| dc.description.abstract | This dissertation research aims to analyze the mode of speech acts produced by
lecturers (Asātiz and Ustazāt) which result in illocutionary meanings for Talibāt in
the context of Arabic speech in the classroom, and analyze the competence and
performance of Thalibāt psychopragmatically from the lecturers' (Asātiz and
Ustazāt) speeches in speak Arabic in class. This research is based on a
psychopragmatic approach to the study of Arabic supported by formal and informal
interview methods in qualitative research. The data that has been collected is
analyzed based on Chomsky's cognitive genetic theory and Revita's
psychopragmatic theory to see the process of analyzing the mode of speech act
which is motivated by a person's psychology. The theory of speech act mode is used
to get the illocutionary meaning contained in the speech. The results of the study
show that the dominant mode of speech act applied in active Arabic learning to
Talibat is declarative, interrogative, and imperative mode of speech act. In the
speech act mode analyzed, it produces Talibat's illocutionary meanings. There are
11 meanings of illustrative meaning found. The declarative speech act mode has an
illocutionary meaning, namely the meaning of affirming, concluding, telling,
explaining, promising. The interrogative speech act mode has an illocutionary
meaning, namely the meaning of asking. The imperative speech act mode has an
illocutionary meaning, namely the meaning of ordering, begging, advising,
praising, and praying. The illocutionary meaning produced by Talibat is strongly
influenced by the psychological role included in cognitive mastery which is divided
into performance and competence. The Arabic language performance genetically
owned by Talibat can produce Arabic language competence. Talibat's cognitive in
the form of performance and competency is analyzed using the standardized value
of Arabic language proficiency. | en_US |
