Analysis of Illocutionary Acts in Classroom Interaction
Abstract
Interaction pattern is formed through speech acts uttered by lecturers and students as a means to achieve learning objectives. This study aims to identified the types of illocutionary acts expressed by the lecturer and students during class interaction in Class B of the English Education Department at Universitas Islam Lamongan. Using a qualitative descriptive method, data were obtained through non-participant observation and audio recordings. The recorded utterances were transcribed and examined based on speech act theory. A total of 384 utterances were documented, including 145 assertive, 187 directive, five commissive, and 47 expressive forms. The lecturer demonstrated four categories of illocutionary acts-assertive, directive, commissive, and expressive. While the students produced three: assertive, directive, and expressive. The results reveal the presence of various speech acts during classroom interaction. These findings can be used as a foundation for developing learning activities that foster student engagement and encourage the use of diverse speech acts.
References
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Rajagopalan, I. (2019). Concept of Teaching. Shanlax International Journal of Education, 7(2), 5–8. https://doi.org/10.34293/education.v7i2.329
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Yulian, A. A., & Mandarani, V. (2023). A Speech Act Analysis: Illocutionary Acts Produced by Teacher in Esl Classroom. Celtic : A Journal of Culture, English Language Teaching, Literature and Linguistics, 10(1), 1–13. https://doi.org/10.22219/celtic.v10i1.23276
Zahroh, N. F., & Susanto, F. (2022). Students’ Understanding on Teacher’s Speech Acts in the Classroom Instructions. JET ADI BUANA, 7(02), 131–141. https://doi.org/10.36456/jet.v7.n02.2022.6314
Zulfa, M., & Puji Haryanti, R. (2023). Assessing the Realization of Speech Acts in the Conversation Section of “Interactive English 1” Textbook. English Education Journal, 13(2), 170–180. https://doi.org/10.15294/eej.v13i2.72034
Anisah, L., & Anwar, M. (2023). Speech Acts Used By The English Teacher in EFL Classroom. 7.
Arditasari, A. E. N. (2023). The Illocutionary Acts and Its Implication in Classroom Interaction. UIN Walisongo Semarang.
Budianto, A. (2023). An Analysis of Assertive Illocutionary Act in The Tenth-Grade English Teachers’ Utterances At Man 1 Kabupaten Magelang in The School Year 2022 / 2023 [Universitas Tidar]. https://repositori.untidar.ac.id/index.php?p=show_detail&id=14414
Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (Fourth Indian edition). PHI Learning Private Limited.
Creswell, J. W., & Creswell, J. D. (2018). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (Fifth Edition). Sage.
Cutting, J. (2002). Pragmatics and Discourse—A Resource Book for Students. Routledge.
Deep, P. D., Chen, Y., Ghosh, N., & Rahaman, Md. S. (2024). The Influence of Student–Instructor Communication Methods on Student Engagement and Motivation in Higher Education Online Courses During and After the COVID-19 Pandemic. Education Sciences, 15(1), 33. https://doi.org/10.3390/educsci15010033
Erickson, B., Dunbar, R., Winchip, J., Ayebo, A., & Englund, M. (2025). Reluctance to speak in college classrooms: Academic causes and consequences. Social Psychology of Education, 28(1), 104. https://doi.org/10.1007/s11218-025-10063-3
Erwani, P., Sofendi, & Mirizon, S. (2022). ONLINE LEARNING AMIDST COVID 19 PANDEMIC DISRUPTION: EFL LECTURERS AND STUDENTS’ CLASSROOM INTERACTION. JEELS (Journal of English Education and Linguistics Studies), 9(1), 229–254. https://doi.org/10.30762/jeels.v9i1.4527
Evnitskaya, N. (2018). Classroom Interaction and Language Learning in CLIL contexts. CLIL. Journal of Innovation and Research in Plurilingual and Pluricultural Education, 1(1), 7. https://doi.org/10.5565/rev/clil.3
Faturrochman, R. G., Darmawan, A. A., & Hadi, F. (2021). Teacher Talk in Scientific Approach in EFL Classroom: A Speech Acts Perspective. SAGA: Journal of English Language Teaching and Applied Linguistics, 2(1), 35–46. https://doi.org/10.21460/saga.2020.21.66
Hardani, Auliya, N. H., Fardani, R. A., Ustiawaty, J., Utami, E. F., Sukmana, D. J., & Istiqomah, R. R. (2020). Metode Penelitian Kualitatif & Kuantitatif. CV. Pustaka Ilmu.
House, J., & Kádár, D. Z. (2025). Speech acts and interaction in second language pragmatics: A position paper. Language Teaching, 58(3), 396–407. https://doi.org/10.1017/S0261444822000477
Huang, Y. (2007). Pragmatics. Oxford university press.
Ippolito, K., & Kingsbury, M. (2024). Reciprocal cognitive and emotional interaction in STEMM university learning and teaching. Scientific Reports, 14(1), 21660. https://doi.org/10.1038/s41598-024-72656-w
Jannah, E. I., El Fikri, F., Setiawan, I., Hakim, A., & Daulay, I. K. (2024). A Speech Act Analysis: Teachers’ Illocutionary Acts in Happy English Course 2. Jurnal Education and Development, 12(1), 30–34. https://doi.org/10.37081/ed.v12i1.5222
Kang, T. (2025). Theoretical Construction and Practical Verification of High‐Quality Classroom Interaction in English Teaching. 12.
