Tindak Tutur Direktif Dan Strategi Bertutur Guru Dalam Pembelajaran Bahasa Indonesia Di SMP Negeri 1 Tanjung Raya

Abstract

Directive Speech Acts and Teachers’ Speaking Strategies in Indonesian Language Learning at SMP Negeri 1 Tanjung Raya

This study is motivated by the importance of effective communication between teachers and students in creating a conducive learning environment in Indonesian language learning. In classroom interactions, teachers frequently employ directive speech acts to guide, control, and encourage students during the learning process. However, the excessive use of direct and straightforward speech strategies without adequate politeness may influence students’ responses and classroom interaction quality. Therefore, this research aims to describe the forms of directive speech acts and speaking strategies used by Indonesian language teachers in the teaching and learning process at SMP Negeri 1 Tanjung Raya. This study employed a descriptive qualitative method. The data consisted of teachers’ utterances during Indonesian language learning activities in Grade VII classes at SMP Negeri 1 Tanjung Raya. Data were collected through observation, recording, note-taking, and transcription techniques. The analysis focused on five forms of directive speech acts, namely commanding, requesting, demanding, suggesting, and challenging, as well as five speaking strategies based on Brown and Levinson’s politeness theory. The findings revealed 113 directive speech acts used by the teacher during the learning process. The most dominant form was commanding speech acts (51 utterances), followed by demanding (47 utterances), suggesting (12 utterances), requesting (2 utterances), and challenging (1 utterance). In terms of speaking strategies, the most frequently used strategies were positive politeness strategies and bald-on-record strategies. These strategies were considered effective in maintaining classroom interaction, directing students’ participation, and facilitating learning objectives. The implications of this study indicate that the appropriate use of directive speech acts and speaking strategies can improve classroom communication quality, strengthen teacher–student interaction, and create a more engaging and respectful learning atmosphere. The findings also contribute theoretically to pragmatic studies, particularly in the area of directive speech acts in educational settings, and practically provide guidance for teachers in selecting effective and polite communication strategies during classroom instruction..