Speech Acts of A Professional Therapist in Speech Delay Therapy: A Pragmatics Study

Abstract

This study examines the use of speech acts by a professional therapist during speech delay therapy for a preschool child. Grounded in pragmatics and Searle's classification of illocutionary acts, this research employed a qualitative case study. Data were collected through observation of therapy sessions, interviews with the therapist and parents, and documentation at Pusat Tumbuh Kembang Anak AL-Insan Cirebon. The analysis identified 520 therapist utterances consisting of directives (363), assertives (125), expressives (29), and commissives (3), while declaratives were not found. Directives were used to initiate interaction, guide tasks, and elicit verbal responses. Assertives supported correction and language modeling, expressives strengthened emotional rapport, and commissives helped regulate behavior through clear contingencies. The findings show that therapeutic language works not only as a means of instruction but also as an intervention tool that supports linguistic, emotional, and behavioral engagement. This study contributes to pragmatic analysis in therapeutic settings and offers practical insight for therapists and parents assisting children with speech delay.