Teacher’s Politeness and Student’s Self-Esteem in Learning English

A Thesis

Submitted as one of the requirements for the degree of

Sarjana Pendidikan

By
Lissa Natalia Uniana
102021510012

Fakultas Keguruan dan Ilmu Pendidikan

Universitas Klabat
April, 2019
 APPROVAL SHEET
Title : Teacher’s Politeness and Student’s Self-Esteem in Learning English
By : Lissa Natalia Uniana
NIM : 102021510012
Major : English Language Education
This skripsi has been approved by the skripsi committee on 19th April 2019

Skripsi Committee
Advisor Examiner

Jeanette J. Bawengan, M.Hum. Oktavian Mantiri, PhD

NIDN: 0909067301 NIDN: 0919107001

Chair

Petrus Kondo, MAEd

NIDN: 0905077802

Certified by
Dean of Faculty of Education
Universitas Klabat

Ate G. Simanungkalit, PhD

NIDN: 0915056801 Date:_____________________
 DECLARATION OF AUTHORSHIP

I, Lissa Natalia Uniana declare that this research and the work presented in it

is my own and has been generated by me as the result of my own original research

entitled

“Teacher’s Politeness and Student’s Self-Esteem in Learning English”

I confirm that:

1. This work was done wholly or mainly while studying at Universitas Klabat;

2. Where any part of this skirpsi has previously been submitted for a degree or

any other qualification at Universitas Klabat or any other institution, this has

been clearly stated;

3. Where I have consulted form work of others, this is always clearly attributed;

4. Where I have quoted from the work of others, the source is always given, with

the exception of such quotations, this skripsi is entirely my own work;

5. I have acknowledged all main source of help;

6. Where the skripsi is based on work done by myself jointly with others, I have

made clear contributed myself;

7. Either none of this work has been published before submission.

Signature :

Date :
 Acknowledgment

First of all, I would like to express my gratitude to the Almighty God for His

endless love, blessing, wisdom, health, and mercy, that this thesis can be done. This

thesis would be a great blessing for me.

I would like to express my sincere gratitude to the Faculty of Education of

Universitas Klabat with Mrs. Ate G. Simanungkalit PhD as the Dean for giving me

the chance to conduct this thesis.

My sincerely thanks also go to my beloved advisor, Mrs. Jeanette J.

Bawengan, M.Hum. for the guidance. This thesis could not be completed without her

help, thus, I’m very grateful for her valuable times, amazing efforts, brilliant ideas,

and support. Thank you for the willingness to listen to all the stories regarding the

preparation of this thesis in both difficult and good times.

I would also like to thank my thesis committee, Mr. Petrus Kondo, MAEd as

the chair and Mr. Oktavian Mantiri, PhD as the examiner for the encouragement,

critical evaluation, insights, and helpful suggestions to make this thesis better.

For the expert teachers who involved in the validation of the questionnaire:

Mrs. Nurhayati M.Hum., Mrs. Meily Neman, M.Pd., and Mr. Billy Sakul, M.Hum.

thank you very much for the helpful suggestions and professional revision.

Special thanks also for the private school in Airmadidi especially the principal

who had allowed and facilitated me to get the data at this school. Thank you for the

teachers who had permitted and helped me in collecting the data to complete this

study. Also thank you for the students that had taken an important part in my study.

May God bless the school, teachers, and the students.

 To the most important people in my life: Papa Ronny Uniana, Mama Christin

Uniana/Timisela, Kak Ryan Uniana, and Jane Uniana thank you for the prayers as

well as mental, financial, and emotional support. Thank you for the endless love, care,

and motivation. I cannot do anything in life without you.

Moreover, to all my friends who still support me, I thank God to know you. To

all my English Major 2015 friends thank you for your emotional support, thank you

for filling my day with funny things, you guys are the best. To BEM FKIP 2018/2019

(Eline, Glavinia, Lidia, kak Mona, Hayen, Gloria, Gabby, Sweeta, Gina, Rini, Dina,

Rivaldo, kak Jembris, kak Jimmy, kak Meyer, Ricky, Fidel, kak Cliff, and Mr.Juwiner

D. Kasingku, MAR), thank you for your support and encouragement. To all members

of IKMAMA (Ikatan Mahasiswa Maluku) and SLA Maluku, thank you for making it

feels like home when it is far from home. To Staff AY UIC and Unklab, TOT Choir,

Fellowship Family, Parakletos Ministry, Unklab Excursion Day 2018 Crew, and

others, thank you very much for taking big part of my life in Universitas Klabat.

To my Yebz Family: kak Greg, kak Nyong, kak Adnan, kak Kevin, kak Didin,

kak Shanry, kak Iyha, kak Elis, kak Fanny, kak Dewi, Alvinus, Mervyn Uni, and kak

Andrew, thank you for making it feels like family and support and love me as the

Bungsu one, thank you for filling my day with funny things, and bringing me laughter

when it was hard to smile, and also to Jonathan Uniwaly as my beloved cousin, you

guys are the best part of my life.

To my beloved friends, My Infinity, my 2MPVL: Madeline Tamara, Mercy

Pesik, Prilly Manembu and Stephanie Tauran, thank you for always be here with me.

To my beloved roommates: Gaby Lasut, Kristy Laamena, Ike Manuata, and Lea

Hosang and also kak Laura Oshin Laoh, Fransisca Bahasa, Gianny Johannis,

v
Apprilia Mamalanggo, Nadya Ratu, and Theo Black Ta’ek, thank you for bringing me

laughter when it was hard to smile.

Special thanks for Reinhard E. thank you for being with me, stay with me, and

help me through my day. Thank you for your support, your kindness, your time, your

love, and everything, I pray all the best for you, God love you so do I.

I would also like to express my thanks to all who involved directly or

indirectly in this thesis, that I do not mention above. Even the smallest kind of support

that you showed was very meaningful to me.

