Abstract
As a language phenomenon, illocutionary acts can be found in any situations of human life and it has been investigated from John Searle's performative acts.This study aims at examining how all types of Searlian illocutionary acts are enacted in EFL contexts seen from the dimension of teaching experiences.The subjects of this study were four experienced and four novice teachers of English at four different senior high schools in Mataram, West Nusa Tenggara, Indonesia.This study is ethnographic in nature in which the data were collected by directly observing and recording EFL teacher activities.The data were then analysed by using John R. Searle's pragmatic paradigms.The result shows differences in the use frequency of the types of illocutionary acts with respect to teachers' teaching experiences.Directive speech act is dominantly used (40%) by the experienced teachers followed by expressive, assertive, commissive, and declarative speech acts respectively at 29%, 27%, 4%, and 1%.The novice teachers, on the contrary, dominantly used assertive speech acts (34%) while directive, expressive, and commissive speech acts constitute respectively, 30%, 28%, and 8% of all speech acts.The difference in the percentage is associated with confidence level and pedagogic skills obtained through different lengths, depth and richness of tenure teaching experiences.