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

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.


Introduction
Teacher is the center of attraction in the classroom, since he plays an important role in the classroom. Based on Brown (2001: 166-168) there are several kinds of the roles of teacher, namely teacher as controller, teacher as director, teacher as manager, teacher as facilitator, and teacher as resource.
It is in line with the opinion of Holmes (1993: 97) that ³7KH WHDFKHU-pupil relationship is asymmetrical one; the teacher is the older and more knowledgeable than the pupils. The teacher is expected to be in control, to preserve an appropriate social distance from pupils, and to instruct and inform the children: to teach them the body of facts and VNLOOV WKH VRFLHW\ YDOXHV ´ Building communication with the students, it could be interesting and tricky at the same time. This situation could happen because the students might have different interpretations when teacher produces utterances. Using the spoken meaning, the speaker and the listener can negotiate the meaning, so the understanding of communication is negotiable; depend on the context in which the communication takes place (context dependence) and the shared knowledge of two parties (Eggins, 1994:56²57). As it is negotiable, the oral communication usually uses the un-grammatical form. Teacher communicates with the students not only produces utterances containing grammatical structures and words, but also produces the action. Actions performed by utterances are called speech acts (Yule, 1996:47). There are three kinds of acts: locutionary act, illocutionary act and perlocutionary act.
The three acts perform difference functions. According to Yule (1996:48) locutionary act is a basic act of utterance, or producing a meaningful linguistics expression. The locutionary act is an act of saying something that has a meaning. The second is illocutionary act. It refers to the performing act which not only has a semantic meaning, but also a force of utterance. The last is perlocutionary act. It is an utterance which has an effect to the listener.
Meanwhile, Leech (1993:316) claims that the locutionary act as an act (to say something), locutionary act as an act which committed by producing an utterance (like promise, predict, etc), the perlocutionary act as an act produced by an effect of locutionary and illocutionary act.
Searle mentioned on Rani that there are five acts for describing the illocutionary acts: declarations, representatives, expressives, directives, and commissives. Directives are kinds of speech acts that used by the speakers to get or ask someone else to do something. They express what the speaker wants.
They can be a command, an order, a request, an advice (Rani, 2004:162 directives, which is restricted in the analysis of utterances intended to elicit a non-verbal response, to get the students to do but not say something. The aim was to describe the various forms by which directives are realized in the classroom. The finding was the directives were divided into three categories: imperative, interrogative, and declarative.
In this study, I would like to discuss about the various forms by which directives are realized in the classroom. Teacher produces directives such as command, order, request, and advice. The purpose of the act is to get the students to do certain activities.

Subject, instruments, and procedures of data collection
The subjects of the study were 10 English lecturers of Muhammadiyah University Semarang. I conducted this study in the year of 2010. There were five female and five male lecturers who have various ages and social background. I did not involve as the subject of study during the collection of data.
The instrument of the study is DCT questionnaires. It consisted of 10 certain situations, it followed by blank spaces on which the subjects asked to JLYH UHVSRQVHV IRU WHDFKHU ¶V GLUHFWLYHV. The English lecturers have to imagine that the speakers in the real life interactions, for example:

Situation 1
You are preparing to enter the class to teach your students. There are some of the students are seating out side of the class. You want your students to enter the class. For the procedures, during the data collection, I gave the subject of study the DCT questionnaires. They had to answer the questionnaires in English, since they teach English. It took more than one week to get the data.
They answered the questionnaires on the paper sheets.

Data Analysis
I analyzed the data using the opinion of Holmes (1993: 98-107  (2) Let's enter the class.
Situation 2: do not want Ahmad to join your class (3) I'm sorry. As our agreement, you may join the class next week.
(4) Sorry, I can't let you join my class.
Situation 3: want to tell both of them to stop talking and listen to your explanation (5) Excuse me, would you share your discussion with us? (Implied 'stop talking') (6) Guys, can you stop talking?
Situation 4: want your student to get the eraser on the administration office (7) Can somebody do volunteering to take an eraser?
(8) Please go to the administration office and ask an eraser to Mrs. Wati.
Situation 5: want the students to make the assignment and submit the assignment today (9) I would like you to make the assignment and submit it today! (10) I want you to do the assignment in class and submit it today before 12.00.
Situation 6: want the students to answer the question and write the answer on the board (11) Ahmad, now you answer the question and write it on the board.
(12) Fika, please write your answer in the board.
Situation 7: want to motivate Heru that he should spend times to study or he will fail (13) Heru, I need you to study hard to pass this semester.
(14) I don't want to see you fail this semester.
Situation 8: want the students prepare and study the selected chapters for the final-semester test.
(15) Ok, please prepare yourself for your next exam.
(16) Study harder than before, please! Situation 9: want to tell the students that there is a punishment for them if they broke your rules (17) For those who discussing and opening the book will be punished.
(18) I will kick you out if you discuss it with your friends. (20) Bambang, close your book and plaese submit your paper and leave the class (Implied 'stop cheating').

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directives that is taken from the data:

Imperatives
The subject of the study liked to use this form, eventhough it took for about 34% of the data. They constructed this form, since it is relatively explicit. -Don't try to do that because I can anlayze it well.
-Don't forget to study the selected chapters.
-Study hard and good luck! b. You + imperative, e.g. You just see the picture.
This form had the same frequency of occurrences from the previous

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students and the individual student. The examples are: You may leave this class after doing those things (addressing individual student).
Ahmad, now you answer the question and write it on the board (addressing individual student).
You can continue your discussion later, after the class finish (addressing small group of students).
You should prepare for your next final exam (addressing all of students).
You have to be confident with your own answer (addressing all of students).
c. Present participle form of verb, e.g. looking at me The subject of the study rarely used this third form. I am not sure what is the reason why they rarely used it. On the contrary, this was a kind of unique form that the New Zealanders produced the imperatives, since Holmes found frequently used by them. She found some difficulties to categorize the utterances, but at the end, she made up her mind to classify these utterances into the form of present participle form of verb. The examples of this form from the data are: Discussing and opening the book are disallowed.
Referring to regulation and agreement.
d. Verb-ellipsis, e.g. everybody on the mat This form also seldom used by the subject of the study. The form eliminated the verb and directed to the noun. There is an example of this form: -Let's up stair for the class.
e. Imperative + modifier, e.g. Children looking this way please.
This form occurred frequently in the data of imperatives. Teacher used the post-modifier such as please and OK after the imperatives as suggested by Holmes, but it is not quite often. On the contrary, I found a large number of the imperatives appeared with the form of pre-PRGLILHU 7KH IXQFWLRQ RI ³SOHDVH´ DQG ³RN´ LV WR VRIWHQ WKH GLUHFWLYHV.

It can be clarified by the following examples:
Study harder than before, please! Please go in front of the class.
Ok, please prepare yourself for your next exam.
Please listen carefully.
Please help the class to get the eraser, just ask to the office. Thank you.

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There was a small amount of this form in the data. I found that the subject of the study used this form to suggest solidarity rather than power. As it can be recognized that teacher has a superior position, they tended to use more casual choice of word to the subordinates. The examples are: Let's enter the class.
Let's do that..

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Let's come to the class, its time to start the class.

Interrogatives
It was surprised that the form of interrogatives to convey directives occurred 16 % from the whole data. It happened this way because the subject of the study liked to mention the directives in an explicit way. Bambang, close your book and plaese submit your paper and leave the class (Implied 'stop cheating') Any problem mas? (Implied 'stop talking')

Conclusion
In conclusion, 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