SPEECH ACTS PREFERENCE IN COMPUTER – MEDIATED INTERCULTURAL COMMUNICATION VIA FACEBOOK MESSENGER: A NETNOGRAPHIC STUDY

Research problem: Indirect communication is prevalent in business communication practices. For information systems (IS) projects that require professionals from multiple disciplines to work together, the use of indirect communication may hinder successful design, implementation, and maintenance of these systems. Drawing on the Speech Act Theory (SAT), this study investigates how direct and indirect speech acts may influence language comprehension in the setting of communication problems inherent in IS projects. Research questions: (1) Do participating subjects, who are IS professionals, differ in their comprehension of indirect and direct speech acts? (2) Do participants display different attention processes in their comprehension of indirect and direct speech acts? (3) Do participants' attention processes influence their comprehension of indirect and direct speech acts? Literature review: We review two relevant areas of theory-polite speech acts in professional communication and SAT. First, a broad review that focuses on literature related to the use of polite speech acts in the workplace and in information system (IS) projects suggests the importance of investigating speech acts by professionals. In addition, the SAT provides the theoretical framework guiding this study and the development of hypotheses. Methodology: The current study uses a quantitative approach. A between-groups experiment design was employed to test how direct and indirect speech acts influence the language comprehension of participants. Forty-three IS professionals participated in the experiment. In addition, through the use of eye-tracking technology, this study captured the attention process and analyzed the relationship between attention and comprehension. Results and discussion: The results show that the directness of speech acts significantly influences participants' attention process, which, in turn, significantly affects their comprehension. In addition, the findings indicate that indirect speech acts, if employed by IS professionals to communicate with others, may easily be distorted or misunderstood. Professionals and managers of organizations should be aware that effective communication in interdisciplinary projects, such as IS development, is not easy, and that reliance on polite or indirect communication may inhibit the generation of valid information.

This study aims to describe the function and types of speech acts of communication of the Musala Arroudloh development committee, Belut Hamlet, Ngumpul Village, Jogoroto District, Jombang Regency. This research design is descriptive-qualitative. The subject of this research is the Musala Arroudloh development committee, Belut hamlet, Ngumpul Village, Jogoroto District, Jombang Regency. The object of research is the function and types of speech acts that were uttered by the development committee of Musala Arroudloh Belut Hamlet, Ngumpul Village, Jogoroto District, Jombang Regency. Data collection techniques include observation, interviews, and documentation. Data analysis carried out by researchers are: (1) data reduction. This activity includes selecting data on the basis of its level of relevance and relation to data groups, compiling data in similar units, and creating codes. (2) displaying data by compiling relevant data, (3) drawing conclusions to get a meaning of scattered symptoms to have deep meaning. The results of this study indicate that: (1) the function of the speech act of the Musala Arroudloh development committee, includes the assertive function, directive function, commissive function, and expressive function. (2) types of speech acts of the Musala Arroudloh development committee, namely direct lateral speech acts and lateral indirect speech acts. The function of assertive and directive speech acts is a function that often appears in communication opportunities between the Musala Arroudloh development committee, while the type of direct lateral speech act is the type of speech act that is widely used in communication opportunities between committees because there is no difference between speech and meaning and delivery intent.
 Keywords: the speech of the Arroudloh Musala development committee, functions and types of speech acts

There are two objectives of this research, these are (1) to determine the type of Illocutionary Act in Michelle Obama speech that she told on The Power of Education through YouTube media; and (2) to find out the way of Michelle Obama speech conveying indirect or direct speech. The researcher used Searle theory concerning of Illocutionary Act, while used Yule theory to find out Michelle Obama speech coveying indirect or direct speech act. The method used descriptive qualitative method. Meanwhile, in obtaining the data the researcher used documentary technique. Based on the research results, the researcher found 0 data for declaration; 56 data for representative (assertive) and mostly are concerning as suggestions; 8 data for expressive; 4 data for directive; and 3 data for commissive. Meanwhile, the researcher has found some data regarding direct and indirect speech act from Michelle Obama speech, these are 145 data that refers as direct speech act and 3 data for indirect speech act. The researcher can conclude that in Michelle Obama speech most used the representative speech act and she mostly conveyed her speech in direct speech act. This research is dedicated to anyone who want to learn about pragmatics, especially about Illocutionary Act specifically. They can use others media to analyze about it, such as music, television program, in teaching learning, and so on.

