Commanding and Requesting: Teachers’ Speech Acts in Indonesian Vocational English Schools

Authors

  • Arbain Arbain

    English Education Department, Universitas Widya Gama Mahakam Samarinda, Samarinda 75243, Indonesia
  • Fahmi Gunawan

    Arabic Language Education, Institut Agama Islam Negeri Kendari, Kendari 93116, Indonesia; Department of Arabic Language Studies, Faculty of Languages and Communication, Universiti Sultan Zainal Abidin, 21300 Kuala Nerus, Terengganu, Malaysia
  • Gamar Al Haddar

    English Education Department, Universitas Widya Gama Mahakam Samarinda, Samarinda 75243, Indonesia
  • Charli Sitinjak

    Psychology Department, Faculty of Humanities, Bina Nusantara University, DKI Jakarta 11480, Indonesia

DOI:

https://doi.org/10.30564/fls.v6i5.6989
Received: 2 August 2024 | Revised: 13 September 2024 | Accepted: 14 September 2024 | Published Online: 14 November 2024

Abstract

Effective communication in the classroom profoundly influences educational performance, particularly in language acquisition settings. This study investigates the employment of directive (commanding) and requestive (requesting) speech acts by English educators in Indonesian vocational high schools, a subject that remains under-examined. This research utilizes a qualitative case study design to examine the utilization of speech actions by teachers and their perceptions by students. Data were gathered by classroom observations, audio recordings, and semi-structured interviews with five English educators and five students from a vocational institution in Samarinda, Indonesia. The results indicate that directed speech acts are predominantly employed to uphold discipline and deliver explicit instructions, hence enhancing classroom management and concentration. In contrast, requestive speech acts foster a polite environment that promotes active student engagement and collaboration. Furthermore, educators deliberately integrate the Indonesian language to augment students' understanding and involvement. The study highlights the necessity of a judicious application of both commanding and requesting speech acts to facilitate effective teaching practices that integrate authority with mutual respect. These discoveries have considerable significance for teacher training programs, indicating that professional development should prioritize the incorporation of communication tactics that adjust to classroom dynamics and promote a good learning atmosphere. Utilizing multilingual methodologies and contextually relevant communication can enhance teacher-student interactions, hence improving student engagement and educational results.

Keywords:

Commanding; Requesting; Speech Act; Vocational School

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How to Cite

Arbain Arbain, Gunawan, F., Al Haddar , G., & Sitinjak , C. (2024). Commanding and Requesting: Teachers’ Speech Acts in Indonesian Vocational English Schools. Forum for Linguistic Studies, 6(5), 678–697. https://doi.org/10.30564/fls.v6i5.6989

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Vol. 6 , Iss. 5 (November 2024)

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Article

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Copyright © 2024 Moussa Diagne Faye, Vini Yves Bernadin Loyara, Amadou Keita, Mamadou Diop, Angelbert Chabi Biaou, Mahamadou Koita, Hamma Yacouba

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