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   Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart  

Jurnal SMART : Journal of English Language Teaching and Applied Linguistics. 

 

 

SPEECH ACTS ON EFL LEARNERS’ TEACHING PERFORMANCE 

AND ITS IMPLICATION IN TEACHING AND LEARNING ACTIVITY 
 

Hajjah Zulianti 

STKIP PGRI Bandar Lampung 

email: hazaulie@gmail.com 

 

Abstract 

 

This research attempts to find the classification of speech acts and its implication 

in teaching and learning activity. The researcher uses observation and recording 

technique to collect the data. In analyzing the data, the researcher uses descriptive 

qualitative method. It was found that there are two types of speech acts: direct and 

indirect speech acts. It is categorized into four: representative, expressive, 

directive, commissive. The use of speech acts gives some implications: improving 

students’ understanding of speech acts, increasing level of decency in a 

communication, improving class atmosphere and students’ motivation, and 

building good relationship between teacher and students.  

 

Keywords: Speech acts, EFL Teaching Performance 

 

1. INTRODUCTION 

Communication is a way of 

getting information from others which is 

done by using a language. The use of 

language could help people share their 

intention to other in social community. 

The language used in a communication 

could be in formal or informal form, 

written or spoken form, and verbal or 

non verbal form. In doing a 

communication, through the use of 

language people deliver a message or 

messages in their utterance. 

Kurdghelashvili (2015: 306) said that as 

one of the functions of a language is to 

convey meaning, it is indispensable for 

language users to know how to utilize 

various grammatical or lexical units for 

effective and rational interaction. In 

addition Kreidler (1998: 181) said that 

whenever one person speaks to another, 

the speaker has some intention in 

producing the utterance, and the 

addressee interprets the utterance. As 

Searle (1969: 42) puts it, “all linguistic 

communication involves linguistic acts”. 

This is to say that there is an act in every 

communication that people perform (Al-

Bantany, 2013:22). In this case, through 

the utterances they might ask someone 

else to do something, invite someone 

else in some events, complain 

Jurnal  SMART , Volume  4, No 2  (2018), Page. 93 - 106 

ISSN Cetak   : 2356-2048 

ISSN Online : 2356-203X 

DOI: 10.26638/js.693.203X 
 

 

mailto:hazaulie@gmail.com


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something, order something and so 

forth. The use of such utterance in a 

study of language is called speech act. 

McCarthy (1991: 9) said if we are doing 

something with language in speech or 

writing for example the language is used 

as a request or an instruction or an 

exemplification, we are concentrating on 

what that piece of language is doing, or 

how the listener/reader is supposed to 

react, such entities is called speech acts. 

Speech act is one of topics which is 

discussed in pragmatics. It is an 

utterance considered as an action, 

particularly with regard to its intention, 

purpose, or effect. As stated by Yule 

(1996:47) speech act is action performed 

via utterances. In English, are commonly 

given more specific labels such as 

apology, complaint, compliment, 

invitation, promise, or request. Basra 

and Luthfiyatun (2017: 75) stated that 

speech acts are those acts of making 

statement or question, giving commands 

or order, refusing, complimenting, 

apologizing, and etc. 

In a communication, the use of 

speech act can occur in formal situation 

or in informal situation such as in daily 

life. In formal situation, it can be used 

by some teachers in their 

communication with their students in a 

classroom. Student-teacher or trainee in 

teaching practice could also use speech 

act during the teaching and learning 

process. The interaction between the 

teacher and the students will run well if 

both of the teacher and the students 

understand what is meant through the 

utterance. In this case, the teacher and 

the students should have the same 

background knowledge; share the same 

experience, and capable to observe the 

context of the communication. As stated 

by Zulianti and Febriyanti (2018:166) to 

understand the meaning of someone’s 

utterances, it is important to have the 

same comprehension between the 

speakers and the listener or the writers 

and the readers, so the meaning of 

utterances or sentences can be reached 

well. Furthermore, Hymes in Brown and 

George (1983:38) in interpreting the 

utterance, someone needs to observe the 

context of the utterance such as channel 

(how is contact between participants in 

the event being maintained), code (what 

language), message-form and event. He 

adds other features such as key and 

purpose.  

