Speech Act of Pragmatic

When a speaker says anything, there are specific goals beyond the words or phrases. This is an aspect of pragmatics. The activity performed by generated utterances is referred to as speech actions. Saying something can be used to perform an action. Speech actions allow the speaker to portray physical activity using just words and phrases. The acts taken are mostly determined by the words spoken. There are several things to consider when it comes to English as a foreign language. If utterances are delivered in the mother language, it is simple for speakers or listeners to figure out what they imply.


Introduction
Pragmatics is a study in belief is what is communicated is more than what is said, there are two types of communication, they are verbal and nonverbal communication. Verbal communication is the way of communicating messages by using words as elements. Nonverbal communication is the way of communicating messages by using gesture, body movements, eye contact, facial expression, or general appearances as the elements. Pragmatics is a branch of linguistics and semiotics concerned with how context affects meaning. In philosophy, sociology, linguistics, and anthropology, pragmatics includes speech act theory, conversational implicature speaking in interaction, and other approaches to language behavior. Unlike semantics, which analyzes conventional or "coded" meaning in a given language, pragmatics investigates how the transmission of meaning is influenced not only by the speaker's and listener's functional and linguistic knowledge (grammar, utterance on the other person's ideas or behavior is referred to as a perlocutionary act. A perlocutionary act is unique to the circumstances of issuance, and hence cannot be accomplished simply by speaking that particular utterance. It encompasses all of the effects, intentional or unforeseen, and frequently undetermined, that a certain speech in a specific occasion has.

Speech Acts Classification
Representatives, instructions, commissives, expressive, and declarations are the five kinds identified by Searle in Levinson (1983: 240).

Speech Act in a Second Language
When it comes to speaking act in a second language context, there are a few things to keep in mind. If utterances are spoken in the mother tongue, it is simple for speakers or listeners to figure out what they imply. Idiomatic terms and cultural conventions do not serve as roadblocks in determining the intended meaning. When it comes to foreign languages, such characteristics may make it difficult for someone to properly comprehend what is being said.
The SPEAKING model of speech analysis was proposed by Hymes (1974). According to Hymes, learning a language requires not just learning its vocabulary and syntax, but also understanding the context in which words are employed. Aspects of the linguistic situation are considered and applied to various components of a speech sample or communicated message in the speaking model. SPEAKING model of speech analysis (Hymes, 1974): 1. S -Setting and Scene -Setting relates to the time and place, whilst scene specifies the scenario or activity's environment. (morning, amicable discussion at a school, bar, or coffee shop) 2. P -Participants -This refers to the people who are involved in the speech, such as the speaker and the audience, as well as the interrogator, caller, and performance.
3. E -Ends -The speech's aim and objectives, as well as any consequences, functions, or impacts. 4. A -Act Sequence -The order in which events occurred during the speech, both in terms of form and substance. 5. K -Key -The speech's general key, tone, mood, or manner. (formal, serious, caustic) 6. I -Instrumentalities -The speech's shape and style. Stream (verbal, nonverbal, face to face, telephone, SMS,) If you want to be more formal, you (emoticons, dialect or language variety) 7. N -Norms -Establishes what is socially acceptable during the event, as well as the rules that govern interaction and interpretation. 8. G -Genre -The speech's style. (hello, joke, apologies, lecture)

English Language Teaching (ELT) Speech Acts
Since English is a foreign language for Indonesian students, the teacher or instructor should keep certain points in mind when teaching the Speech Act in the classroom.
Depending on the amount of time available and the level of comprehension that teachers want their students to gain, there are three different degrees of goals that can be attained in teaching speech acts in the classroom. Fujimori (2004) proposes three goals: 1. Conscious Rising, 2. Knowledge Building, and 3. Productive Development. According to the explanations on speech acts and , some individuals comprehend and comprehend the responses that are accompanied with explanations, and they are particularly interested in responses that include meanings, such as "I'm thirsty," which implies that I'm asking you to drink, which is ambiguous. But it naturally acts beyond grammar (or any rules). In the context of foreign language learners students must be equipped with adequate vocabularies so that they can express ideally, to fully understand the language (linguistic rule).

Conclusion
The capacity to decipher the hidden message of a speech is extremely valuable. If we are not careful, certain words or expressions may be diverted into something terrible. We can have a better grasp of utterances through knowing Pragmatics and speech acts. English is the official foreign language in Indonesia. There are several things in English that Indonesians don't have, such as some idiomatic idioms. Those phrases are obstacles that may prevent someone from properly comprehending the true meaning of words or utterances. Speech actions might be socialized in the classroom as part of this endeavor to raise awareness of those barriers.