POLITENESS STRATEGIES USED BY STUDENTS IN EFL …

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

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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

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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.

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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.

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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

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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

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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

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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

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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.

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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

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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.”

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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

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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


“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


“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.

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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.

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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


about “biography text”. The following extract represents how the


Extract 3: Positive politeness (use in group identity markers/addressed

forms)

T : Siapa yang sebenarnya nak bertugas menyapu hari ini?

45

S : Septi, Aisyah


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


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.


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.


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


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,



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?



of “mom” as identity markers, when student asked “Berarti ini mom

yang studies?”. Here, the students applied positive politeness strategy,



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,



S : Mom nama orang tuanya itu mom parents?

T : Kalau parents berarti ayah dan ibu



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


about “descriptive text”. The following extract represents how the


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.


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


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


about “descriptive text”. The following extract represents how the



T : Jelas tulisannya ibu dipapan nak?

S : Nessami jelas mom


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,



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



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


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



S : Ibu, apa nomor lima tadi?

T : Long winding corridors

52


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,


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.


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


13 1


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)


S : Septi, Aisyah

54


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)


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.



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.



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.


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.



T : Place of birth itu adalah ulang tahunnya. Tempat tanggal lahirnya,

place itu adalah tempat.


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.



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.


S : Mom itu yang nomor 2 kenapa B. J. Habibie pindah ke Jerman, karena

dia mau belajar





“mom” as identity markers, when student asked “Berarti ini mom yang

studies?”. Here, the students applied positive politeness strategy,







markers, when the student asked “Jadi ini mom he studies in

Jakarta?”.Here, the students applied positive politeness strategy,


57






“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.






“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.


T : Berapa orang nak yang gambarnya mirip dengan yang ibu pegang?

Satu, dua saja?

S : Tiga bu


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,



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



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.



T : Long winding corridors


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.



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.


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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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)


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


1. Strategy 1: Give hints

2. Strategy 2: Give association clues

3. Strategy 3: Presuppose


Negative politeness


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


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.


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


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


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


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.


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.


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 : Yes studies


82


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.



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)


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


Positive politeness

86

14. Strategy 14: Assume or assert reciprocity

15.Strategy 15: Give gifts to H (sympathy, understanding,

cooperation)


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


1. Strategy 1: Give hints

2. Strategy 2: Give association clues


Negative politeness


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


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 : 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


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?

92

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

93

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

94

famous landmark. Kalau kita di Makassar nak landmarknya itu pantai

Losari. Landmark itu bahasa indonesianya penanda.


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


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?


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”.

POLITENESS STRATEGIES USED BY STUDENTS IN EFL …

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