AN ANALYSIS OF TEACHER-STUDENTS DIRECTIVES AS THE INSTRUCTION TO PRIMARY SCHOOL LEARNERS: A CASE STUDY

INTRODUCTION

Classroom interaction is an important element to create a good

communication between teachers and students. Interaction from the teacher to

students can be seen as students’ necessity. For students, the interaction represents a

necessary in the transfer of classroom learning to the outside world (Allwright, 1984).

This means that the interaction as the necessity of students should be predictable for

them. However, the teacher should not enforce the students in order to use their

learning outside the classroom except they had already experienced it in the

classroom. The teacher is the leader and facilitator in providing the proper instruction

to the whole classroom interaction as the purpose of developing students’ language

acquisition as Suparno (2013) points out that the use of language in classroom

activities requires teacher-students interaction. It also needs an exchange of ideas

between teacher and students.

The students are usually positioned as the group of recipients of the

instruction. Conversely, the teacher will act as the person who gives the stimulus to

the students. The stimulus itself commonly appears as the teacher’s instruction. In

preparing a good instruction, Gagne (as cited in Goldstein et al., 1995) finds that the

learners can receive the teacher instruction on the subject or topic if they had already

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familiar with it. In this case, the teacher should provide various types and pattern of

instruction to students.

Some researchers defines and categorizes directives as commonly use in the

interaction. Searle (1976) classifies directive utterances including asking, ordering,

requesting, inviting, suggesting, and permitting. Searle’s theory explaines that

directives has a broader use and directives categorization was based on the content of

the requests and the interpretation of listeners. Furthermore, Holmes (1983)

categorizes teacher’s directives in three types: imperative, interrogative, and

declarative. She categorizes the directives based on the teacher-students and students-

teacher interaction. The main aim is to describe the various forms by which directives

are realized in the classroom. Both theories support directives which have different

forms and functions. In this study, the writer uses Holmes teacher’s directives to

analyze the frequency of directives conducted in EFL classroom activities.

Based on the description above, the question can be raised, namely: “What are

the forms and functions of directives made by the teacher in the EFL classroom?”

The teacher uses different directives to manage and interact with students. Therefore,

this present study aims at finding out the forms and functions of directives given by

the teacher in the EFL classroom. This study is limited to the directives for 2nd and 3rd

grades of Strada Elementary School, Ujung Aspal Bekasi where the experiment is

carried out.

Hopefully, this study is beneficial to English teachers and novice teachers as it

provides clear picture of forms and functions of directive, so that teachers can get the

benefits of their usage in the language classroom. In addition, the teacher will

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consider various directive forms more frequently in conducting classroom instruction

so that students will be more familiarized with them and understand of what teacher

direct to them during interaction in the classroom.

CLASSROOM INTERACTION

In the following section, the writer will review about The Definition of

Classroom Interaction.

The Definition of Classroom Interaction

Classroom interaction is the communication between teacher-students,

students-teacher, and students individually or groups managed by teacher talk. It also

involves everything communicative in the classroom. Dagarin (2004) defines

classroom interaction as a two-way process between the classroom participants in the

learning process. In the interaction, the teacher influences the learners and vice versa.

Classroom interaction contains of several function including instruction, management

of task, and the development of students’ group connection.

In the language classroom, Allwright (1984) defines the negotiation involved

in the interaction as the language learning process which facilitates both of language

and learners’ development. Hall and Walsh (2002) points out that classroom

interaction is the important process by which learning is achieved in the classroom

which can make a significant role. Classroom interaction also can be seen as the

medium in which the teacher gives the attention to students.

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Kinds of Interaction

There are three kinds of interaction related to this study which based on the

participants, types of stimulus-response, and the purpose of interaction.

The Participants

There are two types of classroom interaction in providing the teacher to

conduct his or her instruction. They are teacher-students interaction and students-

teacher interaction. Teacher-students interaction plays an important role in ensuring

the comfort and sense of belonging in the classroom. Teachers have the responsibility

to encourage students to contribute to the classroom activities and create the positive

feeling to the classroom atmosphere.

The important role of the teacher-students interaction is defined by Englehart

(2009). He argues that the teacher can be seen as the authoritative adult and students

are enforced to the teacher’s expectation in the classroom setting. Pomeroy (as cited

in Englehart, 2009) finds that the ideal teacher-students relationship is expressed in

the unique relationship in which the young learner’s status is recognized and the

teacher responds to the students’ pedagogical needs.

Teacher-student interaction enhances students’ motivation and develop the

positive effect to the classroom activities. Sava (2002) states that the receptive teacher

versus dominant teacher can be more approachable to create the positive feeling to

students. In enhancing students motivation, Englehart (2009) also explaines that the

teacher should interact with students and allow them to experience the competence

and autonomy so as to their curiousity leads to the knowledge acquisition. Moreover,

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Khan & Cangemi (as cited in Englehart, 2009) points out that acting as a model for

sudents’ social behavior can be the way of the teacher in facilitating students’ social

development. The teacher can be positioned as the adult who presents the significance

in social lives by providing the students either positive and negative behavior.

Type of Stimulus-Response of Interaction

The major theory of language learning is commonly supported by the theory

of behaviorism which analyzes the human behavior in observable stimulus-response

interaction. According to yourdictionary.com (n.d.), stimulus is something that causes

a reaction. On the contrary, Response is the resulting from the application of the

stimulus.

According to Sinclair and Coulthard (as cited in Jones, 2009) explaines the

relationship of the stimulus-response of the teacher-students interaction based on the

level of move. They find that classroom discourse contains of the sequence that is

classified into the typical classroom exchanges. There are three types of the basic

moves: an initiation by the teacher, followed by a response from the pupil, followed

by feedback to the pupil’s response from the teacher.

Teacher: (opening move) Flip a coin, catch it and over. Now, what do we call

this?

Student: (Answering move) Heads

Teacher: (Follow up move) Heads, heads, okay.

(Jones, 2009)

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In the dialogue above, Jones (2009) analyzes various combinations between

teacher and students by structuring the IRF model of Sinclair and Coulthard (1992).

The teacher starts to inform the student to do the exchange of the response and

feedback. For instance, the teacher directs the student to hint what the teacher might

expect (flip the coin, catch it and over. Now, what do we call this?). Then, the student

tries to anwer the hint based on their prior knowledge introduced by the teacher.

Then, it is followed by teacher’s feedback to inform that the student’s response is

accepted.

Stimulus-response also occurs in the teacher’s directive as Willis ( as cited in

Jones , 2009) labels directive questions as the teacher instructs to the students to say

rather than to do something. This conversation demonstrates the question as the

directive:

T: Can you explain nutrition in English?

