CHAPTER II

REVIEW OF LITERATURE

A. Teaching English as Foreign Language

There are four main skills in English namely listening, speaking, reading and writing. English is an
international language, a lot of people use English as their first language, second language or foreign
language. In Indonesia English is a foreign language, but English is an important subject in education
from elementary school until university learn English. Because English is the most commonly used as a
communication tool among foreign speakers. Besides there are many reasons to learn English, because it
is one of the most difficult languages to learn.
In Indonesia, English is a foreign language. English is thought at the formal and informal education.
At the formal education, English has taught since kindergarten up to university. English is though as
compulsory subject in junior and senior high school. Murcia states that the field of second (or foreign)
language teaching has underground many fluctuations and shift over the years. And language teaching is
a field in which fads and heroes have over come and gone in a manner fairly consistent with the kinds of
changes that occur in youth culture. 1 It means that language teaching can be developed by many kinds’
techniques. English is very important because English is an international language which used people in
the world as a tool of communication to get information not only in education and science but also
industry, economic and technology.
Many people assume that ESL and EFL are the same even though the application itself is quite
different. ESL (English as Second Language) and EFL (English as Foreign Language) instructional
approaches differ in significant ways. ESL depends on the reason that English is the language of the
community, the school and that students approach English models. EFL is generally learned in conditions
where the language of the community and the school is not English. 2 Thus, EFL is a form of language
knowledge that is learned through the surrounding environment that does not use English.
That ESL and EFL have a difference in the learning environment, is also strengthened. The
distinction between second language and foreign-language is not, however, a sharp one, and there are
cases, like Indonesia, where classification is disputable. Moreover, there is a considerable amount of
variation in the roles played by second languages, for example in education, in the fields of discourse
used.3 In conclusion, the fields of discourse used will differ between ESL and EFL.
The advancement toward English as a foreign language began at opportunity, and English is currently
the primary foreign language being found out in Indonesia. English is educated for eight to nine years
from elementary school (from Grade 4 or 5) through high school. The main target is to give reading skills
to empower Indonesians to read science-related materials in English. 4 The main objective is to provide
reading skills to enable Indonesians to read science-related materials in English. So, it can take the
conclusion from that explanation that the main objective is to provide the students with reading skills
since 4-5 grade, especially in English material. In regard to this study, EFL learning can be easier with the
strategies implemented in learning.

1
Murcia, M, Teaching English as a Second or Foreign Language, (United State: Thomson Learning Inc, 2001), p.3
2
Andrade, Melvin, Foreign Language Learning Anxiety in Japanese EFL University Classes: Physical, Emotional,
Expressive, and Verbal Reactions. Sophia Junior College Faculty Journal Vol. 29, 2009, 1-24
3
Al-Shboul, M. M, Foreign Language Anxiety and Achievement:Systematic Review. International Journal of English
Linguistics; Vol. 3, No. 2; 2013, 23.
4
Ellis, Rod, The Study of Second Language Acquisition, (New York: Oxford University Press, 2008), p.45
 Nowadays, it is generally recognized that learning strategies have gotten one of the primary factors
that help students to gain proficiency with a second or foreign language effectively. 5 People whose
discoveries continually remind educators to remember the intensity of designing, adapting, or applying
effective teaching methods so as to advance the use or creation of learning strategies that pave the way for
the learner to assume responsibility for their own improvement in language learning and consequently
increase their autonomous learning.
English as foreign language generally taken to apply the students who are students studying generally
English at school and institute in their own country or transitory visitor in target language. 6 It means that
generally, English as foreign language for students who are studying at school or institutes our
knowledge. As an international language, English is considered as an important language to be learned.
English as a foreign language curriculum and pedagogy have stressed on the importance of teaching
communicative strategies and the functional use of language that the goal of teaching and learning
English is to be well in communication.
In addition, Broughton states, so far, we have been considering English as a second language. But in
the rest of the world, English is a foreign language. That is, it is taught in schools, often widely, but it
does not play an essential role in national or social life. 7 It means that the purpose of teaching English as
foreign language is to create a situation that the students can use English as a lesson in the school. Foreign
language is one of courses in the curriculum which students should be encouraged to talk a great deal in
class and to express their ideas, not simply what the teacher tells them to say. It is expected that the
students should have the ability or knowledge of English which can be used for communication. In
teaching and learning process, basically English teachers have begun attempting to teach foreign
languages in a way that is more similar to first language acquisition.
The teacher should prepare the material instruction, media, and technique well. Brown states that
teaching is showing or helping someone to learn how to do something, giving instructions, guiding in the
study of something, providing with knowledge, causing to know or understand. 8 It means that teaching is
a process that should be done by teacher Established on the experience, knowledge and material
preparation that the aim of teaching can be reached.
According to Setiyadi, language teaching is influenced by ideas on the nature of language and the
learning conditions that make learners to acquire the language. Differences in language theories may
affect the selection of the teaching materials and differences in learning theories may affect the teaching
method.9 It means that language teaching is the process of helping someone to learn how to acquire the
language that he or she wants to learn or master it.
It is clear that by the teaching English, students are expected to able to apply their English language
for communication. Everyone knows that English is the international language which is used in the world
society. English is vitally important and typically described as the most important of all school subjects,

