Indonesian in Service Teacher’s Production of Directive Speech Acts and Students’ Responses

INTRODUCTION Language is a means of communication that is essential to human beings. Human beings need a language to interact with each other and language is part of daily human life. According to Seken (2015), language is a medium of communication. It plays a role in numerous problems in today's world and that such issues cannot be overcome without knowing the essence of the language and without having insight into the language. As the primary means of communication, language is used to directly express feelings, perceptions, ideas, expectations, and emotions. The concept of language allows learners to communicate with a range of speakers in various contexts (Hussein, Albakri, & Seng, 2019). Thus, language is capable of expressing a sense of action known as speech acts. The term of speech acts was firstly introduced by J. L. Austin, a professor at Harvard University, in his book How to do Thing with Word (1962). Austin says speech acts is an act that happens when you say something. It describes speech functions directly as an activity done by saying something. Many experts agree with the term speech acts as actions that are performed via utterances (Yule, 1996; Cutting, 2002). Speech acts theory generally explains utterances as having three dimensions: locutionary, illocutionary, and perlocutionary acts. Those three major dimensions of speech acts have particular meaning. The first, locutionary acts, underlines on the meaning of utterances without an intent to affect the hearer by performing an act of saying something. The second, is Illocutionary acts, which is the act of doing something and the functions of illocutionary acts are to say or give information and do something. The last is perlocutionary acts, the acts of affecting someone. In perlocutionary acts, there is an influence because the speaker tries to influence the listeners to do what he ABSTRACT Teacher uses language as a medium of communication to teach, guide and instruct students in the classroom. This study aims to investigate the English teacher's directives and the students' responses to these directives. This study participants were an English teacher of a junior high school in Indonesia who teaches an eighth-grade class and her students who were chosen purposively. This qualitative case study was collected through observation, and interviews and were then analyzed by following Miles' interactive cyclical model. The results revealed that the teacher mostly produced directive speech acts types of commands and requests rather than suggestions. Commands have been the most commonly used type of directives since the teacher plays a control in the classroom because it is more understandable and familiar for the students. Hence, the students' responses varied, and depended on their response strategies and each personal reason.

strategies. On the other hand, it would give benefit to students' communication fluency and skills. He concluded that EFL teachers would find more efficient methods to instruct students in productive communication strategies by empowering them to employ skillful strategies for future communication.
Realizing the importance of teacher's role, Funsho et. al (in Ezenekwe & U, 2019) argue a great teacher can be seen as one who by his knowledge, character, and everyday life, leaves the most significant effect on the intellectual and moral character of his students. In other words, teacher reflects on a role model who will be imitated by students. Consequently, the teacher's role ultimately provides learners with skills and knowledge that the students can apply concisely to their functioning as adults to manage their lives, jobs, and involvement in social decision-making processes (Biggs & Tang, 2011).
The research on directive speech acts, has been done by especially analyzing directive speech acts in films, political discourse, dialogic da'wah and novels. Unfortunately, the classroom context is still limited to revolve around the structure and types of directive speech act used by teacher to student and student to student.
To overcome these gaps, the present study concerned on teacher's variety in producing directive speech act in the classroom context and the students' behavior during the teaching learning process. Therefore, this study intends to explore teacher directive utterances and the students' responses to these directives. This study aims to investigate teacher directive utterances by classifying them into directive types then to describe the frequencies of each word and how the students in responding to those directives.

RESEARCH METHODS
The design of this study was a qualitative case study chosen to investigate a phenomenon in its real-life. Creswell (2007) stated that case study research is a qualitative approach in which the investigator explores a case or cases over time, through detailed, in-depth data collection involving multiple sources of information and reports a case description and case-based themes. This design was chosen because it aimed to investigate the teacher's directives and the student's response to these directives during the learning process in one of State Junior High School in Yogyakarta. The researcher observed the teacher's linguistic forms and the students' strategies in responding to their teacher's directive utterances. An eighth-grade English teacher and four students; two were boys, and two girls were purposively selected. The teacher is chosen because she was experienced more than fifteen years in teaching English for lower secondary students. She also has multilingual competence in Javanese, Indonesian, and English. Thus, she can communicate well with her students both in the local language and target language. It develops further interaction between the teacher and the students to furnish the data for this research. Simultaneously, the students are selected based on their English proficiency from their previous English marks because they can provide relevant information about how they respond to the teacher's directive utterances in their classes.

