Sudar Sudar
Universitas Muhammadiyah Purworejo

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POWER RELATIONS OF NON-NATIVE ENGLISH TEACHERS AND THEIR STUDENTS IN THE CLASSROOM Sudar, Sudar
Jurnal Penelitian Humaniora Vol 14, No 2: Agustus, 2013
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The current study deals with the Power Relations between non-native English teachers and their students in the classroom. The objectives of the study is to describe the Power Relations between non-native English teachers and their students in the classroom. The data are in the form of utterances showing Power Relations which are taken from nine senior high schools in Purworejo. The researcher used the critical discourse analysis to analyze the data. The research results are as the follows: (1) in term of message units performance, non-native English teachers were more powerful than their students; (2) in five senior high schools non-native English teachers and their students performed turn distribution equally; (3) in performing the initiation, non-native English teachers are more powerful than their students; (4) the initiation of discussion topic was fully done by non-native English teachers; (5) non-native English teachers and their students had equal right to response; (6) the determination of turn-taking activities was mostly performed by non-native English teachers. In conclusion, non-native English teachers iunder the study were more powerful than their students in the classroom. It was much influenced by Indonesian culture.
Speech Acts and Discourse Makers by Teachers and Students in the Classroom Sudar, Sudar
Celt: A Journal of Culture, English Language Teaching & Literature Vol 18, No 1: July 2018, Nationally Accredited
Publisher : Soegijapranata Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24167/celt.v18i1.1218

Abstract

This study aims to describe how is the performance of speech acts and discourse makers in the classroom of senior high schools of Purworejo, central Java. The study used qualitative descriptive. The sample of this study is the three English teachers and their students from three senior high schools. Data taken by recording teachers and students in the classrooms. The findings show that transaction of agreement is highly developed by teachers. For example: ok, ya. Questions and Follow up exchange performed by teachers. Further, negotiate outcome, argumentation, and describing adjacency pair created by teachers. Elicitation acts and information acts are performed by teachers and students. Directive acts is mostly developed by teachers. Students performed directive acts when they are in group discussion.
POWER RELATIONS OF NON-NATIVE ENGLISH TEACHERS AND THEIR STUDENTS IN THE CLASSROOM Sudar, Sudar
Jurnal Penelitian Humaniora Vol 14, No 2: Agustus, 2013
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/humaniora.v14i2.860

Abstract

The current study deals with the Power Relations between non-native English teachers and their students in the classroom. The objectives of the study is to describe the Power Relations between non-native English teachers and their students in the classroom. The data are in the form of utterances showing Power Relations which are taken from nine senior high schools in Purworejo. The researcher used the critical discourse analysis to analyze the data. The research results are as the follows: (1) in term of message units performance, non-native English teachers were more powerful than their students; (2) in five senior high schools non-native English teachers and their students performed turn distribution equally; (3) in performing the initiation, non-native English teachers are more powerful than their students; (4) the initiation of discussion topic was fully done by non-native English teachers; (5) non-native English teachers and their students had equal right to response; (6) the determination of turn-taking activities was mostly performed by non-native English teachers. In conclusion, non-native English teachers iunder the study were more powerful than their students in the classroom. It was much influenced by Indonesian culture.