CHAPTER IV

FINDINGS AND DISCUSSIONS

This chapter presents the data findings and discussions of the research,
which corresponds with the research questions proposed in chapter one. The first
and the second question of this research concerned with the type and
communicative function of speech acts that were produced by the teachers and
students of SDN 10 Pringgasela-East Lombok. The questions as such take account
of the theoretical stance held by Searle (1979) about the type of speech acts used
namely directives, assertives, commissives, expressives and declarations. In this
theoretical conception, the one who produces the assertives speech act is as to
commit the truth of the expressed proposition (such as stating, suggesting,
boasting, complaining and reporting). The second conception is directives. The
purpose of these is to produce an effect through some actions that the hearer did
(for example, order, command, and advice). The third is commissives speech acts
in which a person as a speaker commits himself/herself to do some future action
(such as promise, offer, and vow). The fourth one is the expressives speech acts.
The purpose is to express a psychological state of the hearer in the situation where
the hearer is engaging (thanking, congratulating, apologizing, threatening, and
condoling). And the last conception from Searle is declarations type. The
successful performance of this illocutionary is affecting a correspondence between
propositional content and reality (baptizing, naming, and appointing).

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The third question confirmed in chapter one covered the instructional

function of speech acts. This question took account of the concept stance held by
Searle (1979) and supported by Johnson (1997, see Richards and Nunan (eds.),
1997; Coulthard, 1983). The instructional function is also dealt with the turn
taking exchanges performed in the classroom.
And the last question postulated concerned with the politeness strategies
employed by the teachers in managing and controlling the class (grade 2 and
grade 3) at SDN 10 Pringgasela. Toward to this question, the research used Brown
and Levinson politeness theory (see Seken, 2004). This discussed the discovered
utterances that were treated as the politeness marker or politeness strategies.
4.1 Classroom Speech Acts
In this research, there were 4 types of data analyzed, namely: data 1 (D1)
and data 2 (D2) that were obtained through observation at second grade; and data
3 (D3) and data 4 (D4) were obtained through observation at third grade of SDN
10 Pringgasela. The following table shows the information about the data.
Table 5: Description of Observations Process
Data
Data I

Day/Date
Tuesday,
January 15,
2013

Participants
Grade: 2
Teacher: Mrs. Uswatun
Hasanah

Data II

Monday,
January 28,
2013
Tuesday,
January 22,
2013

Grade: 2
Teacher: Mrs. Uswatun
Hasanah
Grade: 3
Teacher: Syakiruddin

Data III

Lesson/Topic
Lesson: IPA
Topic: Name and
Characteristics of
Animal.
Lesson: Math
Topic: Subtraction and
Addition
Lesson: IPA
Topic: Characteristics of
Things

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Data
Day/Date
Data IV Saturday,
January 26,
2013

Participants
Grade: 3
Teacher: Syakiruddin

Lesson/Topic
Lesson: IPS
Topic: Jobs

The school is in the Aikdewa village, Pringgasela district. It consists of 6

classes of grade 1 to grade 6. The place is quite far (about 20 kilometers) from the
capital of East Lombok district.
The teachers and students were of the Sasak tribe. The students in the
observed classrooms (grade two and three students) were still young (about at the
age of 8 and 9). The students parents were mainly farmers. This school was not
too crowded with farmland and a few houses next to it. About linguistic situation,
members of the society communicate in the Sasak language that is their mother
tongue. This affects the acquisition and the use of the mother tongue by the
students of SDN 10 Pringgasela
4.1.1 The Frequency of Speech Acts
Analyzing the data selected, the following table shows the speech acts
uttered by the teachers and students in the interaction in classroom.
Table 6: Speech Acts Percentage
No
1
2
3
4

Speech Act Category

Assertives
Directives
Expressives
Commissives
Total

Teacher
Number
%
569
1189
151
64
1973

20.93
43.75
5.56
2.35
72.59

Students
Number
%
730 26.83
10 0.37
0 0.00
5 0.18
745 27.41

Total
Number
%
1299
1199
151
69
2718

47.79
44.11
5.56
2.54
100

From the table 5 above, the total utterances produced by the teachers and the
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students in the classroom are 2718 utterances. The utterances were collected from
4 data selected namely data 1 and 2 that were obtained through observation at
second grade classroom, and data 3 and data 4 obtained through observation at
third grade.
Generally the teachers produced more utterances than the students did. From
the data, it was found that the teachers produced 1973 utterances (72.59%), while,
the students produced 745 utterances (27.41%). The highest frequency of speech
acts was assertives (47.79%) and then followed by directives (44.11%),
expressives (5.56%), and commissives (2.54%). Total assertives speech act
produced by teacher and students in classrooms was 1299 utterances. It can be
seen that, 558 utterances were produced by the teachers and 725 utterances were
produced by students. Then, the total directives speech act produced in the
classroom was 1199 utterances in which 1189 utterances were produced by the
teachers and 10 utterances were produced by students.
The next speech acts produced was expressives. Total expressives occurred
in the classroom was 150 utterances or 5.56%. From the table, it was shown that
expressives speech acts produced by the teachers were 150 utterances; the
students did not produce a single of this speech acts utterance. Then, the
commissives produced shown in the table was 69 utterances. Meanwhile, there
were no utterances in as declarations found in the study.

4.1.2 The Function of Speech Acts

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The function of the speech acts discussed in this study used the Searles
theory (1979). Searle classified the speech acts into five namely directives,
assertives, commissives, expressives and declarations. These will be discussed in
turn.
The one who produces the assertives speech act is seen about commit the
truth of the expressed proposition (such as stating, suggesting, boasting,
complaining and reporting). The following are random example of assertives
produced by the teachers and students taken from the data.
(1) T : Tukang jait ino piak ne kamu kelambi sik belo. (Asr/D4.465)
[tuk i:t ino piy ne kmu: klmbi: si belo]
(tailor that make 3SG 2PL shirt ART long)
The tailor made for you long sleeves
(2) Ss

: Air, teh, kopi. (Asr/D3. 432)

/ i:r, teh, kpi/
(water, tea, coffee,)
(Those are) water, tea and coffee.

The assertives speech act was dominantly used by the teachers and students
during the learning process in the classroom. The assertives includes answering
and responding teachers questions and instructions. Therefore, this indicated that
the students understood and interpreted the messages being sent on the level of
meanings and implications.
The next speech acts was directives. The teacher arranged the directives in
form of interrogative/question. The following are the examples of directives
utterances produced in classroom.
(3) T : Karing sekali, ngumbe angkun suaran begang? (Dir/D2.48)
/kri skli:, umbe kun suwrn bga/
(again once, how like sound-LINK rat?)
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How is the sound of the rat?

(4) Ss

: Bu ke sekeq piakang makanan ene bu guru? (Dir/D2. 84)

/bu: ke ske piy mknn ene bu: guru:/
(can SPEC one make-BEN feed this mom teacher?)
Can we write one kind of this food, mom?

In utterance (3) the teacher asked the yes/no question by using the question
words ngumbe. This question words means how. Furthermore, the example
of students assertives was the use of Bu that has a meaning can or generally
grouped as modal auxiliary. The word Bu in utterance (4) asked the agentive
subject's ability. It shows that the teaching and learning process used directives
speech act, specifically by the teachers. It was common if the teachers asked the
students to do the orders. To ask the students to answer the questions and to follow
the teachers instruction were common orders from the teachers. The expectation
of teachers in using directives in the classroom was students compliance. The
teachers tended to believe that the instructional process in the classroom with
regards to direct and indirect speech acts was to help the students.

Below is

random sample of expressives speech acts.

(5) T : Sai-sai bejorak, ie te suruk nerangang lek julu. (Exp/D2.361)
[N-terangang]
/si-si bjor iy t suru nr le julu:/
(whoever play, 3SG 2PL ACT-explain-BEN in front of the
class).
Whoever plays (other things), he/she will be asked to explain
in front (of the class).

In the utterance (5) the teacher threatened the students by expressing this
kind statement. In this sentence the teacher was giving a warning to a student who
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made noise (play) when teaching and learning process was going on. The students
were asked to explain the lesson in front of the classroom. The hint meaning here
is the teacher knew that the students (the second grade of elementary school)
should be afraid being asked to stand in front of the class and explain certain
thing.
The teacher sometimes offers and promises something to the students. In
utterance (6) showed that the teacher was offering to the students that were going
to discuss/learn about the characteristic of things.
(6)

T : Jari nengka te melajarin sifat-sifat bend::? {a} (Com/D3. 553)

/ri nk t mljri:n si:fat-si:fat bnd/
(so now 2PL ACT-study-LINK properties object?)
So now we will learn about the properties of objects?

4.2 Teachers Speech Acts

This sub-heading covers the frequency and the function of speech acts
produced by teachers related to Searles theory (1979)
4.2.1 The Frequency of the Teachers Speech Acts
Based on the previous explanation, the data (utterances) in this study was
collected from 4 different data. Data 1 (D1) to data 2 (D2) were collected from
grade two. The teachers were Mrs. Uswatun Hasanah and Mr. Hajji Munzhir, who
specifically taught religion lesson. While, data 3 (D3) and data 4 (D4) were
collected from grade three classroom observation. The teacher was Mr.
Syakiruddin. Those data then selected to make the data reported and analyzed
twice. More details of each selected data are observed from the following table.
Table 7: Teachers Speech Acts Frequency
88

No
1
2
3
4

Speech Act
Category
Assertives
Directives
Expressives
Commissives
TOTAL

D1
54
194
13
2
263

D2
118
230
57
9
414

Teacher
D3
156
407
19
31
613

D4
241
358
62
22
683

SUM
569
1189
151
64
1973

%
28.84
60.26
7.65
3.24
100

The highest frequency of the teachers speech acts was directives

(60.26%). And then followed by assertives (28.84%), expressives (7.65%), and
the lowest was commissives (3.24%). It means that the authority role of the
teachers was dominant. This occurred as the degree of directives was high. The
high degree of directives indicated that the teachers were the center of the
teaching and learning process and the teachers need the students compliance and
students response verbally or non verbally.
Directives speech acts have a purpose to produce an effect on some actions
that the students do for examples: order, command, and advice. Directives speech
acts produced by the teacher were 1189 utterances or 60.26%. From the data, this
speech act was often used by the teachers in classroom. The directives used
included asking question, commanding the students, giving instruction, etc.
Furthermore, the total utterances produced by the teachers were 1973
utterances. Speech acts as assertives produced by the teachers were 558 utterances
or 28.28%. The assertives utterances used by the teachers included describing the
topic, giving response to the students question and explaining the students
difficulties.
The next was expressives speech acts. This speech act was an illocutionary

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acts which have a purpose to express a psychological state of the hearer in the
situation where the hearer was engaging. The examples are thanking,
congratulating, apologizing, threatening, and condoling (Searle, 1969).
From the data, the percentage of expressives speech act was 7.65% or 151
utterances. Those were produced by the teachers. This form includes agreeing,
congratulating and threatening.
Commissives defined as an illocutionary act which has a point to commit
the speaker to do some future action (Searle, 1979). The examples were promise
and offer as found in the data. Commissives speech act produced by the teachers
were 64 utterances or 3.24%.
4.2.2 The Type and Function of the Teachers Speech Acts
The concept of speech acts used in this study using the five Searles
classifications of speech acts. Follow these five categorizations, this research used
them as references and developed by the researcher. The teachers produced the
four of five Searles classifications, namely: (1) assertives, (2) commissives, (3)
directives, (4) expressives, and (5) declarations.
4.2.2.1 Directives Speech Acts
Most of the directives forms used in this research were asking for
information, followed by commanding, advising, ordering and recommending.
The form of directives speech acts were marked by the used of the some devices
marker as follow.
In advising the students, the teacher used dendek (do not) as the advice

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marker of showing a negative imperative sentence. The teacher used a certain

word in giving an advice to the students negatively as illustrate in utterance (8).
(8)

T : Dendeq siq lek daya! (Dir/D1.133)

/dende si le dy/
(do not ART at north!)
Dont (answer) the north row students!

The expression of dendek in utterance (8) means do not. The teacher

was advising the students not to do certain unexpected actions. The advice of
dendek (do not) in an utterance contains a meaning that the utterance was a
negative imperative which is directly uttered by the teachers.
The event of this marker had some varieties, namely Ndek + pronoun
(meq, te, ne), Ndek + kanggo, Dendek + noun/prepositions/verbs, Ndarak (ndek
+ arak), and Ndak. These can be illustrated in the data as follows.
(9)

T : Ndek te inik tao mun ne celingok-celangek ato sama-sama

aneng ne. (Dir/D3.254)
/nde t ini t:o mun n clik-clek to sm-sm
n n/
(not 1PL can if 3SG not focus or look around to 3SG)
We will not be able to do the task if we fool around.

(10) T : Ndek kanggo! (Dir/D4.312)

/nde kgo:/
(not may!)
It should not be!
(11) T : Dendek anakku ndih! (Dir/D3.261)
/dende nku di:h/
(do not child-1SG-POSS yes!)
Please, dont do that my children!

