POLITENESS STRATEGIES USED BY STUDENTS IN EFL CLASSROOMINTERACTION AT SMA MUHAMMADIYAH 9 MAKASSAR
(A Descriptive Research)
A THESIS
Submitted to the Faculty of Teacher Training and EducationMuhammadiyah University of Makassar in Partial Fulfillment of the
Requirement for the Degree of Education in English Department
SITI HAJAR MARTINA10535 6314 15
ENGLISH EDUCATION DEPARTMENTFACULTY OF TEACHER TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF MAKASSAR2020
vii
UNIVERSITASMUHAMMADIYAHMAKASSAR
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
Jl. Sultan Alauddin No.259 Telp.(0411)866972 Makassar
90221
SURATPERNYATAAN
Saya yang bertanda tangan dibawah ini:
Nama : Siti Hajar Martina
NIM : 10535 6314 15
Jurusan : Pendidikan Bahasa Inggris
Judul Skripsi : Politeness Strategies Used by Students in EFL Classroom
Interaction at SMAMuhammadiyah 9 Makassar
Dengan ini menyatakan bahwa:
Skripsi yang diajukan di depan tim penguji adalah asli hasil karya saya,
bukan jiplakan dan tidak dibuat oleh siapa pun.
Demikian pernyataan ini saya buat dengan sebenarnya dan saya bersedia
menerima sanksi apabila pernyataan ini tidak benar.
Makassar, Februari 2020
YangMembuat Pernyataan
Siti Hajar Martina
viii
UNIVERSITASMUHAMMADIYAHMAKASSAR
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
Jl. Sultan Alauddin No.259 Telp.(0411)866972 Makassar
90221
SURATPERJANJIAN
Saya yang bertanda tangan dibawah ini:
Nama : Siti Hajar Martina
NIM : 10535 6314 15
Jurusan : Pendidikan Bahasa Inggris
Judul Skripsi : Politeness Strategies Used by Students in EFL Classroom
Interaction at SMAMuhammadiyah 9 Makassar
Dengan ini menyatakan perjanjian sebagai berikut:
1. Mulai dari penyusunan proposal sampai selesainya skripsi ini, saya yang
menyusunnya sendiri (tidak dibuat oleh siapapun).
2. Dalam penyusunan skripsi ini, saya akan selalu melakukan konsultasi
dengan pembimbing yang telah ditetapkan oleh pimpinan fakultas.
3. Saya tidak akan melakukan penjiplakan (plagiat) dalam penyusunan skripsi
ini.
4. Apabila saya melanggar perjanjian pada butir 1, 2, dan 3 maka saya
bersedia menerima sanksi sesuai aturan yang berlaku.
Demikian perjanjian ini saya buat dengan penuh kesadaran.
Makassar, Februari 2020
YangMembuat Perjanjian
Siti Hajar Martina
ix
Motto
“There is no limit of struggling”
I dedicate this thesis for:
My beloved parents
My beloved brothers
My beloved sisters in law
All of my friends
Thanks for always supporting and praying me
ABSTRACT
Siti Hajar Martina. 2020. Politeness Strategies Used by Students in EFLClassroom Interaction at SMA Muhammadiyah 9 Makassar. English EducationDepartment. Faculty of Teacher Training and Education. MuhammadiyahUniversity of Makassar. Supervised by Hasnawati Latief as the first consultant andRatu YuliatiNatsir as the second consultant.
This research aimed to know politeness strategies used by students in EFLclassroom interaction at SMA Muhammadiyah 9 Makassar and the most frequentpoliteness strategies used by students in EFL classroom interaction at SMAMuhammadiyah 9 Makassar.
This research conducted through descriptive qualitative method. The subject ofthis research was tenth grade students of SMA Muhammadiyah 9 Makassar. Inorder to collect the data, the researcher uses instrument of research wasobservation.
The result of this research revealed that politeness strategies used by students inEFL classroom interaction at SMA Muhammadiyah 9 Makassar namely bald onrecord strategies and positive politeness strategies. From twenty one studentutterances, five of them identified as bald on record strategies and sixteen studentutterances as positive politeness strategies. And the most frequent politenessstrategies used by students in EFL classroom interaction at SMA Muhammadiyah 9Makassar is positive politeness strategies.
Keywords: Politeness, Politeness strategies, Classroom interaction
ABSTRAK
Siti Hajar Martina. 2019. Strategi Kesopanan yang Digunakan oleh Siswadalam Interaksi Kelas Bahasa Inggris sebagai Bahasa Asing di SMAMuhammadiyah 9 Makassar. Jurusan Pendidikan Bahasa Inggris. FakultasKeguruan dan Ilmu Pendidikan. Universitas Muhammadiyah Makassar. Dibimbingoleh Hasnawati Latief sebagai pembimbing satu dan Ratu Yulianti Natsir sebagaipembimbing dua.
Penelitian ini bertujuan untuk mengetahui strategi kesopanan yang digunakanoleh siswa dalam interaksi kelas bahasa asing Inggris di SMA Muhammadiyah 9Makassar dan strategi kesopanan yang paling sering digunakan oleh siswa dalaminteraksi kelas bahasa asing Inggris di SMAMuhammadiyah 9 Makassar.
Penelitian ini dilakukan melalui metode deskriptif kualitatif. Subjek penelitianini adalah siswa kelas x SMA Muhammadiyah 9 Makassar. Untuk mengumpulkandata, peneliti menggunakan instrument penelitian observasi.
Hasil penelitian ini menyatakan bahwa strategi kesopanan yang digunakan olehsiswa dalam interaksi kelas bahasa asing Inggris di SMA Muhammadiyah 9Makassar yaitu strategi bald on record dan strategi kesopanan positif. Dari duapuluh satu ucapan siswa, lima diantaranya diidentifikasikan sebagai strategi bald onrecord dan enam belas ucapan siswa sebagai strategi kesopanan positif. Dan strategikesopanan yang paling sering digunakan oleh siswa dalam interaksi kelas bahasaasing Inggris di SMA Muhammadiyah 9 Makassar adalah strategi kesopananpositif.
Kata kunci: Kesopanan, Strategi Kesopanan, Interaksi kelas
xi
ACKNOWLEDGEMENT
Alhamdulillahi Rabbil’alamin, researcher expresses her sincere gratitude to
almighty God, Allah SWT who has given guidance, mercy and good health. So the
researcher could finish writing the thesis. Salam and shalawat are addressed to the
chosen one, religious messenger, the prophet Muhammad SAW. The researcher
realized that in out the research and writing this thesis, many people have
contributed their valuable suggestion, guidance, assistance, and advice for the
completion of this thesis.
The researcher wants to say the greatest thanks to my parents Muh. Ali and
Imase who always pray, support and sacrifices during my life. Most profound and
sincere thanks to Dra. Hasnawati Latief M.Pd., as my first consultant and Ratu
YuliantiNasir, S.Pd., M.Pd., as my second consultant who has guided me patiently
and gave valuable suggestion, encouragement, and correction for the completeness
of this paper. The researcher realizes that many hands had given their helps and
useful suggestion for the completion of this paper. Without the assistance of these
people, this paper would never have existed. Therefore, the researcher would like
to express her appreciation and sincere thanks to all of them particularly:
1. Prof. Dr. H. Abd. Rahman Rahim, S.E., M.M., the rector of
Muhammmadiyah University of Makassar.
2. Erwin Akib, S.Pd., M.Pd., Ph.D., dean of Teacher Training and Education
Faculty (FKIP).
xii
3. Ummi Khaerati Syam, S.Pd., M.Pd., Head of English Education
Department of FKIP UNISMUHMakassar.
4. The lecturers and staff of the FKIP UNISMUH especially to the lecturers of
English Education Department who taught me for many years.
5. The Headmaster of SMA Muhammadiyah 9 Makassar and Nunun Ulfah A.,
S.Pd., M.Pd. as the teacher of English and also all of the students in SMA
Muhammadiyah 9 Makassar especially for tenth grade who sacrificed their
time and activities for being subject of this research.
6. My beloved brothers and sisters in law Jusman, Nursiman, Sufarman,
S.Sos., Dewi Irawati, and Hasnaeni who have spent a lot of time to support
me in whole time, the researcher would like to say it is really valuable for
the researcher.
7. Big thanks for beloved friends Suci Indah Sari, S.E., Riskaul Usqa, S.Pd.
SD., Puspitasari, Juweni, Rika Sari, Sri Arna Nengsi, Siti Aisyah and
Nurlinda who always give support and motivation.
8. Finally, for everyone that cannot be mentioned one by one and may
almighty Allah SWT blesses us now and forever.
Makassar, February 2020
Siti Hajar Martina
LIST OF CONTENTS
Page
TITLE OF PAGE...................................................................................................i
LEMBAR PENGESAHAN..................................................................................ii
APPROVAL SHEET............................................................................................iii
COUNSELLING SHEET.....................................................................................iv
SURAT PERNYATAAN.....................................................................................vii
SURAT PERJANJIAN.......................................................................................viii
MOTTO AND DEDICATION.............................................................................ix
ABSTRACT............................................................................................................x
ACKNOWLEDGEMENT....................................................................................xi
LIST OF CONTENTS...................................................................................….xiii
LIST OF TABLES...............................................................................................xv
LIST OF FIGURE..............................................................................................xvi
LIST OF APPENDICES...................................................................................xvii
CHAPTER I INTRODUCTION..........................................................................1
A. Background.................................................................................1
B. Problem Statement.......................................................................3
C. Objective of the Research............................................................3
D. Significance of the Research.......................................................3
E. Scope of the Research..................................................................4
xiii
CHAPTER II REVIEW OF RELATED LITERATURE..................................5
A. Previous Related Research Findings...........................................5
B. Some Pertinent Ideas...................................................................6
C. Conceptual Framework............................................................. 39
CHAPTER III RESEARCH METHOD ...........................................................40
A. Research Design........................................................................40
B. Research Subject.......................................................................40
C. Research Instrument..................................................................40
D. Procedure of Data Collection....................................................40
E. Technique of Data Analysis.......................................................41
CHAPTER IV FINDINGS AND DISCUSSION...............................................43
A. Findings.....................................................................................43
B. Discussions................................................................................60
CHAPTER V CONCLUSION AND SUGGESTION.......................................64
A. Conclusion.................................................................................64
B. Suggestion..................................................................................65
BIBLIOGRAPHY................................................................................................66
APPENDICES......................................................................................................68
CURRICULUM VITAE
xiv
xv
LIST OF TABLES
Page
Table 4.1 The Frequency of Politeness Strategies Used by Students (first
observation)....................................................................................... 48
Table 4.2 The Frequency of Politeness Strategies Used by Students (second
observation)....................................................................................... 53
Table 4.3 The Frequency of Positive Politeness Strategies Used by Students...... 60
LIST OF FIGURE
Page
Figures 2.1 Conceptual Framework......................................................................39
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xvii
LIST OF APPENDICES
Page
Appendix 1 Observation Checklist (Meeting 1).................................................. 69
Appendix 2 Transcript of Classroom Observation (Meeting 1)........................... 73
Appendix 3 Observation Checklist (Meeting 2).................................................. 84
Appendix 4 Transcript of Classroom Observation (Meeting 2)........................... 88
Appendix 5 Documentation of Classroom Observation...................................... 98
CHAPTER I
INTRODUCTION
A. Background
Politeness is an important side in behavior and interaction of human.
Politeness also involves the use of language when communicating through oral
or written. It is about the whole attitude that affect human in their life. They
need politeness to interact each other. According to Yule as cited in Manik
(2015), politeness are very important to investigate as it is used by people in
their social interactions and in the specific contexts, knowing what to say, how
to say, when to say and how to be with other people. Besides that, Senowarsito
as cited in Nuradiat (2015), states that politeness is an initial step to develop
positive personal and social attitude. Based on the statement above politeness is
important to apply in classroom.
In a definite community or group like in classroom, politeness is needed to
be applied since rudeness creates conflict between teacher and students. It
means that politeness is used in classroom interaction in order to build a good
relationship, have a good social interaction and comfortable communication
between teacher and students. According to Yule as cited in Cahyanti (2019)
politeness is strategy of people in being polite to build a harmony in term of
communication in other words, politeness helps to avoid conflict which possibly
happens in daily life, including in classroom interaction.
1
2
Brown as cited in Ginting (2017) classroom interaction as the
communication between teachers and learners in the classroom so the
interaction is the heart of communicative competence. Besides that, Schwarz as
cited in Cahyanti (2019) states that classroom interaction is a process that is
conducted by teacher in order to help the students for getting the good result at
the end of teaching. Teacher as the model in the classroom and students will
imitate the way teacher teaches them. Therefore, teacher and students should
make the good communication in the classroom interaction. Most students
speak impolitely at school. Therefore, teacher has responsibility to teach their
students how to speak politely and teacher also needs to speak politely in front
of the students in order to influence them to speak politely too.
During teaching and learning process the teacher uses many utterances to
communicate with the students which show politeness strategy. According to
Brown & Levinson as cited in Gemasih (2018) politeness strategy divided into
four strategies, there are bald-on record, positive politeness, negative politeness
and off record. Bald-on record strategy does not minimize threats to the hearer’s
face. Positive politeness strategy shows you recognize that your hearer has a
desire to be respected. Negative politeness strategy also recognizes the hearer’s
face, but it also recognizes that you are in some way imposing on them. Off
record take some of the pressure off of you.
Based on the explanation above, the researcher interests to investigate
politeness strategies are used by students in classroom interaction. Because the
researcher sure that there must be some politeness strategies are used by
3
students in English teaching learning. So the researcher carries out in
conducting a research on title “Politeness Strategies Used by Students in EFL
Classroom Interaction at SMA Muhammadiyah 9 Makassar”.
B. Problem Statement
In relation to the background above, the problem statements of this research are:
1. What are politeness strategies used by students in EFL classroom interaction
at SMA Muhammadiyah 9 Makassar?
2. What are the most frequent politeness strategies used by students in EFL
classroom interaction at SMA Muhammadiyah 9 Makassar?
C. Objective of the Research
Based on the problem statement above, the objectives of this research are:
1. To know politeness strategies used by students in EFL classroom interaction
at SMA Muhammadiyah 9 Makassar.
2. To know the most frequent politeness strategies used by students in EFL
classroom interaction at SMA Muhammadiyah 9 Makassar.
