STRUCTURE OF MALE AND FEMALE TEACHERS' DIRECTIVES IN ENGLISH FOREIGN LANGUAGE (EFL) CLASSROOMS AT MAN 2 KUDUS IN THE ACADEMIC YEAR 2024/2025

Tsany, Taj Rani Nabilah (2025) STRUCTURE OF MALE AND FEMALE TEACHERS' DIRECTIVES IN ENGLISH FOREIGN LANGUAGE (EFL) CLASSROOMS AT MAN 2 KUDUS IN THE ACADEMIC YEAR 2024/2025. Other thesis, IAIN SALATIGA.

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	Text SKRIPSI Taj Rani Nabilah Tsany.pdf Download (2MB)
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	Text SKRIPSI Taj Rani Nabilah Tsany.pdf Download (2MB)
	Text SKRIPSI Taj Rani Nabilah Tsany.pdf Download (2MB)
	Text SKRIPSI Taj Rani Nabilah Tsany.pdf Download (2MB)
	Text SKRIPSI Taj Rani Nabilah Tsany.pdf Download (2MB)
	Text SKRIPSI Taj Rani Nabilah Tsany.pdf Download (2MB)
	Text SKRIPSI Taj Rani Nabilah Tsany.pdf Download (2MB)
	Text SKRIPSI Taj Rani Nabilah Tsany.pdf Download (2MB)
	Text SKRIPSI Taj Rani Nabilah Tsany.pdf Download (2MB)
	Text SKRIPSI Taj Rani Nabilah Tsany.pdf Download (2MB)
	Text SKRIPSI Taj Rani Nabilah Tsany.pdf Download (2MB)
	Text SKRIPSI Taj Rani Nabilah Tsany.pdf Download (2MB)
	Text SKRIPSI Taj Rani Nabilah Tsany.pdf Download (2MB)

Abstract

Tsany, Taj Rani Nabilah. (2025). Structure of Male and Female Teachers’ Directives in English Foreign Language (EFL) Classrooms at Man 2 Kudus in the Academic Year 2024/2025. Graduating paper. English Education Department, Teacher Training and Education Faculty. State Islamic University (UIN) Salatiga. Counselor: Rr. Dewi Wahyu Mustikasari, S.S., M.Pd., Ph.D. Understanding how teachers use different types of directives in the classroom— commands, requests, advice, and orders—is crucial. This study examines the types and functions of directives used by male and female English teachers in classroom interactions, focusing on their linguistic forms, pragmatic purposes, and potential gender-based variations. Using a qualitative approach, the research analyzes teacher utterances to categorize directives into three primary forms according to Holmes’s (1993: 98-107) opinion: declaratives (e.g., performatives, obligation modals), imperatives (e.g., base verb commands, collaborative "Let's" structures), and interrogatives (e.g., feasibility questions, suggestory formulas). Three teachers of English Foreign Language (EFL) Classroom at MAN 2 Kudus were the subject of the study. The Discourse Completion Task (DCT) questionnaire was the instrument of the study, which consisted of 15 scenarios containing utterances predicted to be uttered by teachers during the teaching process. The findings reveal distinct patterns in potential directive usage between the male and female English teachers in the scenarios. The Male teachers predominantly employed authoritative and rule-oriented directives, such as explicit performatives ("You must submit on time") and obligation modals ("You should participate"), emphasizing clarity and compliance. In contrast, female teachers more frequently used inclusive and suggestive directives, such as permission modals ("Can we start?") and collaborative imperatives ("Let’s share our ideas") fostering student engagement and a supportive classroom atmosphere. Teachers should adapt their approach based on context, balancing clarity with engagement. This study emphasizes teacher awareness is importance in selecting directive strategies to optimize classroom dynamics. The findings suggest that a balanced use of authoritative and inclusive directives may enhance both compliance and student participation. Keywords: Directives, Teachers’ Directives, EFL Classroom, Gender Differences.

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