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
Assertive act is a form of power represented by a teacher in the classroom. Teacher’s assertive utterances potentially produce the power form. According to
Searle in Jumadi 2005:88 that assertve 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. In this research, the researcher classified this speech act performed by a teacher in the classroom into two:
assertion in clarifying students’ different idea and in maintaining teacher’s argument.
1. Power in Asserting Form The use of assertive power by a teacher in the classroom can be found
easily especially in discussion. The different of students’ opinion in answering a question or in arguing a topic can produce a doubt among students. The teacher as
a fasilitator in the classroom should take a part in mediating this difference. In
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other words, it can be said that the teacher can intervere by asserting an answer to avoid a difference in the classroom in order to get the correct information.
Perceiving the teacher’s intervention by asserting in the classroom, here was the teacher’s response:
“Kalau ada perbedaan pendapat. Kalau dalam hal materi iya intervensi, kalau diluar materi saya biarkan dulu. Contohnya dalam presentasi. Saya
biarkan dulu. Saya ingin tahu anak itu mengeluarkan curiosity rasa penasaran mereka. Saya biarkan dulu baru saya evaluasi. Pertama
presenternya dulu baru partisipannya, dan baru saya pertemukan keduanya itu. Jadi sama-sama saya evaluasi keduanya. Jadi saya biarkan dulu
sementara saya penegn tahu bagaimana attitude mereka, tidak langsung mengcut.”
In this teacher’s explanation, there was an intervetion from a teacher when there was the different opinion in a discussion. However, the teacher did not directly
interfere this debate. The teacher gave chance to students to express their idea. After that, the teacher will evaluate them, firstly from the presenter and continued
to the participants in the classroom. Finally, the teacher will inform the correct one. It can be assumed that the teacher assertion wa important in clarifying some
students’ idea. It shows that the teacher has the power to influence students’ opinion. It was also supported by students where they agreed if the teacher must
interfere the different argument in a discussion. Here was the stduent’s opinion: “Iya harusnya selalu ada karena dosen sebagai fasilitator ikut berpartisipasi
juga. Kalau ada perbedaan pasti di tengahi” From the teacher’s and student’s opinion, it can be concluded that the teacher’s
assertion always needed in moderating the students’ differences. Indeed it will influece stuedents’ perception toward a learning. Students’ will be more confident
in expressing their idea.
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2. Power in Maintain Form In the classroom discourse, the different argument between a teacher and
students commonly happens. As a human being, a teacher can make an error or mistake. Even in digital era where the information can be gotten easily gives
chance to students to get information not only from the teachers but also from internet. It will be possible the students know earlier than a teacher. A good
teacher will be respect toward information or correction from the students. However, there are so many teachers defend their argument. To perceive it it was
the teacher’s response: “Saya welcome terhadap perbedaan pendapat tersebut, kalau ada
perbedaan saya akan bawa sumbernya dan menyuruh mahasiswa bawa bukunya. Dan saya akan mengatakan bahwa saya tidak sempurna. Pernah
ada perbedaan tentang perguruan tinggi. kalau ada perbedaan kita tanya ke sumber lain. Kalau berkaitan tentang teori bawa bukunya dan kita
bahas. Jika berkaitan dengan update informasi kita browning internet.”
In this teacher opinion, the teacher was very welcomed in responding the different argument with students. Teacher invited students to discuss the differences and
asked students to find other sources as comparison. In addition, the use of internet was useful as the references. It can be interpreted that the teacher very appreciated
the students’ opinion. The teacher did not consider the students’ argument as a harm. The students had different oipinion about this. One of them said that
sometimes the teacher defended his or her argument. Finally the students agreed with the teacher’s argument in the class but they were still unsatisfied. Commonly
they just grumbled in the outside of the class. It can be concluded that the teacher
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may defend his or her argument but it must be proved by the data or theory. The students will grumble at outside the class as a form of their unsatisfication. It can
be seen that teacher’s defend act has the influence to students’ learning attitude. The students will be happy if the teacher appreciate their argument. In contrary,
they will grumble outside the class because of teacher’s defence act.
c. The Influence of Power in Expressive Speech Acts
