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AN ANALYSIS OF STUDENTS’ POLITENESS STRATEGIES IN ELT

CLASSROOM INTERACTION

( A Descriptive Study at SMA PGRI 3 Makassar )

A THESIS

Proposed as the fulfillment to accomplish Sarjana degree

At Teacher Training and Education Faculty

Muhammadiyah University of Makassar

NAME : NUR RAHMI RAHMAT

REG.NO : 10535 5678 13

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

MUHAMMADIYAH UNIVERSITY OF MAKASSAR

2020

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ABSTRACT

NUR RAHMI RAHMAT. An Analysis of Students’ Politeness Strategies in

ELT Classroom Interaction. (Supervised by Syamsiarna Nappu and Nunung

Anugrawati).

The objectives of this research were to find out the types of politeness

strategies, and factors influenced the different politeness strategies of students at

SMA YP PGRI 3 MAKASSAR in classroom interaction. The researcher applied

decriptive qualitative research in order to get more understanding about

phenomena of students politeness strategies.

The researcher focused on observing the students of the X IPA at SMA YP

PGRI 3 MAKASSAR. The researcher took one class as the participant. The first

class consists of 20 students in 2017 – 2018 academic years. The researcher did

classroom observation and observation checklist who used politeness strategies in

the classroom. In doing the obervation, the researcher used video record all the

activities in classroom interaction the types of politeness strategies based on

Brown and Levison‟s theory of Politeness Strategies.

The researcher found that politeness strategies appeared in the classroom

interaction. They are positive politeness strategies and negative politeness

strategies. Positive politeness is to minimize the distance between the speaker and

the hearer. Negative politeness is used to show the social distance between the

speaker and the hearer.

Keywords : Politeness Strategies and Classroom Interaction

EET

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ACKNOWLEDGEMENT

Alhamdulillahi Robbil Alamin. The researcher expresses her highest

gratitude to the Almighty, Allah AWT, who has given his guidance and mercy to

the researcher in completing this thesis.

In preparing complicating this thesis, the researcher found many problems

that could not be solved by the researcher herself. However, the great help and

support from the people around her made everything was running well. The

researcher deeply expresses many thanks to those who had given their help,

guidance, support, advice, and open constructive criticism. The researcher really

knows without them, she would be unable to finish this thesis, so the researcher

would like to express her deepest gratitude to them. They are as follows:

1. The Rector of Makassar Muhammadiyah University, Dr. H. Abd. Rahman

Rahim, SE., MM., and Erwin Akib, M,Pd.,Ph.D. as the Dean of FKIP

Makassar Muhammadiyah University for their support and motivation

during her study at UNISMUH.

2. Ummi Khaerati Syam, S.Pd.,M.Pd., the Head of English Department of

FKIP for her signature, support and motivation.

3. The researcher indebted to her first and the second consultant, Dr.

Syamsiarna Nappu, M.Pd and Nunung Anugrawati, S.Pd,. M.Pd. who have

given her guidance, correction, and support since the preliminary state of

manuscript till the completion of the thesis.

4. The headmaster, teachers, staffs and the X IPA students of

SMA YP PGRI 3 Makassar who helped the researcher during research‟s

process for their support, motivation and participation.

5. Her special heartfelt to her beloved parents „Drs. H. Rahmat Banjar, M.Pd‟

and Hj. Bauk Tekne, A.Ma‟ and her brothers and sister, M. Khairan

Rahmat, S.Pd.,M.Pd., M. Yusran Rahmat, S.Pd.,M.Pd., and Nur Hidayah

Rahmat, S.Pd. who always sacrifice, love, care, support for financial and

pray for her safety and every success of mine.

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6. Her profound appreciation and thanks are due to her best friends

“HOMINA”, Astrid Safitri Said, Hariati HB, Juswanto, Annisa Almirah,

Muchlisa Awaluddin, Mutmainna, Andi Ahyuni, Dewi Paramitha

Pramadhani, Iva Fakhriani Amiruddin, Maryam Makmur, Sefira Salsabila,

and the last my boyfriend Sunaryo Tri Suryo who always help and support

the researcher in every condition.

Eventually, the researcher realized that this thesis is still far from

perfection and still needs suggestion and critics. Thus, enhancement from this

thesis as strongly needed. Hopefully, this thesis will be useful for many people

who Allah the almighty needed may bless us. Amen……

Makassar, February 2020

The researcher

Nur Rahmi Rahmat

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TABLE OF CONTENTS

COVER .......................................................................................................... i

APPROVAL SHEET .................................................................................... ii

COUNSELLING SHEET ............................................................................. iii

SURAT PERNYATAAN .............................................................................. v

SURAT PERJANJIAN ................................................................................. vi

ABSTRACT ................................................................................................... vii

ACKNOWLEDGEMENT ............................................................................ viii

TABLE OF CONTENTS .............................................................................. x

LIST OF FIGURE ......................................................................................... xii

LIST OF TABLE ........................................................................................... xiii

LIST OF APPENDIXES ............................................................................... xiv

CHAPTER I INTRODUCTION ................................................................ 1

A. BACKGROUND ................................................................................ 1

B. PROBLEM OF THE RESEARCH ................................................. 3

C. OBJECTIVE OF THE RESEARCH ............................................... 3

D. SIGNIFICANCE OF THE RESEARCH ........................................ 3

E. SCOPE OF THE RESEARCH ........................................................ 4

CHAPTER II REVIEW OF RELATED LITERATURE ....................... 5

A. REVIEW OF RELATED RESEARCH FINDINGS ...................... 5

B. SOME PERTINENT IDEAS ............................................................ 7

C. CONCEPTUAL FRAMEWORK .................................................... 29

CHAPTER III RESEARCH METHOD .................................................. 31

A. RESEARCH DESIGN ...................................................................... 31

B. SUBJECT OF THE RESEARCH .................................................... 31

C. FOCUS OF THE RESEARCH ........................................................ 32

D. INSTRUMENT OF THE RESEARCH ........................................... 32

E. PROCEDURE OF COLLECTING DATA ..................................... 33

F. TECHNIQUE OF DATA ANALYSIS ............................................ 33

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CHAPTER IV FINDINGS AND DISCUSSIONS .................................... 34

A. FINDINGS ......................................................................................... 34

B. DISCUSSIONS ................................................................................. 46

CHAPTER V CONCLUSIONS AND SUGGESTIONS .......................... 49

A. CONCLUSIONS ................................................................................ 49

B. SUGGESTIONS ................................................................................ 49

BIBLIOGRAPHY ......................................................................................... 51

APPENDIXES ............................................................................................... 53

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LIST OF FIGURE

Figure 2.1. Conceptual Framework ............................................................. 29

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LIST OF TABLE

Table 2.1. Types of Politeness Strategies ..................................................... 22

Table 4.1. The Use of Politeness Strategies in Classroom Interaction ..... 35

Table 4.2. The Use of Negative Politeness Strategies

in Classroom Interaction ........................................................... 36

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LIST OF APPENDIXES

Appendix 1: Observation Checklist ............................................................. 54

Appendix 2: The Video Transcript (meeting 1) ......................................... 56

Appendix 3: The Video Transcript (meeting 2) ......................................... 59

Appendix 4: The Subject of The Research ................................................. 61

Appendix 5: Documentations ....................................................................... 62

Appendix 6: Documents ................................................................................ 63

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CHAPTER I

INTRODUCTION

A. Background

In our daily life, humans communicate with each other committing

conversation. Based on Pridham (2001: 2), conversation, therefore, is any

interactive spoken exchange between two or more people and can be: face-to-face

exchange – these can be private conversations, such as talk at home between the

family, or more public and ritualized conversations such as classroom talk or

question time in the houses of Parliament; non-face-to-face exchanges, such as

telephone conversations; and, broadcast materials such as a live radio phone-in or

television chat show.

Through conversation, a spoken communication is constructed. Spoken

communication involves at least two participants, a speaker and a hearer, in

variety social context. The speaker intended to convey certain meanings to the

hearer while the hearer tries to recognized what the speaker means by saying

utterances. Both of the speaker and the hearer should convey and understand the

thoughts, feelings, and desires of each other. This, they can achieved a good

communication. To study this, in linguistics there was a field of study called

pragmatics.

One of the central concepts in pragmatics is politeness. It was the way

people save other people‟s face and feeling in communication. The stereotype also

makes people think that being polite means keeping distance, being dishonest, and

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being unfeeling between the speaker and the hearer (Watts, 2003: 2). Generally,

being polite involves taking into account the feeling of others. It also means

employing awareness of other‟s face. When someone feels comfortable, a good

relationship will appear between them.