Discussing about speech acts, 

teacher as a person who transfer 

knowledge is possible to produce speech 

acts in a classroom communication. The 

producing of speech acts can be done 

consciously or unconsciously. Beyond 

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that, the speech acts produced could 

have some explicit and implicit meaning 

which is shared to be understood and 

expect appropriate response.  

Based on the explanation above, 

here the researcher is interested to 

investigate the use of speech acts on 

students’ teaching performance and 

would like to understand its implication 

on teaching and learning activity. It is 

hoped that the finding of the research 

could give some information and 

contribution for English teachers and 

students in understanding of speech acts 

and its effect on their learning and 

teaching process. Besides that, both of 

the teachers and students can increase 

their ability in understanding what 

someone else says through his/her 

utterance. It is done to have better 

communication and avoid 

misunderstanding. This research also 

gives benefits for the teachers and 

students of English who study 

pragmatics and those who want to do the 

same researchin the same field.  

2. RESEARCH METHODS 

This research is descriptive 

qualitative research. The data of the 

research are taken from the oral 

communication among trainee and 

students in teaching and learning 

activity. The writer analyzes the use of 

speech act by using pragmatic approach 

to know the meaning of the utterance 

and its implication in teaching and 

learning activity. In collecting the data, 

the writer uses recording and 

observation technique. To have the data 

in written form, it is combined with 

writing technique or noting technique. It 

is the continuation technique which is 

applied in recording and observation 

technique.  

In analyzing the data, the writer 

uses the theory of pragmatics proposed 

by Yule and Paltridge. The data analysis 

helps the researcher to interpret the 

meaning of utterance used by the teacher 

or students-teacher and to find its 

implication in teaching and learning 

activity. 

3. FINDINGS AND DISCUSSION  

In the research finding, the 

researcher divides the data analysis by 

using pragmatics theory by Yule and 

Discourse analysis by Paltridge. In the 

first part, the researcher shows and 

describes the data of speech acts which 

are divided into two categories namely 

direct and indirect speech act proposed 

by Paltridge. Meanwhile, in the second 

part, the researcher shows and describes 

the data which are divided into five parts 



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according to Yule’s theory of speech act.  

In the third part, theresearchers describe 

the implication of using speech act in 

teaching and learning activity. For the 

detail explanation, the researcher begins 

the description in the section below. 

 

3.1 Types of Speech Act 

Based on the result of 

analysis, the researcher classifies the 

types of speech act into two namely 

direct and indirect speech acts. The 

researcher finds 76 data out of 112 

which include in direct speech act and 

36 data out of 112 which include in 

indirect speech acts. Here are the 

percentage of occurrence and 

explanations of each type: 

Table 1: The Percentage of Direct and 

Indirect Speech Acts 

No Type of 

Speech 

Acts 

Number of 

Occurrence 

Perce

ntage 

1.  Direct 

Speech 

Acts 

76 67 

2.  Indirect 

Speech 

Acts 

36 33 

TOTAL 112 100 

 

3.1.1 Direct Speech Acts 

It is not unusual for what 

someone says to have direct 

relationship between the utterance 

and the function. Direct speech act 

is an action performed via 

utterances which has direct 

relationship with the structure. As 

Yule (1996:55) said that direct 

speech acts is a direct relationship 

between the structure and the 

function of utterance. In this 

research, the researcher finds 76 

data which have direct relationship 

between the structure and the 

function. Here are some examples: 

(1) Speak in English please! 

(2) Repeat it in more than three times! 

(3) I will invite some of you to read 

the dialog in front of the class. 

(4) Where can we find the example of 

obligation? 

(5) In which line can you find the 

expression of compliment in the 

dialog? 