S1: Nutrition meaning is contain many vitamin…

S2: Ohh. [nod, laugh]

The teacher directs the student using the affirmative form

(e.g. can you explain nutrition in English?). In this case, the students

is understand of what the teacher asks to them. They respond the

teacher’s question verbally (S1: Nutrition meaning is contain

many vitamin… ) and nonverbally (S2: Ohh. [nod, laugh]).

Functions of Interaction

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There are several functions of interaction occurred in the classroom.

According to Holmes (1983), the directives used in the classroom functioned as the

imperative, interrogatives, and declaratives. The imperative tend to occur in the

realizations of directives in addressing to subordinate. Second, interrogative as

directives are relatively common in the classroom interaction. Ervin-Tripp (as cited in

Holmes, 1983) notes that interrogative of modals are frequently used when the task is

special or difficult and when there is the physical distance exists between the speaker

and the hearer. For instance, the teacher directs to students to read and then the

teacher moves from her position to stand and approach to the student’s teritory.

Additionaly, interrogative is also frequently used in situations where the listener

might not recieve the directive well. Declarative in the classroom is used to interpret

the directive intention. It usually requires activities expressed in an embedded clause

explicitly by using ‘I want’, ‘I like’, and ‘I think’. Furthermore, declarative is

directed to show the praise and give the positive feedback to students who are doing

what the teacher needs to the whole class, for examples “Helen is sitting nicely” or “I

like the way you raise your hand”.

Sinclair and Coulthard (1975) relates three major ‘transactions’ types at the

highest level of teaching exchange classified as ‘informing’, ‘directing’, and

‘eliciting’. This categorization derives from IRF structure model. Informing is the

transition in which the teacher expresses some information to students. Then,

directing is the process in which students elicit some information to the teacher.

Eliciting is the process in which the teacher elicits a verbal response from the

students. Bound teaching exchange contains a more complex structure because it

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always requires the following exchange and eliciting move between teacher and

students.

Both Holmes’s (1983) and Sinclair-Coulthard’s (1975) theory discuss about

the function of interaction in the classroom. The differences between their theories

are found in the structures of the interaction and its function. Sinclair and Coulthard

(1975) uses language functions in the rank scale of the teacher-students’ relationship

which consist of more broadly to the lessons, transactions, and exchanges classified

by moves and acts. On the other hand, Holmes (1983) develops directive functions

focused on the teacher’s speech analysis and the various forms where directives are

realized in the classroom. Moreover, Sinclair and Coulthard do not consider the

imperative as the command but they regard the command as the function of

declarative and interrogative forms. On the other hand, Holmes provides the rules of

imperative, declarative, and interrogative clearly with their respective forms and

functions.

TEACHER’S DIRECTIVES

This section discusses about definitions of directives, types of directives, and

forms of teacher’s directive.

Definitions of Directives

Hornby (2010) in Oxford Advanced Learner’s Dictionary defines directive as

an official order or instruction. Ellis (1992) identifies directives as representing the

speaker part to get the listener to perform the action (p. 5). Searle (1976) includes the

directive class as the whole speech acts which has the primary function directed by

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the speaker to the listener to do something. In classroom interaction, the teacher-

students relationship is an asymmetrical one; the teacher is older and more

knowledgeable than students. The teacher is expected to provide and cater an

appropriate social distance among students and give the instruction and information

to them (p. 50). Puffer and Nikula (2006) states that directives are request displayed

in the form of questions and they usually appear in the information. On the other

hand, the teacher used the direct command as the obligation for students to respond

rather than to give the question form. Atwater and Morris (1988) observes teacher

behavior and child compliance in preschool and elementary classrooms. Overall, they

identifies four types of teacher dirctives: direct imperatives, let’s imperatives,

questions, and declaratives. Additionally, they also analyzes each command whether

it is positive or negative. Their results indicated that the teachers’ commands varied

significantly across activity but not across grade level and command type. Seedhouse

(2004) explaines that in the classroom, the teacher usually arranges the exchange of

interaction. It is often characterized by displaying questions, recitation, and recall.

Moreover, the teacher also has the right to provide the evaluative feedback.

Shortly, my definition about teacher directive is the utterances in which the

teacher directs to students. The teacher directives may have several functions in

classroom: to manage classroom situation, to start the interaction between teacher and

students, and to instruct and inform the students in order to do something.

Types of Directives

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There are various types of directive which are categorized by some

researchers. The writer defines the type of directives based on the directness, relative

power of the speaker and adressee, and the function.

Searle (1975) describes one type directives and requests in some detail. He

calls ‘indirect directives’ and discussed it as how indirect directives was interpreted

by the listeners correctly and classifies indirect directives into six groups which is

based primarily on the content of requests:

1. Sentences concerned the listener’s ability to do an action: e.g.’Can you pass the

salt?’

2. Sentences related to the speaker’s wish or want that hearers will do an action: e.g.

‘I would like you to go now’, ‘I wish you wouldn’t do that’, ‘I’d rather you didn’t

do that’.

3. Sentences concerned listener’s doing an action: e.g. ‘W on’t you stop making that

noise?’ and ‘ w ill you quit it?’

4. Sentences related to the listener’s desire or willingness to do an action: e.g.

‘Would you be willing to write me a letter of recommendation?’

5. Sentences which explained reasons for doing an action: e.g. ‘You ought to / you’d

better be more polite’ and ‘w hy don’t you be quiet?’

6. Sentences embedded one of these elements inside one another, e.g. ‘Would you

mind awfully if I asked you if you could write me a letter of recommendation?’, ‘I

would appreciate it if you could make less noise’.

Unlike Searle’s work, Ervin-Tripp (1976), argues that the specific forms of

directives is selected systematically related to social factors such as age, familiarity,

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rank, territorial location, and the level of difficulties in doing the task. She categorizes

six different directive types according to the relative power of the speaker and

adressee in conventional usage (p. 29), as shown below:

1. Personal need or desire statement can be realized when the person with the lower

position directed to someone who has the lower position and less authority than

someone else primarily: e.g. ‘I need a match’.

2. Imperative can be realized when the lower position person directed to someone

else who has familiar equals with them. e.g. ‘Give me a match, a match’.

3. Imbedded imperative can be realized when someone directed the imperative to the

unfamiliar people or those who are different in rank. e.g. ‘could you give me a

match?’

4. Permission directives addressed to the person who has the higer position than

someone else who has the lower position. e.g. ‘May I have a match?’

5. Question directives addressed when the listener might not comply to the speaker’s

question, so it makes it difficult for the listener to achive the information. e.g.

