Speech act and politeness strategy are widely known as a part of pragmatics in which certain aims are conveyed beyond the words or phrases when a speaker says something. Both apply as acts that refer to the action performed by the utterances produced during an intercourse. The aims of this study was finding out what types of politeness strategy and speech acts used by English lecturer during online class’s instruction. The subject of this research is an English lecturer at Dwijendra University. The data were collected through two steps; an observation on politeness strategy and speech act used during the online learning and then an interview to verify the observed data. It is a qualitative descriptive study which was conducted in two steps; first step is to observe how English lecturer apply politeness strategies and speech act in online learning. Second, interview is conducted with research subjects to verify the observed data. In addition, there are two theories applied in this research namely Brown & Levinson's theory of politeness strategies and Searle's theory of speech act. The result of the study found out that English Lecturer use four types of politeness strategies during an online learning; bald-on record, positive politeness, negative politeness, and off-record. Besides, five types of speech acts were found to be used by the English lecturer during his online learning; representative, directive, commissive, expressive, and directive. This study also discovered that an English lecturer used more directive speech acts during online learning.   Keyword: Online Learning, Politeness Strategy, Speech Act

Campur kode sering terjadi dalam tuturan siswa dan guru di kelas Bahasa Inggris. Sehingga perlu dilakukan investigasi yang melibatkan persepsi siswa untuk mengetahui penggunaan campur kode dari sudut pandang siswa. Penelitian ini bertujuan untuk menganalisis persepsi siswa tentang penggunaan campur kode dalam ELT di SDN Dwijendra Denpasar. Penelitian ini merupakan penelitian kualitatif. Subjek penelitian ini adalah 99 siswa SD dan SMP Dwijendra yang terdiri dari 32 siswa kelas XI, 31 siswa kelas VIII dan 36 siswa kelas VI. Subyek tersebut ditentukan dengan purposive sampling. Pengumpulan data difasilitasi dengan menggunakan kuesioner tertutup. Kuesioner yang diadaptasi dari Khairunnisa (2016) adalah kuesioner tipe Likert yang terdiri dari 13 item. Hasilnya adalah siswa memiliki persepsi positif tentang penggunaan campur kode oleh guru mereka selama proses belajar mengajar bahasa Inggris. Mereka percaya bahwa cara guru mereka memadukan bahasa Indonesia dan bahasa Inggris di kelas bahasa Inggris mereka dapat memberi mereka paparan yang cukup saat mereka belajar bahasa Inggris. Selain itu, dapat meningkatkan pemahaman mereka dan membantu mereka mempelajari kata-kata bahasa Inggris baru.

Students who have communication disorders will need special help from teachers in the regular education environments. This research aims to investigate the English teaching strategies and activities for students with language impairment, especially expressive language disorder. This research used descriptive qualitative research design which focus on literature study from relevance references. The collected data were analysed descriptively, thus the English teaching strategies and classroom management for students with expressive language disorder could be formulated. The result of the study showed that teaching strategies that could improve expressive language are Modelling, Expansion, Choices, Waiting or Withholding, Imitation, Parallel Talk, Picture Communication, Paraphrase, and Place Things Out of the Child’s Reach. Meanwhile, the activities that is suitable to be applied for students with expressive language disorder during instruction through which those activities are also applicable at home practice; wordless books, books with simple text, bubbles, play dough, toy animals, trains sets or car, and play food. Therefore, by implementing those strategies and activities, it is expected the students with expressive language disorder could improve their language competency either in receptive or productive use.