From the data above, some of the 

students-teachers used direct speech acts 

to communicate with their students. In 

data (1) and (2) the trainees used 

imperative structure in their utterances 

which represent direct speech act. The 

function of the utterance is observable 

directly through the use of structure of 

the utterance. In the data above, the 

trainee asked the students to speak in 

English in the classroom (shown in 

datum 1) and asked the students to 

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repeat the material in three times (shown 

in datum 2). In this case, the students 

understood what the trainee means 

through the use of imperative sentence 

which function as request.  

In datum (3), the trainee used declarative 

sentence in the communication. The 

declarative sentence in this datum used 

to make statement. The trainee only 

stated that he/she will invite the students 

to do something. Meanwhile in data (4), 

and (5), the trainee used interrogative 

sentence which represent direct speech 

act. Datum (4) shows that the trainee 

asked the students directly by using W-

question ‘where’ to find in what place 

the example of obligation can be found, 

and datum (5) to find the expression of 

compliment in the dialog. The trainee 

used interrogative sentence which 

functions as request someone to do 

something directly. In this case, the 

students could observe the structure of 

utterance to find what the speakers 

means through his/her utterance.  

3.1.2 Indirect Speech Act 

Referring to the analysis, 

there are also some data which 

show indirect relationship between 

the structure used by the speakers 

in communication and its function. 

The researcher finds 36 data out of 

112 which include in indirect 

speech act. Here are some 

examples and explanation: 

(6) Can you find the differences 

between banner and poster? 

(7) Can you write the example of 

letter on the whiteboard? 

(8) I left my book at office. 

(9) You are standing in front of 

whiteboard. 

(10) Ok. You still have 2 minutes. 

(11) Why didn’t you move your chair 

here in the group? 

(12) Who know the meaning of ……? 

According to the data 

analysis, some trainees produced 

indirect speech act during the 

teaching and learning process. The 

structures of the utterance found in 

the data are in the form of 

interrogative and declarative. Each 

utterance has different function 

depend on the context of the 

communication. The context may 

include the goal and situational 

context in the classroom.  

In datum (6) and (7), the 

speaker used interrogative 

sentence to make utterance. 

Generally in English, modal 

auxiliary ‘can’ is used to make 

‘yes/no question’. In this case, by 

using ‘can’ the listener can answer 



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the question ‘yes or no’. But in 

pragmatics study, there is a 

difference related to the function 

of ‘can’. As shown in data (6) and 

(7), modal auxiliary ‘can’ does not 

only ask the listener about the 

ability to do something but it 

requests an action. In datum (6), 

the speaker asked the students by 

saying “can you find the 

differences between banner and 

poster?”.  

In this case, the students 

are not only asked whether they 

can find it or not by saying 

“yes/no”, but they need to mention 

the differences between banner 

and poster. In line with this case, 

the speaker of datum (7) asked the 

students by uttering “can you 

write the example of letter on the 

whiteboard?”. By observing the 

context of the utterance, the 

speaker does not only ask the 

students about the ability to do 

something but she/he requested the 

students to come forward to write 

the task on the whiteboard. Both of 

data (6) and (7) include in indirect 

speech acts because there are 

implicit meanings which cannot be 

observed directly through the 

structure of the utterance. In 

understanding the meaning, the 

listener should be able to observe 

the context of the communication. 

Data (8), (9), and (10) are 

indirect speech acts in the form of 

declarative sentence. The 

declarative sentences here are not 

used to make statement. Based on 

the context observed, datum (8) 

has a function as request. The 

speaker requested the students to 

take the speaker’s book at office 

because it will be used in learning 

activity. Meanwhile in datum (9) 

the speaker tended to command 

towards the students’ standing 

position in the class. Looking at 

the context, other students could 

not see the material on the 

whiteboard when others tried to 

practice the task in front of the 

class. The trainee tried to give 

command by uttering the sentence 

in datum (9) which meant the 

students should move aside so 

others can see the material.  

