<![CDATA[Classroom interaction plays a crucial role in English learning as it supports communication, classroom management, and student participation during the teaching and learning process. In English as a Foreign Language (EFL) classrooms, teachers frequently use directive speech acts to organize learning activities and guide student behavior; however, previous research has largely focused on general speech act categories, while research examining the linguistic forms and illocutionary force of teachers' directive speech acts in junior high school classrooms is still limited. Therefore, this study aims to analyze the linguistic forms and illocutionary force of directive speech acts used by teachers in junior high school English classroom interactions. This study employed a qualitative descriptive design with a pragmatic discourse analysis approach. Data were collected through classroom observations, video recordings, and field notes involving four English teachers at SMP Negeri 6 Makassar. The results showed that teachers used five types of directive speech acts: commands, requests, suggestions, prohibitions, and invitations. These directives were expressed through imperative, interrogative, and declarative forms depending on the classroom situation and pedagogical objectives. Commands and prohibitions are mostly expressed through direct imperative forms with strong illocutionary force to regulate classroom behavior and maintain discipline, while requests, suggestions, and invitations are generally expressed through interrogative and declarative forms to encourage participation, reduce anxiety, and create supportive classroom communication. This study concludes that teachers strategically use various linguistic forms and illocutionary force to support classroom management, student engagement, and effective English language learning interactions in junior high school EFL classrooms.]]>
