a. The influence of Power in Directive Speech Acts
Teacher’s directive utterances potentially produce the power form. The illocutionary power of these utterances is the attempt to get students to do
something. The directive speech acts can be categorized into six. They are 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. 1. Power in Command Form
Teacher in the classroom, intentionally or unintentionally giving command to the student. According to teacher they said that “wajar, karena anak tidak sama
kesadarannya”. It means that the teacher assumed it was normal to give command to students because not all students has the consciousness. It can be implied that
the teacher considered the power of teacher in command form is normally happend in classroom discourse. Teacher can give commad because his or her
authority in the classroom. If the teacher considered that the command act was normally happended in
the classroom, the students said that it was normal but they argue that not all teacher gave command especially the new teacher.
“...untuk yang benar-benar dosen dalam tanda kutip memang banyak sih memerintah seperti bawa kamus..... tapi bagi dosen yang masih baru atau
yang magang boleh diberi kelonggaran”
When they were asked about their feeling toward the teacher’s command utterances, they said that it was ok and no problem. However, one of students said
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he would be more respect the command of STKIP teachers rather than the invited teachers. As information that in STKIP, there are two kinds of teachers; the
teachers owned by STKIP and invited teachers. It can be seen that the status of teacher has power to ensure students in the classroom. The students will be more
respect the command of STKIP teachers’ rather than the invited teachers. While asked about when they disagreed with the teacher’s command, the students said
that they disagreed when the students had to bring the dictionary. They argued that they have ever disagreed with the teacher’s command. As stated by one
student below: “bagi mahasiswa, kalau saya berpendapat itu bagus, Cuma menurut
pandangan sih masak bahasa Inggris trus waktu kuliah masih bawa kamus, kok kayak SD atau SMA gitu”.
From that student’s argument, it can be seen that the student disagreed with the teacher’s command when the students had to bring the dictionary to campus.
They assumed that it looked like the school students. Although, the student disagreed, they argued that they still obeyed the teacher’s command. In other
words, the students were not brave to utter they disagreement. They still respect of the teacher’s command. It can be concluded that the teacher’s command has the
illocutionary power. The effect of teacher’s power in command form toward the students’ learning attitude is the students are not brave to utter honestly about
their feeling when they disagree with the teacher’s command.
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2. Power in Request Form In the classroom discourse, a teacher commonly utters the request
expression when he or she needs something. Request is more polite form of command. The students usually have no objection when a teacher asks them to do
something. The response of the teachers when they were asked about the teacher’s request act were that it was normal for the teacher to ask students to do
something. They added that usually the students enjoyed doing the teacher’s request. Similar to the teacher, the students argued that they were enjoyable when
a teacher asked them do something. Usually the teacher asked the students to take the in focus, attendance list
or books in the office. Here was the example of teacher’s request expression to students: “Could you take the books in my locker, please”. From the form of
request it was the polite form where the teacher used the past tense. When the student were asked about his response toward that teacher’s request the student
said that “Wajar aja, lagian gak enak juga sama dosennya gitu”. It means that it was natural if the student did the teacher’s request. However, from the student’s
response it can be implied that the student did not have the heart to refuse the teacher’s request. It can be concluded that there is no negative effect toward
students’ learning attitude when the teacher performs the request act in the classroom. The students are enjoyable do the teacher’s request because they
assume it is a natural thing.
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3. Power in Prohibition Form As a controller of classroom atmosphere, a teacher often makes regulations
in form of prohibition. In the classroom discourse, the teacher prohibits the students to do something can be related to the subject or related to the students’
attitude. Here are some prohibitions in Indonesian classroom: -
Students may not smoke in the classroom. -
Students may not wear slippers in campus. -
Students may not attend the class if they are late more than 15 minutes. -
Students may not activate their mobile phone in the classroom. etc Asked about the prohibition act conducted by a teacher in the classroom,
here is the teacher’s response: “... sedikit banyak saya ingatkan untuk tidak merokok, mencontek, bukan
berarti 100 saya sikapkan. Paling tidak minimal mereka punya perasaan tidak enak sendiri.”