Most massive open online courses (MOOCs) are offered in English, including those offered by non-English speaking universities. The study investigated an identified English language dementia MOOC’s accessibility and effectiveness in improving the dementia knowledge of non-native English speaker participants. A total of 6,389 enrolees (age range 18–82 years; 88.4% female) from 67 countries was included in analyses. Dementia knowledge was measured by the Dementia Knowledge Assessment Scale (DKAS) before and after the MOOC completion. Rates of completion were also compared. Native English speakers (n = 5,320) were older, more likely to be female, less likely to be employed, and had lower educational attainment than non-native English speakers (n = 1025). Native English speakers were also more likely to care for or have cared for a family member or friend living with dementia than were non-native English speakers. Native English speakers had a significantly higher DKAS score both pre- (M = 33.0, SD = 9.3) and post-MOOC (M = 44.2, SD = 5.5) than did non-native English speakers (M = 31.7, SD = 9.1; and M = 40.7, SD = 7.7 for pre- and post-MOOC, respectively). Non-native English speakers with low pre-MOOC dementia knowledge scores gained significantly less dementia knowledge following course completion than did native English speakers (p <.001, adjusted for age and education). There was no significant difference between the two groups in their likelihood of completing the MOOC. Our findings suggest that non-native English speakers are motivated and able to complete the MOOC at similar rates to native English speakers, but the MOOC is a more effective educational intervention for native English speakers with low dementia knowledge.

The two studies reported here investigated the notion ofpolitenessas perceived by native speakers of English and advanced learners of English. The questions which concerned us included: (1) Are native speakers of English really aware of the varying degree of politeness conveyed by a given English sentence?; (2) Is there a high correlation between native speakers of English and advanced learners of English in their politeness judgements?; (3) Do native speakers of English really use different politeness strategies in different situations?; (4) Is there a high correlation between native and nonnative speakers of English in the use of politeness strategies? From a theoretical point of view, Study I was concerned with Lakoff's (1973b) claim that politeness increases with decreasing imposition; Study II was concerned with the distance-politeness hypothesis which predicts that one will use polite strategies in situations where he perceives himself as psychological and/or socially distant from his addresee. From a pedagogical point of view, the comparison of the two studies here suggested that the learner's ability ofjudgingpoliteness in the target language does not necessarily mean that he canusepoliteness strategies appropriately in actual communication situations.

This research has a background in the function of language as a communication tool. Every human being has a communication tool used in everyday life. Humans use language to express ideas, thoughts, opinions, and interact with each other.The purpose of this study is to describe speech acts in teaching practices for students of Teacher Professional Education PGRI Adi Buana University Surabaya. The theory used in this study is the theory of speech acts from Searle. The method used in this research is descriptive qualitative. Data collection techniques using documents. The data analysis techniques used are data reduction, coding, and data presentation. The results of the study found there are directive speech acts and expressive speech acts. The directive speech acts consist of six types, namely the request directive speech act, the question directive speech act, the directive speech act of the directive, the prohibition directive speech, the directive act of giving permission and the non-directive advice directing. Whereas the expressive speech act function consists of expressive greetings of congratulations, expressive expressions of thanks, expressive expressions of criticism, expressive expressions of praise, expressive insinuations and expressive expressions of apology.

The purpose of this research are (1) define language politeness in directive speech acts in youth dialogue in Blang Naleung Mameh Village and (2) define types of language politeness in directive speech acts in Blang Naleung Mameh village youth dialogue. This research used a qualitative approach. The type of research is descriptive. The research location is in Blang Naleung Mameh Village. The data of this research is in the form of directive speech acts for adolescents in Blang Naleung Mameh Village. The data sources for this study were 22 youths in the Blang Naleung Mameh Village. Based on the results of the data research, it is concluded that there are three types of maxims, namely wisdom, consensus, and sympathy. There are three politeness scales, including the gain and loss scale, the preference scale, and the indirectness scale. Furthermore, there are six types of directive speech acts and their functions, namely (1) request speech acts with the functions of asking, pleading, and inviting; (2) questioning directive speech acts with the functions of asking and interrogating; (3) command directive speech acts with the functions of instructing, ordering, and requiring; (4) prohibitive directive speech acts with the functions of prohibiting and limiting; (5) the directive speech act of granting permission with the function of approving and allowing; and (6) speech acts of advice with the functions of warning, advising, suggesting, and recommending. The dominant directive speech act is the question directive speech act.

