in doing
kemudian harus speech
yang neat
151. Rapi 00:35:39 Notifying The lecturer notified
about the meaning of
“neat” in Bahasa
152. karena kalian 00:35:40 Asserting The lecturer asserted
sebagai center the students‟ answer
nanti pembicara
itu
153. Like as you to be 00:35:44 Explaining The lecturer explained
a teacher in front to the student that they
of your students, should pay attention to
 113

when you coming their appearance when

in side the class, they are as the teacher
you should in the future
prepare to your
performance
154. Karena murid 00:35:54 Notifying The lecturer notified to
nanti akan the students that they
melihat kamu 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 00:35:58 Notifying The lecturer notified to
akan masuk ke the students about the
kelas kan prosedure in the school
biasanya bidang when they are as the
studi yang lain teacher in the
yang ngampu elementary school
guru kelas kalau
SD
157. Kalau bahasa 00:36:03 Notifying The lecturer notified to
Inggris tentunya the students about the
guru bidang studi, status of English
SMP juga gitu. teacher in the school
158. Setiap saat akan 00:36:06 Notifying The lecturer notified to
masuk guru the students that the
bidang studi baru 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 that they will

students be the center of view
for their students when
they are as the teacher
160. Maka silakhan 00:36:12 Suggesting The lecturer suggested
jaga penampilan the students to keep the
performance
161. Masuk ke kelas ki 00:36:14 Stating The lecturer stated to
murid wes seneng the students that when
gitu ngulati the teacher entered the
gurune class, they should got
attention from the
students
162. Penampilane 00:36:17 Asserting The lecturer asserted
mantep gitu kan 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 00:36:23 Asserting The lecturer asserted to
performance the students that as the
teacher in the future,,
they should preparing
their performance
165. Nah jadi ini, ini 00:36:28 Notifying The lecturer notified
yang perlu about what they should
dipersiapkan prepared before
delivering speech
 115

166. Preparation 00:36:36 Affirming The lecturer affirmed

the students‟ answer
167. Jadi ada persiapan 00:36:39 Asserting The lecturer asserted
untuk semuanya that there are some
tentunya preparation in speech
168. Ya, oke, setelah 00:36:50 Notifying The lecturer notified to
itu baru nanti the students about the
akan mengalih step of preparing
pada materi dia speech
169. Nah materi dia 00:36:55 Notifying The lecturer notified
tentunya akn about the steps of
dimulai dari making the script of
penentuan judul speech
170. Yes right 00:38:31 Affirming The lecturer affirmed
the student‟s answer
171. Blank, 00:38:34 Notifying The lecturer notified
gembrobyos about the impact if the
speaker not mastering
their speech
172. Sweat itu berarti 00:38:43 Notifying The lecturer notifiedg
artinya kan panas about the meaning of
atau keringat, “sweat” in Bahasa and
berarti kalau baju „baju hangat” in
panas baju hangat English
sweater
173. Kalian nyebutnya 00:38:50 Guessing The lecturer guessed
mesti “sweeter” that the students
(swiːtə) 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 00:38:54 Notifying The lecturer notified the
“sweater” (swɛtə) students about the
pronunciation of
sweater
176. Sweet itu kan 00:39:00 Notifying The lecturer notified
manis, sweeter about the meaning of
jadi pemanis “sweet” and “sweeter”
in Bahasa
177. Aku pinjam 00:39:08 Suggesting The lecturer suggested
sweetermu, to the students that if
ke‟ono gulo their friend borrowing
their sweeter, they may
give the sugar for them
178. Bukan sweeter 00:39:13 Asserting The lecturer asserted to
tapi sweater the student about the
right pronunciation of
sweater
179. Bacut kita tu 00:39:17 Stating The lecturer stated that
salah kaprah their habit of
pronunciation is over
shoot
180. Kalian malah 00:39:21 Criticizing The lecturer criticized
ikut-ikutan 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 00:39:41 Notifying The lecturer notified
“organ” (ɔːgən) about the pronunciation
of “organ”
184. Ketika ada huruf 00:39:44 Explaining The lecturer explained
“r” diikuti “g” about the role of
dan diikuti vowel pronunciation
maka “g” itu
dibaca “g”
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 00:39:54 Stating The lecturer stated to
wong salah og the students that their
pronunciation were
followed in the wrong
way
187. We ki guru 00:39:56 Asserting The lecturer asserted to
inggris lho the students that they
were candidates of
English teacher
 118

188. Mosok ayo 00:39:58 Asserting The lecturer asserted

nonton orjen that “orjen” is miss
tunggal pronounced for “organ
tunggal”
189. Aku neng popeye, 00:40:05 Guessing The lecturer guessed
bener gak that the students
pronounce “popeye” as
“popeye”, not “popay”
190. Organ memang 00:40:21 Notifying The lecturer notified to
organ, karena the students that
tidak boleh dibaca pronunciation of
orjen “organ” is /ɔːgən/
191. Nanti kan ada 00:40:28 Notifying The lecturer notified
kata organisasi 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 00:40:33 Asserting The lecturer asserted
orjenisation about the pronunciation
of “organization” is
“ɔːgənaɪˈzeɪʃən” not
“orjenisation”
194. Makanya sebelum 00:40:39 Suggesting The lecturer suggested
kamu itu for the students to
membawa kata consulted the new word
baru atau kamu to their dictionary
menyerap kata
baru
 119

konsultasikan ke
your dictionary
195. Your dictionary 00:40:46 Notifying The lecturer notified
akan memberimu that their dictionary
cara pengucapan 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, 00:40:57 Notifying The lecturer notified
transcription about the meaning of
namanya transkrip in English
198. Itu kamu dapati 00:41:00 Guessing The lecturer guessed
tentunya dulu pas that they ever got
pelajaran material about
phonology transcription in
phonology lesson
199. Itu nanti akan ada 00:41:06 Explaining The lecturer explained
transcription itu about phonology lesson
bagaimana to the students
membaca
Itu semua
ditranskripsikan
dalam bahasa
tulisan latin kita
200. Nanti ada “ng” 00:41:14 Notifying The lecturer notified
cangkulan gini about phonetic symbols
“ŋ” kemudian ada to the students
yang lingkaran -
 120

