Seloka: Jurnal Pendidikan Bahasa dan Sastra Indonesia

7 (2) (2018) : 224 – 250

https://journal.unnes.ac.id/sju/index.php/seloka/article/view/27235

Humanist Expressive Utterance Function and Form in Teaching Learning

Interaction at Vocational High School

Susilo Rini¹ & Wagiran2

¹ Public Vocational High School 1 Semarang Jawa Tengah, Indonesia

² Universitas Negeri Semarang, Indonesia

Article Info Abstract

________________ ___________________________________________________________________
History Articles Communication in teaching learning process needs utterance which is expressive and
Received: humanist, so that the message conveyed can be received by locutors. Humanist expressive
October 2018
speech act is needed both by teacher and students in class. This research is aimed to
Accepted:
describe shape and function of humanism expressive utterance on teaching-learning
November 2018
Published: process in industrial Tecknology vocational High School. The utterance action is
December 2018 classified into declarative, representative, expressive, directive and comissive. The
________________ discussion is focused on industrial Technologi vocational high school.Utterans action
Keywords: on learning-teaching interaction in industrial Technology vocational high school.
industrial tecnology, Collecting data uses sap tapped method. Research metod uses qualitive-descritive
shape and function of research. Speaking method is used to analyze shape and function of humanist expresive
humanist expressive utterance. The research results are, first, humanist expresive utterance shape, includes,
utterance, (a) direct utterance, is utterans which is appropriate beween modus and its function.
vocational high school
Direct utterence modused imperative, declarative, interogatif, (b) indirect utterance is
____________________
utteran which is not appropriate between modus and its function. Indirect utterance
DOI action modused interogative-imperative and declarative-imperative. Function of
https://doi.org/10.15294 humanist expressve utterence (a) asking for forgive, (b) saying greting, (c) conveying
/seloka.v7i3.27235 grivance, (d) criticizing(e) complimenting, (f) allusing.

© 2018 Universitas Negeri Semarang


Correspondence address: p-ISSN 2301-6744
Dr. Cipto No.93, Semarang, Jawa Tengah, 50124
e-ISSN 2502-4493
E-mail: [email protected]

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Seloka: Jurnal Pendidikan Bahasa dan Sastra Indonesia 7 (3) (2018) : 224 – 250

INTRODUCTION well known that every student has different

behavior patterns.
Teaching-learning is a process which is Communicative approach is a set of
done continuously between teacher and student. assumptions which are related each other and
Sukmadinata (2013) said that teaching-learning also concerns on language’s character, teaching
activity is an interaction process between teacher language based on communicative competition.
and student, with a purpose to change students’ Speech act is classified into five kinds,
behavior having self-supporting and maturity. according to Yule (2006), they are; declarative,
A teacher conveys his idea shortly, representative, expressive, directive and
obviously, completely, rightly, and polite, so that commissive. The difference of declarative,
the idea can be received appropriately and representative, expressive, directive and
completely. To convey idea appropriately needs commissive is located in its modus.
an appropriate utterance, it does not cause a Modus is an utterance which expresses
mistake in interpreting or construing utterance, psychological condition related to the action
needs expressive utterance and also must be based on interpretation of speaker about what he
humanist. Because social interaction activity utters. An expressive speech act is a speech act
includes conversation and action, Subyantoro which expresses something felt by speaker as
(2014) happy, sad, hate, like, and hatred. (Yule, 2006)
Teacher and student communicate well as The discussion emphasis is focused on
responses to what they receive. Students will expressive speech act. The expressive speech act
response the utterance by humanistic, because is utterance form which has function to express or
receiving the utterance which humanizes/ show speaker’s psychological behavior toward a
humanist. Quality, quantity, relevancy, and condition, whether in a condolence,
clarity of message will be disturbed if teacher and complimenting, criticizing, grumbling, blaming,
student do not pay attention on it. expressing congratulating, and also flattering,
So, teaching-learning process is a process Leech (1997).
of interaction activity between two parts, they are To reach a harmonic communication
students as the part who are studying and teacher between teacher and students not only needs
as the part who is teaching. This teaching- expressive communication, but also speech act
learning process happens through an interaction which humanizes human (humanist).
with language as a media, both orally and Humanist education looks on students in
written. As well known that every student has its context as a human who have each unique
different behavior patterns (Hidayati, 2018). placed as an individual who is as a human with
Speech act as a functional unity in all of their lack and excess, Adam (2015).
communication. Quality, relevancy quantity, and The humanist value aims so that we do
message clarity will be disturbed if teacher and good to other people, humanize human on the
students do not pay attention on princip in basis of their prestige and dignity as a human,
communicating. Wibowo, et al. (2017)
The most common communication is that Based on its form, speech act is divided
the speaker and listener try to cooperate to into direct speech act and indirect speech act,
communicate accurately and effience (Thakur, Wijaya (1996).
2016). There are six speech act functions,
Language as a means of communication according to Chaer, and Agustina (2010)
has important role. In line with that, Zulaeha mentioned language functions are (1) personal
(2015) adduced that the approaches which are function (emotive function), (2) directive
improved in teaching-learning language are function, (3) fatigue function, (4) referential
communicative and contextual approaches. Aob function, (5) meta-linguistic function and
(6) imaginative function (poetic).