Once again from the bottom of my heart, I want to thank you and may God

bless you.

vi
 Abstract

This study aimed to find the level of teacher’s politeness and the level of student’s

self-esteem. Furthermore, the main purpose of this study was to find out the

correlation between teacher’s politeness and student’s self-esteem. This was a

quantitative study, which employed descriptive (MEAN score) and correlational

(Pearson Coefficient Correlation) in the data analysis. The researcher used a

questionnaire as the instrument. The first part was a self-made questionnaire on

teacher’s politeness, and the second part was adopted from Ananda (2017). This study

was conducted to the grade tenth and eleventh students who enrolled in the second

semester 2018/2019 academic year of a private high school located in Airmadidi. The

results are: (1) teacher’s politeness in learning English was at the polite level, (2)

student’s self-esteem in learning English was at the high level, (3) there was a

significant correlation between teacher’s politeness and student’s self-esteem in

learning English. It is concluded that teacher’s politeness affects student’s self-esteem

in learning English.
 Table of Content
Cover i
Approval Sheet ii
Declaration of Authorship iii
Acknowledgements iv
Abstract vii
Table of Contents viii

Table of List x

Chapter 1 Introduction 1

Identification of the Problem 2

Purpose of the Study 4

Research Questions 4

Significance of the Study 5

Scope of the Study 5

Limitation of the Study 5

Definition of Terms 6

Chapter 2 Literature Review 7

Teacher’s Politeness 7

Positive Face 9

Negative Face 10

Self-Esteem 11

High Self-Esteem 13

Low Self-Esteem 14

Conceptual Framework 16

Chapter 3 Methodology 17

Research Design 17
 Respondents 17

Sampling Techniques 18

Instrument 18

Procedures of Data Collection 19

Pilot Study 19

Validity and Reliability 20

Ethical Consideration 20

Data Analysis Procedures 21

Interpretation Data 21

Chapter 4 Result, Interpretation, and Discussion 22

Research Question 1 22

Research Question 2 23

Research Question 3 24

Chapter 5 Summary, Conclusion, and Recommendations 26

Summary 26

Conclusion 27

Recommendations 28

References 29

Appendices
Appendix A – Correspondences
Appendix B – Questionnaires
Appendix C – Validity and Reliability
Appendix D – Curriculum Vitae

ix
 List of Tables

Table 3.1 Distribution of questions for teacher’s politeness

and student’s self-esteem 19
Table 4.1 Mean score of teacher’s politeness in learning English 23
Table 4.2 Mean score of student’s self-esteem in learning English 24
Table 4.3 Correlation between teacher’s politeness
and student’s self-esteem 25

x
 Chapter 1
Introduction

Politeness is an important aspect in communication. Politeness functions as

one of the effective strategies to interact in human’s communication. Mahmud (2018)

stated that “through politeness, humans are able to communicate and transfer their

ideas clearly and in comfortable ways” (p.36). People in their society commonly use

polite way during their communication. They also must be aware of the politeness

strategy to make their communication more acceptable to others. Seken (2007) noted

that when talking about polite communication, language is seen as a behaviour of the

human in social interaction. When people abide by the convention, regulation, norms,

value in the society, and keep good relationship in communication, they will be

considered as polite. Yule (2006) stated that “politeness is defined as the means

employed to show awareness of another person’s face” (p.60). Being polite is

important. It must be learnt and applied in conversation to build social interaction in

the society.

Self-esteem is an important factor that can help students in their education.

Ho (2010) pointed out that “self-esteem or self-concept is an important factor

contributing to children’s academic outcomes as well as an important outcome in its

own right” (p.66). Self-esteem is related to a person’s overall emotional evaluation of

one self or an attitude toward the self, self-esteem is related with feelings, that is why

students with self-esteem are able to do anything. Gustaman (2015) noted that “self –

esteem deals with feelings; how they feel that they are capable of doing something

well” (p.122). Self-esteem is considered as an essential affective factor in the learning

process. Learners’ feelings of self-esteem can have a great influence on their

 2

academic achievement. Brown (2007) considered that self-esteem is probably the

most pervasive aspect of human behaviour. It could easily be claimed that no

successful cognitive or affective activity can be carried out without some degree of

self-esteem, self-confidence, knowledge of yourself belief in your own capacities to

successfully perform that activity.

Identification of the Problem

There are some reasons that encourage the researcher to study about

politeness. Politeness is one of the good attitude that teachers have to show during a

study process. Politeness should be shown in the classroom by teachers and students

will get good value from the teachers. Yet there are some teachers who do not show

good attitudes in front of the students during the class. Brown et.al (2008) stated that

some students felt that some teachers showed their bad attitude in the classroom. The

situation will make the students feel uncomfortable during the class. Furthermore,

Hajizadeh (2018) noted that sometimes some of the teachers behave impolite during

their teaching in the classroom. Impoliteness should not be showed during the

learning in the classroom.

When a teacher starts to use polite utterance with the student in their

interaction, it gives the student knowledge of how the politeness must be used in

context of situation. It would change the student’s attitude when they interact with

other. Widiadnya (2018) pointed out that “politeness is needed to be implemented

since rudeness creates conflict between teacher and students” (p.2). It means that

politeness is used in classroom interaction in order to build good relationship between

teachers and students.

 3

Self-esteem is also important thing in learning English especially for students.

Students with learning problem probably have low self-esteem which in turn affect

them in learning. In addition to this, students with low self-esteem are excessively

fearful and timid, they are unable to make decisions concerning learning activities and

group work, they expect failure and are reluctant to express opinions. Dole and

McMahan (2005) found that many students with learning behaviour problems have

poor social skills and low self-esteem. However, students’ self-esteem can be

improved by the help of the teachers. Prihadi and Chua (2012) stated that “teachers’

supportive behaviour might produce higher self-esteem” (p.9). Furthermore,

self-esteem is important for student in learning process. Students with high

self-esteem are more active during the learning process in the classroom than students

with low self-esteem. Arango (2015) pointed out that “students with high self-esteem

have a better disposition and willingness to participate in classroom activities and get

involved in their learning in a higher level than students with low self-esteem” (p.28).

These problems were dealt with in this study.

The researcher personal experience also had become another reason to carry

out this study. During her schooling time, she had acquainted with some teachers

whose attitudes were impolite. These teachers did not appreciate students, extend

thanks and praise, nor accept students’ opinion. As a result, the students who felt

uncomfortable to learn experienced low self-esteem. When students’ self-esteem

suffered, they gave up on their hopes, dreams, and plans. They felt unworthy and

incapable of obtaining their goals or they thought that it was impossible for them to

achieve their goals. Since self-esteem is directly related to students’ school

performance, therefore these students could not perform well in their learning.