D. Significance of the Research
The significant of the research are classification into two namely:
1. Theoretically
The finding of this research is expected increase knowledge about politeness
strategies used by students and the most frequent politeness strategies used
by students in EFL classroom interaction.
4
2. Practically
The results of this research are expected to be valuable for teacher as a
reference in English teaching. The teacher can teach moral education in
teaching and learning process. And for students, the students will aware
about the importance politeness in English teaching and learning.
E. Scope of the Research
The researcher concentrated to analysis politeness strategies used by
students in EFL classroom interaction. The discussion emphasized four
strategies proposed by Brown & Levinson’s theory namely bald-on record,
positive politeness, negative politeness and off record. The researcher focused
on the analysis of politeness strategies used by students in verbal
communication and to found the most frequent politeness strategies used by
students in EFL classroom interaction.
CHAPTER II
REVIEW OF RELATED LITERATURE
A. Previous Related Research Findings
A journal entitled “The Use of Politeness Strategies in the Classroom
Context by English University Students”. This research was done by Mahmud
(2019) from Universitas Negeri Makassar. This study aims to explore the
politeness strategies of English students. The result of this study was several
strategies of politeness were used by the English students in their presentation
both positive politeness and negative politeness.
A journal entitled “Politeness Strategies in EFL Classroom: Building
Positive Values in Students”. This research was done by Khusnia (2017) from
Universitas Muhammadiyah Purwokerto. This study investigates politeness
strategies used by students and teacher in EFL, and the effect on good values
applied in EFL. The result of this study was the students applied politeness
strategies such as positive politeness, negative politeness and bald on record
strategies. Those positive politeness strategies bring about positive values in
EFL such as the students’ positive utterances in giving opinion, students’
avoidance of direct expression showing disagreement, students’ new perspective
on changing instruction to awareness.
In Kurniyatin’s Thesis (2017), investigating “An Analysis of Politeness
Strategies Used by Teacher and Students in English class at MTs NU Assalam
Kudus”. This study explores answer for the types of politeness strategies are
5
6
used by teacher and students in English class. The result of types politeness
strategies used by teacher there were 64 utterances were used bald on record
strategy, 15 utterances were used positive politeness strategy, 4 utterances were
used negative politeness strategy, and 21 utterances were used off record
strategy. Type of politeness strategies used by students the result were 2
utterances were used bald on record strategy, 16 utterances were used positive
politeness strategy, 4 utterances were used negative politeness strategy and an
utterances was used off record strategy.
Based on the research finding above, three writers had done research to
more know about politeness strategies used by students in EFL classroom
interaction. In the previous research findings above have similarity with this
research. Perhaps in this research was going to focus politeness strategies used
by students in EFL classroom interaction and the most frequent politeness
strategies used by students in EFL classroom interaction.
B. Some Pertinent Ideas
In this part, consist of definition of politeness, types of politeness, definition
of classroom interaction and conceptual framework.
1. Definition of Politeness
According to Lakoff as cited in Leech (2014) stated that politeness as “a
system of interpersonal relations designed to facilitate interaction by
minimizing the potential for conflict and confrontation inherent in all human
interchange”. Yule as cited in Manik (2015), politeness are very important to
investigate as it is used by people in their social interactions and in the
7
specific contexts, knowing what to say, how to say, when to say and how to
be with other people. Holtgraves as cited in Cahyanti (2019) politeness
allows people to perform many interpersonally sensitive actions in a
nonthreatening or less threatening manner. There are also definition from
Brown and Levinson and Watt. Brown and Levinson as cited in Kecskes
(2011), politeness is largely focused around the notion of mitigation of face
threat, and whilst politeness is clearly used to avoid threatening others’ face,
it is clear that politeness has many different functions. Watt as cited in Adel
(2016), politeness is as the ability to please others through external actions.
From all the statement above, the researcher conclude that politeness
strategies are influence based on the goal of communicational process.
Politeness is important in teaching and learning. In the teaching and learning
process, the politeness strategies are based on the awareness on the
importance of verbal politeness to be used in the classroom.
2. Types of Politeness
According to Brown and Levinson as cited in Kurniyatin (2017) outline
four main types of politeness strategies, these are:
a. Bald-on record
In the bald-on record strategy, the speaker does nothing to minimize
threats to the hearer’s face. The reason for its usage is that whenever a
speaker (S) wants to do the FTA (Face Threatening Act) with maximum
efficiency more than he or she wants to satisfy the hearer’s (Hs) face, even
to any degree, the bald-on record strategy chosen according to Brown and
8
Levinson as cited Kurniyatin (2017). From the statement above, the
researcher conclude that bald on record strategies is the speaker speaks
frankly without chit chat. There are two kinds of bald-on record usage:
1) Non-minimization of the face threat
Non-minimization of the face threat is the standard use of bald-on
record usage where other demands override face concerns. Speaker (S)
and hearer (H) both agree that the relevance of face demands may be
suspended in the interest of urgency or efficiency. This strategy is often
most utilized in situations where the speaker has a close relationship
with the audience.
a) Strategy 1: Maximum efficiency
This strategy is known to S and H where face redress is not requires.
In case of great urgency or desperation, redress actually decreases
the communicated urgency. From the statement, the researcher
concludes that this strategy is speaker wants to give advice to the
hearer which in very urgent conditions. For example: Listen to me!
b) Strategy 2: Metaphorical urgency for emphasis
This strategy is used when speaker speaks as if maximum efficiency
is very important, it will provide metaphorical urgency for emphasis.
From the statement, the researcher concludes that this strategy is
speaker talks to the hearer about something that important. Example:
Here, a cup of tea for you.
Attention please.
9
c) Strategy 3: Metaphorical urgency for high valuation of hearer’s
friendship
This strategy describes why orders and begging, which have inverted
assumptions about the relative status of S and H, seem to occur in
many languages with the same superficial syntax-namely,
imperatives. From the statement, the researcher concludes that this
strategy is speaker makes a request to the hearer. For example:
Pardon me.
d) Strategy 4: Case of channel noise
This strategy happens where communication difficulties exploit
pressure to speak with maximum efficiency such as calling across a
distance. From the statement, the researcher concludes that this
strategy is speaker uses pressure to speak with the hearer. For
example: “Come here now!”
e) Strategy 5: Task oriented/paradigmatic form of instruction
In this kind of interaction, face redress will be irrelevant. From the
statement, the researcher concludes that this strategy is emphasizes
instruction, where the speaker gives instruction to the hearer.
Example: Before you’re very eyes.
f) Strategy 6: Power different between S and H (S is higher)
This strategy used commonly when there are difference between
speaker (S) and hearer (H), either because S is more powerful than H
and does not fear retribution or non-cooperation from H. S does not
10
have to redress the expression in order to satisfy H’s face. From the
statement, the researcher concludes that this strategy is speaker has a
difference of opinion with the hearer. For example: Send me the
report, Suti.
g) Strategy 7: Sympathetic advice or warnings
Based on the theory of politeness strategy by Brown and Levinson as
cited in Kurniyatin (2017), speaker (S) does care about hearer (H)
and therefore about H’s positive face, so that no redress is required.
From the statement, the researcher concludes that this strategy is
speaker cares to the hearer. For example: Thank you for your
kindness.
h) Strategy 8: Permission that H has requested
Granting permission that hearer (H) has requested may baldly on
record based on the theory of Brown and Levinson as cited in
kurniyatin (2017). From the statement, the researcher concludes that
this strategy is speaker gives permission to the hearer. Example:
“Yes, you should listen to her”.
2) FTA- oriented bald-on record usage
The theory of Brown and Levinson as cited in Kurniyatin (2017)
stated the use of bald-on record is actually oriented to face. In other
words, it is used where face involves mutual orientation, so that each
participant attempts to foresee what the other participant is attempting
to foresee. For in certain circumstances it is reasonable for S to assume
11
that H will be especially worried with H’s potential violation or S’s
maintaining.
a) Strategy 1: Welcoming based on the theory of Brown and Levinson
as cited in Kurniyatin (2017), it is used when speaker insist that
hearer may impose on his negative face. From the statement, the
researcher concludes that this strategy is speaker greets to the hearer.
For example, “Good evening”.
b) Strategy 2: Farewells based on Brown and Levinson as cited in
Kurniyatin (2017), it is used when speaker insist that hearer may
transgress on his positive face by taking his leave. From the
statement, the researcher concludes that this strategy is used when
the speaker wants to separate with the hearer. For example, “See you
when I see you”.
c) Strategy 3: Offers, used when speaker insist that hearer may impose
on speaker’s negative face. From the statement, the researcher
concludes that the speaker offers, command something to the hearer.
For example, Go away!
b. Positive politeness
Brown and Levinson as cited in Kurniyatin (2017) give definition that
politeness is the strategy which is oriented by the speaker toward the
positive face or the positive self-image of the hearer that the speaker
claims for himself. The speaker can satisfy the addressee’s positive face
wants by emphasizing that speaker wants what the hearer’s wants. Positive
12
politeness techniques are usable not only for FTA redress, but as kind of
social accelerator which indicates that speaker wants to come closer to
hearer. From the statement above, the researcher conclude that positive
politeness strategies is the speaker speaks frankly with chit chat positive
politeness. Brown and Levinson as cited in Kurniyatin (2017) divide
positive politeness strategy into fifteen strategies. They are:
1) Strategy 1: Notice, attend to Hearer (his interest, wants, needs, goods)
The strategy suggests that S (speaker) should take notice as aspects
of hearer’s condition of the listener (the changes can also note, common
ownership, and everything that listeners want to be noticed and
recognized by the speakers). From the statement, the researcher
concludes that the speaker pays attention to the condition of the hearer.
For example: “Bayu, you’re really good at solving computer problems.
I wonder if you could just help me with a little problem I have got”.
The speaker knows that Bayu is good at solving computer
problems. Therefore, when he or she has a problem, he asks Bayu to
help him or her. Before the speaker asks him, he or she tries to satisfy
Bayu’s positive face by praising Bayu’s ability in solving computer
problems. Thus, Bayu feels good and tries to help the speaker to solve
his or her problem.
2) Strategy 2: Exaggerate (interest, approval, sympathy with H)
This strategy is often done with exaggerated intonation, stress, and
other aspect of prosodic, as well as intensifying modifiers. From the
13
statement, the researcher concludes that the speaker uses excessive
words or intonation. Example: “Oh Anne, so beautiful you are. Just the
girl I wanted to see. I knew I’d met you here. Could you spare me a
couple of minute?”
The utterance above shoes that the speaker is glad to see Anne. The
speaker indicates his or her exaggeration by saying that Anne is
beautiful and the only person he or she wants to meet, Anne gets
satisfied because the speaker gives interest to her by exaggerating.
Therefore, Anne does not feel disturbed to spare her time.
3) Strategy 3: Intensify interest to H
Another way for S to communicate to hearer (H) that he shares his
wants is to intensify the interest of S’s own contributions to the
conversation, by ‘making good story’. From the statement, the
researcher concludes that the speaker wants to be cared by the hearer
based on the story of the speaker. Example: “I came down the stairs,
and what do you think I see? – a hug mess all over the place, the
phone’s of the hook and clothe are scattered all over…” (Brown and
Levinson as cited in Kurniyatin, 2017).
Before the speaker tells the story, he or she tries to get the hearer’s
attention by saying “and what do you think I see?”. This phrase makes
the hearer interested in listening to his or her story. It shows that the
speaker has saved the hearer’s positive face because the speaker has
made the hearer involved in the discussion.
14
4) Strategy 4: Use in-group identity markers (addressed forms, dialect,
jargon or slang)
This strategy is done by using innumerable address forms to
indicate that S and H belong to some set of persons who share specific
wants. In conveying of group member, the speaker can use terms such
as, mac, mate, buddy, pal, honey, dear, duckie, luv, babe, Mom,
blondie, brother, sister, cutie, sweetheart, guys, fella, etc. In Indonesian
use terms such as, kawan, say, bo’, eke, dsb. From the statement, the
researcher concludes that the speaker uses the term when talking to the
hearer. Example: “Help me with this bag here, will you darling?
The example above shows that the speaker employs positive
politeness by using in-group identity markers. The identity marker
“darling” might be another address form from his friend. The speaker
uses these words to minimize the threat as he or she is asking the hearer
to help him or her. Therefore, the hearer’s positive face is saved
because he has been treated as a member of the same group.
5) Strategy 5: Seek agreement (safe topics, repetition)
Another way to save positive face of H is to seek ways in which it is
possible to agree with him. Seek agreement may be stressed by raising
weather topics and repeating what the preceding speaker has said in a
conversation. From the statement, the researcher concludes that the
speaker talks about topic in conversation and the hearer repeat what the
15
speaker said. There are two ways: safe topics and repetition (Brown and
Levinson as cited in Kurniyatin, 2017).
a) The raising of ‘safe topics’ allows the speaker to stress his agreement
with the hearer that the hearer’s opinion is right. The speaker
corroborates in his opinions and therefore to satisfy the hearer’s
positive face. For example, if your neighbor comes home with a new
car and you think that it is hideously huge and pollution producing,
you might still be able to say sincerely “Isn’t your new car a
beautiful color!”. Hence, your neighbour’ positive face is safe
because we do not tell him about his dreadful car.
b) Agreement may also be stressed by repeating a part or what the
entire preceding the speaker has said in a conversation. It is not only
used to demonstrate that one has heard correct what was said but also
used to stress emotional agreement with the utterance (or to stress
interest and surprise).
For example:
A: I had a flat tyre on the way home.
B: Oh God, a flat tyre!
(Brown and Levinson as cited in Kurniyatin, 2017)
The example above shows how B uses agreement by repeating part
of what A has said. It is used to show his or her cooperation with his
or her boss. Thus, A feels satisfied because B appreciates his or him.
6) Strategy 6: Avoid disagreement
16
The desire to agree or appear to agree with H leads to mechanisms
for pretending to agree. Using this strategy, speakers may go in twisting
their utterances to agree or to hide disagreement. From the statement,
the researcher concludes that the speaker may go in twisting his/her
utterances to agree or to hide disagreement.There are four ways to
avoid disagreement namely by means of token agreement, pseudo
agreement, white lies, and hedging opinion.
a) For instances of ‘token’ agreement are the desire to agree or appear
to agree with the hearer leads also to mechanism for pretending to
agree (Brown and Levinson as cited in Kurniyatin, 2017). The
remarkable degree to which speakers may go in twisting their
utterances so as to appear to agree or to hide disagreement-to
respond to a preceding utterances with “Yes, but…’ in effect, rather
than ‘No’.