B. Pragmatic
Pragmatics is a branch of lingustics covering meaning in use. Meaning is formally studied in
semantics. However, there are some aspects of meaning cannot be captured by semantics particularly
5
Oxford, R, Language Learning Strategy: What every teacher should know, (New York: Heinle & Publishers, 2003).
6
Harmer, J, How to Teach English. (England: Longman, 2007), p.39
7
Geoffrey Broughton, et.al, Teaching English as a Foreign Language, (New York: Routledge, 2008), p.6.
8
H.Douglas Brown, Principle of Language Learning and Teaching, (New York: Addison Wesley Longman, Inc,
2000), p.7.
9
Bambang Setiyadi, Teaching English as A Foreign Language, (Yogyakarta: Graha Ilmu, 2006), p.20.
 meaning in use or meaning in context. Pragmatics is concerned with the way of speaker using language in
context which cannot be predicted from purely lingustic knowledge, particularly semantics, which deals
with the internal structure of the language. 10 It means that pragmatics is about the study of meaning in use
which cannot be predicted from purely lingustic knowledge.
Meanwhile, Cutting states that pragmatics is the study of language relation to contextual background.
It focuses on what is not explicitly stated and how to understand the utterance based on situational
context.11 It means that pragmatic is the study of utterance which is possibly stated by someone in formal
or informal situation with the specific purpose. The statement is sometimes contains of meaning which is
stated explicitly, that is why pragmatic takes roles to discuss this case.
Pragmatic can be defines as the study of how meaning of an utterance can be understood by its
context. Yule states that pragmatic is the study of contextual meaning, how more meaning are
communicated that what is being said, how the people make sense of each utterance, and how to interpret
the meaning of language as contextual. 12 It means that in pragmatic, someone could study more about
language, especially for some utterances that has unstated meaning. People could understand the meaning
of a language by seeing the context.
There are six principles or scopes of pragmatics, they are: deixis, presupposition, cooperative
principle, implicature, politeness, and speech act. 13 Deixis is “pointing” via language, presupposition is
something the speaker assumes to be the case before producing utterance, cooperative pcinciple is the
basic assumption in conversation in which each participant tries to contribute appropriately, as the
required time, to current exchange of talk. Implicature is main sample of many information that informed
whan what speaker has said. Politeness is an interaction to show the awareness of another person’s face.
Speech act is the action performed by saying something. 14 In this research, the researcher focuses on the
analysis of speech act which is specify to illocutionary act.
Based on the theories of pragmatics above, the researcher concludes that pragmatics is a study of
language. In a language, not all utterance or statements stated clearly. It means that there must be the
meaning of statement or utterance stated explicitly. By studying pragmatics, people will know how to
identify and understand the meaning based on the context or based on the use of language itself.

