AN ANALYSIS OF SPEECH ACTS AND POLITENESS STRATEGIES IN TEACHER–STUDENT CLASSROOM INTERACTION: A PRAGMATIC STUDY

Abstrak

This study aims to examine the types of speech acts and politeness strategies used in interactions between teachers and students in the classroom from a pragmatic perspective. The method used in this study is descriptive qualitative, with data sources taken from the spoken words of teachers and students through observation, audio recordings, and transcripts of interactions during learning. Data analysis was conducted by grouping speech acts according to Searle's theory and identifying politeness strategies based on Brown and Levinson's theory. The findings of this study indicate that directive speech acts are the most frequently used type of speech act by teachers, serving to guide and regulate the learning process. In addition, positive politeness strategies were used more often than negative politeness strategies as an effort by teachers to build good interpersonal relationships and create a supportive learning environment. The conclusion of this study is that the use of speech acts accompanied by appropriate politeness strategies is very influential in creating effective learning communication and supporting student engagement.