terbuka tengah itu

ceh
201. Jadi inggris tu gak 00:41:24 Notifying The lecturer notified to
ada “t” gak ada the students that in
“p” adanya peh, English there aren”t”,
teh gitu “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 00:41:30 Informing The lecturer informed
kamu dapatkan di to the students that they
phonetic will get transcription in
phonetic
204. Dan nanti kamu 00:41:35 Stating The lecturer stated to
tidak akan salah the students that they
ucap dalam would not false in
pronoun nya pronounced the word
after studied about
pronunciation
205. Karena yang 00:41:39 Notifying The lecturer notified to
paling sulit the students that
pronunciation itu pronunciation is the
memang most difficult in
sebetulnya English
206. Tidak semua 00:41:43 Asserting The lecturer asserted to
huruf yang sama the students that not all
diucap yang sama of the same letter
pronounced in the same
 121

way

207. Sama sama g ada 00:41:47 Notifying The lecturer notified

dibaca g ada that “g” has several
dibaca j pronunciations
208. “A” ada dibaca 00:41:51 Notifying The lecturer notified to
“e” (ə) ada dibaca the students about the
“ee” (æ) ada variants pronunciation
dibaca “a” (ʌ) of “a”
sendiri
209. Kalau” a” ketemu 00:41:57 Notifying The lecturer notified
“r” dibaca “a” (ʌ) 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 00:42:12 Informing The lecturer informed
ada di to the students that the
pronunciation ya way to pronounced will
be found in
pronunciation
212. Phonetic nanti 00:42:16 Informing The lecturer informed
kalian akan dapat to the students that
di phonology phonetic will be found
in phonology
213. Sekarang kita 00:42:28 Informing The lecturer informed
akan membahas that the last material of
materi kita paling speech is about outline
 122

akhir hari ini

adalah outline
214. Dalam pembuatan 00:42:47 Explaining The lecturer explained
kerangka pidato to the students about
tentunya memang outline of speech
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
215. Kamu akan 00:43:21 Notifying The lecturer notified
ketemu dengan that they would found
ini content in speech
216. Maka kalau ada 00:43:44 Notifying The lecturer notified
pakai buku about the written form
bahasa inggris of table of content in
sekarang buku English book
paket table of
content tulisannya
 123

217. Ya itu, kalau 00:43:55 Notifying The lecturer notified

nanti daftar isi about the meaning of
bahasa inggrisnya daftar isi in English
table of content
218. gak mungkin 00:44:00 Asserting The lecturer asserted
table of contain 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 00:44:03 Notifying The lecturer notified to
skripsi salah nulis the students that they
ini salah ya will make a thesis, if
they false in wrote
“table of content”, their
thesis will be false
221. Tidak table of 00:44:07 Asserting The lecturer asserted
contain tapi table that daftar isi is not
of content, artinya “table of contain” but
isi “table of content”
222. Kemudian disitu 00:44:15 Notifying The lecturer notified to
akan diakhiri the students about the
dengan namanya next part of speech‟s
closing 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 00:44:54 Notifying The lecturer notified

moderator that introducing the
speaker is the duty of
moderator
226. Gak usah 00:44:56 Asserting The lecturer asserting
pembicara kok that the speaker no need
geger ngenalkan to introduced their self
diri
227. Gak perlu 00:45:02 Notifying The lecturer notified
introducing 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 00:45:09 Notifying The lecturer notified
syukur gini dulu, that the step in speech
e… before thanking is
penghormatan homage first
dulu
231. Misalnya kepada 00:45:15 Explaining The lecturer explained
yang terhormat about homage in speech
blab la bla yang to the students
kami hormati bla
bla bla
232. Bukan 00:45:21 Blaming The lecturer blamed the
students‟ answer
because their answer
 125

were false
233. Tapi di atas 00:45:22 Notifying The lecturer notified
syukur that salutation is before
thanking
234. Salutation 00:45:25 Notifying The lecturer notified
about one of the step in
speech
235. Salutation 00:45:28 Asserting The lecturer asserted
penghormatan about one of the step in
speech
236. Yang paling 00:45:31 Notifying The lecturer notified
tinggi adalah your about the most highest
majesty 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 00:45:39 Asserting The lecturer asserted
untuk tuhan about the meaning of
“your majesty” in
salutation
239. yang mulia 00:45:42 Notifying The lecturer notified
artinya 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- 00:46:27 Asserting The lecturer asserted
contoh dalam that all of the examples
salutation he has mentioned are
the examples of
salutation
245. Your magesti 00:46:32 Notifying The lecturer notified to
your exelency the students about the
kemudian apa tadi examples of salutation
the honorable by mentioned it
246. Ladies and 00:46:51 Blaming The lecturer blamed the
gentleman salah students‟ answer
247. Ladies and 00:46:55 Notifying The lecturer notified
gentlemen about the right
pronunciation of “ladies
and gentlemen”
248. Kan biasanya 00:46:58 Guessing The lecturer guessed
orang sebut that usually people
dengan ladies and pronounced “ladies and
gentleman gentlemen” as ladies
and gentleman”
249. Ladies and 00:47:04 Asserting The lecturer asserted
gentlemen about the pronunciation
of “ladies and
gentlemen” in coorect
 127

250. Itu adalah masuk 00:47:06 Notifying The lecturer notified

dalam salutation that all of example he
has mentioned are
included on salutation
251. Ucapan 00:47:11 Notifying The lecturer notified
terimakasih, satu about the prosedure of
pada tuhan, thanking
252. Thanking 00:47:16 Notifying The lecturer notified
about one of the step in
speech
253. Ucapan pada 00:47:17 Explaining The lecturer explained
tuhan, kepada to the students about the
panitia, kepada steps of thanking in
semuanya perlu speech
disebutkan
termasuk
audiencenya
254. Thanking 00:47:23 Asserting The lecturer asserted to
the students about one
the step in speech
255. Kemdian ini 00:47:24 Notifying The lecturer notified to
masih ada satu the students that there is
yang masuk a part which is included
dalam opening on the opening of
yaitu speech
menjembatani
antara openingmu
menuju inti
pembicaraan
256. Yang 00:47:34 Asserting The lecturer asserted to
 128