C. Speech Act
One of pragmatics study which is related to the communication and also the utterance is called speech
act. Speech act is a theory in which to say something is to do something. 15 It means that speech act is
involved in the study of pragmatics. It is a theory of communication about how the utterance stated by
speaker has purpose to do semething by the audience.
Speech act is a speaker’s language or utterance that has effect to the hearer. Victoria et al state that
speech act is the action or intent that a speaker accomplishes when using language in context, the
meaning of which is inffered by hearers.16 It means that speech act is the statements that deliver by a

10
Griffiths P, An Introduction to English Semantics and Pragmatics, (Edinburg: Edinburg
University Press, 2006),p.153
11
Cutting J, Pragmatics and Discourse, (New York: Routledge, 2008),p.2
12
Yule G, Pragmatics, (New York: Oxford University Press, 1996),p.4
13
Ibid
14
Ibid
15
Austin J, How to Do Things with Words, (London: Oxford University Press, 1962),p.94
16
Fromkin V, Rodman R, Hyams N, An Introduction to Language, (LA: University of California,
2003),p.595
 speaker where this statement must be affect to an action. The action that caused by speaker’s language is
has function to the hearer.
Speech act can be defined as performative utterance. It does not describe or report anything at all are
not true or false and the uttering of the sentence is, or part of, doing of an action. For a performative to be
successful, it must meet a set of conditions. The rules that have to be fulfilled in performative utterance
are:
1. The person and circumstance must be appropriate.
2. The act must be executed completely and correctly by all participants.
3. The participants must be the appropriate intentions.17
In addition, states that when someone says something, he or she is not only saying something, but
also uses it to do things or perform act. 18 It means that speech act could be defined from the word itself
that is speech and act. Speech means an utterance, ideas, or statement which delivers by someone, then
the act is an action performed by the hearer as the effect of the speaker’s words.
Austin states there are three kinds of speech act, they are locutionary acts, illocutionary act, and
perlocutionary act. In short locutionary act is the act of saying something, illocutionary act is the act of
doing something, and perlocutionary act is the act of affecting something. 19 In this case, the researcher
only focuses on one type of speech act that is the analysis of illocutionary act.
Based on the theories above, the researcher concludes that speech act in simply words is the study of
utterance stated by someone that has specific purpose or affecting something matters such as to ask
something, to offer, to describe, to order, etc. Even though, it also can be only for saying something.

D. Speech Function
Speech function is the speech even where language has a function to deliver a message from
addressers to addressees by various types based on the situation or topic of message. Speech function is
an action or performance in order to fulfill the intention of speakers and listeners and it is done by
language users such as asking, commanding, and answering. 20 Speech functions are used as the medium
of exchanging experiences in order to fulfill their needs. Typical of many everyday interactions in that it
serves both an affective (or social) function and a referential (or informative) function.
The role of language is not only simply a means of communicating information but also determining
or maintaining relationship with others. It means the function of language is having a close relation with
society.21 However, the different speech communities emphasize different functions, and express
particular functions differently. It is due to linguistic politeness is culturally determined and clearly rules
for polite behavior differ from one speech community to another. 22 It means that language serves different
communities and each group has different purpose and meaning. The following function of any utterance
may be expressed more than once, and may be expressed by a stretch of discourse which does not exactly
the same as an utterance is.
17
Huang Y, Pragmatic, (New York: Oxford University Press Inc, 2006), p.94-95
18
Halliday, An Introduction to Functional Grammar, (New York: Oxford University Press, 2004), p.134
19
Austin J, Op Cit, p.94
20
Wiyanto, Muhammad Saibani. "Using speech function on efl classroom." English Education: Journal of English
Teaching and Research 5.2 (2020): 143-148.
21
Masykuri, Edi, Sri Widodo, and Marcelo Perez. "Understanding Personal Intention by Elaborating Speech Function
Using Social Media International Whatsapp Group." Proceedings of the 2nd International Conference on Education, ICE 2019,
27-28 September 2019, Universitas Muhammadiyah Purworejo, Indonesia. 2020.
22
Herman, Herman, et al. "Investigating the realization of speech function in a speech through systemic functional
linguistics perspective." Script Journal: Journal of Linguistics and English Teaching 7.01 (2022): 31-41.
 Halliday points out that when exchanging and expressing ideas, human being performs two roles
namely giving and demanding, for the commodity such as information and goods or services. In systemic
functional linguistic (SFL), it is named speech function. Speech function is a way of someone delivers
ideas in communication to make listeners understand the ideas well. Speech function itself can be divided
into four kinds: statement, question, command and offer.
The initial greetings and comments on the weather serve a predominantly social function; they
establish rapport between the two participants. The exchange then moves on to become more information-
oriented or referential in function, though the social function of constructing an appropriate level of
rapport and respect is still relevant. Any utterance may express more than one function and any function
may be expressed by a stretch of discourse which does not exactly coincide with an utterance.

