POWER AND SOLIDARITY IN CLASSROOM INTERACTION CONTEXT: DISCOURSE ANALYSIS IN THE SPEECH ACTS OF A LECTURER AND STUDENTS
Abstract: The relations of power and solidarity in classroom interactions affect the use of speech acts and the learning process. The use of power and solidarity showed a social distance towards someone. This study aims to reveal the relationship patterns and greetings used by the lecturer and students in classroom interactions and reveal the impact of power and solidarity in the learning process. The method used is the descriptive qualitative method. The results showed that the pattern of speech act relationships between the lecturer and students was non-reciprocal. This relationship pattern influenced the use of greetings in classroom interactions. The lecturer greets students in the form of T (tu), while students greet the lecturer in the form of V (Vous). Even though the pattern of the relationship between the lecturer and students is non-reciprocal, every lecturer's speech has a solidarity relationship between them. The involvement of lecturers and students in class interactions is almost the same. Lecturers share power with students. In the classroom interaction process, there is a superior relationship and solidarity between the lecturer and students that positively impacts the learning process. Power relations that occur in classroom interactions involving solidarity make students active in the learning process, such as actively interacting, participating, and exploring themselves in the learning process.
Keywords - Classroom Interaction, Power and Solidarity, Speech Acts, Greetings.