<![CDATA[Discourse is frequently understood as the largest and most complete unit of language structure, structurally, it means that discourse is part of a series of language components. It is defined and viewed from many different perspectives, ranging from a very linguistic- oriented to a political- one. This perspective discourse has been analyzed for its role in expressing ideologies, power, dominance, inequality, and bias (Van Dijk, 1998). In Linguistics, discourse has also been viewed from different perspectives, referring to other types of languages used in various sorts of social situation such as newspaper discourse, advertising discourse, classroom discourse, and the discourse of medical consultation (Fairclough, 1992:3). This study focuses on lecturer’s politeness, speech acts and cooperative principles in the classroom. It will also bring to a broad band of disciplined questioning of the ways in which power works through the discursive practices and performances in schooling and lecturing. The research method applied in this study is a descriptive qualitative approach based on the transcription among models of classroom discourse- the Sinclair and Coultrhard (1975) model, performative utterances from J.L Austin, Roger Searle, and pragmatics from George Yule was selected as a sign post of this classroom on discourse analysis. All the data were analyzed in the form of a description. As the result of this study, observing classes, finding out some information from students, then applying the use of interaction- scheme undoubtedly results in a much better understanding of classroom aims and events, particularly in terms of lecturer talking and behaving to the students and classroom activities.]]>
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