A PRAGMATIC FORCE ANALYSIS OF TEACHERS’ SPEECH ACTS IN INDONESIAN LANGUAGE TEACHING AT THE ELEMENTARY LEVEL

Abstract

This study aims to describe the types of speech acts and pragmatic forces used by Indonesian language teachers during classroom interactions at SDN 12 Payung. The research employed a qualitative descriptive approach, with data collected through observation, recordings, and interviews. Data were analyzed using three stages: data reduction, data display, and conclusion drawing. The results indicate that the teacher used five types of speech acts based on Searle’s classification: directive, expressive, representative, commissive, and declarative. From 65 utterances, directive speech acts were the most dominant (43.1%), followed by expressive speech acts (23.1%). The pragmatic forces observed include directing, motivating, appreciating, and reinforcing students’ participation. The findings suggest that appropriate and varied use of speech acts fosters effective, polite, and meaningful learning interactions. Teachers play a crucial role in building classroom communication that enhances students’ motivation and engagement in Indonesian language learning at the elementary level.