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(12) T : Ndarak ite lemah-lemah. (Dir/D4.334)

/dr it lmh-lmh/
(not there is 1PL weak)
Be optimists!
(13) T : Nah oleh karena ino pada, kalo ada sesuatu pekerjaan itu
ndek te kanggo ndek gawek ie! (Dir/D4.280)
/nh :leh krn ino pd, klo d ssuwtu pkrjn itu
nde t kgo nde gawe iy/
(then because of that same, if there is something job that do
not 1PL may not do 3SG!)
Then because of those things, if there is a job, we have to do
it.
(14) T : Nah, jari nengka ndak nungket, tegak! (Dir/D3.256)
/nh, jri nk nd nukt, tg/
(then, become now do not look at down, ready!)
Then, do not be shy, ready!
The other variation used by the teacher in advising was the use of (la) mun
(if). This expression used by the teachers in advising students in the sense of
making them more polite.
(15) T : Mun te gagah perhatiang pak guru ndih! (Dir/D3.263)
/mun t ggh prhtiy p guru: di:h/
(if 1PL handsome pay attention father teacher yes!)
Please, if you are a good boy, pay attention!
The utterance (15) shows that the teacher was trying to make the students
be more focus to the teachers explanation. The expression ndih attached to this
string used to make it more polite. But, the following example (16) is less polite.
This utterance baldly asks (advice) the students to read the book imperatively.
This can be seen as the teacher use the verb baca followed by the pronoun meq
(you).

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(16) T : Mun ndek meq pedas, bareh bacaang dirik meq tini!
(Dir/D4.289)
/mun nde me pds, breh bc diri me ti:ni:/
(if not 2SG understand, next read self 2SG there!)
If you dont understand, next read it by yourself!
The following example (17) used a variation of mun that was lamun.
There was no special intention proposed. This also showed that as the preparation
action of the clause dendek te kantongang ie. This utterance was advising the
students not to put the cake inside their pocket of shirts/trousers.
(17) T : Oleh karena itu, lamun arak te embeng jaja sik inaq a,
dendek te kantongang ie, ya? (Dir/D2.132)
/:leh krn i:tu, lmun r t mbe jj si in dende
t knt iy, y/
(because of that, if there is 1PL give cake ART mother
3SG.POSS do not 1PL pocket 3SG, yes?
Because of that, if your mother gave you a cake, dont keep
it in your pocket.
Sometimes the mun clause was put at the end of utterance. This can be
illustrated at utterance (18). This showed that the advice had less stress than those
above examples.
(18) T : Ndek ne inik te ndatengang kepeng, mun ndarak jasan te.
[N-dateng] (Dir/D4.340)
/nde n ini t ndt kepe, mun ndr jsn t/
(not 3SG.CLT can 1PL ACT-earn money if not there is jasaLINK 1PL)
We could not earn some money if we dont have work.
The next directives was asking. It was used to ask the students about
something whether it used wh-question words, yes no questions or affirmative
statements (used the high intonation at the end of the utterances/as interrogative
tone).

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(19)

T : Sai ndek tama ene? (Dir/D1.2)

/si nde tm ene/
(who not present this?)
Who is not present today?

The construction above showed that the teacher wanted to know who did
not present in the class at that time. The question word used was sai means
who. The following utterance applied the question word apa (what).
Sometimes the question word apa was put at the end of utterance or at the first
of the utterances. To illustrate these are at utterances (20) and (21).
(20) T : Tadi sudah ibu guru jelaskan pelajaran kita yaitu kita akan
mengubah bentuk pengurangan ke dalam bentuk apa?
(Dir/D1.3)
/tdi sudh ibu guru jlskn pljrn kit yitu kit
kn mubh bntu purn k dlm bntu p/
(PAST already mom teacher explain lesson 1PL is 1PL will
change form subtraction to in form what?)
Previously I have explained our lesson that is we will change
subtractions form to what form?
(21) T : Apa basan bu guru mun te nyedik? [N-(s)edik] (Dir/D1.18)
/p bsn bu guru mun t di/
(what language-LINK mom teacher if 1PL omit?)
What is my language if we omit something?
In utterance (20) the teacher, firstly, asserted the material the students had
learnt, then end with a question about the content of the lessons material. The
teacher employed the question word at the end of the sentence. But, it was no
special intention to put the question word at the beginning of the sentence, as may
be seen at utterance (21) in which the teacher asked about the knowledge of the
students on the teachers language.
In asking about the ways of certain things, the teacher asked their students
by applying ngumbe (how). In utterance (22), the teacher wanted to know the
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ways of the students to overcome their problem (hungry) (see also example (23)).
(22) T : Melet te mangan malik, ngumbe entan te?
(Dir/D1.9)
/mlet t mn mlik, u:mbe ntn t/
(want 1PL have a meal again, how way 1PL?)
We want to have a meal again, how is the way?
(23) T : Mun masi lapar ngumbe ie?
(Dir/D1.11)
/mun msi: lpr umbe iy/
(if still hungry how 3SG?)
If (she/he) still hungry, what then?
Furthermore, similar to the ngumbe question word above was kumbeq
(how). In the following example (24) the word kumbeq showed that the teacher
needed to know the solution from the students about what had to do with the rice.
Meanwhile, in utterance (25), the teacher used kumbeq (how) to ask the reason
of human being to do certain job. Discussing these, kumbeq (how) should ask
certain thing (what to do to it). The speaker should put the agentive pronoun
precedes the verb kumbeq. And it should give a meaning of a prospective action.
But, when the pronoun/agentive subject was post verbal of kumbeq. It should
make its meaning similar to with why and should make it as perfective action.
(24) T : Te kumbeq nasi ono? (Dir/D1.15)
/t kumbe nsi ono/
(1PL how rice that?)
What to do with the rice?
(25) T : Nah kalau misal ie ada pekerjaan itu, kumbeq ne ampok te
pada begawean? (Dir/D4.191)
/nh klo misl iy d pkrjn itu, kumbe n mpo
t pd bgweyn/
(well if example 3SG there is job that, why 3SG and 1PL
together do job?)
Well, if there is a job, why do we need to do the job?

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Another question word of asking was kan (why). This is employed to ask
the reason. Despite used kumbeq, the teacher used kan to ask the reason of
something. In utterance (26), the teacher wanted to know why the students and the
teacher know certain thing. But here the pronoun (clitic) should be post verbal. A
clitic is a linguistic element that the tests just given do not classify unambiguously
as being either a word or an affix (Anderson, 2005: 10). In other words, if the
pronoun was put before kan, it should be unaccepted utterance in Sasak
language.
(26) T : Yoh, kan te taok ie ngeno? (Dir/D3. 14)
/yoh, kn t to iy ngno/
(EXCL, why 2PL know 3SG that?)
Yoh, why do we know it?
The next question word applied by the teachers was pira (how many)
that involved the meaning of asking several things. The construction (27) showed
that the teacher wanted to know the result if fifteen was subtracted with five.
(27) T : Jadi limabelas te sediq lima, pira jari ne? (Dir/D1. 26)
/jdi limbls t sdi lim, pir jri n/
(so fifteen 1PL omit five, how many become 3SG.?
So how many is fifteen subtracted with five?
As the synonym of the question word above, sekumbe question word also
wanted to know the number of things. Sekumbe has a meaning of how many.
In utterance (28), the teacher wanted to know the number of rats in students
house.
(28) T : Sekumbe begang lek bale a? (Dir/D2. 46)
/skumbe bg lek bale /
(how many rat at house 3SG.POSS)
How many rats are there in your house?

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The other question word that appeared in the data was mbe which one. It
is used to ask preference. Mbe has some variations such as: lek mbe at which and
sik mbe which one. In utterance (29), the teacher wanted to know that someone
was softener, certain thing (pointed by the teacher) or a stone.
(29) T

: Ka::, coba kira-kira kapur ine, mbe alusan ie bareng batu?

(Dir/D3. 21)
/k cob kir-kir kpur ine, mbe lusn iy br btu/
(EXCL, try approximately chalk this, which smooth 3SG
with stone?)
Which one is smoother, this chalk or the stone?

(30) T :

Lek mbe tok a miak genteng? [N-(p)iak] (Dir/ D4. 87)

/lek mbe t: miy gnte/
(at which place 3SG ACT-make roof)
Where do the people make roof?

(31) T : Sik mbe ie sik kenak kira-kira? (Dir/ D4.112)

/si: mbe iy si: kn kir-kir/
(ART which 3SG ART right approximate?)
Approximately, which one is the right answer?
The variations of mbe which one that was shown above were used to
ask certain thing such as lek mbe at which was used to ask place, sik mbe which
one was used to ask certain thing. For example, in utterance (30), the teacher
wanted to know the place where the person made roof. And, but in utterance (31),
the teacher wanted to know something. This was an optional question of the right
answer of certain problem.
Besides the use of wh-question in making question, the teachers and
students used Yes/No questions type. In making yes no question, in this study, the
teachers and also the students used some expressions. The first was the expression
of bau can. This expression had a variation bu. This was used to ask the ability
of the students. For example, in construction (32), the students asked the teacher
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regardless of the students were able to make an example of the foods name only.
(32) T : Bu ke sekeq piakang makanan ene bu guru? (Dir/D2. 84)
/bu ke ske piy mknn ene bu guru/
(can SPEC one make-BEN feed this mom teacher?)
Can we write one kind of this food, mom?
The second device used in yes/no question was mele. This term has a
meaning want in English. In utterance (33), the teacher was asking the students
regardless of the students want to eat something that ex of the rats bitten.
(33) T : Mele anta ngaken salon begang? [N-(k)aken] (Dir/D2. 53)
/mele nt kn sln bg/
(want 2SG ACT-eat ex-LINK rat?)
Did you want to eat (the food) ex the rat?
The third expression in asking yes/no question used was kanggo
can/may. It contains meaning of an allowance. The utterance (34), the teacher
asked the allowance to eat the food that ex rats bitten.
(34) T : Oleh karena itu, kanggo ke te kaken salon bega::ng?
(Dir/D2.57)
/leh karn itu, kgo ke t kkn sln bg/
(by because that, can EXCL 1PL eat ex-LINK rat?)
Because of that, can we eat the (food) ex the rat?
The fourth yes/no question expression was tao. Tao expression contained a
meaning of can. This was used by the teacher to ask the ability of the students to
do certain things expressed in the verb. In utterance (35) below, the teacher asked
the students regardless the students make the example of certain things. Similar to
this, in (36) the students used taoq instead of tao. These two expressions were
similar in meaning and function as the ability asking expressions. Tao expression
was used when it is followed by the subjective pronoun, meanwhile taoq was used
when the pronoun put after the taoq was in clitic form.
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(35) T : Tao kamu miaq e conto ino? [N-(p)iak] (Dir/D3. 15)

/to kmu miy conto ino/
(able 1SG ACT-make 3SG example that?)
Can you make that example?
(36) T : Taok meq aran semanget tinggi? (Dir/D4. 49)
/ to me rn smt tigi/
(know 2SG name spirit high?)
Did you know the high spirit mean?
The fifth expression in yes/no question was iniq can. As the same as the
previous ones, this expression was used to ask ability of the interlocutor. But this
was applied more in passive construction. Utterance (37) illustrates this condition.
In utterance (37) the teacher asked the students regardless of the chalks were
rounded in shape.
(37) T : Kira-kira iniq ke ie bulen rua ne kapur ine? (Dir/D3.58)
/kir-kir ini ke iy buln run kpur ine/
(approximately able SPEC 3SG round look 3SG-POSS chalk
this?)
Approximately, can the chalk looks like a round shape?
And, the last term of yes/no question expression was the use of oah (past
meaning). This was used in asking the past activity. By putting it at the beginning
of the sentence entailed the meaning that the teacher wanted to know regardless of
the students had done certain action. As in utterance (38) the teacher asked
regardless the students had eaten banana.
(38) T : Oah anta ngaken puntik? [N-kaken] (Dir/D3.26)
/wh nt kn punti/
(PAST 2SG ACT-eat banana?)
Had you eaten banana?
To sum up those directives speech acts, it is said that the directives
speech acts produced by the teachers to get the students to do something (advise)
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though for asking (interrogative form); the teachers get the students to do
something (answer questions) (Searle, 1979). However, the researcher inspired to
discuss this speech acts as its proposition that the hearer (students) does some
future action, seems to be the same as the commissives point that it commits the
speaker (teacher) to some future actions. Those directives and commissives fit the
world to words. The teachers sometimes use the first plural te we in advising and
also questioning the students. Analyzing them, implicitly, the use of pronoun te
we shall do certain future action. In other words, the presence of te was a
proposal that the speaker and also the hearer did future action. This can be seen at
utterances (13) ndek te kanggo ndek gawek ie! (Dir/D4.280) ..we have to do
that, (17) dendek te kantongang ie, ya? (Dir/D2.132) do not keep it in (our)
pocket, (20) kita akan mengubah bentuk pengurangan ke dalam bentuk apa?
(Dir/D1.3) we will change subtractions form to what form?. So, the directives
point also obtains the point of the commissives does.
4.2.2.2 Assertives Speech Acts
In assertives speech act type, the data showed that it was appeared in
reporting, suggesting, complaining, and stating/declaring something. The point is
the teacher commits to something being the case, to the truth of propositions. It
fits the words to the world (Searle, 1979). The following are the examples of these
types.
In reporting something the teachers, mostly, restated the students
responds/answers. As illustrated in (40), the teacher restated what the students
sentences uttered before.
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(39) Ss : bedeng.
/bed/
(black)
There is a black cow.
(40) T : Ya, arak bedeng.
/y r bed/
(yes, there is black)
Thats right, there is black cow.
Previously, in utterance (39) the students answered the teachers question
in a statement that the cow has colour of black. Then in utterance (40), the teacher
reported that the cow has also black colour.
The following construction (41) shows that the teacher was reporting about
the material that had been studied in the previous weeks. This was the other types
of reporting something produced by the teachers.
(41) T : Pada minggu-minggu yang kemarin, kita sudah mempelajari
ciri-ciri hewan yang kita lihat sehari-hari. (Asr/D2.255)
/pd migu-migu y kmrin, kit sudh mmpljri
ciri-ciri hewn y kit liht shri-hri/
(at weeks which yesterday, 1PL PAST learn characteristic
animal which 1PL see everyday)
At the previous weeks we learnt the characteristics of some
animals around us
Furthermore, the other function of assertives found in this study was
informing something. Shows in the utterance (42), the teacher informed the
students that it was a white cow.
(42) T : Arak puteq endah. (Asr/D2.265)
/r pute endh/
(there is white also)
There is also white (cow)
Further type of informing was formed in nasalization of verbs.
Nasalization is lowering of the soft palate such that the air-stream flows

