| dc.description.abstract | This study deals with an analysis of directive speech acts from guidance and counseling teacher‟s utterances during the learning process. It is aims to find out the types of teacher‟s directive speech act on strengthening students‟ characters and the most dominantly of teacher‟s directive speech act on strengthening students‟ characters. The research design of this study is descriptive qualitative. The scope of this study is focus on Directive speech acts. The writer takes the data from guidance and counseling teacher‟s utterances during the learning process. The data of this study are order type serves dominant frequency of all twelve types of directive speech acts. Directive speech acts according to Searle & Vanderveken, (1985:37) state that the directive speech act has the point is to try to get other people to do things. They express what the speaker wants. They are direct, request, ask, urge, tell, require, demand, order, order, forbid, prohibit, enjoin, permit, suggest, insist, warn, advise, recommend, beg, supplicate, entreat, beseech, implore, pray. From the analysis the researcher found the results; there are 148 data or utterances with 12 types of directive speech acts realized as follow: order 21 utterances (14.18%), tell 16 utterances (10.81%), request 15 utterances (10.13%), direct 14 utterances (9.45%), forbid 14 utterances (9.45%), prohibit 14 utterances (9.45%), advice 13 utterances (8.78%), ask 13 utterances (8.78%), suggest 10 utterances (6.75%), urge 8 utterances (5.40%), warn 6 utterances (4.05%), and recommend 4 utterances (2.70%). And the most dominant type of directive speech acts used by guidance and counseling teacher in teaching and learning process is an order with 21 utterances (14.18 %). | en_US |