Politeness becomes one of important issues in Indonesian education

recently. The education minister of Indonesia asserts that politeness of Indonesian

students is in a state of decline. Most students speak impolitely and they prefer to

use slang or informal language at school. Therefore, a teacher has a responsibility

to teach their students how to speak politely and admonish them if they speak

impolitely at school especially during classroom interaction. Moreover, a teacher

also needs to speak politely in front of the students in order to influence them to

speak politely too. In addition, the implementation of politeness strategy is

relevant which curriculum 2013 which emphasize on good character because

politeness strategy deals with someone‟s ability to show his good character.

Therefore, the teacher is obliged to implement it in the language learning activities

along with language usage.

The researcher conducted the study at SMA PGRI 3 Makassar because the

researcher has been observed the students in the school. In line the fact, according

to the researcher‟s observation on July 2017, the researcher found that there are

many students who did not have politeness strategies to the teacher or the other

students. Arising from the description above, the researcher in interested in

conducting a research entitled “An Analysis of Students‟ Politeness Strategies in

Classroom Interaction”. The researcher wanted to know more about the types of

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politeness strategies used by students‟ at SMA PGRI 3 Makassar in classroom

interaction.

B. Problem of the Research

Based on the previous background, the problem discussed was “What type

of politeness strategies, in form of positive and negative, are used by students at

SMA PGRI 3 Makassar in classroom interaction?”

C. Objective of the Research

Based on the problem, the objective of this research is to find out the type

of politeness strategies, in form of positive and negative, which are used by

students at SMA PGRI 3 Makassar in classroom Interaction.

D. Significance of the Research

The results of the research are expected to give contribution to the

theoretical and practical uses of language. Theoretically, the research findings

were expected to enrich the comprehension and understanding of pragmatics

learning, especially about politeness strategies.

Practically, this research will give an additional reference to the study of

pragmatics, especially about politeness strategies in the context of family talk.

This study also expected to contribute to the teaching of pragmatics, especially on

politeness in the context of family talk. Lecturers can use the findings of this

study as an additional resource in Pragmatics subject. This research can be used as

another reference for the students of English study program who want to conduct

research on pragmatics, particularly based on the theory of politeness strategies.

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E. Scope of the Research

This research, by discipline concerns with the study of pragmatics. It is

specifying to an analysis of students‟ politeness strategies which was restricted to

find out the positive and negative politeness strategies that was used by students at

SMA PGRI 3 Makassar in ELT classroom interaction.

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CHAPTER II

LITERATURE REVIEW

A. Review of Related Research Findings

1. Warsito. (2013). Thesis. Politeness Strategies in Teacher‟s Student

Interaction in the EFL Classroom Context. It explored politeness strategies

used by teacher and student in two 90 minutes English lessons in a senior

high school. It showed that teacher and student basically employed bald

on-record, positive, negative politeness strategies in the EFL classroom.

Teacher and students perception on social distance, the age difference,

intuitional setting, power and the limitation of the linguistic ability of the

students has contributed to the different choices of politeness strategies. In

this research, the students tend to use some interpersonal function markers.

Linguistic expressions that are used in classroom interaction are

addressing, encouraging, thanking, apologizing, and leave-taking.

2. Hardiyani. (2011). Thesis. The Analysis of Politeness Strategies Used by

the Character in the Film of Ugly Truth. It found that the selected

characters in the film used the strategies of bald on record, positive

politeness, negative politeness and off record. Moreover, she finally found

that the factor of higher and lower in workplace is not one of the main

factors that can cause the different politeness strategies. However, the

lower could use the same strategy as higher used.

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3. Markus. (2011). Thesis. An Analysis of Politeness Strategies in Online

Learning and Teaching. It found that politeness strategies were frequently

used in interaction, and this research gave effect to the communication as a

whole. This study focused on the speakers in interactional opportunities

which became available through dialogues. The material consisted of a

series of seminars were record, and one of them chosen for analysis. There

are nine students in the group lead by one teacher, and their discussions

conversations were record during the seminar for duration of an hour and a

half. Moreover, the data consisted of the conversation exchange between a

teacher and students in online seminar.

4. Handayani. (2007). Thesis. The Politeness Strategies Used by Bree Van

De Kamp in Desperate Housewives TV Series. It focused her study on the

concepts of pragmatics and politeness used by Bree in the drama series of

Desperate Housewives. She found the Bree used the politeness strategies

are proposed to minimize FTA. Her reason for doing FTA is determined

by her motives and factor of distance, power and rate of imposition.

5. Kurniatin. (2017). Thesis. An Analysis of Politeness Strategies Used by

Teacher and Students in English Class at MTs NU Assalam Kudus. It

found that all the types of politeness can be found in the teachers‟

utterances. The bald on record strategy noted as the high rank meanwhile

negative politeness strategy is in the lowest rank. The research also found

that are 23 utterances containing politeness strategy used by students. 2

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utterances of bald on record, 15 utterances of politeness strategy and

negative politeness strategy and 5 utterances of off record strategy.

Related to the findings above, all the researchers have a similarity

in conducting the research toward politeness strategies and from previous

studies, the importance of pragmatics can be known as one branch of

linguistic study. It was clearly revealed that politeness strategies always

appear in the interaction and can influence people in choosing the

politeness strategies based on the factors. The factors that influence the

different politeness strategies consist of social distance, relative power and

rank of imposition. The uniqueness of this research was explained about

students‟ politeness strategies that appear in verbal form in English

classroom interaction. The researcher was observed the students of Class

X – IPA at SMA PGRI 3 MAKASSAR.

B. Some Pertinent Ideas

1. Definition of Politeness

Politeness phenomena have become a fruitful field of linguistic research

ever since Brown and Levinson‟s (1987) classic study on the subject. The studies

have dealt with a broad range of issue such as culturally specific nature of

linguistic politeness practices, gendered politeness practices (Lakoff, 1976) and

the concept of face in the interaction of cultural, social and regional groups in a

variety of context.

Furthermore, Cruse (2006: 132) states that politeness also enters into ways

of addressing people. The speaker can have a preference of pronouns for assigning

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the example, in addressing his wife, a husband usually calls her Honey; a father

can call his children with sweetheart. Understanding politeness is very important.

People often think that politeness is simply a matter of saying please, sorry,

excuse, and thank you. Politeness does have its own role. Being linguistically

polite means speaking to people appropriately in the right place and right time.

People must be aware of the context of speaking and then be able to determine

which politeness form is the best to be applied in a context.

According to Watts (2003: 10), politeness is not something people are

born with, but something people have to learn and be socialized into, and no

generation has been short of teachers and handbooks on etiquette and correct

behavior‟ to help people acquire polite skill. Politeness means something rather

different from is the best to be applied in a context. According to Watts (2003:

10), politeness is not something people are born with, but something people have

to learn and be socialized into, and no generation has been short of teachers and

handbooks on etiquette and correct behavior‟ to help people acquire polite skill.

Politeness means something rather different from people understanding of it and

focuses almost uniquely on polite language in the study of verbal interaction.

Geyer (2008: 12-17) summarizes four different perspectives on politeness,

based on Frasers (1990) classification: the “social norm.” the “conversational-

contract”, the “conversational-maxim,” and the “face-saving.”

a. Politeness as a social norm

Viewed through the lens of a social norm, linguistic politeness is a

standard verbal practice within society. Every culture has specific norm of

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behavior, and behavior that conforms to these rules is considered “polite.” In this

normative view, according to Fraser (1990), politeness is generally associated

with formality. In other words, the degree to which people use linguistic resources

associated with the formal register correlates with the degree of politeness.

Ogiermann (2009) states that politeness manifests itself in social interaction and is

conditioned by the social culture norms dictated by the members of society who

negotiate their intentions by means of verbal and non-verbal action.

b. Politeness as conversational-contract

Fraser and Nolen conceptualize politeness in terms of the right and

obligations of conversation participants (Fraser 1990, Fraser and Nolen 1981).

These rights and obligations constitute a conversation contract (CC) which, in

turn, determines participant expectations in conversation. Politeness, according to

this approach, is defined as the normative act of “operating within the then current

terms and conditions of the CC” (Fraser 1990: 223). The conversational-contract

view is the most generalized view of politeness – it equates politeness with

appropriate language use.

c. Politeness as conversational-maxim

The conversational-maxim view is related to Grice‟s (1975) cooperative

principle (CP), which states that participants in the conversational try to cooperate

in order to ensure the most efficient transmission of information.

d. Politeness as face saving device

Among the approaches to politeness, Brown and Levinson‟s (1987) has

been the most influential paradigm to date. Brown and Levinson distinguish

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between two types of face, positive face and negative face. Their theory is unique

because it links the cooperative principle (CP) with the notion of face as used in

social studies. Consequently, this face threatening acts (FTAs) requires softening

devices that alleviate the threat with appropriate do of politeness. In order to meet

this requirement, speakers employ “politeness strategies.” Conveying their

intention to be polite while performing FTAs.