menjembatani the students that the

antara greetingmu next steep of speech is
atau openingmu the bridge between
menuju ke opening to the content
content
257. Orang ngajar juga 00:47:41 Notifying The lecturer notified
gitu setelah salam that the teacher or
setelah ngabsen lecturer is lake to the
speaker of speech
258. Itu masuk 00:47:46 Assuring The lecturer asserted
opening ngajar that whet he mentioned
lho ya before included to the
opening of teaching or
lecturing process
259. Salam, ngajar 00:46:48 Explaining The lecturer explained
thanking, to the students about the
kemudian ngajak steps of teaching or
membuka kelas lecturing process in the
basmalah, class
kemudian cheking
attendance,
setelah itu nanti
akan membawa
ke materi hari itu
260. Tetapi tidak 00:47:59 Assuring The lecturer assured to
langsung ke the students about his
utama materi to explanation before
261. Oke, pre oriented 00:48:04 Affirming The lecturer affirmed
betul the student‟s answer
262. Atau bisa disebut 00:48:06 Notifying The lecturer notified
 129

dengan about the other name of

upersepsion pre oriented
263. Itu perlu masuk 00:48:11 Notifying The lecturer notified
dalam opening that uperseption
included to the opening
264. Kalau pidato kan 00:48:13 Asserting The lecturer asserted
gitu that the step of speech
is like what he
explained before
265. Setelah thanking 00:48:14 Explaining The lecturer explained
misalnya gini to the students about
dalam bahasa upersepsion by gave the
Indonesia example of uperseption
“apakah saudara in Bahasa
membayangkan
betapa dampak
buruk dari”
266. Belum inti tu, 00:48:27 Stating The lecturer stated that
hanya menarik uperseption just to give
minat dari the interest to the
audience audience
267. Maka itu 00:48:31 Asserting The lecturer asserting
uperseption that the example he
namanya have explained is called
as uperseption
268. Lha baru masuk 00:48:34 Notifying The lecturer notified
ke content that the next step is
content
269. Ini terdiri dari 00:48:36 Notifying The lecturer notified
beberapa main 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 00:48:43 Notifying The lecturer notified
lainnya adalah about the other name
topic of main idea
272. Banyak topik- 00:48:46 Notifying The lecturer notified
topik di sini that there are many
topic in the content
273. Terserah nanti 00:48:48 Notifying The lecturer notified to
akan terdiri dari the students that it is
berapa paragraf optional for the speaker
mau dituliskan to wrote the content in
several paragraphs
274. Baru nanti masuk 00:48:52 Notifying The lecturer notified to
ke wilayah the students that the
closing 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 00:49:24 Notifying The lecturer notified
mungkin saran about the other name of
advice in Bahasa
 131

278. Suggest 00:49:28 Affirming The lecturer affirmed

the students answer
279. Ada conclusion, 00:49:36 Explaining The lecturer explained
saran, atau to the students about the
pendapat, saran, parts in closing of
kritik masukan, speech
atau pesan
terakhir
280. Dialog itu 00:49:50 Notifying The lecturer notified to
tugasnya disini the students about the
nanti part of dialogue session
281. Kan gak mungkin 00:49:54 Asserting The lecturer asserted
Tanya jawab itu that question and
diawali answer session began
conclusion with the conclusion
282. Mosok diskusi og 00:50:03 Blaming The lecturer blamed the
go conclusion students‟ answer
283. Di sini to 00:50:09 Asserting The lecturer asserted
ranahnya diskusi about the session of the
kan di sini discussion to the
students
284. Mungkin 00:50:21 Notifying The lecturer notified
permohonan maaf that the next step in
closing of speech
285. Ya apologize atau 00:50:26 Affirming The lecturer affirmed
forgiving the students‟ answer
286. Forgiving atau 00:50:33 Asserting The lecturer asserted
apologizing 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 00:50:49 Notifying The lecturer notified
tu namanya that salam perpisahan in
parting English is parting
290. Jadi Good 00:50:59 Explaining The lecturer explained
evening itu to the students about
kategorinya parting and greeting
greeting kalau
good night
kategori parting,
nice to meet you
greeting, see you
parting
291. Jadi inilah dalam 00:51:10 Notifying The lecturer notifying
pembuatan about the way to make
outline outline of speech
292. Selesai materi dan 00:51:15 Stating The lecturer stated that
teori speech kita, the material for speech
tinggal besok finished and next
praktek meeting is practice
293. Tugas dosen 00:51:21 Stating The lecturer stated that
besok tinggal his job for next meeting
melihat kalian just watch the students‟
praktek practice
294. Jadi untuk kelas 00:51:26 Informing The lecturer informed
ini kalian akan to the students that they
 133

membuat suatu would made be making

forum pidato a speech forum as the
yang dikerjakan assignment of the
seluruh kelas students in the next
secara classical meeting
nanti nilainya
pribadi
295. Jadi nanti 00:51:37 Informing The lecturer informed
keaktifan speaker, to the students that the
keaktifan activity of the students
moderataor atau as the speaker,
hohstnya moderator, host and
keaktifan audience will be their
audience itu score of midterm test
menjadi nilai
MID semestermu
296. Jadi saya mulai 00:51:47 Informing The lecturer informing
besok next week that next week he
saya akan should take the score of
mengambil nilai the students
semester sudah
boleh dan sudah
bisa
297. Kelas yang lain 00:52:30 Informing The lecturer informed
adalah crime, about the theme speech
kelas yang lain forum from the other
pilih kriminalitas class
298. Tema itu seng 00:52:56 Suggesting The lecturer suggested
asik dibahas gitu that they should take
lho jangan yang the interesting theme,
 134

klasik-klasik not classical theme

ngono
299. Jangan yang 00:53:02 Asserting The lecturer asserted
klasik lah about his suggestion
before about the theme
of their speech forum
300. Karena kelas 00:53:05 Informing The lecturer informed
yang lain sudah about the theme from
menyoroti adanya the other class and the
seorang yang bisa reason why that theme
menggandakan had chosen by the other
uang itu lho class
301. Kemudian ada 00:53:13 Informing The lecturer informed
yang ketua about the hot issue in
PARTI terjerat Indonesia
dengan tiga pasal
berlapis
302. Mahasiswaki ra 00:53:24 Stating The lecturer stated that
mungken sempat the students haven‟t a
nonton TV, time to watch TV
karena mahasiswa because the students is
ki orang paling the most busy person in
sibuk sedunia the world
303. Jadi mereka 00:53:46 Informing The lecturer informed
nyoroti itu karena about the point of view
ada pasal berlapis, from the other class‟
kemudian juga speech forum
narkoba dan juga
pelecehan seksual
304. Asik dibahas 00:54:00 Notifying The lecturer notified
 135

seperti itu that the theme should

be interesting to discuss
305. Semua keputusan 00:54:40 Stating The lecturer stated that
ada di tanganmu, the last decision
dan semua teman suspended on the leader
melirik padamu, of the class
mengisyaratkan
bahwa penentu
akhir ada di
tanganmu, di
tanganmulah
nasib bangsa
306. Kalau masalah 00:54:55 Stating The lecturer stated that
yang mengenai the case about LGB had
LGBT wes gone
kelewat
307. Rasah bahas 00:54:59 Suggesting The lecturer suggested
LGBT for the students to not
discuss about LGBT
308. Berati kalian akan 00:58:47 Notifying The lecturer notified
bicara tentang that they will discuss
impact saja ya about the impact
309. Kita akan bicara 00:58:53 Notifying The lecturer notified to
langsung tema ini the students that their
langsung kita theme limited to the
perluas menjadi impact of
impact of
310. Berarti bad 00:58:58 Asserting The lecturer asserted
impact ya about their theme for
the speech forum
 136

