<![CDATA[Penelitian ini bertujuan untuk (1) menganalisa jenis tindak tutur yang digunakan oleh guru dan pengasuh dalam berkomunikasi dengan anak-anak di pra-sekolah dan program penitipan anak, (2) menganalisa aspek pedagogik dari tindak tutur yang disampaikan guru dan pengasuh, (3) menganalisa bagaimana tidak tutur disampaikan oleh guru dan pengasuh dalam berkomunikasi dengan anak-anak di Genius Pre-School and Day Care Sanur. Penelitian ini merupakan deskriptif kualitatif dalam bentuk mikro etnografi komunikasi. Subyek penelitian ini adalah para guru dan pengasuh di Genius Pre-School and Day Care Sanur. Data diperoleh melalui observasi, pencatatan dan wawancara. Hasil penelitian ini dianalisis berdasarkan Yule (1977), tindak tutur langsung dan tidak langsung, dan Searle (1979), klasifikasi tindak tutur (reprensentatives, directives, commissives, expressives, dan declaration. Hasil penelitian ini menunjukkan bahwa tindak tutur yang digunakan oleh guru dan pengasuh di dominasi oleh directives di ikuti oleh reprensentatives, expressive, commissives dan declaration. Memotivasi siswa dengan cara memberikan pujian kepada mereka yang mejawab pertanyaan guru dengan benar merupaka aspek pedagogic yang paling sering digunakan dalam interaksi kelas, dan cara tindak tutur digunakan oleh guru dan pengasuh dengan menyertakan gerak tubuh untuk memudahkan siswa mengerti maksud dari guru.Kata Kunci : Tindak Tutur, Pedagogik, Pra-Sekolah, Penitipan Anak This research aimed at (1) analyzing The classes of speech acts used by teachers and caregivers in dealing with young children in pre-school and day care program, (2) analyzing the pedagogical points of speech acts conveyed by teachers and caregivers, (3) analyzing the way of speech acts used by teachers and caregivers in Genius Pre-School and Day Care Sanur. This research is a descriptive qualitative in term of micro ethnography of communication research. The subjects of this study were the teachers and caregivers of Genius Pre-School and Day Care Sanur. The data were obtained through observation, recording and interview. The result of this study was analyzed based on Yule (1977), direct and indirect speech acts, and Searle (1979), classification of speech acts (representative, directive, commissives, expressives, and declaration). The result of this study shows that teachers’ utterances are dominated by directives speech act and then followed by representatives, expressives, commissives and declaration. Maintaining students’ motivation by giving them compliment after answered teacher’s question well is the most pedagogical point of speech acts used in the class activity, and the way of speech acts used by teachers and caregivers is by doing some gestures to make students understand teachers’ intention easily.keyword : Speech Acts, Pedagogical, Pre-School, Day Care]]>
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