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A THESIS
ABSTRACT
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.
EET
vii
ACKNOWLEDGEMENT
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……
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
x
LIST OF FIGURE
LIST OF TABLE
LIST OF APPENDIXES
CHAPTER I
INTRODUCTION
A. Background
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
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
pragmatics.
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
1
2
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
students is in a state of decline. Most students speak impolitely and they prefer to
to teach their students how to speak politely and admonish them if they speak
also needs to speak politely in front of the students in order to influence them to
politeness strategy deals with someone‟s ability to show his good character.
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
Classroom Interaction”. The researcher wanted to know more about the types of
3
interaction.
Based on the previous background, the problem discussed was “What type
Based on the problem, the objective of this research is to find out the type
politeness in the context of family talk. Lecturers can use the findings of this
another reference for the students of English study program who want to conduct
find out the positive and negative politeness strategies that was used by students at
CHAPTER II
LITERATURE REVIEW
high school. It showed that teacher and student basically employed bald
intuitional setting, power and the limitation of the linguistic ability of the
this research, the students tend to use some interpersonal function markers.
the Character in the Film of Ugly Truth. It found that the selected
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
5
6
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
Desperate Housewives. She found the Bree used the politeness strategies
are proposed to minimize FTA. Her reason for doing FTA is determined
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
politeness strategies based on the factors. The factors that influence the
1. Definition of Politeness
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
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
8
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
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
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.
standard verbal practice within society. Every culture has specific norm of
9
behavior, and behavior that conforms to these rules is considered “polite.” In this
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
b. Politeness as conversational-contract
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
c. Politeness as conversational-maxim
principle (CP), which states that participants in the conversational try to cooperate
been the most influential paradigm to date. Brown and Levinson distinguish
10
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
2. Politeness Strategies
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.
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
acts. They analyze politeness and say that in order to enter into social relationship,
11
people have to acknowledge and show awareness of the face, the public self-
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
familiarity, which derive from such characteristics as age, sex, family position and
social position.
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-
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
a. Positive Politeness
friendlines. Brown and Levinson (1987 in Mills, 2003: 59) stated that that positive
by using compliments). They offer fiften strategies, they are notice, exaggeration,
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
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.
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
speaker likes to insert parenthetical expression and also the questions that aim
„You know‟
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
1) Address forms
names and terms of address like Mac, mate, buddy, pal, honey, dear,
duckie, luv, babe, Mom, blondie, brother, sister, cutie, sweetheart, guys,
fellas.
considered „high‟ and prestigious, the other „low‟ and domestic. Other
multilingual communities.
Second call : „John Henry Smith, you come here right away.‟
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)
Or American English:
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
In the use of this strategy, the speakers tried to avoid disagreement with
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
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
16
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)
hearer‟s wants.
One way of indicating that speaker and hearer are co-operators, and thus
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).
example:
Strategy 12: Try to involve the hearers and speakers in certain activities (Include
The following example is the utterance of the word (Let‟s) and effort to
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.
reciprocity).
b. Negative Politeness
negative face: his want to have his freedom of action unhidered, and his attetion
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
politeness strategies are employed in order to preserve the other‟s face. Strategies
stating the face threatening act as a general rule, nominalization and incurring a
debt.
Strategy 2: use the form of question with a particular particle (Question, hedge).
expressing doubt that the condition for appropriateness of speaker‟s speech act
obtain.
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.‟
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
For example: „Excuse me sir, but would you mind if I close the window?‟
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
expression like :
2) Indicate reluctance
Speaker can clain that he has complelling reasons for doing the face
negative face:
4) Beg forgiveness
is, that hearer should cancel the debt implicit in the face threatening acts
(FTAs):
Strategy 7: Do not mentio the speakers and the hearers (Impersonalize S and H).
For example :
„Passengers will from please refrain from flushing toilets on the train.‟
Strategy 9: (Nominalize)
a. Bald-On Record
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
commonly found in people who know each other very well, and who are
And in applying this strategy, someone can utilize its five sub-strategies.
b. Positive Politeness
Positive face refers to every individual‟s basic desire for their public
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
the people in the social situation know each other fairly well. Here, the
24
57), there are three strategies which are included in positive politeness:
c. Negative Politeness
also admits that the speaker is in some way imposing on the hearer. This is
impingement. Bousfield (2008: 57) states that the FTA in this strategy is
d. Off-Record
Off-record (indirect) takes some of the pressure off of the speaker. Its
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
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
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
politeness strategies and off-record strategies. All of the strategies have its
This section discusses the theories that inform and guide this study,
and observation of the others. From social cognitive theory stems teacher
efficacy which is vital in the social environment where learners learn from
Richards, John Platt and Heidi Platt (1992) define classroom interaction as
the patterns of verbal and non-verbal communication and the types of social
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
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.
class.
