Assertive Speech Acts Performed by Teacher in EFL Classes


  • Ahmad Dzoul Milal Universitas Islam Negeri Sunan Ampel, Surabaya, Indonesia
  • Wahju Kusumajanti Universitas Islam Negeri Sunan Ampel, Surabaya, Indonesia



assertive acts, language functions, target language competence


One of the factors affecting language teaching and learning is the way how the communication process between teacher and learners takes place in the classroom. In a language instructional context, the teacher’s language serves several functions: transactional, interactional, regulatory, as a language model, and linguistic input. These multiple functions give rise to the performance of varied speech acts. This paper tries to reveal the variety of assertive acts and how they are performed by the teachers. After the data were collected by observation and recording and analyzed using a qualitative technique, it was revealed that the assertive speech acts are realized in terms of informing, describing, exemplifying, explaining, concluding, summarizing, commenting, responding, extending, giving feedbacks, giving clues, announcing a topic, announcing a task, and controlling/shifting a topic. The performance of those acts is always consistent with the main purpose of EFL, i.e., elevating the learners’ competence (knowledge and ability) of the target language.


Download data is not yet available.


Blum-Kulka, S. (1998). Discourse pragmatics. In T. A. van Dijk (ed.) Discourse as social interaction. London: SAGE Publications

Brown, G. & Yule, G. (1983). Discourse analysis. Cambridge: Cambridge University Press

Brown, H. D. (2007). Principles of language learning and teaching. New York: Pearson Education

Bruner J. (1966). Toward a theory of instruction. Cambridge, MA.: Harvard University Press

Ellis, R. (1986). Understanding second language acquisition. Oxford: Oxford University Press

Halliday, M. A. K. (1975). Learning how to mean: Explorations in the development of language. London: Edward Arnold

Krashen, S. D. (1985). The input hypothesis: Issues and implications. London: Longman

Miles, M. B. & Huberman, A. M. (1992). Analisis data kualitatif (Qualitative Data Analysis. T. R. Rohidi, Trans.). Jakarta: UI Press

Moreno, R. & Mayer, R. (2007). Interactive multimodal learning environments. Educ Psychol Rev 19, 309–326 (2007).

Searle, J.R. (1979). The classification of illocutionary acts. Language in society. 5: 1-24

Spradley, J.P. (1980). Participant observation. N.Y.: Holt, Rinehart & Winston

Stubbs, M. (1983). Discourse analysis. Chicago: The University of Chicago Press

Yule, G. (1996). Pragmatics. Oxford: Oxford University Press




How to Cite

Milal, A. D., & Kusumajanti, W. (2020). Assertive Speech Acts Performed by Teacher in EFL Classes. NOBEL: Journal of Literature and Language Teaching, 11(1), 83–100.




Most read articles by the same author(s)