The Use of Directive Speech Act and Their Influence on Student Engagement
Abstract
The language used by teachers in the classroom plays an important role in encouraging student engagement, especially in learning English as a Foreign Language (EFL). This study aims to analyze the use of directive speech acts by English teachers and how these forms of speech affect student engagement in the classroom. This study refers to Searle's classification of illocutionary acts which groups directives into several types, namely: commands, requests, suggestions, advice, instructions, and warnings. In addition, Walsh's theory is used as a basis for analyzing student engagement from three dimensions: interactional, affective, and cognitive. This study uses a qualitative case study approach, with data collection techniques in the form of observation, audio recordings, focus group discussions, and semi-structured interviews with teachers and students. Observation instruments were prepared to record the types and styles of directive delivery, as well as students' responses to the speech. The results of the analysis show that directives delivered politely and directly, such as suggestions or requests, tend to increase students' voluntary participation and cognitive engagement. In contrast, directives that are direct commands or warnings often produce passive or limited responses. These findings emphasize the importance of teachers' language use strategies in creating interactions that support student engagement. The implications of this research can be applied in teacher training and the development of English teaching practices in higher education contexts.
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