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The purpose of this study is to explain the types of directive speech acts and the strategy used in directive speech acts by teachers in classroom learning.This type of research is a mixture of qualitative and quantitative research. The data source is the teacher's speech act in learning in class VIII Junior High School Nurul Ikhlas Padang Panjang. The research instrument was the researcher himself using a recording device, observation sheets, and interviews. Data were collected by observation, recording, recording, survey and interview techniques. Based on data analysis and discussion, the following is concluded. The types of directive speech acts used in the learning process in the classroom by teachers with high to low frequency of use are as follows: requests, statements, requirements, prohibiting, licensing, advice that includes advising, commemorating, proposing. The use of teacher's speech act strategies in classroom learning in the order of frequency of use from high to low is as follows: speaking frankly without further ado, speaking frankly with positive politeness pleasantries, speaking frankly with negative politeness pleasantries, speaking vague, and speak in the heart. Based on the findings and discussion, it is suggested the following. To explain learning material, it is better to use a straightforward speaking strategy without further ado because it makes the speech act message easily and clearly understood. To govern, it is best to use a direct strategy with small talk or a vague strategy because it minimizes coercion and burden on students.

THE ACT OF DIRECTIVE SPEECH IN LEARNING PROCESS AT 8THGRADE NURUL IKHLAS YUNIOR HIGHT SCHOOL