Exploring Teacher Power Use and Student Silence in an EFL Classroom: Evidence from Indonesia
DOI:
https://doi.org/10.47750/pegegog.12.02.16Keywords:
classroom interaction, English as a foreign language, teacher power use, student silenceAbstract
This qualitative study probes into teacher power use in an EFL classroom in an English Department of a private university in Makassar, Indonesia. Anchored by a qualitative approach and participated by one female teacher and three EFL students, data were garnered through in-depth interviews. It was designed to find out what type of power the teacher used to minimize the effect of students’ silence. Using French and Raven’s (2008) analytic lens for power use in classrooms, the study’s findings suggest that the types of teacher power used in the present study are coercive power, expert power, reward power, legitimate power, and referent power. The results of the study showed that the teachers mostly use their reward power as a strategic move to make students interested in breaking their silence in the classroom. In some conditions, when necessary, a form of coercive power is employed to some extent.
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