The Structure of Teacher’s Directives of the English Lecturers of Muhammadiyah University Semarang

Register Journal. 2016;4(2) DOI 10.18326/rgt.v4i2.458

 

Journal Homepage

Journal Title: Register Journal

ISSN: 1979-8903 (Print); 2503-040X (Online)

Publisher: IAIN Salatiga

LCC Subject Category: Language and Literature: Philology. Linguistics: Language. Linguistic theory. Comparative grammar

Country of publisher: Indonesia

Language of fulltext: English

Full-text formats available: PDF

 

AUTHORS

Rr. Dewi Wahyu Mustikasari (English Department of Educational Faculty State Islamic Studies Institute (STAIN) Salatiga Jl. Tentara Pelajar No.2 Salatiga, Central Java, Indonesia)

EDITORIAL INFORMATION

Peer review

Editorial Board

Instructions for authors

Time From Submission to Publication: 28 weeks

 

Abstract | Full Text

Teacher’s directive is an interesting item to discuss since it can be elaborated into command, order, request, and advice. Furthermore, it can be developed that teacher’s directive has several structures. The structure of teacher’s directives can be classified into three kinds: imperative, interrogative, and declarative. I would like to discuss about the various forms by which directives are realized in the classroom in this study. The subjects of the study were 10 English lecturers of Muhammadiyah University Semarang. The instrument of the study is DCT questionnaires, which is consisted of 10 certain situations. The result shows that most of the subjects of study prefer to produce declarative with 74 utterances (50%). Second, they choose imperative with 50 utterances (34%). Next, they construct interrogative with 23 utterances (16%). Declaratives provide powerful directives than the other types. Declaratives gain an explicit expression. Teachers like to use declaratives, since declaratives are understandable. It will minimize the misinterpretation from the students.