Tindak tutur ilokusi dosen: Perbandingan konteks pengajaran sebudaya dan lintas budaya dalam perkuliahan

Abstract

This study examines how the congruence between a lecturer’s cultural background and the cultural context in which they teach shapes their use of illocutionary speech acts in university classrooms. Using a qualitative sociopragmatic approach combined with the ethnography of communication, data were drawn from naturalistic classroom recordings of five lecturers, categorized into two conditions: teaching within their own cultural background (intracultural) and teaching across a different cultural background (intercultural). Utterances were transcribed, coded using Searle’s five illocutionary categories, and analyzed through the padan method. Findings reveal a consistent contrast: lecturers teaching intraculturally produced markedly fewer directive acts (16.6–17.2%) and were dominated by assertive acts (73.0–76.8%), whereas lecturers teaching interculturally produced substantially higher proportions of directives (34.1–45.2%). These patterns are consistent with the social distance parameter in politeness theory, suggesting that cultural distance between lecturer and classroom context shapes communicative strategy. This study contributes an empirically grounded comparative account of how sociocultural congruence shapes lecturers’ pedagogical speech, offering a novel angle beyond conventional taxonomic studies of classroom illocution.