For example:
Adam: What is she, small?
Bryan: Yes, yes, she’s small, smallish, um, not really small but
certainly not very big.
(Brown and Levinson as cited in Kurniyatin, 2017)
The example above shows that Bryan avoids disagreement. In this
case, Bryan disagrees with the Adam’s opinion. In order to minimize
FTA, Bryan chooses to say ‘yes’ rather than ‘no’. Therefore, the
17
Adam’s positive face is fulfilled because he feels that his opinion is
not wrong.
b) Pseudoagreement is found in English in the use of then as a
conclusory marker, an indication that the speaker is drawing a
conclusion to a line of reasoning carried out cooperatively with the
addressee (Brown and Levinson as cited in Kurniyatin, 2017). For
example:
Banu: “All right”.
Della: “I’ll be seeing you then”. (Brown and Levinson as cited in
Kurniyatin, 2017)
Banu: “I love you”.
Della: “Love you, too”.
The example above shows that Della avoids disagreement. Della
actually wants to end the conversation with her father. She says “I’ll
be seeing you then” and it can mean that she does not want to talk to
her father. However, she does not want to treat her father’s positive
face. The word ‘then’ points to a conclusion of an actual agreement
between the speaker and the hearer. Therefore, their conversation
ends well.
c) White lies ways happen when a speaker confronted with the
necessity to states an opinion, wants to lie rather than to damage the
hearer’s positive face. It is also used to avoid confrontation when
refusing a request by lying, pretending there are reasons why one
18
cannot comply (Brown and Levinson as cited in Kurniyatin, 2017).
For example, in response to a request to borrow a radio, “Oh I can’t.
The batteries are dead”.
The example above shows that the hearer avoids disagreement. The
hearer actually does not want to lend the radio.
d) Hedging opinion occurs when the speaker may choose to be vague
about his own opinions, so as not to be seen to disagree (Brown and
Levinson as cited in Kurniyatin, 2017). Normally hedges are a
feature of negative politeness, but some hedges are a feature of
positive politeness function as well.
For example:
Della: Are you—are you saying I’m fired?
Banu: No, no, no yet. I mean not yet, Dan.
The example above shows that actually Banu wants to say ‘yes’
because as the matter of fact Della will be fired. In order to safe
Della’s positive face Banu responses Della’s question by hedging his
opinion. Banu chooses to be vague about his own opinion so that it is
not seen that he disagrees with Della
7) Strategy 7: Presuppose/ raise/ assert common ground.
This strategy includes three ways among them are gossip or small
talk, point of view operations and presupposition manipulation.
a) Gossip or small talk the value of speaker’s spending time and effort
on being with the hearer, as a mark of friendship or interest him. It
19
gives rise to the strategy of redressing FTAs by talking for a while
about unrelated topic before leads to the real topic (Brown and
Levinson as cited in Kurniyatin, 2017)). For example, actually the
speaker wants to request something to the hearer, thereby he can
stress his general interest with the hearer and indicates that he has
not come to see the hearer simply to do it even though his intent
might be obvious by his having brought gift to the hearer.
b) Point of view operations by means of deixis. It is used for reducing
the distance between the speaker and the hearer’s point of view.
Personal-center switch: the speaker to the hearer. This where the
speaker speaks as if the hearer were the speaker, or the hearer’s
knowledge were equal to the speaker’s knowledge (Brown and
Levinson as cited in Kurniyatin, 2017). For example, when the
speaker gives directions to a stranger, unfamiliar with the town “It’s
at the far end of the street, the last house on the left, isn’t it”.
Time switch, the use of ‘vivid present’, a tense shift from past to
present tense (Brown and Levinson as cited in Kurniyatin, 2017).
The vivid present functions to increase the immediacy and therefore
the interest of the story. For example, “John says he really loves your
roses”.
Place switch, the use proximal rather than distal demonstrative
(here, this, rather than that, there), where either proximal or distance
20
would be acceptable, seems to convey increased involvement or
empathy (Brown and Levinson as cited in Kurniyatin, 2017).
For example:
Dan : Uh, this is my boss, Carter Duryea.
The word ‘this’ shows positive politeness strategy, place time.
c) Presupposition manipulation means that the speaker presupposes
something that it is mutually taken for granted. (Brown and Levinson
as cited in Kurniyatin, 2017).
Presuppose knowledge of the hearer’s wants and attitudes. Negative
questions, which presume ‘yes’ as an answer, are widely used as a
way to indicate that the speaker knows the hearer’s wants, tastes,
habits, etc., and thus partially to redress the imposition of FTAs. For
example, “Wouldn’t you like a drink?”
Presuppose the hearer’s values being the same as the speaker’s
values. For example, the use of scalar prediction such as ‘tall’
assumes that the speaker and the hearer share the criteria for placing
people (or things) on this scale.
Presuppose familiarity in speaker-hearer relationship. The use of
familiar address forms like honey or darling presupposes that the
addressee is ‘familiar’.
Presuppose the hearer’s knowledge. The use of any term presupposes
that the referents are known to the addressee. For example, “Well I
was watching High Life last night”. The speaker assumes that the
21
hearer does know the program even though the hearer indeed does
not know about the TV program. However, it may operate as an
expression of good intentions, indicating that the speaker assumes
that the speaker and the hearer share common grounds.
From the statement above, the researcher concludes that the speaker
knows the wants, tastes, habits of the hearer.
8) Strategy 8: Joke
Jokes are based on mutual shared background knowledge and
values that they redefine the size of FTA. From the statement, the
researcher concludes that the speaker jokes to the hearer. Example:
when a speaker wants to borrow his friend’s new Cadillac by saying,
“How about landing me this old heap of junk?. Actually, what the
speaker means about old heap of junk is new Cadillacs hearer.
9) Strategy 9: Assert S’s knowledge of H’s wants and willingness to fit
one’s own wants in with them.
Example: “I know you do not like parties. But this is different. You
must like. Coming huh?”
The example above shows the cooperation stressed by the speaker.
He indicates his knowledge of the hearer. He knows that the hearer do
not like party. He asserts or implies knowledge of the hearer’s wants
and willingness to fit is coming to the party. Thus, the hearer’s positive
face has been satisfied because he has been appreciated by the speaker.
From the statement, the researcher concludes that the speaker knows
22
something the hearer dislikes but the speaker encourages the hearer to
like it.
10) Strategy 10: Offer, promise.
This strategy is done to redress the potential threat of some FTAs.
Speaker may claim that whatever H wants, S wants for him and will
help to obtain. From the statement, the researcher concludes that the
speaker helps the hearer realize his/her wishes.
For example, “I’ll send the money tomorrow. Do not worry.”
This example shows that the speaker conveys to the hearer that they
are cooperated. The speaker stresses his or her cooperation by
promising to the hearer that he or she will send the money tomorrow.
This expression can minimize the imposition when the speaker asks the
hearer to not worry it. Thus, the hearer’s positive face has been fulfilled
because the speaker has appreciated him or her.
11) Strategy 11: Be optimistic
This strategy assumes that H will cooperate with S because it will
be in their mutual shared interest. From the statement, the researcher
concludes that the speaker works with the hearer in their mutual
interest.
Example:”A wife said to her husband before appearing in public: “Wait
a minute, you haven’t brushed your hair!” (as husband goes out of the
door). (Brown and Levinson as cited in Kurniyatin, 2017)
23
In this utterance, the speaker asks the hearer to wait before the
hearer goes out of the door. The speaker assumes that the hearer
cooperated with him because both of them know that the hearer have
not brush his hair. It shows that the speaker has appreciated the hearer
and satisfied the hearer’s positive face.
12) Strategy 12: Include both S and H in the activity
This is done by using an inclusive ‘we’ form, when S really means
‘you’ or ‘me’. The use of let’s is an inclusive form of ‘we’. For
example, “Let us stop for a bit”. From the statement, the researcher
concludes that the speaker wants the hearer to stop doing something and
the speaker also wants to make the hearer agree to do that.
In the example above, the speaker wants the hearer to stop. The use
of the pronoun “us” in that sentence shows that the speaker includes the
hearer in his or her activity. It makes the request more polite because it
indicates the cooperation between the speaker and the hearer that the
goals not only for the speaker but also for both of them.
13) Strategy 13: Give or ask for reasons
Another aspect of including H in the activities demanding reasons
‘why not’ and assuming that H has no good reasons why can’t help.
From the statement, the researcher concludes that the speaker asks the
reason for something the hearer is doing. For example, “I know there is
no one in your home. Why not stay here tonight?”. Since the speaker
thinks that there is no one in the hearer’s home, the speaker can say
24
directly “Why not stay here tonight?”. However, the speaker decides to
give the suggestion indirectly by asking the reason of why the hearer
does not stay at his or her home. Therefore, the speaker has satisfied the
hearer’s positive face.
14) Strategy 14: Assume or assert reciprocity
The strategy is done by giving evidence of reciprocal right or
obligations obtaining between S and H. Therefore, the speaker can say
“I’ll do X for you if you do Y for me,' or 'I did X for you last week, so
you do Y for me this week '(or vice versa). From the statement, the
researcher concludes that the speaker responds to the kindness of the
hearer and vice versa. For example, “I washed the dishes yesterday so
you do that for me today”.
The example above is clearly seen that the speaker and the hearer
are cooperated by assuming reciprocity. The speaker and the hearer get
their own right. The speaker gets a help from the hearer and the hearer
gets a help from the speaker.
15) Strategy 15: Give gifts to H (sympathy, understanding, cooperation)
To satisfy H’s positive face, S may do this classic strategy. That is
to give gift not only tangible gifts but also human-relation wants such to
be liked, to be admired. From the statement, the researcher concludes
that the speaker gives a gift to the hearer like give sympathy. For
example, “I'm sorry for what happened to you yesterday.”
25
The example above shows that the speaker decides to save the
hearer’s positive face by giving gift to the hearer. By giving sympathy
as a gift, the speaker makes the hearer feel appreciated. Therefore, the
speaker can minimize the imposition when he or she confide in the
hearer.
c. Negative politeness
Brown and Levinson as cited in Kurniyatin (2017) assert that negative
politeness strategy is regressive action addressed to the addressee’s
negative face: his want to have his freedom of action unhindered and his
attention unimpeded. Unlike positive politeness which is free ranging,
negative politeness is specific and focused; it performs the function of
minimizing the particular imposition that the FTA unavoidably effects.
From the statement above, the researcher conclude that negative politeness
strategies is the speaker speaks frankly with chit chat negative politeness.
Brown and Levinson as cited in Kurniyatin (2017) also classify
negative politeness strategy into ten strategies:
1) Strategy 1: Be conventionally indirect
This is the first mechanism of negative politeness namely 'be direct',
speak directly without rambling. This strategy is a way out for two
circumstances which conflict with each other, namely the desire to not
pressing the speaker on one side and a desire to proclaim the message
directly without rambling and obviously meaning the other side.
Therefore, the strategy is conducted by using phrases and sentences that
26
have contextually unambiguous meanings that are different from their
literal meaning. From the statement, the researcher concludes that the
speaker speaks directly without rambling.
Example:
Can you open the door, please!!
The inserts of ‘please’ in the sentence above shows that there is a
willingness to ask directly and give choices to the hearer.
2) Strategy 2: Question, Hedge
A hedge makes the membership of a noun phrase in a set that it is
partial or true only in certain respects and more complete than might be
expected. Hedge may be functioned to soften command and turn it into
a polite suggestion. From the statement, the researcher concludes that
the speaker asks the hearer for advice.
Example:
I was wondering if you could help me.
3) Strategy 3: Be pessimistic
S This strategy gives redress to H’s negative face by explicitly
expressing doubt that the conditions for the appropriateness of S’s
speech act obtain (Brown and Levinson as cited in Kurniyatin, 2017).
From the statement, the researcher concludes that the speaker expresses
doubts to the hearer.
Example:
I want to ask for help, but I’m afraid you do not want.
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4) Strategy 4: Minimize the imposition
One way of defusing the FTA is to indicate that the intrinsic
seriousness of the imposition is not great, though it is. From the
statement, the researcher concludes that the speaker doesn’t want to be
forced to do something by the hearer.
Example:
You can just talk like that, but we do not necessarily agree.
5) Strategy 5: Give deference
According to Brown and Levinson as cited in Kurniyatin (2017),
there are two sides of deference realization. First, the speaker humbles
and abases himself and another. Second, speaker raises H (pays him
positive face/ satisfies H’s wants to be treated as superior). From those
two ways, the speaker is giving respect actually. From the statement,
the researcher concludes that the speaker respects to the hearer.
Example:
“I don’t think you ought to do that, Mr. President”.
6) Strategy 6: Apologize
By apologizing for doing an FTA, the speaker can indicate his
reluctance to impinge on H’s negative and thereby redress that
impingement. There are four ways to convey apologizing, a) recognizes
the pressures and distractions provided, b) showed reluctance and use of
certain expressions, c) deliver the reason that force the speaker for
doing that and d) begging forgiveness and begged the speakers delay
28
the FTA from the utterance are delivered. From the statement, the
researcher concludes that the speaker apologizes to the hearer
Example:
Sorry, I may be wrong, but I did not mean it.
7) Strategy 7: Impersonalize S and H
Other way of indicating that S doesn‟t want to impinge on H is to
phrase the FTA as if the agent were other than S, or not S alone at least,
and the addressee were other than H, or only speaker and inclusive of
H. This strategy uses impersonal form by didn’t show the speaker and
hearer. This strategy avoids the use of word ‘I’ and ‘You’, doubling the
pronoun ‘I’ becomes ‘we’ replace the word ‘you’ with ‘sir’ or ‘ma’am’.
Example:
‘Excuse me, you!’ becomes ‘Excuse me, Sir!!’ to avoid the use of word
‘you’.
