TEACHERS' SPEECH ACT AND POLITENESS IN EFL CLASSROOM INTERACTION

Abstract

Abstrak ; f indat< tutur"guru dalam interaksi kelas memiliki peran penting atas sukses ticlaknya proses belajar dan mengajar. Dalam kelas secara umum menurut Sinclair dan Coulthard terdapat pola IRF (Initiation Respon Feedback) dimana guru melakukan inisiasi, siswa menjawab. dan guru memberikan umpan balik. Dari pola ini secara jelas dapat diketahui bahwa guru mendonrinasi tindak tutur kelas. Selain dominasi tersebut, tindak tutur direktif oleh guru cenderung don:inan yang jika tidak dilakukan dengan santun akan membuat kesalahpahaman dalam bettomunikasi. Oleh karena itu makalah ini menyajikan gagasan tentang jenis-jenis tindak tutur guru dan strategi kesantunan yang sesuai dalam interaksi kelas berdasarkan kategori tindak tutur yang diusulkan oleh John Searle (1969) yang terdiri dari asertil deklaratil, ekspresil; direktif dan komisif. Setlangkan kesantunan tindak tutur guru akan dika.ji dengan panclangan Leech yang serupa dengan teori prinsip kerjasama sepefii Thct rnaxim, Generasity Maxiru, Apprctbation Maxtm dan Modesty Maxtm. Kata Kunci: Interaksi kelas, tindak tutur guru, kesantunan Abstract : Teacher's speech acts in classroom interaction play a very importart role in detennining the success and failure of student learning. This involves not only ffansfering knowledge to students but also rnaintaining good rapport befween the teacer and students. From Sinclair & Coulthard (19"75,1992) IRF model of classroom discourse, it is clear that the teacher usually initiatcs communication about a topic, fcrr example, by asking a question, the learner then responds to the teacher''s initiation, and the teacher finally gives the learner feedback. From this pattern, it can be seen that teachers have dominant part in performing cofilmunicative functions. With its dominant role in classroom interaction, this paper aims to share the types and approppriateness of speech acts perfbrmed by an English teacher and students in classroom interaction. The speech acts perlbrmed are identifiedunder Searle's (1969) classification of speech acts namely assertive, declarative, expressive, directive, and commissive speech acts while their appropriateness is based on Leech's view of politeness involving a set of politeness maxims analogous to Grice's maxims such as:Tact Maxinr: Mininrize cost to other. Maximize benefit to other, Generosity Maxirn: Minirnize benefit io self. Maximize cost to self, Approbation Maxim: Minimize dispraise of other. Maximize praise of other, Modesty Maxim: Minimize praise of self- Maxinrize dispraise of self. Key Words : Classroonr interaction, Teachers' speech acts, politeness