Speech Act Analysis of O. Henry’s Short Stories and Implementation of the Integrated Teaching and Learning Process

The teaching and learning process currently has an influence on students, especially the methods and the sources of the materials the teacher uses. The teacher can use various sources; for example, short stories, the use of which should be based on student needs. O. Henry’s short stories were analysed in this research as they are interesting and having moral values that can be useful for students. O. Henry was chosen because his short stories are suitable for the teaching and learning process. Classes of speech acts can be found in them: representatives, directives, commissives, expressives and declaratives. In the teaching and learning process, teachers need to integrate skills with each other. It is also explained in further detail how O. Henry’s short stories can be used to integrate reading and writing skills. Students need to integrate skills in order to be able to master them. In the paper, speech act analysis is made of O. Henry’s short stories and implementation of the integrated teaching and learning process is discussed.


INTRODUCTION
An effective teaching and learning process is very important for teachers and students. According to Coe, Aloisi, Higgins, and Major (2014), effective teaching is a process that leads students to have high achievement in valued outcomes (p. 9). Leadership and Teacher Development Branch (2005) states that professional learning can be the key to ensuring that schools can become learning communities where teachers work together, learn from each other, and share best practices on effective teaching and learning (p. 13). It also states that effective learning focuses on developing the core attributes of an effective teacher. It improves teachers' understanding of the content they teach and equips them with a range of strategies that enables students to learn this content (p. 4).
Nowadays, the methods and sources of the materials teachers use will have an influence on students. Students need to study in effective ways so that they can achieve what is needed by the end of the learning process. They also need to integrate skills so that they can master them well. According to Oxford (2001), there are two types of integrated skill instruction: content-based and task-based language instruction. Content-based instruction stresses learning content through language, while task-based instruction emphasises the performance of tasks that involve communicative language use. Oxford also states that the integrated skill approach introduces English language students to authentic language and challenges them to interact naturally when using the language. In addition, Oxford explains that the integrated skill approach allows teachers to ensure students progress by using multiple skills at the same time. Integrating language skills also promotes the learning of real content, not just the dissection of language forms. Nowadays, teachers do not use interesting techniques or materials during the teaching and learning process, which means students do enjoy or feel engaged in the learning process. Khan and Ghosh (2016) argue that superior teaching stimulates students to learn and perform at least as expected, while poor teaching reduces students' interest in the learning topic, which can lead to poor performance. According to Adunola, as cited in Muema, Mulwa, and Mailu (2018), the poor academic performance by most students in various subjects is connected to the implementation of ineffective teaching methods used by teachers. Based on the discussion above, the writer intends to conduct a study entitled Speech Act Analysis of O. Henry's Short Stories and Implementation of the Integrated Teaching and Learning Process.
Teachers can use various material sources; for example, short stories, the use of which should be based on student needs. Pardede (2011) contends that these can be one of the most suitable choices in language teaching to help students to improve the four skills (listening, speaking, reading and writing) more effectively because of the motivational benefit embedded in them (p. 14). Collie and Slater (1991) state that there are four advantages of using short stories for language teachers: 1) they are practical, as their length means they can be covered in one or two class sessions; 2) they are not complicated for the students to work on by themselves; 3) they have a variety of choices for different interests and tastes; and 4) they can be used at all levels (beginner to advanced), all ages (young learners to adults) and in all classes (morning, afternoon or evening). Murdoch (2002) also states that if the teacher can select appropriate short stories, they can provide quality text content that will enhance ELT courses for students at intermediate level (p. 9). In this study, O. Henry's short stories were analysed because they are interesting and have moral values that can be useful for students. In addition, they are suitable for the teaching and learning process.
There are many aspects that can be learned from short stories, including speech acts. According to Yule (2006), these involve actions through performances, such as apologies, complaints, compliments, invitations, promises or requests (p. 47). Altikriti (2011) states that speech acts are related to how speakers use the language to perform intended actions and how listeners understand the intended meanings (p. 1374). Toolan (1997) also explains that speech acts refer to what is done when something is said (p. 250). Searle (1965) contends that there are five types of speech act: 1) representatives, which commit the speaker to the truth of the expressed proposition -for example, asserting or concluding; 2) directives, which refer to an attempt by the speaker to make the addressee do something -for example, requesting or questioning; 3) commissives, which commit the speaker to future courses of action -for example, promising, threatening or offering; 4) expressives, which refer to the expression of a psychological state -for example, thanking, apologising, welcoming or congratulating; and 5) declarations, which mean effecting immediate changes to the institutional state of affairs and tend to rely on elaborate extra-linguistic institutions -for example, excommunicating, declaring war, christening or firing from employment. In addition, Yule (2006)

