A study by Risma Puspita Anggraeni and Dr. Teguh Setiawan from Yogyakarta State University (Universitas Negeri Yogyakarta), Indonesia, highlights how teachers use directive speech acts to manage classroom communication during Indonesian language lessons. Published in 2026 in the Journal of Educational Analytics (JEDA), the research shows that teachers rely on various directive expressions—such as requests, questions, and commands—to guide learning interactions and maintain effective classroom dynamics.
The research focuses on Indonesian language learning at SMP Muhammadiyah 1 Seyegan, a junior high school in Yogyakarta. Understanding how teachers communicate instructions and guidance is important because classroom interaction directly affects student participation, comprehension, and learning outcomes.
Classroom Communication as a Learning Tool
Effective learning in classrooms often depends on how teachers communicate with students. In language education, teacher instructions, questions, and encouragement shape how students respond, participate, and process information.
Directive speech acts—statements intended to influence someone’s actions—play a crucial role in teaching. These include expressions used to ask, instruct, suggest, permit, or prohibit actions. When used effectively, they help structure learning activities and maintain classroom engagement.
Research Method
The researchers used a descriptive qualitative approach to analyze communication patterns during Indonesian language lessons.
Data were collected through non-participant classroom observations, supported by video recordings of teachers’ spoken interactions. The recordings were transcribed and analyzed to identify patterns in the directive speech acts used during different stages of the lesson, including the opening, core learning activities, and closing session.
Key Findings
The study identified six main types of directive speech acts used by teachers during Indonesian language instruction:
- Requests
- Questions
- Commands
- Prohibitions
- Permissions
- Advice
In addition, the analysis revealed 17 different communicative functions of directive speech acts throughout the teaching process.
Two forms appeared most frequently:
- Questioning, used to stimulate student thinking and participation
- Requesting, used to guide student activities and responses
These findings show that directive speech acts are used dynamically and strategically by teachers to organize classroom interaction and maintain instructional flow.
Implications for Education
The results underline the importance of pragmatic communication skills in teaching, particularly in language classrooms. Teachers who effectively use directive speech acts can create clearer instructions, encourage active participation, and manage learning activities more smoothly.
According to Risma Puspita Anggraeni of Yogyakarta State University, understanding how directive expressions function in real classroom contexts can help educators improve communication strategies and strengthen interaction with students.
The study also provides useful insights for teacher training programs, especially in preparing future educators to use language more strategically during classroom instruction.
Author Profile
- Risma Puspita Anggraeni - Yogyakarta State University, Indonesia
- Dr. Teguh Setiawan - Yogyakarta State University
Research Source
Anggraeni, Risma Puspita & Setiawan, Teguh. 2026.
“Directive Speech Acts in Indonesian Language Learning at SMP Muhammadiyah 1 Seyegan.”
Journal of Educational Analytics (JEDA), Vol. 5 No. 1, pp. 185–196.
DOI: https://doi.org/10.55927/jeda.v5i1.625
URL: https://nblformosapublisher.org/index.php/jeda
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