E. Types of Speech Function

According to Halliday, there are four basic of speech functions; a statement, question, offer, and
command. The four basic speech functions related to both the exchanged process 23:
1. Offers
The speaker gives the hearer some goods or services, and the hearer inviting the speaker to
accept those goods and services.
For example: I can give you some pointers.

2. Command
The speaker demands the hearer some goods or some services, and the speaker invites the
hearer to receive those goods and services. In a sentence command can over with a period mark
or with an exclamation mark. An exclamation mark at the end of the command sentence occurs
when the speaker is giving the command in an emotional condition.
For example: Bethany, hang it up now.

3. Statement
Statement occurs when the speaker gives information to the hearer and invites the hearer to
respond to that information. It also called declarations that usually end with a period in a
sentence. When the statements are strong, the sentence ending with an exclamation mark.
For example: It’s been over two hours since I’ve posted and he hasn’t commented

4. Question
The speaker uses a question to request information, and it is using interrogative sentences.
Then, the speaker invites the hearer to answer that information.
For example: Are you going to your father after school?

F. Speech Role
The speaker is not only doing something himself, he is also requiring something of listeners.
Typically, therefore an “act” of speaking is something that might more appropriatelly be called an
interact; it is an exchange in which giving implies receiving and demanding implies giving in responses.

23
Matthiessen, M.A.K Halliday, An Introduction to Functional Grammar, (New York: Oxford University Press, 2004),
p.134
 The most fundamental types of speech role which lie behind all of the more specific types that people
may eventually be able to recognize are just two namely (1) giving and (2) demanding.
Either the speaker giving is giving something to the listeners (a piece of information, for example as
in Boof keeps scaring me) or he is demanding something from him (as in just push him off, when has Boof
bit you?). Even this elementary categories already involve complex notions; giving means ‘inviting to
receive’, and demanding means ‘inviting to give’. Below the table of speech role:
Table 2.1
Speech Role and Commodity Exchange24
Speech role Information Good and Services
Giving Statement Offer
Demanding Question Command

Cutting across this basis distiction between giving and demanding is another distinction, equally
fundamental, that relates to the nature of the commodity being exchanged. In moving into the role of
speaker, the listener has considerable discretion. Not only can be give any one of a wide range of different
responses to a question, or carry out a command in different ways; he may refuse to answer the question
altogether, or to provide the goods and services demanded. For example:
Table 2.2
Giving or Demanding; good and services or information25
Role in Exchange Commodity Exchange
Goods & Services Information
Giving ‘offer’ ‘statement’
Would you like this teapot? He is giving her the teapot
Demanding ‘command’ ‘question’
Give me that teapot! What is he giving her?

Based on this table, only the last is essentially a verbal response; the others can all be non-verbal.
But typically in real life situations all four responses are verbalized with or without some accompaniying
non-verbal action.