311. Bad impact of 00:59:02 Notifying The lecturer notified to

free sex the students about the
specific theme for their
speech forum
312. Itu yang akan kita 00:59:04 Stating The lecturer stated
bicarakan resmi about their theme for
the speech forum to the
students
313. Saya butuh dua 00:59:11 Informing The lecturer informed
pembicara to the students that he
needed 2 speakers
314. Jadi nanti ada dua 00:59:13 Informing The lecturer informed
pembicara to the students that
there are 2 speakers for
speech forum
315. Jadi kita butuh 00:59:27 Explaining The lecturer explained
empat personil, to the students about the
speakernya dua, personnel in the speech
kemudian ada forum
MC kemudian
moderator
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 00:59:48 Affirming The lecturer affirmed
silahkan about student‟s opinion
318. Seng penting saya 00:59:49 Notifying The lecturer notified to
hanya butuh hard the students that he
 137

copyna needed hard copy of the

script for their speech
319. Saya harus diberi 00:59:52 Informing The lecturer informed
hard copynya, that he should gave the
baik itu MC nya, hard copy of the script
baik itu from the MC,
moderatornya, moderator and 2
dan dua speakers
speakernya,
320. Saya harus punya 00:59:57 Asserting The lecturer asserted
hard copynya that he should have the
hard copy of the
speech‟s script
321. Ini kelasnya ada 01:00:01 Informing The lecturer informed
tambah mas to the students about the
Rohmat kesini ya, total of the member in
berarti ada the class
tigapuluh tujuh
322. Lha ini tigapuluh 01:00:14 Notifying The lecturer notified to
tujuh sobekan, the students about the
yang ditulisi lottery
empat
323. Yang tidak ada 01:00:17 Notifying The lecturer notified
tulisanya berarti that who got the blank
jadi audience paper it means they are
as the audience
324. Berarti ada MC, 01:00:21 Notifying The lecturer notified
moderator, trus about the character of
speaker the personnel in speech
325. Kemudian di 01:00:28 Notifying The lecturer notified to
 138

kelas ini karna the students that it is

besok kerjanya group project, their
kalian tu score is responsibility
kelompok for them together
maksudnya gini,
baik tidaknya
nilai speechmu di
kelas ini tanggung
jawab bersama
326. Bukan person tadi 01:0037 Asserting The lecturer asserted
lho ya that the responsibility
of their project not just
for 4 personnel of
speech forum only
327. Maka kalau nanti 01:00:39 Suggesting The lecturer suggested
juga diseting for the students to made
tempatnya karena a good setting for their
di sini boleh pakai speech forum
backdrop, kursi
tidak harus gini,
bisa kamu buat
model seminar,
buat lima lima
lingkar lingkar
boleh
328. Jadi harus 01:00:54 Notifying The lecturer notified
membuat that the students should
atmosfer seperti made the atmosphere is
biasanya, seperti like in the real
in reality condition
 139

329. You should make 01:0059 Asserting The lecturer asserted

an atmosphere that they should make
setting into the the atmosphere same
truth from reality with the reality
330. Jadi dibuat seperti 01:01:03 Asserting The lecturer asserted
reaita that the atmosphere of
their seminar project
should be same with the
reality
331. Pembicaranya 01:01:05 Asserting The lecturer asserted
kalau nanti pria that the man speaker
harus pakai jas should wearing a cot
berdasi andnecktie
332. Karena kita 00:01:08 Stating The lecturer stated that
seminar nasional their speech forum is
ini the national seminar
333. Kalau wanita 01:01:21 Notifying The lecturer notified to
pakai blazer kan the students about the
gitu 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 01:01:24 Suggesting The lecturer suggested
mantep, ora for MC should be
nganggo baju brawny
kuliah hari-hari
ngono kui
336. Terus saya nanti 01:02:09 Notifying The lecturer notified to
juga butuh the students that they
 140

seorang need the documentator

dokumentator
337. Dokumentatornya 01:02:12 Notifying The lecturer notified to
ada foto ada video the students that there
yang tukang foto were photo and video
ada, videonya ada documentations
338. Besok juga kalian 01:04:05 Notifying The lecturer notified to
dapat yang lain the students that there
pasti kalau gak were many
dapat ini mesti opportunities for them
dapat yang debate in the speaking project
misalnya
pelajaran kamu
besok
339. Misalnya random 01:04:19 Notifying The lecturer notified
kena kamu ya about the random
kamu lagi system
340. Kan sistemnya 01:04:22 Asserting The lecturer asserted
random kita that they used random
system in decided the
speaker, MC, and
moderator
341. Yen dikocok 00:04:24 Asserting The lecturer asserted
metune kui yo about the role of lottery
kui, ojo diijolke
342. Satu orang 01:04:51 Suggesting The lecturer suggested
ngambil saja for the students to take
jangan dibuka just one random
dulu, nanti
bukanya
 141

bersamaan
343. Ambil saja ya, 01:05:05 Suggesting The lecturer suggested
jangan dibuka for the students to take
dulu a random
344. satu cowok satu 01:08:35 Suggesting The lecturer suggested
cewek boleh to Yudi that he may
choose one male and
one female as the
speaker
345. Itu yang membuat 01:09:02 Suggesting The lecturer suggested
naskah tidak to the students that the
harus Latifah script of the speech not
sama Yudi, boleh should made by Latifah
naskahnya dibuat and Yudi, they can
satu kelas dia make it together, then
yang Latifah and Yudi just
menyampaikan the delivering speech
saja gitu
346. Karena ini 01:09:12 Informing The lecturer informed
nilainya nilai to the students that it
kelas nanti will be the class score
walaupun although their appear
munculnya juga are individual
individual
347. Misalnya gini 01:09:23 Suggesting The lecturer suggested
ketika to the students about the
backgroundnya si differences background
speaker satu of the 1st speaker and
misalnya dari the 2nd speaker and
religious seng giving the example of
 142