Personally, the researcher wished that they had a good learning environment that
 4

fostered healthy self-esteem which could thrive fruitful learning and education. Based

on the discussions elaborated in this section, it was concluded that teacher’s politeness

and student’s self-esteem were worth investigating.

Purpose of the Study

The purpose of the study was to measure the level of teacher’s politeness and

the level of student’s self-esteem in learning English. This study also wanted to find

out if there is any significant correlation between teacher’s politeness and student’s

self-esteem in learning English.

Research Questions

This study sought to find the answers for the following questions:

1. What is the level of teacher’s politeness in learning English?

2. What is the level of student’s self-esteem in learning English?

3. Is there any significant correlation between teacher’s politeness and student’s

self-esteem in learning English?

Significance of the Study

The result of the study was expected to be useful in several aspects. The first

was to enrich the literature on teacher’s politeness and student’s self-esteem. The

second was to help the English educators in findings other factors that affects

student’s self-esteem in learning English rather than the politeness of the teacher.
 5

Scope of the Study

This study focused on teacher’s politeness and student’s self-esteem. This

study employed a quantitative descriptive-correlative method. The scope of this study

was on teacher’s politeness based on Layoff (2008) and Brown and Levinson (2011)

theories. The self-esteem was based on the work of Ananda (2017). This study

involved respondents of grade tenth and eleventh students of a private high school

located in Airmadidi.

Limitation of the Study

This study had some limitations. The researcher had no right to control the

number of respondents when the data was being distributed and collected. Another

limitation was the limited time to answer the questionnaire because it was done during

class time. Another limitation was the researcher also had no control over the

decisions of respondents when they filled in the answer for each question in the

questionnaire as they were based on their experiences in learning activities in English

classes. Still another limitation was the result of this study which may not be an

absolute answer as it is based merely on students’ perception.

 6

Definition of Terms

The term used in this study is as follows:

Teacher’s politeness, refers to the good manners teachers have or show and also

teachers’ consideration for students in the classroom.

Positive face refers to the want or the will to be appreciated by others (Jumanto, Risal,

Nugroho, 2017)

Negative face refers to the speaker’s right not to be imposed upon. (Brown and

Levinson, 2011)

Student’s self-esteem refers to the students’ perception and feelings about themselves.

High self-esteem refers to the positive perception toward self.

Low self-esteem refers to the negative perception toward self.

Students refers to the students of grade tenth and eleventh of a private high school

located in Airmadidi, North Sulawesi.

 Chapter 2

Literature Review

This chapter presents the review of theories and studies related to the study.

The first part contains the related literature of teacher’s politeness. The second part

includes the literature reviews on student self-esteem. The third part contains the

related studies of teacher’s politeness and student attitude followed by the conceptual

framework.

Teacher Politeness

Politeness is defined as an act of having or showing good manners or respect

for other people (Ardianto & Setiawan, 2016). When someone treat others with good

manners and also respect them, he or she is a polite person. In communication, if

people can keep their performance well, others will respect them, people will consider

other’s feeling that also consider their feeling. Brown and Levinson (2011) stated that

politeness is a special way of treating people by saying or doing things towards

another person’s feeling. Teacher’s politeness plays a vital role in learning process and

politeness also is important for teachers during teaching in the classroom. Senowarsito

(2013) noted that “politeness is important in classroom teaching of a foreign

language” (p.3). Moreover, Elisdawati, Husein and Setia (2018) pointed out that

politeness could be the best way to build good interaction between teachers and

students in the classroom while teaching learning process and encouraging students’

motivation directly. The teachers’ politeness has a great impact on the students’

achievement. The students, who learn from polite teachers, get value able scores in
 8

the test. The students that learn from strict teachers, will not perform high. The

influence of this politeness will be greater on the weak students (Farooq, 2017).

Many students find it easy to understand the lesson and learn well with polite

teachers (Jumanto, 2008). Students can get knowledge more easily from polite teacher

and can think deeper by relating the new knowledge with previous knowledge.

However, the impact of politeness will be strongest on the poor knowledge seekers.

Farooq (2017) noted that “the influence of politeness will be greater on the weak

students” (p.230). They need encouragement and cooperation that may be available

by the polite teacher. Many students also agree that their lecturers should generate

polite utterances and may utilize some strategies to make them feel more comfortable

and appreciated inside the classroom. Agustina and Cahyono (2016) stated that

“students also believe that by generating polite utterances, lecturers can manage their

power inside the classroom” (p.98). Positively, politeness inside the classroom can

lead to a better lecturer student relationship. In educational context in Indonesia,

teacher should have certain criteria in order to teach better. Those criteria named

teachers’ competencies. According to the regulation of the Minister of National of

Republic of Indonesia No.16 of 2007 on Academic Qualification Standard and

Teachers competencies, those competencies can be seen in four aspects. They are

pedagogic, professional, social, and personality (Rahmawati & Daryanto, 2013). And

in the aspect of personality, teachers should be polite in the classroom during their

teaching.

Politeness is crucial in building relationship within a social environment, as it

brings positive impact on other people. Politeness is an attitude of showing one’s

respect to others through actions and/or words, and it should be exerted by anyone

especially teachers. By being polite, a teacher is likely to help students more in

 9

learning, they can make students feel appreciated as well as comfortable while they

learn in the classroom. One way to show politeness is by not criticizing the students in

front of the class and using impolite words when asking students to do or to perform

something.

Positive Face

The discussion of politeness, the most common concept is face. Face is the

emotional and the social performance of self-owned by people (Yule 2010).

According to Brown and Levinson (2011), the 'public self-image' or politeness that a

person wants to project is of two types: ‘positive face’ and ‘negative face’. ‘Positive

face’ usually refers to the positive ‘self-image’ a participant claim for himself

including the desire to be liked, ratified, understood, admired, appreciated and

approved of. ‘Negative face’, on the other hand, refers to the speaker’s right not to be

imposed upon. In other words, it is the basic claim to personal preserves, rights to

non-intrusion to freedom of action and freedom from imposition. Moreover, Jumanto,

Risal, and Nugroho (2017) stated that “positive face refers to the want or the will to

be appreciated by others” (p.37). Positive face is when someone wants to be respected

or appreciated by others so the person will treat others through positive face.

