A SPEECH ACT ANALYSIS: ILLOCUTIONARY ACTS PRODUCED BY TEACHER IN ESL CLASSROOM
Open accessAbstract
Speech acts determine classroom interaction. Speech acts consist of all verbal utterances used in classroom communication. This study identified and described the forms of speech acts based on Searle’s illocutionary act theory produced by the teacher to the seventh grader of the International class program at SMP Muhammadiyah 1 Sidoarjo. The primary focus was on the utterances of the English as a second language teacher. In this study, researchers employed a descriptive qualitative method. Observations and recordings were used to acquire the data. The obtained data were then transcribed and analyzed using NVivo 12 Pro. The teacher produces two hundred and sixty-six utterances and four kinds of Searle’s illocutionary acts in the English as a second language classroom. Sixty-eight of their statements were representative, one hundred fifty-one were directive, five were commissive, and forty-two were expressive. The teacher’s frequent use of instructions suggests that she was conscious of her position as a more powerful individual than her students and efficiently managed and commanded the classroom.
AI snapshot
Written from the paper’s full text.
TL;DR
This descriptive qualitative study identifies the illocutionary acts produced by an ESL teacher in a seventh-grade International Class Program at SMP Muhammadiyah 1 Sidoarjo. The teacher produced 266 utterances, with directive acts most frequent, followed by representative, expressive, and commissive acts; no declarative acts appeared.
Key findings
- Across 266 teacher utterances, Searle’s illocutionary categories were distributed as: directive 151, representative/assertive 68, expressive 42, commissive 5, and declarative 0.
- Directive acts were the most frequent; reported subcategories include asking (listed as 88 utterances, later described as 89 occurrences), requesting 19, ordering 15, inviting 12, warning 6, suggesting 4, directing 3, pleading 2, prohibiting 1, and advising 1.
- Representative acts included explaining 17, stating 13, asserting 12, informing 9, agreeing 8, disagreeing 5, and assuming 4; expressive acts included thanking 12, stating surprise 8, apologizing 5, sorrow 3, leave-taking 3, praising 3, joking 2, deploring 2, hoping 2, greeting 1, and stating annoyance 1; commissive acts included promising 3 and offering 2.
- The teacher’s frequent use of instructions suggested she was conscious of her position as more powerful than students and efficiently managed and commanded the classroom.
Methods
- Descriptive qualitative design focused on natural classroom interaction between one ESL teacher of grade 7 ICP 1 at SMP Muhammadiyah 1 Sidoarjo and 24 students.
- Data were collected through observation and recordings for approximately 103 minutes across two classroom sessions, using note-taking and a mobile phone; purposive sampling selected a teacher with good communication and many speech acts.
- Audio was transcribed, imported into NVivo 12 Pro for coding and content analysis, and teacher utterances were classified using Searle’s (1979) illocutionary act theory: representative/assertive, directive, declarative, commissive, and expressive.
Limitations
- Stated: the conclusion says future researchers must incorporate an enormous number and diversity of data because this has not yet been examined in this study.
- Evident: the study analyzes only one teacher, one class of 24 students, and about 103 minutes over two sessions, so findings are context-specific and not generalizable.
- Evident: only the teacher’s speech acts were analyzed, not students’ utterances, and no declarative acts were observed in this classroom context.
Model-written summary. Check it against the paper before relying on it.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
3 of 3 cited sources checked · 0 supported · 1 flagged · accuracy not yet measured
- Premisecitation
No one has comprehensively undertaken a specific study of illocutionary acts.
“From those studies, the researchers found that no one has comprehensively undertaken a specific study of illocutionary acts.”
Quote in the paperSubstantial claim3 of 3 sources checked- cites Romadani et al. (2019) source
The Introduction (page unavailable) says that directive speech-act strategies in classroom learning had not been thoroughly studied. That is a narrower gap than the claim: the paper does not say that no one has comprehensively studied illocutionary acts generally, and it describes prior research on directive speech acts. (LLM, conf=0.86)
Experimental — accuracy not yet measured - cites Yulistiana and Widyastuti (2022) source
The Introduction says previous researchers have extensively discussed illocutionary acts; it identifies a narrower gap concerning types of assertiveness in interruptions during presidential debates. It does not claim that no one has comprehensively studied illocutionary acts. (LLM, conf=0.88)
Checked by a reasoning model — may be wrong.