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The data were obtained mainly through observation, and interviews. In doing observation, the researcher acts as a nonparticipant observer who cannot evaluate a teacher's lesson. In the observation process, the researcher takes note of what is happening in the classroom and uses a video camera to capture teaching and learning process. Henceforth, the data were sentences uttered by the teacher tapped by audio and video recorder to record teacher's instructions during English class activities.
In this study, the interviews were conducted to obtain more detailed information that cannot be reached in the observation process and get further information on how students interpret the teacher's directive. The interviews were highlighted to the four students involved in this study. It was undertaken in Indonesian, and the excerpts have been translated into English. During the interview process, the researcher operates an audio recorder to collect all the information given by students to assist the researcher in the ease of data transcriptions and to have an authentic record of the conversation. The collected data were analyzed using the interactional model of Miles, Huberman, & Saldana (2014), consisting of three stages: data condensation, data display, and drawing or verifying conclusion. Those data are collected through observation and interviews. Then they are transformed into the data condensation stage by transcribing the teacher's utterances occurring in the classroom interaction and writing interview transcripts, coding, and generating categories based on the problem statement. The data were classified and categorized based on specified characteristics. Then, they are displayed in a word description and obtained drawing and verifying conclusions as a result.

RESULTS AND DISCUSSION
There were data obtained from observation and interviews in identifying the teacher's directives and the students' responses. Based on the data collected, several findings were discovered based on the data gathered to answer the research questions.

Teacher's linguistics forms of directives
In the teaching and learning process, the teacher creates the directives to get the students to do things as the teacher wants. According to Searle (1969), directives are common speech acts in classroom activities. It happens because teacher always asks students to do something in the classroom. Hence, as cited Ivana Swastiana et al., (2020), the teacher's directive has shown that it has played its role in controlling the classroom education system, offering guidance and learning to students, and instructing and assessing students. Directive speech acts are divided into three forms: commands, requests, and suggestions (Kreidler, 2013). Furthermore, three structural modes of expressing directive speech acts; declarative, interrogative, and imperative (Yule, 1996). The first mode is declarative, which is commonly used to make a statement. A declarative style implies a clear explanation of the desire or wishes expressed by the speaker. The second structural mode is the interrogative. The interrogative is frequently used to make a question and to soften the utterance. It may  (can, may, must, shall, will, could, would, etc.) or non-modal. The last mode is imperative to give a command and state polite request by adding the word please (Lado, 1986).

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The directive speech acts identified into three categories: command, request, and suggestion. In the classroom teacher and students talked about various activities related to the teaching and learning process. In term of the frequency of occurrence, the type of directives that often occurred in the classroom can be drawn as follows:

Figure 1. Teacher Directive Production
Based on the figure above, the total production of teacher's directive speech acts in the classroom covers 158 utterances. At the school, teacher produced 130 commands, 12 requests, and 16 suggestions.

