TUTURAN MEMINTA GURU BAHASA INGGRIS NON-PENUTUR ASLI DALAM PENGAJARAN DI KELAS

Agis Andriani, - (2021) TUTURAN MEMINTA GURU BAHASA INGGRIS NON-PENUTUR ASLI DALAM PENGAJARAN DI KELAS. S3 thesis, Universitas Pendidikan Indonesia.

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Official URL: http://repository.upi.edu

Abstract

ABSTRAK Agis Andriani (2021). Tuturan Meminta Guru Bahasa Inggris Non-Penutur Asli dalam Pengajaran di Kelas Tuturan meminta guru bahasa Inggris non-penutur asli adalah tindak tutur yang memiliki maksud bahwa penutur menginginkan mitra tutur melakukan tindakan yang terdapat pada maksud inti meminta dan terjadi pada saat praktek pengajaran di kelas. Namun, karena berada pada dua bahasa dan dua budaya, kemampuan penguasaan bahasa target menjadi unsur utama yang menunjukan ciri kemahiran berbahasa dan membedakan guru non-penutur asli dengan penutur asli dalam menggunakan bahasa Inggris untuk pengajaran di kelas, khususnya tuturan meminta. Penelitian ini melibatkan seorang guru bahasa Inggris non penutur asli perempuan dengan tingkat kemahiran bahasa Inggris pada rentang Intermediate-advanced, berusia 31 tahun, telah mengajar selama enam tahun, dan memiliki sertifikat pendidik untuk pengampuan mata pelajaran Bahasa Inggris tingkat sekolah menengah atas. Untuk memenuhi triangulasi metode, observasi, wawancara dan dokumentasi dilakukan untuk memperoleh data penelitian. Observasi secara longitudinal melalui perekaman dan catatan lapangan selama satu semester di sekolah menengah atas terpadu berbasis pesantren di Kota Tasikmalaya, Jawa Barat, dilakukan di kelas 10-12 dengan para siswa berlatar belakang non penutur asli bahasa Inggris. Untuk memenuhi unsur kredibilitas penelitian, data tuturan meminta dan catatan lapangan dari observasi, dilengkapi dengan informasi dari wawancara dengan guru serta foto-foto, arsip RPP dan silabus dari proses dokumentasi. Tahap analisis data meliputi tahap manjemen data, dan tahap analisis ekploratif, koding dan tahap intrepretasi yeng melibatkan penggunaan teori Blum-Kulka, dkk (1989) dari kerangka CCSARP (cross-cultural speech act realisation project), untuk landasan analisis tuturan meminta, dan selanjutnya ditampilkan dengan NVIVO 12 plus. Hasil penelitian menunjukkan bahwa realisasi tuturan meminta guru Bahasa Inggris non penutur asli ditampilkan dengan head act (maksud inti) tuturan meminta dengan strategi tidak langsung konvensional yang disertai tuturan penyerta (supportive moves) dengan tipe peringan permintaan (mitigating) sebagai pemberi alasan (grounders), dan modifikasi internal dengan tipe penurun dampak (downgraders) berupa pertanyaan (interrogative). Realisasi tersebut menghasilkan pola-pola meminta penutur berupa pola pengulangan, dan pola alih dan campur kode sebagai akibat pengaruh latar belakang bahasa pertama guru bahasa Inggris non-penutur asli, yaitu bahasa Sunda dan Bahasa Inggris, yang berdampak pada respon mitra tuturnya, baik secara verbal dan nonverbal. Dampak yang berkaitan dengan perpektif meminta dan penggugah meminta (alerters) tersebut, memproyeksikan kekhasan tuturan meminta penutur dengan latar belakang non penutur asli bahasa Inggris yang menjadi identitasnya terkait konteks pengajaran bahasa Inggris di pesantren. Kekhasan tersebut yang terindikasi akibat pengaruh deference yang berimplikasi pada identitas guru non-penutur asli bahasa Inggris, adalah semakin tidak langsung tuturan meminta disampaikan, semakin santun permintaan guru. meskipun pengaruh tujuan pengajaran dan komunikasi pada saat interaksi di kelas menjadi pertimbangan lain untuk menentukan strategi tuturan meminta, tuturan penyerta dan modifikasi internal tuturan meminta. Selanjutnya, pendekatan kuantitatif disarankan untuk pengujian efektifitas penggunaan strategi meminta tidak langsung guru non-penutur asli bahasa Inggris Kata kunci: tuturan meminta, tuturan penyerta, modifikasi internal meminta ABSTRACT Agis Andriani (2021). The Request of Non-Native English Teacher in Classroom Teaching The request of non-native English teachers is a speech act that has the intention that the speaker wants hearer to perform an action that is contained in the core intent of request and occurs during teaching practice in the classroom. However, because it is located in two languages and two cultures, the ability to master the target language is the main element that shows the characteristics of language proficiency and distinguishes non-native-speaking teachers from native speakers in using English for classroom teaching, especially request. This study involved a female non-native English teacher with an English proficiency level in the Intermediate-advanced range, 31 years old, has been teaching for six years, and has an educator certificate for teaching English subjects at the high school level. To fulfil the method triangulation, observation, interviews and documentation were conducted to obtain research data. Longitudinal observations through recording and field notes for one semester at an integrated pesantren-based senior high school in Tasikmalaya City, West Java, were carried out in grades 10-12 with students from non-native English backgrounds. To fulfil the credibility of the research, data on requesting and field notes from observations are complemented by information from interviews with teachers as well as photographs, lesson plans archives and syllabus from the documentation process. The data analysis stage includes the data management stage, the exploratory analysis stage, coding and interpretation stage which involves the use of the theory of Blum-Kulka, et al (1989) from the CCSARP (cross-cultural speech act realization project) framework, for the basis of requesting speech analysis, and further displayed with the NVIVO 12 plus. The results of the study indicate that the realization of the request of non-native English teachers is displayed with a head act (core intent) of requesting with a conventional indirect strategy accompanied by accompanying speech (supportive moves) with the type of mitigation request (mitigating) as a reason (grounders), and internal modification with downgraders in the form of questions (interrogative). This realization produces patterns of request in the form of repetition patterns, and patterns of code switching and mixing as a result of the influence of the first language background of non-native English teachers, namely Sundanese and Indonesian, which has an impact on the response of the interlocutor, both verbally. and nonverbally. The impact related to the perspective of request and alerters is projecting the uniqueness of the speech asking speakers with non-native English backgrounds which becomes their identity related to the context of teaching English in Islamic boarding schools. This peculiarity, which is indicated due to the influence of deference which has implications for the identity of non-native English speakers, is that the more indirect the speech asking for it is, the more polite the teacher's request will be. Although the influence of teaching and communication objectives on interaction in the classroom is another consideration for determining the strategy of request, accompanying speech and internal modification of requesting. Furthermore, a quantitative approach is suggested for testing the effectiveness of using the indirect asking strategy of non-native English teachers Keywords: requesting , supportive moves, internal modifications

Item Type: Thesis (S3)
Uncontrolled Keywords: tuturan meminta, tuturan penyerta, modifikasi internal meminta
Subjects: L Education > L Education (General)
P Language and Literature > P Philology. Linguistics
Divisions: Sekolah Pasca Sarjana > Linguistik S-3
Depositing User: Agis Andriani
Date Deposited: 15 Sep 2021 03:31
Last Modified: 15 Sep 2021 03:31
URI: http://repository.upi.edu/id/eprint/66907

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