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SKRIPSI A SPEECH ACT ANALYSIS ON STUDENTS’ DIALOGUE IN ENGLISH FOR SURVIVAL COURSE AT UNIVERSITAS TIDAR IN ACADEMIC YEAR OF 2024/2025

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Speech acts constitute an essential aspect of pragmatic competence because they enable language users to perform communicative functions through utterances. In English as a Foreign Language (EFL) learning, students are expected not only to produce grammatically accurate sentences but also to communicate appropriately in different social contexts. Nevertheless, many students still encounter difficulties in expressing intentions, interpreting implied meanings, and using English naturally during classroom interaction. These challenges highlight the importance of analyzing students’ speech acts to gain a deeper understanding of how they use language to accomplish communicative purposes in classroom communication. This study aimed to identify the types of speech acts employed by students and to determine the dominant type of speech act used in students’ dialogues during the English for Survival Course at Universitas Tidar in the Academic Year of 2024/2025. The analysis was conducted using Austin’s (1962) Speech Act Theory, which categorizes speech acts into locutionary, illocutionary, and perlocutionary acts. This research employed a descriptive qualitative design with a pragmatic approach. The data consisted of students’ dialogues collected through classroom observation, audio-video recordings, and transcription during the learning process. The utterances were systematically coded, classified, and interpreted based on Austin’s Speech Act Theory. To support the qualitative analysis, the frequency and percentage of each speech act category were calculated to identify the distribution and the dominant type of speech act. The findings revealed that 174 utterances were identified in the students’ dialogues. Illocutionary acts were the most dominant type, accounting for 115 utterances (66.1%), followed by locutionary acts with 58 utterances (33.3%), while perlocutionary acts appeared only once (0.6%). The predominance of illocutionary acts indicates that students primarily used language to perform communicative functions, including asking questions, making requests, expressing opinions, giving suggestions, and conveying intentions. These findings suggest that classroom interaction in the English for Survival Course provides opportunities for students to develop their pragmatic competence by using English to achieve meaningful communicative goals.

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Ketersediaan

Informasi Detail

Judul Seri

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No. Panggil

INGGRIS PUS A 2026

Penerbit

MAGELANG : UNIVERSITAS TIDAR., 2026

Deskripsi Fisik

XVI;247 HLM;29 CM

Bahasa

English

ISBN/ISSN

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Klasifikasi

420

Tipe Isi

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Tipe Media

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Tipe Pembawa

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Edisi

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Subjek

PRODI_S1_PENDIDIKAN_BAHASA_INGGRIS
FAKULTAS_FKIP

Info Detail Spesifik

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Pernyataan Tanggungjawab

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