‘Have you gotta match?’

6. Hints adressed when the speaker relied on the rules of shared understanding in

transactional interactions, such as in office or classroom, or in personal

interactions such as within families. e.g. ‘The matches are all gone.’

The analysis of Holmes’ (1983) directives is specified for the teacher-students

interaction. She recognizes the directives has the function to address the syntactic

rules which naturally occurs between teacher and students interaction. She

categorizes the directives into three major categories:

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1. Imperative is the most frequently used occuring the realizations of directives in the

form of command. She divides imperatives in six structural variants: Base form of

verb, you+imperative, present participle form, verb-ellipsis, imperative + modifier,

and let + first person pronoun.

a. Base form of verb is the simplest form of imperative. The function is to

remain the students of their obligation to attend to teacher’s talk, e.g. ‘speak

louder’, ‘put your hands down’, and ‘don’t shout out’.

b. You + imperative is generally addressed either to a small group of students

or individual student. The function ‘you’ is to distinguish between groups or

to add emphasis to the directive, e.g. ‘you just see the picture’. ‘You’ is also

explicit in the forms such as ‘away you go’.

c. Present participle form of verb is found in New Zealand variant of the

imperative and often accompanied by rising pitch. It is classified as the

imperative rather than interrogative, examples: ‘just listening’, ‘looking at

me’, and ‘sitting on the mat please’.

d. Verb-ellipsis is commonly used to specify the new information in the

classroom where the necessary action is obvious. Verb-ellipsis sometimes

involves the agents ‘everyone’ or ‘everybody’ and adverb of place such as

‘Everybody on the mat’ and calling names with strong stress to control the

student’s behavior, such as the teacher calls the student’s name ‘John’

(implies John is gazing out of the window when the teacher ws talking).

Other examples of verb-ellipsis in the direct object, such as ‘Now this one.’

(implies now look at the picture) and ‘hands up’.

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e. Imperative + modifier addresses forms such as ‘please’, modal tags, and

‘OK’. In the classroom, those forms have functions as the softeners

following the directive, examples, ‘turn around please Jo’ and ‘speak louder

okay?’

f. Let + first person pronoun forms introduces ‘let me’ or ‘let’s’ as examples

of first person commands. This form is used by the teacher to evaluate the

student’s work or assignment, for examples, ‘Let’s finish it’, ‘let’s try again’,

‘let’s correct your friend’s work’.

2. Interrogative functioned as directives are relatively common in the classroom.

Two types of interrogatives are modal and non-non modal forms.

a. Modal forms contains of modals such as ‘can’, ‘could’, ’will’, ‘would’. The

predicate describes the action which is possible to the utterance, Examples of

this forms are ‘would you like to go and ask Mrs Sally for English book?’,

‘can you try this puzzle game?’, and ‘Rena, will you read this paragraph?’.

b. Non-modal interrogative directives are often relatively explicit. In some

cases, non-modal interrogative directive refers to the activity and the agent,

examples, ‘have you try it?’ which implies to the imperative ‘try it!’ and

‘who can I see sitting quietly?’ which functioned as the imperative of ‘stop

moving and talking’.

3. Declarative is the directive has the form of statement. It falls into two categories.

Ervin-Tripp (1976) name these categories as embedded agent and hints.

a. Embedded agent usually requires explicit activity which is expressed in

embedded clause. It shows the teacher’s expectation to students to fulfil his

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or her wishes. The main clause is usually introduced by ‘I want’, ‘I’d like’, ‘I

wonder’, and ‘I think’. The following examples are, ‘I want you to draw a

picture’ and ‘I wonder if Larry could find us the right books’.

b. Hints requires addresses to infer from their knowledge of the rules for the

suitable behavior. In the classroom, hints tend to be more direct and also

functioned as praise for students, for example ‘Helen is sitting nicely’. On

the other hand, hints is also functioned to remind the students from unwanted

behavior. In this case, a correct interpretation depends on the expected

behavior of the teacher, for examples ‘Paul you are very quiet’ can be

interpreted as praise to the silent student or ‘Sally you’re not saying much’

can be interpreted as she should make contribution to her group. The

teachers use hints as the way to avoid command and give the positive

feedback to students.

Due to the appropriateness of the type and function, the writer chooses

Holmes’ directive forms as the significant part to develop this study in the analysis of

the directive use in the classroom.

PREVIOUS STUDIES

In this particular section, the writer discusses about the previous studies that

have been raised into three studies. The first study is about the teacher’s commands

and their roles in preschool classrooms. The second study arise the politeness in the

directive use, and the last study discussed about the structure of the teacher’s

directives.

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First, the research was conducted by Kathy M. Bertsch, Daniel Houlihan,

Mellisa A. Lenz, Christi A. Patte (2009) titled Teachers’ Commands and Their Role

in Preschool Classroom. The purpose of their study was to identify the rates of

commands across the levels and activities. They obtained the data from the

observation focused on obtaining descriptive data of the different types of commands.

The teachers provided within 30 minutes observation period. They also used the

recording system to record the occurrence of the different types of commands. The

participants of their study were the leader and assistant teachers of a preschool and

the children from three to six years old. The result of their study was found that there

was a clear difference in the rates of commands in significantly higher percentages in

the different age level.

The second study was conducted by Khaw Aun Nee (2010) titled Politeness

in Malaysian ESL Classroom Directives. The purpose of his study was to investigate

teachers’ and students’ use of directives in Malaysian ESL classrooms. His

participants were the English teacher and ESL learners from private language

learning institution in Malaysia. The instrument of his study was an audio recording

to record the interview and to observe the classroom activities in a private English

language learning centre in Kuala Lumpur. Then, after recording the interview and

teaching activities, he transcribed the audio recordings. The result of his research was

directives were produced by the teachers compared to the students possibly due to

socialization and education. The types of directives produced by the teachers were

followed by questions, prohibitions, advices, permissions and requests. These

directives were utilized for the pedagogical purposes such as organizing and

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controlling classroom activities, guiding students, providing feedback, and creating a

good teacher-students relationship.

The third previous study was conducted by Rr. Dewi Wahyu Mustikasari

(2011) titled The Structure of Teacher’s Directives of the English of the English

Lecturers of Muhammadiyah University Semarang. Her study aimed at investigating

the various forms of directives in the classroom activities. In this study, she selected

ten lecturers of Muhammadiyah University Semarang. The instrument of the study

was DCT questionnaires which were consisted of 10 certain situations. The lecturers

answered the questionnaires on the paper sheets. Then, she analyzed the data by

classifying the directives based on Holmes’ teacher directive forms. The result of her

research was most of the subjects of study prefer to produce declarative with 74

utterances (50%). Second, the imperative with 50 utterances (34%). Next, they chose

the interrogative with 23 utterances (16%).

