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Speech Acts in Mandarin Language Learning at a Junior High School: A Pragmatic Study

Longda Xiaokan: Journal of Mandarin Learning and Teaching · Vol. 9 No. 1 (2026) · hlm. 69–84

DOI
10.15294/longdaxiaokan.v9i1.41415
ISSN
2715-1611, 2528-5734
Terbit
2026-06-09
Penerbit
Universitas Negeri Semarang
Bahasa
eng

Abstrak

This study examines speech acts in teacher-student interactions during Mandarin language learning at Cheng Hoo Integrated Islamic Junior High School, Gowa, based on Searle's (1969) speech act theory. Using a qualitative descriptive method, Data were collected through observation, audio recording, and field notes during two learning sessions with ninth-grade students. Analysis of 170 utterances revealed that directive speech acts were most dominant (58 utterances), followed by representative (23), declarative (20), expressive (14), and commissive (6). Speech acts served three primary functions: conative (68 utterances) to encourage student action, cognitive (46 utterances) to transfer knowledge, and affective (27 utterances) to build motivation, with 44 utterances performing dual functions. The integrated Islamic school context demonstrated harmonious integration of Mandarin learning with religious values through multilingual practices involving Mandarin, Indonesian, and Arabic. These findings indicate that directive speech acts effectively manage classroom dynamics while representative acts support material delivery. The study contributes to pragmatic theory in foreign language education and provides practical implications for designing communication strategies in culturally responsive teaching environments.

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Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/longdaxiaokan/oai, pertama di-harvest 6 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en">Speech Acts in Mandarin Language Learning at a Junior High School: A Pragmatic Study</dc:title>
	<dc:creator xml:lang="en">Sene, Asti ramadhani</dc:creator>
	<dc:creator xml:lang="en">Junaeny, Arini</dc:creator>
	<dc:creator xml:lang="en">A.P., Jufri</dc:creator>
	<dc:subject xml:lang="en">speech acts, Mandarin,  pragmatics, language  learning, classroom  interaction </dc:subject>
	<dc:description xml:lang="en">This study examines speech acts in teacher-student interactions during Mandarin language learning at Cheng Hoo Integrated Islamic Junior High School, Gowa, based on Searle's (1969) speech act theory. Using a qualitative descriptive method, Data were collected through observation, audio recording, and field notes during two learning sessions with ninth-grade students. Analysis of 170 utterances revealed that directive speech acts were most dominant (58 utterances), followed by representative (23), declarative (20), expressive (14), and commissive (6). Speech acts served three primary functions: conative (68 utterances) to encourage student action, cognitive (46 utterances) to transfer knowledge, and affective (27 utterances) to build motivation, with 44 utterances performing dual functions. The integrated Islamic school context demonstrated harmonious integration of Mandarin learning with religious values through multilingual practices involving Mandarin, Indonesian, and Arabic. These findings indicate that directive speech acts effectively manage classroom dynamics while representative acts support material delivery. The study contributes to pragmatic theory in foreign language education and provides practical implications for designing communication strategies in culturally responsive teaching environments. </dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2026-06-09</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/longdaxiaokan/article/view/41415</dc:identifier>
	<dc:identifier>10.15294/longdaxiaokan.v9i1.41415</dc:identifier>
	<dc:source xml:lang="en">Longda Xiaokan: Journal of Mandarin Learning and Teaching; Vol. 9 No. 1 (2026); 69-84</dc:source>
	<dc:source>2715-1611</dc:source>
	<dc:source>2528-5734</dc:source>
	<dc:source>10.15294/longdaxiaokan.v9i1</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/longdaxiaokan/article/view/41415/9983</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2026 Longda Xiaokan: Journal of Mandarin Learning and Teaching</dc:rights>
</oai_dc:dc>