This research concerns with directive speech acts produced by teacher in teaching English. The aims of the research are to find: 1) the linguistic forms of directive speech acts used by the English teacher during teaching and learning process, 2) the notions used on directive speech acts used by the teacher, and 3) the teacher’s reason in using directive speech acts in teaching English.  This research uses descriptive qualitative method. The data of this research are the utterances produced by the English teacher of SMA Negeri 3 Surakarta during teaching and learning process. The technique of collecting data are observation, documentation, and interview. The data are analyzed using interactive model through three steps: data reduction, data display, and drawing conclusion. The result of the research shows the variety of linguistic form and the notions in directive utterances used by the teacher in teaching English. In this research, there are 108 directive utterances produced by English teacher during teaching and learning process in various linguistic forms, including interrogatives (29.63 %), imperatives (25.93 %), ellipsis (25.93 %), and declaratives (18.51 %). This study shows that there are four kinds of directives, include requirement (37.04 %), questions (36.11 %), requestives (22.22 %), and prohibitives (4.63 %). This study also shows that there is teacher’s reason in using directive speech acts during teaching and learning process, that is, to maximize students’ acquisition in learning English. 
Keywords: Pragmatics, directive speech act, classroom interaction