Students Reluctance to Speak is a Result of Teachers Dominance andPowerful in EFL Classrooms

This study is a qualitative study to reveal the impact of power and dominance that occurs during classroom learning, the method used is qualitative, using in-depth unstructuredinterviews to identify why students are reluctant to speak in class, and boredom when the teacher teaches. The findings show that students feel depressed when the teacher teaches because they often dominate so that the student does not have the opportunity to speak, besides that the teacher often provides punishment for students when they are not well performed in class. This study suggests that teachers should consider students as learning partners in the classroom, in order to create a harmonious relationship between teachers andstudents that has the potential to increase learning motivation instead of making students anxious about learning lessons in class.