Experimental — accuracy not yet measured - cites Christianto (2020) source
The Introduction reviews earlier speech-act studies, including one that examined illocutionary acts, but does not say whether any study focused specifically and comprehensively on them. Searches for the quoted claim and for a paraphrase about that research gap found no passage making it. (LLM, conf=0.72)
Experimental — accuracy not yet measured
- Findingown data
Representative illocutionary acts occurred 68 times.
“Sixty-eight of their statements were representative”
- Also stated in: § FINDINGS · plain
“Representatives were referenced 68 times out of the total number of utterances.”
- Also stated in: § REFERENCES · plain
“| Assertive or Representative | 68 |”
Quote in the paperNot a substantial claim - Also stated in: § FINDINGS · plain
- Findingown data
Directive was the most frequent illocutionary act, with 151 utterances.
“one hundred fifty-one were directive”
- Also stated in: § FINDINGS · plain
“the teacher's most frequent speech behavior was directive, with 151 utterances.”
- Also stated in: § REFERENCES · plain
“| Directive | 151 |”
Quote in the paperSubstantial claim - Also stated in: § FINDINGS · plain
- Findingown data
The ESL teacher produced no declarative illocutionary acts.
“They were representative, directive, commissive, and expressive, but the teacher made no declarative remark.”
- Also stated in: § Offering · plain
“The teacher does not utter declarative speech acts.”
- Also stated in: § REFERENCES · plain
“| Declarative | 0 |”
Quote in the paperSubstantial claim - Also stated in: § Offering · plain
- Findingown data
The ESL teacher produced 266 utterances in the ESL classroom.
“The teacher produces two hundred and sixty-six utterances and four kinds of Searle's illocutionary acts in the English as a second language classroom.”
- Also stated in: § FINDINGS · plain
“The researchers identified 266 utterances and four categories of Searle's illocutionary actions made by the ESL instructor in the ESL classroom based on Table 1.”
- Also stated in: § REFERENCES · plain
“| Total | 266 |”
Quote in the paperNot a substantial claim - Also stated in: § FINDINGS · plain
- Findingown data
Representative speech performances ranked second among the categories.
“Among the other categories, representative speech performances ranked second.”
Quote in the paperNot a substantial claim - Findingreasoning
The teacher tended to express the word thank you during class interactions.
“The teacher tended to express the word”
Quote in the paperNot a substantial claim - Findingown data
Expressive occupied third place with 42 utterances.
“Based on research findings, expressive occupied third place with 42 utterances.”
Quote in the paperNot a substantial claim - Findingown data
Commissive was the category with the fewest occurrences.
“In addition, the category with the fewest occurrences is commissive, with just five instances.”
Quote in the paperNot a substantial claim - Findingown data
Expressive illocutionary acts occurred 42 times.
“forty-two were expressive”
- Also stated in: § FINDINGS · plain
“expressive occurred 42 times across all utterances.”
- Also stated in: § REFERENCES · plain
“| Expressive | 42 |”
Quote in the paperNot a substantial claim - Also stated in: § FINDINGS · plain
- Findingown data
Commissive illocutionary acts occurred 5 times.
“five were commissive”
- Also stated in: § FINDINGS · plain
“the category with the fewest occurrences is commissive, with just five instances.”
- Also stated in: § REFERENCES · plain
“| Commissive | 5 |”
Quote in the paperNot a substantial claim - Also stated in: § FINDINGS · plain
- Findingown data
The ESL teacher produced four kinds of Searle's illocutionary acts: representative, directive, commissive, and expressive.
“They were representative, directive, commissive, and expressive, but the teacher made no declarative remark.”
- Also stated in: § CONCLUSION · plain
“The researchers discovered four illocutionary forms an ESL teacher used during the ESL Class in SMP Muhammadiyah 1 Sidoarjo: directive, representative, commissive, and expressive.”
- Also stated in: § DISCUSSION · plain
“These communication styles are directive, representative, commissive, and expressive.”
Quote in the paperSubstantial claim - Also stated in: § CONCLUSION · plain
- Interpretationreasoning
The directive illocutionary acts used by the teacher (asking, ordering, warning, pleading, requesting, prohibiting, inviting, directing, suggesting, advising) were well conveyed and understood by students.