8) Strategy 8: State the FTA as a general rule
This strategy states that the FTA One way of dissociating S and H
from particular imposition in the FTA is to state the FTA as an instance
of some general social rule, regulation, or obligation. The characteristic
is avoiding the uses of pronoun. Example: DPR is obliged to resolve the
case of Bank Century. The third characteristic is to express utterances
as the rules that apply to everyone including speaker and hearer. From
the statement, the researcher concludes that this strategy is utterances as
the rule that apply to everyone including speaker and hearer. For
29
example, ‘Smoking is prohibited in this place’. Those prohibition is
pointed to everyone which was in that place.
9) Strategy 9: Nominalize
This strategy is done by changing a word to be noun. According to
Brown and Levinson as cited in Kurniyatin (2017), the degree of
negative politeness (or at least formality) run hand in hand with
nouniness. The more nouns are used in an expression, the more
removed an actor from doing or being something and the less dangerous
an FTA seems to be. From the statement, the researcher concludes that
this strategy the speaker changing word into nouns.
Example:
You performed well on the examinations and we…
Your performing well on the examinations impressed us…
Your good performance on the examination impressed us…
According to Brown and Levinson, the third sentence is more
formal than the second sentence and the second sentence is more formal
than the first sentence. The changes of the word performed to be
performing then becomes performance is a strategy to change the verb
becomes a noun.
10) Strategy 10: Go on record as incurring a debt, or as not indebting H
The strategy is the highest negative politeness which can fulfill the
desire of the hearer to be respect. It is done by claiming S’s indebtness
to H or by disclaiming any indebtness of H, so that S can redress an
30
FTA. From the statement, the researcher concludes that the speaker
very respects to the hearer.
Example:
“I’ll never be Able to repay you if you can bring this book to me.
From the example above, the speaker shows that S’s indebtness to H or
by disclaiming any indebtness of H.
d. Off record
Off record strategy is a communicative action which has some
purpose. Therefore, when speaker doing off record, it’s didn’t mean just
give an information but the speaker has some purpose. Besides that, the
language that use in off record strategy is indirect language. When the
speaker uses this strategy, he would only give a clue, so the hearer must
have to interpret itself. From the statement above, the researcher conclude
that off record strategies is the speaker speaks vaguely. The following is
explanation of fifteen off record strategy according to Brown and
Levinson theory as cited in Kurniyatin (2017)
1) Strategy 1: Give hints
This strategy is used by the speaker to implicit an information to the
hearer. The information may be a “demand” or “request” from the
speaker to the hearer to do something. From the statement, the
researcher concludes that this strategy the speaker implies information
to the hearer.
31
Example:
“Ouh, I’m so thirsty” (give me a drink). In this example S implies that S
wants H to give some water.
In the example above, S asked for a request by giving hint.
2) Strategy 2: Give association clues
Brown and Levinson as cited in Kurniyatin (2017) state, “The
speaker mentions something associated with either precedent
addressee’s experiences or mutual knowledge of other interpretation
experiences”. The strategy is conducted by mentioning something
associated with the act required of H either by precedent in S-H’s
experience or by mutual knowledge irrespective of their interaction
experience. From the statement, the researcher concludes that this
strategy the speaker mentions something related to the action that the
hearer needs.
Example:
When someone needs a ride to a market, she says “Are you going to
market tomorrow? There’s a market tomorrow, I suppose”
3) Strategy 3: Presuppose
Brown and Levinson as cited in Kurniyatin (2017) state “The
speaker presupposes something which is relevant with the context of
the conversation”. This strategy is done through an utterance which
relevant in context and invites H to search for an interpretation of the
possible relevance just at the level of its presuppositions. From the
32
statement, the researcher concludes that this strategy the speaker
presupposes something which is relevant with the context of the
conversation.
Example: When someone implicates a criticism on his friend
responsibility to wash the car, he says “I washed the car again today”.
4) Strategy 4: Understate
“The speaker chooses one way of generating implicature by saying
less than is required it is choosing a point on scalar predicates” (Brown
and Levinson as cited in Kurniyatin, 2017). The speaker uses this
strategy to express understatements; S says less than is required and as
result generates implicatures. From the statement, the researcher
concludes that the speaker expresses the statement to the hearer.
Example:
When someone doesn’t really like a friend’s new haircut, she just says
“It’s pretty nice”.
5) Strategy 5: Overstate
According to Brown and Levinson as cited in Kurniyatin (2017),
“The speaker exaggerates or chooses a point scale which is higher than
the real situation or to make important situation”. The strategy is done
by saying more than is necessary, or by exaggerating or choosing a
point on scale which is higher than the actual state of affair. It also
called hyperbole. From the statement, the researcher concludes that the
speaker exaggerates something.
33
Example:
“You never do the washing up”.
In this context exaggerates like the hearer never washing up.
6) Strategy 6: Use tautologies
A very obvious statement in which speaker encourages the hearer to
look for an informative interpretation of the non-informative utterance,
because the speaker just other. Using the strategy tautology means S
encourage H to look for an informative interpretation of the non-
informative utterance. From the statement, the researcher concludes that
the speaker encourages the hearer to seek views or information from
others.
Example:
“You are men. Why don’t you do something about it?”
In this context, the speaker uses tautologies to show the hearer that the
bold sentence aims to pressuring the information.
7) Strategy 7: Use contradictions
The speaker by stating two things that contradict each other, speaker
makes it appear that he cannot be telling the truth. Thus the speaker
encourages to addressee looking an interpretation. The strategy is done
by stating to contradict things. By doing so, S makes it appear that he
cannot be telling the truth, thus encourage H to look for an
interpretation that reconciles the two contradictory propositions. From
the statement, the researcher concludes that the speaker states two
34
conflicting things and the speaker makes the hearer unable to tell the
truth.
Example:
A: Are you upset about that?
B: Well, I am and I’m not.
8) Strategy 8: Be ironic
Brown and Levinson as cited in Kurniyatin (2017) state that , “By
saying the opposite of what he means speaker can indirectly convey his
intended meaning”. To be ironic means by saying the opposite of what
s means. Through that way, S can indirectly convey his intended
meaning, if there are clues (prosodic, kinesics, or textual) which
relevant to the context. From the statement, the researcher concludes
that the speaker says the opposite of what speaker means.
Example:
Ouh, you always come on time.
In this context the speaker actually wants to tell that the hearer always
coming late.
9) Strategy 9: Use metaphor
Brown and Levinson as cited in Kurniyatin (2017) state that, “The
speaker uses a word that described a first subject as being equal to a
second subject”. The use of metaphor is usually on record, but there is
possibility that the connotations of the metaphor uttered by S may be
off record. From the statement, the researcher concludes that the
35
speaker uses a word that described a first subject as being equal to a
second subject.
Example: when someone says “Harry’s a real fish” whichmeans Harry
drinks like a fish. In this context the speaker shows that Harry like a
fish, because the fish love the water. Harry as being equal to the fish,
because both of them love the water.
10) Strategy 10: Use rhetorical questions
The speaker uses a linguistic expression used to make a request or
information or else itself made by such an expression. The use of this
strategy is by raising questions that leave their answers hanging in the
air or implicated to do FTAs.
Example: “How many times do I have to tell you?” In this context, the
speaker has to tell to the hearer for many times, but the hearer still
understands.
11) Strategy 11: Be ambiguous
When the speaker produces an ambiguous utterance it means the
speaker is trying to minimize the threat of FTA, because the utterance
has more one possible meaning. The term ‘ambiguity’ includes the
ambiguity between the literal meaning of an utterance and any possible
implicatures inside. From the statement, the researcher concludes that
the speaker said something ambiguous.
36
Example:
Lovely neighborhood, uh? This context indicates ambiguity, because it
could mean that S really has lovely neighborhood or otherwise (his
neighbors is very annoying).
12) Strategy 12: Be vague
According to Brown and Levinson as cited in Kurniyatin (2017),
“The speaker may go off record with FTA by being vague about who
the object of the FTA or what the offence is”. This strategy is
conducted by being vague about who the object of the FTA is, or what
the offence is. From the statement, the researcher concludes that the
speaker tells the hearer unclearly
Example:
You must have known, where I go.
In this context the speaker is being vague, because he didn’t want to tell
where he goes.
13) Strategy 13: Over-generalize
This strategy is done by saying utterance that may leave the object
vaguely off record, and then H has the choice of deciding whether the
general rule applies to him. The speaker did not give clear information
by saying something general. From the statement, the researcher
concludes that the speaker says something general and does not give
specific information.
37
Example:
“Mature people sometimes help do the dishes”.
In this context, the speaker uses this strategy to show that mature people
generally have a responsibility help to serve the dishes.
14) Strategy 14: Displace H
Brown and Levinson as cited in Kurniyatin (2017) state,“S may go
off record as to who the target for his FTA is, or he may pretend to
address the FTA to someone whom it wouldn’t threaten and hope that
the real target will see that the FTA is aimed to him.” From the
statement, the researcher concludes that the speaker asking for help to
the hearer but which helps the speaker is another hearer.
Example: “Tito, please bring daddy’s bag, honey!!
In this context, Tito is still a child, then his wife out while brings the
bag”
15) Strategy 15: Be incomplete, use ellipsis
“The speaker may be pretend to addressee the FTA to somehow one
who would not threaten and hope the real target will see that the FTA is
aimed at him/her (Brown and Levinson as cited in Kurniyatin, 2017).
The strategy is done by leaving the implicature ‘hanging in the air’,
without rhetorical question. From the statement, the researcher
concludes that the speaker does not give the hearer complete
information.
38
For example: S got headache and ask H to go for an aspirin, he just
says: “Oh sir, a headache….”
3. Definition of Classroom Interaction
Brown as cited in Ginting (2017) classroom interaction as the
communication between teachers and learners in the classroom so the
interaction is the heart of communicative competence, it is what
communication is all about. Ellis as cited in Aisyah (2017) views the
classroom interaction based on the language used in the EFL classroom
discourse namely mechanical, meaningful, pseudo-communication and real
communication. According to Celce as cited in Musdalifa (2016) classroom
interaction is two ways process between the participants in the language
process, the teacher influences the learners and vice versa.
Based on the explanation above, the researcher conclude that classroom
interaction is all interactions that occur in the teaching and learning process
where the teacher specify the interaction happen in the classroom. Interaction
occurs every day in teaching and learning process. It manages by everyone,
not only by the teacher in the classroom, but also the students.
39
C. Conceptual Framework
Figure 2. 1. Conceptual Framework
This research focused in EFL classroom interaction, the interaction
between teacher and students is the important part in teaching and learning
process. In teaching and learning process appear several politeness strategies
used by students. Brown & Levinson declare four politeness strategies
namely bald-on record, positive politeness, negative politeness and off
record. The researcher would investigate politeness strategies used by
students and the most frequent politeness strategies used by students in EFL
classroom interaction.
EFL Classroom Interaction
Politeness Strategies Usedby Students
The Most Frequent PolitenessStrategies Used by Students
Bald-onrecord
Positivepoliteness
Negativepoliteness
Offrecord
CHAPTER III
RESEARCH METHOD
A. Research Design
This research would be applied descriptive qualitative method. This method
intended to describe everything related to the topic of the research. The
researcher describes about politeness strategies used by students and the most
frequent politeness strategies used by students in EFL classroom interaction.
B. Research Subject
This research conducted in SMA Muhammadiyah 9 Makassar as the place
of the research. Subject of this research was taken from the tenth grade students.
C. Research Instrument
The instrument in this research was observation. Observation was conducted
to find out the real or factual situation of teaching and learning process.
Marshall as cited in Sugiyono (2018) stated that through observation, the
researcher learns about behavior and the meaning attached to those behaviors.
To collect data the researcher was used hand phone to record teaching and
learning process and also fulfill observation checklist. Observation checklist is a
list of things that an observer was going to look at when observing in classroom.
D. Procedure of Data Collection
The data collect through the following procedure:
1. The researcher would meet the teacher to know the schedule.
40
41
2. The researcher would employ direct recording in the first step to get the data.
The record would be do in the classroom and would record the politeness
strategies used by students and the most frequent politeness strategies used
by students in EFL classroom interaction. During the recording process, the
researcher also fulfills the observation checklist.
3. After all the recording process would carry out subsequent transcript of
recording in the analysis, the results of the analysis of this data would be
easily understood.
E. Technique of Data Analysis
Miles and Huberman as cited in Sugiyono (2018) stated that there some
steps in analyzing the data, there are:
1. Data Collection
The researcher collected data through observation teaching and learning
process in classroom interaction. The data that had been collected through
video recording would be transcribed into written form.
2. Data Reduction
The researcher formed into group of data by choosing the important matter
and classifies the data based on the problem statement. The researcher also
made a code by giving bold, italicize and underline word or sentence in
transcript to know students’ utterances that include bald-on record, positive
politeness, negative politeness and off record.
42
3. Data Display
To display the data, the researcher was analyzing data that had been
collected.
4. Conclusion
The researcher made conclusion appropriate based on the data obtained.
CHAPTER IV
FINDINGS AND DISCUSSIONS
A. Findings
The findings discuss the result of the research based on the research
questions. The research questions are: First, politeness strategies used by
students in EFL classroom interaction at SMA Muhammadiyah 9 Makassar.
Second, the most frequent politeness strategies used by students in EFL
classroom interaction at SMA Muhammadiyah 9 Makassar. Classroom
observation was conducted two times in the tenth grade of SMA
Muhammadiyah 9 Makassar. During the observation, the researcher recorded
the whole process of teaching and learning to investigate the students. The
researcher also used observation checklist to identify the students’ politeness
strategies that might appear during lesson.
1. Politeness strategies used by students in EFL classroom interaction at SMA
Muhammadiyah 9 Makassar
a. First observation
The researcher found twelve utterances of politeness strategies used by
students in the first observation. The detail as below:
1) Bald on record strategies
In the classroom observation the the teacher thought the students
about “biography text”. The following extract represents how the
student politeness strategies appeared in classroom interaction.
43
44
Extract 1: Bald on record (metaphorical urgency for emphasis)
S : Attention, stand up please.
In extract 1 above shows that the students applied the types of
politeness strategies in the classroom. This extract shows the students
used utterance “Attention” to got the other students attention so that
the other students stand up to say greeting to the teacher. This is
categorized as metaphorical urgency for emphasis.
Extract 2: Bald on record (task oriented/paradigmatic form of
instruction)
S : Before we study pray together please.
The presenting extract above presents how the students applied
politeness strategies in classroom interaction. The students gave
instruction to the other students used the utterance “before we study
pray together please” here, the students applied bald on record
strategy. This is categorized strategy of task oriented/paradigmatic form
of instruction.
