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
Expressive speech acts are the forms of speech acts to express the psychological feeling of speakers such as pleasure, displeasure, pity, and etc. In
the classroom discourse the teacher’s pleasure and displeasure expression have the illocutionary power. Because these acts has the power representation, these will
have the influece to students’ learning attitude. Here are the explanation.
1. Power in Pleasure Expression Form The expression of pleasure is commonly performed in the classroom
especially by the teacher. The teacher uses this expression as a positive response toward students’ act where it is also to show teacher’s appreciation. By giving this
expression it will affect to student’s learning attitude. The students tend to be happy when they get teacher’s appreciation. To know about this expression, here
wa the teacher’s argument. “Penting bagi seorang pengajar memberikan apresiasi terhadap keberanian
anak dalam menjawab ataupun bertanya. Dengan begitu anak tersebut akan lebih termotivasi untuk aktif di kelas. Bentuk apresiasi itu bisa
berupa applause atau good. Dan yang pasti bisa memotivasi siswa yang lain untuk lebih aktif lagi.
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It can be inferred that the teacher’s pleasure expression was good for student to raise students’ motivation in the classroom. It was a form of teacher’s appresiation
toward students’ activeness in the classroom. Furthermore, it will spread the students’ braveness and motivation to other students. The form of this
appreciation can be in form of applause or praise expression like “good”. The students agreed with the teacher’s argument that appreciation is
important to raise student’s motivation. Here was the student’s argument. “Iya ada biasanya berupa tepuk tangan atau mengatakan good. Menurut
saya itu bagus karena apa ya... pokoknya mahasiswa itu senang. Ada rasa kepuasan tersendiri sehingga kita ingin lagi dan lagi”.
From the student’s argument, it can be seen that the students would be happy when the teacher appreciated them. It would trigger students to be more active in
the classroom. In other words, the teacher’s pleasure expression can increase students’ motivation. Automatically the students will be more interested with the
study.
2. Power in Displeasure Expression Form Besides pleasure expression, in the classroom the teacher also often utter
the displeasure expression. The teacher uses this expression as a negative response toward students’ action where it is also to show teacher’s punishment. For
example from the researcher observation where the teacher expressed her displeasure when she looked at students’ hand writing style. This expression also
tends to be used in responding students’ answer. However, based on the observation the teacher never used this expession to respond the students’ wrong
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answer. It is also suitable with the teacher’s argument about it. Here was the teacher’s argument about the using of displeasure expression:
“Tidak masalah mahasiswa buat salah, saya biasa mengatakan bagus mungkin ada yang menambahkan. Tapi saya lihat dulu untuk semester
awal saya akan mengatakan seperti itu. Tapi semester delapan, ketika tidak fokus terhadap apa yang diminta saya agak keberatan dan akan di tegur.
Pokoknya beda treatmentnya.“Saya akan panggil, saya beritahu kepada dia, jadi kalau dapat sekian jangan salahkan saya. Biarkan dia berpikir.
Karena sudah cukup dewasa. Yang penting sudah saya ingatkan bagaimana responnya dia dia harus nego dengan dirinya sendiri”.
The teacher said that she would not blame students when tehy made mistake in answering the question. Teacher would offered to another student to answer the
question. However, it would be different if the eighth semester students made mistake. The teacher would warn them to be focus with teacher’s request. Teacher
argued that they were mature enough to decide the right thing. It can be inferred that the teacher avoided using displeasure expression in the classroom.
In accordance with the teacher’s argument, the students argued that the teacher never complained or uttered the displeasure expression in the classroom.
However, they said that they would be displeasure if the teacher blamed the students’ mistake. It has ever occured when the researcher did observation in the
classroom, the student was ashamed when the teacher complained the student’s work. This expression has negative effect to students’ learning attitude. The
students will be less confident. In conclusion, the displeasure expression has the high restriction of illocutionary power. By avoiding this expression means the
teacher has appreciated the students’ work.
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Finally, the researcher concludes the finding of this research as follows: 1.
In the classroom discourse, a teacher can represent his or her power in language into some speech acts forms. They are directive, assertive and
expressive. The directive speech acts are the teacher’s utterances as the attempt of teacher to get students do something. The directive speech acts
can be classified into six forms of act; command request, prohibition, permission advice, and question. Next, the assertive speech acts, the
utterance of a teacher to ensure the students with the teacher’s argument to make they agree or believe with teacher’s idea. It can be classified into
assertion and maintain acts. The last, the expressive speech acts, the teacher’s psychological states about the students. It can be classified into
pleasure and displeasure expressions. 2.
The application of teacher’s power in speech acts forms can influence students’ learning attitude.
Directive speech acts a. Command act:
- The students are fine with the teacher’s command act. However, the status of teacher will influence their degree of respect toward
teacher’s command. - The students are not brave to utter honestly to refuse the teacher’s
command. Consequently, they do the teacher’s command not sincerely.
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b. Request act: - The students are enjoyful do the teacher’s request because they
assume it is a natural thing. - There is no negative effect toward students’ learning attitude when
the teacher performs the request act in the classroom. c. Prohibition act
- The teacher’s prohibition act has the influence toward students’ attitude because the students consider that the teacher’s prohibition
is a must. There are the consequences if the students break the prohibition. It train students to be more discipline.
- Some teachers do not apply prohibitionit rigitly. It can be negotiated as long as it was proper.
d. Permission act
- Students consider that the teacher’s permission act has less negative effect to them because they have known the items that
may or may not done by the students during study. - Generally, the teacher has announced the regulations about
permission before the teaching learning activity and the students has known the risk of breaking the regulation.
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e. Advice act - The teacher’s advice influences students’ learning attitude towards
positive side because it can increase students’ motivation and add students’ knowledge, information and experience.
- The teacher’s advice gives the description to students about students’ character, students’ future, learning motivation, and
education field. f.
Asking act - The asking act has the influece to students’ learning attitude.
Students tend to be afraid in facing the fierce teacher’s questions. - The students argue that they are so anxious because they are afraid
if their answer is wrong. Assertive speech acts
a. Assertion act:
- Students need teacher’s intervention when there are different arguments among students.
- In moderating the differences among students’ arguments, the teacher has to be objective.
b. Maintain act:
- The students will be happy if the teacher appreciate their argument. In contrary, they will grumble at outside the class if the teacher too
defend his or her arguments.
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- In defending his or her argument, the teacher shoud provide the data or theory because he or she will be a model for his or her
students. Expressive speech acts
a. Pleasure act:
- The teacher’s pleasure expression will trigger students to be more active in the classroom.
- The teacher’s pleasure expression can increase students’ motivation because the students assume it is as the form of teacher’s
appreciation to them. b.
Displeasure act: - The students assume that teacher’s displeasure act will affect to
their learning attitude because they will be ashamed when the teacher complains their work.
- The displeasure expression has the high restriction of illocutionary power. So, the teacher should avoid using this expression in the
classroom. 3.
Factors affecting teachers’ power in the classroom are: 1. Teachers’ status.
The teachers’ status in the school will influence the respect degree of students to teachers’ power. The higher status of a teacher in the the
school, the higher respect of students to teachers.
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2. Teachers’ teaching experience. The experienced teachers usually have more powerful than new ones in
managing the classroom because they are more respectable in students’ view.
3. Teachers’ education background. Teachers’ education background influences the teachers’ trustworthiness.
B. Discussion
