TEACHER’S CLASSROOM INTERACTION AT SMA NEGERI 1 PALEMBANG
Keywords:
illocutionary acts, EFL classroom interaction, and speech acts.Abstract
This research aimed to explain about (1) the various speech acts used by EFL teachers in the classroom and (2) the effect that these speech acts have on students' linguistic and pragmatic competence as they relate to their own perceptions of their EFL teachers' speech acts in the classroom. This research relies on video recordings, in-person observations, and in-depth interviews. Five distinct categories of illocutionary acts were identified as being used by English teachers in the course of classroom discourse, as shown by the study's findings (1). Based on their findings, EFL educators can be confident that they are using the most effective speech acts with their students. As far as illocutionary acts go, aggression was by far the most popular one, accounting for 41% of all occurrences. Commissive accounted for only 4% of all illocutionary acts, making it the least popular. The lecturers made extensive use of various illocutionary powers in their presentations. The majority of the thirty-one students across two grade levels who participated in this study had favourable impressions of the teachers' use of language in class discussions.
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