Sumarti, Sumarti and Mulyanto, Widodo and Iing, Sunarti The Fulfilment of Student’s Deficiency Need by Teacher’s Directive Speech Act Strategy Abstract—. 4th PRASASTI International Conference on Recent Linguistics Research (PRASASTI 2018) Copyright © 2018, the Authors. Published by Atlantis Press. This is an open access article under the CC BY-NC license (, 166 (8). pp. 434-439. ISSN part of series: ASSEHR, ISSN: 2352-5398

WarningThere is a more recent version of this item available.

Download (2MB) | Preview
Official URL:


Abstract—There are many studies on directive speech act from politeness perspective. However, those studies only focus on speaker’s perspective such as the form of speech, speech act strategy, and contextual influences on speech act choices in interpersonal relations.The attention which is relatively less given is on the effects of speech on interlocutor, particularly their reaction and response. Therefore, this paper of study result give the effects of speech act on interlocutor in instructional or learning context, particularly the effects of teacher’s directive speech act strategy on student’s emotional response/affective color. Each student has deficiency need, such as love, affection and self esteem as the basic needs which should be fulfilled in advance before growth need. Student who feels not being loved and respected will not has strong motivation to achieve the goal in growth need. Student who feels being loved and respectedwill like to study, creative, and optimal in self actualization. This study use qualitative-phenomenology research design and data collection technique through observation, recording bug, questionnaire and interview; whereas data analysis through heuristic analysis, domain and taxonomy. The result of study showed that the communication function of directive speech act strategy used by Bahasa Indonesia teachers consist of commanding, requesting, forbidding, suggesting, asking, and inviting which are realized directly and indirectly. Teacher’s directive speech act strategy which get positive affective response from students are (a) direct speech, (b) contain praise(c) use greeting as sign of love and name, (d) avoid the use of words saya and kamu, (e) involve speaker and interlocutor in activity, (f) use the sign of polite request, (g) contain joke, (h) consider interlocutor’s desire, (i) strive for agreement, and (j) indirect speech. Teacher’s directive speech act strategy which get negative affective response from students are speech which (a) indirectly contain irony, (b) greet with interjection, (c) compare, and (d) contain denunciation. Affective color as emotional sign much influence cognitive learning process, motivation, and class interaction. This emphasize the importance ofteachers to do emotional regulation in classroom. Through directive speech act strategy which is good and effective, teacher maintain students emotion to be always positive, namelyhappy, glad, and enthusiastic in learning. Keywords—deficiency need; directive speech act; affective color response; heuristic analysis

Item Type: Article
Subjects: L Education > L Education (General)
Divisions: Fakultas Keguruan dan Ilmu Pendidikan (FKIP) > Prodi Pendidikan Bahasa dan Sastra Indonesia dan Daerah
Depositing User: SUMARTI
Date Deposited: 14 May 2019 08:12
Last Modified: 14 May 2019 08:12

Available Versions of this Item

Actions (login required)

View Item View Item