METHODOLOGY

In the research methodology, the section is divided into five subsections:

subjects, data, instruments, procedure, and data analysis. Each subsections contains of

explanation.

Subjects

The subject was an English teacher from Strada Nawar Elementary School,

Pondok gede. The teacher was 31 years old. He has been working for 5 years in that

school. He mostly uses English in the classroom. Additionally, he sometimes speaks

bilingual (Indonesian and English) in the daily conversation.

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Data

The data were directives recorded from the teacher and students

communication taken place in the English classes of 2nd to 3rd grades. The teacher

allocated 70 minutes per day to teach the students. The English subject was studied

every Wednesday for 3rd grade and Friday for 2nd grade.

Instruments

In this present study, the research instrument was the tables of the directives

(Appendix 1) which was taken from the transcript (Appendix 2) of video recording.

Holmes’ teacher directives form was used to classify the teacher directives.

Procedure

In the beginning of procedure, the writer came to school to ask for permission

to collect the data. On the following day, the writer began to collect the data from the

subjects. The naturalistic observation was conducted by recording the teacher and

student interaction during classroom activities for two times. According to Fournier

(2010), naturalistic observation is a study method in which the observer watches for

subjects’ behavior in the natural environment without intervention. After recording

was finished, the conversation between teacher and students in the classroom from

the videos were transcribed and highlighted. Each teacher’s directives were classified

into the relevant functions and forms characteristics contained of imperatives,

declaratives, and interrogatives and find their frequencies. The figures were presented

in the table.

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The transcription of the teacher-students interaction in the classroom was

classified using Holmes’ teacher directives study. After that, the frequency of the

teacher’s directives was counted. The tabulation was made to get the frequency of

each type of directives and find out the frequency of the teacher’s directives from the

least to the most directives use in order to see the teacher preferences of directives.

Data Analysis

The teacher directives were classified using Holmes’ teacher directives (see

table 1). Then, the frequency of the directive forms were identified by listing from the

most to the least of frequently used. The possible reason and interesting facts were

given to the classification of the teacher’s directives respectively. The form of

Holmes’ teacher directives was shown below:

Table 1: Holmes Teacher Directive FormsType of directives: Form Example

1. Imperatives Base form of verb ‘Speak louder’You+ imperative ‘You just see the picture’Presesnt participle form of verb

‘Looking this way’

Verb-ellipsis ‘Hands up’Imperative + modifier ‘Turn around please Jo’

Let + first person pronoun ‘Let’s finish there.’

2. Interrogatives Modals ‘Would you open the window?’

Non-modal interrogative directives

‘People at the back are you listening?’ (Implied ‘stop talking’)

3. Declaratives Embedded agent ‘I want you to draw a picture’

Hints ‘I wonder if Larry could find us the right books’

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RESEARCH FINDINGS

This section discusses about the result of present study. The discussion is

about the classification of forms and functions of directives and their frequencies.

Types and forms are derived from Holmes’ teacher directives (1983).

A. Analysis of Forms and Functions of Imperative

1. Base Form of Verb:

Base form of verb is the simplest form without special endings or suffix. This

form is the most frequently used in the imperative. It is usually followed by direct

object. The number of cases of the base form of verb which directed in classroom is

101 times or covers 37.69 % among the imperative directed by the teacher. Base form

of verb consisted of verb + object were commonly directed by the teacher in

classroom, for examples:

Example 1

T: But, you make a sentence for example, in the morning I play bicycle, c’mon who wants to answer? Raise your hand! (‘raise’ as the base form of verb followed by ‘your hand’ as the direct object.)Yes…T68. S: (Students answered the question.)T69. T: Okay, next, c’mon yes.

Example 2

T213. S: Bagi kelompoknya mis? T214. T: C’mon c’mon into group c’mon!T215. S: (making group of four.)T216. T: C’mon, move your bag! (‘move’ as the base form of verb followed by

‘your bag’ as the direct object.)T217. S: (Student made group of four.)

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The base form of verb appeared without direct object was also possible to be

the imperative in classroom, for examples:

Example 3

T41. T: Stop! (I.e. Stop mentioning kinds of vegetables!) We have foods, we have drinks, we have…eee vegetables. Do you know vegetables? Yes?

T42. S: Yes.T43. T: Yes. Okay! Vegetable.

Example 4

T94. T: Okay, wait! (I.e. Wait before we sing a song together!) so, do you like singing yes? Okay, we want to sing a song together. (the teacher prepared the song.) Sing together, boy, sing one two three.

T95. S: Students sang a song.

Example 5

T314. T: Finish! ( I.e. The activity is finish!) Okay, finish! Who wants to discuss? T315.S: Berarti yang ini tinggal dua (the student talked to his friends.)

In addition, the function of the base form of verb as the data showed that the

teacher also used the base form of verb to remind the students to the activity

regulation by using the phrasal verb, as exemplified below.

Example 6

T243.T: The other sit down, the other sit down! Hurry up! (The teacher addressed to the group to finish the game faster.) C’mon! Okay! The other sit down!

T244.Students in group A: Yeeeeey!!!

Example 7

T238. T: (The teacher clapped his hand.) Michael! T239. S: (noisy)T240. T: Okay, sit down!T241. S: (noisy)

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The teacher also addressed the students to repeat the activities by directing the

base verb or phrasal verb + ‘again’, for examples:

Example 8

T184. T: Okay, next, read together! slowly but sure. Take a breath, push, take a breath again, okay, already? Read again! (base verb + again). Once again!read together! c’mon one two three..

T185. S: (Students red on the slides)T186. T: Alright, this one activity in the…

Example 9

T291. T: Oh, write it, oh! Here, write it down again (phrasal verb + again) here, okay? Number?

T292. S: Number two.

2. You + Imperatives

You + imperative is formed when the subject ‘you’ followed with imperatives

consist of base verb and the object. When the students were doing the classroom

activity, the teacher used to address the students by using you+ imperative forms.

This form was generally directed to the students in group rather than individual. The

number of cases of you + imperative is 11 times or covers 4.11% percent in the

imperative use. You + base verb + object are common form as shown in the data, for

examples:

Example 10

T68. T: But, you make a sentence (you + base verb + object) for example, in the morning I play bicycle, c’mon who want to answer? Raise your hand! Yes

T69. S: (The students answered the question)T70. T: Okay, next, c’mon yes…T71. S: They play a bicycle.

