Student Directive Speech Acts to Teachers and Peers in Arabic Language Learning

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Introduction
Social interaction in Arabic learning classes reflects the cultural and linguistic complexity embodied in the learning process.In this context, speech acts become the main window to understand the dynamics of communication between students and teachers and between fellow students. 1The focus on student speech acts to teachers and peers is crucial, as this not only reflects individual involvement in learning, but also affects the overall atmosphere in the classroom. 2e interaction between teachers and students is one of the key aspects that affect the learning process.Not only is this interaction a tool for transferring knowledge, it is also a place where various language actions take place. 3One form of language action that often appears is the act of student speech to the teacher. 4is action reflects how students communicate, express, and interpret the learning material delivered by the teacher.So in this context, student speech acts to teachers become an integral part of class dynamics.
In addition, in the same context, interaction between students is also one of the foundations for a deep understanding of the subject matter.Among these various forms of interaction, students' speech acts to peers also play a significant role. 5This phenomenon not only reflects daily communication in the classroom, but also illustrates how students support each other and learn collectively.
Therefore, in the context of Arabic language learning, one type of speech act that is interesting to be examined is the directive speech act between students to teachers and students to peers.Speech act is one of the concepts in pragmatics that studies actions performed through language.While directive speech acts are types of speech acts that give directions, requests, or commands to the interlocutor. 6In the context of learning, directive speech acts become relevant because they relate to the interaction between teachers and students in achieving learning objectives. 7 Understanding how students use directive speech acts in Arabic learning can help teachers identify students' difficulties or needs in understanding learning material. 8 So that this understanding will help teachers in designing more effective learning strategies.
Bach and Harnish categorize directive speech acts into six main categories, namely: 1) Requestives, 2).Questions, 3) Requirements, 4) Prohibitives, 5) Permissives, and 6) Advisories. 9In every communication context, directive speech acts aim to direct the behavior or actions of other people according to the needs, goals or norms that apply in the situation.
In this context, there have been several studies that have examined speech acts in the context of language learning, but not many studies have specifically examined students' directive speech acts to teachers and peers in Arabic language learning. 10The importance of understanding students' speech acts is not only limited to improving communication efficiency, but also to hone their language skills in communicating in the learning process.This article will discuss some key aspects of student speech acts in the context of Arabic language learning.Noting the important role speech acts play in classroom interactions, this article will explore how students direct conversations to teachers for help or clarification as well as how student-peer interactions affect their learning.Through this analysis, it is hoped that we can dig deeper into effective learning strategies and build an inclusive and supportive classroom environment for all students.

Method
This study aims to analyze students' directive speech acts to teachers in Arabic language learning at Darurrahmah Islamic Boarding School Bogor.This research is a descriptive qualitative research and utilizes Miles and Huberman's techniques in analyzing the data. 12The series of data analysis includes the process of data collection, data reduction, presentation and conclusion.The data obtained were analyzed based on Bach and Harnish theories related to directive speech acts. 13e data collection technique used in this study was passive participation observation by not directly participating in field observation.The data in this study are all directive utterances delivered by students to teachers in the classroom during Arabic language learning.Furthermore, researchers classify the data using tables of data collection instruments based on indicators and sub-indicators in theory related to directive speech acts on the theoretical basis.

Discussion and Result
Based on the data obtained, the researchers found several types of students' directive speech acts to teachers and peers in the Arabic learning process of grade XII students of Darurrahmah Islamic Boarding School Bogor consisting of: 1) Requestives Speech Act used when asking, encouraging, and inviting, 2) Questions used when asking, investigating, and invoking, 3) Requirements used when giving orders and instructing, 4) Prohibitives used when prohibiting, 5) Advisories used when suggesting, and 6) Permissives used when asking permission.

Student Speech Act to Teacher
Requestives Speech Acts are attempts to ask for something to the interlocutor. 14The following is an example of a directive speech act for grade XII students of Darurrahmah Islamic Boarding School Bogor in Arabic learning: Data 1.Ask for help "Can you help me complete this exercise, sir?" Data 2. Encourage discussion students hope to gain a better understanding of the subject matter being studied.
The implication of this speech act is the opening of opportunities for students to get additional explanations or assistance from teachers in overcoming the difficulties faced.Data (2) includes Promptives Speech Acts of encouraging.The context is in the classroom, when students have not understood the explanation of the material given by the teacher, but the lesson time has run out.The purpose of this speech act is to make a request to the teacher so that the material that has not been understood can be discussed further on the next meeting. 16Thus, students hope to gain a better understanding with sufficient time.The implication of this speech act is to provide opportunities for students and teachers to schedule further discussion of hard-to-understand material.

