Accusation

1) lie accusation,

1) use of interrogative expression

2) ignorance accusation on the

2) use of declarative expression

teacherrsquo;s explanation,

3) inconsistence accusation, and

4) effortlessness accusation

Underestimating

1) Underestimating the

1) Rhetorical interrogative

studentrsquo;s cognition

2) Ironical declarative

2) Underestimating the

studentrsquo;s dignity

Judgment

1) unilateral decision to those not

Declarative speech in the form of mockery and

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International Journal of Instruction January 2018 ● Vol.11, No.1 e-ISSN: 1308-1470 ● www.e-iji.net p-ISSN: 1694-609X pp. 363-378

Received: 15/04/2017 Revision: 11/10/2017 Accepted: 15/10/2017

Power Gap as One of the Trigger of Verbal Abuses Committed by Teachers in Schools

Ribut Wahyu Eriyanti

Dr., Indonesia Language of Education Department, University of Muhammadiyah Malang, Indonesia, ributwahyueriyanti@yahoo.com

Studies of verbal abuses in learning are limited. In fact, the impact in learning is more serious than physical violence because the target is the psychological aspect. The purpose of this study is to describe the form of verbal abuses of teachers due to teacher-student power imbalance in learning in school. This research uses a qualitative-critical approach with the critical discourse analysis. The results of this study indicate that the form of teacher verbal abuses due to power inequality in learning stretches from students rejection of opinions, allegations, belittling ability and dignity of students, judgment and reproaches, coercion, to threats, and outbursts of anger. Verbal abuse is expressed directly using harsh words or indirectly using declarative, imperative, or interrogative speech.

Keywords: verbal abuse, inequality, power, learning, violence

INTRODUCTION

Violence against children in school is increasingly prevalent. During January to April 2008, the number of cases of violence against children 0-18 years recorded 95 cases. Of those cases, 39.6 percent were teachers. Plan International and International Center for Research on Women (Syafputri, 2013) found that 84 percent of 9,000 students 12 to 17 years in Indonesia experience violence in schools. From the results of the study it was found that 33 percent of perpetrators of violence in Indonesian schools are teachers to students, in Vietnam 42 percent, and in Pakistan 50 percent. The results of this study indicate that there has been an increase in teacher violence against children in schools since 2008.

Violence against children in school may include physical violence, sexual violence, and verbal abuse. Among the forms of violence, the dominant ones reported were physical and sexual abuse. The coverage and discussions about verbal abuses are limited.

Verbal abuse is the use of language that implies disregarding, humiliating, mocking, degrading, harming, threatening, undermining the ability of the spokesperson, dwarfing, expressing something that is untrue so as to cause psychological disturbance of the

Citation: Eriyanti, R. W. (2018). Power Gap as One of the Trigger of Verbal Abuses Committed by Teachers in Schools. International Journal of Instruction, 11(1), 363-378. https://doi.org/10.12973/iji.2018.11125a

interlocutor (Brennan, 2001; Bourdieou, 1994; Johnson, 2006, and Armstrong, 2009). Through words, teachers abuses students, 'Stupid of you! How effortless you are. You are of mindlessness.” That is the teachers annoyance to the students.

Verbal abuse can have psychological effects on students. Teachers did not realize that verbal abuse cause students reluctant to go to school. In the short term, students respect for teachers will be lost and what happens is resentment. While long-term impact will lead to new oppressors. Students who cannot stand the verbal abuse of teachers will have a deep sense of resentment that can be expressed to the others (Darmaningtyas, 2006). Unfriendly school environment that cannot protect students is assumed to scare them so that they are afraid of coming to school.

Verbal abuse in school can be triggered by several factors, including school climate, school social structure, and school culture. Analysis of verbal abuse cannot be separated from the use of language in social interaction. There is a dialectical relationship between language use event and situations, institutions, and social structures that shape them (Fairclough, 1995). As a socio cultural practice, the practice of verbal abuse in leaning can be seen as a form of communication between speakers and receiver who are influenced by learning situations, formal educational institutions (schools), and socio- cultural factors of a macro society. School as a formal social institutions have a formal social structure. The social structure determines the position of principals, teachers, and students. It implies the existence of differences in the status of each individual with a very clear division of roles. At school, principals and teachers have higher position than students. Difference position within the school structure is one of the factors that determine the selection of forms of communication. Communication between principals, teachers, and students formally still tends to be vertical rather than horizontal.

Different positions in the communication process generate power. Person who has higher position than others tend to dominate, influence, determine, control, coerce, subdue, and even oppress other groups as forms of power practice. In that case, Wright Mill point out that, “Power is domination, that is, the ability to impose a will even though others are opposed”, (Baryadi, 2012).

According to George Jean Nathan, the most common perpetrators of verbal abuse are someone who has power than the victim (Johnson amp; Indvik 2008, Olweus amp; Breivik (2014). It is further explained that such conditions generate the inability of victims to defend or protect themselves against larger threats and less control of the situation (Hunter et al., 2007; Olweus, 2013).The results of Jumadis research also showed that in classroom communic

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