Directive Speech Acts in Academic Discourse: Ethnography of Communication from Gender Perspective in Higher Education

Fatma Fatma (Faculty of Teacher Training and Education, Universitas Sebelas Maret Accounting Department, STIE Panca Bhakti Palu)
Harun Joko Prayitno (Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakarta)
Norliza Jamaludin (Language and Communication Faculty, Universiti Pendidikan Sultan Idris)
Gautam Kumar Jha (School of Language and Culture Studies, Jawaharlal Nehru University)
Taha Ibrahim Badri (Faculty of Language and Translation, Al Azhar University)

Indonesian Journal on Learning and Advanced Education (IJOLAE)
Vol. 2, No. 1, January 2020

In spoken academic discourse, there are various directive speech acts forms and strategies both formal and informal. Based on the previous research with different focuses show that directive speech acts is one of speech acts types mostly used in daily conversation. The study of directive speech acts can also be found in classroom interaction as spoken academic discourse. The locutors’ and interlocutors’ expressions in spoken academic discourse are vary. Language variation involves direct and indirect strategies as well as literal and non-literal with small portion of local language use. The use of directive speech acts is affected by contextual socio-cultural factors within the conversation. The locutors sometimes use local language in conveying certain meaning to the interlocutors. The structure of dialogue, moreover, disallows the taking up of any position beyond the interlocutors from which they can be integrated into a larger totality.