2. Politeness Strategies

Brown and Levinson developed politeness in five strategies in accordance

with the greater of face threatening acts (FTAs) risk. The first strategy is doing the

face threatening acts (FTAs) without repressive action or bald on record that deals

with the minimal face threatening acts (FTAs). The second strategy is doing the

face threatening acts (FTAs) with repressive action with positive politeness. Then

the third is negative politeness aimed to deal face threatening acts (FTAs) in

medium level. The fourth is off record for dealing high level of face threatening

acts (FTAs). The last is do not the face threatening acts (FTAs)‟ for its higher risk.

Cruse (2006: 131) states that politeness is a matter of minimizing the

negative effects of what one says on the feelings of others and maximizing the

positive effects. Watts (2003: 9) explains politeness as a thing that is not born

with people. It is something people have to learn and be socialized into, and no

generation has been of short teachers and handbooks on etiquette and “correct

behavior” to help people acquire politeness skills. He also describes that Brown

and Levinson view politeness as a complex system for softening face-threatening

acts. They analyze politeness and say that in order to enter into social relationship,

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people have to acknowledge and show awareness of the face, the public self-

image, the sense of self, and the addressee.

In pragmatics, politeness is concerned with “…ways in which the

relational function in linguistic action is expressed” (Asper in Barron, 2003: 15).

In order words, it concerns how language is employed in a strategic way to

achieve such aims as supporting or maintaining interpersonal relationship.

Nevertheless, politeness not only indicates a pragmatics concept but also signifies

a lay concept and a sociolinguistic concept. The lay concept of politeness relates

to an appropriate social behavior and good respect of others. The etiquette book

designed for different cultures is the one of its examples. In contrast, politeness as

a sociolinguistic concept is concerned with obligatory signals of respect or

familiarity, which derive from such characteristics as age, sex, family position and

social position.

From the theories above, it can be concluded that politeness is „forms of

behavior that have been developed in societies in order to reduce friction in

personal interaction.”. Furthermore, politeness is sometimes used as a synonym

for euphemism. Euphemistic language is acceptable in public use, whereas taboo

or harsh language is less acceptable. In North America, for example, euphemistic

terms are for bathroom and other.

Moreover, Politeness is the way how people behave and speak in a good

and appropriate way. The way people behave politely called as polite behavior

and the way people speak politely called polite language. Politeness is a socio-

psychological concept, referring to the various ways in which members of socio-

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cultural groups talk about polite behavior. In other word, politeness includes the

appropriate behavior related to social rules like respecting the old or speaking

with the lower voice. Whereas politeness is linguistic, scientific concept, a more

technical notion which can have a value within an overall theory of social

interaction. For example like greetings and make a good conversation. In daily

conversations, there are two levels of speech act that are normally used, namely

polite speech and familiar speech.

a. Positive Politeness

Positive politeness strategies are used to minimize the distance between

speaker and hearer and to reduce the hearer‟s disappointment by expressing

friendlines. Brown and Levinson (1987 in Mills, 2003: 59) stated that that positive

politeness is concerned with demonstrating closeness and affiliation. (for example,

by using compliments). They offer fiften strategies, they are notice, exaggeration,

intensified interest, using in grup identity markers, seeking agreement, avoiding

disagreement, presupposin, making a joke, concerns for the hearer‟s wants,

offering or promising, showing optimism, involving speaker and hearer in the

activity, giving reasons, offering reciprocal action, and giving sympathy. Here, the

following strategies for action that violates the positive face opponents said:

Strategy 1: Notice; attend to hearer (his interest, wants, deeds and goods).

By using this strategy, the speaker considering the condition of hearer that

include physical changes, the ownership of certain goods and others. This strategy

can be realized as in the form of giving special attention to the hearer (giving

special attention to hearer (H)).

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„Jim, you are really good at sloving computer problems.‟

Strategy 2: Exaggerate ( interest, approval, sympathy with hearer (H)).

Example : “what a fantastic garden you have”.

In the utterance above shows that the speaker expressed his interest in

excess to the other which aimed to reduce the disappointment of the opponents

said.

Strategy 3: Intensify interest to hearer (H)

Another way for the speaker (S) to communicate to the hearer (H) that he

shares some of his wants is to intensify the interst of his own (S‟s) contibutions to

the conversation, by „ making a good story‟. For example, in an interaction, the

speaker likes to insert parenthetical expression and also the questions that aim

only to make the hearer is more involved in the interaction. Example :

„You know‟

„... isn‟t it?‟

Strategy 4: Use in group identity markers

By using of any of the innumerable ways to convey in-group membership,

speaker (S) can implicitly claim the common the ground with hearer (H) that is

carried by that definition of the group. These include in-group usages forms, of

language or dialect, of jargon or slang, and of ellipsis.

1) Address forms

In many languages the second-person plural pronoun od address

doubles as an honorific form to singular respected or distant alers. Other

address forms used to convey such in-group membership include generic

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names and terms of address like Mac, mate, buddy, pal, honey, dear,

duckie, luv, babe, Mom, blondie, brother, sister, cutie, sweetheart, guys,

fellas.

„Help me with this bag, will from you mate?‟

2) Use of in-group language or dialect

The phenomenon of code switching involves any switch one language

or dialect to another in communities where the linguistic repertoire

includes two or more varieties or dialect of a language, one of which is

considered „high‟ and prestigious, the other „low‟ and domestic. Other

cases simply involve switching from one language to another, in

multilingual communities.

First call : „Come here, Johnny.‟

Second call : „John Henry Smith, you come here right away.‟

3) Use of jargon or slang

Related to the use of an in-group language or dialect is the use of in-

group terminology. By referring to an object with a slang term, speaker (S)

may evoke all the shared associations and attitudes that speaker (S) and

hearer (H) both have toward that object: this then may be used as face

threatening acts (FTAs) redress. For example, use of brand names in the

request may stress that speaker (S) and hearer (H) share an (in-group)

reliance on the required object:

„Got any Winstons?‟

„I came to borrow some Allinsons if you‟ve got any.‟

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In British English one uses :

„Lend us two squid then wouldja mate ?‟

Or American English:

„Lend us two bucks then, wouldja mac?‟

Strategy 5: Finding and seek agreement with the hearer (Seek agreement).

The use of this strategy is the speakers repeat a part of hearer‟s utterance

to indicate that the speaker agrees and follow whatever information that is spoken

by the hearer, as in the following dialogue:

A : I had a flat tyre on the way home

B : oh God, a flat tyre!

Strategy 6: Avoiding conflict with the hearer (Avoid disagreement).

In the use of this strategy, the speakers tried to avoid disagreement with

the hearer‟s utterance, as in the following conversation:

A : What is she, small?

B :Yes, yes she is small, not really small but certainly not very big.

Strategy 7: Presuppose or make the same perceptions from from the speaker and

hearer utterances (Presuppose/raise/assert/ common ground). Example:

A : Oh, this cut hurts awfully, Mum

B : Yes dear, it hurtsterribly, I know

Strategy 8: Make a joke (Joke)

Since jokes are based on mutual shared backgrund knowledge and values,

jokes may be used to stress that shared background or those shared values. Joking

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is basic positive-politeness technique, for putting hearer (H) „at ease.‟ For

example a joke may minimize face threatening acts (FTAs) of requesting, as in:

„How about lending me this old heap of junk?‟ (H‟s new Cadillac)

Strategy 9: Assert or presuppose speaker‟s knowledge od and concern for

hearer‟s wants.

One way of indicating that speaker and hearer are co-operators, and thus

potentially to put pressure on hearer to cooperate with speaker, is to assert or

imply knowledge of hearer‟s wants and willingness to fit one‟s own wants in with

them.

„Look I know you can‟t bear parties, but this one will really be good do

come1‟ (request/offer).

Strategy 10: Offer, promise

This strategy is often used in everyday conversation,such as in the

example:

„I‟ll take you out to lunch on Sunday.‟

Strategy 11: Showing optimism (Be optimistic).

Example : „I know you‟re glsd to get a tip or two on gardening, Billy.‟

Strategy 12: Try to involve the hearers and speakers in certain activities (Include

both speaker and hearer and the activity).

The following example is the utterance of the word (Let‟s) and effort to

involve the speaker and the hearer.

„Let‟s stop for a bite‟

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Strategy 13: (Give (or ask for ) reasons).

Another aspect of including H in the activity is for speaker to give

reansons as to why speaker wants, what spaker wants. By including hearer thus in

his practical reasoning, and assuming reflexivity (H wants S‟s wants), hearer is

thereby led to see the reasonableness of speaker‟s face threatening acts (FTAs) (or

so speaker hpes). In other words, giving reasons is away of implying „I can help

you‟ or „You can help me‟, and assuming cooperation, a of showing what help is

needed.

Example : „Why not stay at our place this ?‟

Strategy 14: Offering a reciprocal action.

If the hearer does X then, the speaker will do Y (Assume or assert

reciprocity).