In datum (10) the trainee 

used indirect speech act in the 

form of declarative which 

functions as instruction. The 

trainee uttered “Ok. You still have 

2 minutes”. According to the 

context of the conversation, the 

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trainee instructed the students to 

finish the task immediately. In this 

case, through the use of indirect 

speech acts the trainee instructed 

the students to do something. 

Data (11) and (12) showed 

other forms of indirect speech acts. 

The trainee used interrogative 

form in their utterance by applying 

W-question ‘why’ and ‘who’. 

Generally in English the word 

‘why’ is used to ask the reason of 

something, while the word ‘who’ 

is used to ask a person as subject 

or object in a conversation. In the 

case of datum (11), the trainee 

uttered “why didn’t you move your 

chair here in the group?”. 

 Based on the context observed, 

datum (11) has an implicit 

meaning that the student pointed 

should move her/his chair. In this 

case, the students can not only 

respond by giving the reason, but 

he/she should move to another 

chair. Relating to the datum above, 

the trainee gives more information 

than is said.  

Meanwhile in datum (12), 

the trainee used ‘who’ in her/his 

utterance. The word ‘who’ in this 

context is not only used to ask the 

person in the classroom but also 

asking the students to explain the 

meaning of something. In this 

case, in order to have good 

communication, both of the 

speaker and the listener should 

observe the context of the 

conversation because as stated by 

Levinson (1983: 236) in uttering 

sentences, one is also doing things 

and we must first clarify in what 

ways in uttering a sentence one 

might be said to be performing 

actions. 

3.2 Classification of Speech Acts 

Yule classifies speech act into 

five categories namely assertive, 

representative, expressive, directive, 

and commissive. Based on the 

analysis, EFL students’ speech acts 

are classified into four categories 

namely assertive, expressive, 

directive, and commissive. The 

explanation of each category will be 

described in the following section: 

3.2.1 Representative 

Representatives are those 

kinds of speech acts that state what 

the speaker believes to be the case 

or not (Yule, 1996:53). In using 

representatives, the speaker makes 

the word fits the world. In addition 

Cutting (2002:17) explains that 



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these acts can be used to perform 

some functions such as describing, 

claiming, hypothesizing, insisting 

and predicting.Referring to the 

analysis, the researcher finds that 

representative speech acts used by 

trainee are in the form of 

explaining, informing, stating, 

agreeing, correcting, confirming, 

and disagreeing. For the detail 

description of each form, the 

researcher provides some 

examples below: 

(13) The differences between hortatory 

and analytical exposition text is in 

the last paragraph of each text. 

(14) To be able to have deep 

understanding of caption, next 

week you will have an exercise 

about it and present your task in 

the class.  

(15) Oohh..Hopefully she will get better 

soon. 

(16) I agree with your friend’s 

statement that smoking is not good 

for our health. 

(17) Not combine, but join. 

(18) Ok. So the function of 

advertisement is to persuade the 

reader to buy a product. 

(19) No, other students can give other 

opinions? 

Looking at the example of 

the data above, the trainee or 

speaker uses different kinds of 

representative speech acts. In the 

datum (13) the speaker tried to 

give explanation about the 

material to the students. It includes 

in explaining which describe or 

tell someone about the fact. 

Meanwhile in datum (14), the 

speaker informed to the students 

about the next week activity. 

Informing is used to make the 

students are aware of fact.  

The third datum (15) 

includes in stating. The trainee 

stated something to the students 

who got sick and could not come 

to the class at that time. This kind 

of representative is used to show a 

respect of the teacher to his/her 

student’s condition. In the forth 

datum (16), the speaker uttered an 

agreement with the student’s 

opinion. In this case, the speaker 

has the same view as the student 

about the topic. Different case lies 

on the example (17). Correcting 

student’s used of vocabulary 

becomes another example of 

representative speech acts. The 

speaker checked students’ answer 

by giving them the correct one. In 

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this case, the speaker believes 

what he/she said to be true.  

