POLITENESS STRATEGIES IN TEACHER STUDENT INTERACTION IN GUIDANCE AND COUNCELING CONTEX
A Thesis
Submitted to the English Applied Linguistics Study Program in Partial Fulfillment of the Requirements for the Degree of
Magister Humaniora
By:
DESI ANGGRAINI
Registration Number: 8126 112 008
ENGLISH APPLIED LINGUISTICS STUDY PROGRAM POSTGRADUATE STUDIES
vi ABSTRAK
Anggraini, Desi. Nomor Registrasi: 8126112008. Strategi Positif dalam Interaksi Guru-Siswa dalam Konteks Bimbingan dan Konseling. Tesis. Program Studi Linguistik Terapan Bahasa Inggris. Universitas Negeri Medan. 2014.
vi ABSTRACT
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ACKNOWLEDGEMENT
First of all, the writer would like to thank to God Allah the Al-mighty who has given her blessing and merciful until he was able to finish writing ther thesis.
In the process of writing ther thesis, the writer has to confess that many people have given her much help, advice and supports, a very special gratitude would be addressed to some distinguished people as below:
First gratitude belongs to the first adviser of mine is Prof. Amrin Saragih, M,A., Ph.D. the second is Prof. T. Silvana Sinar, M,A., Ph.D., who advised her to correct and gave some comments and suggestions.
Third gratitude, the writer likes to express her thanks to the head and secretary of English Applied Linguistics Study Program, Prof. Dr. Busmin Gurning, M.Pd and Dr. Sri Minda Murni, M.S. who also became her reviewers. The director advice of postgraduate school of state university of Medan, and great thanks also to the experienced lectures who taught and educated her along three semesters.
Fourth, thanks are due to the three reviewers of her, namely: Prof. Dr. Busmin Gurning, M.Pd, Dr. Sri Minda Murni, M.S., and Prof. Dr. Lince Sihombing, M.Pd who provided her with the most useful critics and constructive suggestions.
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Sixth gratitude belongs to her beloved father H. Abu sofyan and mother Hj. Erna Deliana Marpaung who always supports her by giving motivation, suggestion and loves that never ending. Her loving brother and sisters: Pratama Nugraha, Vina Faradillah, Cahya Addina, Ulfa Hasanah and All families for all spirits and suggestion.
Last thanks but not the least, my beloved husband Muhammad Irsyad, my True friends Sri Surya Ningsih, Haryanti Huthoari, Rika Septiani, Siti Yuniarti and Siska widiastuti. And also the writer’s classmate LTBI B-1 for their sincere, comfort, love and patience.
Medan, Juli 2015 The writer,
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TABLE OF CONTENTS
ACKNOWLEDGEMENT ... i
TABLE OF CONTENTS ... iii
ABSTRACT ... vi
ABSTRAK ... vii
LIST OF TABLES ... viii
LIST OF FIGURES ... ix
CHAPTER I INTRODUCTION ... 1
1.1. Background of the Study ... 1
1.2. The Problem of the Study ... 7
1.3. The Objective of the Study ... 8
1.4. The Scope of the Study ... 8
1.5. The significance of the Study ... 8
CHAPTER II REVIEW OF LITERATURE ... 10
2.1 Politeness ... 10
2.1.1 Politeness strategies ... 13
2.1.2 The Types of Politeness Strategies ... 19
2.1.2.1 Bald on Record Strategy ... 20
2.1.2.2 Positive Politeness Strategy ... 21
2.1.2.3 Negative Politeness Strategy ... 22
2.1.2.4 Off Record (indirect) Politeness Strategy ... 22
2.1.3 The Realizations of Politeness Strategies ... 23
2.1.3.1 The Realization of Bald on Record Strategy ... 23
2.1.3.2 The Realization of Positive Politeness Strategy ... 25
2.1.3.3 The Realization of Negative Politeness Strategy ... 32
2.1.3.4 The Realization of Off Record Politeness Strategy ... 35
2.1.4 The Reason of Politeness Strategies Usage ... 41
2.1.4.1 The Reason of Bald on Record Strategy ... 41
2.1.4.2 The Reason of Positive Politeness Strategy ... 41
2.1.4.3 The Reason of Negative Politeness Strategy ... 42
2.1.4.4 The Reason of Off Record Politeness Strategy ... 42
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2.2.1 Definition of Guidance ... 43
2.2.1.1 Characteristics of Guidance ... 44
2.2.1.2 Major Areas of Guidance ... 44
2.2.2 Definition of Counseling ... 46
