Tindak Tutur Direktif Guru dalam Wacana Interaksi Kelas Anak Tunarungu

This research discusses about teachers’ use of directive speech acts in the discourse of classroom interaction children with hearing impairment. This research uses qualitative approach. The results are that directive speech acts in discourse interaction of classroom teachers of children with hearing impairment variously expressed through form, function, and speak a specific strategy. Form, function, and the directive speech act strategies that teachers expressed based on the diversity of contexts that underlie the discourse of conversation in the classroom