Holtgraves (2015) noted that positive face can be further divided into

competence face or having abilities respected. In other words, positive face can make

other people respect those who are having politeness. Positive face includes good

attitudes such as apologizing, accepting thanks etc. Layoff (2008) noted that positive

face develops accepting an offer, accepting thanks, promising unwillingly,

apologizing, accepting compliments and confessing. Furthermore, Lim (2011) pointed

out that “positive face is apologies, confessions, admissions of guilt or responsibility,

acceptance of compliments, self-humiliation, self-contradiction” (p.204).

 10

Heritage (2012) stated that positive face is the want to be accepted and liked, to be

treated as a member of the same group, and to know that one’s wants are shared by

others. With positive politeness the teacher treats the students as a person whose

personal desires, likes, intentions, preferences and features the person knows and

admires. This is so because positive face relies on the expression of approval and

interest in the students, the usage of markers of in-group membership, the search for

agreement, or the establishment of reciprocity as regards the interlocutors’ desires,

likes, intentions, preferences or features (Holmes, 2018).

Positive face is respectful attitudes shown toward other people who are

polite. Positive face includes good attitudes such as apologizing and accepting thanks.

People perform the positive face when they want to be accepted by others. In a

classroom, positive face plays an important part, a teacher who has positive face will

show good manners through words and/or actions, and they hope that the students will

do the same thing in return. Based on the researcher’s experience, teacher’s positive

face does not always get positive feedback from the students but it can encourage

some of the students to respect their teachers. In so doing, it reduces the change for

the students to blame their teachers for their oversight in the classroom

Negative Face

Negative politeness could not be considered as universal. For some countries

negative politeness can be applied, but for others, they will not allow it. Spencer

(2013) stated that negative face demands that one’s actions are unimpeded by others.

Negative face is the desire of every competent adult member to have freedom of

action, freedom of imposition, and not to be impeded by others. Bolderston (2008)

pointed out that “negative face assumes a person’s desire to act freely, without

constraints or imposition from others or an action carried out by the desires of oneself
 11

and not imposed by others” (p.68). These conditions are often done without thinking

about whether other people will feel comfortable or not. Lauerbach (2007) stated that

“negative face is the want to be independent and not imposed on by other it is

associated with the formal politeness that is often evoked by the term politeness”

(p.12). Negative face is when the teachers put criticizing, complaining disagreeing

etc. in the classroom, the students will feel uncomfortable during the learning process.

Levinson (2014) pointed out that negative face includes criticizing, ordering,

advising, threatening, warning, complaining, disagreeing the audience. Kasper (2009)

noted that express the teacher’s strong negative feelings or opinions of the students or

students’ belongings; hatred, anger, lust, compliments, expressions of envy,

admiration.

Negative face is something unacceptable socially. Negative face means

someone does something that he or she wants without thinking what other people will

feel about it. Negative face should not be applied by the teachers in school. A teacher

who exercises negative face can bring negative impact to students in the class. For

example, teacher who criticizes their students in front of the class can make students

feel embarrassed. Another example is a teacher who always rejects opinion from the

students in the class will make students will lose their self-confidence to give another

opinion. This pinpoints that negative face will not get good treatment from others in

return, because people do it without thinking about other people’s feelings as they

only prioritize themselves.

Self-Esteem

Self-esteem is an important thing in education. It is one of the various factors

that has a relationship with academic success (Okoko, 2012). Self-esteem is one’s

evaluation about own self that influence the emotion itself. Self-esteem is how
 12

someone estimate her/his self (Sarasota, 2011). Self-esteem is defined as “the positive

or negative reflection that the individual has for himself/herself and the belief of being

able to cope with the basic challenges of life” (Galanou, Galanakis, Alexopoulus, and

Darviri, 2014, p.819). Every human being makes judgment about herself or himself in

two ways; both negative and positive. Hasan (2010) stated that self-esteem refers to

evaluation that someone makes and maintains that shows the attitude of approval or

disapproval in which that person believes himself is capable, worthy, and successful.

In other word every student has his or her own personal view for the value of

something in learning including own self. Juyandegan (2016) noted that “self-esteem

affected many aspect of people’s life especially in general, academic, family, and

social relationship” (p.305). Students with self-esteem will be able to build good

social relationship and also will help them in their academic. So self-esteem is really

important for people especially for students.

Self-esteem is how people value and perceive themselves. It is based on their

opinions and beliefs about themselves, which sometimes becomes very difficult to

change. Self-esteem can affect people’s ability to make decisions and assert

themselves, to try new or difficult things, to show kindness towards themselves.

Self-esteem is important for people to have especially in school. Students need

self-esteem to evaluate themselves in learning. If students are able to identify their

own self-esteem, they will find out their strengths and weaknesses in learning. There

are two kinds of self-esteem, the first one is high self-esteem and the second is low

self-esteem.
 13

High Self-Esteem

There are two types of self-esteem. Boeree (2008) stated that self-esteem

consist of the lower and the higher. People who assess themselves with positive

thinking, it would be high self-esteem. Higher self-esteem is related to more

favourable attitudes toward school, more positive behaviour in the classroom and can

be able to build relationship with others. Woolfolk (2009) pointed out that “student

who has higher self-esteem do not let his or herself in loneliness” (p.87). In addition,

Zare and Riasati (2012) stated that students who have high self-esteem are able to face

the barriers in learning English language much better and less anxiety in language

learning process. Meaning to say that the student that have high self-esteem are more

successful in language learning than the students that have low self-esteem. Halima

(2015) stated that “high self-esteem enhances initiative and pleasant feelings towards

learning. It leads learners to get happier outcomes regardless of stress or other

circumstances” (p.32). Students who have self-esteem will be able to learn in the

classroom because they feel happy and they enjoy when they study in the class.