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simultaneously through the nasal cavities and mouth (MacMahon, 2006: 373).
Nasalization was an assertives speech acts functioned as syntactic modification. In
utterance (43) and (44), the teacher nasalized the verb raos speak and denger
listen to make it be a noun that are functioned as information. In this utterance
the teacher informed that the action showed by the student was not allowed by the
teacher. Furthermore, in utterance (44), the teacher informed the students that the
students who didnt pay attention to the teachers explanation.
(43) T : Ngeros, berarti ndek mele ndengerang bu guru ono.
[N-raos] [N-denger] (Asr/D2.268)
/ rs, brrti ndek mele ndrng bu guru n/
(ACT-talk, mean not want ACT-listen mom teacher that)
If you talk too much, it means that you dont want to listen
to me
(44) T : Ndek mele merhatiang bu guru. [N-perhatiang] (Asr/D2.269)
/nde mele mrhti bu guru/
(not want N-pay attention mom teacher)
(You) didnt want to pay attention to me
There are many varieties of assertives of informing used in the classroom.
The following utterance is the example.
(45) T : Ini namanya abu-abu. (Asr/D2.270)
/ini nm bu-bu/
(this name-3SGPOSS grey)
This color is grey
In example above (45), the teachers was informing the students about
certain colors name. Furthermore, the following utterance (46) showed that the
teacher informed the students that she should ask the boys students only.
(46) T : Sik mama ketoanin bu guru ene. (Asr/D2.272)
/si mm ktnin bu guru ene/
(ART boy ask mom teacher this)
I ask the boys
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The following was the use of oah (already). In utterance (47) the teacher
tried to inform that certain thing had been mentioned.
(47) T : Oah sebut e. (Asr/D2.273)
/wh sbut /
(PAST mention 3SG)
It (has been) mentioned
Generally, the construction of Sasak (affirmative) language was in the
following structure. When the agentive pronoun of she/he (ne) was used after the
verb kaken eat. The verb must be in bare (root) form.
(48) T : Ie kaken ne. (Asr/D2.76)
/iy kkn n/
(3SG eat 3SG)
She/he eats it
Then the next informing was seen from the use of time phrase. Those were
laek formerly and lekan since. These mean that the activity or action was done
at the past (see also utterances (49) and (50)).
(49) T : Laek jaq ne nyontohang ine aran sekenek, sekenek, sekenek,
nengka jaq dait sifat ne harus ie lek kelas tel::?{u}[N-contoh]
(Asr/D3.492)
/ le j n ontoh ine rn skne, skne, skne,
nk j dit sift n hrus iy le kls tl::/
(formerly SPEC 3SG ACT-cite-BEN this name this, this, this,
now SPEC and characteristic 3SG.POSS must 3SG at class
three)
Formerly, the teacher gave us only the examples of thing,
now it will be explain also with the characteristics
(50) T : Oah lekan kelas sekeq, kelas dua, ne pelajarain ilmu alam
sik te kelekin aran benda. (Asr/D3.490)
/h lekn kls ske, kls du, n pljrin ilmu lm
si t klekin rn bnd /
(PAST since class one, class two, 3SG learn-LINK science
nature ART 1PL call-LINK name thing)
Since class one and two, we have learnt the natural scinece
about things
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The use of ene this and ino that expressions were used to express that
the teacher wanted to inform the students to certain things. In utterance (51), the
teacher informed the students about the board that had been spoiled. And, but in
utterance (52) showed that the teacher informed the students about characteristics
of certain things.
(51) T : Ene papan no buek seda ka. (Asr/D3.503)
/ene ppn no bue sed k/
(this board SPEC complete spoil SPEC)
The board is completely spoiled
(52) T : Ino sifat ne. (Asr/D3.506)
/ ino sift n/
(that characteristic)
That is its characteristic
The use of misal example made the teacher forming the example of
certain things. Utterance (53) showed that the teacher gave an example of certain
lesson material; it was about the volume of the water. And, but in (54) the device
marak looks like shows that the teacher was reporting something implicitly.
(53) T : Misal, lek dalem botol, tetep so sepuluh meli ie. (Asr/D3.507)
/misl, lek dlm botol, ttp so spulu meli iy/
(example, at inside bottle, still SPEC ten milimeter 3SG)
For example, the volume (of water) in a bottle is still ten
millimeters
(54) T : Marak ongkat meq, sengsara ite. (Asr/D4.591)
/ mr kt me, ssr it/
(like speech-2SG.POSS, suffer 1PL)
Like what you had said, we will be suffered
In suggesting the students, the teachers used some devices that contained
prospective (future tense) meaning, the use of mun if clause, the use of mudaqmudaq easy, sekurang-kurang at least, kira-kira approximate, and the use of

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agen so that. To illustrate these, the following utterances might be considered.

In utterance (55) the teacher suggested the students that the teachers and
the students were going to continue their previous learning.
(55) T : Kita akan melanjutkan yang tadi. (Asr/D1.202)
/ kit kn mlnjutkn y tdi/
(1PL will ACT-continue which previous)
We will continue the previous material
The following constructions (56) and (57) showed that the teachers were
suggesting on the use certain math formula. Both utterances treated the expression
(a)mun as the optional marker. Initially, the teacher suggested the students to use
the long steps. The next example was suggesting the students to use the short term
of the formula.
(56)

T : Amun ene cara belo a. (Asr/D1.214)

/mun ene cr belo /
(if this way long 3SG)
This is the long way

(57)

T : Laguk mun ndek te mele ngadu a, bentuk pendeknya tulis

cukup tanda sama dengan, ndih? [N-kadu] (Asr/D1.215)
/ lgu mun nde t mele du , bentu pendea tulis
cukup tnd sm dn, ndih/
(but if not 1PL want ACT-use 3SG, shape short-3SG.POSS
write enough sign equal, yes?)
But if you dont want to use it, you can use the short way,
ok?

The next type of suggesting expression used by the teacher was mudaqmudaq and sekurang-kurang. These were used to motivate the students as
illustrated in utterance (58).

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(58)

T : Mudaq-mudaq ene, sik bau gitaq lek bale a. Ya, ciri-ciri

kambing, ya. (Asr/D2.308)
/mud-mud ene, si bu git le ble . y, ciri-ciri
kmbi, y/
(easy this, ART see at home 3SG.POSS. yes, characteristic
goat, yes)
These are easy; you can learn the characteristics of the goat
at home

(59)

T : Nah, tetapi sekurang-kurang ne kita tau nama benda.

(Asr/D3.526)
/nh, ttpi skur-kur n kit tu nm bnd/
(then, but at least 3SG.POSS 1PL know name thing)
Then, at least we know the name of a thing

The use of kira-kira seems to be an imposition utterances. The teachers

suggest the students not in forcefulness.
(60)

T : Nah, sekarang kira-kira lek dalem awak te kanak, ndih?

(Asr/D3.531)
/ nh, skr kir-kir le dlm wk t kn, ndi:h/
(then, now approximate at inside body 1PL.POSS, yes?)
Then, now approximate inside our body

In English the following is seen as the more and more construction.

Seke, seke.. expression used by the teacher to suggest and motivate the
students. In utterance (61), the teacher was suggesting the students that if the
pupils who need the air were too many, it should make the atmosphere hotter.
(61)

T : Seke luek ite pada mbutuhang ie, seke panas taok takak te.
[N-butuh] (Asr/D3.532)
/ seke luwe it pd mbutuh iy, seke pns to tk
t/
(more and more many 1PL same need 3SG, more and more
hot place 1PL.POSS)
The more we need it (air), the hotter our place

The next type of suggesting expression, the teacher use agen. It was seen
at utterance (62) in which the teacher suggested the students to write the lessons

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material. So, at the time of exam and exercise the students are able to answer the
tasks.
(62)

T : Catetan, agen arak ne ingetang, arak ulangan, latihan, aget

ne arak ne gitak. (Asr/D3.536)
/cttn, gn r n it, r uln, ltihn, gt n
r n git/
(note so there is 3SG remember-BEN, there is exam,
exercise, so 3SG there is 3SG see)
The note (is used), so there are something can be read to
remember (the lesson) if there will be an exam and or do the
exercise

The other types of assertives shown in the data was complaining. The
complaining expressions were uttered in the high tone (especially at the end of
them) besides the expressions of the complain itself such as: epe, questioning,
banuk, lonto, kanso, laguk, negative, doang, specifies, padahal and kanyan. In
utterance (63), the teacher complained on the attitude of students whose book on
the table was not the book of the lesson that time.
(63)

T : Jemaq ene! (Asr/D1.222)

/jm ene/
(tomorrow this!)
This will be learnt tomorrow!

Furthermore, in (64) the teacher (still in high tone at end) complained on

the position of the chair of a student. She also puts the epe (exclamation)
expression to make it be more in stressing.
(64) T : Angkun bangku a epe::. (Asr/D1.223)
/kun bku epe/
(like chair 3SG.POSS EXCL)
What your chair look like!
Exclamative marker also appeared in the conversation about complaining
speech act. The teacher used the exclamative marker in getting the students
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attention. The following example illustrates this.

(65)

T : Yoh-yoh-yoh, karing sekali, angka berapa ini? (Asr/D1.224)

/yoh-yoh-yoh, kri skli, k brp ini/
(EXCL, again once, number how many this?)
Yoh yoh yoh, once again, what is this number?

In (65), the teacher used yoh-yoh-yoh as an exclmative marker. This was

used by the teacher when some students made noise and no attention to the
explanation from the teacher.
Another type of complaining speech act was the use of questioning.
Sometimes the teacher complained on the students responses or the disallowed
students attitude. To illustrate these, the following example can be considered.
(66)

T : Arak iman sampi? (Asr/D2.313)

/r imn smpi/
(there is hand-LINK cow?)
Does the cow have hand?

(67)

T : Mbe taok bangku meq? (Asr/D2.314)

/mbe to bku me/
(where place chair 2SG?)
Where is your chair?

(68)

T : Apa pelajaran te nengka ene? (Asr/D2.316)

/p pljrn t nk ene /
(what lesson 2PL now this?)
What is our lesson now?

In (66), the teacher complained on the students responses when the

teacher had asked the students about the existence of cows hand. The response
given by the students was sampi bedue dua ima the cow has two hands.
Complaining the students response, the teacher then asked the students by
uttering arak iman sampi? Does the cow have hands?. Furthermore, the teacher
also complained on the attitude of the students that was not appropriate to the

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situations. In utterance (67), the teacher complained on the attitude of a student

who sat on the wrong chair and made noise. Then, in (68) the teacher complained
the students when the students opened the other (wrong) lessons book.
In uttering a complaint the teacher also used the expression banuk and
laguk but. The banuk and laguk expressions were used as tag-like expression. In
(69), the teacher complained to the students who made noises when the teacher
was explaining something. While, in (70), the teacher called the name of certain
students directly who made noises. In this, the teacher complained to Salmans
attitude that was making noises (laughing).
(69)

T : Ndek denger bu guru banu::k. (Asr/D2.311)

/nde dngr bu guru bnu /
(not listen mom teacher but)
But you did not listen to me

(70)

T : Loq Salman jaq ne rereq-rereq lonto laguk. (Asr/D2.324)

/lo slmn j n rere-rere lonto lgu /
(ART Salman SPEC 3SG laugh always but)
But Salman always laugh

The other complaining expressions were lonto / kanyan always. These

were used by the teacher as the complaining expression to the students attitude.
Utterance (71) was an example of complaining used the lonto expression. In this
utterance, the teacher complained to the students who always play in the class
time (see also (72)).
(71)

(72)

T : Ne bejorak lonto. (Asr/D2.312)

/n bjor lonto /
(3SG play always)
She/he always play
T : Ne bejorak kanyan. (Asr/D4.688)
/n bjor kn/
(3SG play always)
She/he always playing
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In complaining speech act, the expression of kanso why was also used by
the teacher. This was used when the teacher disagreed with the students
responses/answers. As in data (73), the teacher was complaining when the
students answered about the hand of cow.
(73)

T : Kanso ndarak ongkat meq. (Asr/D2.322)

/knso ndr okt me/
(why no say 2SG)
Why did you say nothing?

