1. Attitudes are cognitive i.e. are capable of being thought about and affective i.e. have feelings and emotions attached to them.
2. Attitudes are dimensional rather than bipolar-they vary in degree of favorabilityunfavorability.
3. Attitudes predispose a person to act in a certain way, but the relationship between attitudes is not a strong one.
4. Attitudes are learned, not inherited or genetically endowed. 5. Attitudes tend to persist but they can be modified by experience.
From the characteristics above, it can be seen that actually the stuednts’ attitude towards teacher’s or teacher’s teaching method is not absolute. Gardner
1972 suggests “of course teaching techniques and teachers’ personalities can certainly affect the attitudes and motivation of students”. Because of that by
knowing the bad effect of negative attitude in learning English in the classroom, it should have intents communication between teacher and students in order to gain
the goal of teaching and learning.
B. Review of Related Research
Chairil Anwar Korompot in 1999 did a research with the title Teacher- Students Power Relationship in Language Classroom: A Comparative Case Study
in ESL and EFL Context. The purpose of this research is to investigate the representation and realisation of aspects of teacher-students power relationship
TSPR by the teacher and students of an Australian ESL study center and those of its Indonesian EFL counterpart in order to investigate the relevance of the
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power and sharing concept in different context of second language learning. The study is concerned with four research questions. These have been formulated in
terms of a the contextual factors of TSPR, b Teacher’s and students’ perception of and experiences with the principal acts of TSPR, c the students’
learning styles preferences that reflect their power relational representation, and d realisation of TSPR prcatices in classroom interactions in the Australian and
Indonesian context. This study proposes that power sharing issues should be ‘embraced’ comprehensively before taking further steps in applying such modern
approaches as students center language learning and communicative language teaching in ESL and EFL pedagogy. The findings of the study are expected to
contribute more insights into the contextual factors worthy of consideration in applying modern approaches to ELT in different settings of teaching and learning,
and to support the establishment of student autonomy as the central goal in learning and communicative competence in L2 pedagogy. This research has
similarity to the researcher’s research where both of them are study about teacher’s power in ELT classroom. However, there are some differences between
the researcher’s research and this research. First, the kind of this research is about comparative study between teacher and students power relationship in ESL and
EFL context. The researcher Chairil Anwar Korompot compared between the teacher’s and students from Australia and the power relationship between
teachers’ and students from Indonesia. While this research is only to investigate teachers’ power in using language in Indonesian classroom context.
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The second research which is correlated with the language and power in classroom is the research done by Karen F. Thomas and Steven D. Rinehart with
the title Instituting Whole Language:Teacher Power and Practice. This paper describes some of the issues and concerns regarding power and empowerment in
one school district striving to institute whole language. This research is started with the argumentation about the implemention of whole language classrooms and
how the power in language used by teachers happen in this classroom. First researcher compared between the role of teachers in the whole language teachers
and traditional reading basal program teachers. On one hand, whole language teachers are empowered teachers in control of learning in their classrooms, while
on the other hand, teachers in traditional, basal-driven reading programs are held accountable for program dictates and objectives written outside their power. At
the core of this issue is the role of the empowered teacher that is, one who will be in charge of the classrooms. Moreover, researcher argued that teachers as agents
in control of power to evaluate others and create concepts that attribute motivation to others. The areas of research involves 1 teacher perception of administrative
power in implementing certain literacy practices; 2 teacher professional training and personal literacy pursuits as personal empowerment issues; and 3 current
classroom literacy activities. The similarity of this research with this research is both of them have the same goal, to describe the teachers’ power in language in
classroom. However, the differences are in the areas of research. The areas of research involves 1 teacher perception of administrative power in implementing
certain literacy practices; 2 teacher professional training and personal literacy
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pursuits as personal empowerment issues; and 3 current classroom literacy activities. In another hand, the area of study in this research is to describe the
teachers’ power in language in the form of speech acts. Then, this is to know which power aspects mostly used by teachers in the classroom. The last is to
explore the effect of power in language done by teachers towards students’ learning interest.