a. Command
A command is a motion made by the speaker to get others to do something they want to do. During the teaching and learning process, a command is used by the teacher to get the students to do something, responding, or acting as the teacher wishes.
In classroom observation, the teacher performs a command in two ways: declarative and imperative forms. For instance: (1) Code : 032-TD1-A T : "Yang sudah selesai boleh mengisi tabel di papan tulis." "Who have finished may fill in the table on the blackboard." (2) Code : 038-TD1-A T : "Okay you read together the sentence, please!" The first utterance occurs in the main activity when the teacher wants to know students' understanding after she explained the material about present progressive tense. By producing the first utterance, the teacher asks the students to write their answer by filling in the table that have been created by teacher on the blackboard. The second utterance indicates that the teacher is trying to get the students to read the sentence together. It is Command Request Suggestion done as only a few students read the sentence aloud while the others are still silent. Thus, the teacher says, "read together" to emphasize her command. Besides, the teacher uses various versions of the directive to show specific communicative functions. The teacher uses declarative form in the first utterance to perform a clear statement of wish or desire to her students in order to fill in the table on the board. Hence, the second utterance shows a command and state politeness by the use of the word please.

b. Request
A request is an expression of what the speaker desires the hearer to do or to avoid doing. A request does not take full control of the person addressed by the speaker. It means that the speaker may not have the power to express his desire that the hearer act or not act as the speaker wishes.
During the observation, the teacher infrequently produces a request. The researcher found only twelve expressions of request.
In making a request, the modal (can, will, and may) are commonly used. The modal 'can' is used to convey ability, opportunity, a request, to grant permission, to show possibility or impossibility. People are willing to apply can and could to make a request where could sounds softer than can. They regularly use can or could to ask another person to do things politely. A sentence is constructed as a question to present that you are giving it to the addressee to determine whether he wants to share his help or not. (1) Code : 008-TD1-A T : "Can you give another example?" Code : 009-TD1-A T : "Can you make the sentence?" Furthermore, the modal (can, will, and may) inform the speaker's hoping to get the addressee to do something. In this case, the teacher offers her students to answer one of the students' sheets. The conversation between them is presented in the following. (3) Code : 076-TD1-A T : "Will be a volunteer or I will appoint you?" Ss : "Volunteer" The example above shows the directive act of request. The function form 'will' indicate the auxiliary verb in the future simple tense and can be used to cause a request someone to do something. People generally set up an interrogative form of will to make requests or respectful offers. Besides, utterance number three (3) presents that the teacher attempts to get the student answer about what they have done in their worksheet by giving a solicitation or petition.

c. Suggestion
A suggestion is an utterance produced by the speaker to other people to accept his opinion as to what the addressee should or should not do. Generally, the speaker expresses an opinion about the addressee's options of performance. However, the utterance assumes that the suggested or individual has a choice of performance. For example: (1) Code : 029-TD2-A T : "If you have any question or you are doubtful about this you can ask me" Code : 135-TD2-A T : "If you don't come forward, you don't understand where is the mistake" There were four expressions of suggestion performed during teaching and learning activities. The examples number 1-4 above show directive acts of suggestion. The data number (1) indicates that the teacher offers a question-and-answer room for students who have difficulties or problems about understanding the material taught in the classroom. It relates to the teacher's advice and reflects teacher's expressing opinion. Then, the teacher allows students to do her opinion or ignore it.

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However, the data number (2) shows teacher's reaction after she advised students to convey their results group discussions and write them down on the whiteboard. The teacher's utterance contains an implicit suggestion that students recognize their mistakes if they choose to obey the teacher's advice.
Furthermore, the data number (3) belongs to the teacher's concern in giving students advice by telling cause and effect illustration to students' difficulties in comprehending the lesson being taught. Here, the teacher emphasizes suggestions explicitly so the students can grasp what the teacher said without ambiguity.
Meanwhile, the data number (4) occurs when the teacher ended the class. The teacher asks the students to do some exercises at home. She suggests that the task should be done as a reinforcement for students to fully comprehend the material that has been learned and points out the idiom of practice makes perfect. In short, a suggestion is a directive feature in which the teacher, as the directive creator, recommends something to the students. The form of directive generally used by the teacher to offer this kind of meaning is a declarative using the conditional if. Those utterances imply on the student's preferences whether they accepted teacher's opinion or not. Furthermore, the teacher wishes the students to take action in the future. Searle (1969) said that suggestion belongs to directives speech act in which the speaker wants the hearer to perform the future act.