Negation form was the other type of complaining. The teachers used ndek
not to form a negative statement. In (74), the teacher put ndek followed by
modal tao as the complaining utterance. The teacher complained to the students
who was making noise in the class, therefore the teacher states that next time the
students should not able to do certain task based on the explanation given by the
teacher.
(74)

T : Ndek ne to. (Asr/D2.325)

/nde n to/
(not 3SG able)
She/he cannot (do)

Beside the Sasak lexicon, the teacher also used certain Arabic word. As
illustrated in (75), the teacher used Astagfirullohaladziim (Arabic words used as
call to express a sense of wonder mixed with sadness). In this, the teacher
complained/disagreed on the attitude shown by the students (cf. (76), astaga was
the short term of Astagfirullahalaziim.
(75)

T : Astagfirullahal Aziim. (Asr/D3.538)

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(76)

T : Astaga, marak ruan gelas ato apa ngen pak guru sik beruk.
(Asr/D3.542)
/stg, mr run gls to p ngn p guru si bru/
(oh my God, look like glass or what say father teacher
ART just now)
Astaga, it looks like a glass or as I said just now

The other type on complaining was the use of kedok deaf. It was used
when the teacher felt annoyed at the students acts. The term kedok was used when
the teacher really felt annoyed with the students who did not obey the teachers
suggestion (see utterance (77)).
In line with this, the term susah difficult (in utterance 78) the teacher felt
annoyed with the students act that did not pay attention to the teachers speech.
(77)

T : Kan ne kedok! (Asr/D3.540)

/ kn n kdok /
(why 3SG deaf!)
Listen to me!

(78)

T : Susah pak guru mun ne ngene ka. (Asr/D3.541)

/sush pk guru mun n ne k/
(difficult father teacher if 3SG like this SPEC)
I feel difficult if you do like this

In complaining, from the data, the teacher used also a kind of metaphoric
utterances. The teacher used marak look like. This is an imaginative way of
describing the students by referring to something else that is the same in a
particular way. To illustrate this, the following utterance (79), the teacher said that
a students way of sitting looked as she was sitting at the cows cage (the student
put her legs on the chair).

(79)

T : Kamu molah doang angkun bi tokol marak baran sampi

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doang taok bi tokol. (Asr/D3.543)

/komu molh d kun bi tkl mr brn smpi d
to bi tkl/
(you relax only way 2SG sit like cage-LINK cow only place
2SG sit)
You sit too relax just like you are at the cows cage
Complaining also appeared when the teacher use padahal whereas
expression. This was used when the teacher wanted to complain the students
attitude by asking the students to recall the previous explanation (see (80)).
(80)

T : Padahal oah suruk ne sik pak guru. (Asr/D4.685)

/pdhl owh suru n si p guru/
(whereas PAST order 3SG ART father teacher)
I have ordered you, whereas

In expressing certain information, the teachers used the affirmative

statements. This is seen in utterance (81) in which the teacher states about their
activities that time. The use of te (we) had purpose of making it more polite.
(81)

T : Te nyedik. [N-(s)edik] (Asr/D1.155)

/t di/
(1PL ACT-omit)
We omit (something)

(82)

T : Te ngerombok ke dalam bentuk penjumlahan yaitu bentuk te

berombok. [N-rombok] (Asr/D1.157)
/t rombo k dlm bntuk pnjumlhn yitu bntuk t
brombo/
(1PL ACT-add to inside form addition is form 2PL add)
We add (the number) to the addition formula that is the form
of addition

112

4.2.2.3 Expressives Speech Acts

The type of expressives speech acts point at expressing the psychological
state. A statement of affairs specified in the propositional content. No fit of the
world to words or words to world. It occurs in congratulating and threatening the
students.
In congratulating to the students answer or attitudes the teacher used the
term bagus good. The teacher agreed and felt satisfied on the students answer.
For example is in data expressives (83).
(83)

T : Bagus. (Exp/D1.232)
/bgus/
(good)
That is good

Another type of the congratulation was by restating students answer.

When the teacher restated the answer of the student, the teacher felt happy on that
answer. The following turn taking may illustrate it.
(84)

Ss : Dua puluh.
/du pulu/
(twenty)
It is twenty
T : Dua puluh.
/du pulu/
(twenty)
It is twenty (that is good answer)

The next form is the event of restating the students answer followed by
the bagus good or betul right terms. For examples:
(85)

T : Nasi, bagu::s. (Exp/D2.350)

/nsi, bgus /
(rice good)
Rice, that is good
113

(86)

T : Meong, betul. (Exp/D2.355)

/me, btul/
(cat right)
The cat, that is right

The other example was the existence of hebat excellent. This showed
that the students did some good or fascinating actions.
(87)

T : Laguk kelas telu ine mule ne he::bat. (Exp/D4.692)

/lgu kls tlu ine mul n he::bt/
(but class three this basis 3SG excellent)
But this class is basically really excellent

(88)

T : Hebat gati kelas telu ine. (Exp/D4.697)

/hebt gti kls tlu ine/
(excellent really class three this)
This class is really excellent

In terms of threatening, the teacher applied some expressions. The first

expression used was awas look out expression. This term had purpose to warn
the students. In this threatening type, the teacher warned the students that whoever
made noise in the classroom should get punishment from the teacher.
(89)

T : Nengka mun arak sik bejorak, awas! (Exp/D1.236)

/nk mun r si bjor, ws/
(now if there is ART play, look out!)
Look out! No one play

The second type of threatening to the students was the use of susahthat has
meaning difficult. The term was used to make the students to pay attention to the
explanation

given

by

the

teacher.

So,

the

students

did

not

face

obstacles/difficulties. In utterance (90) below the teacher asked the students to pay
attention to the explanation of mathematics, so, the students should not face an
obstacle in finishing the tasks.

114

(90)

T : Bareh mun ne sekek ndek bisa kan susah. (Exp/D1.237)

/ breh mun n ske nde bis kn sush /
(next if 3SG one not able difficult)
Next time, it will be difficult if one of the students cannot do
the task

The third threatening act was the use of baeh silik next will be punished.
The teacher asked the students to stop playing. If the students did not stop playing,
the teacher should get angry. The teacher should punish the students. The
expression (91) may illustrate this.
(91)

T : Oahang baeh silik. (Exp/D2.360)

/oh beh sili/
(stop next get punishment)
Stop do that or I will give you a punishment

The fourth type of threatening act was the teacher used students
psychological boundaries. By questioning mele jari guru? the teacher warned the
students not to play in class. The teacher knew that it was impossible for the
students to be a teacher at their ages. So, this utterance seems to be useful threaten
the students.
(92)

T : Mele jari guru? (Exp/D2.365)

/mele jri guru /
(want become teacher)
Do you want to be a teacher?

The fifth type was laun jaq. The word laun means next time and, but jaq
works as specified marker. This marker pragmatically contained a threatening
feeling of the speaker. In utterance (93), the teacher threatened the students that if
the students sat improper way, it should cause of the bungkuk sickness of back to
the students.

115

(93)

T : Laun jaq penyakit bungkuk kamu. (Exp/D3.548)

/lun j pkit bukuk kmu /
(next time SPEC sickness bungkuk 2SG)
Next time you will be bungkuk (if you sit like that)

4.2.2.4 Commissives Speech Acts

The purpose of this speech act is to commit the speaker (the teacher) to
some future actions. As statement at directives sub heading (4.2.2.1) that this
types seems to be the directives speech acts, get along with the use of pronoun te
we in the utterances. Though, this fact, there are some devices can differentiate
them as follow. Based on the data collected, the commissives speech acts
employed were in term of offer and promise.
The first commissives speech act is offer. The teacher used nengka now
expression as the offering marker. By using the term nengka the teacher signaled
an offer to the students that the teachers and the students were going to do certain
activity (thing) soon. For example, the teacher offered to certain students to
answer a question (94).
(94)

T : Nengka loq Hadi te suruk. (Com/D2.382)

/nk lo hadi t suru/
(now ART Hadi 1PL order)
Now, we are going to order Hadi (to answer certain
question)

The second was the utterance of kita akan we will. In line with the
example above, this also offered the students certain activity that was going to be
done. In (95), the teacher offered the students to study a natural science at that
period of time.

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(95)

T : Nah, kita akan mulai dengan ilmu alam sains, ilmu IPA,
ngeno. (Com/D3.551)
/nh, kit kn muli dn ilmu lm sins, ilmu ip,
ngno/
(then, 1PL will start with natural science, science IPA, that is)
Then, now we are going to study natural science

The form of te + verb was the third type of offering terms. In (96), the
teacher offered to repeat a certain lesson material.
(96)

T : Angkan te ngulang e. ( N-[ulang]) (Com/D3.554)

/kn t ul /
(because 1PL N-repeat 3SG)
Bacause we are going to repeat it

The next fourth type was baeh that is semantically means next time. This
offers the students that next time after the sentence uttered, the students should do
certain things. In (97) the teacher offered the students to reach the answer by
themselves.
(97)

T : Baeh meq petang dirik meq mesak. (Com/D3.559)

/beh me pet diri me mes/
(next time reach self 2SG alone)
Next time you may reach (the answer) by yourself

The other type of offering this was the use of Obaq te let us. The teacher
invited the students try to do certain activity. In (142) the teacher offered the
students to sing a song.
(98)

T : Obaq te benyanyi sekali juluk. (Com/D4.734)

/ob t bi skli julu/
(try-LINK 1PL sing once first)
Lets sing (a song) first

To promise, the teacher employed some expressions. The first utterance

that can be concluded as promise in the data was the use of nengka+1SG+verb. In
data (99), the teacher promised to ask the students directly. She uttered such
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statement before she asked a question.

(99)

T : Nengka bu guru beketoan. (Com/D2.384)

/nk bu guru bkton/
(now mother teacher ask)
Now, I will ask (questions)

The next form of offering is bareh next time syntactic form. In (100) the
teacher promised to ask for the students (the girls) later (see also 101).
(100) T : Bareh suruk sik nina mudian. (Com/D2.386)
/breh suru si nin mudin/
(next time ask for ART girl later)
Next time I will ask the girls
(101) T : Tagin ku bareh! (Com/D4.749)
/tgin ku breh /
(ask for 1SG next time!)
I will ask (you) next!
On the other hand, the students also make a promise. In utterance (102) the
promise was the use of sanggup can or aok yes (D3.582 and 425). The students
felt agree to do a certain thing.
(102) Ss : Sanggup. (Com/D3.582)
/sgup/
(can)
Yes I can
(103) Ss : Aok! (Com/D3.425)
/o/
(yes!)
Yes!
From the data above, the commissives speech act was figured out by the
attachment of the timing devices (adverb of time), such as nengka, baeh, akan,
and bareh. These devices characterized of the commissives differ with the
directives. Though this was in the directives discussion above that both of them
seem to be categorized as a category cause of the presence of pronoun te. As
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Searle (1979) asserted that an utterance and the other that are the same often fit
into more than one category of speech acts.
4.3 Students Speech Acts
The students produced some speech acts namely assertives, directives, and
commissives. From the data the students produced the assertives in high
frequency.
4.3.1 The Frequency of the Students Speech Acts
The directives and assertives percentages of the teachers utterances were
different with the directives and assertives used by the students. The total speech
acts produced by the students in the classroom were 745 utterances. The following
table is the students speech act frequency.
Table 8: Students Speech Acts Frequency
No
1
2
3

Speech Act
Category
Assertives
Directives
Commissives

D1
101
4
1

D2
156
4
0

TOTAL

106

160

Students
D3
D4
295 178
0
2
4
0
299

180

SUM
730
10
5

%
97.99
1.34
0.67

745

100

The table above describes that the highest frequency of the students speech
act was assertives (97.32%) and then followed by directives (1.34%) and the
lowest frequency was commissives (0.67%). None of the students utterances
were indicated as declarations and expressives.

