An analysis of directive speech acts in EFL classroom interaction at junior high school

Agustin, Aisyah Putri (2026) An analysis of directive speech acts in EFL classroom interaction at junior high school. Undergraduate Thesis thesis, UIN K.H. Abdurrahman Wahid Pekalongan.

	Text 20522063_Bab I dan Bab V.pdf Download (1MB)
	Text 20522063_Full Text.pdf Restricted to Registered users only Download (1MB)
	Text 20522063_Lampiran.pdf Restricted to Repository staff only Download (1MB)

Abstract

Directive speech acts play an important role in classroom interaction by helping teachers manage learning activities, provide instructions, and encourage students' participation. This study aimed to identify the types of directive speech acts used by the English teacher and analyze students' responses in the seventh-grade EFL classroom at SMP Negeri 2 Sragi. This study employed a descriptive qualitative classroom study. The participants consisted of one English teacher and four students selected purposively. Data were collected through two classroom observations and semi-structured interviews and analyzed using the interactive model of Miles Huberman (1994). The classification of directive speech acts was based on Ibrahim (1993). The findings showed that the teacher employed all six types of directive speech acts: requirements, questions, requestives, advisories, permissives, and prohibitives. Requirements were the most frequently used (56.52%), while prohibitives were the least frequent (2.17%). The findings also revealed that students responded positively to the teacher's directive speech acts. Interview data showed positive verbal responses, while classroom observations indicated that non-verbal responses were more dominant. Overall, directive speech acts effectively supported classroom management, promoted students' participation, and facilitated English teaching and learning in the EFL classroom.

Actions (login required)

View Item