2) Positive politeness strategies
In the classroom observation the the teacher thought the students
about “biography text”. The following extract represents how the
student politeness strategies appeared in classroom interaction.
Extract 3: Positive politeness (use in group identity markers/addressed
forms)
T : Siapa yang sebenarnya nak bertugas menyapu hari ini?
45
S : Septi, Aisyah
The presenting extract above presents how the students applied
politeness strategies in classroom interaction. The students used
personal names “Septi, Aisyah” when the teacher asked “Siapa yang
sebenarnya nak bertugas menyapu hari ini?”. Here, the students applied
positive politeness strategy, categorized of use in group identity
markers/addressed forms.
Extract 4: Positive politeness (seek agreement/repetition)
T : Masih ingat nak materi yang lalu?
S : Masih
The utterance of “masih” included the types of politeness
strategies, where the teacher asked to the students “masih ingat nak
materi yang lalu?”, then the students answer “masih”. The utterance
shows how the students used of seek agreement strategy by repeating
part of what the teacher said.
Extract 5: Positive politeness (joke)
T : Sebelumnya kita mulai nak, anyone ada yang kenal orang diatas?
S : Kakeknya
The utterance above shows that the student employed a joke. When
the teacher asked about “anyone ada yang kenal gambar dipapan?”, the
students respond by joking, “kakeknya”. The utterance shows how the
students used of joke strategy.
46
Extract 6: Positive politeness (joke)
T : Tokoh apa itu Sri Ki Hajar Dewantara?
S : Tokoh uang
The utterance of “tokoh uang” shows that the student makes a joke.
When the teacher asked about “tokoh apa itu Ki Hajar Dewantara?”, the
students respond by joking. This is categorized as joke strategy.
Extract 7: Positive politeness (joke)
T : Ada kata otomotif, what is otomotif? Ada itu kata work, apa nak
work?
S : Pesawat
The utterance above shows that the student makes a joke. When the
teacher asked about “ada itu kata work, apa nak work?”, the students
respond by joking, “pesawat”. This is categorized as joke strategy.
Extract 8: Positive politeness (use in group identity markers)
S : Mom, apa itu place of birth?
T : Place of birth itu adalah ulang tahunnya. Tempat tanggal lahirnya,
place itu adalah tempat.
The presenting extract above presents how the students applied
politeness strategies in classroom interaction. The extract shows the use
of “mom” as identity markers, when student asked “Mom, apa itu place
of birth?”. Here, the students applied positive politeness strategy,
categorized of use in group identity markers.
47
Extract 9: Positive politeness (use in group identity markers)
S : Mom, jawabanyaji saja dibuku?
T : Iyya jawabannya saja nak.
The utterance above shows the students applied politeness strategies
in classroom interaction. The extract shows the use of “mom” as
identity markers, when the student asked “Mom, jawabanyaji saja
dibuku?”. Here, the students applied positive politeness strategy,
categorized of use in group identity markers.
Extract 10: Positive politeness (use in group identity markers)
S : Mom itu yang nomor 2 kenapa B. J. Habibie pindah ke Jerman,
karena dia mau belajar
T : Karena dia mau belajar in English apa disitu
S : Berarti ini mom yang studies?
The presenting extract above presents how the students applied
politeness strategies in classroom interaction. The extract shows the use
of “mom” as identity markers, when student asked “Berarti ini mom
yang studies?”. Here, the students applied positive politeness strategy,
categorized of use in group identity markers.
Extract 11: Positive politeness (use in group identity markers)
S : Jadi ini mom he studies in Jakarta?
T : In Jakarta? Are you sure in Jakarta? Germany.
The utterance above shows the students applied politeness strategies
in classroom interaction. The extract shows the use of “mom” as
48
identity markers, when the student asked “Jadi ini mom he studies in
Jakarta?”.Here, the students applied positive politeness strategy,
categorized of use in group identity markers.
Extract 12: Positive politeness (use in group identity markers)
S : Mom nama orang tuanya itu mom parents?
T : Kalau parents berarti ayah dan ibu
The presenting extract above presents how the students applied
politeness strategies in classroom interaction. The extract shows the use
of “mom” as identity markers, when student asked “Mom nama orang
tuanya itu mom parents?”. Here, the students applied positive
politeness strategy, categorized of use in group identity markers.
Table 4.1 The Frequency of Politeness Strategies Used by Students(first observation)
Types of Politeness Strategies Extract Frequency
Bald on recordstrategies
Metaphorical urgencyfor emphasis
1 1
Taskoriented/paradigmatic
form of instruction2 1
Positivepolitenessstrategies
Use in group identitymarkers/addressed
forms
3, 8, 9, 10,11, 12
6
Seekagreement/repetition
4 1
Joke 5, 6, 7 3
b. Second observation
The researcher found nine utterances of politeness strategies used by
students in the second observation. The detail as below:
49
1) Bald on record strategies
In the classroom observation the the teacher thought the students
about “descriptive text”. The following extract represents how the
student politeness strategies appeared in classroom interaction.
Extract 13: Bald on record (metaphorical urgency for emphasis)
S : Attention, stand up please.
In extract 1 above shows that the students applied the types of
politeness strategies in the classroom. This extract shows the students
used utterance “Attention” to got the other students attention so that
the other students stand up to say greeting to the teacher. This is
categorized as metaphorical urgency for emphasis.
Extract 14: Bald on record (task oriented/paradigmatic form of
instruction)
S : Before we study pray together please.
The presenting extract above presents how the students applied
politeness strategies in classroom interaction. The students gave
instruction to the other students used the utterance “before we study
pray together please” here, the students applied bald on record
strategy. This is categorized strategy of task oriented/paradigmatic
form of instruction.
Extract 15: Bald on record (permission that hearer has requested)
S : Ibu izinka dulu nah bu
T : Tidak ada yang boleh keluar sebelum ibu selesai.
50
The presenting extract above presents how the students applied
politeness strategies in classroom interaction. One of the students
asked the teacher for permission to go to toilet, the students used the
utterance “ibu izinka dulu nah bu”. Here, the students applied bald
on record strategy, categorized of permission that H/hearer has
requested.
2) Positive politeness strategies
In the classroom observation the the teacher thought the students
about “descriptive text”. The following extract represents how the
student politeness strategies appeared in classroom interaction.
Extract 16: Positive politeness (use in group identity markers)
T : Jelas tulisannya ibu dipapan nak?
S : Nessami jelas mom
The presenting extract above presents how the students applied
politeness strategies in classroom interaction. The extract shows the
use of “mom” as identity markers, when the teacher asked “jelas
tulisannya ibu dipapan nak?”, then the students answer “nessami jelas
mom”. Here, the students applied positive politeness strategy,
categorized of use in group identity markers.
Extract 17: Positive politeness (use in group identity markers)
T : Berapa orang nak yang gambarnya mirip dengan yang ibu pegang?
Satu, dua saja?
S : Tiga bu
51
The utterance above shows the students applied politeness
strategies in classroom interaction. The extract shows the use of “bu”
as identity markers, when the teacher asked “Berapa orang nak yang
gambarnya mirip dengan yang ibu pegang? Satu, dua saja?”, the the
student answer “tiga bu”. Here, the students applied positive
politeness strategy, categorized of use in group identity markers.
Extract 18: Positive politeness (use in group identity markers)
T : Yes good, historical buildings berarti jawabannya nomor satu harus
yang bahasa inggrisnya nak historical buildings, bahasa
indonesianya itu adalah bangunan bersejarah. Jadi jawabannya
nanti ditulis dibelakang kertasnya, paham maksudnya nak
tugasnya? Bisa nak dikerja bagian pertama?
S : Yes mom
The utterance above shows the students applied politeness
strategies in classroom interaction. The extract shows the use of
“mom” as identity markers, when the teacher asked “paham
maksudnya nak tugasnya? Bisa nak dikerja bagian pertama?”, then the
student answer “yes mom”. Here, the students applied positive
politeness strategy, categorized of use in group identity markers.
Extract 19: Positive politeness (use in group identity markers)
S : Ibu, apa nomor lima tadi?
T : Long winding corridors
52
The utterance above shows the students applied politeness
strategies in classroom interaction. The extract shows the use of “Ibu”
as identity markers, when the student asked “Ibu, apa nomor lima
tadi?”. Here, the students applied positive politeness strategy,
categorized of use in group identity markers.
Extract 20: Positive politeness (offer, promise)
T : Ok, number three siapa yang mau tulis?
S : Saya, saya
The context of the utterance above that the teacher asked the
students “number three siapa yang mau tulis?”, then the students
answer “saya,saya”. The students tried to offer himself to write the
answer of question number three in whiteboard. Here, the students
applied positive politeness strategy, categorized of offer, promise.
Extract 21: Positive politeness (offer, promise)
T : Ok, number three perhatikan boleh juga kalau misalnya temannya
ingin menggunakan angka, it’s ok, 1.000 doors. Number four.
Perhatikan dulu nak yah, yang ibu baca tadi stained glass window,
tulisannya ini kekurangan huruf a. it’s ok kita baru latihan. Ok
number five, Agus bisa nak nomor lima?
S : Sayapi
The context of the utterance above that the teacher asked one of the
students “bisa nak nomor lima?”, then the other students answer
“sayapi”. The students tried to offer himself to write the answer of
53
question number five in whiteboard. Here, the students applied
positive politeness strategy, categorized of offer, promise.
Table 4.2 The Frequency of Politeness Strategies Used by Students(second observation)
Types of Politeness Strategies Extract Frequency
Bald on recordstrategies
Metaphorical urgencyfor emphasis
13 1
Metaphorical urgencyfor emphasis
14 1
Permission thathearer has requested
15 1
Positivepolitenessstrategies
Use in group identitymarkers/addressed
forms
16, 17, 18,19
4
Offer, promise 20, 21 2
2. The most frequent politeness strategies used by students in EFL classroom
interaction at SMA Muhammadiyah 9 Makassar
The researcher conducted research into two times in the tenth grade of
SMA Muhammadiyah 9 Makassar and found twenty one student utterances.
The researcher found five utterances that categorized bald on record
strategies that used by students. Sixteen utterances used by students that
categorized positive politeness strategies. The most frequent politeness
strategies used by students in EFL classroom interaction is positive
politeness.
a. Positive politeness
Extract 3: Positive politeness (use in group identity markers/addressed
forms)
T : Siapa yang sebenarnya nak bertugas menyapu hari ini?
S : Septi, Aisyah
54
The presenting extract above presents how the students applied
politeness strategies in classroom interaction. The students used personal
names “Septi, Aisyah” when the teacher asked “Siapa yang sebenarnya
nak bertugas menyapu hari ini?”. Here, the students applied positive
politeness strategy, categorized of use in group identity markers/addressed
forms.
Extract 4: Positive politeness (seek agreement/repetition)
T : Masih ingat nak materi yang lalu?
S : Masih
The utterance of “masih” included the types of politeness strategies,
where the teacher asked to the students “masih ingat nak materi yang
lalu?”, then the students answer “masih”. The utterance shows how the
students used of seek agreement strategy by repeating part of what the
teacher said.
Extract 5: Positive politeness (joke)
T : Sebelumnya kita mulai nak, anyone ada yang kenal orang diatas?
S : Kakeknya
The utterance above shows that the student employed a joke. When the
teacher asked about “anyone ada yang kenal gambar dipapan?”, the
students respond by joking, “kakeknya”. The utterance shows how the
students used of joke strategy.
Extract 6: Positive politeness (joke)
T : Tokoh apa itu Sri Ki Hajar Dewantara?
55
S : Tokoh uang
The utterance of “tokoh uang” shows that the student makes a joke.
When the teacher asked about “tokoh apa itu Ki Hajar Dewantara?”, the
students respond by joking. This is categorized as joke strategy.
Extract 7: Positive politeness (joke)
T : Ada kata otomotif, what is otomotif? Ada itu kata work, apa nak work?
S : Pesawat
The utterance above shows that the student makes a joke. When the
teacher asked about “ada itu kata work, apa nak work?”, the students
respond by joking, “pesawat”. This is categorized as joke strategy.
Extract 8: Positive politeness (use in group identity markers)
S : Mom, apa itu place of birth?
T : Place of birth itu adalah ulang tahunnya. Tempat tanggal lahirnya,
place itu adalah tempat.
The presenting extract above presents how the students applied
politeness strategies in classroom interaction. The extract shows the use of
“mom” as identity markers, when student asked “Mom, apa itu place of
birth?”. Here, the students applied positive politeness strategy, categorized
of use in group identity markers.
Extract 9: Positive politeness (use in group identity markers)
S : Mom, jawabanyaji saja dibuku?
T : Iyya jawabannya saja nak.
56
The utterance above shows the students applied politeness strategies in
classroom interaction. The extract shows the use of “mom” as identity
markers, when the student asked “Mom, jawabanyaji saja dibuku?”. Here,
the students applied positive politeness strategy, categorized of use in
group identity markers.
Extract 10: Positive politeness (use in group identity markers)
S : Mom itu yang nomor 2 kenapa B. J. Habibie pindah ke Jerman, karena
dia mau belajar
T : Karena dia mau belajar in English apa disitu
S : Berarti ini mom yang studies?
The presenting extract above presents how the students applied
politeness strategies in classroom interaction. The extract shows the use of
“mom” as identity markers, when student asked “Berarti ini mom yang
studies?”. Here, the students applied positive politeness strategy,
categorized of use in group identity markers.
Extract 11: Positive politeness (use in group identity markers)
S : Jadi ini mom he studies in Jakarta?
T : In Jakarta? Are you sure in Jakarta? Germany.
The utterance above shows the students applied politeness strategies in
classroom interaction. The extract shows the use of “mom” as identity
markers, when the student asked “Jadi ini mom he studies in
Jakarta?”.Here, the students applied positive politeness strategy,
categorized of use in group identity markers.
57
Extract 12: Positive politeness (use in group identity markers)
S : Mom nama orang tuanya itu mom parents?
T : Kalau parents berarti ayah dan ibu
The presenting extract above presents how the students applied
politeness strategies in classroom interaction. The extract shows the use of
“mom” as identity markers, when student asked “Mom nama orang
tuanya itu mom parents?”. Here, the students applied positive politeness
strategy, categorized of use in group identity markers.
