EFFECTIVENESS OF IMPLEMENTING THE SEE AND SAY TALKING GAME WITH A METACOGNITIVE APPROACH TO DEVELOP STUDENTS’ ENGLISH SPEAKING SKILL

Abstract

This study aims to analyze the use of teachers’ directive speech acts in Indonesian language learning for seventh-grade students at SMPN 1 Payung. Directive speech acts are a branch of pragmatics that function to influence the actions of interlocutors according to the speaker’s intentions, including commands, requests, invitations, advice, criticism, and prohibitions. This research employs a qualitative descriptive method with data collection techniques including direct classroom observation, recordings of teacher-student interactions, transcription of utterances, and supporting documentation such as books, journals, and class notes. Data analysis was conducted through four stages: data collection, data reduction, data presentation, and conclusion drawing. The results indicate that teachers use directive speech acts effectively to guide, direct, and motivate students during the learning process. Commands and requests help students focus and participate actively; invitations increase group engagement; advice guides students to take more appropriate actions; criticism corrects mistakes; and prohibitions maintain classroom discipline and order. With consistent application of directive speech acts, students are able to understand the material better, improve language skills, and write more accurately and systematically. The study concludes that teachers’ directive speech acts are an effective strategy in Indonesian language learning, not only regulating classroom interactions but also enhancing students’ academic performance and communication skills.