6 Researcher’s biases This strategy clarifies the researcher’s assumption, worldview, and theoretical
orientation at the outset of the study. In this study, the researcher checked for the accuracy of the findings by
employing a combination of multiple validity strategies: triangualation, long-term observation and member checks.
F. Techniques of Analyzing the Data
Data analysis means effort to organize, provide structure and elicit meaning. It is a process to impose some order in a large body information so that
some general conclusions can be reached or communicated in a research report. All qualitative analysis involves attempts to comprehend the phenomenon under
study, synthesize information and explain relationships, theorize about how and why the relationships appear as they do, and reconnect the new knowledge with
what is already known. The task of analyzing qualitative data can appear overwhelming but becomes manageable when broken down into key stages.
Creswell 2007 describes the data analysis spiral. Once data are collected, they must be organized and managed. The researcher must become engaged with
the data through reading and reflecting. Then data must be described, classified, and interpreted. Finally, the researcher represents or visualizes the data for others.
Creswell describes how this spiral fits with various approaches to qualitative inquiry narrative, phenomenology, grounded theory, ethnography, and case
study. In different texts, the approaches to analysis of qualitative data vary
commit to user
slightly, but we believe they can be described in three stages: 1 organizing and familiarizing, 2 coding and reducing, and 3 interpreting and representing.
In this reserach, the research approach is ethnographic research. Ethnographic research employs a range of data sources: fieldnotes from person,
audio-and –video recordings and transcripts, interviews, and also questionnaire respons Hammersley, 1998: 35. Technique of data analysis in this study is the
qualitative data analysis technique Spradley model. According to Spradley 1980, this analysis involves four steps; domain analysis, taxonomy analysis,
componential analysis, and theme analysis. 1. Domain analysis is a data analysis to decide cultural domain containing
the smaller categories which involve cover term, included term, and semantic relationship.
2. Taxonomy analysis is a set of categoriesorganized on the basis of a single semantic relationship. A taxonomy reveals subsets and the way they are
related to the whole. 3. Componential analysis is the systematic search for the attributes
components of meaning associated with cultural categories. It discovers contrasts among the members of a domain, these contrasts are best thought
of as attributes or components of meaning. A component is another term for unit; thus, componential analysis is looking for the units of meaning
that people have assigned to their cultural categories. 4. Theme analysis is the data analysis to decide the relationship between
domain and to give a holistic view of a culture or cultural scene..
commit to user
In practice, all steps of the data analysis were not carried out in a linear sequence after all the data was collected. It were carried out simultaneously during
and after the data was collected. Thus there was the interaction between the processes of data collection and data analysis as well as other elements such as the
recording of data, writing reports interim, and submission of research questions. The interaction of these elements forms a cyclical pattern as seen in the following
picture.
Figure: 3.1 Technique of analyzing the data adapted from Bradley
The data of this research involves primary and secondary data. The primary data was gotten by observation, interview, and record of the activities between
teachers and students in the classroom. Secondary data was gotten from the literatures supporting the teory. In processing the data from the recording, the researcher needs
to analyze to know the power components in teaching and learning process. Because of that after recording, the researcher made a transcript of teacher and students’
Analyzing Data Making a
Record Collecting Data
Asking Questions
Selecting a Project
Writing a Report
commit to user
Figure 3.2. Research Procedure
utterance. However, this research is focus on teacher’s utterances in form of power in using language. To process the data analysis in this research, researcher used critical
discourse analysis from Fairclough. Data was analysed in the form of text dimension, discourse practice, and sociocultural practice.
According to Fairclough 1989: 109, t
here are three stages of critical discourse analysis; description of text, interpretation of the relationship between
text and interaction, and the explanation of the relationship between interaction and social context. In text dimension, the data was analysed related to vocabulary,
grammatical, and text structure. It can be seen in Figure 3.2. Teacher’s Speech Acts in the Classroom
Illocution Categorization
Assertive Expressive
Directive
Analysis Text Dimensions
Description Analysis -
Vocabulary -
Grammar -
Text Structure
Discourse Practice Dimension Interpretation Analysis
Sociocultural Practice Dimension Explanation Analysis
Conclusion
commit to user
From the figure above, the teachers’ utterances were classified to find the teachers’ speech acts involving directive, assertive and expressive speech acts.
Then, the utterances above were transcribed and analyzed based on vocabulary, grammar and text structure category.
Vocabulary analysis involves: 1. Experimential value. It was related to classification schemes, idealogical
words, rewording and overwording, meaning relations synonymy, hyponymy, and antonymy, and metaphors.
2. Relational values. It was related to euphemistics expression and formal and informal words.
3. Expressive values. It was related to positive and negative evaluation. Grammar analysis involves:
1. Experimential value. It was related to the type of process and participant predominate, normalizations, active or passive sentences, and positive or
negative sentences. 2. Relational values. The aspects of relationals values included modes sentences
declarative, grammatical question, and imperative, relational modality and pronouns we and you.
3 Expressive value. It could be seen from the use of expressive modality. Textual structure analysis involves:
commit to user
1. Interactional conventions which involved the way of participants controlled the turns of others. There were four devices used for this; interruption, enforcing
explicitness, controlling topic, and formulation. 2. Larger-scale structure.
The next step was the interpretation step. It was related to how text was 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 was analyzed based on four levels of interpretation domains.
They were: surface of utterance, meaning of utterance, local coherence, and text structure and point.
The last stage of critical discourse analysis was the explanation of the relationship between interaction and social context. The objective of the stage
of explanation was to portray a discourse as part of a social process, as a social practice, showing how it was determined by social structure, and what
reproductive effects discourses could 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.
commit to user
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
This chapter presents the result of study conducted in English Department of STKIP PGRI Bangkalan, Madura. The study was purposed 1 to describe the
power in language represented in the speech acts, 2 to explore the effects of power in language done by teachers toward students’ learning attitude. The result
is described and discussed into two parts: Research Findings and Discussion.
A. Research Findings
Based on the data collected through video of classroom activity, observation in the classroom, questionnaire and interview to the teachers and
students, the researcher presents the result of research. It is described into two subheadings, including the description of power form in language represented in
the speech acts and the effects of power in language done by teachers toward students’ learning attitude.
Table 4.1 Research Findings
A. Power Forms The Effects of Power in Language
Directive Assertive
Expressive Positive
Negative
1. Command 1. Assertion
1. Pleasure 1.
Students are
enjoyful in doing teacher’s request
1. The teacher’s status influences
the students’
perspective in
responding teacher’s command
2. Request 2. Maintain
2. Displeasure 2.Teacher’s
prohibition acts
2. Students tend to be afraid in facing the
65
commit to user
