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All Journal KREDO : Jurnal Ilmiah Bahasa dan Sastra Jurnal Disastri: Pendidikan Bahasa dan Sastra Indonesia
Moh. Tito Ragil Dianang
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Arts Education Languange, Linguistic, Communication & Media Social Sciences Other

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Analysis of Directive Speech Acts and Teacher Mitigation Strategies in Managing the Classroom Moh. Tito Ragil Dianang; R. Panji Hermoyo
Jurnal Disastri (Jurnal Pendidikan Bahasa dan Sastra Indonesia) Vol 8 No 1 (2026): Jurnal Disastri: Pendidikan Bahasa dan Sastra Indonesia
Publisher : Program Studi Pendidikan Bahasa dan Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/disastri.v8i1.11331

Abstract

Effective pedagogical communication requires a balance between delivering firm instructions and maintaining emotional relationships with students. This study aims to describe the forms of directive speech acts and mitigation strategies used by teachers in managing classroom interaction at SMP Negeri 1 Ngoro Jombang. This Research is motivated by the importance of teachers' pragmatic competence in minimizing potential Face Threatening Acts (FTA) when giving orders to adolescent students. The method used is descriptive qualitative. Data sources were obtained from the utterances of Indonesian, Mathematics, and Science teachers in grade VIII during the learning process. Data collection was carried out using the Listen-glze-free method, recording, and note-taking techniques. Data analysis examines Searle's speech act theory and Blum-Kulka's mitigation strategy through an interactive analysis model. The results showed that directive speech acts of commanding and requesting were the most dominant forms. However, teachers tended to soften these instructions using mitigation strategies. Two main mitigation patterns were found: (1) Internal modification using lexical politeness markers such as "please", "try", and interrogative modes; and (2) External modification through providing reasons (grounders) before instructions. Specific findings indicate the use of code-switching to Javanese and the particle "nggih" as a cultural strategy to build rapport. It is concluded that the application of appropriate mitigation strategies is effective in creating a conducive, humanistic classroom atmosphere and increasing student compliance without coercion.
Integration of Andragogy and Pedagogy Approaches In Improving Student Learning Capabilities Moh. Tito Ragil Dianang; Nurul Hidayat; Eka Firmansyah
KREDO : Jurnal Ilmiah Bahasa dan Sastra Vol. 9 No. 2 (2026): JURNAL KREDO VOL 9 NO 2 TAHUN 2026
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/kredo.v9i2.16513

Abstract

Education in Phase D, specifically at the Junior High School (SMP) level, is a crucial transitional phase in student Development. This phase remains dominated by a pedagogical approach, namely, a teacher-centered learning process. Although the pedagogical approach is essential as a conceptual foundation and a discipline, it is less effective at developing student independence and learning capabilities. Thus, an integration of pedagogical and andragogical approaches is necessary to instill the principles of autonomy and relevance in adolescence. This research employed a qualitative case study approach, involving class VIII A students at SMP Negeri 1 Ngoro as the research participants. Data collection techniques included direct observation during the learning process, in-depth interviews, and analysis of student learning outcomes. Students' learning abilities were measured using three indicators: learning independence, critical thinking skills, and adaptability. Research shows that combining these two approaches successfully creates a more adaptive and transformative learning environment. Pedagogical principles provide a foundation for the structure and understanding of essential concepts, while andragogical elements, such as problem-based projects, reflective discussions, and the choice of assignments, enhance students' enthusiasm for learning and give them a sense of ownership over their learning process. There was a marked improvement in students' critical thinking skills when analyzing real-life situations and their ability to manage learning tasks independently. This study concludes that combining andragogical and pedagogical approaches for junior high school students is an effective model for strengthening learning abilities and helping them address learning challenges at higher levels of education and in everyday life.
Co-Authors Eka Firmansyah NURUL HIDAYAT R. Panji Hermoyo