4. Pupils work with materials or aids and attempt the task once again
a. Teacher-Learner Interaction
the teacher and one learner or many other learners, that is to say a teacher
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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
interact in the manner that is most effective. Scrivener (1998) made the
following diagram to show clearly how the interaction happens between the
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
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
can also develop the learner‟s capacities through collaborative works. So,
in the classroom.
C. Conceptual Framework
following diagram:
Types of Politeness
Strategies
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
of the politeness strategies then will be grouped into the same characteristics
CHAPTER III
RESEARCH METHOD
of data analysis.
A. Research Design
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
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
Makassar.
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
class to do a classroom observation, and the last the research checked the
strategies of students.
This research which was conducted in the Tenth Grade Students of SMA
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
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
imposition on H.
In this research, the researcher used two kinds of instruments to collect the
data, as follows:
1. Observation Checklist
observe the research subjects in order to see the classroom situation that
teachers‟ talk but avoided interaction with the participants (Gay, Mills, and
the research.
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
the classroom.
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
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
PGRI 3 Makassar.
34
CHAPTER IV
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
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
strategies that might appear during lesson. The result of the observation checklist
34
35
From the tables above, the researcher identified and classified the types of
negative politeness. The researcher tried to analyze each strategy simply and can
applied differently by each students. There were students responded positively and
strategies appeared, and the factors influenced the different strategies in classroom
interaction.
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
positioned themselves as children. This utterance was indicated that students have
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
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
appropriate and polite, and the teacher was proud to hear the answer from the
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
Politeness”
And the teacher announced to work at home (first meeting) with their
respective groups and one student answers very politely “yes mom, thank you,
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”.
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”.
T : Bagus
Ss10 : thank you mom
yang lain bagaimana ? bisa dalam bentuk bahas inggris
T :
– bahasa indonesia atau sebaliknya
The student (second meeting) was grateful when her teacher praises
T : ok , ada pertanyaan ?
Ss14 : insya allah tidak ada mom
and a students responds by saying “in syaa Allah tidak ada mam” was a very
T : silahkan ulangi !
Ss3 : assalamualaikum dulu baru good morning.
“everybody stand up please!” say gretting to our English
Ss6 (leader) :
teacher.
hahahahaa. pelajaran apa ini (laughing, and he did
Ss5 :
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
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.
convention)
T : cepat-cepat !!
Ss10 : di belakang ko! Kelompok 4 disitu
The extract thirteen (first meeting) was similar to the third extract which
teacher‟s instruction.
convention)
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
response by hitting table aloud when he said that “disini saya (this belonged to
convention)
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
convention)
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
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.
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
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”.
convention)
calls him is very rude, and very distrurbing the class calm, “Nadi,Nadi” , this
B. Discussions
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
The types of politeness strategies as well as the factors influenced the different
Classroom observation had been conducted for two meetings in one class.
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.
interaction. Through this study, it is identified that there are two types of
interaction as followed:
47
a. Positive Politeness
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
with Yule (1996: 61) who elaborates that a person who perfom positive face
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
Mom‟s wants, but they still showed their respect to teacher by using interpersonal
was students positioned themselves as children. This utterance was indicated that
b. Negative Politeness
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
This chapter covered the conclusions of the research and the suggestions
A. Conclusions
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
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
B. Suggestions
suggestions as followed:
1. Each strategy has different purpose and meaning; even some strategies
the students know using the right words in the right situation.
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50
3. The researcher also gives suggestion to the next researcher to use the
BIBLIOGRAPHY
Grice, H.P. 1975. Logic and Conversation. New York: Oxford University Press.
Handayani, Reli. 2007. The Politeness Strategies Used by Bree van de Kamp in
Desperate Housewives TV Series. University of Malang.
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Lakoff, Robin T. 1976 Language and Woman‟s Place. New York: Octagon
Books.
Richards, J.C,. John Platt, Heidi Platt. (1992). Disctionary of Language Teaching
& Applied Linguistic. London: Longman Group UK Limited.
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. !
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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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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 .
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APPENDIX5: Documentation
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APPENDIX 6: Documents
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CURRICULUM VITAE