“This shows that the illocutionary acts used by the teacher in the form of asking, ordering, warning, pleading, requesting, prohibiting, inviting, directing, suggesting, and advising are well conveyed and understood by students.”
Quote in the paperSubstantial claim - Interpretationown data
The teacher used directive illocutionary acts to ask questions to stimulate student responses so that communication goes well.
“In the directive utterances uttered by the teacher, it appears that the teacher asks something to stimulate response to the questions posed by the teacher so that communication goes well.”
Quote in the paperSubstantial claim - Interpretationnone given
In representative illocutionary act, the teacher is more focused on providing knowledge or information to students about the material being discussed.
“In representative illocutionary act, the teacher is more focused on providing knowledge or information to students about the material being discussed.”
Quote in the paperNot a substantial claim
- The quote only partly states this claim. 1
- May combine two claims. 10
- Classified as probably not a substantial claim. 2
The quote only partly states this claim.
Findingown dataAsking was the most frequent directive function, with 89 occurrences.
“With 89 occurrences, asking is the most frequent phrase.”
Quote in the paperNot a substantial claimMay combine two claims.
Findingown dataRepresentative acts included informing (9), assuming (4), explaining (17), asserting (12), stating (13), agreeing (8), and disagreeing (5).
“The representative illocutionary acts performed by the teacher include informing (9 utterances), assuming (4 utterances), explaining (17 utterances), asserting (12 utterances), stating (13 utterances), agreeing (8 utterances), and disagreeing (5 utterances).”
Quote in the paperSubstantial claimMay combine two claims.
Findingown dataDirective acts included asking (88 utterances), ordering (15), warning (6), pleading (2), requesting (19), prohibiting (1), inviting (12), directing (3), suggesting (4), and advising (1).
“It includes asking (88 utterances), ordering (15 utterances), warning (6 utterances), pleading (2 utterances), requesting (19 utterances), prohibiting (1 utterance), inviting (12 utterances), directing (3 utterances), suggesting (4 utterances), and advising (1 utterance).”
Quote in the paperSubstantial claimMay combine two claims.
Findingown dataCommissive acts included promising (3) and offering (2).
“The categories of commissives discovered in this research were promising (3 utterances) and offering (2 utterances).”
Quote in the paperNot a substantial claimMay combine two claims.
Findingown dataIn expressive illocutionary act, the teacher expresses thanks and praises students.
“In expressive illocutionary act, the teacher expresses thanks and praises students.”
Quote in the paperSubstantial claimMay combine two claims.
Findingown dataIn the commissive illocutionary act, the teacher makes a promise and offers to students to answer questions.
“In the commissive illocutionary act, the teacher makes a promise and offers to students to answer questions.”
Quote in the paperSubstantial claimMay combine two claims.
Findingown dataThe teacher used commissive illocutionary acts when promising to continue class at the next schedule and offering when appointing students to answer questions.
“Here, commissive illocutionary act is used by the teacher when performing promising, namely when the teacher promises to continue class at the next schedule and offering is done when the teacher appoints students to answer questions.”
Quote in the paperSubstantial claimMay combine two claims.
Findingown dataExpressive acts included thanking (12), apologizing (5), joking (2), sorrow (3), stating surprise (8), stating annoyance (1), deploring (2), greeting (1), leave-taking (3), hoping (2), and praising (3).
“Among them are thanking (12 utterances), apologizing (5 utterances), joking (2 utterances), sorrow (3 utterances), stating surprise (8 utterances), stating annoyance (1 utterance), deploring (2 utterances), greeting (1 utterance), leave-taking (3 utterances), hoping (2 utterances), and praising (3 utterances).”
Quote in the paperSubstantial claimMay combine two claims.
Interpretationown dataThe teacher's frequent use of instructions suggests she was conscious of her position as a more powerful individual than her students and efficiently managed and commanded the classroom.
“The teacher's frequent use of instructions suggests that she was conscious of her position as a more powerful individual than her students and efficiently managed and commanded the classroom.”
Quote in the paperSubstantial claimClassified as probably not a substantial claim.
