<![CDATA[This study aims to describe the forms, strategies, and sociopragmatic functions of pedagogical directive speech acts in the teaching and learning process at SD Arrohmah Dau Malang. The study is designed as qualitative descriptive research supported by simple percentage tabulation to map the tendency of directive categories in classroom discourse. The data consist of 120 pedagogical directive utterances produced in classroom interaction, including teacher instructions, requests, elicitation questions, advice, suggestions, reminders, invitations, prohibitions, and permissions. Data were collected through non-participant classroom observation, field notes, audio transcription, and contextual notes on classroom situations. The analysis was conducted through four stages: data condensation, coding of directive forms, sociopragmatic interpretation, and verification through contextual triangulation. The findings show that instructing is the most dominant form, with 30 utterances (25.00%), followed by requesting with 22 utterances (18.33%), questioning or eliciting with 20 utterances (16.67%), advising with 14 utterances (11.67%), suggesting with 12 utterances (10.00%), reminding with 9 utterances (7.50%), inviting with 6 utterances (5.00%), prohibiting with 5 utterances (4.17%), and permitting with 2 utterances (1.67%). Sociopragmatically, these directives do not merely function as commands but also operate as pedagogical tools for organizing learning, scaffolding task completion, maintaining discipline, encouraging participation, and constructing respectful teacher-student relations. The study concludes that pedagogical directive speech acts in elementary classrooms are shaped by institutional authority, learner age, politeness norms, and local educational values.]]>
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