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4.3.2 The Type and Function of the Students Speech Acts

Based on the table above, the total assertives speech act produced by the
students were 725 utterances or 97.32% of the total 745 utterances. The students
used assertives speech acts when the students answered the teachers questions
and responded the teachers instructions. When the teacher asked the name of
something, Apa aran ne kanak? what is the name of this thing?, the student
answered, benda thing. Thus, the students could respond the teachers question
correctly and appropriately. Furthermore, the percentages of assertives speech acts
produced by students were 13.24% in data 1 (D1), 21.52% in data 2 (D2), 40.69%
in data 3 (D3) and 24.55% in data 4 (D4). It showed that the assertives speech act
was used by the students in high frequency, compare with other types of speech
acts. The students were responding the teachers instruction by answering the
question and giving statements other than commanding or asking the teachers to
do something. This indicated that the students responded the teachers command
properly. It is inferred that messages being sent by the teachers were received by
students in the level of understood and implication.
In relation to the expressives and declarations speech acts, the students did
not use the expressives and the declarations. This has relevance with the type of
turn taking employed by the teachers. As the controller and manager in the
classroom, the teachers took more turns compared with the students. The students
answered the questions or instructions only. This event is not relevant to statement
asserts by Barnes (in Coulthard, 1977:93). Toward the taking turn in classroom,
Barnes states that students should participate and express their accepted
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knowledge. Thus, the questions or the instructions given by the teacher should
give stimulation for students thinking other than giving factual information to
students. The teachers should employ two aspects of interactions in classroom;
that the teachers way in guiding taking turn in class, and delivering questions that
trigger the students to give information, reasoned, and socialized.
The data shows that the pattern of turn taking in the classroom interaction
looks to the domination of the teacher. The turn taking pattern employed in the
conversation repeatedly from the teacher then students during the class. This
indicates the main trigger of learning is the teacher. The teacher was an opener of
learning, questioning, as well as the main initiator of the overall learning process.
Meanwhile, the students as a follower who is behind the teachers follow the
teachers' instructions and directions. Students enough say one word only. The
following is the example of a taking turn between the teacher and students.
T : -Sugul!
/sugul/
(go out)
Go out!
-Batur a belajar, ndek kanggo tama ndih?
/btur bljr, ndek kgo tm ndih /
(friend 2SG.POSS learn, not may come in please?)
Your friend is learning, please do not come in
-Ka bagus tokol, julu andang!
/k bgus tkl, julu nd/
(EXCL good sit, front see)
Have a good seat, look at front
-Periri bangku meq!
/priri bku me/
(make up chair 2SG.POSS)
Make up your chair!
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-No no, bangku meq ka!

/no no, bku me k /
(EXCL, chair 2SG.POSS!)
Look at your chair
-Nah, lalu yang dinamakan pekerjaan ino, sik kena ne pegawean
sino macem-macem.
/nh, llu y dinmkn pkrjn ino, si kn n pgwen
sino mcm-mcm /
(so, then which named job that, which mean 3SG.POSS job that
variety)
So, there are various of jobs
-Ie pegawean ino te gitak lek lingkungan te sik lek ite.
/iy pgwen ino t git le likun t si le ite/
(3SG job that 2PL see at surrounding 2PL.POSS which at here)
The jobs that can be seen at our surrounding here
-Arak ne ke betani.
/r n k btni/
(there is 3SG farming)
There is farming
-Arak ke, ne apa aran ne, bedagang.
/r k, n p rn n, bdg/
(there is, 3 SG what name 3SG.POSS, merchant)
There is a merchant
-Nah kalau misal ie ada pekerjaan itu, kumbeq ne ampok te
pada begawean?
/nh klu misl iy d pkrjn itu, kumbe n mpo t
pd bgwen /
(so if for example 3SG there is job that, why 3SG and 2PL all
work?)
So, for example if there is a job, why do we have to do the
job?)
-Tentu untuk mencukupi ato mengisi ato melengkapi kehidupan
te lek rumah tang::?.
/tntu untuk mncukupi to mengisi to mlngkpi khidupn
t le rumh t /
(of course to fulfill or fill or completing life 2PL.POSS at
home?)
Of course, the purpose is to fulfill our need in our?

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Ss : Tangga.
/ tga/
(home)
Our home
In addition, the teachers dominate the class and become the ruler of the
class. He/she became the main sources of the learning in classroom. The questions
of the teachers should give stimuli to students thinking. The fact that it occurred in
the process of learning in the class, that the teacher posed the question just on a
cognitive level that need the students remembering only.
4.4 Discussions
Established from the data above, the highest frequency of speech acts
occurred in the classroom was assertives speech act and then followed by
directives, expressives, and commissives. The teachers produced more utterances
than students did. In line with a research conducted by Fitria (2012) that focused
on the speech acts used by teachers and students in classroom at SDN Cisaranten
Kidul II Bandung. The teacher took dominant role in producing the speech in
class. Overall her findings, the teacher took up 67% of the talking time; the
distribution of talking time in the students favor was 33%. Furthermore, this
finding also had been established by Martaulina (2011) who conducted a research
on kindergarten students speech act in Medan. The results showed that the
children's speech act was realized in three moods: declarative, interrogative, and
imperative. The speech acts covered assertives, directives, expressives,
commisive functions. From the note in, in fact that the teacher produced more
utterances than students since methods used by the teachers was lecturing. This
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methods pose the students as the hearer only.

4.4.1 The Type of the Teachers and Students Speech Acts
Searles theory (1979) asserts that the directives speech acts produce an
effect through some actions that is done by the hearer. From the data collected, the
teachers in SDN 10 Pringgasela created this type of speech acts as requestive
(ask), requirement (command, order), and advisory (advice, suggest). In line with
research on speech act that was conducted by Santosa (2009) on the directives and
commissives speech acts of the conversation of TK Aisyiyah Bustanul Athfal
Jantrans students. The types of directives speech act of the students, namely:
directives speech acts used by the students are in ordering and giving advice. The
strategy in using directives found was direct speech acts in the forms of statement,
questions and imperative.
In advisory type the teachers used certain expressions that were treated to
advice. The expressions used were dendek (do not) and (la) mun (if). Dendek
treated a negative imperative. The teachers applied these expressions to advice the
students not to do certain unexpected action. Furthermore the expression of (la)
mun (if) advised the students but this was in the sense of making them more
polite. The clause mun ndek meq pedas stated as the preparation or the prelude
of the next advice bacaang diriq meq tini!.
The requestive type of the teachers speech acts used to ask the students
about something. The construction of the requestives were used in forming
question. It used wh-question, and also yes-no questions. As can be seen from the
data above, the teachers constructed the question by applying the question words
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such as sai who, apa what, ngumbe how, kan why, pira how many, and
mbe which. The position of those words might be put at the beginning or at the
end of the questions. Besides those expressions, in making question, the teachers
employed the Yes/No questions type. In making this, the teachers, based on data,
chose modal auxiliary expressions that were put at the beginning of the utterances,
such as: bau can, mele want, kanggo may, tao can, iniq can. Furthermore,
the expression oah already also used to make yes no question.
The existence of question and advice in the teaching and learning develop
the role of the teacher as initiator and sustainer of the interaction in the classroom
(Brown, 2001: 169). Appropriate questioning in an interactive classroom can
fulfill several different functions. This is in line with what Searle (1969:22) asserts
that directives is frequent kind of speech acts in classroom interaction.
The one who produces the assertives speech act is seen about commit the
truth of the expressed proposition. From the finding above, in assertives speech
act type, the data showed that it was appeared in reporting, suggesting,
complaining, and stating. In reporting something, the teachers sometimes form a
restatement of the students responds/answers.
Furthermore, informing something, the teachers of SDN 10 Pringgasela
employed the nasalized words as an assertives speech act. This expression change
functioned as syntactic modification. For example, in utterance (43), the teacher
nasalized the verb raos speak to make it as information namely [N-r(a)os] and
[N-dengerang]. Besides, the use of nasalized words, the informative assertives
employed certain markers, such as: oah, laek formerly and lekan since, and
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misal for example.

In suggesting the students, the teachers used some expressions that
contained prospective meaning (future tense) such as the use of mun if clause,
the use of mudaq-mudaq easy, sekurang-kurang at least, kira-kira
approximate, and the use of agen so that. In English the following can be seen
as the more and more construction. Seke, seke.. expression used by the
teacher to suggest and motivate the students. Generally, those expressions entail
the advisory meaning.
The other type of assertives was complaining. The complaining
expressions were uttered in the high tone (especially at the end of them) besides
the expressions of complain, such as: epe, questioning, banuk, lonto, kanso,
laguk, negative, doang, specifies, padahal and kanyan. Besides the Sasak
lexicography, the teacher emplyed certain Arabic word. Astagfirullohaladziim is
used as call to express a sense of wonder mixed with sadness. In this the teacher
complained/disagreed on the attitude done by the students. The other type on
complaining was the use of kedok deaf. In line with this, some other types are
shown in the data namely: susah and marak. Furthermore, in certain information,
the teachers used the affirmative or informative statements.
The type of expressives speech acts produced by the teachers were
congratulating and threatening. In congratulating the students attitudes, the
teacher employed the expression bagus good. The teacher agreed and felt
satisfied on the students answer also appeared from the use of bagus, betul and
hebat.
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In threatening, the teacher applied some expressions. The first expression

used was awas. This entails the advisory type of the threaten term. This used to
warn the students. The other expressions found were susah, baeh silik, and laun
jaq.
Commissives speech acts were in term of offer and promise. This speech
acts commits the speaker himself/herself to do some future action. Toward this,
the teachers of SDN 10 Pringgasela employed the commisives by uttering two
kinds of speech acts, namely: offering and promising. This finding was in line
with Santosa (2009), who found that the commissives speech act at conversation
of TK Aisyiyah Bustanul Athfal Jantrans student was produced in the types of
promising and offering.
These types of commissives might be characterized by the appearance of
nengka, kita akan, the form of te + verb, baeh, and obaq te in a certain utterance.
Those descriptions explained the type of the teachers speech acts. Based
on the data it can be said that the teachers directives produced more in directing
the class than the indirect speech acts as declarative, interrogative, and imperative
type.
In relation to the terms of the type of utterances, the type of speech acts
produced were constructed in the direct speech acts. Related to the classroom
context, this finding was in line with what Sastrawan (2011) found in his research
on teachers speech acts in teaching and learning at SMPN 1 Pupuan. He found
that between the types of speech acts existed, direct speech act was the dominant
type. However, besides the direct speech acts, the present research found that the
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teacher also produced the indirect speech acts.

In directives, the teachers formed the direct speech act as shown, for
example, in utterances (8), (11), and (13). These are formed in declarative,
imperative, and interrogative. These phenomena also occurred when the teachers
produced the assertives utterances. In this (assertives) speech acts, the teachers
formed it in direct and declarative forms. This was seen at utterances (40), (45),
and (48). However, the assertives speech act also constructed, by the teacher, in
indirect and interrogative. This was analyzed at utterances (43), (49), and (57).
Moreover, in expressives type, the teacher produced such direct
declarative form in high frequency; as the examples are utterances (83) and (87).
Besides the use of direct declarative, the teachers also produced the expressives in
direct imperative. The examples are in utterances (89), (90), and (91).
In commissives type, the teachers produced the direct declarative speech
more. But the fact, the commissives also employed the imperative type that was
seen at utterance (97).
As the interlocutors in the classroom context, the students also produced
certain speech acts. Based on the data, it was described that the highest frequency
of the students speech act was assertives and then followed by directives and the
lowest frequency was commissives and declarations speech acts. None of the
students utterances were indicated as expressives. Toward this, the students might
be felt psychologically as inferior to the teachers. These finding means that the
students were responsive to the teachers questions and instruction in the
classroom. This was indicated by the high degree of assertives frequency. The
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absences of expressives speech act have no influence on the students response.

These phenomena implied that the teachers successfully achieve their expectation
by making the students respond verbally. Other implication was the teachers
instructions were understood on the level of meaning and implication. However,
this finding showed that the teacher failed in maintaining and developing the
students creativity in communicating with others. This can be said as the
students response the teachers by uttering a word and even a half of word
(continuation of the last teachers word).
4.4.2 The Function of the Speech Acts
The term function in this study refers to the classification suggest by
Searle (1979) that are relate well to the message or content an utterance in relation
to the context of speech acts. The term function was also associated with goal of
speech acts that were produced by the teachers and students.
Analyzing the data collected, it was discovered that the teachers produced
the directives speech acts in high frequency. Meanwhile, the students produced
assertives speech acts. This could be ended that the teachers produced 60.26% of
the total speeches uttered in teaching and learning process. Contrast to the
students did that produced 1.34% directives speech acts only.
Considering the emergency and the need of the teachers in managing the
class, this research focused on the teachers speech acts. Based on the counting
data that showed that teachers produced the directives speech acts in high
frequency, therefore this function of speech acts was focused at the teachers
directives speech acts. This fact is in line with what Searle (1969:22) asserts that
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directives is frequent speech acts in classroom interaction. Directives imposes

some actions in the hearer. Instances of such speech acts are command, order,
advice, request, warning, etc. The speaker states question to the hearer, demanding
information from the hearer. Furthermore, the theory of directives used in this
research is Ervin Trip concept (1976). The types and functions of directives
proposed are need statement, bald imperative, embedded imperative, permission
directives, questions directives, and hint directives. From the selected data, those
directives function can be seen as below.
1) Question Directives
The structure of question directives is in interrogative form. From the data,
the highest frequency of directives speech act was question directives. The teacher
controlled and managed the classroom by giving a bundle of questions. The
following are the examples of question directives produced by the teacher in
classroom at SDN 10 Pringgasela.
(108) T

: Sik mbe ie pegawean sik perlu te gawek? (Dir/D4.197)

/si mbe iy pgwen si prlu t gwe /
(that which one 3SG job that important 1PL do?)
Which job is the important one to do?

(109) T

: Arak kekembung tini kanak? (Dir/D3.102)

/r kkmbu tini knk /
(there is balloons there students?)
Are there any balloons with you?

(110) T

: Apa kena a saya::p? (Dir/D2.8)

/p kn syp/
(what mean 3SG wing?)
What is the meaning of wing?