Numerous studies have documented the decoding difficulties of adult basic education (ABE) students in the United States. However, the native speakers of English (NSE) and nonnative speakers of English (NNSE) in ABE classes present different reading behaviors. To explore this, 90 low-intermediate readers (45 NSE and 45 NNSE) were matched on pseudoword reading (Woodcock Reading Mastery Test-Revised; Woodcock, 1987). Their substitution errors in word recognition (Diagnostic Assessments of Reading; Roswell & Chall, 1992) were then classified as phonetically plausible, phonetically implausible, or real words. Both groups made similar numbers of phonetically implausible errors. However, although both possessed comparable pseudoword decoding skills, NSE made more real-word substitutions than NNSE, and NNSE made more phonetically plausible substitutions than NSE. This suggests that ABE teachers should not only be aware of how much decoding students know but also to what extent they actually use that knowledge when reading.

Language learning involves not only acquiring the linguistic forms and structures but understanding how language is used appropriately in different socio-cultural contexts. It is believed teaching of speech acts can help foreign language learners enhance their competence in language use and enable them to communicate with native speakers successfully (Hymes, 1974; Searle, 1969; Wolfson, 1989; Yu, 1999). In the English as a Foreign Language (EFL) context, English textbooks play an important role for those students who receive their language inputs primarily from textbooks (Kim & Hall, 2002). Therefore, the present study aims to investigate the appropriateness of speech act presentation in the elementary English textbooks with respect to English language instruction in Taiwan. Two adjacency pairs of speech acts (compliments/compliment responses and requests/request responses) in seven series of elementary English textbooks were scrutinized to see whether adequate information regarding these two speech act pairs was properly delineated. In addition, semi-structured interviews were conducted to explore elementary school English teachers' awareness of cultural-specificity in language use. The findings show that compliments, compliment responses, requests and request responses were not adequately presented in the elementary school English textbooks. The speech act presentation in the textbook did not mirror precisely the native English speakers' interaction norms and seemed to inaccurately represent the actual language use. Results from teacher interviews indicate that English teachers did not seem to equip themselves with sufficient and adequate knowledge of cultural-specificity in language use, which may be adverse for language learners. These findings suggest that textbook designers properly integrate speech acts into elementary school English instruction, and teachers further develop professional knowledge in pragmatics to facilitate their English teaching to elementary school children.

This research aims to describe speech act form of angry expressive spoken by Comic Bintang Emon in social media about social distanting. The method of this research is qualitative by describing the data. The data source of this research is Comic Bintang Emon’s speech in social media about social distancing. Collecting data in this analysis used technique of listening, data reduction, and data analysis. The data were analysed to see how the form of speech act was spoken by Bintang Emon and relatedness of speaker’s sociopragmatics. The result of this research is speech act of angry expressive spoken by Comic Bintang Emon used speech strateries: literal direct speech act and unliteral direct speech act. Literal direct speech act in the speech consisted of two speeches while non-literal direct speech act consisted of five speeches. Keywords: speech act, qualitative, angry expressive speech, strategy/ speech form

The purpose of this study is to identify and discuss the types of directive speech act found in the novel Keajaiban Toko Kelontong Namiya (KTKN). This study is descriptive qualitative research, in which the data are in forms of words. The researcher used Pragmatics approach in analyzing the data, particularly speech act theory by Searle. The source of data is the utterances made by the characters in the novel KTKN and data were obtained by using non-participant observation method. In addition, note-taking was used as the advanced technique to take notes of utterances that used directive speech act. The result of this study shows that there are four types of directive speech act used by the characters in KTKN novel, namely ask (to), advise, warn and beg. The most used type is ask (to) with 35 utterances (50.72%). Then it is followed by directive speech act type advise with 23 utterances (33.34%), warn with 10 utterances (14,5%) and lastly beg type with 1 utterance (1.44%). Ask (to) as the most used directive speech act is influenced by the role of the characters Mr. Namiya, Atsuya, Kohei and Shota as the person who were trying to help people by giving advice and offering a solution to their problems. They tend to help people by asking them to take an action and the utterances with directive speech act type act (to) that they used are marked by the phrases with performative verbs like silakan, jadi berhentilah. coba lihat, tolong and lakukan.

