Analyzing Patterns of Speech Acts in EFL Classroom Interaction at STAIN Majene

Abstract

Over the past few years, classroom interaction in English as a foreign language (EFL) learning has faced challenges, particularly in the aspect of verbal communication between lecturers and students. At STAIN Majene, this phenomenon is evident in the presence of active student participation. At the same time, the majority tend to be passive due to limited vocabulary, anxiety, and lack of self-confidence. This condition often makes the learning process less than optimal. This study aims to analyze speech act patterns that emerge in EFL classroom interactions and identify factors that influence their use. The study used a qualitative approach with a case study design. The research subjects consisted of a lecturer and eleven fourth-semester students from the English Language Education Study Program at STAIN Majene, who were enrolled in the English Debate and Critical Speaking course. Data were collected through non-participatory observation and semi-structured interviews, and then analyzed using NVivo 12 Plus software with the interactive analysis model proposed by Miles, Huberman, and Saldana (2014), which encompasses the stages of data collection, data condensation, data presentation, and conclusion drawing. Data validity was guaranteed through source and time triangulation. The study's results revealed that only three types of speech acts emerged: representative, directive, and expressive, while commissives and declaratives were not identified. A lecturer predominantly used representative speech acts to explain material and directives to organize learning activities, while expressive speech acts were used to build familiarity. Students still tended to be passive, with limited contributions to expressive speech acts and a small number of directives. External factors that influenced the students included the lecturer's teaching strategy, the identity of the interlocutor, peer influence, and the type of learning activity. Internal factors included motivation, self-confidence, anxiety, and understanding of the topic. This study concluded that speech acts in EFL classes not only function as linguistic tools but also reflect psychological, pedagogical, and socio-cultural dimensions. These findings are expected to enrich pragmatic studies and provide practical input for lecturers in designing more interactive and student-centered communication strategies. Keywords: Speech Acts, EFL, Classroom Interaction.