Indonesian Teachers’ Directives In English Language Classrooms

Abstract

English language classrooms as real language settings provide ample linguistic data, be they produced by the teachers or the students, as there are some interactions in exchanging thoughts, feelings, or ideas. Speech acts theory indicates that in using the language, people not only create an isolated series of sentences, but also carry out actions by either doing something or making others do something. By using classroom observations conducted in twelve English language classrooms, this study seeks to describe types of sentence forms and kinds of strategies used by the teachers in giving order. The findings indicate that the teachers in the Department of English, Universitas Negeri Malang, who are in a position of authority over the students, do not always impose on their students in making them do what the teachers want them to do. Even though the interactions in the classrooms are not equal as the amount of teacher talk dominates the teaching and learning process, the students (as the hearer) are aware that they should adhere to the teachers' speech acts of ordering to be successful in their study.

Teacher Power and Gender in Libyan Language Teacher Education

“…This finding is in agreement with previous studies, e.g. [13,15,43,44]. Moreover, the females exhibited higher pro-social power (40.8%), which is almost twice as much as the males (22.4%).…”

“…An additional case study employed classroom observations of twelve EFL classes to analyse command strategies of Malay university teachers [13]. Their findings reveal that while lecturers do not always use directives, teacher talk dominates teaching and learning; the students on the other hand acknowledged adherence to teachers' orders.…”

“…As one of the most common forms of classroom power [13], this strategy is typically associated with the use of imperatives to issue instruction.…”

Teacher Power and Gender in the Classroom Discourse of EFL Teacher Educators: Insights from a case study

“…The females used anti-social strategies less frequent (59.2%) than the males (77.6%). This finding confirms results of previous studies by Monsefi and Hadidi (2015); Rashidi and Naderi (2012); Hidayati, Zen and Basthomi (2017);Fikri, Dewi and Suarnajaya (2014).…”

“…Overall, the educators exhibited a higher degree of anti-social power (69.3%) when compared with pro-social (30.7%) at more than twice the ratio (2.3:1). ATP was predominantly displayed through Command (36.7%), a finding that is consistent with Monsefi and Hadidi (2015); Hidayati, Zen and Basthomi (2017).…”