G. Systemic Functional Linguistics (SFL)

The interpersonal metafunction in Systemic Functional Linguistics (SFL) is a crucial aspect of
language that examines how individuals use linguistic resources to interact with others in meaningful
ways. It focuses on how language enables people to express their attitudes, feelings, and opinions, thereby
establishing and maintaining relationships and influencing the behavior or actions of others. 26 This
function highlights the social purpose of language, emphasizing that communication is not just about
sharing information but also about building connections and negotiating social roles.
A key element of the interpersonal metafunction is the concept of speech functions, which serve as
the foundation for various types of interactions, such as making statements, asking questions, giving
commands, or offering proposals. These speech functions are deeply tied to grammar, as they are realized
through specific grammatical structures that align with their intended purpose. For example, a statement

24
Ibid, p.135
25
Ibid, p.136
26
Halliday, Op, Cit
 typically uses a declarative structure to convey information, a question employs an interrogative structure
to seek information, and a command utilizes an imperative structure to prompt action. By understanding
the relationship between speech functions and grammatical choices, we gain insights into how language
operates as a tool for interpersonal communication, shaping the way people engage with one another in
social and cultural contexts.
According to Halliday grammar Matters in Speech Functions because grammar shapes how meaning
is expressed in speech functions. For example: A statement like "You need to complete your homework"
uses a declarative structure to give information while implicitly demanding action. A question like "Can
you help me?" uses interrogative grammar to seek cooperation or agreement. 27

H. English Teacher
Teacher is the major resources of comprehensible target language input learners are likely to receive
in the foreign language classroom teaching. The language or teacher talk employed by the teacher in the
classroom can be said a magical thing. It can probably change everything in the classroom. Some experts
do not only define what teacher talk is but also, they account for its importance and impact upon the
teaching and learning process. The language that teachers use in class, or “teacher talk,” can have a
tremendous impact on the success of interactions they have with students. 28
In addition, teacher talk is an indispensable part of foreign language teaching in organizing activities,
and the way teachers talk do not only 24 determine how well they make their lectures, but also guarantees
how well students will learn.29 The instructional language used by teachers should always serve the
objectives of providing students‟ acquisition and acquaintance with the language, of promoting learning
among them, and of initiating class-interaction leading to communication. These objectives will be
attained if the teacher language is appropriate in terms of pronunciation, grammar, and word collocation
for the students in accordance with their language competence, experience, and proficiency. 30 The
language that teachers address to L2 learner is treated as a register, with its own specific formal and
linguistics properties. Therefore, teacher talk is the language produced by teachers addressed to the
students in classroom interaction.
In trying to communicate with learners, teachers often simplify their speech, giving it many of the
characteristics of foreigner talk and other simplified styles of speech addressed to language learners. 31
Talking is one of the most outstanding behaviors revealed by teachers in the classroom which may
become the most difficult thing for teachers to avoid. The reason is quite obvious the language or teacher
talk employed by a teacher in the classroom can be said a magical thing. It can be probably charge
everything in the classroom. Based on the explanation, researcher concludes that the teacher as facilitator
must convey all the information needed by the students so that the information provided can be
understood by the student.

27
Ibid
28
Muliyah, Pipit, and Dyah Aminatun. "Teaching English for Specific Purposes in Vocational High School: Teachers'
Beliefs and Practices." Journal of English Teaching 6.2 (2020): 122-133.
29
Al-Qahtani, Hind M. "Teachers' Voice: A Needs Analysis of Teachers' Needs for Professional Development with the
Emergence of the Current English Textbooks." English Language Teaching 8.8 (2015): 128-141.
30
Ibid.
31
Us Saqlain, Najeeb, Asmara Shafqat, and Ahdi Hassan. "Perception analysis of English language teachers about use of
contextualized text for teaching ESP." The Asian ESP Journal 16.5.1 (2020): 275-299.