Example : „I‟ll lend you my novel if you lend me your article.‟

Strategy 15: Give sympathy to the hearer. As contained in the utterance :

„please let me know if there is anything I can do for you.‟

b. Negative Politeness

Negative politenessis redressive action addressed to the addressee‟s

negative face: his want to have his freedom of action unhidered, and his attetion

unimpeded. Related to that statement, besides positive politeness above, brown

and Levinson also classified a number of negative politeness strategy to reduce

violations of the hearer‟s negative face. Brown and Levinson in Mills, 2003:59

stated that negative politeness is concerned with distance and formality (for

example, through the use of apologies, mitigation and hedges). Negative

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politeness strategies are employed in order to preserve the other‟s face. Strategies

of negative politeness include being indirect, questioning, being pessimistic,

minimizing the imposition, giving deference, apologizin, impersonalization,

stating the face threatening act as a general rule, nominalization and incurring a

debt.

Strategy 1: The expression is directly or indirectly according to convention (Be

direct / conventionally indirect).

Example : „Can you shut the door, please ?‟

„ Could you tell me the time, please?‟

Strategy 2: use the form of question with a particular particle (Question, hedge).

Example : „It was amazing, wasn‟t it?‟

„Do I favour, will you?‟

Strategy 3: Hesitant and do not be too optimistic (be pessimistic).

This strategy gives redress to hearer‟s negative face by explicitly

expressing doubt that the condition for appropriateness of speaker‟s speech act

obtain.

Example : „ Perhaps you‟d care to help me.‟

„ You don‟t have any manila envelopes, do you by any chance?‟

Strategy 4: Reduce the threat of force or power to face the hearer (minimize the

imposition).

Example : „I just want to ask you if I can borrow a single sheet of paper.‟

„Could I talk to you for just a minute?‟

19

Strategy 5: Give Deference.

There are two sides to the coin in the realization of deference: one in

which speaker humbles and abases himself and another where speaker raises

hearer (pays him positive face of a particular kind, namely that which satisfies

hearer‟s want to be treated as superior). In both cases what is conveyed is that the

hearer (H) is higher social status than the speaker (S).

For example: „Excuse me sir, but would you mind if I close the window?‟

Or the dialogue below:

A: Would you care for a sandwich?

B: Yes, Sir

Strategy 6: Apologize

By apologizing for doing face threatening acts (FTAs), the speaker can

indicate his reluctance to impinge on hearer‟s negative face and thereby partially

redress that impingement. These are at least four ways to communicate regret or

reluctance to do face threatening acts (FTAs).

1) Admit the impingement

Speaker can simply admit that he is impinging on hearer‟s face, with

expression like :

„I‟m sure you must be very busy, but...‟

„I know this is bore, but...‟

20

2) Indicate reluctance

Speaker can attempt to show that he is reluctant to impinge on hearer

with the use of hedges (discussed above) or by means of expressions

such as the following :

„I normally wouldn‟t ask you this, but...‟

3) Give overwhelming reasons

Speaker can clain that he has complelling reasons for doing the face

theatening acts (FTAs) (for example, his own capacity), thereby

implying that normally he wouldn‟t dream of infringing hearer‟s

negative face:

„I can think of nobody else who could...‟

4) Beg forgiveness

Speaker may beg hearer‟s forgiveness, or at lest ask for‟acquittal‟ that

is, that hearer should cancel the debt implicit in the face threatening acts

(FTAs):

„Excuse me, but....‟

„I‟m sorry to bother you...‟

Strategy 7: Do not mentio the speakers and the hearers (Impersonalize S and H).

Example : „Take that out please‟

Strategy 8: State the face threatening act (FTAs) as a general rule,

For example :

„Passengers will from please refrain from flushing toilets on the train.‟

„Parking on the double yellow lines is illegal.‟

21

Strategy 9: (Nominalize)

„Your good performance on the examinations impressed us favorably.‟

Strategy 10: (Go on record as incurring a debt, or as not indebting hearer).

Speaker cam redress face threatening acts (FTAs) by explicitly claiming

his indebtedness to hearer, or by disclaiming any indebtedness of hearer, by

means of expression such as the following, for request:

„I‟d be Eternally Grateful to you if you would...‟

22

Table 2.1. Types of Politeness Strategies

Bald on-record

Strategies

Positive Politeness

Strategies

Negative Politeness

Strategies

Off-record

Strategies

1. Maxim of

quantity

2. Maxim of

quality

3. Maxim of

relation

4. Maxim of

manner

1. Notice, attend to

H (his/her interest,

wants, needs,

goods)

2. Exaggerate

(interest, approval,

sympathy with H)

3. Intensify interest

to H

4. Use in-group

identity markers

5. Seek agreement

6. Avoid

disagreement

7. Presuppose/ raise/

assert common

ground

8. Joke

9. Assert or

presuppose S‟s

knowledge of and

concern for H‟s

wants

10. Offer, promise

11. Be optimistic

12. Include both S

and H in the

activity

13. Give (or ask for

reasons

14. Assume or assert

reciprocity

15. Give gifts to H

(goods, sympathy,

understanding

cooperation)

1. Be direct/

conventionally

direct

2. Question, hedge

3. Be pessimistic

4. Minimize the size

of an imposition

on H

5. Give deference

6. Apologize

7. Impersonalize S

and H: avoid

pronoun „I‟ and

„You‟

8. State the FTA as a

general rule

9. Nominalize

10. Go on record as

incurring a debt, or

as not indebting H

1. Give hints

2. Give association

clues

3. Presuppose

4. Understate (not

excessive)

5. Overstate

6. Use tautologies

7. Use

contradictions

8. Be ironic

9. Use metaphors

10. Use rhetorical

questions

11. Be ambiguous

12. Be vague

13. Over

generalize

14. Displace H

15. Be incomplete

(use ellipsis)

(Brown and Levinson, 1987)

23

3. Types of Politeness Strategies

a. Bald-On Record

In this strategy, FTA is performed “[…] in the most direct, clear,

unambiguous, and concise way possible” (Brown and Levinson in

Bousfield, 2008: 57). To do so “baldly” entails phrasing it in direct, honest

terms with no attempt to soften the face-threatening trust. The bald on-

record does nothing to minimize threats to the hearer‟s „face.‟ Here, there is

no attempt to acknowledge the hearer‟s face wants. This type of strategies is

commonly found in people who know each other very well, and who are

very comfortable in their environments, such as a close friend and family.

And in applying this strategy, someone can utilize its five sub-strategies.

They are showing disagreement (criticism), giving suggestion/advice,

requesting, warning, threatening, and using imperative form.

b. Positive Politeness

Positive face refers to every individual‟s basic desire for their public

self-image that wants to be shown engagement, ratification, and

appreciation from other-the want to be wanted. The FTA is performed

utilizing strategies oriented towards the positive face threat to the hearer

(Bousfield, 2008: 57). The positive politeness shows that the speaker

recognizes the hearer has desire to be respected. It also confirms that the

relationship is friendly and it expresses group reciprocity.

This type of strategies is usually seen in the groups of friends or where

the people in the social situation know each other fairly well. Here, the

24

threat to face is relatively low. It usually tries to minimize the distance

between them by expressing friendly statement and solid interest in the

hearer‟s needs. And according to Brown and Levinson in Bousfield (2008:

57), there are three strategies which are included in positive politeness:

claiming common ground, conveying that S and H are co-operators, and

fulfilling H‟s want for some X.

c. Negative Politeness

The negative politeness also recognizes the hearer‟s face. However, it

also admits that the speaker is in some way imposing on the hearer. This is

the most common and linguistically diverse strategy. Negatively polite

constructions contain negative face by demonstrating distance and wariness.

Negative face-represent the want of every action to get freedom from

impingement. Bousfield (2008: 57) states that the FTA in this strategy is

performed utilizing strategies oriented towards redressing the negative face

threat to the hearer.

Here, the threat to face is relatively high. The negative politeness

focuses on minimizing the imposition by attempting to soften it. The sub-

strategies of negative politeness include being indirect, not

presuming/assuming, not coercing H, communicating S‟s want to not

impinge on H, and redressing other wants of H‟s (Brown and Levinson in

Bousfield, 2008: 57-58).

25

d. Off-Record

Off-record (indirect) takes some of the pressure off of the speaker. Its

utterances are indirect uses of language which precise meaning has to be

interpreted. The FTA performs off-record, typically through the deployment

of an indirect illocutionary act which has more than one interpretation and,

thus, allows for plausible deniability on the part of the speaker if the

intended recipient takes offence at the face threat inherent in the utterance

(Bousfield, 2008: 58).

Thus, if the speaker wants to do an FTA, in contrary, he/she wants to

avoid the responsibility in doing it. He/she can do off-record and leave it

up to the addressee to decide how to interpret it. The hearer cannot know

with certainty that a hint has been broached; the speaker can credibly

claim an alternative interpretation. Here, the threat to face is very high.

