Tindak Tutur Direktif dan Strategi Bertutur Guru dalam Pembelajaran Teks Tanggapan di Kelas VII SMP Negeri 38 Padang

Abstract

Instructional Speech Actions and Teachers' Speaking Strategies in Response Text Learning in Grade VII SMP Negeri 38 Padang

This study was motivated by the importance of teacher language as a pedagogical tool in learning, particularly in directing, controlling, and developing students’ learning interactions in response text instruction. The study aimed to describe the forms of teachers’ directive speech acts, the speaking strategies used by the teacher, and the most dominant type of directive speech act in teaching response texts to seventh-grade students at SMP Negeri 38 Padang. This research employed a qualitative approach with a descriptive method. The data consisted of the Indonesian language teacher’s oral utterances collected through non-participant observation, recording, and note-taking techniques. The data were analyzed through transcription, identification, classification, and conclusion drawing. The results showed that there were 366 directive utterances consisting of six forms, namely requests (9 utterances), questions (181 utterances), commands (61 utterances), prohibitions (29 utterances), permissions (74 utterances), and advice (12 utterances). The most dominant form was questioning. In addition, four speaking strategies were identified, namely bald on-record strategy (240 utterances), positive politeness strategy (19 utterances), negative politeness strategy (86 utterances), and off-record strategy (21 utterances). The most dominant strategy was bald on-record. These findings indicate that the teacher’s utterances in response text learning emphasize clarity, firmness, and efficiency, while still considering politeness and interpersonal relations in classroom interaction.