An Analysis of Speech Acts in Dialogues in “English In Mind Second Edition Student’s Book 1” for Junior High School Grade 8

Fakhriyyah, Aa’ilata (2025) An Analysis of Speech Acts in Dialogues in “English In Mind Second Edition Student’s Book 1” for Junior High School Grade 8. Undergraduate Thesis thesis, UIN K. H. Abdurrahman Wahid Pekalongan.

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Abstract

Pragmatic competence acquisition can be enhanced through the effective representation of speech acts in teaching materials, such as textbooks. By studying speech acts, students learn to understand and utilize language in accordance with social contexts. The primary focus of this study is to analyze the types of speech acts present in the dialogues of the textbook "English in Mind Second Edition Student's Book 1" for junior high school grade 8, and to explore how these speech acts can contribute effective communication for students. This study employs a qualitative approach for data collection through document analysis, identifying all dialogues and assigning a unique code to each one. The data were analyzed using techniques such as data reduction, data presentation, drawing conclusions, and verifying findings. This analysis is then connected to John Searle's (1979) speech act theory and Michael Argyle's (1972) effective communication theory. The findings indicate that four types of illocutionary acts appear in the dialogues: assertive, directive, commissive, and expressive. Among the 114 utterances analyzed, directive and expressive acts were the most dominant, each comprising 35.08% of the total, followed by assertive acts at 25.44% and commissive acts at 4.39%. No instances of declarative speech acts were found in the analyzed data. Furthermore, the speech acts in the textbook reflect the six stages of the communication cycle as outlined by Michael Argyle: idea occurs, message coded, message sent, message received, message decoded, and feedback given. These stages demonstrate that students not only learn language forms but also engage in meaningful and contextual communication, underscoring the textbook's contribution to developing effective communication skills. Keywords: Speech acts, textbook, effective communication, and content analysis

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