Yes. Attentively. Listen to me attentively.

was reversed. The utterance was supposed to be “I have something to do that time”. Thus, the utterance corrected his mistake and told him the right one. The teacher’s utterance belongs to representative with the illocutionary force of correcting because it committed the teacher to something is being the case.

b. Directives

Directives are those kinds of speech acts used by the speaker to get the hearer to do something. During the English teaching and learning process, out of 701data, directives appeared in as many as 440 acts. They were expressed in the form of asking or questioning, requesting, suggesting, ordering, reminding, and warning. The teacher was found to produce more directive type of speech acts compared to the other types of speech acts during the four meetings. In line with the function of directives, she used them to get the addressee, i.e. the students to take some actions for her. It is clearly understandable since in the instructional setting, the teacher had the privilege of becoming the one who holds the power over her students. Moreover, it seemed that she was quite aware that the asymmetrical relation between her and her students did exist. The asymmetrical relation shows that the use of directives by the teacher shows how powerful she was over her students during the teaching and learning activities. The power to control and determine the teaching and learning activity was in her favor. As mentioned earlier, the purpose of directives is to make the addressee do things for the addressor. In classroom setting, the teacher produced directives to get the students do something for her such as responding to her questions. Consequently, the students were obliged to do what the teacher’s desire. The teacher mostly used directives for the purpose of asking some questions to the students. Thus, the students were expected to provide the answers for her. The illocutionary force of asking was performed by the teacher in the form of interrogative. Mostly, she used the illocutionary force of asking for the purpose of elicitation since she already knew the answers for the questions she proposed. The other intentions she had in utilizing directives were to order, request, warn, suggest and remind her students. 1 Asking or Questioning Asking is used for the purpose of getting an answer from the hearer by posing a question. The questioning force also serves function as elicitation. The teacher poses questions to make the students participate actively in the process of teaching and learning. By being exposed to the questions, the students are encouraged to activate their background knowledge of the topic under discussion. Hence, the teacher will be able to identify to what extent the students’ comprehension is. An example of asking illocutionary force is presented below: In this case, the teacher asked the students about the generic structure of recount text. The teacher performed directives because she wanted the hearers, the students, to do something for her; that was answering her question. The illocutionary act performed by her was asking; putting T: Do you still remember the generic structure? Ss: Orientation. M-351903:07-03:10 question to someone to get an answer. Moreover, asking or questioning is typically marked by the use of interrogative form. The conditions of the utterance also constitute the illocutionary force of questioning. First, the teacher has fulfilled the propositional content condition by asserting proposition in which she believed that the students would answer her questions. Second, the preparatory condition specifies that the teacher lack knowledge whether the proposition was true. The teacher did not know if the students remembered the generic structure or not. Third, the teacher genuinely wanted to get the information from the students. Here, she has satisfied the sincerity condition. Lastly, the essential rule was fulfilled since the teacher’s utterance counted as an attempt to elicit the information or to get the answer from the students. Another example of asking is as follows: At that time, the teacher and the students talked about narrative text. First, the teacher initiated the question to test the students’ knowledge about narrative text. The teacher asked the students about the use of narrative. Her utterance is classified as directives. Directives are the kind of speech acts T: What is the use of narrative? There are many kinds of narrative, is it right? Just mention them. What are they? The first we have for example Kancil dan Buaya The Mouse Deer and the Crocodiles. T: So, what is the use of narrative? To? T: To? S: To retell T: To retell? S: To entertain the readers. M-457307:38-07:47