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This indicated that the students were actively involved in the teaching and
learning process. The teachers used question directives for asking certain
information. The function of question directives that frequently occurred in the
data was to ask the students about certain information. This function was
commonly occurred in the classrooms observed. The example of the utterances
above was formed in the question directives type. It can be said that question
directives was used to ask the students about certain information. Giving question
was a good way to involve the students in the teaching and learning process; two
ways of interactions can be formed though the students-teachers interaction seems
to be run in one-way communication since the small number of students
utterances. It was the teacher who had question in which the students response in a
word/syllable only.
Besides asking the students about certain information, question directives
also covers other function, such as: (1) to check the students knowledge about
certain information, (2) to check the students understanding about certain
information, and (3) to ask the students ability to do something. Meaning that one
type of directives speech act can have more than one function.
2) Bald Imperative
The utterance that categorized into bald imperative is as imperative
statement. This type of directives can be used in work setting peers or in group
setting. The use of it in work setting usually occurs from person who has higher
status in working area or superior to a person who has lower status in working
area or subordinate. The use of bald imperative also has some variants, such as,
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the additional of please, tag question and also the omission of verb.
The use of bald imperative was the second level in quantity from the total
directives produced in the teaching and learning process. The following are the
examples.
(111) T

: Gaweq mangkun ene nengka! (Dir/D1.117)

/gwe mkun ene nngk/
(do like this now)
Now, do like this!

(112) T

: Latihan! (Dir/D1.128)
/ltihn/
(exercise)
Do the exercise!

(113) T

: Sik lin! (Dir/D2.108)

/si lin/
(ART other)
Mention the other (example)!

(114) T

: Becat! (Dir/D2.106)
/bct/
(soon)
Do it soon!

(115) T

: Tedok sik nina! (Dir/D1.94)

/tdo si nin/
(silent ART girl!)
The girls keep silent!

Those examples above were the bald imperative produced by the teachers.
These were utterances used to command the students; to do certain action that was
stated in the verb, and these were considered to be impolite. Moreover, this bald
imperative was used by the superior to the inferior.
From the data, the teachers used directives speech act to command the
students. This function is formed by bald imperative type. It was a direct
relationship of the structure and the function of the utterance. It makes the
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meaning of the message be clear. The directives (e.g. utterances 111 to 115) were
the utterances discovered in the data that have the same function- to command the
students. The teachers intention was controlling the classroom activities.
Observing this in the classroom, it was found that some students mess up the
teaching and learning process as can be seen at utterance (115).
Considering this reason, the teachers need to take control over their
classes. However, this reason should not respect listeners. By adding please or
changing it into the interrogative form, the utterances will have politeness value;
however, the function of the utterances might also change as well.
3) Embedded Imperative
Embedded imperative is indicated by use of interrogative form and the use
of modals. Embedded imperatives are also used in the classroom observed. The
use of ndih yes, ya yes devices and formal language (bahasa Indonesia) were
some variants of this type. The following are the examples of this function.
(116) T

: Dua nomer, catet ie juluk, ndih? (Dir/D3.275)

/du nmr, ctt iy julu, ndih/
(two number, write 3SG first, please?)
Please, write it first!

(117) T : Mangkun sik beruk no, memiak ndih? (Dir/D4.371)

/mkun si bru no, memi ndih/
(like ART previous ART, ACT-make please?)
Please, make it like the previous one!
(118) T : Nanti latihan sendiri dulu ya? (Dir/D3.250)
/nnti ltihn sndiri dulu y /
(next exercise self first please?)
For the next activity! Please, do the exercise first!

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The utterances (116), (117), and (118) were categorized into embedded
imperative. It was considered that the less direct and more polite because the use
of interrogative form and the existence of the ndih and ya devices. These
promoted the utterances judged as the polite command.
4) Need Statement
Directives in this research was also appeared in form of declarative
statement. Need statement type was used in classroom transactional setting. The
function was that having the students do the request from the teachers. The
following examples may illustrate this.
(119) T : Sik kiri kanan, ibu guru minta diam! (Dir/D1.111)
/si kiri knn, ibu guru mint dim/
(ART left right, mother teacher ask silent!)
The left and right side students, I want you keep silent!
(120)T : Pelajaran kita sekarang adalah I:PA (Dir/D2.3)
/pljrn kit skr dlh ip /
(lesson 1PL now is IPA)
Our lesson today is IPA
In utterance (119) the teacher was stating her need; request the students on
the right and left side to be quite. The responds showed by the students was non
oral responses; that were in quite (silent). In addition, utterance (120) showed that
the teacher expressed her need namely requesting the students to study the IPA
lesson.
5) Hint Directives
The structure of hint directives is as declarative statement; it is the same as
need statement. However, the meaning of this type of directives differs from need

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statement; in hint directives, the meaning is the opposite of the truth statement
used by the speaker. In other word, hint directives is used in any situations when
the speaker makes the request implicitly. To illustrate this, the following examples
are the hint directives.
(121) T : Mbe taok bangku a, Hadi? (Dir/D2.128)
/mbe to bku , hdi/
(where place chair 3SG.POSS, Hadi?)
Where is your chair, Hadi?
(122) T : Papannya ada di muka! (Dir/D3.253)
/ppn d di muk /
(board.3SG-POSS there is at front!)
The board is in front!
In utterance (121) the teacher used hint directives. This utterance entailed
a meaning that the teacher tried to command a student to move into his chair
instead of saying pindah ke bangku mu move into your chair directly. The
teacher used the interrogative form that has function to direct the student to move
to his chair. Moreover, the second utterance (122) was also assumed as hint
directives. This was functioned as getting the students attention. The teacher did
not ask the student to pay attention, but by saying so (i.e. the board is in front), the
teacher wanted the students to pay attention to the materials was being given.
6) Permission Directives
The form of permission directives was in interrogative sentence. The
difference of this type from embedded imperative was on the subject. From the
utterance, nengka dua pulu, te sedik ie? now, we omit twenty (Dir/D1.61)
indicated that the teacher asked for permission to their students, before she omit
the number written on the board.
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4.4.3 The Instructional Function of Speech Acts

The teacher is responsible for educating the students and has
communicative privilege attributable to expertise in the subject and teachers
responsibility for attaining the aims of given subject (Trosborg, 1994: 159).
Furthermore, Trosborg states that the teacher has the privilege to regulate the
interaction and provide evaluative feedback.
Therefore, the turn taking mechanism in the classroom is likely differ from
those of free conversation outside the classroom. In teacher directed classroom
interaction, the teacher typically asks a question, after having been nominated by
the teacher, the students provide the answer, and finally the teacher evaluates the
students answer. The classic IRF exchanges (Sinclair and Coulthard, 1975) with
the teachers Initiation and it is followed by a Response from the students,
evoking in turn Feedback from the teacher.
The structure of classroom discourse has to be seen as the didactic purpose
of educational discourse. In the classroom, much time was spent on the transfer of
information from the teacher to the students. when asking a question, the teacher
tends to have particular answer in mind. F-moves in the classroom discourse were
often realized by stating bagus good (Trosborg, 1994: 159), which support the
claim that the teacher often expect particular answer.
Interpersonal aspect of classroom discourse was divided into three modes:
control, organization, and motivation (Johnson, 1997: 274). Control and
organization functions are realized in such utterances as Stand up, move into
your group. Based on the data, it was found three instructional functions of
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speech acts produced by teachers and students at SDN 10 Pringgasela, namely

control, organizational and motivational/evaluative functions.
All instructional functions of speech acts were produced by the teacher. In
this case, the teachers control and organize the students in classroom activities
during the teaching and learning process. These functions were implemented by
teachers to make the process of teaching and learning run properly. On one hand,
directives, declarations, assertives and commissives speech acts produced by the
teachers were functioned as control and organizational moves. On the other hand,
assertives speech acts were functioned as control, organizational and evaluative
functions. And the last is expressives was functioned as motivational function.
The following are the examples of those functions discovered in the turn
taking in the classroom interaction at SDN 10 Pringgasela.
(123) T

Kita akan melanjutkan yang tadi

/kit kn mlnjutkn y tdi /
(we will continue which previous)
We will continue the previous one

(124)

Oloq pegawean bi juluk, eee..e..

/olo pgwen bi julu, eee..e../
(put work 2SG first, EXCL)
Put your work first

(125)

Jemaq ene!
/jm ene/
(tomorrow this)
This one is for tomorrow

(126)

Ndek ne pelajaran agama ene.

/nde n pljrn gm ene /
(not 3SG lesson religion this)
This is not the religion lessons time

137

(127)

Siapa yang belum tadi?

/sip y blum tdi /
(who which not yet previous?)
Who did not know yet?

(128)

Sekarang semuanya yang laki-laki.

/skr smu y lki-lki/
(now all which boy RED)
Now, all of the boys

(129) Ss :

Aoq
/o/
(yes)
Yes

Organizational function can be seen at utterance (123, 127 and 128). The
teacher organized the teaching and learning process by uttering those kinds of
sentences. The utterance kita akan melanjutkan yang tadi we will continue the
previous one uttered by the teacher when he tried to make the student to prepare
the lesson that was the continuation of the previous sentence. Furthermore, the
utterance sekarang semuanya yang laki-laki now, for all the boys produced by
the teacher to organize the boys to answer certain question that were going to be
delivered.
In utterances (124, 125, and 126) the teacher were functioned as the control
functions. By uttering Oloq pegawean bi juluk put your work first entailed a
meaning that the teacher was controlling the students actions that were not needed
in that occasion (see also utterances 125 and 126).
The other function of speech acts produced was evaluative/motivational
function. The following utterances may illustrate it.

138

(130)

(131)

(132)

: Mun masi lapar ngumbe ia?

/mun msi lpr umbe iy /
(if still hungry how 3SG)
If (you) still hungry, what to do?
Ss : Berombok!
/brombo/
(add)
Add the meal
T : Mele berombok.
/mele brombo/
(want add)
You want add the meals

In utterance (132) the teacher evaluated the students answer by restating the
students response. This also may be functioned as a motivational utterance. By
restating the students response, the teacher states that the students answer was
right implicitly instead of saying thats right in meaning. Toward, to the
instructional function of the speech acts in a classroom, the discourse move done
was the parameter of certain speech acts used.
The discourse moves done during the teaching and learning are presented
on table 8. The discourse moves were initiation moves (I-moves), that were done
by the teachers, followed by responses moves (R-moves) that were done by
students, and feedback moves (F-moves) executed by teachers. To begin means to
make the first move, to lead, to begin, to introduce an idea or concept for the first
time, to express ones own will.
Table 8: Discourse Moves Performed in the classroom
Move Type
I-moves
R-moves
F-moves

Performer
Teachers
778
35
129

Students
4
-

139

To respond means to take action after initiation, to counter, to amplify or

react to ideas that have already been expressed, to conform or even comply with
the expressions expressed by others. In the teaching and learning processes as
shown on table, the initiation was in the teachers privilege. The students produced
four I-moves only, whereas the teachers dominate the initiation.
It is apparent that it is the teachers task to make the first moves, to lead, to
begin, to introduce an idea or concept. It was nearly impossible for the students to
have initiation in the sense of to begin, to lead, to introduce concept for the first
time. The distribution different types of moves the teacher and the students played
a predominantly inactive role, and the initiative was the teachers dominations.
It was shown in the table that initiation moves was dominantly done by the
teachers. However, the students enjoyed being restricted to do R-moves whereas
starting and evaluating moves were the teachers privilege.
We find the following initiation (I-moves) done by the teachers as shown
on the following dialogue.
(133) T : Sugul!
/sugul/
(go out)
Go out!
(134)
Batur a belajar, ndek kanggo tama ndih?
/btur beljr, ndek kgo tm ndih/
(friend 2SG.POSS learn, not may come in please?)
Your friend is learning, please do not come in
(135)
Ka bagus tokol, julu andang!
/k bgus tkl, julu nd!/
(EXCL good sit, front see)
Have a good seat, look at front
(136)
Periri bangku meq!
/ priri bku me/
(make up chair 2SG.POSS)
Make up your chair!
140

(137)

(138)

(139)

(140)

(141)

(142)

(143)

(144)

No no, bangku meq ka!