Moreover, Olea, Bernal, and Hermandez (2012) claimed that “an individual with high

self-esteem has many positive effects and benefits” (p.64). In the other words, high

self-esteem can be positive effects for students’ lives.

High self-esteem helps people to see the positive side in every situation.

People with high self-esteem are able to see themselves positively even in a bad

situation. High self-esteem is important especially for students in learning. Students

with high self-esteem in learning can perform well and they do not see themselves in

negative way. As the example in learning, students, who have good self-esteem and

get support from their teachers and parents, are motivated to learn. When they make
 14

mistakes, they will try to find any possible ways to fix it. Also students will enjoy

their learning in the classroom.

Low self-esteem

Low self-esteem comes from a poor self-image (Perera, 2012). The self-image

is based on how people see themselves. Low self-esteem is having a negative view of

self, judging a person, or placing a negative value on oneself. Low self-esteem keeps

individual in condition where they do not full to realize their potential. Gross (2006)

pointed out that low self-esteem and unworthy, incapable, and incompetent. It is

because that person feels so poor about her or himself. Moreover, Satriami (2014)

stated that “people who have low self-esteem usually show sign of stress and

unhappiness” (p.69). The students with low self-esteem will be hard to increase their

development because the students feel that the study is not fun and they do not want

to learn. Rafei (2008) noted that “low-self-esteem has been correlated with feelings of

dissatisfaction, loneliness, anxiety, and depression” (p.31). Having low self-esteem

can endanger the development of children especially. In education, low self-esteem

means lack of desire to learn, the ability to focus, and the willingness to take risks.

Children with low self-esteem lack confidence, so that they need continual process on

supporting and encouragement. In this case teachers or parents have to show

appreciation in expressing confidence so the children can improve their capability to

be success (Ide, 2009).

Based on the researcher’s opinion, low self-esteem is when people have

negative self-esteem or put little value on their opinions and ideas. They focus on

their perceived weaknesses and faults and give scant credit to their skills and assets.

They believe that others are more capable or successful than they are. In addition to

this, they might have difficulty accepting positive feedback. In classroom, they might
 15

fear failure, which can hold them back from successful academic performance.

Students should not have low self-esteem in learning because low self-esteem will not

help them in learning. They will see themselves in a negative way. They will think

that they will fail, no one supports them in learning even their teachers or parents.

Also they will lose their self-confidence in giving opinion or asking about something

related to the lesson in class.

 16

Conceptual Framework

The figure below shows the major ideas of this study. Teacher’s politeness is

independent variable of this study and the dependent variable is the student’s

self-esteem. Teacher’s politeness is divided into two categories: Positive face and

negative face whereas student’s self-esteem is divided into two categories: High

self-esteem and Low self-esteem. It is assumed that teacher’s politeness has

correlation with student’s self-esteem.

 Chapter 3

Methodology

This chapter presents the methodology that the researcher used. The following

parts discuss the research design, respondents, sampling technique, instrument,

procedures of data collection, pilot study, validity and reliability, ethical,

consideration, data analysis techniques, and interpretation of data.

Research Design

This quantitative study employed descriptive method in describing the level of

teacher’s politeness and the level of student’s self-esteem. Quantitative is used to

“quantify attitudes, opinions, behaviours, and other defined variables – and generalize

results from a larger sample population” (DeFranzo, para 2, 2011). The researcher

used Pearson Coefficient Correlation to find out the significant correlation of the level

of teacher’s politeness and student’s self-esteem in learning English. Correlation

coefficient is used to assess the strength and direction of the linear relationships

between pairs of variables and Pearson's Correlation Coefficient is used when both

variables being studied are normally distributed. This coefficient is affected by

extreme values, which may exaggerate or dampen the strength of relationship, and is

therefore inappropriate when either or both variables are not normally distributed

(Mukaka, 2012).

Respondents

The respondents of this study were 100 students of grade tenth and eleventh in

a private high school in Airmadidi, who enrolled in second semester of 2018/2019.

The researcher chose several students from the school to be the respondents of this
 18

study. The reason of choosing the respondent was because the respondents were

qualified enough to respond mentally as they are mature enough to evaluate whether

their teacher was polite or not. They are also able to assess their self-esteem in

learning English.

Sampling Technique

In this research, convenience sampling method was used. According to Balikci

(2018) convenience sampling technique saves fund, time and energy but costs

material and authority. Convenience sampling is a method of collecting data samples

from people or respondents who are easily accessible to the researcher (Saunders,

Lewis & Thornhill, 2012). The researcher collected the data from the students were

present at the time of data gathering.

Instrument

In order to get the data for this study, a questionnaire was used as the

instrument. The questionnaire was divided into two parts. The first part was the

teacher’s politeness questionnaire which was designed by the researcher. There were

17 items consisting of 9 items for positive face and 8 items for negative face (see

Table 3.1).

The second part of the self-esteem questionnaire was adopted from Ananda

(2017) and consist of 16 items consisting of 8 items for high self-esteem and 8 items

for low-self-esteem (see Table 3.1). The original questionnaire items were in

Indonesian. And the politeness questionnaire had been checked by three English

teachers. After being checked, the questionnaire was tried out in a pilot study.
 19

Table 3.1 Distribution of questions for teacher’s politeness and student’s self-esteem

Teacher’s Politeness Student’s Self-Esteem Total

Positive Face Negative Face High Low
self-esteem self-esteem
Numbers 9, 10, 11, 12, 1, 2, 3, 4, 5, 6, 7, 1, 2, 3, 4, 5, 6, 9, 10, 11, 12,
13, 14, 15, 16, 8 7, 8 13, 14, 15,
17 16
Total 9 8 8 8
17 16 33

Procedures of Data Collection

To collect the data for this study, the researcher followed some procedures.

Firstly, the researcher went to the principal of the school and arranged the schedule to

distribute the questionnaire. After that, the researcher requested a permission letter

from the Dean of Education Faculty to gather the data for this study. After getting the

recommendation letter from the dean, the researcher gave the letter from the Dean of

Education Faculty to the principal of the school and do the data collection. Before

distributing the questionnaire to the respondents, the researcher explained the purpose

of having their participation. Then, the researcher distributed the questionnaire to the

respondents and guided them to complete honestly and accurately, the last step was

the researcher analysed the data of the questionnaire after it was collected.

