A Critical Discourse Analysis on Lecturers’ Language Power in EFL Teaching (An Ethnography Study at a Higher Education)

Allo, Markus Deli Girik and Rahman, Asfah and Baa, Sultan (2020) A Critical Discourse Analysis on Lecturers’ Language Power in EFL Teaching (An Ethnography Study at a Higher Education). Asian EFL Journal, 27 (3).

	Text 4. ACriticalDiscourseAnalysisonLecturersLanguagePowerinEFLTeaching.pdf Download (371kB)
	Text 4. Peer review a critical discourse analysis on lecturers language power in Efl.pdf Download (742kB)
	Text 3. A Critical Discourse Analysis on Lecturers’ Language Power in EFL Teaching (An Ethnography Study at a Higher Education).pdf Download (3MB)

Abstract

When carrying out the task of teaching English, the problem is that the learner is difficult to understand the instructions given by the lecturer. This misunderstanding occurs because the spoken speech act is inappropriate. Learners have different 178 understandings or interpretations even at simple sayings by lecturers who teach. This case occurs because of failure in the use of Illocutionary Force Indicating Devices or the use of direct or indirect speech acts in certain situations. In relation with power, when the lecturers applied the reward power it effected the students to participate in the teachingstudying-learning process. In contrast, when the lecturer applied the legitimate power, the students were getting so bored and tend to do others activities beyond the teaching and learning process. Moreover, others students seemed tense and did not engage in learning. The objective of this research is to describe the lecturers' language power represented in EFL Teaching. In this study, the researcher applied qualitative methods. The research design chosen in this study is ethnography. The subjects selected in this study were the lecturers of the English Education Program Study of Teacher Training and Education Faculty of Universitas Kristen Indonesia Toraja. For this research, data is collected and analyzed using observation data instruments. The technique of data analysis used was a cyclical pattern (Spradley, 1980). The result of this study revealed that the lecturers’ language power represented in the EFL Classroom through a directive, expressive, and assertive speech acts. The Directives Speech Acts revealed through command, and request, the Expressive Speech Act in the form of pleasure, and the Assertive Speech Acts represented in the assertion. Keywords: critical discourse analysis, lecturers’ language power, EFL teaching, ethnography

Item Type:	Article
Subjects:	FAKULTAS BAHASA DAN SASTRA
Divisions:	FAKULTAS BAHASA DAN SASTRA
Depositing User:	Farid Sehuddin
Date Deposited:	17 May 2023 06:52
Last Modified:	26 Jun 2023 04:31
URI:	http://eprints.unm.ac.id/id/eprint/28919

Actions (login required)

View Item