/no no, bku me k!/
(EXCL, chair 2SG.POSS!)
Look at your chair
Nah, lalu yang dinamakan pekerjaan ino, sik kena ne pegawean
sino macem-macem.
/nh, llu y dinmkn pkrjn ino, si kn n pgwen
sino mcm-mcm /
(so, then which named job that, which mean 3SG.POSS job that
variety)
So, there are various of jobs
Ie pegawean ino te gitak lek lingkungan te sik lek ite.
/iy pgwen ino t git le likun t si le ite/
(3SG job that 2PL see at surrounding 2PL.POSS which at here)
The jobs that can be seen at our surrounding here
Arak ne ke betani.
/ r n k btni/
(there is 3SG farming)
There is farming
Arak ke, ne apa aran ne, bedagang.
/r k, n p rn n, bdg/
(there is, 3 SG what name 3SG.POSS, merchant)
There is a merchant
Nah kalau misal ie ada pekerjaan itu, kumbeq ne ampok te
pada begawean?
/nh klo misl iy d pkrjn itu, kumbe n mpo t
pd bgweyn/
(so if for example 3SG there is job that, why 3SG and 2PL all
work?)
So, for example if there is a job, why do we have to do the
job?)
Tentu untuk mencukupi ato mengisi ato melengkapi kehidupan
te lek rumah tang::?.
/tntu untuk mncukupi to mengisi to mlngkpi khidupn
t le rumh t /
(of course to fulfill or fill or completing life 2PL.POSS at
home?)
Of course, the purpose is to fulfill our need in our?)
Ss : Tangga.
/ tga/
(home)
Our home

141

1) Initiation Moves (I-Moves)

The interaction in the classroom setting was characterized by questionanswer sequences. The instructional phase of classroom lesson was typically
managed through question-answer sequences in which the teachers did some
evaluations on the students answer. The following random examples can illustrate
it.
(145) T : Basan te dua pulu lima ono pira?
/bsn t du pulu lim n pir/
(language.LINK 2PL.POSS twenty five that how many?)
What is our language for twenty five?)
(146) Ss : Dua puluh lima.
/ du pulu lim /
(twenty five)
It is twenty five
(147) T : Basan te dua pulu lima?
/bsn t du pulu lim/
(language.LINK 2PL.POSS twenty five that how many?)
What is our language for twenty five?)
(148) Ss : Selae.
/sle/
(twenty five)
selae
(149) T : Sela:::selae.
/ sl::: sle/
(150)
Selae ene sama dengan dua puluh lima.
/ sle ene sm dan du puluh lim/
(selae this same with twenty five)
Selae has the same meaning with twenty five)
(151)
Te sediq pira?
/t sdi pir/
(2PL subtract how many)
How many do we subtract it?)
(152) Ss : Sepulu.
/spulu/
(ten)
It is ten
Here the teachers evaluation was seen in utterance (155) and (157). In
utterance (155) the teacher restated the question previously uttered by the teacher.
142

The teacher was evaluating the students wrong answer; the teachers need the
right one. While, in utterance (157) consisted of restating the students answer
combined with a description Selae ene sama dengan dua puluh lima in utterance
(158). This distinctive sequential pattern characterizes the speech acts in
classroom. Associating it with the core activity in that setting, therefore it was
considered as an instruction. Such the third position of evaluation utterance was
rarely found in conversation, precisely because pedagogic instruction (van Dijk,
1997: 107) was not frequently found in the conversational activity outside the
classroom. In the next example we found how the teacher used pedagogic
instruction.
(153) T : Ceretan.
/ceretn/
(kettle)
It is a kettle
(154)
Nah itu berupa barang.
/nh itu brup br /
(so that like goods)
That are goods
(155)
Pekerjaan yang menghasilkan bar:::
/pkrjn y mhsilkn br:::/
(work which produce thing)
The work that produced goods
(156) Ss : {ba} ra::ng.
/ br/
(goods)
That are goods
(157) T : Barang ino.
/br ino/
(goods that)
That is a goods
(158)
Nengka lalo anta ito lek pabrik.
/nngk llo nt ito le pbrik/
(now go 2SG there at company)
Now you went to a company

143

(159)

Amaq meq lalo begawean lek pabrik.

/m me llo bgwen le pbrik/
(father 2SG.POSS go work at company)
Your father works at a company
(160)
Ne miak roti. [N-piak]
/n miyk rti /
(3SG ACT-make cake)
He makes cakes
(161)
No, menghasilkan apa itu juga, ba:::
/no, mehsilkn p itu jug, b:::/
(that, ACT-produce what that also?)
That will produce?
(162) Ss : Barang.
/ br /
(goods)
It is a goods
The question delivered, as in utterance (163) and (169), were uttered by
the teachers frequently in the classroom specifically in primary school. Indirectly
the teacher was nominating the students to answer or elicit the students opinion.
It is just as a generated question to answer, because the teacher produced such
question in declarative speech act, but the tone was in contour (questioning tone).
Conventionally, the students do understand on the teachers intentions by uttering
such sentences.
Questioning is a technique that commonly employed in the teachers
repertoire (Richard and Nunan (eds), 1997: 5). In addition, the quantity and the
quality of questioning that the teachers engage in thought to influence the quality
of classroom learning (Orlich, et.al, 1985; see Richards and Nunan (eds), 1997:
6). The teachers ask several questions as display questions; the questions that the
answers were already known or at least the answers were already expected by the
teacher.

144

In asking, the teacher seems to put her position as an interrogator

(Dombey, 2003: 39), although kindly, and on the other hand the students have to
be positioning themselves as the teachers subject. Students should be encouraged
to participate and draw on their own knowledge and experience as much as
possible. The teachers questioning should be more concerned with stimulating
thinking about factual information (Coulthard, 1983: 93).
The teachers ask question, the students answer it, and then the teachers
provide feed back or evaluative feed back before asking another questions. The
following extract shows us how the teacher asked questions and delivered it to a
certain student to be answered by the nominated one.
(163) T : Ndek ne.
/nde n/
(not 3SG)
No, it is not
(164)
Di sinilah perlu ne kita tegakkan disiplin te no, kemudian kerja
keras kita, ngeno.
/di sinilh prlu n kit tgkn disiplin t no, kmudin krj
krs kit, no /
(here need 3SG 1PL keep discipline 1PL.POSS that, then work
hard 1PL.POSS, that is)
In this case, it is important to keep our discipline and our
motivation to work hard
(165)
Ciri-ciri orang sukses itu, pertama te disiplin.
/ciri-ciri r sukses itu, prtm t disiplin /
(characteristics person success that, first 1PL discipline)
The characteristics of succedded person, first is having
discipline
(166)
Ndak ke meq memolok-molok jaq.
/nd ke meq mmolo-molo j /
(do not 2SG telling lie)
Dont tell lie
(167)
Njerang ne anta sebulan, sejelo meq tono jari a.
/njr n nt sbuln, sjlo me tono jri /
(fire 3SG 2SG one month, one day 2SG there)
You will be fire though your are only a month or a day over
there
145

(168)

Termasuk, ie hal-hal, mun lek PPKn ino te kelekin pegawean

yang tidak terpu::?
/trmsuk, iy hl-hl, mun le PPKn ino t klekin pgwen
y tidk trpu:: /
(belong, 3SG things, if at PPKn that 1PL named job which not
commendable)
Those are-in PPKn- belong to the commendable job)
(169) Ss : Ji::.
(ji:: {commendable job})
It is a commendable job
(170) T : Kira-kira gemes ke batur te, mun te girang ngeno?
/kir-kir gms ke btur t, mun t gir no/
(approximate like SPEC friends 2PL.POSS, if 2PL like that)
Approximately, do our friends like us, if we always do such
thing
(171) Ss : Nde::k.
/nde /
(no)
No
The above example shows us how the teachers ask questions, the nominated
students answer the question then it was an evaluative feedback from the teacher.
The teacher gave feedback and evaluation to the students response.
2) Teachers Feedback Moves (F-moves)
How the teacher gives feedback to students has also been examined.
Feedback includes praise, picking up an idea suggested by the students and
developing it, suggestion that something should be corrected, or criticism
(Richard and Nunan (eds) 1997: 7). Feedback tended to encourage and praise
rather than inform (Bearne, et.al., 2003: 30).
(172) T : Arak iman sampi?
/r imn smpi/
(there is hand-LINK cow?)
Are there the hand of cow?

146

(173) Ss : Ndarak.
/ndr/
(no)
No, there are not
(174) T : Kanso dua neng a.
/knso du n /
(why two say 2SG)
Why did you say two?
(175)
Mun te, mun te girang bejorak jaq ndek te denger bu guru.
/mun t, mun t gir bjor j nde t dr bu guru/
(if 2PL, if 2PL like play not 2PL listen mom teacher)
If you always play means that you dont listen to me
(176)
Nengka Hadi, pira ima a manuk?
/nk hdi, pir im mnuk /
(now Hadi, how many hand 3SG.POSS chicken)
Now Hadi, how many the chickens hand?
(177) Ss : Ndarak.
/ndr/
(no)
No, there is not
(178) T : Ndarak.
/ndr/
(no)
No, there is not
(179)
Apa bedowe ima?
/p bdowe im/
(what has hand?)
What does have hand?
(200)
Apa bedowe ima?
/p bdowe im/
(what has hand?)
What does have hand?
(201) Ss : Manusia::.
/mnusi/
(human being)
It is human being
(202) T : Ya, bagu::s.
/y, bgus/
(yes, good)
Yes, that is good
(203)
Nah, perhatikan!
/nh, prhtikn /
(ok, pay attention)
Ok, pay attention

147

(204)

Pada pelajaran yang lalu kita sudah pelajari bahwa untuk

mengetahui sesuatu itu harus mengetahui tanda-tandanya.
/pd pljrn yng llu kit sudh pljri bhw untuk
mthui ssutu itu hrus mthui tnd-tnd/
(at lesson which previous 1PL already learn that to ACT.know a
thing that must ACT.know properties-3SG.POSS)
Previously, we had learnt that to know certain thing, we have to
know its properties

The examples above presented how the teacher provided feedback by

picking up the students response/idea (e.g. utterance 174, 178) and then followed
by utterances used as additional information (e.g. utterance 175) related to the
response given by the students. The teacher emphasized the idea by picking up the
students idea, before the teacher follows her praise to motivate the students (e.g.
utterance 202). This type of reinforcement acknowledges that the students
contribution is important, thus encouraging more students involvement. The use
of students comments or ideas signaled acceptance by the teacher give students
stronger feeling or self worth (Kindsvatter, et al., 1996: 57). It was also asserted
that praise and reinforcement or criticism were important psychological tools.
4.4.5 Politeness Strategies
Politeness strategies were used to formulate messages to save the hearers
face when face-threatening acts are inevitable or desired. Based on the data
collected toward the speech acts produced by the teachers and students in SDN 10
Pringgasela, it was discovered that the teachers produced the utterances in
negative politeness that attempted not to impose the students face. Brown and
Levinson (1987) states that negative face threatening exist universally in human
culture. Negative politeness strategies are oriented towards the hearers negative
148

face and emphasize avoidance of imposition on the hearer. Negative face is the
desire to remain autonomous. So, the speaker is more suitable to include an out
for the listener.
Regarding with Brown and Levinsons (1987) conception of negative
face, Seken (2004) subsume the Adat Balinese Leaders politeness strategies into
two main categories, such as: appealing strategies and softening strategies.
Borrowing the categorization of Adat Balinese Leaders politeness proposed by
Seken (2004) was used in this research to discuss the politeness strategies found
in the data. By simplifying it, the following are the teachers strategies in
producing the polite utterances.
Table 9: Politeness Strategies Used by Teachers at SDN 10 Pringgasela
Type
Appealing

Type of Politeness
Approval Seeker

Expression Used
Ndih yes
Ya yes
Willingness Seeker
Juluk first
Inclusivizer
Te first plural clitic
Cooperation
Inges beautiful
Tolong help
Gagah handsome
Type
Type of Politeness
Expression Used
Softening
Supportive move as
Mun if
Imposition Minimizer
En, if
Kanggo can
Downgrader-Conditionalizer
Mana-mana at least
Downgrader-Suspender
Ngeno that is
Downgrader-tentativizer
Coba try
(Adapted from ALBs Negative Politeness Strategies by Seken, 2004:146)
The politeness strategies discovered in this research, the teachers
attempted to decrease the imposition to the students by using those devices, in the
table, in their expressions. These devices applied by the teacher since the students
149

were still in the children age (about 8 to 9 years old).

