Power and Language: Discourse Analysis in The Classroom  

Oleh:

Wajdi, Majid

Jenis: Article from Proceeding
Dalam koleksi: The 62st TEFLIN International Conference: Teaching and Assessing L2 Learners in the 21st Century, Denpasar, 14-16th September 2015, Book 3, page 278-289.
Topik: power and language; teaching and learning; speech acts; classroom discourse.
Fulltext: hal 278.pdf (10.99MB)

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Using a language can be interpreted as an activity of performing power. Power in language use will be realized in speech acts – acts such as making questions, making commands, expressing statements, having promises and so on. We cannot avoid of using language when having a talk, making explanation, giving information, showing feelings and so on. The language used by teachers and students in classrooms determines how learning processes takes place and what is learned. Some experts on language teaching have argued strongly that students should have significant opportunities to integrate oral and written language in the language classroom, since these experiences could encourage and support the development of literacy of learners or students.This study aimed at explaining and describing the use of the language in the classroom in term of (1) the types of speech acts, (2) the functions of speech acts, (3) the function of instruction of speech acts and the analyses of classroom speech acts. This study was executed to observe an English class of the second year of a private senior high school. The observer or researcher himself becomes the key instrument in collecting the data, by using audio and video recorder to record the activity of class of learning of English.The activity of a class of learning of English which involved the teacher and the students – differed with respect to the distribution of time when using language in the classroom. The findings show that the teacher took up 79% of the time of speaking; while the distribution of time of speaking to students' favour was 21%. There are twenty participants studying English with the topic of speaking. It means one student only took a chance to produce one utterance during 70 minutes of the time of learning activity. It is clear that most of the students often enjoy playing a predominantly inactive role, and feel ‘happy’ with the initiative of the teacher. It is obviously shown that the students who practise listening comprehension, whereas the practices of oral proficiency were on teacher's side.

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