Extract 16: Positive politeness (use in group identity markers)
T : Jelas tulisannya ibu dipapan nak?
S : Nessami jelas mom
The presenting extract above presents how the students applied
politeness strategies in classroom interaction. The extract shows the use of
“mom” as identity markers, when the teacher asked “jelas tulisannya ibu
dipapan nak?”, then the students answer “nessami jelas mom”. Here, the
students applied positive politeness strategy, categorized of use in group
identity markers.
Extract 17: Positive politeness (use in group identity markers)
T : Berapa orang nak yang gambarnya mirip dengan yang ibu pegang?
Satu, dua saja?
S : Tiga bu
The utterance above shows the students applied politeness strategies in
classroom interaction. The extract shows the use of “bu” as identity
58
markers, when the teacher asked “Berapa orang nak yang gambarnya
mirip dengan yang ibu pegang? Satu, dua saja?”, the the student answer
“tiga bu”. Here, the students applied positive politeness strategy,
categorized of use in group identity markers.
Extract 18: Positive politeness (use in group identity markers)
T : Yes good, historical buildings berarti jawabannya nomor satu harus
yang bahasa inggrisnya nak historical buildings, bahasa indonesianya
itu adalah bangunan bersejarah. Jadi jawabannya nanti ditulis
dibelakang kertasnya, paham maksudnya nak tugasnya? Bisa nak
dikerja bagian pertama?
S : Yes mom
The utterance above shows the students applied politeness strategies in
classroom interaction. The extract shows the use of “mom” as identity
markers, when the teacher asked “paham maksudnya nak tugasnya? Bisa
nak dikerja bagian pertama?”, then the student answer “yes mom”. Here,
the students applied positive politeness strategy, categorized of use in
group identity markers.
Extract 19: Positive politeness (use in group identity markers)
S : Ibu, apa nomor lima tadi?
T : Long winding corridors
The utterance above shows the students applied politeness strategies in
classroom interaction. The extract shows the use of “Ibu” as identity
markers, when the student asked “Ibu, apa nomor lima tadi?”. Here, the
59
students applied positive politeness strategy, categorized of use in group
identity markers.
Extract 20: Positive politeness (offer, promise)
T : Ok, number three siapa yang mau tulis?
S : Saya, saya
The context of the utterance above that the teacher asked the students
“number three siapa yang mau tulis?”, then the students answer
“saya,saya”. The students tried to offer himself to write the answer of
question number three in whiteboard. Here, the students applied positive
politeness strategy, categorized of offer, promise.
Extract 21: Positive politeness (offer, promise)
T : Ok, number three perhatikan boleh juga kalau misalnya temannya
ingin menggunakan angka, it’s ok, 1.000 doors. Number four.
Perhatikan dulu nak yah, yang ibu baca tadi stained glass window,
tulisannya ini kekurangan huruf a. it’s ok kita baru latihan. Ok
number five, Agus bisa nak nomor lima?
S : Sayapi
The context of the utterance above that the teacher asked one of the
students “bisa nak nomor lima?”, then the other students answer “sayapi”.
The students tried to offer himself to write the answer of question number
five in whiteboard. Here, the students applied positive politeness strategy,
categorized of offer, promise.
60
Table 4.3 The Frequency of Positive Politeness Strategies Used byStudents
Positive politeness strategies Extract FrequencyUse in group identity
markers/addressed forms3, 8, 9, 10, 11, 12,
16, 17, 18, 1910
Seek agreement/repetition 4 1Joke 5, 6, 7 3
Offer, promise 20, 21 2
B. Discussions
This part presents the discussion of the research findings. As mentioned in
the previous chapter, there are two problem statements proposed in this research
namely politeness strategies used by students in EFL classroom interaction at
SMA Muhammadiyah 9 Makassar and the most frequent politeness strategies
used by students in EFL classroom interaction at SMA Muhammadiyah 9
Makassar. From the research finding above, the researcher found several
politeness strategies used by students in EFL classroom interaction. The data
finding was discussed by using politeness strategies theory by Brown and
Levinson. The detail as below:
1. Politeness strategies used by students in EFL classroom interaction at SMA
Muhammadiyah 9 Makassar
Based on the twenty one extract analyzed in the finding, it was found five
utterances that categorized bald on record strategies that used by students.
Sixteen utterances used by students that categorized positive politeness
strategies.
The first finding was bald on record which can be seen in extract 1, 2, 13,
14 and 15. Here, the students used various strategies namely metaphorical
61
urgency for emphasis, task oriented/paradigmatic form of instruction and
permission that hearer has requested. For example when the student use
utterance “ibu izinka dulu nah bu” when teaching and learning process go
on, but one of the student asked the teacher for permission go to the toilet so
the students used bald on record strategy categorized permission that hearer
has requested, can be seen in extract 15. Bald on record is related with
directness. Directness commonly is employed by speaker who has higher
authority than hearer. Brown and Levinson as cited in Kurniyatin (2017), by
using bald on record strategy, the addressee possible to easy catch the
speaker mean, so misunderstanding can be avoided.
The second finding was positive politeness which can be seen in extract
3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 16, 17, 18, 19, 20 and 21. Here, the students
used some strategies namely use in group identity markers, seek
agreement/repetition, joke and offer. In extract 4 positive politeness
categorized seek agreement/repetition, the student use utterance “masih”.
Based on the utterance, it shows that the students use positive politeness
strategy categorized seek agreement/repetition because the students repeating
part of what the teacher said. Brown and Levinson as cited in Kurniyatin
(2017), the speaker uses positive politeness strategies because he can satisfy
hearer’s positive face, to some respect.
62
2. The most frequent politeness strategies used by students in EFL classroom
interaction at SMA Muhammadiyah 9 Makassar
There are twenty one utterances found that used by students during two
meetings. From the total number, five student utterances include bald on
record strategies, sixteen student utterances include positive politeness
strategies. The most frequent politeness strategies used by students in EFL
classroom interaction is positive politeness.
Positive politeness strategies can be seen in extract 3, 4, 5, 6, 7, 8, 9, 10,
11, 12, 16, 17, 18, 19, 20 and 21. In the sixteen extract, the students used
some strategies namely use in group identity markers, seek
agreement/repetition, joke and offer. For example when the student used
utterance “yes mom” the utterance shows that the students use positive
politeness strategy categorized use in group identity markers, “mom” as
identity markers, can be seen in extract 18. In extract 4 positive politeness
categorized seek agreement/repetition, the student use utterance “masih”.
Based on the utterance, it shows that the students use positive politeness
strategy categorized seek agreement/repetition because the students repeating
part of what the teacher said. In extract 6, the student use positive politeness
categorized joke. When the teacher asked about “tokoh apa itu Ki Hajar
Dewantara?” the student respond by joking with the utterance “tokoh uang”.
In extract 21 , the student use positive politeness categorized offer. When the
teacher asked one of the students “bisa nak nomor lima?”, then the other
student answer “sayapi”. The students tried to offer himself to write the
63
answer of question number five in whiteboard. Brown and Levinson as cited
in Kurniyatin (2017), the speaker uses positive politeness strategies because
he can satisfy hearer’s positive face, to some respect.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the research findings and discussions, the result of this research
show two important points as follows:
1. Related to the application of politeness strategies used by students, the
findings shows that there are politeness strategies can be found in the student
utterances namely bald on record strategies, positive politeness strategies.
The researcher found out twenty one student utterances consist of five
student utterances include bald on record strategies categorized metaphorical
urgency for emphasis, task oriented/paradigmatic form of instruction and
permission that hearer has requested. Sixteen student utterances include
positive politeness strategies categorized use in group identity markers, seek
agreement/repetition, joke and offer, promise from student utterances on
teaching and learning process during the observation.
2. During the observation in two times, the researcher found twenty one student
utterances. There are five student utterances include bald on record strategies,
sixteen student utterances include positive politeness strategies. The data
shows that the most frequent politeness strategies used by students in EFL
classroom interaction is positive politeness strategies in conducting
communication with the teacher during teaching and learning process.
64
65
B. Suggestion
From the analysis about the politeness strategies, the researcher has some
suggestions as follows:
1. The students
This research can be as reference for students. It is suggested for students to
be aware about the importance politeness in English teaching and learning.
For English students, to be more learn about pragmatics especially politeness
strategy.
2. Parents
Parents is still as an important figure to build students characters, so it is
suggested to parents to give time, love and education for good attitude.
3. The other researcher
This research just focuses on politeness strategies used by students and the
most frequent politeness strategies used by students in EFL classroom
interaction. This research can be as reference and can lead other researchers
to conduct research on politeness strategies in the other form.
66
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Cahyanti, Nur. J. 2019. Politeness Strategies used by English Teacher in Classroom
Interaction at SMP Negeri 4 Tamalatea. Thesis. Makassar: Muhammadiyah
University of Makassar.
Candra, Rinilda. 2018. Politeness in Requesting and Refusing Teacher’s Instruction
in English Teaching Learning. Thesis. Makassar: Muhammadiyah University
of Makassar.
Gemasih, Ayu. 2018. An Analysis of Politeness Strategies Employed by Lecturers
in Speaking Class. Thesis. Banda Aceh: Ar-Raniry State Islamic University
Darussalam.
Ginting, Siti Aisyah. 2017. The Importance of Opening Moves in Classroom
Interaction. Advances in Language and Literary Studies, 8(6),7-11.
Kecskes, Istvan. (Ed.). 2011. Discursive Approaches to Politeness (8thed.).
Germany: De Gruyter Mouton.
Khusnia, A.N. 2017. Politeness Strategies in EFL Classroom: Building Positive
Values in Students. Advances in Social Science, Education and Humanities
Research, 109, 32-35.
Kurniyatin. 2017. An Analysis of Politeness Strategies used by Teacher and
Students in English Class at MTs NU AssalamKudus. Thesis. Surakarta: State
Islamic Institute of Surakarta.
Leech, Geoffrey. 2014. The Pragmatics of Politeness. United States of America:
Oxford University Press.
Mahmud, Murni. 2019. The Use of Politeness Strategies in the Classroom Context
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8(3), 597-606.
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67
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68
APPENDICES
69
No. Strategies Yes No
1. Non-minimization of the face threat
Strategy 1: Maximum efficiency
Strategy 2: Metaphorical urgency for emphasis √
Strategy 3: Metaphorical urgency for high valuation of
hearer’s friendship
Strategy 4: Case of channel noise
Strategy 5: Task oriented/paradigmatic form of instruction √
Strategy 6: Power different between S and H (S is higher)
Strategy 7: Sympathetic advice or warnings
Strategy 8: Permission that H has requested
2. FTA- oriented bald-on record usage
Strategy 1: Welcoming based on the theory of Brown and
Levinson as cited in Kurniyatin (2017), it is used when
speaker insist that hearer may impose on his negative face.
Strategy 2: Farewells based on Brown and Levinson as cited
in Kurniyatin (2017), it is used when speaker insist that
hearer may transgress on his positive face by taking his leave.
Appendix 1
OBSERVATION CHECKLIST
Meeting: 1
Bald on record
70
Strategy 3: Offers used when speaker insist that hearer may
impose on speaker’s negative face (Brown and Levinson as
cited in Kurniyatin, 2017)
No Strategies Yes No
1.Strategy 1: Notice, attend to Hearer (his interest, wants,
needs, goods)
2. Strategy 2: Exaggerate (interest, approval, sympathy with H)
3. Strategy 3: Intensify interest to H
4.Strategy 4: Use in-group identity markers (addressed forms,
dialect, jargon or slang)√
5. Strategy 5: Seek agreement (safe topics, repetition) √
6. Strategy 6: Avoid disagreement
7. Strategy 7: Presuppose/ raise/ assert common ground
8. Strategy 8: Joke √
9.Strategy 9: Assert S’s knowledge of H’s wants and
willingness to fit one’s own wants in with them
10. Strategy 10: Offer, promise
11. Strategy 11: Be optimistic
12. Strategy 12: Include both S and H in the activity
13. Strategy 13: Give or ask for reasons
14. Strategy 14: Assume or assert reciprocity
(Adapted from: Brown and Levinson’s theory)
Positive politeness
71
15.Strategy 15: Give gifts to H (sympathy, understanding,
cooperation)
No Strategies Yes No
1. Strategy 1: Be conventionally indirect
2. Strategy 2: Question, Hedge
3. Strategy 3: Be pessimistic
4. Strategy 4: Minimize the imposition
5. Strategy 5: Give deference
6. Strategy 6: Apologize
7. Strategy 7: Impersonalize S and H
8. Strategy 8: State the FTA as a general rule
9. Strategy 9: Nominalize
10.Strategy 10: Go on record as incurring a debt, or as not
indebting H
No Strategies Yes No
1. Strategy 1: Give hints
2. Strategy 2: Give association clues
3. Strategy 3: Presuppose
(Adapted from: Brown and Levinson’s theory)
Negative politeness
(Adapted from: Brown and Levinson’s theory)
Off record
72
4. Strategy 4: Understate
5. Strategy 5: Overstate
6. Strategy 6: Use tautologies
7. Strategy 7: Use contradictions
8. Strategy 8: Be ironic
9. Strategy 9: Use metaphor
10. Strategy 10: Use rhetorical questions
11. Strategy 11: Be ambiguous
12. Strategy 12: Be vague
13. Strategy 13: Over-generalize
14. Strategy 14: Displace H
15. Strategy 15: Be incomplete, use ellipsis
(Adapted from: Brown and Levinson’s theory)
Appendix 2
TRANSCRIPT OF CLASSROOM OBSERVATION
Meeting 1 (Monday, 28th October 2019)
T : Teacher
S : Students
Bald-on record : Bold
Positive politeness : Italicize
Negative politeness : Underline
Off record : Bold & Underline
S : Attention, stand up please. Say greeting to our teacher (Assalamualaikum
Warahmatullahi Wabarakatu) sit down please.
T : Waalaikummusallam Warahmatullahi Wabarakatu
S : Before we study pray together please. Finish.
T : Siapa yang sebenarnya nak bertugas menyapu hari ini?
S : Septi, Aisyah
T : Ok, sudah siap pergi jamborenya besok?
S : Tidak
T : What is your name nak siswa yang baru? Bisa dibuka maskernya?
S : My name is Risma
T : Masih ingat nak materi yang lalu?