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Seloka: Jurnal Pendidikan Bahasa dan Sastra Indonesia 7 (3) (2018) : 224 – 250

This research is supported by previews process, then transcribed. The data collection is
research done. Setiawati (2012), Sanusi (2013), by analyzing every utterance in interaction of
Sari (2015), Chamalah, and Turahmat (2016), students and teacher in teaching-learning process.
Ariyanti, and Zulaeha (2017). Utterance with language investigation
This discussion is aimed to describe form, (language use) and context which influence each
and function of humanist expressive speech act, other analysis (expressive humanist) in teaching –
in teaching-learning interaction at Industrial learning interaction in class influences utterance
Technology Vocational High School (SMK N 1 society (students of SMK Negeri 1 Semarang) to
Semarang, Jawa Tengah, Indonesia). utterance function.

METHODS RESULTS AND DISCUSSION

The method used is descriptive qualitative, The discussion of humanist expressive

which has a view that a reality is viewed as a utterance involves shape and function of
holistic, complex, dynamic, and meaningful humanist expressive utterance in interaction at
thing and inductive mindset, Sugiyono (2014). vocational high school, by seeing humanis value
With a purpose to describe humanist expressive based on humanism level, as below:
speech act between teacher and students on
teaching-learning process in Vocational Hugh Direct Speech Act
School. By using descriptive-qualitative Direct speech act is a suitability of
approach, so that it can describe shape and utterance’s modus and its function
function of humanist expressive utterance really. conventionally. Imperative, interrogative, and
The shapes of humanist expressive speech declarative utterance conventionally, is uttered to
act involve direct utterance and indirect express an information, asking, and ruling.
utterance. Humanist expressive speech act
function is, to say greeting, thanking, criticizing, Declarative Modus
complaining, flattering or praising, apologizing Declarative modus is a modus contains
and also quipping, which stands on humanism statement or giving information to speaker
values. partner.
Adaptation from some resources,
humanist utterance level divided into some Context 1
criteria: Teacher informs students to wear wearpack when
practicing in machine shop for engineering
Humanist level Criteria majority and the teacher informs its advantage.
Really Utterance which uses greeting by
Pendidik : ”Kenapa kalau kalian praktik harus pakai celana
humanis mentioning name
More humanist Utterance which uses greeting sir, mom, werpark lengkap dan sepatu?
brother or sister, young brother or young Karena di bengkel kita berhubungan dengan
sister without mentioning name mesin, oli, dan banyak kotoran”
Humanist Utterance which humanizes human, not (Why must you wear wearpack pants completely
offend interlocutor
and shoes?
Less humanist Common utterance without accompanied
a friendly greeting Because in the machine shop, bears with
Not humanist Rude utterance and not using greeting and machine, oil, and much dirt.”)
also offend interlocutor
Expressive utterance in contexts 1 is a
Collecting data was done by recording statement of teacher, the use of wearing wearpark
teaching-learning process in class, then by doing and shoes. That utterance is appropriate to
looking on method with base technique, called modus. Modus expresses speaker’s behaviour to
tapping technique. Looking method, is by what he utters, Verhaar (1996).
looking on language use, because the subject Teacher conveys information as a reason
taking has the form utterance in teaching-learning of wearing shoes and wearpark in joining

