Sumarti, Sumarti and Mulyanto, Widodo and Iing, Sunarti
The Fulfilment of Student’s Deficiency Need by
Teacher’s Directive Speech Act Strategy
Abstract—.
4th PRASASTI International Conference on Recent Linguistics Research (PRASASTI 2018) Copyright © 2018, the Authors. Published by Atlantis Press. This is an open access article under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/)., 166 (8).
pp. 434-439.
ISSN part of series: ASSEHR, ISSN: 2352-5398
Abstract
Abstract—There are many studies on directive speech act
from politeness perspective. However, those studies only focus on
speaker’s perspective such as the form of speech, speech act
strategy, and contextual influences on speech act choices in
interpersonal relations.The attention which is relatively less given
is on the effects of speech on interlocutor, particularly their
reaction and response. Therefore, this paper of study result give
the effects of speech act on interlocutor in instructional or
learning context, particularly the effects of teacher’s directive
speech act strategy on student’s emotional response/affective
color. Each student has deficiency need, such as love, affection
and self esteem as the basic needs which should be fulfilled in
advance before growth need. Student who feels not being loved
and respected will not has strong motivation to achieve the goal
in growth need. Student who feels being loved and respectedwill
like to study, creative, and optimal in self actualization. This
study use qualitative-phenomenology research design and data
collection technique through observation, recording bug,
questionnaire and interview; whereas data analysis through
heuristic analysis, domain and taxonomy. The result of study
showed that the communication function of directive speech act
strategy used by Bahasa Indonesia teachers consist of
commanding, requesting, forbidding, suggesting, asking, and
inviting which are realized directly and indirectly. Teacher’s
directive speech act strategy which get positive affective response
from students are (a) direct speech, (b) contain praise(c) use
greeting as sign of love and name, (d) avoid the use of words saya
and kamu, (e) involve speaker and interlocutor in activity, (f) use
the sign of polite request, (g) contain joke, (h) consider
interlocutor’s desire, (i) strive for agreement, and (j) indirect
speech. Teacher’s directive speech act strategy which get
negative affective response from students are speech which (a)
indirectly contain irony, (b) greet with interjection, (c) compare,
and (d) contain denunciation. Affective color as emotional sign
much influence cognitive learning process, motivation, and class
interaction. This emphasize the importance ofteachers to do
emotional regulation in classroom. Through directive speech act
strategy which is good and effective, teacher maintain students
emotion to be always positive, namelyhappy, glad, and
enthusiastic in learning.
Keywords—deficiency need; directive speech act; affective color
response; heuristic analysis
Available Versions of this Item
-
The Fulfilment of Student’s Deficiency Need by
Teacher’s Directive Speech Act Strategy
Abstract—. (deposited 14 May 2019 08:12)
[Currently Displayed]
Actions (login required)
 |
View Item |