From the teacher’s response above it can be seen that the teacher tried to remain students to not break the campus’ regulations such as not smoking in the
classroom or cheating in the test. However, the teacher assumed that the students were mature enough to decide which one was permitted and which one was
prohibitted. Thus, they would be ashamed if they broke the regulations. To know the students’ response toward the teacher’s prohibition act, here
was the student argument. “ Mengenai larangan itu kadang-kadang, kalau sesuatu yang penting itu
wajib. Contohnya waktu mata kuliah pelajaran itu ada yang main HP misalnya ada HPnya bunyi. Respon gurunya langsung tegas untuk
mematikan HPnya atau keluar”
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From the student’s argument above, it can be inferred that the student’s argument almost same with the teacher’s argument where the teacher sometimes remained
them to not do something unless it was important. The student gave an example when a student’s mobile phone rang in teaching learning process, the teacher
woud warn student to turn off the phone or ask that student to get out. It can be implied that the teacher does not always remain students to not do something in
the class because the teacher assumes that the university students are mature enough unless for the important thing such to turn off the mobile phone in
teaching learning process. When asked the students’ respons toward the teacher’s prohibition, the
teacher said that: “The students are welcome karena saya bilang itu untuk hal-hal tertentu
tidak semuanya ketika membahas topik ini anda jangan membuka kamus untuk topik ini silahkan karena contohnya ketika di listening tidak ada
waktu untuk membuka kamus ketika masuk ke tes. Di biasakan dari sekarang”.
It means that the teacher considered that the student would be welcomed with the teacher’s prohibition act. The teacher prohibitted students for certain condition
like not to open dictionary in listening subject because the teacher argued that the students did not enough time to open the dictionary. The teacher added that this
prohibition would train students’ listening ability. It can be implied that the teacher’s power in prohibition form has the illocutionary power where the teacher
controll the students by limiting the students’ activities. Moreover, the teacher assumed that the students would accept the teacher’s prohibition act.
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Perceiving the teacher’s power in prohibition form, a student argued that the students must obey the regulations in the learning contract. However, he said
that the students could take permission to teacher if they would do something that was not suitable with the regulation. He told an experience where there was a
student asked permission to the teacher to turn off his mobile phone because he waited the important information.
However, sometimes a student ever broke the campus rules. One of students told that he was found smoking in the classroom. His response just
grimaced and stopped smoking. As information that STKIP prohibits its students to smoke in the campus area. From the students’ explanation, it can be described
that the teacher’s prohibition act has the influence toward students’ attitude. The students consider that the teacher’s prohibition is a must. However, the teacher
does not apply it rigitly. It can be negotiated as long as it was proper.
4. Power in Permission Form In classroom discourse, a teacher commonly performs the permission act.
The teacher permits students to do something. It indicates that the teacher has an authority to students. Here are the examples of teacher permission acts toward
students. The teacher lets students come to the classroom. The teacher lets students go home earlier. The students let students to giving or answering the
questions. Asked about the teacher’s permission act, here was the teacher’s response.
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“Tidak masalah asal tidak dibuat-buat kadang saya ya wajar-wajar saja, tetapi untuk HP baru saya tegur. Sebenanya untuk HP sudah saya bilang
tong di silent kan atau di off kan dulu. Toleransi.. belajar toleransi.”
From the teacher’s response above, it can be seen that the teacher said that it was natural as long as it was still in proper. However there was an regulation that
cannot be toleranted such turning off the mobile phone in the classroom. Moreover, the teacher said that it trained students to be tolerant to the teacher and
other students. To perceive the teacher’s permission act, here was the student’s response:
“Contoh bentuk izin seperti pulang cepat dan datang terlambat. Untuk pulang cepat memang boleh asalkan penting banget, sedangkan untuk
datang terlambat maksimal dua pertemuan dan boleh masuk kalau sudah di izin kan”.
Viewed from the student’s response above, it can be interpreted that there was a condition where the teacher gave permission to the students. The condition
usually had been discussed in learning contract at the first meeting. Based on the researcher observation, the form of permittion acts not only
let students go home earlier or let the late students attend the class, but also in form of letting students asking ans answering the question. The students would be
happy if they are permitted to give the questions or to answer the questions. On the contrary, the researcher saw the students felt disappointed whet they were not
permitted to gave or answer the questions. It can be concluded that the permission act of a teacher potentially contains the power representation. The teacher can
decide which one may be done and which one may not be done by students in the classroom. Because it has been discussed between the teacher and students, it can
be assumed that this directive act influence the students’ learning attitude
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especially related to the learning in the classroom. Furthermore, it has lees negative effect when the teacher does not permit the late students attend the
classroom, because the students has known it has been discussed in the learning contarct. So, they know the risk of breaking the learning contract.