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practical in machine shop. If they don’t wear use greeting “Mom”. Although that utterance can
equipment of machine shop so that the uniform be received in dialogue.
will be dirty because it is stricken by oil, machine,
and also much dirt. Interrogative Modus
That utterance actually includes in less The utterance which has interrogative
humanist utterance, bevause it only uses greeting modus is an utterance as a question to the locutor.
you. Although that utterance can be received well Interrogative modus is a sentence which
by teacher and students, because its modus is as expects there will be an answer verbally, this
meant. answer is a confession, information or opinion
from listener or reader, Chaer (2009).
Imperative Modus
Imperative modus is a modus which Contexts 3
contains imperative, appeal, or prohibition. Teacher explains by asking and answering about
the way to turn the droving vehicle.
Context 2 Pendidik : ”Setiawan, bagian apa yang dapat
membelokkan kendaraan ke kanan dan ke
When the history lesson in class XI engineering,
kiri?
students are asked to present as dealt before. (Setiawan, what part can turn vehicle to
Pendidik : ”Ayo maju, seperti kemarin yang sudah right and left?”)
disepakati!, ayo kelompok satu! Peserta didik : ”Timeng bell Pak, karena dipindahkan
(”Go forward, as yesterday as we dealt! untuk membelokkan laju kendaraan
The first group please!”) (Timeng bell, because it is disown, moved to
Peserta didik : ”Belum bu, belum..” turn vehicle’s rate.”)
(Not yet mom, not yet…”) Pendidik : ”Fungsinya apa, Setiawan?
(What is its function, Setiawan?”)
In contexts 2, teacher’s utterance asks Peserta didik : ”Dengan membelokan roda depan tidak
students to go forward presenting as dealt in dengan membelokan stringwell Pak.
(By turning the front wheel not by turning
previous teaching-learning. The imperative shape stringwell.”)
uses word, ayo. The imperative sentence Pendidik : ”Adakah kendaraan yang dibelokan
conveyed is appropriate as its modus. Modus dengan roda depan?”
expresses speaker’s behaviour to what he utters, (Is the vehicle turned by frontwheel?”)
Peserta didik : ”Ada Pak, Forklip (Yes sir, Forklip).”
Verhaar (1996).
Imperative modus is a sentence which asks
Speech act in contexts 3, happens when
the listeners or readers do an action, Chaer
teaching-learning in an automative workshop,
(2009).
when the teacher is explaining suspention.
Teacher gives a rule by reminding to deal
Interogative modus in sentence is an utterance
before. This imperative sentence can be an
which hopes an answer verbally, this answer is a
imperative sentence, suggestion or prohibition.
recoqnition, information or opinion from
At utterance ”Ayo maju, seperti kemarin yang
listeners or readers, Chaer (2009).
sudah disepakati!, (”Go forward, as yesterday as we
Interrogative modus in sentence “Apakah
dealt!”), teacher rules students expressively. If
kendaraan dibelokan dengan roda depan saja?”
students are demur, teacher reminds to the dealt
(”Is the vehicle turned by frontwheel?”), the teacher
done.
digs information by asking the purpose to assess,
Humanist value is there in utterance
whether students understand suspension material
above, is the teacher rules to come forward while
or not. Based on dialogue above students effort
he is preparing that in previous teaching-learning,
answering correctly the question from teacher.
they have had mutual deal. Based on the
Students answer,” Tidak Pak! dengan
humanism criteria, that utterance involved in
membelokan stringwell”. (”No. Sir! by turning
common humanist utterance, because teacher
stringwell.”) Together.
asks without using greeting, although students

