Professionalism Representation through Teachers’ Speech Acts Performance in the Classroom Discourse

Andriani, Agis and Hidayati, Arini Nurul Professionalism Representation through Teachers’ Speech Acts Performance in the Classroom Discourse. Connects.

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Abstract

The teacher has the fundamental role in the classroom. One of defining characteristics of all classroom discourse is the teacher’s modifications of their spoken language, especially speech acts which can represent the professionalism in teaching. This study focuses on the teachers’ speech acts in the classroom discourse. Written Discourse Completion Test (WDCT) is used to get the utterances from the 112 students of English Department who will be the pre-service teachers. This WDCT consists of eleven situations describing the teaching activities based on the pre-activities, core activities, and post activities. Observation is done through recording their teaching process to get the utterances from the real activities among pre-service teacher and the students. This will take at least one hour for one session recording. The speech act theory from Searle (1971) becomes the foundation of analyzing the data. The result shows that the teacher uses representative/assertives, directive, commisive, expressive and declarative speech acts. Representatives are used when the teacher states information or material taught. Directives are for requesting the students to involve in learning or activities in the classroom. Commissives are for promising the students about rewards or any additional important information. Expressive uses when the teacher appreciates the student achievement or gain. Declarative functions to ensure the statement made before to the students. These function as the verbal stimulation for the students to motivate in the learning process. If the students can be motivated by these kinds of interaction, it means that the teacher has been realized the role of the professional teacher who always gives the various educational aims through the quality of linguistic acts which influences the aspects of methods, techniques, and strategies used in instructional process. Finally, this study reveals that the teacher needs outstanding preparation to reach the professionalism standard to teach the students. Keywords: speech acts, classroom discourse, WDCT, professionalism, teaching process

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