Student Speech Act to Peers
Data 3. Inviting to learn together "Why don't we study together after resting?"Data (3) includes Requestives Speech Acts of inviting.The context is within the context of learning, after a class break.The purpose of this speech act is to encourage cooperation and collaboration between classmates in learning the subject matter. 17By inviting classmates to study together, students hope to help each other and strengthen their understanding of the material being studied.The implication of this speech act is that it opens up opportunities for students to share their knowledge, experience, and understanding of the subject matter. 16Stephen C Levinson, Pragmatics (Cambridge University Press, 1983

Questions Speech Act
Question speech act is the use of questions to obtain information or ask for a response from the interlocutor.18The following is an example of a directive speech act for grade XII students of Darurrahmah Islamic Boarding School Bogor in Arabic language learning: Student Speech Act to Teacher Data 4. Asking about Learning Materials "Can you explain the meaning of this word in the text, sir?" Data 5. Investigating Complex Concepts "Why is this linguistic pattern used in this context, sir?" Data (4) includes speech acts of questions by asking.The context is in the classroom, when students ask for help from the teacher to understand the subject matter being studied, especially the meaning of a word in the context of the text.
The purpose of this speech act is to gain a better understanding of the subject matter by asking for an explanation or clarification from the teacher. 19By asking these questions, students hope to overcome any confusion or difficulties they face in understanding the text being studied.The implication of this speech act is that it opens up opportunities for students to get additional explanations or help from teachers in overcoming comprehension difficulties.
Data (5) includes Questions Speech Act of investigating.The context is in the classroom, when students want to understand a complex concept or linguistic pattern used in a particular text or situation.The purpose of this speech act is to gain a deeper explanation or understanding of the linguistic concepts or patterns used in a specific context. 20By asking these questions, students hope to clarify and better understand the choice of language style or sentence structure used in a particular context.The implication of these speech acts is that they provide opportunities for students to investigate more complex or in-depth concepts in their learning.

Student Speech Act to Peers
Data 6.Inviting to discuss "What do you think of this idea?"Data 7. Investigating Different Perspectives "Do you agree with the opinion he expressed just now?" Data (6) includes inviting speech acts.The context is in a discussion or debate situation, where someone wants to hear the opinion or response of the discussion opponent to an idea or idea being discussed.The purpose of this speech act is to encourage the opponent to actively participate in the discussion by giving their opinion or perspective on the ideas being discussed. 21By asking these questions, the speaker wants to hear the opinions or responses of the discussion opponent to enrich the discussion and expand existing points of view.The implication of this speech act is the.The implication of this speech act is to create active interaction between the speaker and the discussion partner in a discussion or 20 Septia Uswatun Hasanah, "Tindak Tutur Direktif Guru dan Siswa pada Pembelajaran Bahasa Indonesia Di Sekolah Menengah Pertama (SMP)," Jurnal Kajian Bahasa dan Sastra 1, no. 2 (2019): 51-56.
21 Agustina Darwis, "Tindak Tutur Direktif Guru Di Lingkungan SMP Negeri 19 Palu: Kajian Pragmatik," Bahasa dan Sastra 4, no. 2 (2019).http://jurnal.untad.ac.id/jurnal/index.php/BDS/article/view/12236.debate.Data (7) includes speech act investigating questions.The context is also in a discussion or debate situation, where someone wants to know whether the opponent agrees with the opinion that has been expressed.The purpose of this speech act is to investigate different perspectives or points of view in the discussion by asking questions about agreement with the opinions that have been expressed. 22us, the speaker wants to get a better understanding of the point of view of the opponent of the discussion and broaden their horizons on the topic at hand.The implication of this speech act is the creation of opportunities for speakers and discussion partners to understand each other and appreciate different perspectives in the discussion.

Requirements Speech Act
Requirements speech act is an attempt to set obligations or give orders to the interlocutor. 23 "Excuse me sir, explain to us the main points in this topic" Data (8) includes Requirements Speech Act of directing.The context is in the classroom, when students ask for help from the teacher to understand the main points or key concepts in a learning topic.The purpose of this speech act is to ask
). 17 Muhamad Mukhroji et al., "Pragmatic Forces in the Speech Acts of EFL Speakers at Kampung Inggris,

Student Speech Act to Teacher
The following is an example of a directive speech act for grade XII students of Darurrahmah Islamic Boarding School Bogor in Arabic language learning: