International Journal of Humanities and Social Science

ISSN 2220-8488 (Print), 2221-0989 (Online) 10.30845/ijhss

The Reality Construction of Teachers’ Texts in Class
Anita Purba, Eddy Setia, Amrin Saragih, Busmin Gurning

The attention towards the teachers’ texts (TTs) which are viewed from the reality construction can actually assist the teachers to evaluate both the teaching materials and their students’ capabilities after they teach their students. This study tries to examine the teachers’ power and ideology which are seen from the use of the teachers’ texts in the classrooms. This study employed the qualitative-descriptive method. Fairclough’s concept of teacher text vocabulary (TTV) which is part of the Critical Discourse Analysis (CDA) was mainly used; TTV has three dimensional models, i.e., dimension 1: vocabulary description of TTs, dimension 2: interpretation of TTs, and dimension 3: explanation. The data was taken from texts spoken by four teachers. The preliminary results showed that the vocabularies in personal pronouns were proved to show the distance between the teachers and their students and to indicate the teachers’ inconsistency in identifying themselves and their students; those in expressives consisted of negative resentment, anger, sarcasm, underestimate, urge, and railing. Vocabularies in ideology always exhibited students’ impatience, lack of confidence, and in a hurry in completing their tasks. The strategies in the ideology development in TTs were influenced by two factors: (a) the reinforcement of students’ negative characters and (b) the reduction of students’ positive values. Teachers’ ideology in TTs brought the negative image to the students and the inequal relationships among teachers and students. The conclusion can be drawn that the teachers’ power, authority, and domination became the dominant factors in their texts.

Full Text: PDF