Interpretationnone givenThe teacher uses directive illocutionary act when the teacher asks students to do something as ordered by the teacher.
“The teacher uses directive illocutionary act when the teacher asks students to do something as ordered by the teacher.”
Quote in the paperSubstantial claimMay combine two claims.
Interpretationown dataThe teacher used explaining most among representative acts because she had a specific purpose of telling students what they should do and what they did not get in her explanation at the beginning.
“The teacher used”
Quote in the paperSubstantial claimProbably not a substantial claim: may not pass S3 (load-bearing), S4 (based). May combine two claims.
InterpretationreasoningThe teacher expressed thank you most because she felt grateful for what the students had done.
“The teacher expressed those words the most because the teacher felt grateful for what the students had done.”
Quote in the paperNot a substantial claim
The paper relies on this without support.
Speech acts determine classroom interaction.
“Speech acts determine classroom interaction.”
“It determines interactions in the classroom.”
The paper relies on this without support.
The effectiveness of English teaching and learning in the classroom depends on several elements, including the language used by the teacher.
“The effectiveness of the English teaching and learning process in the classroom is contingent on several elements, including the language used by the teacher.”
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
Each contradiction between two passages listed here was confirmed by an independent check.
Asking is classified as both directive and assertive
MinorThe findings classify asking under directive acts, whereas the discussion calls it an assertive speaking act.
“It includes asking (88 utterances), ordering (15 utterances), warning (6 utterances), pleading (2 utterances), requesting (19 utterances), prohibiting (1 utterance), inviting (12 utterances), directing (3 utterances), suggesting (4 utterances), and advising (1 utterance).”
“The purposes of the assertive speaking act of asking are to seek clarification, explanation, or understanding about something the listener wants to know more about (Sinaga et al., 2019).”
Asking is counted as both 88 and 89 utterances
MinorThe directive breakdown lists 88 asking utterances, but the Asking subsection reports 89 occurrences.
“It includes asking (88 utterances), ordering (15 utterances), warning (6 utterances), pleading (2 utterances), requesting (19 utterances), prohibiting (1 utterance), inviting (12 utterances), directing (3 utterances), suggesting (4 utterances), and advising (1 utterance).”
“With 89 occurrences, asking is the most frequent phrase.”
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AN ANALYSIS OF ILLOCUTIONARY ACTS IN VLADIMIR PUTIN’S ELECTION VICTORY SPEECH
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Revealing Teachers’ Power through Speech Acts in EFL Classroom Interaction
Gunas, T., Guna, S., & Daar, G. F. (2025) · doi:10.4108/eai.13-12-2024.2355565
INVESTIGATING NATIONALISTIC IDEALS: A DISCOURSE ANALYSIS OF MALAYSIA MADANI SONGS
Baharun, H., & Ismail, H. (2025) · Journal of Language and Communication · doi:10.47836/jlc.12.02.04
- Authors
- Yulian, A. A., & Mandarani, V.
- Affiliations
- Universitas Muhammadiyah Sidoarjo (ID)
- ORCID
- Mandarani, Vidya
- Venue
- Celtic : A Journal of Culture, English Language Teaching, Literature and Linguistics
- Publisher
- Universitas Muhammadiyah Malang
- Published
- 2023-06-07
- Volume
- 10
- Issue
- 1
- Pages
- 1-13
- ISSN
- 2356-0401 (ISSN-L)
- 2621-9158
- OpenAlex
- W4393183119
- Cited by
- 9
- References
- 19
- Citations by year
- 2025: 2 · 2024: 5 · 2023: 2
- FWCI
- 10.25
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Licence
- Locations
- Celtic A Journal of Culture English Language Teaching Literature and Linguistics (publishedVersion, cc-by-sa)
- Umsida Repository (Universitas Muhammadiyah Sidoarjo) (submittedVersion)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Topics
- Social Sciences › Arts and Humanities › Language and Linguistics › Linguistics and Language Analysis
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Social Sciences › Arts and Humanities › Language and Linguistics › Language, Discourse, Communication Strategies
- Keywords
- speech acts, illocutionary acts, Searle's speech act theory, teacher utterances, classroom interaction, English as a second language, directive speech acts, commissive speech acts, expressive speech acts, teacher power, classroom management, junior high school students
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