kamu ya ngono different backgrounds

lho, kono seng of the speakers
agama, koe seng
kedokteran
kesehatan
348. Misalnya gitu 01:09:34 Asserting The lecturer asserted
about the example
about he background of
the speaker
349. Jadi jangan kok 01:09:35 Asserting The lecturer asserted
kabeh bicara that there should be
backgroundnya more than one
social semua background, it can be 2
sijine ada backgrounds for
kelompok social, example social and
religi kan gitu religion
350. Lainnya keaktifan 01:09:45 Informing The lecturer informed
sebagai audience to the students that the
nanti nambah activity of the students
nilai kalian as the audience will
increase their score
351. Maka ada petugas 01:09:55 Notifying The lecturer notified to
pubdekdok, the students that there
publikasi, will be the employee of
dekorasi dan publication, decoration
dokumentasi and documentation
352. Yang tebaik nanti 01:10:10 Informing The lecturer informed
dari kelas tiga ini, to the students that the
tingkat tiga ini best project of this
akan saya bawa assignment
 143

ke akademik
353. Jadi setiap mata 01:10:15 Boasting The lecturer boasted to
kuliah, saya tu the students that for
yang selalu each subject, the class‟
diambil project to be the sample
samplenya is always from his
classes of his lecturing
354. Yang semester 01:15:19 Informing The lecturer informed
dulu ketika mas to the students that the
Arga ikut itu, speaking project in
materi speech the3rd semester of the
juga yang diambil last year the academic
juga randomnya also take the sample
kelas saya semua from his class
355. Jadi memang 01:10:28 Stating The lecturer stated that
barometer speak the barometer of
di semester tiga speaking class in the
itu saya, semester 3rd, 4th, and 5th semester
empat, lima saya is him
356. Jadi nanti yang 01:10:34 Asserting The lecturer asserted to
terbaik dari kelas the students that he will
E, D, C nanti saya send best project of the
kirim ke E,D and C class to the
akademik academic
357. Kalau perlu 01:10:51 Suggesting The lecturer suggested
adanya hiasan to the students to give
musik atau apa the music in their
silahkan seminar
358. Seng penteng 01:11:07 Asserting The lecturer asserted to
intinya saya the students that he
 144

diberi hard should have the script

copinya dari host, of their speech
MC, moderator
dan juga speaker
359. Kemudian dijilid 01:11:13 Suggesting The lecturer suggested
rapi serahkan ke to the students to
saya covered the script of
their speech then
submit to him
360. Sebagai nilai 01:11:15 Notifying The lecturer notified to
tugas kalian the student that the
score of this project will
be the assessment score
361. Nilai tugas itu 01:11:17 Informing The lecturer informed
nanti saya sama to the students that the
ratakan assignment‟s score of
the class will be same
362. Kalau itu nilaimu 01:11:20 Asserting The lecturer asserted
tiga setengah that if the score of the
berarti semua students in that class is
kelas ini nilai 3,5 it means that the
tugas pertama tiga score of their first
setengah assignment is 3,5
363. Akan saya nilai 01:11:27 Notifying The lecturer notified
dari stucturenya that he would give the
dan juga tata score from the structure
kalimatnya 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 00:02:47 Notifying The lecturer notified
see and watch to the students that
your video about they would see their
how to be a news project about how to
anchor and be a news anchor and
reporter reporter
2. 2 I will give you 00:03:04 Informing The lecturer informed
from the other that he would show
class the result of the other
class project
3. 3 Ok those are 00:08:09 Notifying The lecturer notified
 146

examples of the that those are the

other class result of the other
class
4. 4 I would like to 00:08:19 Notifying The lecturer notified
check your that he would check
project their project
5. 5 I will give many 00:15:35 Informing The lecturer informed
corrections after that he would give the
all of the groups correction after all of
presented their the groups present
job their project
6. 6 In general you are 00:54:56 Praising The lecturer praised
good, you are because they had done
excellent their project very well
7. 7 I think you get 00:55:02 Stating The lecturer stated
fun your task in that the students were
this part fun in doing the
project
8. 8 I would like to 00:55:13 Informing The lecturer informed
give you some that he would give the
advices or advice and evaluation
evaluation about to the students about
this project their project
9. 9 Almost the news 00:55:35 Notifying The lecturer notified
program should that almost all of the
say their day and news program say the
date concrete day and date concrete
10. 1 But in the first 00:55:44 Stating The lecturer stated
0 group without it that the 1st group
without day and date
 147

concrete
11. 1 Semua berita 00:55:48 Notifying The lecturer notified
1 pada dasarnya that all of the news
pasti ada edisi lha program mention the
edisi berita edition of the news
dinyatakan
dengan tanggal
dan hari kongkret
12. 1 Kita ketemu lagi 00:55:56 Notifying The lecturer notified
2 di program news about the example of
selasa 30 januari day and date concrete
nananana in the news program
13. Gitu kan 00:56:01 Assuring The lecturer assured
about his opinion
before
14. 1 Langsung ke 00:56:36 Assuring The lecturer assured
4 intinya ya that it should to the
main topic
15. 1 Di breaking news 00:56:38 Notifying The lecturer notified
5 ini kita akan about what the
melihat kondisi students said in her
PPG project
16. 1 Yak kemudian 00:56:41 Notifying The lecturer notified
6 tentunya di situ that there were miss
ada miss pronunciation about
pronounce about building
gedung
17. 1 “Building” 00:57:07 Assuring The lecturer assured
7 (buɪldɪŋ) 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 Tidak usah 00:57:28 Criticizing The lecturer criticized
9 difasih-fasihkan about the way of the
students‟
pronunciation
20. 2 Kemudian after 00:57:35 Explaining The lecturer explained
0 interviewing that before the
before --- the reporter finished the
interview the interview, they should
reporter almost all asked about hope and
reporter should expectation to the
ask the hope interviewee
hoping or
expectation
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 Akhir dari 00:57:53 Asserting The lecturer asserted
2 wawancara that in the end of
reporter selalu interview reporter
bertanya harapan always asked about
hope or expectation
23. 2 Kalau kamu 00:57:57 Notifying The lecturer notified
3 melihat wartawan about the example of
cetak atau the way of reporter
 149

