<![CDATA[This study aims to describe the forms of directive speech acts used in teacher-student interactions in Grade VIII at MTSS Muhammadiyah Parumaan. This study employed a qualitative approach with a descriptive method. Primary data were obtained through direct observation, documentation in the form of audio and video recordings, and interviews with three teachers and several Grade VIII students at MTSS M uhammadiyah Parumaan. Data analysis followed the interactive model of Miles and Huberman, which consists of data reduction, data display, and conclusion drawing. The classification of directive speech acts was based on John Searle’s theory. The results of the study indicate that five forms of directive speech acts were found during the learning process in Grade VIII at MTSS Muhammadiyah Parumaan, namely: (1) ordering, used by teachers to convey messages or reminders to students politely and without coercion, such as reminding them of assignments that need to be completed; (2) commanding, used to give students direct instructions to carry out certain activities during the learning process; (3) requesting, used by teachers politely to ask students to do something without coercion; (4) advising, used to guide students toward developing good attitudes and behavior in learning, and this was the most dominant form, with a frequency of five utterances; and (5) recommending, used to provide students with suggestions regarding more effective ways of learning. These five forms of directive speech acts were found not only in teachers’ utterances but also in students’ utterances, and they were used interchangeably according to the communicative situation and purpose of the learning process. The study concludes that directive speech acts play an important role in establishing educational interactions between teachers and students, thereby enabling the learning process to take place effectively and conducive to a positive classroom environment.]]>
Copyrights © 2026