Other examples of 

representative is confirming and 

disagreeing. In the example (18) 

the speaker established the truth or 

correctness of students’ opinion 

about the topic. Meanwhile in the 

example (19) the speaker denied 

the students’ opinion and gave the 

chance to other students. 

Disagreeing is a statement which 

is used to represent different 

opinion.  

3.2.2 Expressive 

Expressive is a kind of 

speech acts in which the speaker’s 

utterance express what the speaker 

feels. They express psychological 

states and can be statements of 

pleasure, pain, likes, dislikes joy, 

or sorrow (Yule: 1996: 53). In 

addition Leech (1983: 56) states 

that the illocutionary force of these 

acts can be in the forms of 

apologizing, condoling, praising, 

congratulating, thanking and the 

like.Based on the analysis, 

expressive speech act in the data 

includes in different forms namely 

surprising, thanking, 

complimenting and apologizing. 

Here are some examples of 

expressive found in teaching and 

learning process: 

(20) Ohh.. Why she didn’t come? 

(21) Thank you for presenting the task, 

give applause.. 

(22) Ok..that’s good.. you’ve done a 

great job! 

(23) I’m really sorry for the media that 

is not working properly. 

Referring to the example 

above, the speaker expressed 

his/her feelings in different forms. 

Example (20) shows us the 

expression of surprise. Based on 

the context observed, the teacher 

was feeling surprise when he/she 

called one name of the students 

but he did not come (absent). The 

second datum (21) is the example 

of thanking. The teacher 

expresseshis/her thanking through 

the use of language. Meanwhile in 

datum (22) the speaker expresses 

his/her feeling about students’ 

task. The speech acts include in 

complimenting or praising towards 

the students’ job. In this case, 

compliment is used as a polite 

expression of praise or admiration. 

Datum (23) includes in 

apologizing. The speaker 

expressed his/her regret by using 

verbal language because the media 



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used in teaching and learning 

process was not running well. 

3.2.3 Directive  

Directive is a kind of 

speech acts deal with attempting 

someone to do something.As 

stated by Yule (1996: 54) it is a 

kind of speech acts that speakers 

use to get someone else to do 

something.The illocutionary point 

of directive is to try to get the 

hearer to behave in such a way as 

to make his behavior match the 

propositional content of the 

directive (Searle, 1998:148). 

Based on the analysis, the 

researcher found directive speech 

act in teaching performance in the 

form of asking, requesting, and 

suggesting. Here are the data: 

(24) Speak in English please! 

(25) Ok you, what is your opinion 

about it? 

(26) You need to read a lot of English 

text books to improve your 

pronunciation. Ok! 

From the data of the 

research above show us the 

examples of directive. The first 

directive is in the form of 

requesting. In this datum (24) the 

speaker requested the students to 

speak in English while learning in 

the classroom. Meanwhile in 

datum (25) the speaker asked the 

students to answer the question 

relates to the topic discussed in the 

class. In the third datum (26) the 

speaker suggested his/her students 

to read English text books to 

improve their pronunciation. All 

the example of directive speech 

acts above require the 

students/listener to do something 

based on the context of the 

communication.  

3.2.4 Commissive 

Commissive is the kind of 

speech acts that speakers use to 

commit themselves to some future 

action (Yule, 1996: 54). The whole 

point of commissive is to commit 

the speaker to a certain course of 

action (Austin, 1962:156). Cutting 

(2002: 17)adds that promising, 

threatening, refusing, and 

pledging, offering, vowing and 

volunteering are some examples of 

illocutionary forces that fall under 

the category of commissives. 

According to the result of analysis, 

commissive speech acts occur in 

two forms namely offering and 

promising; here are the examples: 

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(27) If you do not understand the rule, 

just ask me. I will help you to do it. 

(28) For the next section, I will provide 

some examples of conditional 

sentence in different types, and 

you should compare them to find 

the differences. 