Pilot Study

The Pilot study was conducted on Thursday, 29 February 2019 to the grade

tenth and eleventh students of private school who enrolled in the second semester of

school year 2018/2019. The grade tenth and eleventh classes of private high school

have 244 students who are separated into 9 classes. For the pilot study, the researcher

used only 61 students, and another different student used for the real study. It means
 20

the respondent of pilot study were different from the respondents of the study; same

teacher, but different level and students.

Validity and Reliability

To find out whether the questionnaire was valid or not, the research analysed

the items of the questionnaire using statistical tool. The result showed that out of 22

items, there were 5 invalid items, which were the item number, 18,19,20,21, and 22

(see Appendix D). Then the invalid items were removed. The total of valid items was

17. To find out whether the valid items were reliable or not, those 17 items were

analysed using Cronbach alpha scale, and the result was 0,778 (see Appendix D)

which meant that the 17 items were reliable. The total 17 items were used in the real

study.

Ethical Considerations

The researcher made sure to protect the privacy of respondents in filling out

questionnaire by not asking them to write their names. The researcher collected the

questionnaire and used the data obtained from the questionnaire only for research

purposes. Before the questionnaires were distributed, the respondents were informed

that the answers were needed only for current study and their answers would not

affect their grade or their relationship with the teachers. Also the teacher was not

permitted to see their answers.

 21

Data Analysis Techniques

To analyse the data, the researcher used the statistical tool. In answering the

research question number 1 and 2, the researcher used Mean to determine the level of

teacher’s politeness and the level of students’ self-esteem in learning English.

Furthermore, Pearson Coefficient Correlation is used to find the significant

correlation between the level of teacher’s politeness and student’s self-esteem.

Interpretation of Data

To determine the level of teacher’s politeness in learning English, Likert Scale

will be used as follows:

5 = (4.6-5.0) = Very Polite

4 = (3.6-4.5) = Polite

3 = (2.6-3.5) = Moderate

2 = (1.6-2.5) = Impolite

1 = (1.0-1.5) = Very Impolite

To determine the level of student’s self-esteem in learning English, Likert

Scale will be used as follows:

5 = (4.6-5.0) = Very High

4 = (3.6-4.5) = High

3 = (2.6-3.5) = Moderate

2 = (1.6-2.5) = Low

1 = (1.0-1.5) = Very Low

 Chapter 4

Results, Interpretations and Discussion

This chapter presents the results, interpretation of the data, and the discussions

regarding the level of teacher’s politeness, the level of student’s self-esteem, and the

correlation between the level of teacher’s politeness and student’s self-esteem.

Research Question 1

The Level of Teacher’s Politeness in Learning English

To find the level of teacher’s politeness in learning English, descriptive

statistic was used. Table 4.1 shows the Mean of teacher’s politeness was 3.74.

According to the interpretation of data scale of politeness, it fell between 3.6-4.5. This

shows that the teacher’s politeness was in the polite level.

The mean score of teacher’s politeness was in the polite level. This finding

demonstrates that the teacher showed polite attitude in learning English in the

classroom. According to the answers of the questionnaire that the students’ filled in,

there were three items (6, 16 & 17) with high score answers which points out

teacher’s politeness. The first reason was the teachers like to advise students use

polite words. The second and the third were the teacher liked to thank students in the

classroom.
 23

Table 4.1

Mean score of teacher’s politeness in learning English

Descriptive Statistics

N Mean Std. Deviation

Politeness 100 3.7400 .48534

Valid N (listwise) 100

Research Question 2

The Level of Student’s Self-Esteem in Learning English

Descriptive analysis of Mean was used to find out the level of student’s

self-esteem, and the Mean was 3.68 (see Table 4.2). According to the interpretation of

data scale of self-esteem, it fell between 3.6-4.5. It shows that the self-esteem of the

students in grade tenth and eleventh was in the high level.

The mean score of student’s self-esteem was in the high level. According to

the answers of the questionnaire that the students’ filled in, there were three items (8,

14 & 15) that had a high score answers which possibly become the reason of student’s

self-esteem. The first reason was the students received support from their teachers to

improve their English achievement in school. The second reason was the students’

parents care about their achievement in learning English and the parents still support

them. The last reason was the students hope that they can improve their skill in

English language.
 24

Table 4.2
Mean score of student’s self-esteem in learning English

Descriptive Statistics

N Mean Std. Deviation

Self-esteem 100 3.6880 47827

Valid N (listwise) 100

Research Questions 3

The Correlation Between Teacher’s Politeness and Student’s Self-Esteem in

Learning English

The researcher used Pearson Coefficient Correlation was employed to find out

the correlation between teacher’s politeness and student’s self-esteem in learning

English. The finding shows that the r = .533 and p = 0.000 < α = 0.05 (see Table 4.3).

Since the p-value was lower than α = 0.05, therefore there was correlation between

teacher’s politeness and student’s self-esteem in learning English. This result is

similar with the finding of Farooq (2017), he found out that there was a positive

correlation between teacher’s politeness and student’s self-esteem.

According to Rumsey (2005), in statistics, the correlation coefficient r measures

the strength and direction of a linear relationship between two variables on

a scatterplot. The value of r is always between +1 and –1. To interpret its value, see

which of the following values are used to see the r correlation r which is closest to:
 25

Exactly –1. A perfect downhill (negative) linear relationship

–0.70. A strong downhill (negative) linear relationship
–0.50. A moderate downhill (negative) relationship
–0.30. A weak downhill (negative) linear relationship
0. No linear relationship
+0.30. A weak uphill (positive) linear relationship
+0.50. A moderate uphill (positive) relationship
+0.70. A strong uphill (positive) linear relationship
Exactly +1. A perfect uphill (positive) linear relationship

This present study finds that teacher’s politeness affects student’s self-esteem

positively. It means that politeness has an important role in improving student’s

self-esteem. The strong correlation between teacher’s politeness and student’s

self-esteem indicates that teachers can use politeness as a strategy to improve

self-esteem of students in learning English.