S : Masih
73
T : Kemarin mengenai apa yang dibahas?
S : Tidak kutau, tidak datangka minggu lalu mom
T : Afifah masih ingat yang kemarin sebelum kita belajar materi baru?
S : Taman pahlawan
T : Taman pahlawan atau Tanjung putting
S : Tanjung putting
T : Sebelumnya kita mulai nak, anyone ada yang kenal orang diatas?
S : Kakeknya
T : Kakenya…kapan ketemunya kakeknya?
S : Kemarin
T : Ok. Kita mulai, Sulkaidah perhatikan gambar diatas. Ini Hp kalau ibu
ambil kira-kira beberapa tahun kemudian baru boleh diambil. Ok, kita
mulai nak, temanya hari ini tentang apa kalau dilihat dari gambar diatas?
S : Pahlawan
T : Bahasa inggrisnya nak pahlawan kemarin?
S : Heroes
T : Coba perhatikan dulu, jadi nanti ujianmu yang bulan 12 selain itu kisi-kisi
yang ibu kasi kemarin termasuk materi hari ini judulnya itu adalah
biography text. Coba disebutkan dulu siapa namanya ini yang pertama?
S : KH. Ahmad Dahlan
T : Who is KH. Ahmad Dahlan Risma?
S : Pendiri Muhammadiyah
T : Ok, yang kedua ada dibawahnya nak, ada yang kenal tokoh ini?
74
S : Ki Hajar Dewantara
T : Tokoh apa itu Sri Ki Hajar Dewantara?
S : Tokoh uang
T : Tokoh uang?
S : Cocokmi bu
T : Jadi dia adalah tokoh pendidikan
Ah ini yang baru-baru kemarin berpulang nak.
S : B. J. Habibie
T : Fitrah, siapakah dia Fitrah?
S : B. J. Habibie
T : Tokoh apalagi nak?
S : Pendiri pesawat
T : Salah satu penemu teknologi pembuatan pesawat.
Dan yang paling terakhir adalah?
S : Ir. Soekarno
T : Siapakah Ir. Soekarno nak?
S : Presiden pertama Republik Indonesia
T : Ada yang tahu kapan lahirnya KH. Ahmad Dahlan?
S : 1 Agustus 1868
T : Ibunya orang apa?
S : Orang Indonesia
T : Orang Jogja, Jogja termasuk Indonesia atau bukan Risma?
S : Termasuk
75
T : KH. Ahmad Dahlan sekolah dimana?
S : Di Jakarta
T : Di Jakarta?
S : Di desa
T : Siapa nama istri KH. Ahmad Dahlan?
S : Siti Walidah
T : Jadi ibu tulis tadi nak yah, yang pertama tadi itu adalah tanggal lahirnya,
kemudian apalagi ibu sebutkan tadi yang kedua?
S : Nama istrinya
T : Pendidikannya dimana, kemudian yang ketiga nama istrinya. Ok,
perhatikan dulu nak yah, in English biography text itu, yang dimaksud
biography text, text yang didalamnya berisi penjelasan tentang kehidupan
seseorang atau tokoh yang terkenal, termasuk didalamnya biasa disebutkan
mengenai kelahirannya, mengenai pendidikannya, mengenai keluarganya
itu nak yang dimaksud dengan biography text. Ok, sekarang perhatikan
lembar yang ibu bagi. Kita mulai, biography text yang pertama yang akan
kita bahas adalah tokoh yang ada disini. Silahkan diliat gambarnya, jadi
tokoh yang pertama kita bahas itu adalah B. J. Habibie. Coba lihat, kalau
mau dibaca semua ini teksnya kebawah, long text jadi dia agak panjang.
Jadi pokonya intinya dari sebuah biography text itu didalamnya pasti ada
mengenai kelahirannya, mengenai pendidikannya dengan mengenai
keluarganya. Tugasmu yang pertama, kita mulai, paragraph pertama, kita
76
analisa dulu nak yah paragraph pertama. Dia termasuk apa disitu, ada disitu
tanggal-tanggal nak
S : 25 Juni 1936
T : Berarti paragraph pertama berisi apa? In Indonesia saja dulu.
S : Tanggal lahir
T : Tanggal lahirnya, kemudian ada disitu nak Habibie was born in Parepare,
nama apa itu?
S : Tempat lahir
T : Jadi paragraph pertama itu berisi when he was born (kapan dia lahir)
kemudian place where he was born (tenpat dimana dia lahir) masih ada nak
keterangannya disitu diparagraf pertama berisi apa? Abdul Jalil Habibie,
Tuti Marini Puspowardoyo.
S : Ayah dan ibunya
T : Yah berarti nama apanya itu nak?
S : Ayah dan ibunya
T : Berarti ada disitu nama orang tua (parents’ name). Ok, jadi jelasmi nak
yah paragraph pertama isinya. Kalau kamu ujian nasional nanti begitu cara
kerjanya jangan dibaca semua teksnya. Ok, kita pindah paragraph two,
second paragraph, following since father’s death …… kebelakang, intinya
itu kalimat yang pertama. Pernah dengar kata death, kalau main game
astaga deathmi.
S : Mati
77
T : Berarti paragraph kedua itu berisi mengenai wafatnya bapaknya,
kemudian ada kata terakhir nak diploma engineer, bahasa inggris atau
bukan itu?
S : Bahasa inggris
T : Ada nama Negara disitu nak, Negara apa nak?
S : Jerman
T : Jadi tadi pendidikannya dia berada dimana?
S : Di Jerman
T : Berarti dia tidak sekolah di kampung, dia sekolahnya di Jerman Paragraph
ketiga, masih ada kata-kata disitu, hence …… sampai kebelakang, berarti
masih berhubungan dengan apa itu nak?.
S : Jerman
T : Jadi paragraph ketiga masih sama dengan inti pada paragraph kedua. Ok,
paragraph keempat, Habibie return to Indonesia to married, ada married,
ada wife.
S : Menikah
T : Berarti paragraph keempat berisi apa nak?
S : Pernikahan Habibie dan Ainun
T : Pernikahannya disitu, kemudian apanya lagi nak disitu informasinya
paragraph empat. Ilham Akbar Habibie, Tariq Kemal Habibie, who are
they? Siapa itu kira-kira? Ada namanya Habibie dibelakangnya
S : Anaknya
78
T : Putra-putranya, berarti disini masalah pernikahan dan putra-putranya.
Fifth paragraph, paragraph kelima when Habibie’s minimum week salary
…., ada kata work, apa itu nak?
S : Teng
T : Teng?
S : Fire fire
T : Ada kata otomotif, what is otomotif? Ada itu kata work, apa nak work?
S : Pesawat
T : Pesawat, yah pesawat work, risma?
S : Bukan
T : Ada kata otomotif airport, jadi otomotif mark table itu nak nama
perusahaan. Berarti yang paragraph kelima berisi tentang biografi apanya?
S : Perusahaan
T : Perusahaan dimana dia bekerja. Ok, sixth paragraph, ada kata Hamburg,
Habibie method, apanya semua itu nak? Berarti disitu masih berhubungan
dengan?
S : Perusahaan
T : Berarti paragraph keenam masih sama intinya dengan paragraph kelima.
Next seventh paragraph, in 1974 Soeharto request Habibie, apa kalau
request nak?
S : Turun jabatan
T : Misalnya, saya mau request lagu diradio
S : Permintaan
79
T : Permintaan, meminta. Jadi 1974 Soeharto request Habibie, whi is
Soeharto nak?
S : Presiden kedua Indonesia
T : Fitra sudah ketemu pak Soeharto?
S : Belum
T : Tidak sempat, pak Soeharto keburu meninggal Fitra baru lahir. Soeharto
itu adalah presiden kedua. Berarti nak disitu dia sudah berada di Indonesia
atau belum kalau sudah diminta balik, ada kata pertamina, ada kata iptm.
Berarti paragraph ketujuh, ada yang tau nak what is main idea paragraph
tujuh, berisi apa disitu nak paragraph tujuh?
S : Pekerjaan
T : Masih berhubungan dengan pekerjaannya pak Habibie. Dimana ini iptm
pertamina di Jerman atau di Indonesia?
S : Indonesia
T : Indonesia atau Jerman?
S : Jerman
T : Jadi pekerjaannya di Indonesia. Ok kita pindah nak paragraf delapan.
Paragraf kedelapan, terakhir ini sebenarnya nak bukan paragraph kedelapan
dia bersambung dengan paragraf tujuh. Paragraph kedelapan, disitu ada
detik-detik yang menentukan, ada Susilo Bambang Yudhoyono, ada kata
book, pernah dengar kata book, what is book?
S : Buku
T : Berarti paragraph terakhir berisi apa nak?
80
S : Buku
T : Siapa yang mengeluarkan bukunya?
S : B. J. Habibie
T : Berarti disitu adalah buku yang dia rilis. Sekarang kita mulai latihannya
nak yah. Ini latihannya dikerjakan berdua jadi secara berpasangan.
Perhatikan dulu tugasnya yang pertama, disini nak ada font completion,
kenapa tadi kita bahas satu-satu isi paragrafnya karena disini adalah biodata
dari pak Habibie, tugasmu adalah menjelaskan tadi yang ibu jelaskan,
tolong jelaskan kembali biodatanya pak Habibie itu mulai dari namanya,
tanggal lahirnya dan sebagainya, paham ini nak yah.
S : Mom, apa itu place of birth?
T : Place of birth itu adalah ulang tahunnya. Tempat tanggal lahirnya, place
itu adalah tempat. Ok, paham nak yang latihan pertama. Kemudian yang
kedua dibalik kertasnya, temanya hari ini adalah reading comprehension
jadi kita membaca. Membaca itu berarti semua jawabannya dicari didalam
teksnya, jadi ada 12 soal disini, jawabannya nanti nak langsung pada buku
tulisnya, ditulis disitu nanti ibu kumpul. Jawablah pertanyaan ini yang ada
didalam teks. Kita mulai dari, ibu kasi example number one.
S : Mom, jawabanyaji saja dibuku?
T : Iyya jawabannya saja nak. Number one, when did Habibie’s father die?
Ada yang tahu nak artinya?
S : Mengapa bapaknya Habibie meninggal
T : Mengapa bapaknya Habibie meninggal? Are you sure?
81
S : Tidak
T : Kira-kira apa yang lebih tepat nak terjemahannya?
S : Kapan ayah Habibie meninggal?
T : Ok, lihat cara jawabnya, jadi kalau ada nak pertanyaan kapan berarti
jawabannya itu kalau bukan tanggal, hari, jam dan sebagainya. Coba kita
lihat dulu, kira-kira paragraf keberapa tadi yang kalau mau menjawab
pertanyaan when, dia berada diparagraf keberapa kira-kira jawabannya?
S : Saturday
T : Yang jelas dia berada diparagraf pertama. Siapa yang mau menjawab
sebagai contoh? When did Habibie’s father die?
S : When he was fourteen years old
T : Jadi jawabannya nak ibu tulis yang mana disini, when he was fourteen
years old. Bisa nak dikerjakan seperti itu dibuku latihannya?
S : Iyye
T : Ok, silahkan dikerjakan sekarang
S : Mom jawabannyaji saja dibuku?
T : Iyya langsung jawab
S : Mom itu yang nomor 2 kenapa B. J. Habibie pindah ke Jerman, karena dia
mau belajar
T : Karena dia mau belajar in English apa disitu
S : Berarti ini mom yang studies?
T : Yes studies
S : Jadi ini mom he studies in Jakarta?
82
T : In Jakarta? Are you sure in Jakarta? Germany.
S : Oo Germany
T : Perhatikan dulu tugasnya, yang pertama mengisi biodata B. J. Habibie,
jawabannya itu nak ada pada teksnya. Misalnya place of birth, place itu
artinya tempat, cari dalam teksnya nak kira-kira tempat lahirnya apa nama
tempatnya disini
S : Parepare
T : Itu tugasnya yang pertama, kemudian yang kedua, karena ini nak reading
comprehension biography text untuk hari ini, ada soalnya disini
jawabannya terdapat semua didalam teksnya. Sengaja dibuat disini
highlightnya diatas kesimpulannya masing-masing teks supaya gampang
dicari, oow kalau paragraph satu itu nak ini isinya, paragraph kedua ini
isinya. Ok bisa nak dikerjakan secara berkelompok? Jawabannya langsung
dibukunya.
S : Mom nama orang tuanya itu mom parents?
T : Kalau parents berarti ayah dan ibu
83
84
No. Strategies Yes No
1. Non-minimization of the face threat
Strategy 1: Maximum efficiency
Strategy 2: Metaphorical urgency for emphasis √
Strategy 3: Metaphorical urgency for high valuation of
hearer’s friendship
Strategy 4: Case of channel noise
Strategy 5: Task oriented/paradigmatic form of instruction √
Strategy 6: Power different between S and H (S is higher)
Strategy 7: Sympathetic advice or warnings
Strategy 8: Permission that H has requested √
2. FTA- oriented bald-on record usage
Strategy 1: Welcoming based on the theory of Brown and
Levinson as cited in Kurniyatin (2017), it is used when
speaker insist that hearer may impose on his negative face.
Strategy 2: Farewells based on Brown and Levinson as cited
in Kurniyatin (2017), it is used when speaker insist that
hearer may transgress on his positive face by taking his
Appendix 3
OBSERVATION CHECKLIST
Meeting: 2
Bald on record
85
leave.
