speech-exchange tum-taking systems, generic structure, and style. Van Dijk 2001: 300 says that power involves control from member of a people group to
others in form of action, so the power group can limit the freedom of other group that will influence their mind. It means that the people who have power can
control the behaviour of people who under control. Moreover, Brown and Gilman 1960 say that the power can be in form of
physics, prosperity, age, sex, or institutional role. According to Thomas 1995: 127, there are three kinds of power; legitimate power the power which comes
from role, age, or status, referent power the power which is gained by someone because he or she is admired and many people wants to be like him or her, and
the expert power the power which is got by someone because of his or her knowledge or skills. In the context of teacher in the classroom, a teacher has
legitimate power and expert power because he or she has social status higher than students and he or she is as the source of knowledge. If he or she is admired by his
or her students, it can be said that a teacher also has referent power.
b. Analyzing of Power Through Critical Discourse Analysis
The understanding of language necessarily entails some understanding not only of the world, but also of the conversational ‘context’ of an utterance.
Fairclough 1989 says that the power and ideology can be revealed from the language used. Theory and practice used to see the relationship between language
and society is started from description analysis and continued to interpretation analysis and the last is the explanation.
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1. Description In the stage of description, all data in the form of utterance is analyzed
based on vocabulary, grammar, and textual structure. In addition Fairclough 1989 describes the vocabulary analysis involves experimential value, relational
values, and expressive values. Experimential value is related to classification schemes, idealogical words, rewording and overwording, meaning relations
synonymy, hyponymy, and antonymy, and metaphors. Relational values is related to euphemistics expression and formal and informal words. The last is
expressive values which is related to positive and negative evaluation. In grammatical analysis, the concept involves three aspects; experimential
value, relational values, and expressive value. First, the experimential value is related to the type of process and participant predominate, normalizations, active
or passive sentences, and positive or negative sentences. Fairclough 1989 argues that this concept is used to express the form of power. While the form of active
and passive sentences is related to the stress of voice in expressing. The passive sentence is used because the speaker does not know the subject or does not want
to describe the subject. Someone who has power tends to use active sentence by placing him or her as the subject, for example by saying “I want you to work in
pairs”. To guise the power expression, someone can use passive sentence, for example by saying “Working in pairs is a must”.
The second value of grammar is relational values. This value is related to how grammar codes the both sides relation between social relationship. The
aspects of relationals values includes modes sentences declarative, grammatical
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question, and imperative. This values are used to identify the relationship between members, for example where someone who has power can freely use
imperative modes. In the context of in the classroom a teacher can say “Do the exercise” to the students. Another example is the using of declarative modes in
modality relational value by a teacher to students in the classroom by saying “You have to do the exercise”. The last is expressive value. It can be seen from the use
of expressive modality. For example is if a teacher as a source of knowledge can say “I don’t think cheating is good”. Students may assumes that it is a kind of
teacher’s ideology about the prohibitation of cheating. The last step of description stage is textual structure analysis which
involves interactional conventions and larger-scale structure. Interactional conventions involve the way of participants controls the turns of others. There are
four devices used for this; interruption, enforcing explicitness, controlling topic, and formulation.
2. Interpretation The next stage used in finding the relationship between language and
society is the interpretation stage. It is related to how text is linked by the discourse process discourse practice dimension. Fairclough 1989: 141 says that
interpretation are generated through a combination of what is in the text and what is ‘in’ the interpreter. The focus of context interpretation is the relationship
between situational context and discourse type. Text interpretaion will be analyzed based on four levels of interpretation domains. They are surface of
utterance, meaning of utterance, local coherence, and text structure and point.
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Surface of utterance is related to the process by which interpreters convert strings of sounds or marks on paper into recognizable words, phrases, and sentences.
Meaning of utterance is related to how utterance represents the semantics and pragmatics aspects. Local coherence is used to see the coherence relation which
tie together the parts of a whole text. The text structure and point is to see the structure and point of a text.
3. Explanation The last stage is the explanation of the relationship between interaction
and social context. The objective of the stage of explanation is to portray a discourse as part of a social process, as a social practice, showing how it is
determined by social structure, and what reproductive effects discourses can cumulatively have on those structures, sustaining them or changing them. It
means that explanation is a matter of seeing a discourse as a part of process of social struggle, within a matrix of relation of power. In this stage, the result of
interpratation will be matched with the result of respondents’ interview about teacher profile to know their ideology.
4. The Nature of Speech Act