Inviting conversational implicative and being vague or ambiguous are the

sub-strategies of off-record. Table 4 shows the sub strategies of this

strategy.

From all of the theories that related to the types of politeness strategies

above, it can be concluded that there are four types of politeness strategies

known as Bald on record strategies, positive politeness strategies, negative

politeness strategies and off-record strategies. All of the strategies have its

own characteristic that different one type to another. The characteristics

later will use by the researcher to identify the politeness strategies by

students in classroom interaction.

26

4. Definition of Classroom Interaction

This section discusses the theories that inform and guide this study,

i.e. constructivism as an umbrella term, cognitive constructivism, as well as

social cognitive theory, teacher efficacy and self-efficacy (Bandura 1986).

These are the theoretical conceptualizations used to explore the teachers‟

understanding of classroom interaction and how it is employed at the

selected Intermediate Phase EFAL classrooms in Ekurhuleni District in

Timbisha Township. Cognitive constructivism focuses on how an individual

constructs knowledge while social constructivism sees learning as an active

process involving others. These theories are supplemented by social

cognitive theory which is based on learning through a social environment

and observation of the others. From social cognitive theory stems teacher

efficacy which is vital in the social environment where learners learn from

efficacious teachers and become efficacious too.

Teaching is an interactive act. In the classroom, communication

between the teacher and students goes on constantly as initiatory or

responsive acts. This communication is called “interaction”. Jack C.

Richards, John Platt and Heidi Platt (1992) define classroom interaction as

the patterns of verbal and non-verbal communication and the types of social

relationships which occur within classroom. The study of classroom

interaction may be a part of studies of classroom discourse, teacher talk and

second language acquisition. Classroom learning is a cooperative effort

between the teachers and the students. It points to how the teacher and the

27

students interact and how students interact among themselves, all of which

affects language learning.

The teacher initiates interactions with the whole group of students and

with individuals, right from the beginning of a language course. Initially the

students can only respond non-verbally or with a few target language words

they have practiced. Later on, the students have more control of the target

language and can respond more appropriately and even initiate interaction

themselves.

What happens in a productive class hour is described by M.L. Tickoo

(2009) (in Ratnawati, 2014: 25) under the following head:

1. The teacher interacts with the whole class.

2. The teacher interacts with a group, a pair or an individual pupil.

3. Pupils interact with each other: in group, in pairs, as individuals or as a

class.

4. Pupils work with materials or aids and attempt the task once again

individually, in group and so on.

The teacher sometimes interacts with the class as a whole while at

other times with sub-groups in the classroom.

5. Types of Classroom Interaction

a. Teacher-Learner Interaction

This type of interaction as Coulthard (1977) mentions has received a

great deal from teachers in a wide range of disciplines. It happens between

the teacher and one learner or many other learners, that is to say a teacher

28

takes a part in such interaction. He negotiates with his students the content

of the course, asks questions, uses students‟ ideas, lectures, gives directions,

criticizes or justifies student talk responses. On the other hand, the students

will benefit by drawing on the experience of their teachers on how well to

interact in the manner that is most effective. Scrivener (1998) made the

following diagram to show clearly how the interaction happens between the

teacher and the students.

During teacher-learner interaction, the students seek to demonstrate

their speaking and listening skills in front of their teachers that is why latter

should consider his way of interacting which is very crucial in learning and

teaching. According to Harmer (2007) teachers should focus on three things

when they talk with their students. Firstly, they must pay attention to the

kind of the language the students are able to understand, i.e. teachers should

provide an output that is comprehensible for the level of all the students.

Secondly, the teachers must think about what they will say to their students,

hence the teacher speech is as a resource for learners. Finally, teachers also

have to identify the ways in which they will speak such as the voice, tone

and intonation.

b. Learner-Learner Interaction

Many theories of learning maintain that knowledge is actively

constructed and skills improved through interactions between learners as it

is shown in the diagram in figure 2 done by Scrivener (1998). Johnson

(1995) supports that if learner-learner interaction is well structured and

29

managed. Then, it can be an important factor of cognitive development,

educational achievement of students and emerging social competencies. It

can also develop the learner‟s capacities through collaborative works. So,

learners will establish social relationship through this kind of interaction,

where the sense of learning community is promoted and isolation is reduced

in the classroom.

C. Conceptual Framework

The conceptual framework underlying in this research is given in the

following diagram:

Figure 2.1. Conceptual Framework

1. Question, hedge

2. Be direct/ conventionally direct

3. Minimize the size of an

imposition on H

1. Notice, attend to H (his/her

interest, wants, needs, goods)

2. Use in-group identity markers

3. Seek agreement

4. Avoid disagreement

5. Presuppose / raise / assert

common ground

6. Offer, promise

7. Give (or ask for reasons)

Positive Politeness Negative Politeness

ELT Classroom Interaction

Types of Politeness

Strategies

30

The process of the research is illustrated as in the existing diagram

above. The research was started by observing the classroom situation to make

a list of the classroom interaction. After make the list of the classroom

interaction, the research then defined each list into the types of politeness

strategies based on the characteristics of the politeness strategies. Each type

of the politeness strategies then will be grouped into the same characteristics

of each type; which are positive politeness and negative politeness.

31

CHAPTER III

RESEARCH METHOD

In this chapter, the researcher presents research design, subject of the

research, instrument of the research, procedure of collecting data, and technique

of data analysis.

A. Research Design

In this research, the research employed descriptive qualitative methods to

describe the research questions and future findings. Sugiyono (2010:30) states that

qualitative research is descriptive; the collected data is in the form of words rather

than a number. Qualitative research is concerned with a process, rather than

simple outcomes or product; qualitative research tends to analyze the data

inductively. Sugiyono (2010:30) also states that qualitative research is a research

that used to analyze phenomena, event, social activity, attitude, belief, perception

and people thinking either in individual or group. In this case, the researcher used

this method to describe the types of students‟ politeness strategies and the factors

influenced the different politeness strategies of students at SMA PGRI 3

Makassar.

B. Subject of the Research

The researcher observed the Tenth Grade Students of SMA PGRI 3

Makassar class X IPA. This class consisted of 20 students. In this research, the

researcher applied the purposive sampling in getting the data because the previous

observation which showed impolite utterances used frequently. According to 31

32

Sugiyono (2009) purposive sampling technique is one of the techniques used to

determine the subjects by considering something. The researcher attended the

class to do a classroom observation, and the last the research checked the

observation checklist to obtain the data concerning the type of politeness

strategies of students.

C. Focus of the Research

This research which was conducted in the Tenth Grade Students of SMA

PGRI 3 Makassar consisted of 20 students in class X – IPA had focused to find

out positive and negative politeness strategies in ELT classroom interaction. The

researcher found out the positive politeness strategies in term of notice, attend to

H (his/her interest, wants, needs, goods), use in-group identity markers, seek

agreement, avoid disagreement, presuppose / raise / assert common ground, Offer

or promise and give (or ask for reasons). In another side, the negative politeness

strategies in ELT classroom interaction was found out by the researcher in term of

question / hedge, be direct / conventionally direct, and minimize the size of an

imposition on H.

D. Instruments of the Research

In this research, the researcher used two kinds of instruments to collect the

data, as follows:

1. Observation Checklist

The researcher conducted an observation as the first instrument to

observe the research subjects in order to see the classroom situation that

was related to the classroom interaction.

33

2. Classroom Observation with Recorder

The researcher attended the classroom activities and recorded

teachers‟ talk but avoided interaction with the participants (Gay, Mills, and

Airasian in Ratnawati, 2014). The transcription of the recording was used

to determine the type of politeness strategies used by the students along

the research.

E. Procedure of Collecting Data

The researcher conducted the following procedures in order to get the data:

1. First, the research asked for permission to take data in the school.

2. Second, the researcher began to attend the class to observe the students

politeness strategies during the classroom interaction.

3. Third, the researcher used a video recording to record the conversation in

the classroom.

F. Technique Data Analysis

In analyzing the data, the researcher used qualitative method. The data

from the transcript was to found out the type of politeness strategies used by the

students in several steps; 1) transcribe in which the researcher collected data from

the transcript and observation checklist, 2) coding in which the researcher

identified the data about politeness strategies, and 3) data reduction in which the

researcher analyzed the data by focusing the data into 2 (two) categories which

were (1) positive politeness and (2) negative politeness. The conclusion made by

describing about politeness strategies by students in classroom interaction at SMA

PGRI 3 Makassar.

34

CHAPTER IV

FINDINGS AND DISCUSSIONS

This chapter dealt with findings of the research and discussion of research

findings. It entirely covered the description of the result of the data analysis.

A. Findings

The findings discussed research based on video in the classroom. In the

video is kind of politeness strategy done by students in SMA YP PGRI 3

Makassar in classroom interaction as research object. Before the research take the

data in the form of video, the researcher first observation in the classroom.

