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All Journal Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Journal of English Language and Education
Cipto Wardoyo
Universitas Islam Negeri Sunan Gunung Djati Bandung
Education Languange, Linguistic, Communication & Media Other

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Directive Speech Acts In Trilingual Students' Classroom Interactions At Pondok Modern Al-Aqsha Wulan Sri Ratna Diva Pratiwi; Cipto Wardoyo; Agry Pramita
Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Vol. 12 No. 2 (2026): Penulis pada Edisi ini Terdiri dari Tiga (3) Negara: Indonesia, Taiwan dan Jor
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/dmwcf466

Abstract

The evolution of Indonesian Islamic boarding schools (pesantren) toward a trilingual education model (Arabic, English, and Indonesian) has created a complex communicative landscape in which directive speech acts serve as a primary pedagogical tool. This study aims to: (1) identify the types of directive speech acts employed in trilingual classroom interactions at Pondok Modern Al-Aqsha; (2) analyze their pragmatic functions in teacher-student and student-student interactions; and (3) examine how these functions differ between Arabic-dominant Islamic studies lessons and Indonesian/English-dominant general education lessons. Adopting a qualitative descriptive approach with a sociopragmatic lens, data were collected from 12 hours of non-participant observations, audio-visual recordings, and semi-structured interviews with three subject teachers and approximately 90 junior high school students (Grades 7–9) at Pondok Modern Al-Aqsha. Data were analyzed using Searle’s (1979) directive taxonomy and Miles and Huberman’s (1994) interactive flow model, with researcher triangulation and data source triangulation (inter-rater reliability: Cohen’s Kappa = 0.87) applied to ensure credibility. Seven directive types were identified commanding (38%), requesting (22%), suggesting (12%), inviting (10%), prohibiting (8%), begging (6%), and advising (4%) distributed unevenly across languages. Commands and prohibitions dominated Arabic-medium Islamic studies (42% of all directives), while requests, suggestions, and invitations predominated in English and Indonesian general education lessons (58%). Peer directives were genuinely trilingual, with Indonesian as the primary medium (61%). The study concludes that directive speech acts at Pondok Modern Al-Aqsha perform a “dual-identity” function, balancing traditional religious authority with modern pedagogical facilitation, demonstrating that pragmatic competence is essential for effective multilingual educational communication.
Positive Politeness Strategies in Podcast Interactions with Individuals Experiencing Dissociative Identity Disorder: A Pragmatic Study Bryan Raferty Antonio; Irman Nurhapitudin; Cipto Wardoyo
Journal of English Language and Education Vol 11, No 4 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i4.2641

Abstract

Positive politeness is a pragmatic strategy used to protect the hearer’s positive face while fostering solidarity, mutual respect, and interpersonal rapport during interaction. Grounded in Brown and Levinson’s (1978) politeness theory, this study investigates the types and functions of positive politeness strategies employed in the YouTube podcast episode I Have Dissociative Identity Disorder published by the MedCircle channel. The episode was selected because it discusses the sensitive topic of Dissociative Identity Disorder (DID), a complex mental health condition that requires careful and empathetic communication. This study employed a qualitative discourse analysis approach. The data consisted of utterances produced by the host, the guest speaker, and the guest speaker’s alternate identities. The analysis identified 134 instances of positive politeness strategies. The most frequently used strategy was presupposing, asserting, or raising common ground (75 occurrences), whereas asserting or presupposing the speaker’s knowledge of the hearer’s wants and giving or asking for reasons each occurred only once. Four strategies—using in-group identity markers, offering, promising, being optimistic, and assuming reciprocity—were absent. Overall, the findings demonstrate that speakers predominantly relied on establishing common ground, expressing interest, and seeking agreement to facilitate supportive and empathetic communication when discussing sensitive mental health issues.
Co-Authors Agry Pramita Bryan Raferty Antonio Nurhapitudin, Irman Wulan Sri Ratna Diva Pratiwi