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It shows that students understandsus- (2006). In line that opinion, indirect speech act is
pension material well. other-modused utterance which is used
Humanist value in utterance (3) is there is conventionally (Rustono, 1993). That
greeting “Pak”(“sir”) and mentioning student conversation 4, included in indirect utterance
(Setiawan). Based on humanism level, this category. Unsustainability happens because
utterance shows more humanist utterance. modus in form interrogative functionates as
imperative actually.
Indirect Speech Act Humanist value occured in conversation
Indirect speech act is a speech act which is above, based on humanist level is more humanist,
not appropriate between modus and its function. because it uses greeting “Sir”.
Indirect speech act happens when imperative
modused utterance conveyed with interrogative Humanist Expressive Speech Act Function
modused utterance, or declarative modused Some expressive utterance function
utterance conveyed with imperative modused included in a conveyed utterance by speaker to
utterance. the locutor, can functionate as greeting, thanking,
or appologizing. Further more it functionates to
Imperative-interogative Modus criticize or give suggestion, functionates to
Imperative-interogative modus is an convey complain, blame, flature or quip.
utterance modus forms of interogative, but it
means toexpress imperative. In his utterance, the Suggesting and Criticizing
teacher asks (interogative) to students, but there Criticizing means giving feedback or
is another meaning is giving rule (imperative). response to an utterance or behavior done by
speech partner, both of positive response and
Contexts 4 negative response. Someone gives response or
When teaching-learning lathe in engineering critic, usually because what he hears or looks is
workshop, students ask the key to teacher, and not appropriate to what he thinks.
teacher take unconciously students rule teacher.
Peserta didik : ”Kuncinya di mana Pak?” Context 5
(“Where is the key Sir?”)
Teacher suggest students to be careful with lathe
Pendidik : ”Ini?” (”Is this?”)
Peserta didik : ”Bukan ini, Pak.”
machine.
(“Not this one, sir. Thank ”) Pendidik : “Ati-ati, ojo koyo kakak kelasmu! Jadi
Pendidik : ”Ini?” (“Is this?”) gini,pas nyalake to, listrike mati posisine
Peserta didik : ”Ya ini, Pak. Terima kasih Pak.” mesin bubute miring, dia ngerjake lainnya.
He, la nyala, weh..., kena ininya. (kakinya
(”Yes this one, sir. Thank you, sir”)
patah)
(”Be careful, don’t be like your senior!”.
The speech act in context 4, happens when So like this, when he is turning on, the
a student asks a key to the teacher, and the electric is tilt, he is doing another thing.
teacher takes spontantly. Utterance form happens Then, the electric turns on, weh, get hit
his. (his leg is broken)”)
is students ask “Dimana kuncinya Pak? (“Where is
Peserta didik : ”Angkatane siapa pak? Yang sekarang kelas
the key?”), the teacher should answer “ Di suatu tiga Pak?
tempat”(“In a place”). But the teacher’s answer is (”Whose generation, sir?” Is he now at
“Ini” (“Is this?”) with answer which third grade?”)
Pendidik : ”Ya sekarang kelas tiga.”
simultaneously followed by taking action. That
(”Yes, now he is the third grade.”)
conversation includes in indirect utterance/ “Ati-ati, ojo koyo kakak kelasmu! Jadi gini,pas
speech act. This indirectness happens because the nyalake to, listrike mati posisine mesin bubute
modus is in form interogative which actually has miring, dia ngerjake lainnya. He, la nyala, weh...,
kena ininya. (kakinya patah)
function as imperative.
(”Be careful, don’t be like your senior!”. So like
Indirect speech act if there is an indirect this, when he is turning on, the electric is tilt, he
relation between structure and its function, Yule