Classroom observation was conducted for two times in the X IPA 1 at SMA YP

PGRI 3 Makassar. During the observation, the researcher video recorded the

whole process of teaching and learning activities to investigate the students. The

research also used observation checklist to identify the student‟s politeness

strategies that might appear during lesson. The result of the observation checklist

is performed in the following table:

34

35

Table 4.1. The Use of Positive Politeness Strategies in Classroom Interaction

No Politeness

Strategies

Types of Politeness

Strategies Corpuses

1

Positive

Politeness

Positive Politeness

(Strategy 4: Use in-group

identity markers)

Good morning, Mam

2 Positive Politeness

(Strategy 5: Seek

agreement)

Done mam

3 Positive Politeness

( Strategy 6: Avoid

Disagreement).

“Don‟t play hp when studying”

4 Positive Politeness

(Strategy 7: Presuppose)

“traditional house” ma‟am

5 Positive politeness

(Strategy 5: Seek

Agreement).

Yes mam,,

6 Positive politeness

(Strategy 10: Offer,

Promise)

Yes Mam, Thank you Mam.

7 Positive Politeness

(Strategy 5: Seek

Agreement).

Done Mam, (respond it politely)

8 Positive politeness

(Strategy 10: Offer,

Promise).

Here they are, ma‟am.

9 Positive Politeness

(Strategy 1: Notice)

Thank you Mam.

10 Positive politeness

(Strategy 13: Give or ask

for reasons)

God willing, no more, Ma‟am.

36

Table 4.2. The Use of Negative Politeness Strategies in Classroom Interaction

No Politeness

Strategies

Types of Politeness

Strategies Corpuses

1

Negative

Politeness

Negative Politeness

(Strategy 2: Use the form of

questions with a particular

particle; Question, Hedge)

(Laughing) what the hell subject

was. (he said when teacher

entered the classroom).

2 Negative Politeness

(Strategy 4: Minimize the

imposition).

Hai… Moved it now.

3 Negative Politeness.

(Strategy 1: Direct

expression according to

convention).

You should be behind us. It was

for Group 4.

4 Negative Politeness

(Strategy 1: Direct

expression according to

convention)

Here I was … while punching

the table rudely, and there was a

teacher in front of him.

5 Negative Politeness

(Strategy 1: Direct

expression according to

convention)

I went through this one (went

through the table to move)

6 Negative politeness

(Strategy 1: Indirect

expression according to

convention)

I absolutely learned, Ma‟am.

7 Negative Politeness

(Strategy 2: Use the form of

questions with a particular

particle; Question, Hedge).

(Huft) Nothing, Ma‟am.

8 Negative politeness

(Strategy 2: Use the form of

questions with a particular

particle; Question, Hedge).

It‟s Tongkonan, Ma‟am.

9 Negative Politeness

(Strategy 2: Use the form of

questions with a particular

particle; Question, Hedge).

Hai … What was that draw?

10 Negative Politeness

(Strategy 1: Direct

expression according to

convention) .

Nadi,, nadii (cheering loudly)

37

From the tables above, the researcher identified and classified the types of

students‟ politeness strategies by using the utterances. The researcher found 20

utterances using politeness strategies which consisted of positive politeness and

negative politeness. The researcher tried to analyze each strategy simply and can

be understood by the readers easily.

In the first observation meeting, researchers paid attention to the learning

process in the classroom. Students were reminded to be active in classroom

interaction. In this meeting, it was identified that politeness strategies were

applied differently by each students. There were students responded positively and

negatively. The following extract represented how the students‟ politeness

strategies appeared, and the factors influenced the different strategies in classroom

interaction.

Extract 1 : Positive Politeness (Strategy 4: Use in-group identity markers)

Ss6 (leader) : stand up, please1! Say greeting to our teacher.

Ss ALL : good morning, Mom.

Ss6 (leader) : sit down, please !

In the beginning of teaching-learning process (first meeting), English

teacher entered the class and asked the leader to greet and be ready all students to

study. All students greeted the teacher by said “good morning, Mom.”. the

extract above showed that students employed positive politeness. The students

used identity marker “Mom” to call a female teacher who was considered as a

respectable person althought the students sometime refused the Mom‟s wants, but

they still showed their respect to teacher by using interpersonal marker “Mom”.

38

Calling “Mom” could be categorized as a positive politeness that was students

positioned themselves as children. This utterance was indicated that students have

good emotional relationship with their teacher.

Extract 2 : Positive Politeness (Strategy 5: Seek agreement)

T : yahhhh, kita mulai pelajaran dan setiap kelompok buka

halaman 48

Ss10 : done Mom

T : “bukumu mana?” (sambil bertanya dikelompok 1-5)

The utterance in extract 2 (first meeting) showed the instruction of teacher

to open the book on page 48 when the teacher began the teaching-learning

process. It got positive response from student (Ss10) by saying “done, Mom”. The

use of identity marker “Mom” for calling the female teacher who was considered

as a respectable person. It was repeated many times when the students expressed

their opinions. It could be considered that the students applied positive politeness

to show their respects.

Extract 3 : Positive Politeness ( Strategy 6: Avoid Disagreement)

Ss14 : jangan main hp kalau orang belajar .

T : kira-kira, “ what picture is it ?”

There was one of the rebellious students who played handphone (in first

meeting), and the student deeply appreciated the teacher teaching inside, so he

rebuked his friend who played handphone, but in a polite way, and he belongs to

the category of positive politeness.

39

Extract 4 : Positive Politeness (Strategy 7: Presuppose)

Ss1 : “rumah adat mam”

T : yahhh betul .

And in the video answer the teacher‟s question (first meeting) was very

appropriate and polite, and the teacher was proud to hear the answer from the

student. Because he is very concerned about the lessons he teaches.

Extract 5: Positive Politeness (Strategy 5: Seek Agreement)

T :

yah betul , sekarang menulis sejarah dari cerita “maling

kundang” dan kerja kelompok. Dan kalau tidak cukup

waktu, nanti minggu depan kumpul .

Ss19 : yes mom

And by that time the lesson (first meeting) was over and the teacher tells

the students to be finished at home and gathered at the next meeting and a student

responds very politely “yes mom” he belongs to the category of “Positive

Politeness”

Extract 6: Positive Politeness (Strategy 10: Offer, Promise)

T : kalau begitu nanti di kerja dirumah saja

Ss13 : yes mom. Thank you, Mom

T : ok. Siapkan ketua kelas

And the teacher announced to work at home (first meeting) with their

respective groups and one student answers very politely “yes mom, thank you,

Mom” and he is very obedient to his teacher‟s instructions.

40

Extract 7 : Positive Politeness (Strategy 5: Seek Agreement)

T : bagaimana tugasnya yang minggu lalu ?

Ss13 : done mom

T : ok , ibu mau cek setiap kelompok yang sudah.

And at the next meeting (second meeting) the teacher asked his students

about the task. Then a student replied politely and gently “done mam”, and this

includes a god attitude, respond well to teachers, this category including “positive

politeness”.

Extract 8 : Positive Politeness (Strategy 10: Offer, Promise)

Ss8 : ini mom punya kelompokku mom.

T : berapa paragraf yang kamu tulis ?

A students assigned the taks to his teacher (second meeting), and the

students say “ini mam punyanya kelompokku mam “. And the students are

very enthusiastic with the english lesson. This is the category of “positive

politeness”.

Extract 9 : Positive Politeness (Strategy 1: Notice)

T : Bagus

Ss10 : thank you mom

T : yang lain bagaimana ? bisa dalam bentuk bahas inggris

– bahasa indonesia atau sebaliknya

The student (second meeting) was grateful when her teacher praises

herself “thank you mam”.thanking is one of “positive politeness”.

41

Extract 10 : Positive Politeness (Strategy 13: Give or ask for reasons)

T : ok , ada pertanyaan ?

Ss14 : insya allah tidak ada mom

A teacher throwed a speech (second meeting) to his students to ask him

and a students responds by saying “in syaa Allah tidak ada mam” was a very

noble, polite sentence. This includes category “positive politeness”.

Extract 11 : Negative Politeness (Strategy 2: Use the form of questions with a

particular particle; Question, Hedge)

T : silahkan ulangi !

Ss3 : assalamualaikum dulu baru good morning.

Ss6 (leader) : “everybody stand up please!” say gretting to our English

teacher.

Ss5 : hahahahaa. pelajaran apa ini (laughing, and he did

not appreciate the teacher in front of class)

The extract eleven (first meeting) occured when the teacher did not expect

the way of the students to greet and asked the students to re-greet the teacher as

well. In the greeting process, one of student (Ss5) “suddenly laughed and said

what the lesson was”. It showed unrespected attitude to the older one. Impolite

and underestimated utterance which was conveyed by the student (Ss5)

categorized as negative politeness.