wartawan apapun asking the expectation

mesti “gimana or hope to the
harapannya interviewee
dengan”
24. Pasti 00:58:03 Assuring The lecturer assured
about his opinion
before
25. 2 Ini rata-rata tidak 00:58:04 Criticizing The lecturer criticized
5 ada harapan that all of the group
there were no
expectation and hope
in their project
26. 2 Kelompok satu, 00:58:06 Criticizing The lecturer criticized
6 dua, tiga, empat, that the 1st till the 6th
lima, enam tanpa group without asked
ada harapan yang the expectation or
ditanyakan hope
27. 2 kalau kelompok 00:58:14 Suggesting The lecturer suggested
8 enam bisa juga to the 6thgroup about
sih harapan bagi what should they do to
si penonton tadi asked about
harapan bagi si expectation or hope to
pembuat tadi the interviewee
dengan adanya itu
untuk lebih apa
28. Gitu kan 0058:24 Assuring The lecturer assured
about his suggestion
29. 3 Keto‟e incredible 00:58:42 Stating The lecturer stated
0 thing ya that the scene in the
students‟ project is
 150

incredible thing
30. 3 Wes korban 00:58:44 Stating The lecturer stated
1 kelaran parah kok that the scene of the
yo seh students‟ project was
diwawancarai kan ambiguous
itu wagu
31. 3 Kan mesti dia 00:58:50 Stating The lecturer stated
2 sakit ya that the victim was
sick
32. 3 Jadi the first 00:59:36 Praising The lecturer praised
3 group pada because the result 1st
dasarnya di group was good.
samping ini
which is good
33. 3 Bagus, bagus 00:59:42 Praising The lecturer praised to
4 the 1st group because
their job was good
34. 3 Hanya tiga 00:59:43 Notifying The lecturer notified
5 catatan Itu yang to the 1st group that
saya sampaikan only 3 notes for their
untuk kelompok project, they were
satu yaitu tentang opening without day
opening without and date concrete,
day and date without expectation
concrete, and miss
kemudian juga pronunciation about
tanpa day and building
date concrete and
hoping less
kurang itu, and
 151

then miss
pronounce about
building not
“building”
35. 3 Second group itu 01:00:06 Criticizing The lecturer criticized
6 dalam pembukaan about the
disini salah pronunciation of “as”
pengucaan”es”
mestinya “as” ya
36. I‟m as bla bla bla 01:00:12 Notifying The lecturer notified
about the way to
pronounced “as”
37. Tidak “es” 01:00:13 Notifying The lecturer notified
(əs) that the pronunciation
of “as” was not “əs”
38. “As” ya 00:00:16 Asserting The lecturer asserted
(æz) that pronunciation of
“as” was “æz”
39. 4 Kemudian 01:00:17 Stating The lecturer stated
0 openingnya that the opening of 2nd
komplet group was complete
40. 4 Disini sudah ada 01:00:19 Notifying The lecturer notified
1 hari tanggal that there were day
and date
41. 4 Ini complete 01:01:03 Asserting The lecturer asserted
2 opening that the 2nd group
complete opening
42. 4 Kemudian yang 01:01:05 Notifying The lecturer notified
3 saya that there was a
permasalahkan di problem with
 152

sini ini, ini ya, backdrop

backdrop
43. 4 In studio tentunya 01:01:14 Notifying The lecturer notified
4 ada backdrop di that in news studio
sana, entah nama should use backdrop
tv nya, entah with the name of TV
nama programnya or program
44. 4 Di belakang tu 01:01:19 Asserting The lecturer asserted
5 kan ada backdrop that there was
backdrop in the back
side
45. 5 Ya background 01:01:25 Stating The lecturer stated
6 lah, background that backdrop was like
untuk studio background
46. 4 Mosok studio gini 01:01:27 Criticizing The lecturer criticized
7 about the design of the
studio from the
2ndgroup
47. Ndak 01:01:34 Blaming The lecturer blamed
the student‟s opinion
48. 4 Nah ini lho 01:02:06 Notifying The lecturer notified
9 backdrop about backdrop
49. 5 Lha seperti itulah 01:02:10 Asserting The lecturer asserted
0 backdrop dalam that backdrop in the
studio news studio is like
with the picture in the
video he had showed
50. 5 This is only 01:02:15 Informing The lecturer informed
1 triplek you know 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 Lha backdrob tu 01:02:20 Asserting The lecturer asserted
3 seperti ini trus ini about backdrop in the
ada logo tv nya, news studio
atau acaranya
53. 5 Tentunya kan bisa 01:02:25 Stating The lecturer stated
4 dibuat backdrob that plywood which
uninteresting thing it
can be backdrop in the
news studio
54. 5 Ow ada ya, ada 01:03:04 Stating The lecturer stated
5 ini ya that the 2nd group
there was a backdrop
55. Oke ada 01:03:07 Asserting The lecturer asserted
about his statement
before
56. 5 Kurang 01:03:10 Criticizing The lecturer criticized
7 interesting that backdrop of the
2nd group was not
interesting
57. 5 Disini tengah 01:03:11 Suggesting The lecturer suggested
8 diberi apa gitu 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 Kemudian ini ada 01:03:15 Notifying The lecturer notified
0 masalah di sound that there was a
systemnya problem with sound
system
60. 6 Kita lihat nanti 01:03:19 Criticizing The lecturer criticized
1 dalam wawancara that the sound system
itu begitu njeglek of the 2nd group was
not good
61. Ya ndak, Delay 01:03:38 Assuring The lecturer assured
about his opinion
62. 6 The first time is 01:03:42 Notifying The lecturer notified
3 delay that the sound system
was delay
63. 6 Terjadi delay 01:03:44 Asserting The lecturer asserted
4 dalam sound that there was delay in
system kalian, the 2nd group‟s sound
system
64. 6 Sound system 01:04:26 Asserting The lecturer asserted
5 juga perlu that they should pay
diperhatikan ya attention to the sound
system
65. 6 Kemudian juga 01:04:28 Explaining The lecturer explained
6 ditutup dengan that in the closing
tentunya harapan, there should asked
setelah about hope or
wawancara ada expectation
harapan
 155