Students' response strategy in responding to teacher's directive utterances
Concerning the data gathered from the observation and interview, the researcher found three response strategies made by the students. They are the no-response strategy (silent), asking-for-clarification strategy, and accommodative strategy. The students use those ways to participate in the classroom interaction while the teacher performed some instructions.
Here are the students' response strategies, as documented in various classroom contexts.
Context 1 : The teacher introduces a new material that will be learned on that day

Teacher
: "Sudah ketemu belum?" The teacher has been producing directive speech acts to her students at the class opening. In English class, the teacher carried out her role by commanding the students to do what she asked. The two students demonstrated individual responses in which student A presented a no-response strategy by taking no overt action. It could happen on the reasons of avoiding difficult questions from the teacher. Lui et al. (2018) stated that a no-response strategy embodies negative statements or may not take active action to separate themselves from unfavorable events by staying silent.
Conversely, student B performed accommodative by showing corrective action of opening the book and asking-for-clarification strategy. Interestingly, the teacher changed her language from English into Indonesian because she noticed that the students had not yet responded; thus, by code-switching the language, the students are supposed to react to her. The teacher's conversation above proves that students will respond to the teacher when she turns her sentence to Indonesian. This finding is in line with the research conducted by Fatma et. al which reports that directive speech acts affect contextual socio-cultural factors within the conversation. It means that the locutors (teacher) sometimes use local language conveying specific meaning to the interlocutors (students) (Fatma et al., 2019). It is similar to Fitria's study that suggests learners should be equipped with the language they can understand and need to have more knowledge in using and delivering some sentences into target language (Fitria, 2012 "Write your answer there." Student D : (nod the head then come forward to the class and write down the answer for number six) Based on the two different contexts described above, the two students demonstrated the same response strategy, namely accommodative strategy, by making displays and reacting to what happened when the teacher instructed them. In the classroom, the teacher offered contrast instruction in each different context. Additionally, student C also presented asking for clarification strategy. The student responds to what the teacher asked by returning the teacher's question. It happens to ensure student's comprehension and help him quickly in answering questions by delivering simple expressions. Besides, student D exhibited what she must be done after the teacher pointed her. This result is consistent with the study conducted by Sumilia et. al., which declared nonverbal belongs to students' responses, which are shown by nodded the head when students understood the question or command given by the teacher (Sumilia et al., 2019). Also, some observable responses connected to effective listening and the way of responding include eye contact, head nodding, leaning forward, and having open arms possibly with palms up (Bostrom, 1996;Pease & Pease, 2004).

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To determine the students' reasons for choosing the response strategy, the researcher conducted in-depth interviews. The main issue is how the participants react to teacher's directive utterance. Data is obtained from an interview with the student by posing a question that stresses how well the student understands the teacher's instruction.
I As depicted in the transcript above, there was information that student A understands the teacher's instructions when he remembers the words. The point is that when the teacher gives repeated words, it became familiar words for the student, so he will be able to respond well. Then, student A also explained that he keeps silent because the teacher says the instruction in full English, and he does not know the meaning of the words so, he cannot grasp the teacher's intention. Hence, he has to translate it into Indonesian; consequently, he prefers to keep silent.
In the contrary, student B showed different performances to respond to the teacher's directives. The student claims that he fully understands the teacher's utterances. It reflects on his activities during the learning English by nodding his head and opening his book as the teacher wishes. The student expresses his interpretation of the teacher's implicit meaning once the teacher asks to see the sentence on page 101. From this case, the student takes the action of opening the book according to teacher's instruction. Besides, the student clarifies that sometimes he finds difficulties comprehending teacher's instruction; then, he usually asks his seatmate and tries to ask the teacher immediately.
Besides, student C admitted that she could interpret teacher's instruction even though she needs some time to grasp what the teacher meant and she will ask for the teacher when the instruction is not clear enough. While student D conceded that she often knows the teacher's ask, she finds difficult meaning that she did not know.