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SKRIPSI AN ANALYSIS OF LEVELS OF DIRECTNESS IN SPEECH ACTS IN THE DIALOGUES OF THE GRADE VIII TEXTBOOK WHEN ENGLISH RINGS A BELL

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Pragmatic competence is important in English as a Foreign Language learning because students need to understand not only the literal meanings of utterances but also speakers’ communicative intentions in context. Previous studies mainly examined speech act types, while limited attention has been given to levels of directness in Indonesian EFL textbooks. This study investigated the realization of speech acts, levels of directness, and communicative functions in the dialogues of When English Rings a Bell for Grade VIII students. This study employed a descriptive qualitative approach using qualitative content analysis. The primary data source was the revised edition of the textbook When English Rings a Bell, developed under the 2013 Curriculum. The data consisted of 207 utterances collected from all dialogue sections through document review. The data were analyzed through data condensation, data display, and conclusion drawing and verification. Searle’s speech act classification, Blum-Kulka and Olshtain’s framework of directness, and Yule’s discussion of communicative functions were applied in the analysis. The findings showed that directives were the most frequent speech act type, with 103 utterances (49.76%), followed by representatives with 68 utterances (32.85%), expressives with 22 utterances (10.63%), and commissives with 14 utterances (6.76%). No declarations were found. Regarding directness, 187 utterances (90.34%) were categorized as most direct, while 20 utterances (9.66%) were conventionally indirect, and no non-conventionally indirect forms were identified. Questioning was the most frequent communicative function, with 51 utterances (24.64%), followed by asserting with 45 utterances (21.74%) and requesting with 23 utterances (11.11%). Conventionally indirect forms occurred only in requesting and advising. These findings indicated that the textbook predominantly provided clear and explicit pragmatic input, although its representation of indirect and context-dependent expressions remained limited. Although English textbooks are expected to develop learners' pragmatic competence, little attention has been paid to how levels of directness are represented in Indonesian EFL textbooks.

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Ketersediaan

Informasi Detail

Judul Seri

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No. Panggil

INGGRIS LUT A2026

Penerbit

MAGELANG : UNIVERSITAS TIDAR., 2026

Deskripsi Fisik

XIII;192 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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Versi lain/terkait

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