Extract 12 : Negative Politeness (Strategy 4: Minimize the imposition)

T : one, two, three, four, five . (guru menunjuk bangku untuk

setiap kelompok)

Interval : “Dan siswa tersebut bergeser untuk pindah sesuai

dengan kelompoknya masing-masing”

Ss5 : weee, pindah tempat ko cepat. (dengan nada berteriak)

42

The extract twelve (first meeting) described how the teacher grouped the

students into small group which consisted of five students for each group. In the

interval of grouping, there were some students who did not move quickly. So,

another student (Ss5) yelled to others to move to your own group without

mentioning name. It showed that the student (Ss5) applied negative politeness

when the student (Ss5) instructed his friends to move quickly without using an

explicit impolite marker such as please and mentioning name. It can be seen that

the student (Ss5) used only personal marker “weee” and “ko” which categorized

as negative politeness.

Extract 13: Negative Politeness (Strategy 1: Direct expression according to

convention)

T : cepat-cepat !!

Ss10 : di belakang ko! Kelompok 4 disitu

The extract thirteen (first meeting) was similar to the third extract which

used impolite personal marker “ko” categorized as negative politeness to convey

teacher‟s instruction.

Extract 14 : Negative Politeness (Strategy 1: Direct expression according to

convention)

Ss5 : itu Mom, itu Mom.

Ss14 : disini saya ( sambil memukul meja dengan keras) (dan

didepannya ada guru)

The extract fourteen (first meeting) showed the student (Ss5) pointed

something to the teacher while looking the seat for. There was some students who

43

unsatisfied to the grouping‟s process. The student (Ss14) showed physical

response by hitting table aloud when he said that “disini saya (this belonged to

me)”. It can be categorizes as negative politeness where verbal and physical

response were impolite and rude.

Extract 15 : Negative Politeness (Strategy 1: Direct expression according to

convention)

T : laki-laki angkat bangku

Ss8 : minta tolong dule kasih pindah bangku.

Ss9 : langsung ma lewat sini saya . (naik di atas meja untuk

melangkah ke bangku sebelah)

The extract fifteen (first meeting) emerged when the teacher asked the

male students to lift the chairs up. The student (Ss8) asked for hand to move her

chair but the student (Ss9) repsonded it impolitely while saying “langsung ja

lewat sini saya (I just passed through this way)” and as physically, he climbed the

table to go through to the next chair. The impolite verbal and physical responses

were rude and could be categorized as negative politeness.

Extract 16: Negative Politeness (Strategy 1: Indirect expression according to

convention)

T : kamu mau belajar disni atau pergi main-main ?

Ss8 : belajarlah mam ( suaranya keras )

In extract sixteen, in the learning process (first meeting), the student (Ss8)

who was palying handphone was warned by the teacher to stop doing that while

saying “kamu mau belajar di sini atau pergi main – main (you wanted to learn

44

here or going to play?)”. The student (Ss8) responded impolitely and rude by

saying loudly “belajarlah, Mom (to study, Mom)”. Although, the student (Ss8)

called identity marker “Mom” to the teacher to show his respect but the way of

student (Ss8) was impolite. It was categorized as negative politeness.

Extract 17 : Negative Politeness (Strategy 2: Use the form of questions with a

particular particle; Question, Hedge)

T : ehhh!! Kalian yang dibelakang apa kalian mainkan , sini

hpmu , jangan menggunakan hp di dalam kelas saya. !

Ss17 : huuhhhh... tidakji Mom.

In extract seventeen, the teacher warned the student (Ss17) who did not

pay attention to the lesson while the teacher was explaining about the lesson (first

meeting). The teacher said “eehhh!!! Kalian yang dibelakang apa kalian

mainkan? Sini hpmu, jangan menggunakan hp di dalam kelas saya (eehh!!! What

were you playing over there? Give me your handphone, no phone in my class)”. A

very disrespectful tone which was not good for the hearing was said by the student

(Ss17) by saying “huuuhhh”, like a shouting voice, and it falls into the negative

politeness category.

Extract 18 : Negative Politeness (Strategy 2: Use the form of questions with a

particular particle; Question, Hedge)

Ss2 : tongkonan tohh mom ? (nada tinggi)

T : dan ini gambar apa (ada sebuah gambar)

Ss16 : “perahu mom” ini mam ceritanya seperti ceritanya

maling kundang mom.

45

There was a student who answered his teacher‟s questions (first meeting)

but with a loud and very disrespectful tone. And that is not very good and he

belongs to the category “Negative Politeness”.

Extract 19 : Negative Politeness (Strategy 2: Use the form of questions with a

particular particle; Question, Hedge)

Ss15 : we apa itu seri ? (bahas diluar pelajaran )

Ss6 : Sama

Somehow (second meeting) there is a students discussing out of lessons to

his friends. And his voice was very loud and loud and by that time his teacher was

still in the classroom. Its‟s less good. It belongs to the category of “negative

politeness”.

Extract 20 : Negative Politeness (Strategy 1: Direct expression according to

convention)

Ss12 : nadi, nadi (nada berteriak)

T : tolong jangan berteriak !

T : ok kalau begitu kumpul tugasnya setiap kelompok

A student wants to call his classmate (second meeting), but the way he

calls him is very rude, and very distrurbing the class calm, “Nadi,Nadi” , this

category including “negative politeness”.

46

B. Discussions

This part deals with the interpretation of findings where it will be

explored, and elaborated were about the student‟s politeness strategies in

classroom interaction. As the purpose of this research, this part will discuss about

the findings of this research. It deals with the types of students‟ politeness

strategies of students at SMA YP PGRI 3 MAKASSAR in classroom interaction.

The types of politeness strategies as well as the factors influenced the different

strategies of students obtained after conducting an interview with the students

who used politeness strategies in classroom interaction.

Classroom observation had been conducted for two meetings in one class.

The classroom observation was successful dealing with students‟ politeness

strategies in the classroom. The student‟s politeness strategies were identified

through their utterances in classroom. It has been performed earlier in observation

checklist when they responded their lecturer or other students. Based on this

classroom, finally, the researcher found a variety of students who had positive

politeness.

1. The Types Influencing Students’ Politeness Strategies

In terms of student‟s politeness strategies, this study concerned on

investigating the types influencing students‟ politeness strategies in classroom

interaction. Through this study, it is identified that there are two types of

politeness strategies influencing the student‟s politeness strategies in classroom

interaction as followed:

47

a. Positive Politeness

The second finding shows that positive politeness strategies emerge in

interaction. Here, the students used this types with various strategies. they used

in group identify marker and seek agreement. The students used this type to

show their politeness and minimize the distance between speaker and hearer

and to reduce the hearer‟s disappointment by expressing friendliness. In line

with Yule (1996: 61) who elaborates that a person who perfom positive face

need to be concerned. Students positive politeness strategy in the classroom

interaction can be found extract 1,2,3,4,5,6,7,8,9, and 10.

In extract 1 , In the beginning of teaching-learning process (first meeting),

English teacher entered the class and asked the leader to greet and be ready all

students to study. All students greeted the teacher by said “good morning,

Mom.”. the extract above showed that students employed positive politeness.

The students used identity marker “Mom” to call a female teacher who was

considered as a respectable person althought the students sometime refused the

Mom‟s wants, but they still showed their respect to teacher by using interpersonal

marker “Mom”. Calling “Mom” could be categorized as a positive politeness that

was students positioned themselves as children. This utterance was indicated that

students have good emotional relationship with their teacher.

48

b. Negative Politeness

The last finding shows that negative politeness appear in classroom

interaction. The students used this type to convey their opinion but the word

„negative‟ here does not mean „bad‟, it is just the opposite of pole from

„positive‟.

49

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter covered the conclusions of the research and the suggestions

proposed based on the findings.

A. Conclusions

As it has been mentioned in chapter 1, the objective of this research is

to find out the types of politeness taken are 20 utterances that used politeness

strategies. Based on the findings and discussions in the preceding chapter, the

researcher comes up with the following conclusion. In the classroom

interaction, the students used different types of politeness strategies in order

to make a good conversation; the students try to make a good communication

by using types of politeness strategies. But, not at all of the strategies appear

in the classroom. The researcher found that the students performed two

politeness strategies; they are positive politeness and negative politeness

strategies in responding the teacher‟s instruction, question or friend comment.

B. Suggestions

Considering the result of this research, the researcher offers some

suggestions as followed:

1. Each strategy has different purpose and meaning; even some strategies

look similar; it still looks different, and it must be examined deeply, so

the students know using the right words in the right situation.

49

50

2. The students should consider politeness as an important aspect of

student‟s character building in classroom interaction.

3. The researcher also gives suggestion to the next researcher to use the

other theory of politeness and it can be politeness strategies on speech

using the theory of lack of to understand more about the implicit

meaning of the speaker.

