PERSEPSI PEMELAJAR BIPA TINGKAT DASAR TERHADAP TINDAK TUTUR PENGAJAR DALAM PROSES PEMBELAJARAN BAHASA INDONESIA (Kajian Pragmatik dan Implikasinya terhadap Pembelajaran Bahasa Indonesia di Bandung Independent School)

Penelitian ini berfokus pada kajian pragmatik dan BIPA, yakni tentang persepsi pemelajar terhadap tindak tutur pengajar dan fungsi tindak tutur pengajar dalam proses pembelajaran bahasa Indonesia di Bandung Independent School. Penelitian ini bertujuan mendeskripsikan persepsi pemelajar serta bentuk dan fungsi tindak tutur pengajar dalam proses pembelajaran. Metode yang digunakan dalam penelitian ini adalah metode deskriptif dengan pendekatan kualitatif. Sumber data yang digunakan adalah tuturan pengajar dan persepsi pemelajar. Teknik yang digunakan yaitu teknik observasi catatan lapangan, rekam, dan kuesioner. Sementara, teknik analisis data terdiri atas (1) pengumpulan data, (2) reduksi data, (3) validasi dari ahli, dan (4) penarikan simpulan. Hasil penelitian ini menunjukkan bahwa persepsi pemelajar terhadap tindak tutur pengajar cenderung baik atau positif. Sementara, bentuk dan fungsi tindak tutur yang digunakan pengajar cukup bervariasi. Bentuk dan fungsi tindak tutur tersebut meliputi tindak tutur (1) lokusi deklaratif, interogatif, dan imperatif, (2) ilokusi asertif, direkif, dan ekspresif, (3) perlokusi berupa menyetujui, mengikuti perintah, menjadi malu, dan termotivasi, (4) tindak tutur langsung deklaratif, interogatif, dan imperatif, (5) tindak tutur tidak langsung deklaratif dan interogatif, (6) tindak tutur literal deklaratif, interogatif, dan imperatif, (7) tindak tutur tidak literal deklaratif dan interogatif, (8) fungsi tindak tutur asertif, direktif, dan ekspresif. Kata Kunci: persepsi, tindak tutur, pemelajar BIPA tingkat dasar. This research focuses on pragmatic studies and BIPA, namely about learners' perceptions of teacher’s speech act and how it functions of teacher speech act in the Indonesian language learning process at Bandung Independent School. This study aims to describe the learners' perceptions and the form and function of the teacher's speech act in the learning process. The method used in this research is descriptive method with a qualitative approach. The data sources used were teacher speeches and learners' perceptions. The technique used is the observation technique of field notes, records, and questionnaires. Meanwhile, data analysis techniques consist of (1) data collection, (2) data reduction, (3) validation from experts, and (4) drawing conclusions. The results of this study indicate that learners' perceptions of the teacher's speech acts tend to be good or positive. Meanwhile, the form and function of the speech act used by the teachers varied considerably. The form and function of the speech act include (1) declarative, interrogative, and imperative locusions, (2) assertive, directive, and expressive illocution, (3) perlocution in the form of agreeing, following orders, being embarrassed, and motivated, (4) direct speech act are declarative, interrogative, and imperative, (5) declarative and interrogative indirect speech act, (6) declarative, interrogative, and imperative literal speech act, (7) declarative and interrogative non-literal speech act, (8) the functions of assertive, directive, and expressive speech act. Keywords: perceptions, speech act, basic BIPA learners