Abstract :

Education is the process of preparing the students so that they can carry out their lives. That goal will be achieved if schools implement a teaching system that uses the power to facilitate the students to participate in the learning process actively. The results of the study several experts indicated that the use of power would affect the perception and participation of students in the learning process. However, the results did not depict a representation of power in speech acts used by teachers or students. Based on the fact that this study was conducted to illustrate the representation of power in speech acts of teachers and students in the learning process. This study used ethnographic methods. The results of this study indicate that the use of the following directive represents power. Teachers and students in classroom discourse using four types of the directive, namely the command, request, ban, martial arts, and suggestions. Usage follows the directive of the commands and prohibitions have a level of restriction tends to represent the dominant power, while the use of demand, invite, and advice, have the power to represent the level of restriction humanist. Directive dominance level associated with the use of the type of modality and socio-cultural dimensions that build classroom discourse. The findings of this study imply that to foster active participation in the learning process, teachers should use a command that represents power humanist. Also, the realization needs to consider socio-cultural dimensions that build the discourse of class.