INVESTIGATING SPEECH ACTS ASPECT’S IN STUDENTS’ SPEAKING

PERFORMANCE AT EFL CLASSROOM SETTING

RESEARCH TEMPLETE

BY
WINDA APRIANA
19511006

ENGLISH EDUCATION DEPARTEMENT

SCHOOL OF GRADUATE STUDIES
UNIVERSITY OF MANDALIKA EDUCATION
2020
 RESEARCH TEMPLETE

CHAPTER I
INTRODUCTION

Research Title

INVESTIGATING SPEECH ACTS ASPECT’S IN STUDENTS’ SPEAKING

PERFORMANCE AT EFL CLASSROOM SETTING

Problems of the Research

In line with the limitation of the problem, the research question is formulated as
follows:

1.1.1 What types of speech acts are performed by the English teacher of EFL
CLASSOOM SETTING during the English teaching and learning process?
1.1.2 What are mostly dominantly speech acts performance produced by the
English teachers of at EFL classroom setting during the process of teaching
and learning in the classroom?
1.1.3 How are the speech acts performed by the English teacher of the EFL
CLASSOOM SETTING during the process of teaching and learning?

Purposes of the Research

1.4.1 To identify the type of speech acts performed by the English teacher of EFL
CLASSOOM SETTING during the English teaching and learning process.
1.4.2 To investigate the dominantly speech acts performed by the English teacher
of EFL CLASSOOM SETTING during the English teaching and learning
process.
 1.4.3 To describe are the speech acts are performed by the English teacher of the
EFL CLASSOOM SETTING during the process of teaching and learning.

Significant of the Research

1.5.1 Theoretically, this study is expected to provide theoretical insights to the

linguistic field particularly to the study of pragmatics with focus on speech
acts, and
1.5.2 Practically, the results of this study are expected to give a contribution in
educational setting regarding the use of speech acts, dominantly speech acts
performed, and how are the speech acts performed. This study can serve as a
reflection tool on how speech acts should be performed in the teaching and
learning process. Thus, the English teachers can evaluate their teaching in the
future regarding the use of speech acts.

CHAPTER II
FRAMEWORK OF RELATED THEORIES

Scope of Theories in the Research

We have several types of speech acts, they are Directive, Expressive, Declarative,
Commissive and representative speech acts. Limitation of the study in this research
is representative speech acts in teaching process use by the teacher in the speaking
class of the EFL CLASSOOM SETTING. Here, the researcher focusing on the types
of representative speech acts. The theory of speech acts adopted in this study is the
theory proposed by John Searle. In this research the researcher limited to the
representative speech acts because representative speech acts were one of the
important things for the teacher to explain about the material and share the
knowledge for the students during lecturing process. Almost all of the explanation
and information uttered by the teacher in the lecturing process are representative
speech acts. For that reason, the researcher limited the study in representative speech
acts.
 CHAPTER III
RESEARCH METHOD

Research Design
This research will applied descriptive qualitative research where the researcher can
describe holistically the used of speech acts by the teacher or the types of
representative speech acts uttered by the teacher and the explaining utterances
uttered by the teacher in teaching and learning process especially on the speaking
class.

Data Collection Techniques

In this research the researcher used several methods to collect the data.
The methods of collecting data in this research are:
1. Observation
2. Recording

Data Analysis Techniques

In this research the researcher used several techniques to analyze the data. There
were 4 techniques used by the researcher to analyze the data in this research, they
are data collection, data reduction, data display, conclusion drawing and verification.

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