2.2.2.1 Counseling Concept ... 47
2.2.2.2 Characteristics of Counseling ... 47
2.2.3 Differences between Guidance and Counseling ... 48
2.2.4 The importance of Guidance and Counseling within Education system ... 48
2.3 Previous Researches ... 49
2.4 Conceptual Framework ... 56
CHAPTER III RESEARCH METHOD ... 57
3.1 The Research Design... 57
3.2 The Subject of the Study ... 59
3.3 The Instrument of Data Collection ... 59
3.4 Techniques of Data Analysis ... 60
3.5 The Procedures of Data Collection ... 61
3.6 The Trustworthiness of the Study ... 62
CHAPTER IV DATA, DATA ANALYSIS, FINDINGS AND DISCUSSION 65 4.1 Data ... 65
4.2 Data Analysis ... 66
4.2.1 Type of Politeness Strategy ... 66
4.2.1.1 Bald on Record Strategy ... 67
4.2.1.2 Positive Politeness Strategy ... 68
4.2.1.3 Negative Politeness Strategy ... 69
4.2.1.4 Off Record (indirect) Politeness Strategy ... 70
4.2.2 The Dominant Type of Politeness Strategy ... 70
4.2.3 The Realization of Politeness Strategy ... 71
4.2.3.1 The Realization of Bald on Record Strategy... 72
4.2.3.1.1 Cases of Non-minimalization of the Face ... 73
4.2.3.1.2 Cases of FTA-oriented on Record Usage... 73
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4.2.3.2.1 Notice ... 74
4.2.3.2.2 Exaggerate ... 74
4.2.3.2.3 Intensify Interest to Listener ... 74
4.2.3.2.4 Use in-Group Identify Markers ... 74
4.2.3.2.5 Seek Agreement ... 75
4.2.3.2.6 Avoid Diasagreement ... 75
4.2.3.2.7 Presuppose/Raise/Assert Common Ground ... 75
4.2.3.2.8 Joke ... 75
4.2.3.2.9 Assert or Presuppose S Knowledge of Concern for H wants 76 4.2.3.2.10 Offer, promise ... 76
4.2.3.2.11 Be Optimistic ... 76
4.2.3.2.12 Include Both S and H in the activity ... 76
4.2.3.2.13 Give (or ask for) Reason ... 77
4.2.3.2.14 Assume or Assert Reciprocity ... 77
4.2.3.2.15 Give Gift to H ... 77
4.2.3.3 The Realization of Negative Politeness Strategy ... 77
4.3 Findings ... 79
4.4 Discussion ... 79
CHAPTER V CONCLUSION AND SUGGESTION ... 81
5.1 Conclusion ... 81
5.2 Suggestion ... 82 REFERENCES
LIST OF TABLES
LIST OF FIGURES
1. Figure 1 possible strategies for doing Face Threatening Act
APPENDICES 1. Appendix 1
2. Appendix 2 3. Appendix 3 4. Appendix 4 5. Appendix 5 6. Appendix 6 7. Appendix 7 8. Appendix 8
9. Surat keterangan pembimbing tesis 10.Surat undangan seminar proposal 11.Surat ijin melakukan penelitian 12.Surat balasan melakukan penelitian 13.Surat undangan ujian tesis
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CHAPTER I
INTRODUCTION
1.1Background of the Study
Politeness is applied by someone because he wants to respect the hearer.
Politeness is not something we are born with, but something we have to learn and be
socialized into, and no generation has been short of teachers and handbooks on etiquette
and „correct behavior‟ to help us acquire polite skills (watts, 2003:9). So, given the
everyday nature of politeness, it might seem surprising to learn not only that it occupies
a central place in the social study of language, but also that it has been the subject of
intensive debate in linguistic pragmatics, sociolinguistics and, to a lesser extent, social
theory for several years now.
The Brown and Levinson‟s sociolinguistic theory of „politeness‟ provides
valuable insights to many instances in the instructional communication or particularly
teacher-student interactions. In teaching, Bills (2000) stated that teachers use language
not only for classroom delivery process, but also to manage interpersonal relations in a
way that the „face‟ needs of students will be taken care of. However, Cazden (1979)
found out that teachers, by the nature of their professional role, are continually posing
threats to students‟ face and these threats take the form of constraints on students‟
actions, evaluations of their actions and utterances, and interruptions of student work
and talk. In addition to that, Cazden also pointed out that social distance, which is
influenced by the cultural background of both teachers and students, will determine the
use of negative and positive politeness strategies.
