Hasil Cek Similarity_An Analysis of Pragmatic Content in the Conversation Sections in Indonesian ELT Textbooks

This research applied content analysis by using descriptive approach. The object of the research is pragmatic content in the series of Indonesian ELT textbooks for high school issued by the Ministry of Education of Republic of Indonesia. Moreover, the documents were gathered from the conversation or speaking parts of all textbooks. The data collection was conducted through careful observation and inspection of the conversations in the textbooks as for the observation on the types of illocutionary acts, Searle’s (1979) speech acts model was used as the reference. The results showed that there are 4 illocutionary acts found in the textbooks: 1) Directives 2) Assertives 3) Expressives and 4) Commissives. For Directives, there are 41 utterances found in grade X, 21 utterances in grade XI, and 50 utterances in grade XII. Assertives acts are found with 24 utterances in grade X, 14 in grade XI, and 33 in grade XII. While for Expressives, there are 41 utterances in grade X, 12 in grade XI, and 19 in grade XII. Commissives acts are recorded with 11 utterances in grade X, 13 in grade XI and 9 in grade XII. The illocutionary forces for each illocutionary act are also found with various frequencies that were discussed in discussion section of this research. Related to the third research question, it was concluded that there was limited information about context and meta-pragmatic provided in the three textbooks. The findings of this research can be used as reference for content design for future textbooks especially regarding pragmatic content. As for the teachers, the findings can expose the weaknesses of the textbooks for pragmatic aspect. Therefore, if they use these textbooks, they need to expand the materials to provide better pragmatic teaching in the classroom. Otherwise, the students’ pragmatic competence is hard to acquire if they are not provided with pragmatic knowledge adequately. Consequently, the students’ communicative competence is not developed either