From the explanation above, it can be concluded that in the teaching learning process, in using language, there are forms of a power manifestation by
the teacher in the classroom in the form of speech acts. It is supported by Tollefson 1995: 10 who says that authority and power are manifested and
perpetuated by the ways language is used and the purpose for which it is used.
2. The Implementation of Teacher’s Power in the Classroom has An Effect toward
Students’ Learning Attitude In the research findings, it has been explained that the implementation of
teacher’s power in classroom has an effect toward students’ learning attitude. The students’ attitude toward teaching learning process was related to teacher’s
treatment to them. consequently it will affect not only to students’ learning achievement but also to students’ perception to teacher. Perkins and Adams in
2003 did a research about students’ learning attitude where they found that there was correlation between teaching practice conducted by the teacher with the
students’ learning attitude and it was positive correlations between student attitudes and conceptual learning gains.
The earlier form of teacher’s power in the classroom was the making of learning contract. Learning contract is an agreement between the teacher and
students containing the subject description, teaching method, regulations, and punishment in order to gain the learning goal. The learning contract can be an
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instrument for teacher to controll the classroom activities. It can be implied that the learning contract is one of power manifestations owned by a teacher.
Based on research findings, the form of teacher power was not only in making regulation, but also in teacher’s utterances. Because the teacher had an
authrity in the classroom, teacher’s utteraces had power that affected to students’ learning attitude. Here was the the influece of teacher’s power in language toward
students’ learning attitude. It was divided into three; power in directive speech act, assertive speech acts and expressive speech acts.
The finding of this research explained that teacher’s directive utterances potentially produced the power form. The illocutionary power of these utterances
was the attempt to get students to do something. The researcher classified the directive speech acts into six categories, power in Command form, power in
Request form, power in Prohibition form, power in Permission form, power in Advice form, and power in Asking form.
Based on research findings, the teacher’s command act has the illocutionary power. The effect of teacher’s power in command form toward the
students’ learning attitude was the students were not brave to utter honestly about their feeling when they disagreed with the teacher’s command. The status of
teacher also influeced the students’ respect degree. In other words, the higher the status of a teacher in the institution, the greater the level of students’ respect
toward teacher’s command. In this research, it was also found that although the students considered the
teacher’s request was fine, they did not have the heart to refuse the teacher’s
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request. There was no negative effect toward students’ learning attitude when the teacher performed the request act in the classroom. It also showed the intimacy
relationship between teacher and students. For the influece of teacher prohibition act toward students’ attitude, this
research also explained that the teacher’s power in prohibition form had the illocutionary power where the teacher controlled the students by limiting the
students’ activities. Perceiving the teacher’s power in prohibition form, the student argued that the students must obey the regulations made by the teacher
which has been agreed in the learning contract. In other words, the teacher’s prohibition act had the influence toward students’ attitude. They were more
discipline. Giving permission to students is a form of teacher’s authority in the class.
It has been explained in the research finding where the permission act of a teacher potentially contained the power representation. The teacher had an authority to
decide which one may be done and which one may not be done by students in the classroom. It implied that this directive act influenced the students’ learning
attitude especially in building students’ awareness. Because the teacher has the expert and legitimate powers in the classroom,
students need teacher’s advices. The research findings concluded that teacher the teacher’s advice was very important to raise students’ motivation. Usually, the
teacher gave advice about students’ character, learning motivation, education and
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etc. The students’ perception toward teacher’s advice was positive. It means that the teacher’s advice raised students’ learning attitude better.
The last form of directive speech act is asking act. Based on the research findings, the teacher’s questions had the influece to students’ learning attitude
where students were so afraid in facing the fierce teacher’s questions. They argued that they were anxious if their answer was incorrect. Based on the observation,
some students were strained when the teacher asked and they would answer the teacher’s question shakily.
In the research finding, it has been explained that assertive act was a form of power represented by a teacher in the classroom. Teacher’s assertive utterances
potentially produced the power form. Searle in Jumadi 2005: 88 argues that assertive act has the function to inform someone about something. Moreover
Jumadi 2005: 88 says that viewed from its function, this speech act tends to represent an expert power. Furthermore, the researcher classified the influece of
these speech acts into two: assertion in clarifying students’ different idea and in maintaining teacher’s argument.
Talking about the teacher’s assertion, this research found that the teacher’s intervention always needed in moderating the students’ differences in the form of
teacher’s assertion. By asserting an argument, the teacher could omit the students’ doubt toward information, idea, opinion or data. It showed the teacher’s expert
power. However, the teacher must be objective in giving argument. The influence
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of applying this assertive speech act was the students would be more convinced to their teacher’s ability.
Another form of assertive speech act is maintain act. The research findings showed that in defending the argument, a must provide the supporting data or
theory. Based on the observation, the students grumbled at outside the class as a form of their unsatisfication. So, teacher’s maintain act would influence the
students’ learning attitude. The students were happy if the teacher appreciated their argument. In contrary, they would grumble outside the class if the teacher
maintain his or her wrong argument. In the research findings, expressive speech acts described as the forms of
speech acts to express the psychological feeling of speakers such as pleasure, displeasure, pity, and etc. In the classroom discourse, it was found that the
teacher’s pleasure and displeasure expression had the illocutionary power. Based on the result of research, the teacher’s pleasure expression was the
form of reward from the teacher to students. The students would be happy if the teacher appreciated their argument. It could trigger students’ activeness in the
classroom. So, students became more motivated studying that lesson. .In other words, the teacher’s pleasure expression can increase students’ motivation.
Automatically the students will be more interested with the study. Contrary with teacher’s pleasure expression, based on the research finding,
the teacher’s displeasure expression showed a form of punishment in responding students’ mistake. Students said that they would be displeasure if the teacher
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blamed the students’ mistake. For college students, they would be ashamed when the teacher uttered displeasure expressions in the classroom So, this expression
could produce negative effect to students’ learning attitude. The students would be less confident. in conclusion, the displeasure expression had the high restriction of
illocutionary power. By avoiding this expression, it means the teacher has appreciated the students’ work.
From the above explanation it can be concluded that the teacher’s power manifestation can influence to students’ learning attitude. By considering the
findings of this research, the teacher can create more humanistic teaching learning process especially in English language teacching. Fairclough 1989: 244 suggests
that the development of children’s language capabilities should proceed through bringing together their existing abilities and experiences, their growing critical
awareness of language, and their growing capacity to engage in purposeful discourse.
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CHAPTER V CONCLUSION, IMPLICATION AND SUGGESTIONS
In teaching learning process, intentionally or unintenationally, a teacher performes the power manifestation in the classroom. It will bring some effects to
students’ learning attitude as mentioned in the previous chapter. The last chapter presents about the conclusion, implication, and the suggestions.
A. Conclusion
Regarding the findings of this research, there are two main points related to the power manifestation in language performed by the teachers in the classroom
of STKIP Bangkalan, Madura in the academic year of 20132014 that can be summarized based on the problem statements as follows;
1. In the classroom discourse, a teacher can represent his or her power in language into some speech acts forms. They are directive, assertive and
expressive speech acts. The directive speech acts are the teacher’s utterances as the attempt of teacher to get students do something. The directive speech
acts can be classified into six forms of act; command request, prohibition, permission advice, and question. Next, the assertive speech acts, the utterance
of a teacher to ensure the students with the teacher’s argument to make they agree or believe with teacher’s idea. It can be classified into assertion and
maintain acts. The last, the expressive speech acts, the teacher’s psychological states about the students. It can be classified into pleasure and displeasure
expressions. 129
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