The third reasearch is done by J. Trevor Morley with the title Power and Ideology in Everyday Discourse: The Relevance of Critical Discourse Analysis in
Pragmatic Linguistics Today. This paper focuses on what is arguably one of the most compelling and contentious issues in pragmatics today. It explores the
relationship between language and concepts of ideology and power in the linguistic practices of contemporary society through a critique of a critical
discourse analysis CDA approach to linguistic enquiry, as evidenced in a study and brief review of one of its major practitioners, Norman Fairclough. Essential
differences with other mainstream linguistic approaches are emphasized in exploring and explaining the social basis of the ideological and power dimensions
that underpin discourse in society. It is maintained that the development of a critical linguistic awareness, which informs a capacity to resist and change
exploitative and dominating linguistic practices, is an issue which should be of importance to everyone with a concern and interest in the problems of our
contemporary society. This paper briefly looks at the difference between critical discourse analysis hereafter Critical Discourse Analysis and other mainstream
linguistic approaches. It also describes the centrality of Critical Discourse
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Analysis in modern pragmatic linguistic enquiry. Next, it examines the collaborative style of Faircloughs writing. It also considers Faircloughs
interpretation of the concepts of inequality, domination and emancipation in society. It stresses the importance of a practical application of Critical Discourse
Analysis; and the last, it acknowledges some perceived omissions. The researcher assumes that Faircloughs work, in its attention to language as social practice
dealing with the social conditions of discourse production and its hidden power, ideology and domination dimensions, was a forerunner of a now-prevalent
linguistic emphasis. It has today clearly found its audience and has changed the nature of important aspects of pragmatic enquiry. While Fairclough energized a
new approach to the study of pragmatics it would be naive to expect CLA, in itself, to begin to restore social inequalities or injustices. However, a widespread
understanding of critical language analysis and the power dimensions hidden in language can be an important first step in contributing to a more informed, critical
awareness of the realities of the social order, contributing to opening opportunities to dominated groups and individuals in our society in accessing and participating
more fully in various, decision-making power forums. The similarity between this research with the researcher’s research is in the analysing of data where both of
these researches use critical discourse analysis from Fairclough. However both of them also has difference especially in practice. This paper is only describe the
power in language in Fairclough theory only. It is opposite with this research where this research wants to know the power of language from teachers in ELT
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classroom context. To know the teacher’s power, the researcher will do some obeservations in the ELT classroom and from interviewing the teachers.
The fourth related research is done by
Dolores Fernández Martínez in 2012 with the title
Critical Learning: Critical Discourse Analysis in EFL Teaching. The paper was published in Journal of Language Teaching and Research, Vol. 3, No.
2, pp. 283-288, March 2012. Researcher says that discourse analysis, the study of language use within its social context, has plenty of utilitarian aspects, especially
for language learners. Besides being a means of communication, language is a practice that not only constructs, but is also constructed by the ways language
learners understand themselves and their social environment. Critical discourse analysis promotes the application of critical thinking to social situations and the
unveiling of hidden connections between language use, ideology and power. This paper aims to demonstrate how critical discourse analysis can be implemented in
foreign language teaching in order to help students develop their internal values and critical thinking skills. The main principles of critical discourse analysis can
be incorporated in order to turn a song, a t-shirt slogan or an email into the subject of linguistic exploitation and socio-cultural debate. Moreover, he expalins
that Critical Discourse Analysis promotes the application of critical thought to social situations and the unveiling of strategies in texts. Discourse analysis, and
more specifically, critical approaches offer the learner new skills to interpret society and culture. Teachers can improve their teaching practices by
investigating actual language use both in and out of the classroom. Likewise, discourse analysis stimulates students to reflect on the huge amount of analysable
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information they receive every day through different means. The research offered in the paper combines theory, method and practice, and has been exemplified
through its application on apparently innocuous or entertaining texts, quite different from traditionally considered socially relevant discourse. Connotations
of power, control or social inequality can also be present in the zodiac or in the lyrics of a song. Discourse analysis is not restricted to significant texts and
contexts. Journalists, writers of e-mails, composers of songs and creators of slogans are conscious of the potential of words to have an impact on the reader
and shape his feelings and behaviour. This proposal also persuades students to employ the insights obtained from their analysis in order to produce their own
brief and effective messages. Every kind of text offers the learner a new platform to apply his critical skills and reveal hidden meanings or motivations. Critical
learning awakens students’curiosity about their surrounding information and leads them to think that they can be manipulated while they think they are just
being informed. All in all, the classroom presents tangible and attractive ways of interpreting contemporary culture; it is an excellent forum for teaching discourse
analysis and for making students aware that there is a rich and complex world outside to be analysed and criticalized. The similarity of this paper with this
research is in the using of critical discourse analysis in the classroom context. However, this research is quitely different with this papaer, where this research is
not only to analyze the power fby using critical discourse analysis, but also to know the effect of power manifestation to the classroom atmosphere that will
impact to students’ learning interest.