5. Power in Advice Form Advice is a directive acts commonly used by a teacher in the classroom. it
can be categorized as the humanistic power representation. The teacher usually advices the students because the teacher assumes that he or she has more
knowledge, experience, or information than students. By sharing these wisdoms, the teacher expects the students will get inspiration. Here was the teacher’s
response toward teacher’s power in advice form. “Saya selalu memasukkan nasehat karena tidak hanya mengajar tapi saya
juga mendidik, minimal bagaimana karakter dia, kenapa mereka di beri materi ini seperti untuk apa kedepannya. Kalau anda menjadi guru anda
akan seperti ini. Saya beri tahu mereka. Jadi mereka tidak hanya di isi akademiknya saja tapi juga culture habit. Hati mereka juga harus
diimbangi.”
From the teacher’s response above, it can be seen that the teacher always inserts the advice during teaching learning activities. The teacher argued that the duty of
teacher was not only teaching but also educating the students. It was important to build the students’ character. Moreover, they are the teachers to be. They will do
the same thing; advicing the students. It can be inferred that the teacher has performed the expert and legitimate power, the power owned by someone because
of having the knowledge and because of his or her status.
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When the researcher asked the students’ response toward teacher’s advice, the students said that the teacher used to give advice to students especially in
motivating students. Here was the student’s response toward teacher’s advice. “Dosen selalu memberikan nasehat biasanya berupa motivasi. Mahasiswa
senang dan tidak ada masalah soalnya kan mahasiswa disini juga gitu. Jadi dosennya sudah tahu kualitas mahasiswa disini. Biasanya saran berupa
semangan dan juga pendidikan.”
From the student’s response, it can be interpreted that usually the teacher gave advice in form of motivation and related to the education. The students assumed
that it was not a problem if a teacher adviced them and they were happy. Moreover, the students said that the teacher gave advice because the teacher knew
the quality of students. However , the teacher assumed that the students were happy when the teacher adviced them even they considered the teacher as their
mother. Here was the teacher’s argument about the students’response toward the teacher’s advice.
“Alhamdulillah mereka senang, bahkan ada yang memanggil saya bunda. Mungkin mereka menganggap saya jadi ibu bagi mereka”.
Based on the explanation above, it can be concluded that the teacher’s advice is very important to raise students’ motivation. The content of teacher’s
advice can be about students’ character, learning motivation, or education. The students’ perception toward teacher’s advice was positive. It means that the
teacher’s advice influeces students’ learning attitude.
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6. Power in Asking Form Asking is one form of power representation conducted by a teacher in the
classroom. The illocutiory power of this act is the teacher wants information from the students. Allen and Guy 1978:165 say that there are four fuctions of question
in classroom discourse. They are to clarification, repetation, verification and searching information. Here was the response of teacher about the teacher’s power
in asking form: “Biasanya kalau saya lebih suka mengajukan pertanyaan siapa yang bisa
menjawab silahkan ancungkan tangan. Biasanya tidak ada kriteria kepada siapa pertanyaan itu diajukan, biasanya berdasarkan absen biar lebih
objektif”.
From the teacher’s explanation, it can be seen that the teacher did not have the special criteria to whom the question would be given and the fuction of question
was to get information about the teacher’s question. While based on the researcher observation, the researcher found other forms of question given by the teachers,
for example in clarifying the students’ answer can you give supporting sentence? and verification You mean annoying?. When the researcher asked to the
students about teacher’s asking act, they said that “Biasanya habis penjelasan diumpankan ke mahasiswa”. It means that the teacher usually gave the question
after explaining the teaching material. Furtermore, talking about the students’ response toward teacher’s question they argued that “Lumayan senang kadang
deg-degan terutama kalau dosennya killer”. In other words, the student was pretty happy with the teacher’s question, but the student also nervour especially toward
fierce teacher.
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From the teacher’s explanation and students’ response toward teacher’s question, it can be implied that the asking form has the influece to students’
learning attitude where they are so afraid in facing the fierce teacher’s questions. They argued that they were anxiety if their answer was incorrect. It was suitable
with the researcher’s observation in the classroom. The researcher found that the students who were not ready to answer the teacher’s question would answer
shakily.
b. The influence of Power in Assertive Speech Acts
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