The first expression used was ndih. This device frequently appeared in the
communication of classroom. The form ndih occurs when the teacher tried to use
the refined level of variation of language. Semantically this device equals with
yes, okay, and alright in English. This device pragmatically expresses
agreement, acceptance or approve.
As an approval device, ndih was applied as imposition act. The following
utterances serve to illustrate this point (Dir/D3.261, D4.371, D4.373, and 374).
(205) T : Dendek anakku ndih? (Dir/D3.261)
/dende nku ndih /
(do not children-POSS yes?)
Please, do not (do that) my children!
(206) T : Ite andang anakku ndih? (Dir/D4.373)
/ite nd nku ndih /
(here face children-1SG.POSS yes)
Pay attention, please?
(207) T : Ne bagus sik tokol posu ndih? (Dir/D4.374)
/n bgus si tkl psu ndih /
(3SG good that sit diligent yes)
Please, Seat in a good manner, please!
(208) T : Mangkun sik beruk no memiak ndih? (Dir/D4.371)
/mkun si bru no, memi ndih/
(like that just now ART ACT-make yes)
Please, do that like Ive explained just now
In (205) the teachers appealing strategy was characterized by the tag-like
approval seeking device ndih that served to redress the imposition of the warning
act (206 and 207). Those utterances showed that the teacher was giving a warning
to students. In (153) the teacher asked the students to stop doing the unwanted
action. And then in (206) the teacher was advising the students to pay attention.
150

This also occurred in (207) that the teacher advised the students to sit in polite
manner. And, but in (208) the teacher ordered the students to finish the task given
based on the example.
The function of ndih in those examples were treated as suggestive
utterances. But, the event of ndih turned the utterances become interrogative ones.
These expressions showed a weaker imposition on the students. If the ndih
expression was omitted, the utterances nuances should be changed into
imperatives.
Besides the use of ndih the teachers in the classroom usually produced
.,ya! yes expression as a device to approve the hearer attention. As in (157),
the teacher seeks the approval nuances from the hearer (the students).
(209) T : Oleh karena itu, lamun arak te embeng jaja sik inaq a,
dendek te kantongang ie. ya? (Dir/D2.132)
/:leh krn i:tu, lmun r t mbe jj si in dende
t knt iy, y/
(because of that, if there is 2PL give cake by mother 3SGPOSS, do not pocketing 3SG, yes)
Please, because of that, if our mother gave us cakes dont
pocketing it!
The next expression that showed a politeness nuance was juluk. This
appealed for the students willingness to bring about the statement of affairs
denote in the intention of the FTA-carrying utterance. This was used when the
speaker makes a request and, but at the same time considers that the
communication situation requires the students to arrange certain thing to be done
at a later date, rather in immediately. This seems that the teacher tries to
imposition the students to do certain thing. Lexically this device had semantic
meaning comparable to first. When a speaker does not use this juluq device,
151

shall force on the assumption that the speaker gives more intention on the action
accomplishment.
(210) T : Peta maukan sik tene juluq! (Dir/D1.138)
/pet mun si tene julu /
(look for result ART here first)
Please, search for the result here first!
In (210), it was shown that the teacher required the students to search the
result of certain maths task but the students should find out certain formula first.
The juluq served as mitigating devices in which appears to have semantic and
syntactic impacts on the utterance of performing the requesting act. Utterance
(158), for example, has the sense I request you to search the result of this and but
without juluq the sense would be Search the result of this. So, it is clear enough,
that the event of juluq makes the act of requesting less direct, so that the students
should feel save from losing of face. In short, it can be said that by putting the
juluq expression makes the imperative sense in certain utterances change them
into declarative one.
As the eastern culture, the Sasak tribe also requires their communication
full on politeness marker. In face threatening acts, in requesting certain thing, it
was established that the teachers usually (almost) used the expression te (we).
This term occurs as inclusivizer marker. This was used to minimize the nuance of
imposing the students by including the teacher himself in the action he/she wanted
the students to perform. As an example, in utterance (211) the teacher was trying
to modify the act of request into suggestion nuance, that was naturally imposing
that straightly ask the students by stating (for example) balik nengka turn it over
now.
152

(211) T : Te balik nengka! (Dir/D1.137)

/t blik nk/
(1PL turn over now)
Please, we turn (it) over now
The next type is the use of tolong, inges, and gagah as the cooperation
seeker. This was used to mitigate impositive acts. Tolong was used to advise of
forcing someone on the orders, requests, suggestion and reminder. The use of
tolong was weakening the forcing of someone to something. The teacher also
attached his utterance by inges device (212). By using this, the teacher could
soften the force of the imperative sense. In this case the teacher softened his
imperative/ request to the students to pay attention to his explanation. In line with
this, in utterance (213) the teacher direct the students to pay attention. Without
tolong, inges and gagah in those examples make them be less polite.
(212) T : Tolong perhatikan, inges! (Dir/D1.136)
/tl prhtikn, is /
(help pay attention beautiful!)
Please, pay attention!
(213) T : Andang julu gagah! (Dir/D2.97)
/nd julu ggh/
(facing front handsome!)
Please, look at this (in front)!
Mun, en, kanggo, and b(a)u were used as markers of imposition minimizer.
The teacher cared on the students negative face by reducing the threat that was
potentially imposed on the students. The event of specific conditional lexical
expression such as mun or en if that might be occurred in different position in
certain utterance. Here are the examples:

153

(214) T : En ku tumpas ie selumur ene timpak ember ino, iniq ke ie

sabol? (Dir/ D3.84)
/en ku tumps iy slumur ene timp ember ino, ini ke iy
sbol /
(if 1SG pour 3SG one-glass this to bucket that, able SPEC
3SG full)
If I permitted pour the water into that bucket, could it be
full?
(215) T : Mun ndek meq pedas, bareh bacaang dirik meq tini!
(Dir/ D4. 289)
/mun nde me pds, breh bc diri me ti:ni:/
(if not 2SG understand, next read-BEN self 2SG there!)
If you didnt understand, next you may read it by yourself!
From the examples above, teacher decisions in using en and mun
consequently moved the requestive illocutionary act be more polite by minimizing
the imposition nuance. In (214) the teacher worked the devices to soften the
interrogative statement in which the teacher asked permission by uttering en ku
tumpas ie selumur ene timpak ember ino if permitted, I will pour the water into
the bucket.
The next expression used was kanggo expression. This expression showed
the teacher do cares on the face threatening of students. As in utterance (216), the
teacher used kanggo may to minimize his imperative, and also together with
ndih as the tag-like in making the utterance ndek tama do not come in be more
polite. In line with this, untterance (217) showed the teacher was advising the
students ndek kanggo bejorak you may not play, instead of ndek bejorak do not
play.

154

(216) T : Batur a belajar, ndek kanggo tama ndih? (Dir/ D4. 320)
/btur bljr, ndek kgo tm ndih /
(friend 3SG.POSS study, not may come in yes?)
Please, your friends are learning, dont come in
(217) T : Ndek kanggo bejorak, (Dir/ D2.73)
/ nde kgo bjr /
(not may play)
You may not play
The other type of politeness was downgrader conditionalizer. To use the
conditional expression was another mode that characterized the teachers negative
politeness strategies. The conditionalizer is the conditionalizing element in the
utterance, serves the function to show the act in such a way that its assertives
force is much weakened. It serves to modify the act, so that it lies two possibilities
namely it may and it may not be the case with regard to the statement of affairs
being conveyed in the act in question.
Placing the students in the position to decide two possibilities, the
conditional suppressed the coercive power of the act concerned. To illustrate,
consider the following examples.
(218) T : Mana-mana te ngojek aneng! [N-ojek] (Dir/D4.314)
/mn-mn t ojek n /
(at least 1PL ACT-ojek to)
We (may have a job) at least as ojek!
(219) T : Mana-mana te miak, apa aran ne, te betani ato te ngoan.
[N-(p)iak] (Dir/D4.315)
/mn-mn t miya, p aran, t btni to te n /
(at least 1PL ACT-make, what name 3SG-POSS, 1PL farming
or 1PL raising).
At least we may make (something), farm, or we have an
animal husbandry
From both of utterances above, the teacher wanted to remind the students
of the job/work that may be owned by the students. The teacher has an advising
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nuance in it as what the teacher conveyed was you have to have a job at least
being ojek (218) or being a farmer or have an animal husbandry (219). On the
utterances, the reminding act was much weaker as the conditionalizer mana-mana
at least poses a possibility that the students did not need to take the action as
reminded unless in the case that he decided to do the other jobs. To make it clear,
it may be contrasted with the following utterances.
(a) Teacher :

(b) Teacher :

Te ngojek aneng!
/t ojek n /
(1PL ACT-ojek to)
We may have a job as ojek!
Te miak, apa aran ne, te betani ato te ngoan.
/ t miya, p aran, t btni to te n /
(1PL ACT-make, what name 3SG-POSS, 1PL
farming or 1PL raising)
We may make (something), farm, or we have
an animal husbandry

[N-ojek]

[N-(p)iak]

By omitting the conditionalizer mana-mana in constructs (a) and (b)), the

speaker directly ordered the students to get certain jobs. Thus weakened, the force
of this illucation become less face threatening that it should have been had the
speaker decided not to use the conditionalizer to hedge the act.
The use of ngeno as said serves to suspend the act to a degree that it
becomes somehow uncertain. This device shows that a suspender was used to
weaken the directives strength of the FTA whereby the teacher reduces its
coercive force. The consequence of this modification was, as intended by the
teacher, that the students face was to a certain measure rescued from being
damaged by the act in an advice. It appeared that the nuance of the utterance was
not directly advice the students, but as a question. Pay attention to the following
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example (220).
(220) T : Ngeno, apa pegawean ngeno, adek ndak meq talon ate meq
nggitak inaq amaq meq sik ato semeton meq sik mauk mbeli
sepeda motor? (Dir/ D4. 300)
/ no p pgwen no, ade nd me tlon te me
git in m me si to smton me si mu mbli
spd motor/
(as-told, what job as-told, so not 2SG jealous 2SG ACT-see
mother father 2SG-POSS ART or brother 2SG.POSS ART
have ACT-buy motorcycle?)
(As wanted) what is the job that can make us not irritate to
father, mother or brother who are able buy motorcycle?
The utterance illustrated the use of ngeno in an advice act that represents
the teachers need for the students to be wiser in thinking of the life. The teacher
manipulated act syntactically by using an interrogative instead of an advice
directly. The speaker modified the utterance into an indirectness advice as he said
what is the job that can make us not irritate to father, mother or brother who are
able buy motorcycle? instead of saying you have to do whatever the job to get
money, so you will not irritate to father, mother or brother who are able buy
motorcycle.
The other expression type of politeness used by the teacher was coba.
Using this device, the teacher conveyed advice by showing his desire that
something was cautious. This meant that the teacher was doubt to concerning
what he/she wanted to the students to do or was not certain about the students
ability to do it. This can be considered in the following case.
(221) T : Coba tedok sik nine ndi::h? (Dir/D2.129)
/cob tdo si nin, ndih/
(try silent ART girl yes).
Please, the girls keep silent!
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In utterance (221) it was illustrated an advice of requestive form that

occurred when the teacher asked his students to keep silent. The teacher meant to
reduce the potential threat of the imposition caused by the request (or may be the
imperative). This can be said that the teacher reluctant to impose the students.
Furthermore, concerning the politeness produced by the students, the data
shows that the students produced, in high frequency of declarative assertives. This
function was employed by the students to respond the teachers questions or
instructions. Previously discussed that the responses uttered by the students in a
short answer (one or two words only), as the continuation of the last teachers
utterances (or questions). The following are the random example of the taking turn
in class.
(222)

T :

Ss :

(223)

T :

Ss :

T :

Ss :

Dua puluh lima, te sediq lima belas sama dengan sepu:::?

/du pulu lim t sdi limbls sm dan spu/
(twenty five, 1PL omit fifteen same with ten?)
What is twenty five omitted with fifteen?
Se:pu::luh.
(ten)
(It is) ten.

Siq tengak, dua pulu lima te sediq lima belas, pira?

/si t, du pulu lim t sdi limbls pir/
(ART center, twenty five 1PL omit fifteen, how many?)
How many is twenty five subtracted with fifteen?
Sepuluh.
/spulu/
(ten)
(it is) ten.
Angka berapa ini?
/k brp ini/
(number how many this?)
What number is this?
Sepuluh.
/spulu/
(ten)
(it is) ten.

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In dialogue (222) the students responded the teachers question by saying

what the teachers want in short answer. This also found in dialogue (223), that the
students directly answered the teachers question in short answer. The students
employed the strategies that to be accorded with the desire of the teacher (for what
is done, or what is believed to be the values that the teacher appreciated, and
recognized as a good thing). The students tried to diminish a conflict with the
teacher and to promote the communication (conversation) can be run as well as
can be expected. Toward this phenomenon, Brown and Levinson (1987) figures
that this communication practices is called positive politeness. Positive politeness
is certainly intended to protect the positive face, as the above examples showed in
which the students respect the teacher, both to what is done and what are the
values it stands for. Positive politeness, in general, emphasizes the closeness,
intimacy, solidarity, friendship, and good relations between speakers and
addressee.
Furthermore, analyzing the examples above, it was found that to convey
speech acts, the students also put up with the cooperative principle of Grice
(1975). Grice states: Make your conversational contribution such as is required,
at the stage at which it occurs, by the accepted purpose or direction of the talk
exchange in which you are engaged. This general requirement states that students
should communicate in a rational and efficient manner.
Furthermore, the data shows that the students employed the Grices
cooperative principles in their utterances. All of the students utterances are the
students responses to the teachers questions (for example constructions 222 and
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223). Grices cooperative principles found in the students speech acts were
employed that the students contribution is required by the accepted purpose or
direction of the talk exchange in the classroom. The students directly answered the
teachers question as was shown in examples above (222 and 223). For quantity
maxim, the students produced the responses as informative as required by the
teachers. The students do not be either over-informative or under-informative in
responding the teachers questions. The students also tried to make contribution
true, one for which the students have evidence (quality maxim). In addition, the
students employed the manner maxim when their utterances were clear as
possible. That is, avoid ambiguity and obscurity. And the students also keep the
relation with the teacher. The students produced the relevant for the exchange.
That is, the teachers asked the students then should be answered as efficient as
possible by the students. In short, it can be concluded that the students delivered
the information only. The student has no intention to produce the responses either
in compound or complex sentences.
Besides those judgments, Leech (1983) asserts that Minimize
disagreement between self and other; Maximize agreement between self and
other is related to agreement maxim. To the data, it was found that the students
minimize

disagreement

and

maximize

agreement.

In

responding

the

opinions/questions delivered by the teacher, agreement is preferred responses.

To summarize, the students politeness, it can be concluded that in
delivering their responses, the students tried to minimize the conflict between the
teachers and the students themselves. So, it seem that the students maximize the
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agreement by following what have been stated by the teachers and answer the
teachers question directly. In short, the students cooperate with the teachers in
building the conversation run harmonically.

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