Table 4.3

Correlation between teacher’s politeness and student’s self-esteem in learning English

Correlations

Self-esteem

Pearson Correlation .533

Politeness Sig. (2-tailed) .000

N 100
 Chapter 5

Summary, Conclusion and Recommendations

This final chapter consists of the summary of the study, conclusion, and

recommendation. The summary presents the results as the answers to research

questions while the conclusion offers the implications of the study based on the

results. Lastly, the recommendation offers suggestions based on the result of this

study.

Summary

There were three research questions stated regarding teacher’s politeness and

student’s self-esteem in learning English in this study.

1. What is the level of teacher’s politeness in learning English?

The first research question is related to the level of teacher’s politeness and it

was found that the mean score was 3.74. The level of teacher’s politeness is in

polite level.

2. What is the level of student’s self-esteem in learning English?

The second question was aimed at finding out the level of student’s

self-esteem and it was discovered that the mean score was 3.68. Student’s

level of self-esteem was high.

3. Is there any significant correlation between teacher’s politeness and student’s

self-esteem in learning English?

The third research question was to see whether there is a significant

correlation between teacher’s politeness and student’s self-esteem in learning

English, the finding revealed that there was a significant correlation between
 27

teacher’s politeness and student’s self-esteem in learning English since p =

0.000 < 0.05.

This study was descriptive-correlative in design. The respondents were 100

students of tenth and eleventh grade of a private high school in Airmadidi. The data

was collected through a questionnaire, this instrument was divided into teacher’s

politeness and student’s self-esteem. The questions for teacher’s politeness were

developed by the researcher and had been tested for their reliability and validity.

Whereas the questions for self-esteem were adopted from Ananda (2017).

Conclusion

Based on the findings the following conclusion were drawn. The tenth and

eleventh grade students in this private high school perceived their English teacher as

polite. These students also had high self-esteem. This study discovered that there was

a significant correlation between teacher’s politeness and student’s self-esteem which

means that teacher’s politeness affects student’s self-esteem positively. Students are

good in academics in learning English where teachers display polite behaviour to

students. The strong correlation between teacher’s politeness and student’s

self-esteem indicates that teachers can use politeness as a strategy to improve

student’s self-esteem in learning English. If the level of teacher’s politeness become

very polite it is expected that student’s self-esteem will be become very high.
 28

Recommendations

Based on the findings and conclusions of this study, several recommendations

were proposed. First, it is recommended that another further study to find others

aspect that affect student’s self-esteem in learning English, other than teacher’s

politeness only, be done. The second is to recommend other researchers to study

similar variables but in different research settings and participants. Also it is

recommended that educators in the private high school in Airmadidi improve their

politeness. The level of teacher’s politeness in the private school was in the polite

level, but they are not in the very polite level, so the teachers in the private high

school need to improve their politeness especially in the aspects: expressing

appreciation to students, asking something from students using polite words,

displaying attitude that agrees with student’s opinions and other things that can exhibit

teacher’s politeness. In teacher-education programs, there must be emphasis on

“teacher’s politeness” to make teacher aware of the importance of improving student’s

self-esteem in learning English. This can be done through providing workshops that

focus on the development of teachers’ polite attitude in classroom.

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Appendix A
Appendix B
 Kuesioner Politeness (Pilot Study)

Kuesioner ini bertujuan untuk mengukur tingkat kesopanan guru terhadap siswa di
dalam kelas.
Baca dengan teliti setiap pernyataan di bawah ini, kemudian beri tanda centang
(√) pada setiap pernyataan.
1 = Tidak Pernah
2= Jarang
3= Kadang-Kadang
4 = Sering
5 = Selalu

No. Pernyataan 1 2 3 4 5

1 Guru mengkritik kesalahan siswa secara umum di

kelas

2 Guru mengkritik perilaku siswa saat menggunakan

kalimat yang tidak sopan

3 Guru suka memerintah siswa untuk mengambilkan

barang milik guru.

4 Guru memerintah menggunakan kata “tolong”

5 Guru menasihati siswa menggunakan nada yang

tinggi

6 Guru menasihati siswa menggunakan bahasa yang

tidak sopan

7 Guru mengancam siswa jika tidak melakukan apa

yang diminta oleh guru.

8 Guru suka memberikan ancaman jika siswa tidak

membuat tugas

9 Guru memberi teguran kepada siswa secara

langsung di dalam kelas
8
10 Guru memberi peringatan kepada siswa melalui
sikap yang tidak sopan
11 Guru suka mengeluh jika siswa tidak melakukan
seperti yang diperintahkan guru.
12 Guru mengomeli siswa yang membuat kesalahan di
dalam kelas

13 Guru secara langsung menunjukkan

ketidaksetujuan dengan pendapat siswa

14 Guru suka menolak pendapat dari siswa di kelas

15 Guru menerima tawaran bantuan yang diberikan

oleh siswa dengan senang hati

16 Guru suka berterima kasih kepada siswa di dalam

kelas

17 Guru mengucapkan terima kasih atas bantuan siswa

18 Guru senang memberikan janji pada siswa

19 Guru meminta maaf jika melakukan kesalahan

20 Guru meminta maaf dengan menggunakan kalimat

yang sopan

21 Guru mengucapkan terima kasih jika diberikan

pujian

22 Guru mengakui kekeliruan jika melakukan

kesalahan

Responden
 Kuesioner Politeness (Real Study)

Kuesioner ini bertujuan untuk mengukur tingkat kesopanan guru terhadap siswa di
dalam kelas.
Baca dengan teliti setiap pernyataan di bawah ini, kemudian beri tanda centang
(√) pada setiap pernyataan.
1 = Tidak Pernah
2= Jarang
3= Kadang-Kadang
4 = Sering
5 = Selalu

No. Pernyataan 1 2 3 4 5

1 Guru mengkritik kesalahan siswa secara umum di N

kelas eg
ati
2 Guru mengkritik perilaku siswa saat menggunakan ve
kalimat yang tidak sopan Po
lit
3 Guru suka memerintah siswa untuk mengambilkan en
barang milik guru. es
s
4 Guru memerintah menggunakan kata “tolong”

5 Guru menasihati siswa menggunakan nada yang

tinggi

6 Guru menasihati siswa menggunakan bahasa yang

tidak sopan

7 Guru mengancam siswa jika tidak melakukan apa

yang diminta oleh guru.

