Markus Deli Girik Allo, Asfah Rahman, Sultan
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 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 teaching-studying-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. © 2020 Asian E F L Journal Press. All rights reserved.
Universitas Negeri Makassar, Indonesia
