TEACHERS' SPEECH ACT AND POLITENESS IN EFL CLASSROOM INTERACTION

Abstract

Abstrak : Tindak tutur guru dalam interaksi kelas memiliki peran penting atas sukses tidaknya 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 mendominasi tindak tutur kelas. Selain dominasi tersebut, tindak tutur direktif oleh guru cenderung dominan yang jika tidak dilakukan dengan santun akan membuat kesalahpahaman dalam berkomunikasi. 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 asertif, deklaratif, ekspresif, direktif dan komisif. Sedangkan kesantunan tindak tutur guru akan dikaji dengan pandangan Leech yang serupa dengan teori prinsip kerjasama seperti Tact maxim, Generosity Maxim, Approbation Maxim dan Modesty Maxim. Kata Kunci : Interaksi kelas, tindak tutur guru, kesantunan Abstract : Teacher's speech acts in classroom interaction play a very important role in determining the success and failure of student learning. This involves not only transfering knowledge to students but also maintaining good rapport between the teacer and students. From Sinclair & Coulthard (1975, 1992) IRF model of classroom discourse, it is clear that the teacher usually initiates communication about a topic, for 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 communicative functions. With its dominant role in classroom interaction, this paper aims to share the types and approppriateness of speech acts performed by an English teacher and students in classroom interaction. The speech acts performed are identified under 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 Maxim: Minimize cost to other. Maximize benefit to other, Generosity Maxim: Minimize benefit to self. Maximize cost to self, Approbation Maxim: Minimize dispraise of other. Maximize praise of other, Modesty Maxim: Minimize praise of self. Maximize dispraise of self. Key Words : Classroom interaction, Teachers' speech acts, politeness