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is doing another thing. Then, the electric turns looked so heavy to bring your head. If it is heavy, put
on, weh, get hit his. (his leg is broken)”).
your head outside, please.”)
Utterance which is conveyed by teacher is
Conversation in context 5, happens in
different to the meant utterance. Teacher means
machine workshop, when they are practising;
to ask for students to get up so that they will be
teacher looked there was a machine turning on
serious in joining lesson.
when they had gone home. It happened because
Teacher uses different words, but students
when the machine was turned on, the electrical
understand the meaning of quip conveyed by
died and they did not know when the electrical
teacher.
had turned on.
The humanist value in utterance 6 is
Humanist expressive speech act
actually more humanist, because of using
functionates as emotive, that function which
greeting “Le=Nak”, but this quipment means
related to feeling. The feeling in conversation 5,
deeply, so that this utterance is not humanist.
is love of a teacher so that students do not
experience an accident with lathe.
Apologizing
The shape of teacher’s advice to students to
Apologizing is an utterance conveyed to
be careful with lathe when electrical is off, so that
express a regret of a happen done.
the machine position is backed, “Ati-ati, ojo koyo
kakak kelasmu! (”Be careful, don’t be like your
Context 7
senior!). Appropriate to functionalism view, the
Teacher permits late students to enter class when
use of language can be separated from its function Mathematics lesson.
and other components (Idris, 2008). Pendidik : “Terlambat ya?
Humanism value in conversation 5, is Ayo segera mengikuti!”
more humanist. This humanism seemed in the (“You are late. Join soon!”)
Peserta didik : ”Maaf Bu.”
use of greeting “Pak” (“Sir”)students to teacher by
(”I’m sorry, Mom )
reminding students to be careful. On the other
hand, teacher uses only humanist utterance.
Conversation 7 is a conversation of a
Because common utterance is without greeting.
student who apologizes, because he have been
late entering class. ”Terlambat ya? Ayo segera”
Quipping (“You are late. Join soon!”) there is a chance gift
Quipping is denouncing or bullying
sincerely, so that the student apologizes
someone indirectly or honestly, usually uses
bravely.”Maaf Bu.”( “I’m sorry mom.”)
different words with meant word. Quipping is
Humanism value from conversation 7,
also in form word which has different value to
above is more humanist, because students use
real word.
greeting,”Bu”(“Mom”), but teacher greets without
greeting.
Context 6
Teacher reprimands students who puts their head
CONCLUSION
sleeping on table quiply.
Pendidik : ”Le, kamu kok berat bawa kepalamu to? Kalau
berat, kepalamu taruh luar sana!” Based on the research is got as. First,
(”Son.., you looked so heavy to bring your humanist expressive utterance form are direct and
head. If it is heavy, put your head outside, indirect utterance. Direct utterance has modus
please.”) imperative, declarative, interogative. On the
other hand, indirect utterance has modus
Utterance in context 6, teacher quips interogative-imperative and declarative-
student who put his head (sleep) on the table, with imperative.
sentence, :”Le, kamu kok berat bawa kepalamu to? Second, function of humanist expressive
Kalau berat, kepalamu taruh luar sana!”( “Son.., you speech act is to criticize or suggest, to express

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Seloka: Jurnal Pendidikan Bahasa dan Sastra Indonesia 7 (3) (2018) : 224 – 250

apologizing, functionate to apologize, quip, and http://journal.uad.ac.id/index.php/BAHAST

suggest. RA/article/view/4859
From a number of utterance data gotten, Hidayati, N., & Zulaeha, I. (2018). The Effectiveness
of Poetry Reading Learning using Draladater
A very humanist utterance there is 3 utterance,
Model on Extrovert and Introvert Senior High
A more humanist utterance there is 12 utterance,
School Students. Seloka: Jurnal Pendidikan
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