<![CDATA[This study aims to describe the forms of directive speech acts used by teachers in Indonesian language learning interactions at SMA Negeri 15 Padang and explain their use across the opening, core, and closing stages of instruction. Using a qualitative approach with a descriptive method, data were obtained from the utterances of Indonesian language teachers in grades X and XI through non-participant observation, audio recording, and note-taking. A total of 186 utterances containing directive speech acts were identified. The analysis employed Searle’s taxonomy of speech acts and Hymes’s Speaking framework to examine linguistic forms and their contextual use. Data validity was ensured through triangulation, and data analysis involved reduction, display, and conclusion drawing. The study identified six types of directive speech acts: telling, inviting, asking, pleading, advising, and forbidding. "Telling" appeared most frequently, especially during the core learning stage, while "inviting" and "asking" were common in the opening and closing stages to create a participatory and supportive classroom atmosphere. These findings suggest that teachers strategically use directive speech acts according to the phase of instruction and learning goals. The study concludes that directive speech acts play a vital role in managing classroom interactions and enhancing learning effectiveness. Teachers act not only as conveyors of knowledge but also as interaction managers through the use of purposeful and polite language. This underscores the importance of pragmatic competence in effective teaching, particularly in the context of Indonesian language education.]]>
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