Liu, X. (2024). Effect of teacher–student relationship on academic engagement: The mediating roles of perceived social support and academic pressure. Frontiers in Psychology, 15, 1331667. https://doi.org/10.3389/fpsyg.2024.1331667
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (Edition 3). Sage.
Munna, A. S., & Kalam, A. (2021a). Teaching and learning process to enhance teaching effectiveness: A literature review.
Munna, A. S., & Kalam, M. A. (2021b). Teaching and learning process to enhance teaching effectiveness: A literature review. International Journal of Humanities and Innovation (IJHI), 4(1), 1–4. https://doi.org/10.33750/ijhi.v4i1.102
Nodirovna, N. N. (2020). Types of Classroom Interaction and Interactive Methods. Jizzkh State Pedagogical Institute, Uzbekistan.
Patel, M., & Patel, N. (2019). Exploring Research Methodology: Review Article. 3.
Putri, M. G., & Devi, A. P. (2024). AN ANALYSIS OF ILLOCUTIONARY ACTS OF TEACHER-STUDENT INTERACTION IN AN ENGLISH CLASSROOM. 3(2).
Putri, M. G., Suroto, & Devi, A. P. (2024). An Analysis of Illocutionary Acts of Teacher-Student Interaction in an English Classroom. 3(2).
Rajagopalan, I. (2019). Concept of Teaching. Shanlax International Journal of Education, 7(2), 5–8. https://doi.org/10.34293/education.v7i2.329
Rewai, K., & Junaid, R. (2021). Illocutionary Acts in English Teacher-Student Classroom Interaction at Local High School. 11(2).
Sari, D. K., Chandra, N. E., & Al Arief, Y. (2021). An Analysis of Illocutionary Acts Produced by the Lecturer in Online Classroom Interaction: 2nd International Conference on Education, Language, Literature, and Arts (ICELLA 2021), Banjarmasin, Indonesia. https://doi.org/10.2991/assehr.k.211021.009
Shemshack, A., & Spector, J. M. (2020). A systematic literature review of personalized learning terms. Smart Learning Environments, 7(1), 33. https://doi.org/10.1186/s40561-020-00140-9
Siritman, B., & Meilantina, M. (2020). ENGLISH SPEECH ACTS OF DIRECTIVES IN CLASS INTERACTION. IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW, 6(1), 1–8. https://doi.org/10.21009/IJLECR.061.01
Sun, H.-L., Sun, T., Sha, F.-Y., Gu, X.-Y., Hou, X.-R., Zhu, F.-Y., & Fang, P.-T. (2022). The Influence of Teacher–Student Interaction on the Effects of Online Learning: Based on a Serial Mediating Model. Frontiers in Psychology, 13, 779217. https://doi.org/10.3389/fpsyg.2022.779217
Thomas, M. B., Muscat, A., Zuccolo, A., Luguetti, C. N., & Watt, A. (2025). Navigating Pedagogical Innovation in Higher Education: Education Academics’Experiences with Active and Inquiry-Based Learning in Intensive Teaching. Innovative Higher Education. https://doi.org/10.1007/s10755-025-09807-y
Wailissa, H. R. (2023). A Speech Act Analysis of Teacher-Student Interactions in Educational Cinema: A Case Study of “Freedom Writers.” HUELE: Journal of Applied Linguistics, Literature and Culture, 3(2), 61–72. https://doi.org/10.30598/huele.v3.i2.p61-72
Wei, W., & Cao, Y. (Katherine). (2024). Willing, Silent or Forced Participation? Insights from English for Academic Purposes Classrooms. RELC Journal, 55(1), 63–78. https://doi.org/10.1177/00336882211066619
Yulian, A. A., & Mandarani, V. (2023). A Speech Act Analysis: Illocutionary Acts Produced by Teacher in Esl Classroom. Celtic : A Journal of Culture, English Language Teaching, Literature and Linguistics, 10(1), 1–13. https://doi.org/10.22219/celtic.v10i1.23276
Zahroh, N. F., & Susanto, F. (2022). Students’ Understanding on Teacher’s Speech Acts in the Classroom Instructions. JET ADI BUANA, 7(02), 131–141. https://doi.org/10.36456/jet.v7.n02.2022.6314
Zulfa, M., & Puji Haryanti, R. (2023). Assessing the Realization of Speech Acts in the Conversation Section of “Interactive English 1” Textbook. English Education Journal, 13(2), 170–180. https://doi.org/10.15294/eej.v13i2.72034
Published
2026-07-01
How to Cite
RAHAYU, Rahayu et al.
Analysis of Illocutionary Acts in Classroom Interaction.
Jurnal Pendidikan Bahasa Inggris Proficiency, [S.l.], v. 8, n. 2, p. 168-181, july 2026.
ISSN 2775-0450.
Available at: <https://ejournal.uniska-kediri.ac.id/index.php/PROFICIENCY/article/view/8622>. Date accessed: 01 july 2026.
doi: https://doi.org/10.32503/proficiency.v8i2.8622.
Section
Articles
