The Pragmatic Function of English Speech Acts in Students’ Oral Interactions at MAPK Syaikh Zainuddin Dormitory

Bahjatun Bahjatun; Sulastri Pardani M. Tesol; Muh Junaidi

doi:10.55606/jurribah.v5i2.10282

Authors

Bahjatun Bahjatun Universitas Nahdlatul Wathan
Sulastri Pardani M. Tesol Universitas Nahdlatul Wathan
Muh Junaidi Universitas Nahdlatul Wathan

DOI:

https://doi.org/10.55606/jurribah.v5i2.10282

Keywords:

English, Illocutionary Acts, Islamic Boarding School, Pragmatics, Spoken Interaction

Abstract

This study aims to examine the pragmatic functions of English speech acts in the oral interactions of students at MAPK Syaikh Zainuddin Dormitory. This study employs a descriptive qualitative approach, using data collection techniques such as observation, digital audio recording, field notes, and semi-structured interviews. The data were analyzed using the interactive model proposed by Miles, Huberman, and Saldana (2014), based on Searle’s (1979) classification of illocutionary acts. The results of the study indicate that the student used four types of illocutionary acts: directive (45.2%), representative (25.8%), expressive (19.4%), and commissive (9.7%), whereas declarative speech acts were not found in the research data. Directive speech acts are used to give instructions, ask for help, and remind others about the use of English; representative speech acts are used to convey information and explain situations; expressive speech acts are used to express the speaker’s willingness or commitment. The predominance of directive speech acts indicates that the students’ communication is largely oriented toward managing daily activities, while differences in language use between the male and female dormitories, as well as limited vocabulary, also influence the types of speech acts that emerge. These findings demonstrate that the dormitory environment plays a significant role in shaping the students’ natural patterns of English language use. This study is expected to enrich pragmatic research on English speech acts in non-formal contexts within boarding school setting.

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