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Example 11

T162. T: Oh, he likes ice cream. Yes, okay boy, don’t crying. Yeah Ice cream. Hey boy, you drink first, c’mon, drink first (you + base verb + first), just a matter, take a breath, take a breath, push…Sorry boy. (the teacher continued to the next material) This one, can of cola.

T163. S: Can of cola.

From the example above, the teacher also directs the students using you +

imperative (‘you drink first’) and repeats it by deleting ‘you’ in the following

directive and emphasizes the imperative ‘drink first’. The purpose of the repetition in

the directive is to simplify the directive to the students since they are young learners

who have a very short attention and concentration span (Ytreberg and Scott, 1990).

As the data obtained, you + imperatives is also followed by the modal ‘can’

with the form of you + modal + verb (with). It is different from Holmes’ findings

(1983) that modals were only found in the interrogative forms. The following

example of this form is illustrated below:

Example 12

T281. T: eh, juices. Next, open the pupil book, you can discuss with your partner (you + modal ‘can’ + verb with+ object.) Open the… (one student asked to the teacher). Do it with your partner. You can make a group and change your position. You can start now. (you + modal ‘can’ + verb + adverb)

T282. S: Halllooo!T283.T: If you have finished, let us discuss together (the teacher called the student’s

name).

3. Present Participle Form

Present participle form is the participle formed by adding –ing to the verb. It

can be used to show continuous tenses, gerund, or as the adjective. This imperative

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form was rarely used by the teacher but can be found in the example: T: Only

sentence, only sentence or sentences. (You are) ‘talking, talking, already?’

In this case, the present participle form was usually used by leaving out ‘you

are’ and just emphasized the present verb itself, for examples ‘talking’ and ‘drinking’.

The teacher used this form only 3 times in classroom or just 1.12% from the total of

the whole imperative use.

4. Verb-Ellipsis

Verb ellipsis is the type of the imperative which is frequently used by the

teacher. In this form, the verb is deliberately left out, though the meaning can be

understood. In the classroom situation, sometimes the necessary to address the

directives was obvious. Ervin-Tripp (1976) states that when do the action, it is

common to produce the elliptical forms. The number of the cases of verb ellipsis

covered 134 times or 50% from the total of imperative form.

The teacher addressed the students by calling ‘you’, names, and genders so

that the students could attend to the teacher’s instruction. It requires the knowledge of

the obligatory behavior to interpret this form. The examples are shown below.

Example 13

T180. T: Next, Mention the name of the ???, you you you… (I.e. You, mention the name of foods and drinks by using there is and there are!) there is and there are. If the only one is …

T181. S: There is!T182. T: There is! In more than one using a…T183. S: There are!

24

Example 14

T31. S: Mr..dialog dong dialog..T32. T: Dialog? And Fanya, activity in the morning, what it is? Fanya! (I.e. Fanya,

please mention the activity in the morning.)T33. S: Eat breakfastT34. T: Eat breakfast and the body big like a batman.

Example 15

T217. T: There is pear…oh, c’mon! this one! Who wants to answer? Yes boys! (I.e. Boys, answer the next question!)

T218. S: There are apples.T219. T: There are apples. More than one. Yes girls! (I.e. Girls, answer the next

question!)T220. S: There is orange.

The teacher also adressed the direct object which required the correct

interpretion from the students during teacher-students interaction.

Example 16

T45. T: Dinya, louder and faster! (I.e. Dinya, sing a song louder and faster!) All of you! One, two, three.

T46. S: (Singing the song once again).

Example 17

T325. T: …..Moses, what’s your answer? Number three, picture number three. Gaby, number three. (I.e. Gaby, Look at picture number three!)

T326. S: Not yet.

5. Imperative + Modifier

Imperative + modifier is usually followed by modifiers after imperative

forms. The modifiers are typically post-posed forms such as ‘please’, ‘okay’, and

‘right’. It was common for the teacher to use imperative + modifier form in

classroom. Imperative + modifier appears 14 times or covers 5.23% of the imperative

use in the classroom. Examples:

25

Example 18

T312. T: Not yet? Three minutes left.T313. S: Finish!T314. T: Finish! Okay, finish! Who want to discuss? Let’s discuss together. Sit

down please.T315.S: Berarti yang ini tinggal dua (the student talked to his friends).

Example 19

T333. T: wait… wait… number three, oh! Number three, they your friend said that not H but the answer is B, right? Number three, who answer B? raise your hand! Michael, read first your answer, read! Number… D, this one. That’s good! B or H? B or H?

T334. S: B!

Example 20

T43. T: Yes. Okay! Vegetable… and (juice berry?) who like eee.. orange juice? Who like eee…. milk? Before we discuss later, we sing a song, okay?

T44. S: (The students sang the song and clapped their hands).

There were another examples of positioning the modifier before the

imperative (modifier + imperative). It was commonly used when the teacher

addressed ‘please’ followed by the imperative, for example:

Example 21

T240. T: Okay, sit down.. T241. S: (noisy)T242. T: Main vocab, please ask me.T243. S: (The students did assignment in the group.)T244. T: This one example, okay.

6. Let + First Person Pronoun

Let + first person is typically used to make the suggestion to others. In the

teacher-students interaction, the first person pronoun is the teacher who directed the

instruction to the students. In most cases, the teacher used let + first person pronoun

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form to suggest the solidarity to all students rather than direct this form to the student

individually. In the data obtained, there were no significant forms and functions in the

‘let + first person pronoun’ form. Let + first person pronoun appears 5 times or

covered 1.87% of the imperative use in the classroom. The examples were shown

below.

Example 22

T310. T: Cindy, it’s okay. Number two and number eight the same. Yes, Aldo finish? Are you finish? Okay, look at your book if you ready finish. Hey guys! (The teacher clapped his hand to pay attention to students). Let’s answer this one together. (Let’s + verb+ object + together.)

T311. S: No… Not yet.

Example 23

T254. T: Who not finish yet? Raise your hand!T255. S: (Students raised their hands)T256. T: okay, because the time is break time, continue later, let’s stop first. (Let’s +

verb+ first.) If you finish, stop till here, not stop yet, continue later and we pray together.

Imperative is the directives which frequently used in the classroom. As shown

in table 2, it was found that the teacher frequently used the verb ellipsis (134 times)

followed by base form of verb (101 times) in the classroom. These two forms were

simply directed to the students. They could imply the directives and follow the

instruction well in the classroom. Imperative forms were categorized into six types:

base form of verb, you + imperative, present participle form of verb, verb ellipsis,

imperative + modifier, and let + first person pronoun.