8 Guru suka mengeluh jika siswa tidak melakukan

seperti yang diperintahkan guru.

9 Guru suka membeirkan pujian jika siswa membuat Po

tugas sit
iv
e
 8

10 Guru memberi peringatan kepada siswa melalui Po

sikap sopan lit
en
es
s
11 Guru memberi teguran kepada siswa secara pribadi Po
dan tidak di depan kelas sit
iv
12 Guru tidak mengomeli siswa yang membuat e
kesalahan di dalam kelas Po
lit
13 Guru menunjukan sikap yang setuju dengan en
pendapat siswa di dalam kelas es
s
14 Guru suka menerima pendapat dari siswa di kelas

15 Guru menerima tawaran bantuan yang diberikan

oleh siswa dengan senang hati

16 Guru suka berterima kasih kepada siswa di dalam

kelas

17 Guru mengucapkan terima kasih atas bantuan siswa

Responden
 Kuesioner Self-Esteem

Kuesioner ini bertujuan untuk mengetahui tingkat harga diri siswa dalam
pembelajaran Bahasa Inggris.
Baca dengan teliti setiap pernyataan di bawah ini, kemudian beri tanda centang
(√) pada setiap pernyataan apakah anda;
Sangat Setuju (SS)
Setuju (S)
Netral (N)
Tidak Setuju (TS)
Sangat Tidak Setuju (STS)

No Pertanyaan SS S N TS STS

1 Saya bisa membuat teman saya memperhatikan saya

ketika saya berbicara menggunakan Bahasa Inggris

2 Orang tua saya peduli terhadap prestasi Bahasa

Inggris saya

3 Saya merasa bahwa saya bisa berhasil dengan

kemampuan berbahasa Inggris saya

4 Saya memandang diri saya secara positif dalam

berbahasa Inggris

5 Saya bangga dengan kemampuan Bahasa Inggris saya

6 Saya pikir tidak ada yang bisa saya lakukan dalam

pelajaran Bahasa Inggris

7 Saya memiliki cara untuk meningkatkan kemampuan

berbahasa Inggris saya

8 Saya mendapat dukungan dari guru untuk

meningkatkan prestasi dalam bidang Bahasa Inggris

9 Saya condong berpikir bahwa saya orang yang gagal

dalam Bahasa Inggris
10 Saya malu bertanya menggunakan Bahasa Inggris

11 Teman-teman saya cuek tentang

kemampuan berbahasa Inggris saya

12 Saya cenderung berpikir bahwa teman saya

menganggap remeh kemampuan Bahasa Inggris saya

13 saya tidak mempunyai kemampuan yang bisa membuat

orang lain bangga

14 Orang tua saya acuh dengan prestasi yang saya

dapatkan dalam Bahasa Inggris

15 Saya berharap bisa lebih meningkatkan kemampuan

yang saya miliki dalam Bahasa Inggris

16 Kemampuan Bahasa Inggris saya adalah dibawah

rata-rata

Responden
Appendix C
Result of Validity and Reliability Teacher’s Politeness Questionnaire

MEAN
MEAN Pearson Correlation 1
Sig. (2-tailed)
N 61
Item1 Pearson Correlation .434**
Sig. (2-tailed) .000
N 61
Item2 Pearson Correlation .261*
Sig. (2-tailed) .042
N 61
Item3 Pearson Correlation .483**
Sig. (2-tailed) .000
N 61
Item4 Pearson Correlation .145
Sig. (2-tailed) .265
N 61
Item5 Pearson Correlation .611**
Sig. (2-tailed) .000
N 61
Item6 Pearson Correlation .584**
Sig. (2-tailed) .000
N 61
Item7 Pearson Correlation .400**
Sig. (2-tailed) .001
N 61
Item8 Pearson Correlation .584**
Sig. (2-tailed) .000
N 61
Item9 Pearson Correlation .472**
Sig. (2-tailed) .000
N 61
Item10 Pearson Correlation .546**
Sig. (2-tailed) .000
N 61
Item11 Pearson Correlation .648**
Sig. (2-tailed) .000
N 61
Item12 Pearson Correlation .576**
 Sig. (2-tailed) .000
N 61
item13 Pearson Correlation .460**
Sig. (2-tailed) .000
N 61
item14 Pearson Correlation .471**
Sig. (2-tailed) .000
N 61
item15 Pearson Correlation .325*
Sig. (2-tailed) .011
N 61
item16 Pearson Correlation .402**
Sig. (2-tailed) .001
N 61
item17 Pearson Correlation .400**
Sig. (2-tailed) .001
N 61
item18 Pearson Correlation .054
Sig. (2-tailed) .679
N 61
item19 Pearson Correlation .142
Sig. (2-tailed) .273
N 61
item20 Pearson Correlation .127
Sig. (2-tailed) .328
N 61
item21 Pearson Correlation .207
Sig. (2-tailed) .110
N 61
item22 Pearson Correlation -.020
Sig. (2-tailed) .880
N 61
**. Correlation is significant at the 0.01 level (2-tailed).
*. Correlation is significant at the 0.05 level (2-tailed).

Reliability Statistics

Conbrach’s Alpha N of Items

.778 17
Appendix D
 Curriculum Vitae

Name : Lissa Natalia Uniana

NIM : 102021510012
Date of birth : March 5th, 1997
Place of birth : Kamal, Maluku.
Marital status : Single
Address : Ambon, Maluku.
E-mail : lissauniana@yahoo.com/s21510039@student.unklab.ac.id
Telephone number : +6282397374557
Major : English Language Education
Minor : Biology

Formal Education
2015-2019 Universitas Klabat
2012-20-15 SMA Advent Makuku (SLA), Ambon
2011-2012 SMP Advent Maluku (SLA), Ambon
2010-2011 SMP Negeri 9 Saumlaki, Ambon
2009-2010 SD Kristen Saumlaki, Ambon
2004-2009 SD Kristen Haruru, Ambon
2004 SD Labor Unklab, Airmadidi