Directive Speech Act Used by EFL Teacher in Classroom Interaction at SDN Banaran 1 Kandangan

Abstract

Determining the appropriate learning process is crucial for establishing a strong foundational understanding for elementary school students. The students' background and environment significantly influence their competence. This research aims to identify the types and functions of directive speech acts employed by teachers, analyze their frequency and context, and assess their impact on student engagement and learning outcomes. This paper presents the author's observations while accompanying the EFL teacher and students during classroom interactions at SDN Banaran 1 Kandangan. Utilizing a qualitative approach, the researcher recorded classroom interaction between teacher and students to analyze the directive speech used by the teacher. The study reveals a predominance of specific directive forms such as greeting, question, commands, requests, and prohibitive. The results indicate that the most use directive speech acts used by the teacher is request type. It is caused by the teacher who has a lot activity for asking students to do something with her together. Pragmatically, it has inviting and persuading meaning. Exploring how directive speech act found in classroom interaction and the teacher used request the most in teaching learning activity, means that next research suggest to do in different places to find difference directive speech act the most used by EFL teacher.