Strategy 3: Offers used when speaker insist that hearer may
impose on speaker’s negative face (Brown and Levinson as
cited in Kurniyatin, 2017)
No Strategies Yes No
1.Strategy 1: Notice, attend to Hearer (his interest, wants,
needs, goods)
2. Strategy 2: Exaggerate (interest, approval, sympathy with H)
3. Strategy 3: Intensify interest to H
4.Strategy 4: Use in-group identity markers (addressed forms,
dialect, jargon or slang)√
5. Strategy 5: Seek agreement (safe topics, repetition)
6. Strategy 6: Avoid disagreement
7. Strategy 7: Presuppose/ raise/ assert common ground
8. Strategy 8: Joke
9.Strategy 9: Assert S’s knowledge of H’s wants and
willingness to fit one’s own wants in with them
10. Strategy 10: Offer, promise √
11. Strategy 11: Be optimistic
12. Strategy 12: Include both S and H in the activity
13. Strategy 13: Give or ask for reasons
(Adapted from: Brown and Levinson’s theory)
Positive politeness
86
14. Strategy 14: Assume or assert reciprocity
15.Strategy 15: Give gifts to H (sympathy, understanding,
cooperation)
No Strategies Yes No
1. Strategy 1: Be conventionally indirect
2. Strategy 2: Question, Hedge
3. Strategy 3: Be pessimistic
4. Strategy 4: Minimize the imposition
5. Strategy 5: Give deference
6. Strategy 6: Apologize
7. Strategy 7: Impersonalize S and H
8. Strategy 8: State the FTA as a general rule
9. Strategy 9: Nominalize
10.Strategy 10: Go on record as incurring a debt, or as not
indebting H
No Strategies Yes No
1. Strategy 1: Give hints
2. Strategy 2: Give association clues
(Adapted from: Brown and Levinson’s theory)
Negative politeness
(Adapted from: Brown and Levinson’s theory)
Off record
87
3. Strategy 3: Presuppose
4. Strategy 4: Understate
5. Strategy 5: Overstate
6. Strategy 6: Use tautologies
7. Strategy 7: Use contradictions
8. Strategy 8: Be ironic
9. Strategy 9: Use metaphor
10. Strategy 10: Use rhetorical questions
11. Strategy 11: Be ambiguous
12. Strategy 12: Be vague
13. Strategy 13: Over-generalize
14. Strategy 14: Displace H
15. Strategy 15: Be incomplete, use ellipsis
(Adapted from: Brown and Levinson’s theory)
88
Appendix 4
TRANSCRIPT OF CLASSROOMOBSERVATION
Meeting 2 (Thursday, 31stOctober 2019)
T : Teacher
S : Students
Bald-on record : Bold
Positive politeness : Italicize
Negative politeness : Underline
Off record : Bold & Underline
S : Attention, stand up please. Say greeting to our teacher (Assalamualaikum
WarahmatullahiWabarakatu) sit down please.
T : WaalaikummusallamWarahmatullahiWabarakatu
S : Before we study pray together please. Finish.
T : Jelas tulisannya ibu dipapan nak?
S : Nessami jelas mom
T : Kalau nessami jelas kira-kira bisa dibaca tulisan ibu apa diatas?
S : Deskripsi teks
T : Deskripsi atau descriptive?
S : Descriptive text
T : Sulkaidah coba diulangi materinya hari ini tentang apa?
89
S : Descriptive text
T : Ada yang masih ingat nak waktu SMP sudah dipelajari materi ini
S : Kulupami
T : Ok, sekarang perhatikan dulu kertas yang ibu bagi, berarti ada
hubungannya dengan yang ibu tulis dipapan. Ok, perhatikan dulu nak
kertasnya masing-masing, ada yang sama dengan gambar yang ibu pegang?
S : Saya
T : Siapa? Coba lihat ada berapa gambar yang ini, satu, dua, tiga, empat.
Empat orang yang sama gambar yang ibu pagang yang pertama. Kemudian
ada yang dapat gambar yang seperti ini?
S : Saya
T : Berapa orang nak yang gambarnya mirip dengan yang ibu pegang? Satu,
dua saja?
S : Tiga bu
T : Kemudian terakhir yang ini, ini yang paling banyak, ada berapa gambar
nak? One, two, three. Ok, disini ada petunjuknya, tolong diperhatikan
gambar yang ada disini. Ada yang tahu ini gambarnya tentang apa?
S : Candi Borobudur
T : Jadi yang pertama ini adalah? Are you sure ini candi Borobudur?
S : Bukan, candi prambanan
T : Berarti antara candi Borobudur or candi prambanan. Ok, kita pindah next
picture, gambar selanjutnya ini ada yang mengenalinya nak?
S : Bangunan Romawi
90
T : Masih ada hubungannya dengan Romawi betul.
S : Bangunan ta’potong katanya Risma
T : Ada yang tahu nama bangunan yang ta’potong ini? Tidak ada? Jadi
sebentar dicari nak yah. Kemudian ini yang terakhir, gambar air terjun,
kira-kira air terjunnya dimana?
S : Perancis
T : Anyone else? Tebak kira-kira ada di Indonesia nak seperti ini?
S : Tidak ada
T : Ok, perhatikan dulu nak yah. Ini ada deskripsi, sebentar tugasmu
menempelkan deskripsinya tapi ibu bagi kalau menurutmu tidak sesuai
dengan yang ada pada gambar boleh ditukar dengan temannya sebentar
misalnya seharusnya ini membahas air terjun tapi kamu dapat bukan
deskripsi air terjun ditukar nanti dengan temannya dicari mana yang
deskripsi yang sebenarnya. Ok, do you understand mau diapakan sebentar
nak yah, jangan digigit nanti ibu kasi lemnya sebentar. Ok, ibu bagi dulu
deskripsinya nanti ditukar kalau menurutmu bukan. Ok, baca dulu nak
deskripsinya, ditukar dulu dengan temannya kalau menurutmu bukan itu
deskripsinya. Ok sudah, yang sudah boleh ditempel pada gambarnya, kalau
sudah yakin langsung ditempel pada kertasnya.
Ok kita mulai dari Akmal, Akmal mention the name in the picture, sebutkan
dulu gambarnya tentang apa nak disitu, bangunan apa yang ada digambarnya
Akmal? Stand up please, perlihatkan sama temannya. Everyone perhatikan
gambar yang dipegang Akmal, siapa yang sama tadi gambarnya Akmal?
91
S : Waterfall
T : Yes itu adalah waterfall, ada yang tau nak in Indonesia bahasa indonesianya
waterfall?
S : Air terjun
T : Selain Akmal, who else yang dapat gambar sama dengan Akmal? What is
the name of the waterfall?
S : Niagara Falls
T : Yang kedua Ikbal show me the picture Ikbal (perlihatkan ibu gambarnya).
Perlihatkan sama temannya gambarnya. Ok Ikbal, what is the name of the
picture?
S : Borobudur temple
T : Berarti bangunan yang kedua itu adalah candi Borobudur. Yang ketiga,
Alvin kasi liat ibu gambarnya, what is the name Alvin?
S : Colosseum
T : Kita ulang once more, tadi yang pertama dimana tempatnya?
S : Amerika
T : YesAmerika, kalau Borobudur temple dimana tadi tempatnya?
S : Magelang
T : Kalau Colosseum, where is the place?
S : Italia
T : Descriptive text itu nak bicara mengenai tempat, ada juga didalamnya
adalah bangunan jadi dia mengenai place or building.
Anyone know the picture? Mengenai apa nak gambarnya disini?
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S : Lawang sewu
T : Yes, Lawang sewu. Ok perhatikan dulu tugasnya nak yah. Boleh sebentar
dikerjakan dengan teman sebangkunya. Ok, listen to me, lihat dulu petunjuk
soalnya, disini nak tugasnya ada dua. Jadi yang pertama itu, tugasnya
diapakan kira-kira ini nak ada kata yang hilang?
S : Diisi
T : Yah, diisi. Kalau yang dibawah itu pilihan ganda dipilih saja jawabannya
berdasarkan teks yang ada diatas, bedanya adalah perhatikan bedanya kalau
bagian atas itu latihan listening, jadi kamu dengarkan kata mana yang ibu
maksud nak didalam disini kamu tuliski bahasa inggrisnya, ibu kasi contoh
number one, perhatikan dulu contohnya. Lawang sewu is one of the famous
historical buildings in Indonesia. Kata apa nak yang tidak ada tulisannya
diatas?
S : Historical buildings
T : Yes good, historical buildings berarti jawabannya nomor satu harus yang
bahasa inggrisnya nak historical buildings, bahasa indonesianya itu adalah
bangunan bersejarah. Jadi jawabannya nanti ditulis dibelakang kertasnya,
paham maksudnya nak tugasnya? Bisa nak dikerja bagian pertama?
S : Yesmom
T : Bagian yang kedua atau bagian B. Perhatikan bagian Bnya nak kita latihan
pilihan ganda. Coba lihat contoh pertama. Lawang sewu is one of the famous
historical buildings in Indonesia. The synonym of underlined… I’m sorry
karena disini ibu lupa yang digaris bawahi itu adalah kata, nomor satu nak
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yang digaris bawahi adalah kata famous. Apa bahasa indonesianya famous
kemudian cari sinonimnya a,b,c,d, e mana yang hampir mirip dengan kata
famous. Ibu kasi contoh number one, famous itu nak bahasa inggrisnya
berarti in Indonesia berarti terkenal. Kira-kira kalau ditebak nak yang mana
mirip dengan kata terkenal atau famous?
S : Well-known
T : Yah, well-known. Jawabnnya langsung disilang disitu dilingkari. Ok,
paham nak cara kerjanya, ok, mulai sekarang cari temannya untuk kerja
bersama, cari teman kelompoknya sekarang.
Ok, sudah siap kita mulai yang pertama nak yah, ibu baca silahkan ditulis
jawabannya. Kita mulai number one, sudah siap?
Lawang sewu is one of the famous historical buildings in Indonesia. Tulis
jawaban nomor satu sekarang dibelakang kertasmu, tulis dulu historical
buildings bagaimana tulisannya.
Ok kita pindah number two, it is named Lawang sewu berarti kata yang
hilang disitu adalah Lawang sewu. Which means thousand doors, number
three thousand doors kira-kira bagaimana tulisannya itu nak. Besides its
thousand doors, it is also well known for the fascinating, number four
stained glass window three words (tiga kata) representing the Dutch
Symbolism. Ibu baca teksnya, The stained glass window are similar with
those of the places like The Hague and Rotterdam and also the Royal family.
The bulding has numerous number five itu long winding corridors, bahasa
indonesianya itu nak koridor panjang berliku. Ok the last one terakhir it is a
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famous landmark. Kalau kita di Makassar nak landmarknya itu pantai
Losari. Landmark itu bahasa indonesianya penanda.
S : Ibu, apa nomor lima tadi?
T : Long winding corridors. Ibu ulang nak yah, coba perhatikan, I repeat once
more. Number one; historical buildings, number two; Lawang sewu; number
three; thousand doors, number four; stained glass window, number five; long
winding corridors, number six; landmark satu kata. Ok, finish silahkan
kerjakan yang multiple choicenya dibawah, silahkan disilang nak
jawabannya ada pada teksnya kecuali nomor satu dengan nomor lima dicari
sinonim katanya, silahkan silang sekarang jawabannya. Ok kita mulai, kita
periksa dulu nak yah jawaban temannya, kita mulai cara memeriksa yang
bagian pertama untuk listening, klau listening itu ada salah satu huruf berarti
dia pasti salah jawabannya. Ok kita mulai number one, what is the onswer
number one?
S : Historical building
T : Ok, number two Alvin tulis dulu nak jawabannya diatas number two. Apa
jawabannya tadi nak number two?
S : Lawang sewu
T : Ok, number three siapa yang mau tulis?
S : Saya, saya
T : Ok, number three perhatikan boleh juga kalau misalnya temannya ingin
menggunakan angka, it’s ok, 1.000 doors. Number four. Perhatikan dulu nak
yah, yang ibu baca tadi stained glass window, tulisannya ini kekurangan
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huruf a. it’s ok kita baru latihan. Ok number five, Agus bisa nak nomor
lima?
S : Sayapi
T : Ok, Alvin lagi. Jadi jawabannya nak yang benar long winding corridors.
The last number, number six, landmarker or landmark yang ibu bilang nak
tadi, landmark or landmarker yang kalian dengar ibu baca?
S : Landmarker
T : It’s ok. Kita pindah bagian B. Ibu langsung jawab saja, number one tadi
jawabannya adalah b. nomor dua nak jawabannya?
S : B
T : Yah1.000 doors. Where is Lawang sewu located?
S : E
T : In Java Island. Number four, the purpose of the text?
S : D
T : Yah, ada pertanyaannya Risma kenapa A tawwa ibu. Kenapa A, perhatikan
nak yah, Ikbal apa nama teksnya?
S : Descriptive
T : Kalau dia nak teks deskriptif berarti tujuannya adalah mendeskripsikan,
mana nak yang mirip tulisannya, berarti yang ada tulisan describenya, itu
jawabannya. Kalau dia descriptive text berarti dia describe. Kemudian
nomor 5 long, apa bahasa indonesianya tadi long nak?
S : Panjang
T : Panjang, lawan katanya?
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S : Pendek, short
T : Silahkan dikumpulkan kertasnya.
S : Ibu izinka dulu nah bu
T : Tidak ada yang boleh keluar sebelum ibu selesai. Ok, sudah nak, tolong
dikumpulkan pekerjaannya. Dayat ulangi dulu apa nama teksnya tadi yang
dipelajari hari ini?
S : Descriptive text
T : What is about mengenai apa Sulkaidah descriptive text?
S : Mengenai tempat, tempat bersejarah, bangunan
T : Gambarmu tadi mengenai apa nak Alvin?
S : Colosseum
T : About Colosseum in?
S : In Italy
T : Kalau tadi Ikbal gambarnya tentang?
S : Candi Borobudur
T : Yahcandi Borobudur, bahasa inggrisnya tadi candi Borobudur?
S : Borobudur temple
T : Yang terakhir Rismayanti?
S : Waterfalls
T : Yah waterfalls, what is the name of waterfalls (apa nama waterfallsnya
nak?)
S : Waterfalls America
T : Waterfalls America, are you sure?
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S : Niagara waterfalls
T : Thank you very much
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Appendix 5
DOCUMENTATIONOF CLASSROOMOBSERVATION
CURRICULUMVITAE
Siti Hajar Martina was born on May, 2nd 1996 in Kaca,
South Sulawesi. She is the fourth child of Muh. Ali and
Imase. She have three older brothers.
She began her study at Elementary School namely SD
Negeri 57 Kaca in 2002 and graduated in 2008. In the same
year, she continued her study to Junior High School (SMP Negeri 1 Marioriawa)
and graduated in 2011, then she continued her study to Senior High School (SMA
Negeri 1 Marioriawa) in 2011 and graduated in 2014. In July 2015, she was
registered as a students in English Education Department Faculty of Teacher
Training and Education, Muhammadiyah University of Makassar. She could
finished her study in 2020 with the thesis under the title “Politeness Strategies
Used by Students in EFL Classroom Interaction at SMA Muhammadiyah 9
Makassar”.