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The fifth research is done by Parviz Maftoon and Nima Shakouri from Department of Foreign Languages and Literature, Science and Research Branch,
Islamic Azad University, Tehran, Iran. This paper with the title The Concept of Power in Teacher Talk: A Critical Discourse Analysis was published in World
Applied Sciences Journal, 2012. They assume that teachers do not see themselves as powerful and in some ways, they are sadly correct in this assessment.
However, the words employed by the people keep their language strong. Thus, even those who are in power, but unable to employ the appropriate words in
appropriate context will lose their power. The concept of power in a class is not what a dominant group has on the subordinate group, but is defined in terms of
resistance created on the part of students. As to the writers, power and resistance run in parallel, even between the teacher and hisher students. In the paper, the
writers, having provided a review of ideas regarding critical discourse analysis hereafter Critical Discourse Analysis investigated the concept of power in
teacher’s talk and examined how power is exercised and resisted in classroom. From this research, it can be concluded that Critical Discourse Analysis pursue
one common goal that is representing the dialectic relationship between language, power, ideology and the influential role that language plays in emanation of
power and legitimizing social inequalities. Therefore, critical discourse analysts are giving a serious effort to clarify and denaturalize the hidden power relations,
ideological processes that exist in linguistic text. They attempt to awaken the unconscious of those people who contribute to the establishment and
legitimization of ideology through their ignorance. The similarity of this research
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and this paper is both of them are same in investigating teachers’ power in the ELT classroom. However, both of them are quitely different. This research is
focused on teacher’s power in using language in ELT classroom and to know how this will impact to the students’ interest in learning English. This paper is
not only about the power of teacher in the classroom, but also to view the teachers’ ideology.
From the articles above, the researcher sees that right now there is no research in Indonesia which describes the power in language represented in the
forms of teachers’ speech acts in ELT classroom which is analyzed by using critical discourse analysis. Besides that, this research also explores the power in
language done by teacher’s toward students’ learning attitude. Therefore, this research can fill the gap of previous researches.
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CHAPTER III RESEARCH METHOD
A. Research Setting 1. Time
This research was started on January 2014. The research was started by making a research plan including collecting previous data that related to the
teaching learning activities which drawing the situation where the power were used during teaching learning process. The time setting of this study includes
preparation stage up to the reporting stage as stated in Table 3.1.
Table 3.1 Time Setting of the Study
No Activity
Month Jan
Feb March
April May
June July
Aug
1 Planning
√ √
√
2 Proposal seminar
√
3 Collecting and Analyzing the
Data
√ √
√
4 Submitting the Report
√
5 Final Examination
√
From the table above, it showed that this research was conducted during eigth months.
3. Place
This reserach was conducted in STKIP Bangkalan, Madura. STKIP PGRI Bangkalan is one of colleges located in Madura island. The previous name of
STKIP was IKIP PGRI which was established in 1975 in Bangkalan, Madura. In
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