Teacher’s Domination in Classroom Interactions: A Critical Analysis for Developing a Qualified Teacher-Students Relationship

Abstract

This study was designed to describe the form of teacher’s domination in classroom interactions and explain
language features which represent it. This qualitative study employed the critical discourse analysis model by Fairclough. Data was obtained from the speech produced by six secondary school teachers in Luwu Timur Regency, South Sulawesi. The data was collected through recording, field-notes, and interviews. The data was analyzed using Miles and Huberman flow model which covers: (1) condensation, (2) data presentation, (3) temporary data deduction and verification, and (4) final conclusion making. The results of the study revealed that; (1) teachers controlled the classroom interactions by labelling students, threatening, making fun of students, underestimating, getting angry with them, giving punishment, expressing dissatisfaction/ disappointment, and emphasizing their authority; (2) language features which reflect teachers’ domination  tn
the teacher-students communication include: (a) the use of vocabulary, namely marginal vocabulary,
metaphors, personal pronouns, and evaluative vocabulary; and (b) the use of grammars, of which are
declarative sentences, imperative sentences, interrogative sentences, negative sentences, and modality. The research findings suggest teachers to develop qualified teacher-students interactions by avoiding the use of language features which imply teacher’s domination.