RESEARCH METHOD
The study used a descriptive qualitative method. Sukmadinata, cited in Tajri (2013), states that such research is used to describe real circumstances, while Moleong (2000) contends that it is a type of research that does not include any calculation or enumeration (p. 32). The object of the study was speech acts used in O. Henry's short stories, with data comprising the dialogues between characters. Two steps were employed to collect the data: 1. Reading the stories. 2. Identifying the kinds of speech act used in them.
After identifying the types of speech act, those that could be implemented in the teaching and learning process were considered. They could also be used in the integration of skills; for example, reading, speaking and writing.

FINDINGS AND DISCUSSION
The study aimed to analyse different types of speech act in three O. Henry short stories (The Gift of the Magi, The Cop and the Anthem and The Furnished Room).

The Gift of the Magi
Types of speech act found: a    The results of the analysis show that the types of speech act are used differently in the three short stories. The first short story was The Gift of the Magi, with a total of 36 sentences. Four types of speech act were: representative (8.33%), directive (30.56%), commissive (2.78%) and expressive (2.78%). Common sentences (55.56%) were also found in the story. The second short story was The Cop and the Anthem, with a total of 22 sentences. Two types of speech act were found in the story: directives (13.64%) and declarations (4.55%), with common sentences representing 81.82% of the total. The third short story was The Furnished Room, with a total of 62 sentences. Two types of speech act were found in this story: representative (6.45%) and directive (4.84%), together with 88.71% of common sentences.

The Furnished Room
Those three short stories can be used as teaching materials and be integrated between one skill and others; for example, between the teaching and learning of reading and writing skills. According to Kanwar, Shekhawat, Saxena, and Mehra (2017), integrated teaching refers to ways of connecting skills and knowledge from various sources and experiences, or implementing skills and practices in several settings. This means that integrated teaching bridges academic knowledge and practice. It provides many benefits and can be a main factor in conducting an effective educational programme. Therefore, integrated teaching can be very beneficial for students, who will enjoy the process more and be more engaged. Worawuth, Prayuth, Kanokorn, Udomporn, Chadchawarn, and Wilawan (2014) argue that integrated learning is able to interest students more, enabling them to study with more enthusiasm and achieve higher scores. In developing integrated learning management, each teacher needs to have skill and experience in order to promote such learning. Worawuth et al. (2014) also state that students undertaking integrated learning are able to work better than lectured students. In addition, they explain that teachers must have appropriate skills, interest in integrated learning activities, and consistency. If they have sufficient skill and knowledge related to integrated learning, they can implement related activities during the teaching and learning process.
The quality of integrated English teaching is shown in the target, systematicness, normalisation, efficiency and effectiveness of the quality of integrated English teaching (Shi, 2016 of each teaching link, so that a good teaching quality assurance system is formed. Shi also states that the quality of integrated English teaching is limited by three factors, namely the teaching objective, the teacher and the students. Therefore, effective integrated English teaching can create a good teaching quality assurance system, supported by the teaching objective, teacher and students.

CONCLUSION
It is concluded that there are five types of speech act used differently in the three short stories of O. Henry: 1. The Gift of the Magi (representatives, directives, commissives and expressives); 2. The Cop and the Anthem (directives and declarations); and 3. The Furnished Room (representatives and directives). The remainder of the sentences can only be categorised as common sentences. In addition, these types of speech act can be implemented in the teaching and learning process. They can be used as integrated materials between one skill and others; for example, reading, speaking and writing. If integrated learning activities are implemented in the classroom, students will enjoy the process more and become more engaged. Finally, teachers must have sufficient skills and knowledge to be able to deliver good quality integrated English teaching.