Abstract:
This article presents the results of research on the representation of power in the
speech directive of teachers and students in high school. The study uses the
communication and pragmatic ethnographyapproach. The results of this study indicate
that the use of directive acts by teachers and students represents power. Teachers and
students in classroom discourse use four types of directives, namely command, request,
prohibition, politeness, and suggestions. The use of the directive type of command and the
prohibition has a high restriction content that tends to represent dominative power. In
contrast, the use of demand, politeness, and suggestion, has a low restriction level that
represents humanist power. The degree of dominance of teacher and student directive
action is related to the use of modality types including the directness of the directive, the
greeting used, and the type of speech acting diathesis. The power representation is
influenced by the socio-cultural dimension that builds class discourse, especially the
difference in institutional role between teacher and student, the purpose of speech to be
achieved from the learning process, and the topic of speech controlling the learning
activity.
Keywords: representation, power, speech acts