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Table 2: Forms and frequency of Imperative Use in the Classroom

No. Forms Frequency

1. Base form of verb 101

2. You + imperative 11

3. Present participle form of verb 3

4. Verb- ellipsis 134

5. Imperative + modifier 14

6. Let + first person pronoun 5

TOTAL 268

B. Analyis Forms and Functions of Interrogative

1. Modals

Modals are used with the verb to express the ideas such as, possibility,

permission and intention. Modals can also be used in the interrogative. In the

classroom, the teacher commonly used the modal ‘can’ in the interrogative form

followed by the action which was physically possible to be done by students.

Additionally, the teacher used modal ‘can’ to check the students’ understanding. The

formation of the modal directed by the teacher was commonly can + you+ present

verb + object + adverb. Number of cases in the modal form is 7 times or covers 16.67

% from the total of interrogative use. The example is shown below.

Example 24

T13. T: ….Can you mention the activities in the morning? (Can + you+ present verb + object + adverb) Yes, you!

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T14. S1: go to schoolT15. T: go to school, okay, wow great!

From the example above, the teacher asked the students using modal

interrogative form. However, the students responded neither ‘yes, I can’ nor ‘no, I

cannot’. They responded the interrogative by mentioning various activities in the

morning they have learned in English. As the case appeared, the purpose of ‘can’ in

the modal interrogative was to evaluate the progress of the students’ ability in

teaching-learning process.

2. Non-modal Interrogative

Non-modal interrogative is the type of interrogative which were commonly

presented in 5W+1H questions and yes/ no questions. It appears 35 times or covers

83.34% in the interrogative use. The form used in the classroom is exemplified

below.

Example 25

T41. T: Stop! We have food, we have drink, we have…eee vegetable. Do you know vegetable? (I.e. Mention the vegetables!)

T42. S: Yes. T43. T: Yes. Okay!

The teacher sometimes raised yes/ no question by ommiting do/ does. If it was

the interrogative, the teacher would raise their intonation and the students responded

to the question well just by listening to what the teacher might ask to them. The

example is shown below.

Example 26

T338. T: That’s right A! number five? Number five? Yes girl, you want to answer? (I.e. Please answer it!)

T339.S: E. (Students chose E for the correct answer.)

29

T340. T: E! How about it? Number six? Picture number six. Tasya, your answer is? Tasya, number six.

Interrogative is the one of the various forms of directive. It is the form of the

sentence for asking questions functioned as directives. There were two types of

interrogative: modals and non modals. As shown in table 3, it was found that the

teacher directed the students using non-modal interrogative more frequent (35 times)

rather than modals interrogative (7 times).

Table 3: Forms and Frequency of Interrogative Use in the Classroom

No. Forms Frequency

1. Modal interrogative 72. Non-modal interrogative 35

TOTAL 42

C. Declaratives

1. Embedded Agent

Embedded agent is the type of declarative which requires the agent (usually

‘I’) followed by verb. Embedded agent As Holmes (1983) revealed that the agent and

the required activity are explicitly explained in the main clause introduced by ‘I want’

or ‘I’d like’. It appears 12 times or 54.55 % from the total of declarative use in the

classroom. Example:

Example 27

T212.T: I want to divide you into four groups to make activity in the morning, in the afternoon, and at night (i.e. I want the students to list down the activities in the morning, afternoon, and evening) okay.

T213.S: Bagi kelompoknya miss? T214.T: C’mon c’mon into group c’mon.T215.S: (the students made group of four.)

30

2. Hints

Hints as the declarative is used when someone say or suggest something to

others without telling the purpose directly. In the classroom interaction, hints were

used for 10 times or covered 45.46 % from the total of declarative use. In the data

obtained, the function of hints was to praise and give the positive feedback to students

as exemplified below.

Example 28

T47. T: All smile, like a wise, smile smile. (I.e. Be active!) I want to repeat once again. Ryo! Louder, okay?

T48. S: louder!T49. T: Thank you. Good morning, good morning…. Once again, louder and faster.

One, two, three.

The teacher addressed the directive explicitly but it was quiet clear statement.

In this case, the students needed to interpret the teacher’s expectation, examples:

Example 29

T285. T: If you want to ask something, raise your hand. I forget your name. ( I.e. Please mention your name again.) okay, c’mon, this one first, this one first…

T286. S: Mis, what about this one?T287. T: yes, this one and work in your book.

Example 30

T137. S: (The students red on the slides.)T138. T: I do not hear you. (I.e. mention the answers with louder voice!) Do again!T139. S: (The students red on the slides.)T140. T: again..T288. S: (The students red on the slides.)

From the example 29 and 30, the teacher directed the students by using the

declarative statement. He avoided imperative and interrogative and replace it into the

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declarative. It can encourage the students to imply what the teacher expected from

them during classroom activities.

The forms of declarative are divided into two types. They are embedded agent

and hints. Declarative is the least used by the teacher in the data. However, there were

some appeared cases which can be categorized as the declarative forms. In the present

study, it was found that the teacher was more frequent to use embedded agent (12

times) rather than hints (10 times).

Table 4: Forms and Frequency of Declarative Use in the Classroom

No. Forms Frequency

1. Embedded agent 12

2. Hints 10

3. TOTAL 22

Distribution of Percentages of Directive Use

81%

13%

7%

Percentages of Directive UseImperative Interrogative Declarative

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Based on the chart above, imperative is the most frequently used by the

teacher which covers 81%, interrogative covers 13%, and the least use is declarative

which appears just 6% from the total of directive uses.

DISCUSSION

The findings reveal that the teacher addresses various directives to the

students for some purposes. The teacher completely addresses various forms of

directives using imperative, interrogative, and declarative forms. Since this

observation is carried out in a big class, the teacher can address the directives both to

individuals and groups. Moreover, the teacher succeeded to foster students in learning

English and students also enjoy learning English with the teacher. Additionally,

students in the classroom are familiar with the teacher directives without having any

difficulties. Some of them respond well to the teacher’s directives without asking the

teacher to repeat the directives. They also perform the teacher’s directives as they

understand that it is also the part of classroom processes.

The Frequency of Directives Use

The most frequently used in the classroom are imperative. Based on the data

obtained, the teacher is more often addressing verb-ellipsis (134 times) rather than

base form of verb (101 times). Verb ellipsis takes the major part in the imperative

use. Verb-ellipsis can be the most frequent in addressing imperative because it is

easier for the teacher to direct the students just by calling or mentioning what is stated

in the previous directives. For instance, the teacher addresses the students “See the

picture!” for the first picture, but for the next picture, he just mentions “This one” or

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calls the student’s name without repeating the imperative form or another directive

form. If the students perform the previous instruction well, the teacher will repeat the

verb-ellipsis form. According to Pinter (2006) , one of the main aims of teacher’s

expectation is the necessary of teacher-students interaction which related to the ability

of young learners’ communication development in second language. Therefore, they

can understand and respond to the basic English instructions and also be able to

communicate about interesting topic with others (p. 38).

