Indonesian Language Learning Based on Teachers’ Directive Speech Act Strategy (TDSAS) and Students’ Positive Affective Color Response (SPACR) with a Synectic Model

Abstract

Love and self-esteem can be fulfiled by the teacher through teachers’ directive speech act strategy (TDSAS). Teachers need to use teachers’ directive speech act strategy to make the students feel loved and respected and emerge the students’ positive affective color response (SPACR) which creates a fun, effective and conducive learning process. Some verbal abuses made by the teachers affect the students’ psychology (inferiority, trauma, laziness, and has no motivation to come to school). This study aimed to portray the Indonesian language learning in junior high school using TDSAS-SPACR with a synectics model to improve the quality of the process and learning outcomes. Using the descriptive-qualitative method, the results showed that the TDSAS based learning which emerges SPACR creates an effective and fun Indonesian language learning in junior high school.