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In a study on the role of teacher-talk, Hinako (2002) also used Brown and
Levinson‟s Model to analyze the use of directives to understand the socio-cultural
context of teacher-talk. The teachers were found inevitably engaged in face-threatening
acts (FTAs) which constrained students‟ freedom and criticized their behaviour and
work. As a result, these acts will cause some degree of disappointments, disheartenment
and demotivation on the students. Thus, in order to solve this problem, Hinako (2002)
suggested that teachers can soften the effects of such acts by utilizing two important
politeness – intimacy (positive politeness) and respect (negative politeness).
Politeness strategies are very important. Politeness involves talking account of
the feelings to others (Brown, 1987). Specifically, it means that one should be pay
attention to the politeness strategies otherwise there will be miscommunication. If
miscommunication happens, it can disturb the relationship. However, being polite is a
complicated business in any language. It is difficult to learn because it involves
understanding, not only the language, but also the social and cultural values of the
community (Brown, 1987). Besides, politeness strategies are important in avoiding or
minimizing the trat of addressee‟s face.
Politeness strategies are ways to convey the utterances as polite as possible. To
achieve that, there are a number of strategies that can be aplied and at the same
condition to reflect the culture of an individual in certain society. Brown & levinson‟s
(1987) divide four types of politeness strategies; bald on record strategy, positive
politeness, negative politeness and off-record indirect strategy. It is agreed that the
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The Bald on record strategy usually use in important or emergency situation and
when teaching someone. And the speaker and the hearer already knew each other. Bald
on record strategy used by teacher can be seen in conversation below, the teacher was
used bald on record strategy when asking a male student to enter to the class.
Teacher : Bima, sini, masuk, duduk
( Bima, come, sit.)
Male student : ya miss
(yes, miss.)
The utterance “ Bima, sini, masuk, duduk” replace the utterance such as “Bima
silahkan masuk dan silahkan duduk”. This was taken because the teacher already knew
the student.
Positive politeness strategy used by teacher while interacting with the student
can be seen in the conversation below, the teacher was dealing with a female student
who always absent from classes, she started by asking the student where she went when
she was absent. The teacher was actually using this strategy hoping that the student
would aware with her fault and would answer honestly the question of the teacher under
a relaxed condition.
Teacher : Selly, kelas 1 kemarin saya tahu masalah kamu, masalah
kamu malas sekolah, kelas 2 masih gitu juga saya lihat,
sekarang saya mau Tanya, kamu kalau gak sekolah
kemana?
(selly, I know your problem in first grade, your problem is
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want to know, where are you if you don‟t come to
school?)
Female student : di rumah miss
(at home miss)
Teacher : di rumah?
(home?)
Female student : hmmm, kemarin mama saya kemari bilang gitu juga
kok miss
(hmmm, yesterday, my mom come here and said like that
miss)
Teacher : jadi mama kamu gak marah kalau kamu gak sekolah?
(so, you mom is not angry if you didn‟t go to school?)
Female student : marah juga sih miss
(she is angry miss)
Teacher : jadi?
(so?)
Female student : tapi kadang-kadang gak sih miss
(but sometime isn‟t)
By applying positive strategy by the teacher to the student, kit was made the
student suddenly responded when the teacher asked her question.
Guidance and counseling is a concept of helping individuals discover and
develop their psychological, educational, and vocational potentialities, to achieve an
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Guidance and counseling is one of important component of the educational
practices in schools, especially to help students develop their personality, social,
learning activity, and career planning and development. Therefore, the structure of the
curriculum developed in KTSP (kurikulumtingkatsatuanpendidikan) include the tasks of
guidance and counseling on developing self-learners (MONE,2006; Andi
Mapiare,2008). The system of communication in guidance and counseling is through
face to face.
The concept of counseling is essentially democratic in that the assumptions
underlying its theory and practice are, first, that each individual has the right to shape
his own destiny and, second, that the relatively mature and experienced members of the
community are responsible for ensuring that each person‟s choice shall serve both his
own interests and those of society.