4. Furthermore, the researcher knows what research is so, the researcher is

interested in studying politeness strategies therefore, it is also suggested

to find out more strategies.

51

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emotions and compliance intention. Fairfield University: Mexico

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54

APPENDIX 1: Observation Checklist

The Use of Politeness Strategies in Classroom Interaction

No Meetings Types of Politeness

Strategies Corpuses

1 First Positive Politeness Good morning mam

2 First Negative Politeness Hahaha, pelajaran apa ini . (he

does not appreciate teachers who

enter the classroom).

3 First Negative Politeness Wee. Pindah tempat ko cepat

4 First Negative Politeness Dibelakangko!,Kelompok 4 disitu

5 First Negative Politeness Di sini saya, (sambil memukul

meja dengan keras, dan di

depannya ada gurunya)

6 First Negative Politeness Langsung ma lewat sini deh (naik

di atas meja untuk melangkah)

7 First Positive Politeness Done mam

8 First Negative politeness Belajarlah mam ( ekspresi dengan

muka jutek)

9 First Negative Politeness Huhhh...

10 First Positive Politeness Jangan main hp kalau orang

belajar

11 First Positive Politeness Rumah adat mam

12 First Negative Politeness Tongkonan Toh Mam,,

13 First Positive Politeness Yes mam,,

14 First Positive Politeness Yess Mam, Thank you Mam.

15 Second Positive Politeness Done Mam, (menjawabnya sangat

sopan)

16 Second Positive politeness Ini mam punyanya kelompokku

mam ,

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17 Second Positive Politeness Thank you Mam.

18 Second Positive Politeness Insya allah, tidak adaji Mam,

19 Second Negative Politeness Wehh, apa itu seri ? (dengan nada

yang keras)

20 Second Negative Politeness Nadi,, nadii (nada berteriak)

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APPENDIX 2: The Video Transcript (meeting 1)

Ss6 (leader) : stand up, please1! Say gretting to our teacher .

Ss ALL : good morning mam.

Ss6 (leader) : shitdown please.

T : silahkan ulangi !

Ss3 : assalamualaikum dulu baru good morning.

Ss6 (leader) : “everybody stand up please!” say gretting to our English teacher.

Ss5 : hahahahaa. pelajaran apa ini (tertawa terus , dan dia tidak menghargai guru

di depannya)

Ss ALL : assalamualaikum wr,wb. Good morning mam

Ss6 (Leader) : shitdown please .

T : silahkan duduk dan buka halaman 48 , tapi kalian berhitung dlu .

Ss1 : one

Ss2 : two

Ss3 : three

Ss4 : four

Ss5 : five

Ss6 : one

Ss7 : two

Ss8 : three

Ss9 : four

Ss10 : five

Ss11 : one

Ss12 : two

Ss13 : three

Ss14 : four

Ss15 : five

Ss16 : one

Ss17 : two

Ss18 : three

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Ss19 : four

Ss20 : five

T : one, two , three, four , five . ( guru menunjuk bangku untuk setiap kelompok)

“Dan siswa tersebut bergeser untuk pindah sesuai dengan kelompoknya masing-

masing “

Ss5 : we, pindah tempat ko cepat. (dengan nada berteriak)

T : cepat-cepat !!

Ss10 : di belakang ko! Kelompok 4 distu

“dan guru mengulangi mencek posisi kelompok 1-5 “

Ss5 : itee mam, ite mam.

Ss14 : disini saya ( sambil memukul meja dengan keras) (dan didepannya ada

guru)

Ss5 : di mana saya ini mam ? “kah tidak ku perhatikan tadi mam”.

T : laki-laki angkat bangku

Ss8 : minta tolong dule kasih pindah bangku.

Ss9 : langsung ja lewat sini saya . (naik di atas meja untuk melangkah ke bangku

sebelah)

T : yahhhh, kita mulai pelajaran dan setiap kelompok buka halaman 48

Ss10 : done mam

T : “bukumu mana?” (sambil bertanya dikelompok 1-5)

Ss8 : auhh, kulupai mam.

T : kamu mau belajar disni atau pergi main-main ?

Ss8 : belajarlah mam ( suaranya keras )

T : yang dibelakang kenpa tidak buka buku ?

Ss11 : baru ka mau buka ki mam .

T : silahkan 1 perwakilan perkelompok untuk membaca teks di dalam buku cetak

tersebut .

Ss20 : tidaak tau ka caranya baca mam .

T : baca saja nanti ibu benarkan.

T : ehhh!! Kalian yang diblakang apa kalian mainkan , sini hpmu , jangan

menggunakan hp di dalam kelas saya. !

58

Ss17 : huuhhhh

Ss14 : jangan main hp kalau orang belajar .

T : kira-kira, “ what picture is it ? “

Ss1 “ rumah adat mam”

T : yahhh betul .

Ss2: tongkonan tohh mam ? (nada tinggi )

T : dan ini gambar apa (ada sebuah gambar)

Ss16 : “ perahu mam “ ini mam ceritanya seperti ceritanya maling kundang mam.

T : yah betul , sekarang menulis sejarah dari cerita “maling kundang” dan kerja

kelompok. Dan kalau tidak cukup waktu, nanti minggu depan kumpul .

Ss 9: yes mam .

T : sudah semua ?

Ss17 : belum mam, panjang sekali mam

T : kalau begitu nanti di kerja dirumah saja

Ss13 : yes mam. Thank you mam

T : ok. Siapkan ketua kelas

Ss6 : stand up please . say gretting to our teacher.

Ss ALL : assalamualaikum wr.wb. thank you mam .

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APPENDIX 3: The Video Transcript (meeting 2)

Ss6 (leader) : stand up, please1! Say gretting to our teacher .

Ss ALL : assalamualaikum wr.wb . good morning mam.

Ss6 (leader) : sitdown please.

T : walaikumsalam wr.wb. good morning too.

T : bagaimana tugasnya yang minggu lalu ?

Ss13 : done mam

T : ok , ibu mau cek setiap kelompok yang sudah.

Ss8 : ini mam punya kelompokku mam.

T : berapa paragraf yang kamu tulis ?

Ss10 : ada 10 paragraf mam

T : bagus.

Ss10 : thank you mam .

T : yang lain bagaimana ? bisa dalam bentuk bahas inggris – bahasa indonesia

atau sebaliknya

T : ok , ada pertanyaan ?

Ss14 : insya allah tidak ada mam

Ss15 : we apa itu seri ? (bahas diluar pelajaran )

Ss6 : sama

Ss12 : nadi, nadi (nada berteriak )

T : tolong jangan berteriak !

T : ok kalau begitu kumpul tugasnya setiap kelompok

T : mana kelompok 1 ??

Ss6 : ini mam ceritanya “ maling kundang”

T : kelompok 2-5 mana ?

Ss9 : tunggu mam

T : kumpul sekarang waktunya sudah habis.

Ss11 : sudah semua mi mam

T : sudah semua ? dan semuanya sudah paham ?

Ss11 : sudah mam

60

T : ok kalau begitu waktu habis untuk pelajaran bahasa inggris , ketua kelas

siapkan .

Ss6 : stand up please . say gretting to our teacher.

Ss ALL : assalamualaikum wr.wb. thank you mam .

61

APPENDIX 4: The Subjects of the Research

No Code Sex Full Name

1 Ss1 F Ridha

2 Ss2 F Alya

3 Ss3 F Naya

4 Ss4 F Fadya

5 Ss5 M Muh. Rifqi

6 Ss6 M Fajar

7 Ss7 M Muslimin

8 Ss8 M Samsul

9 Ss9 F Riska

10 Ss10 F Nadila

11 Ss11 F Popy

12 Ss12 M Jamal

13 Ss13 M Dimas

14 Ss14 F Uswa

15 Ss15 F Tasya

16 Ss16 F Take

17 Ss17 M Aldi

18 Ss18 M Salman

19 Ss19 M Johan

20 Ss20 F Jihan

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APPENDIX5: Documentation

63

APPENDIX 6: Documents

64

65

66

67

68

69

70

71

72

73

74

75

76

77

CURRICULUM VITAE

Nur Rahmi Rahmat was born in Ujung Pandang, June 16th ,

1995 from the marriage of her parents, Drs. H. Rahmat

Banjar, M.Pd and Hj. Bauk Tekne A.Ma. She is the

fourth child of four siblings.

She began her education at elementary school at SD Inpres

Hartaco Indah in 2001, graduated in 2007. After that, she countinued her junior

high school at MTsN Model Makassar, graduated in 2010. After graduating from

MTsN Model Makassar, she continued her study at SMA PGRI 3 Makassar,

graduated in 2013.

In 2013, she was admitted as a student of English Education Department

of Muhammadiyah University of Makassar. During her study, she was active in

English Departmen Students Association (EDSA) for 2 periods (2014 – 2016).

While studying, she was also active teaching in the kindergarden (TK Rahmat)

since 2015 till now.