66. Un clear voice 01:04:43 Criticizing The lecturer criticized

about the voice of the
2nd group
67. 6 So this is not take 01:04:46 Asserting The lecturer asserted
8 news that the 2nd group‟s
project was not take
news
68. 6 Suarane gak jelas 01:04:51 Stating The lecturer stated
9 ini that the voice of 2nd
group‟s project was un
clear
69. 7 Mestinya si news 01:04:55 Suggesting The lecturer suggested
0 anchor for the 2nd group to
mengatakan about say about the error
this sound system condition of the sound
system to the audience
70. 7 Kalau terjadi 01:05:02 Suggesting The lecturer suggested
1 error sampaikan for the 2nd group to
informed that the
sound system was
error
71. 7 Ini bukan dibilang 01:05:10 Stating The lecturer stated
3 error to kalau gini that the example of
news video that he
showed was not error
72. 7 Setelah ditanya 01:05:46 Explaining The lecturer explained
4 gini victimnya about what should 2nd
harapannya ya group do to asked
kan terhadap about the hope by the
pelaku crime victim for the doer of
 156

crime at --- what the crime

for, the crime for
him
73. 7 Tadi kan tampak 01:05:55 Assuring The lecturer assured
5 dia ada, ada that there were a
pelaku to victim in the 2nd group
74. 7 Harapannya dia 01:05:58 Notifying The lecturer notified
6 apa about the example of
asking the hope in the
news program
75. 7 Kan gitu, 01:05:59 Assuring The lecturer assuring
7 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 Semuanya kan 01:06:03 Notifying The lecturer notified
9 sama ya from the that all of the project
first group till the from the 1st group till
last of the group the last group there
you ---- were nothing hope and
expectation and expectation by the
hoping the less interviewee
78. 8 Grup tiga ini 01:06:17 Notifying The lecturer notified
0 adalah, oke juga that the 3rd group there
tidak ada was no day and date
keterangan hari concrete
dan tanggal
konkret edisinya
 157

79. 8 It is --- blind 01:06:43 Stating The lecturer stated

1 news anchor that the news anchor
of the 3rd group was
blind news anchor
80. 8 He is blind news 01:06:59 Asserting The lecturer asserted
2 anchor about his statement
before
81. 8 Mas canggih ya 01:07:40 Guessing The lecturer guessed
3 that the name of the
news anchor from the
3rd group was MR.
Canggih
82. 8 Itu karna hanya 01:07:55 Stating The lecturer stated
4 demam kamera that he was nervous
saja
83. 8 Karena dia harus 01:07:59 Explaining The lecturer explained
5 memperhatikan about MR. Canggih‟s
antara kamera dan problem in doing the
tulisan project as the news
anchor
84. It is your problem 01:08:06 Guessing The lecturer guessed
about MR. Canggih‟s
problem
85. 8 Dia harus 01:08:08 Explaining The lecturer explained
7 membagi dua about MR. Canggih‟s
antara pandangan problem
dan konsentrasi
ke tulisan dan
konsentrasi ke
kamera
 158

86. 8 Cuma itu his 01:08:13 Stating The lecturer stated

8 problem I think that the problem of
MR. Canggih was
only nervous
87. 8 But saya tidak 01:08:16 Notifying The lecturer notified
9 menilai tentang that he not scored
itu about that problem
88. 9 Karena kita 01:08:18 Stating The lecturer stated
0 adalah speaking that is was speaking
class
89. 9 Yang saya nilai 01:08:20 Notifying The lecturer notified
1 adalah at the that he scored about
voice, and the the voice and
pronunciation pronunciation
90. 9 Not the behavior, 01:08:26 Asserting The lecturer asserted
2 not the physic that behavior and
physic not be the
subject will scored
91. 9 Biar dia buta 01:08:31 Stating The lecturer stated
3 silahkan that while the news
anchor was blind it
was no problem
92. 9 Ini membukanya 01:08:37 Praising The lecturer praised
4 bagus because the opening
of the 3rd group was
good
93. 9 Saya Mr Canggih 01:08:39 Praising The lecturer praised
5 blab la bla dah about the opening
bagus 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 Ternyata dia 01:08:46 Stating The lecturer stated
7 bukan orang buta that actually the news
anchor was not blind
96. 9 In this third group 01:08:54 Suggesting The lecturer suggested
8 you should keep for the 3rd group to
many false (fall) keep about diction
diction
97. 9 If you want to use 01:09:06 Notifying The lecturer notified
9 “here” or “there” that “here” and
don‟t add by “in” “there” should be
ya without “in”
98. In here, in there, 01:09:13 Stating The lecturer stated
this is fall 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. Kalau 1sudah here, 01:09:20 Notifying The lecturer notified
0 kalau sudah there that they were no need
4 ndak usah pakai “in” in the “here” and
in “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 01:09:29 Asserting The lecturer asserted
here di di sini about the meaning of
“in here” in Bahasa
105. In there berarti di 01:09:32 Notifying The lecturer notified
sana 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. Dan 1 01:09:39 Asserting The lecturer asserted
0 semuanyapun, not that the problem of
9 only third grup miss diction not only
but also the others for the 3rd group but
group for all of the students
108. If you1use there 01:09:47 Suggesting The lecturer suggested
1 or here put only for the students to put
0 here or there only “here” or “there” only,
don‟t add by in not add by “in” before
before it it
109. And then 01:09:58 Criticizing The lecturer criticized
expectation and about the project of
hoping less 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 01:10:09 Notifying The lecturer notified
adalah to the students about
mengembalikan feedback
ulang dari waktu
deberi oleh news
anchor diberikan
kepada reporter
112. Tetapi reporter 01:10:16 Notifying The lecturer notified
tidak that in the 3rd group
mengembalikan there was no feedback
lagi ke studio from the reporter to
the news anchor in the
studio
113. Yang saya lihat 01:10:26 Stating The lecturer stated
kan ini faktanya 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 01:11:02 Assuring The lecturer assured
mengembalikan that the 3rd group no
ke studio to 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 01:11:20 Stating The lecturer stated
juga sama that the 4th group was
same with previous
group
119. Dalam 00:11:21 Criticizing The lecturer criticized
pengantarnya ada to the 4th group
“es es es” nya because there was
mestinya “as” miss pronunciation
120. Kemudian 01:11:25 Notifying The lecturer notified
complete opening that the 4th group was
complete opening
121. Openingnya 01:11:26 Asserting The lecturer asserted
which is complete that the opening of 4th
group was complete
122. Kemudian good 01:11:27 Praising The lecturer praised
in appearance 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 01:11:34 Praising The lecturer praised
this news for the 4th group
 163

