TEACHERS' SPEECH ACT AND POLITENESS IN EFL CLASSROOM INTERACTION

SULISTYANI, SULISTYANI (2017) TEACHERS' SPEECH ACT AND POLITENESS IN EFL CLASSROOM INTERACTION. CAKRAWALA PENDIDIKAN, 20 (1). pp. 33-41. ISSN ISBN 978-602-19638-8-3

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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 transferring knowledge to students but also maintaining good rapport between the teacher and students. From Sinclair & Coulthard (19"75,1992) 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 appropriateness 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.

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