- By Jarrlyn Law P. Jaco
ABSTRACT
This study, which aimed to explore the use of expressive acts in Senior High School learners’ interviews, utilized the descriptive qualitative method. Transcripts of the interviews made by the learners in the last quarter of the school year 2020-2021 were investigated. Selection based on a purposive sampling of works that properly followed instructions, correct grammar usage, and have selected questions close to the topic. The discourse analysis framework developed by Fairclough was used in the analysis of this study. The linguistic features used by the interactants were compound sentences and the simple present tense. Verbs most likely to appear are to be verbs. However, they are often paired with negative auxiliary with “cannot” and “do not,” which expresses that the interactants feel limited in what they can do in the online class. The functions present in expressive speech acts are complimenting, lamenting, apologizing, deploring, and praising. The ideologies in the discourse reveal that the pandemic and the online setup are seen as having dominant control over their learning situation. The internet connection is seen as a force that limits their learning. The interactants feel that the situation is temporary. Even so, the interactants express the desire for connection with their teachers and classmates. They also feel sympathy for their teachers in their roles during the online learning setup.