anchornya paling because the

baik 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 01:12:09 Notifying The lecturer notified
warna ingat disini about the appearance
ya of the 4th group‟s
news anchor
127. Yak mungkin kita 01:12:12 Stating The lecturer stated
akan dengan dua that 2 news anchors
news anchor with with different color
the different color was contrast
that is 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 01:12:25 Praising The lecturer praised
sangat jelas terus, the sound system of
baik untuk the 4th group always
wawancara, clear
kemudian untuk
news dia selalu
jelas soundnya
131. Soundnya itu 01:12:42 Praising The lecturer praised to
begitu jelas the 4th group because
 164

their sound was very

clear
132. Hanya ini kan 01:12:47 Criticizing The lecturer criticized
petaninya ya about the performed
seperti ini of the farmer
133. I disagree with 01:12:59 Stating The lecturer stated
closing the that he disagree with
meeting with the closing of the 4th
good bye group
134. News is the 01:13:05 Notifying The lecturer notified
regular program that news is regular
program
135. News is regular 01:13:09 Asserting The lecturer asserted
program, news is about his statement
continues in the before
next day
136. So in parting 01:13:14 Suggesting The lecturer suggested
don‟t use good for the students to not
bye as your used “good bye” in
parting the parting of news
program
137. Good bye dipakai 01:13:20 Notifying The lecturer notified
untuk yang jelas about the function of
arep ketemu good bye
kapan lagi
138. Good bye adalah 01:13:24 Notifying The lecturer notified
salam perpisahan that good bye is the
terakhir last parting
139. Jadi ketika kamu 01:13:29 Stating The lecturer stated to
sama temenmu the students if they
 165

good bye, berarti said good bye to their

kamu mungkin friend it means that
pamit mati they are say farewell
to dead
140. Good bye itu 01:13:36 Explaining The lecturer explained
memang dipakai about the function of
untuk parting “good bye” expression
yang memang we
will not know we
meet again
141. Kapan kita akan 01:13:44 Notifying The lecturer notified
ketemu lagi kita that good bye is used
gak tahu when they not know
when they will meet
again
142. Tapi kan cerita 01:13:47 Asserting The lecturer asserted
berita inikan that it news program
untuk besok pasti they will meet again
ketemu tomorrow
143. Jangan sampai 01:13:51 Suggesting The lecturer suggested
sampaikan good for the students to not
bye say good bye in the
news program
144. Oke, kita lihat ini 01:13:55 Notifying The lecturer notified
dia pakai – tapi that the news anchor
double of the 4th group was
using double parting
145. Tapi partingnya 01:13:58 Notifying The lecturer notified
double, good bye to the students that the
and see you 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 01:14:30 Informing The lecturer stated
kelompok 4, ini informed that he
saya beri tanda would give A score
nila A for the 4th group
148. Yang lain kan gak 01:14:36 Notifying The lecturer notified
ada nilainya that there were no
scores to the other
groups
149. Yang 4 ini 01:14:39 Asserting The lecturer asserted
nilainya A sudah about the score of 4th
jelas group
150. Karena soundnya 01:14:41 Praising The lecturer praised to
jelas, bagus the 4th group because
performanya their sound system
was clear and good
performance
151. Saya akan ini 01:14:52 Informing The lecturer informing
memberikan that he would give a
balasan response immediately
secepatnya for the 4th group
152. Kita akan 01:15:00 Informing The lecturer informed
jum‟atan 10 menit that they would be
lagi worshiping 10
minutes letter
 167

153. Di kelompok 6 01:15:18 Notifying The lecturer notified

juga komplit that the 6th group was
opening 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 01:15:36 Notifying The lecturer notified
edisinya complete that there was an
opening addition of the
program and complete
opening
156. Yang jadi catatan 01:15:39 Notifying The lecturer notified
di sini adalah about their mistake
gini, benteng about their diction
festemburg
building
157. Benteng 01:15:46 Asserting The lecturer asserted
festemburg that their diction was
building kan gak wrong
mungkin
158. Castle 01:15:52 Notifying The lecturer notified
about diction for the
6th group
159. Castle kan 01:15:54 Notifying The lecturer notified
benteng about the meaning of
“castle” in Bahasa
160. I‟m as your 01:16:02 Stating The lecturer stated
lecturer is shy that he was shy
161. Kemudian juga 01:16:07 Notifying The lecturer notified
 168

mengucapkan about the other

bambu juga mistake of 6th group
bahasa inggrisnya and the meaning of
bamboo “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 01:16:49 Notifying The lecturer notified
mon, two mon about the other
mistake of 6th group
164. Ora eneng two 01:16:53 Asserting The lecturer asserted
mon that there was no “two
mon” in English
pronunviation
165. two months 01:16:56 Affirming The lecturer affirmed
(/tuː mʌnθ/) about the
pronunciation of 2
months
166. Yen satu bulan 01:16:56 Suggesting The lecturer suggested
Jangan one month 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 01:17:55 Stating The lecturer stated
opening that the 5th group was
complete opening
170. Which is ada 01:17:56 Notifying The lecturer notified
editionnya 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 01:18:00 Notifying The lecturer notified
terjadinya kapan, to the students about
jam tujuh pagi the funny part in the
tetapi kok 5th group‟s project
glethak‟e nganti
jam telu sore
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 01:19:52 Notifying The lecturer notified
tujuh tapi that in the 5th group
menyapanya 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 01:20:04 Stating The lecturer stated
tunjukkan that he was showing
faktanya the fact
177. Kalian kurang jeli 01:20:06 Stating The lecturer stated to
dalam hal ini the students that they
not charming in make
the project
178. Kok gak ada 01:20:08 Criticizing The lecturer criticized
kesesuaian the 5th group project
satunya pagi because there was no
satunya sore congruity
179. I think ya your 01:20:24 Stating The lecturer stated
class is funny I that their class was
think funny
180. Oke, seminar 01:20:45 Notifying The lecturer notified
presentation about the topic for
next week
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?

171
 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?
 186

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
 188

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
 190

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,
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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?
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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
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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?

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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
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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…
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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

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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
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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.

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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?

 207

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
 209

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)

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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)

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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

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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…..
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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
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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
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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…
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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)
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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)
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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)
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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

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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)

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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)

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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
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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)
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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
 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.

229