plan cointains the goal of learning, the teaching activity, exercise, teaching evaluation and etc. In the dialogue [9], the teacher has prepared a game in order to
refresh the classroom atmosphere. The situation of the classroom in the dialogue [9] was at 2. pm. It means that the students were tired.
Usually when a teacher offers the game to students, they will agree. However, when a teacher in this dialogue said that there were questions that must
be answere, the studenst became anxious. They tried to refuse the teacher’s idea. As one who has legitimation in managing the classroom, a teacher tried to
maintain his idea. It can be seen that the teacher wanted to show that he has power in the classroom.
c. The Representation of Power in Expressive Speech Act
In this research, there are two kinds of expressive act; pleasure expression and displeasure expression. These expressions contains the power manifestation in
the context of classroom discourse. 1. Representation of Power in Pleasure Expression Act
Here is the dialogue that shows how a teacher express his or her pleasure in the classroom.
[10] Teacher : Remember that when you answer the questions, when you
choose the answer whether A, B, C or D, you have to give the following reason. 1 Kenapa anda menjawab itu,
kenapa anda menjawab ini. 2 Ok 3 It means that support your answer by giving me the sentence, paham?
4
Students : Yes.5
Teacher : Good. You know what I hope. 6 Can we start now? 7
Students : Yeah. 8
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Description The Dialogue [10] turn 6 describes the pleasure expression from a
teacher toward students’ response. The teacher uttered the pleasure expression after hearing students’ response toward teacher’s explanation. In this dialogue, the
teacher gave explanation about how to answer the question. Teacher stated that when students answered the question, they must support it with the reason. In the
last explanation, the teacher uttered the tag question “paham?” to stress that the students understood the teacher’s explanation. Then, students answered that they
understood. The teacher replied “good. You know what I hope”. From this expression, the teacher was happy and satisfied with the students’ response. The
students’ response was suitable with what teacher’s expectation.
Interpretation In teaching learning process, a teacher will be happy when the students do
what the teacher’s expectation such as understand with teacher’s explanation or instruction, answer correctly the teacher’s question, do what the teacher’s ask, and
etc. The teacher will express his or her pleasure in the form of expressive act. In the dialogue [10], the teacher expressed her pleasure after receiving students’
response toward her instruction. In turn 1, 2, 3 amd 4 the teacher gave instruction to students to give explanation with their answer. The teacher asked
them whether they understood or not with the instruction. The students said “yes”. It means they understood the teacher’s instruction. In turn 6 the teacher
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expressed her pleasure by saying “good. You know what I want”. This expession showed the teacher were happy and satisfied toward students’ understanding.
Explanation In classroom discourse, usually the use of expressive act in pleasure form
is the result of response toward hearer’s act. It is a form of reward given by the speaker to the hearer because the speaker is happy toward with what he or she
expected to the hearer is done by the hearer. In the classroom context, giving reward is important. Reward given by a teacher in the classroom can raise
students’ motivation and attitude in learning. The student assume that the teacher has appraise them. In other words, the reward given by a teacher in pleasure
expression is a form of power owned by a teacher.
2. Representation of Power in Displeasure Expression Act Besides expressing pleasure, the teacher also ever express the displeasure.
Here is the dialogue that shows how a teacher express his or her pleasure in the classroom.
[11] Teacher goes around the class checking the students’ work, stops to one of students’ seat and responds to one student’s work
Teacher : What about you, finish? 1
Student : Not yet mam. 20
Teacher : Pulpennya gitu, gak jelas pulpennya. 3
Then the teacher leaves him. Description
The dialogue [11] describes the situation when a teacher went around the classroom to check the students’ work. Then the teacher stopped to one student’s
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seat. The teacher asked to that student about his work. The student responsed her by saying “not yet mam”. After looking at student’s work, the teacher commented
about the form of student’s writing “Pulpennya gitu, gak jels pulpennya” and left him. It shows that the teacher expressed the displeasure after looking at student’s
work. The teacher’s comment was not about the result of student’s work but about the form of student’s writing which was not clear. The student did not write by
using a good pen so it was not clear.
