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All Journal ENGLISH EDUCATION: JOURNAL OF ENGLISH TEACHING AND RESEARCH
Aisya Rayya
Universitas Sebelas Maret
Languange, Linguistic, Communication & Media

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English Teachers' Directive Speech Acts in The Classroom at Elementary Schools Aisya Rayya; Inayatu Dzil 'Izzati Al-latif; Intan Sapna Febria; Teguh Sarosa
English Education:Journal of English Teaching and Research Vol 11 No 1 (2026): English Education
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jetar.v11i1.27621

Abstract

This study aims at examining directive speech acts (DSAs) used by English teachers in elementary school classrooms. Teachers apply DSAs, such as questions, requests, and recommendations, to help students. Using observation, recording, and interviews, the study was carried out in a Grade V classroom. According to the findings, teachers primarily used requests (33.33%) and questions (53.33%) to monitor student engagement, manage activities, and assess understanding. Advice (6.67%) and prohibitions (6.67%) were less frequent yet crucial for support and discipline. Questions became the most prominent type of directive speech act in this study because they play a central role in guiding classroom interaction. Through questions, teachers can check students understanding, keep their attention, and encourage participation. Compared to other directive speech acts, questions are more flexible and easier to adapt to the students’ limited English proficiency. This makes question the dominant and most effective strategy observed in the classroom. These results demonstrate how crucial directive speech acts are when instructing young students in English. The study offers useful suggestions for teacher preparation and contributes to pragmatic research.
Co-Authors Inayatu Dzil 'Izzati Al-latif Intan Sapna Febria Teguh Sarosa