Jurnal Kreatif Online Vol. 8 No. 3, September 2020 ISSN 2354-614X 11 Lecturers’ Speech Acts Pattern Viewed from Gender Perspective Ahmad Nusi 1* and Yelliza 2 1* ahmad11minang@gmail.com, 2 yellizajr@gmail.com 1 State Polytechnic Ambon Jl. Ir. M. Putuhena, Rumah Tiga, Kota Ambon, Maluku 2 STKIP PGRI Sumatera Barat Jl. Gn. Pangilun, Gn. Pangilun, Kota Padang, Sumatera Barat ABSTRACT Language is clearly to occupy a function whereas a number of people are not familiar with the function. In fact, the problem frequently happens in verbal communication in classroom when the utterances cannot be merely interpreted literally since sometimes what lecturers mean is different from what they have been stated. In order to anticipate and minimize the misunderstanding of language function uttered both man and woman lecturers, the model of speech acts is strongly required to be formed related to the gender perspective as the purpose of the research. Researcher conducted descriptive research with pragmatic identity method with purposive sampling. The data of this research were the English lecturers’ utterances used when communicating with the students in the classrooms. The results of the research were QEC (Questioning, Explaining, Commanding) pattern frequently uttered by woman (16 categories with total 301) and CQE (Commanding, Questioning, Explaining) pattern mostly performed by the man lecturer (8 categories with total 80. In conclusion both of the speech acts models/patterns used in teaching are properly qualified to be implemented since the teaching strategy focuses on students’ center. Keywords: speech acts, QEC, CQE I. INTRODUCTION Communication which is always used to interact with others, especially in learning and teaching has two functions. The first is the transactional function that focuses on the content of language used. In other words, refer to communication as means of delivering message. Through this function the lecturer delivers the message to the students in classroom. The second, the function is to express social relations and personal attitude called interactional function. Those functions will help the lecturer to make the students easier in receiving the message by knowing the contexts. On the other words, the message that will be given by the lecturer to the students can be accepted without misunderstanding. In fact, the problem frequently happens in verbal communication in classroom when the utterances cannot be merely interpreted literally since sometimes what lecturers mean is different from what they have been stated. It is very crucial to be solved soon because when a lecturer communicates his or her idea, information and any tasks to the students, she or he must use words that the students can understand. The