The main purpose of this study is to investigate the syntactic and prosodic features of discourse markers (henceforth DMs) used by native and non-native speakers of English. Towards this end, an analysis model has been developed. It includes some of the DMs used and their functions. The proposed analysis model also includes the syntactic features such as types and positions of DMs, prosodic features, which incorporate types and functions of tones, and acoustic features associated with the DMs. The analysis model has been applied to native and non-native spoken discourse samples. Based on the results obtained from analysing such data, it is concluded that: (1) syntactically, like native speakers, non-native speakers have the choice to use the DMs at any position in discourse, (2) prosodically, non-native speakers tend to be more assertive and affirmative in their use of DMs than the native speakers of English, and (3) when non-native speakers converse with each other, the prosodic features of some of their DMs seem to be nearly the same in terms of pitch change/direction and duration.

Crisis management is a competency that needs to be possessed by all leaders of today to address the challenges and volatility of the world today. The COVID-19 pandemic is one of the most crucial examples of such volatility which has impacted the world today. Malaysia is one of the countries that was initially badly affected by the pandemic, and matters were made worse with the political turmoil in the country when there was a change in the prime minister as the COVID-19 cases rose in the country. This study analyses the direct and indirect speech acts in the text of the Malaysian prime minister’s speech on the first day the Movement Control Order (MCO) was implemented country-wide to curb the spread of the COVID-19 virus using the speech act theory by Searle (1969). From the direct speech act, the five classes of the illocutionary act (declaratives, representatives, expressives, directives, and commissives) were further identified and examined. The study found that expressives and directives were used the most in the direct speech acts, while the indirect speech acts carried the purpose to direct or persuade the audience. This study carries significance to the field of speech analysis and crisis management, as it depicts a strategy in which a country leader addresses its citizens during a time of political and worldwide crisis.

Speech acts motivate teachers to make students more excited, active, diligent, and learn more. Directive speech acts motivate speech that invites students to do something as the teacher hopes to do according to the goal. This study aims to describe (1) the form of motivating directive speech acts in Indonesian learning in the classroom, (2) directive speech act strategies motivate teachers to students and (3) student responses to motivating directive speech acts in Indonesian learning in the classroom. This type of research is qualitative. The research data is in the form of directive speech motivating teachers, motivating directive speech strategies, and student response speech. Data source from seven learning videos Indonesian junior high school level on YoTube covid 19 pandemic. Data collection techniques use documentation, listen, and record. Data analysis techniques use interactive analysis with stages of data reduction, data presentation, and drawing of inference/ verification. The results of the study consisted of three things, namely (1) the form of directive speech act motivating teachers in students stated a) expectations, b) goals, c) ensure, d) reminded, e) imposed, f) solicitations, and h) praise; (2) directive speech action strategies motivate teachers to learners to be implemented in a direct way; and (3) students' responses to directive speech acts are motivated in the form of words of approval and action. The contribution of this research to learning is that teachers can take advantage of language that has the power to move students to be excited and actively learn.

One of the speech events involving speaker/writer and listener/reader is letter of agreement. This contract of agreement is between employer and employee. This speech event in the form of contract of aggreement is a process of communication built between the company and the employee within which any kinds of speech act are involved and applied in order to negotiate messages. Dealing with this speech act, the writer would like to study kinds of speech act in the letter of aggreement. Writer wants to identify and describe the category of the speech act applied in the contract. This is important since the momentumof signing the contract is the crucial moment with which problems usually come up between employer and employee. This pragmatic study makes use of descriptive method with qualitative approach. The method used in the data analysis is distributional accompanied by subdivision base technique and followed by extended technique. The results are that there are four kinds of speech act which are involved in the contract of aggreement namely, representative speech act, (assertif), commissive speech act, directive speech act, and declarative speech act. Besides those four kinds of speech act, there are also found the mix-speech acts namely, assertive-commissive, directive-commissive, assertive-declarative, and commissive-declarative. Kind of speech act which occurs the most frequently in the contract of aggreement is directive speech act.