Another interesting part is found in the interrogative forms. The teacher uses

non-modal interrogative (35 times) more often than modal interrogative (7 times). In

the modal interrogative, the teacher always uses the modal ‘can’ to address the

interrogative directive. ‘Can’ in the interrogative directive is usually addressed when

the teacher wants to review and check the students’ understanding regarding to the

subject material. The data shows that the teacher also adds ‘please’ after the modal

interrogative form, such as “Can you get one more please?”. ‘Please’ is added to

reduce the social distance between teacher and students in the informal interaction.

(Holmes, 1983)

The teacher rarely uses declarative forms in the classroom. The declaratives

used in the data is also difficult to apply in the classroom. The teacher does not want

to address declarative forms frequently because the students are not familiar with this

form. As young learners, they still lack of experience in understanding and

responding declarative directive.

34

Action Response Imperatives are commonly responded by actions. When the teacher addresses

imperative such as “Clap your hand!”, “Move your bag!”, “Sit down!” etc, the

students can respond by performing the action appropriately. The fastest imperative is

shown when the teacher addresses “Raise your hand” to the students. “Raise your

hand” is the most frequently addressed by the teacher when the teacher asks to the

whole students regarding the material. The purpose of addressing “Raise your hand!”

to the students is to encourage students’ enthusiasm and involves the students’

participation to join the classroom activities. This imperative is easy to be adjusted by

the students. As the result, the students are familiar with this imperative and the

teacher is likely to repeat ‘Raise your hand!’ as the sign for asking students’

participation in the classroom. Other imperative forms which have similar function

with “Raise your hand” such as “Clap your hand!”, “Sing together!”, “Repeat

together!”, “Read together!” and “(Singing) louder and faster”,

The action response can be followed by other response. In the example below,

the students respond to the teacher’s imperative by performing both action and verbal

response simultaneously.

Example 31

T43. T: Oh! Something trouble. Everybody must sing a song, c’mon, clap your hand, clap your hand!

T44. S: (The students sing the song and clapping their hands).

The teacher asks the students to clap their hands. Then, the students clap their

hands and sing the song. In the example above, the teacher not only addresses the

35

students to clap their hands, they also perform the other response (singing the song

together).

The teacher also directs the students by addressing imperative more than one

imperative in the statement. By this case, the students need to perform more than one

response, for example:

Example 32

T375. T: …Listen, read first, c’mon! no writing, read first! (students almost finish their practice) yes finish?

T376. S: Yes.

Verbal Response

Imperative and interrogative is the forms which commonly followed by verbal

responses. In the imperative-verb ellipsis, the teacher usually calls the students’

name, repeats the ellipsis form, and lets the students to respond the teacher’s

instruction. Some students may understand the instructions correctly because they are

closely attached to the classroom situation and regulations. For instance, when the

teacher called a student named ‘Fanya!’, then the teacher implies that she has to

mention the activity based on the previous directive. It can be concluded that even if

the imperative form is not mentioned in the directives, the students are still aware of

the essence of the imperative. In addition, the teacher often addresses imperative-base

form of verb and imperative-verbs ellipsis form due to the students’ level of English.

Yes/ No Question Response

Concerning the interrogatives in the data, it is found that the teacher also uses

direct interrogatives to students with this form by omitting do/ does in yes/ no

36

question followed by the rising intonation. Quillis (1993, as cited in Alvord, 2009)

stated that interrogative is different from declarative since people emphasize the

rising intonation as the interrogative and falling intonation as the declarative.

In teacher-students interaction, the students do not only say ‘yes/ no’ in

responding the questions, they also respond the teacher’s question using various

answers. For instance, the teacher asks ‘name of food?’, and then some students

answer ‘yes’, the others answer ‘no’ or mention the other fruits to express their ideas.

By omitting do/ does in the interrogative, students know what the teacher means to

say. Some cases show that this happens because the teacher prefers to direct the

students simply since it would take much time for him to consider the suitable

grammar pattern to adjust in his utterances. As the result, when he wants to ask ‘what

is the name of the food?’ he just says ‘the name of food?’

When the teacher asks with the interrogative-modal form such as “Can you

mention the activities in the morning?” and “Can you give me the example of

animals?”, the students do not answer “Yes, I can” or “No, I cannot”. They respond

the question by mentioning the answer directly, as exemplified below.

Example 33

T13. T: I want to ask you, what are the activities in the morning? For example, take a bath, eat breakfast, can you mention the activities in the morning? Yes,

you!T14. S1: Go to schoolT15. T: Go to school, okay..wow great!T16. S2: Making breakfastT17. T: Making breakfast, wow great!

37

Group Responses

Besides addressing the directive to the individuals, the teacher also addresses

directive forms in group. The directive can be directed to the listeners (students) and

both the listeners and the speaker (the teacher). The directive which is directed to the

group of students does not involve the teacher to take part into the directive. As the

speaker, the teacher addresses the directive to get to know about the students’

understanding and their response. The teacher also positioned himself as the leader

higher than the students and takes the control of the students in the classroom

activities.

The directive also can be directed both to the students and the teacher. Since

the directive is addressed for the students, the teacher as the speaker also involves to

the directive. The participation of the teacher can be shown as the example below.

Example 34

T283. T: If you have finished, let us discuss together (the teacher calls the student’s name). You do in your book, okay, you can using a pencil or a pen, you can using pencil or pen.

T284.S: (Doing the assignment in groups).

In the example 34, the teacher says ‘together’ to emphasize that he also wants

to involve to the directive response. In other words, the teacher is also the speaker

who responds himself and also takes the part in stimulating the students to respond

the directives. As the result, both of teacher and the students have the same position

in responding the directive.

The characteristic of teacher can explain the directive frequency. The teacher-

students interaction will be effective when the students are familiar with the teacher’s

38

characteristic and vice versa. It can benefit the teacher to use the directive frequently

so that the students can respond the directives based on their understanding.

CONCLUSION AND SUGGESTION

In the following section, the writer will cover the conclusion and suggestion

of the study.

Conclusion

Directive Frequencies

Finally, the writer concludes that teacher directive is the teacher’s speech

which has the function to direct the students as the listeners to do something. There

are three types of teacher’s directive: imperatives, interrogatives, and declaratives.