From the example above, the 

first example (27) shows us the 

form of offering. Based on the 

context observed, the speaker 

committed future action by offering 

him/herself to help the students in 

doing something in the classroom. 

While in the second datum (28), the 

speaker committed future action by 

saying to the students that he/she 

will provide something relates to the 

topic of the lesson.  

3.3 Implication of Speech Acts in 

Teaching and Learning Activity 

  Referring to the analysis 

of EFL students’ speech acts above, 

the use of speech acts can give 

possible future effect on teaching 

and learning activity. Speech acts as 

the basic unit of languagewhich is 

used in communication such as in 

the classroom could influence the 

effectiveness of communication 

between the teacher and students. 

Looking at the result of observation, 

the use of direct speech act in the 

classroom influences the students in 

understanding the meaning of the 

utterance. The students are easily to 

catch the meaning of direct speech 

acts than indirect utterances. It is 

also said by Hansen (2008: 27) that 

in giving learner feedback, direct 

speech is more easily understood 

than indirect speech. The indirect 

relationship between the structure 

and the meaning requires the 

students to observe the context of 

the communication and require 

them to have the ability to 

understand the message conveyed.It 

is supported by Paltridge (2006:58) 

indirect speech acts are often 

difficult for second language 

learners to recognize as they may 

not necessarily know that in English 

it is request someone to do 

something, order to do something or 

something else.   

 Whereas indirect speech acts 

have greater politeness than direct 

speech act. As stated by Yule 

(1996:56) indirect speech acts are 

generally associated with greater 

politeness in English than direct 

speech acts. In this case, some 

students are failing to understand 

the teacher’s intended meaning 

because different background 



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knowledge, experience, and culture. 

Thus, the language teachers are 

required to take a concern and draw 

an attention to the students to have 

an awareness of different culture in 

a communication. 

  Another result of observation 

shows that the use of speech acts which 

have implicit meaning such as in the 

form of declarative and interrogative 

could create a pleasant environment. For 

example, when the teacher asks the 

students to do something, it is more 

polite than he/she used imperative as an 

instruction. To modify the explicit 

politeness, in this case sometimes the 

teacher added “please”in the utterance. 

  Besides, the use of speech act 

with excessive intonation could 

influence the students’ happiness in 

learning activity as in the example 

‘Ok..that’s good.. you’ve done a great 

job!’. This positive attitude can increase 

the class atmosphere and students’ 

motivation. Another example of speech 

act which can improve class situation 

when the teacher used commisive 

speech act in the form of offering. When 

the teacher tries to offer some helps to 

the students, it will bring closeness 

between the teacher and the students. 

The students will feel comfort in the 

classroom when they get more attention 

from the teacher.  

  The teachers’ closeness to the 

students can improve their achievement 

in learning. As stated by Zulianti 

(2017:342) the relationship between the 

teacher and the students is very 

important. It can increase the students’ 

achievement.It is supported by Rimm-

Kaufman, Sara and Sandilos (2016) 

those students who have close, positive 

and supportive relationships with their 

teachers will attain higher levels of 

achievement than those students with 

more conflict in their relationships. 

4. CONCLUSION 

In learning and teaching 

process, it is not impossible for the 

teachers to produce some speech acts 

in their communication. The 

producing of speech acts may have 

their own function and meaning 

depends on the context of the 

communication or speech situation. 

In order to be able to understand what 

the teacher’s means towards his/her 

utterance, the students need to 

observe the context around them. 

Besides, understanding different 

culture, background knowledge and 

experience are also needed to gain the 

meaning of the utterance. In this case, 

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the students should have an ability to 

catch the meaning and are aware of 

those differences in some aspects.  

The other results show that, 

the use of speech acts in teaching and 

learning activity give some 

implications. Two different types of 

speech acts give a different in the 

level of decency. Indirect speech acts 

have greater politeness than direct 

speech act.  The use of speech acts 

also could increase the students’ 

motivation and class atmosphere. 

Besides, it also builds good 

relationship between teachers and 

students in learning and teaching 

process.  

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