Interpretation Besides pleasure expression, displeasure expression commonly used by a teacer in
the classroom. It can be caused that the teacher is not satisfiied with the students’ acts or responses. As one who has an authority in the classroom, a teacher hope
the students do what she or he wants. However, not all the teacher’s instruction can be done well by the students. Intentionally or unintentionally the teacher
expresses the displeasure. In the dialogue [11], the teacher expressed her displeasure after looking at one student’s work. The teacher did not comment the
result of student’s work but the style of student’s writing. Teacher commented the pen used by a student which was not clear. In this context, the teacher did not
explicitly asked student to change his pen because she assumed her students mature enough to decide right or wrong thing. Here we can see that the teacher
showed her power in form of displeasure expression. The effect of an displeasure, the teacher left the student without commenting the result of student’s work.
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Explanation In the teaching learning process, the use of displeasure expression by a
teacher can give a certain restriction to students. If happy expression is identified as reward, displeasure expression can be assumed as a punishment which has
negative effect to students. For a teacher, displeasure expression is a form of response to the classroom conditions such as student’s attitude and classroom
atmosphere. By expressing displeasure, the teacher expected something from the students. In the dialogue [11], the teacher express her displeasure after looking at
the writing style of students. The teacher felt uncomfortable reading student’s work. Implicitly, the teacher wanted that student changed his pen to better one.
2. The Implication of Power in Language Manifestation by Teachers Toward Students’ Learning Attitude.
The manifestation of power does not only happen in politic activity but also in the classroom activity. The application of power in language usually done
by a teacher because he or she has legitimation to control the class. The forms of power that teachers do in the classroom involve making the regulation before,
during, and after the teaching learning process, distributing someone’s speaking in the classroom, controlling the topic of learning, and etc. Usually before teaching
and learning conducted, a teacher will make a learning contract. The learning contract is an agreement or a regulation between teacher and students containing
their duties and responsibility in the implementation of their teaching learning process. It is arranged by teachers that is needed by students in a lesson, which is
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in accordance with the demands of the course curriculum followed by students. It means that the learning contract is a form of power owned by a teacher in
controlling the classroom. For the teacher, it is important for every class or subject makes an agreement before the teaching learning activities conducted. It is
suitable with the teacher who became informant in this research when researcher asked the importance of learning contract. The informant says:
“Kontrak belajar merupakan interaksi antara mahasiswa dengan dosen yang tidak hanya berupa pengajaran tetapi juga berupa kontrak yang merupakan
kesepakatan antara mahasiswa dan dosen yang tidak hanya berupa materi yang akan diajar tetapi juga berupa aturan-aturan atau rule-rule nya yang akan
disepakati dalam perkuliahan tersebut. Contohnya aturan sebelum masuk atau penilaian. Hal itu sangat penting. Sehingga anak itu sudah menggunakan
metakognitifnya, dia sudah mempunyai strategi apa yang harus dilakukan dalam perkuliahan ini. Bagaimana resikonya dan seterusnya. Dan resiko tersebut pasti
akan terakumulasi di nilai.” From the explanation above, the teacher argued that the learning contract
is important for the continuity the teaching learning process. The learning contract is an agreement between the teacher and students not only about the teaching
material, but also the rules or regulations during the teaching learning process. The regulations can be in form of the rules of attending the class or the students’
score. More over, the teacher said that the learning contract can train students use their cognitive competence, so they have the strategy during the study. They will
know the risk from breaking the rules that will be accumulated to their score. It
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can be concluded that the learning contract has power to push students obey the regulations.
The purpose of learning contract application is how to manage class in order to gain the goal of learning. The object of this regulation is students.
According to students who became the informants of this research that they argued that the learning contract is very important for students where they will
know the description of the subject and the method used by the teacher. In addition, they said that the learning contract was also about the regulations in the
class such as the studying time and punishment. For the efeectiveness of this contract the student said that “lumayan efektif, karena masih ada mahasiswa yang
meremehkan. It means that the implementation of learning contract was effective enough. However, there are some students underestimated it. It can be concluded
that the 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 as an 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. The form of teacher power not only in making regulation, but also in
teacher’s utterances. Because the teacher has an authority in the classroom, teacher’s utteraces have power that affect to students’ learning attitude. Here were
the the influeces of teacher’s power in language toward students’ learning attitude. that were divided into three speech act forms; power in directive speech act,
assertive speech acts and expressive speech acts.
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a. The influence of Power in Directive Speech Acts
