A PRAGMATIC ANALYSIS OF SPEECH ACTS OF THE DIALOGUES IN AN ENGLISH TEXTBOOK ENTITLED PATHWAY TO ENGLISH FOR ENGLISH SENIOR HIGH SCHOOL GRADE X: GENERAL PROGRAMME

Abstrak / Ringkasan

The objectives of this research were (1) to identify the type of speech acts proposed by Searle performed by the characters in the dialogues contained in Pathway to English for Senior High School Grade X: General Programme, (2) to explore the context of situations of the dialogues in Pathway to English for Senior High School Grade X: General Programme, (3) to reveal the relation between the illocutionary forces found in the dialogues and the two competencies formulated by The Ministry of National Education (4) to find out the character qualities integrated in the dialogues in Pathway to English for Senior High School Grade X: General Programme.
This study employed descriprive-qualitative research. The data used in this study were in the forms of dialogues uttered by the characters in the textbook. In this research, the quantitative data was involved to describe the occurrence of the data to support findings. The primary instrument of the researcher was the researcher and the data sheets were also employed as the second instrument. Some steps were undertaken during the data collection: Reading the dialogues, selecting the data, refitting the collected data, recording the data into data sheets. In analyzing data, the method was done by identifying and re-examining. This research principally used credibility, dependability and conformability to check the trustwothiness of the data.
The results show that there are four points of findings discussed in this research. Related to the speech acts, there were four types of speech acts employed by the characters in the dialogues in textbook entitled Pathway to English for Senior High School Grade X: General Programme. Assertive was the dominant speech acts used by the characters. Regarding the context of situation, the findings show that participants involved in the dialogues varied. The conversations mostly happened in the school. Warm, friendly and pleasant were the most physical setting occurred in the conversation. The topics discussed in the dialogues are generally about the problems found in the daily life. Then, the functions expressed in the conversations are the expressions needed to be learned and practiced by the students in their daily life. The third result is there are relations between the illocutionary forces found in the dialogues and the two competencies, especially core competencies. Next, there are five classifications of character qualities integrated in the dialogues. Character qualities in relation of human to others get the highest place, including tolerant, appreciative, friendly, and socially caring.

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