The teacher frequently addresses the imperative and the interrogative. The teacher

also addresses the directives completely to the students in groups or individuals. Not

only the students, but also the teacher takes part in responding the teacher’s directive.

There are six types of imperative which are base form of verb, you +

imperatives, present participle form of verb, verb-ellipsis, imperative + modifier, and

let + first pronoun. The teacher addresses base form of verb with two types: base

form of verb with direct object, such as ‘raise your hands!’, ‘clap your hands!’, and

‘move your bag!’, and without direct object such as ‘stop!’, ‘wait!’, and ‘finish!’.

Additionally, the teacher also addresses base form of verb with phrasal verbs such as

‘hurry up!’, ‘sit down!’ and sometimes add ‘again’ after base verb and phrasal verb.

In you + imperative form, the teacher used to repeat and emphasize the imperative

such as ‘you drink first, drink first’. In present participle form, the teacher rarely uses

39

this form. He just called three times to show this form as imperative, such as ‘talking’

and ‘drinking’. On the other hand, verb ellipsis is the most frequently use in

classroom. In verb ellipsis, the teacher usually addresses the students by calling ‘you’,

the student’s name, and students’ genders. In addition, the teacher also directs the

students which require them to imply the directive, such as ‘Dinya, louder and faster!’

means ‘Dinya, sing a song louder and faster!’. In the imperative + modifier, the

teacher usually modifies the imperative with ‘please’, ‘okay’, and ‘right’, such as ‘sit

down please.’. In let + first person pronoun, the teacher usually addresses this from as

functioned to suggest the solidarity to the whole students, for example when the

teacher asks the students to answer the question together by saying ‘let’s answer this

one together.’

The teacher addresses the imperative which includes base form of verb (101

times), you + imperative (11 times), present participle form of verb (3 times), verb-

ellipsis (134 times), imperative + modifier (14 times), and let + first person pronoun

(5 times). The most frequent in the imperative use is verb ellipsis and the least is

present participle form.

There are two types of interrogative: modals interrogative and non modals

interrogative. Modals in the interrogative are used to express the ideas. The data

reveals that the teacher does not use another modal form except ‘can’. The modal

forms addressed to the students to check the understanding of students or review

about the previous material. The example of the modal in the data is ‘can you

mention the activities in the morning?’. Non modals are commonly presented in 5W

+ 1H and yes/ no questions such as ‘do you know vegetable?’ which implies that

40

‘mention the vegetables!’. The teacher sometimes deleting do/ does when asking the

teacher just by raising his pitch. In interrogative forms, the teacher addresses the

interrogative more frequent in non modal forms (35 times) rather than modal forms (7

times).

Declarative are categorized into two forms: embedded agent and hints.

Embedded agent is more frequently used rather than hints. It is usually explained in

the main clause ‘I want’ or ‘I’d like’. However, hints are directed to suggest someone

to imply what the speaker says. In teacher-students interaction, hints are addressed to

give the positive feedback to students. Embedded agent appears12 times more

frequent rather than hints which appears 10 times. In the distribution of percentages

in directive use, the imperative covers 81%, interrogative about 13%, and declarative

about 6%.

Directive Response

There are two types of responding the teacher’s directive. They are action

response and verbal response. The action response is directed when the students

respond the teacher’s directive by performing the action. For instance, the teacher

addresses “Raise your hand!” to the students. Then, the students raise their hands to

follow the teacher’s directive. Teacher’s directives which have similar functions is

responded by action response such as “Clap your hand!”, “Sing together!”, “Repeat

together!”, “Read together!” and “(Singing) louder and faster”. The action response

also can be followed with more than one response, for example when the teacher asks

41

the students to clap their hands. Then, the students clap their hands (the action

response based on the teacher’s directive) and sing the song (as the other response).

Verbal response is usually addressed with the imperative and interrogative.

The verbal response can be shown in the imperative-verb ellipsis when the teacher

calls the name of students, then the teacher implies that she has to mention the

activity in the previous directive.

It is found that the teacher also uses direct the interrogatives to students by

omitting do/ does in yes/ no question followed by the rising intonation. The students

do not only say ‘yes/ no’ in responding the questions, they also respond the teacher’s

question using various answers.

The teacher addresses directive forms in groups which can be directed to the

listeners (students) and both the listeners and the speaker (the teacher). As the

speaker, the directive which is directed to the group of students does not involve the

teacher to take part into the directive. In this case, the teacher is the leader of

classroom activities who takes part to control students to do something. On the other

hand, the teacher also involves to the directive and also takes the part to stimulate the

students to respond his directive. As the result, both of the teacher and the students

have the same position to respond the directive. The teacher also participates to do the

classroom activities together with the students.

The level of students’ understanding has the important role in the context of

teacher-students interaction. If the teacher is familiar with the classroom situation and

the students are interested on the teacher’s characteristic, there will not be any

42

difficulties to adjust the directives to students as long as they can understand and

respond it to the teacher.

Suggestion

Based on the result of the study, the teachers are hoped to use various

directives as the instruction in the classroom because the students have many

different characteristics, some are active students and the others are passive. In

addition, the teacher should be able to ensure the students that they understand the

instruction. Since the students are young learners who acquired English as the foreign

language, the teacher can also introduce some vocabularies that are mentioned in the

form of directives combined with total physical response (TPR). The teacher can

address the imperative such as ‘sit down’ to the students and the teacher also shows

the act of sitting. The teacher can repeat the instruction every day until the students

are familiar with such kinds of instruction.

Since the teacher teaches English for young learners, it also affects the

language competence of students. Hopefully, the teacher can address the directives

with clear explanation to the students. The teacher can simplify the directives by

adjusting and making some variations to the imperative, interrogative, and declarative

forms. If the teacher understands his students’ language competence in classroom, his

expectation in addressing directives can be realized easily in the classroom activities.

The data collection is also very limited in sources and participants. The writer

hopes that there will be more participants and teachers with different school or level

of English for the next study. The data are just based on the result of the observation.

43

Hopefully, it will be other mixed methods which can be benefited for investigating

the use of directives in EFL classroom both qualitatively and quantitatively. There

will be many ways for the teacher to teach English as foreign language and it affects

the EFL teacher to explore many types of directives for teaching and learning

process. Due to this case, the writer also hopes that there will be more theories and

findings which can be benefited for the next study about teacher’s directives.

The sources which I covered in this data were just focused on the Holmes’

teacher directive theories. Furthermore, the other related theories are needed to

investigate the other types and functions of the teacher directive. For further

suggestion, it might be better to observe the directives frequently for different

teachers because every teacher has their own uniqueness when they interact with their

students in teaching and learning activities.

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