<![CDATA[Group discussions in class require tasks to be completed quickly, so that interactions between students are often dominated by speech that directs action and has the potential to create tension. This study aims to describe (1) the realization of directive and assertive speech acts in group discussions among students in class IX-A of SMP Negeri 9 Penajam Paser Utara, (2) the politeness strategies accompanying these utterances, and (3) their impact on interaction patterns. This study uses a descriptive qualitative approach. The data, in the form of group discussion transcripts (8 episodes) with a total of 42 utterances, were collected through observation and transcribed, then classified based on the type of speech act and analyzed using the speech act framework and Brown and Levinson's politeness theory (face and face-threatening act). The results show that directive speech acts tend to be dominant, especially the subcategory of requesting (9 utterances), followed by ordering (5), directing sequence (4), prohibiting (2), and silencing (2). Assertive speech acts appeared in the form of judging (5), accusing (4), denying (1), stating (1), explaining/giving examples (1), classifying (1), expressive reactions (1), and affirming references (1). Politeness strategies were evident through the use of question forms for clarification/confirmation, positive politeness (e.g., reinforcement/solidarity), and lexical mitigation; however, under certain conditions, direct utterances without mitigation appeared, which increased face threat. As a result, mitigated directive utterances reinforce cooperative-coordinative interaction patterns, while a combination of assertive attacks (e.g., accusations/labels) and coercive directives encourages conflict escalation with patterns of attack-defense-silencing. These findings emphasize the importance of teacher facilitation in discussion learning so that coordinative assertiveness remains in line with linguistic politeness. Abstrak Diskusi kelompok di kelas menuntut penyelesaian tugas secara cepat sehingga interaksi antarsiswa kerap didominasi tuturan yang bersifat mengarahkan tindakan sekaligus berpotensi memunculkan ketegangan. Penelitian ini bertujuan mendeskripsikan (1) realisasi tindak tutur direktif dan asertif dalam diskusi kelompok siswa kelas IX-A SMP Negeri 9 Penajam Paser Utara, (2) strategi kesantunan yang menyertai tuturan tersebut, serta (3) dampaknya terhadap pola interaksi. Penelitian menggunakan pendekatan kualitatif deskriptif. Data berupa transkrip diskusi kelompok (8 episode) dengan total 42 tuturan, dikumpulkan melalui teknik simak dan ditranskripsikan, kemudian diklasifikasikan berdasarkan jenis tindak tutur dan dianalisis menggunakan kerangka tindak tutur serta teori kesantunan Brown dan Levinson (face dan face-threatening act). Hasil menunjukkan bahwa tindak tutur direktif cenderung dominan, terutama subkategori meminta (9 tuturan), diikuti menyuruh (5), mengarahkan urutan (4), melarang (2), dan membungkam (2). Tindak tutur asertif muncul dalam bentuk menilai (5), menuduh (4), menyangkal (1), menyatakan (1), menjelaskan/mencontohkan (1), mengklasifikasikan (1), ekspresif reaksi (1), dan menegaskan rujukan (1). Strategi kesantunan tampak melalui penggunaan bentuk tanya untuk klarifikasi/konfirmasi, kesantunan positif (misalnya penguatan/solidaritas), dan mitigasi leksikal; namun pada kondisi tertentu muncul tuturan langsung tanpa mitigasi yang meningkatkan ancaman muka. Dampaknya, tuturan direktif yang termitigasi memperkuat pola interaksi kooperatif–koordinatif, sedangkan kombinasi asertif menyerang (mis. tuduhan/label) dan direktif koersif mendorong eskalasi konflik dengan pola penyerangan–pertahanan–pembungkaman. Temuan ini menegaskan pentingnya fasilitasi guru dalam pembelajaran diskusi agar ketegasan koordinatif tetap sejalan dengan kesantunan berbahasa.]]>