Guidance, in this sense, is a pervasive activity in which many persons and
organizations take part. It is afforded to individuals by their parents, relatives, and
friends and by the community at large through various educational, industrial, social,
religious, and political agencies and, particularly, through the press and broadcasting
services. A part of such guidance may be the giving of information that enables others
to increase the scope of their exploratory behaviour.
The communication between the student and the teacher serves as a connection
between the two, which provides a better atmosphere. Of course a teacher is not going
to understand every problem for every child, but will acquire enough information for
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communicates with his or her students, the more likely they will be able to help students
learn at a high level and accomplish quickly.
Pragmatics deals with the speakers “communicative competence” (Traugott &
Pratt, 1980:226). Speakers use their knowledge of a languiage to convey and interpret
meanings. In the area pragmatics the speakers interpret their utterance in social contexts,
knowing what to say, how to say it, and when to say it, and how to be with other people.
This knowledge enables them to produce and understand utterances in relation to
specific communicative purposes and specific speech context.
When speakers perform utterance in contexts, basically they accomplish two things,
interaction acts and speech act. In one side, the international acts impose structure on
the discourse by ensuring that one utterance leads smoothly to another. On the other,
speech acts constitute attempts by language users to perform specific action, in
particular interpersonal function. In this case, speech act is one of the study of
pragmatics.
Speech acts in one form utterances can be used by the speakers of interlocutors
to convey the meaning of their purposes in communication. Thomas (1983:96) states
that pragmatic competence has an important role in communication. In the way, the
pragmatic competence as the ability to perform speech act should be mastered in
different the types of speech act, such as representative, commisive, expressive,
declartive and directive.
Typically, teachers will employ different politeness strategies while interacting
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situations during the talk. In creating good interaction with the student the teacher
should be polite, if the teacher interacts politely to the students, the students will do the
same thing like the teacher does. Because the teacher is as the model and the students
will imitate as teach to them. Doing interaction like this will make the student do not
reluctant to tell about their problem in learning activity. And the student‟s problem can
be solving well.
The phenomena mentioned above are considered to be the reasons why this
research should be done urgently that is in order to describe the types of politeness
strategies in teacher student interaction which then brings the writer to the research
entitled “Politeness Strategies in Teacher Student Interaction in Guidance and
Counseling Context”
1.2 The Problem of the Study
In relationship to the background of study, the problem are formulated as
follows:
1. What types of politeness strategis are used in teacher-studentinteraction?
2. What type of politeness is dominantly used in teacher-studentinteraction?
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1.3 The Objectives of the Study
In relation to the problems, the objectives of the study are
1. To describe the types of politeness strategis used in teacher-studentinteraction
2. To elaborate the type of politeness dominantly used in teacher-studentinteraction
3. To explain the reason those types of politeness strategies realized in that way
1.4 The Scope of the Study
This study attempts to describe and to explain realization of politeness strategies
used by teacher to students in interaction. Whether they tend to use the (1) bald on
record strategy where the speakers do the acts of saying directly, it is regarded such as
impolite way (2) positive politeness; the speakers give any reasons or explanation is
speech and attempt to do something (3) negative politeness refers to the acts done by the
speakers without giving reasons to his/her speech, and (4) off-record indiresct strategy
where the speakers do not say directly what they want to say but with doing the obscure
acts. Beside that, the researcher also scope the location of the research at SMK
NAMIRA TEKNOLOGI NUSANTARA MEDAN.
1.5 The Significance of the Study
Findings of this study are expected to be useful and relevant theoritically and
practically. Theoritically, the research findings are expected to enrich the theories of
linguistic politeness strategies, specifically the spoken language. Finding of this study
are considere being useful initially to provide the information of what politeness
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understanding and new insight of how politeness strategies are related to the aspect of
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CHAPTER V
CONCLUSIONS AND SUGGESTIONS
5.1 Conclusions
Based on the analysis of the data, there are some important points are concluded, as the following:
1. The type of politeness strategies are used in teacher-student interaction in guidance and counseling context at SMK Teknologi Namira Medan is four types of politeness strategies were found in the case. They are bald on-record strategy, positive politeness strategy and negative politeness strategy.
2. The dominant type of politeness strategy that used in teacher-student interaction in guidance and counseling context at SMK Teknologi Namira Medan is positive politeness strategy which is 55%, the rest only 38% for bald on-record strategy and 3% for negative politeness. Off-record politeness strategy is 0%.
3. The realization type of politeness strategies that found in teacher-student interaction in guidance and counseling context at SMK Teknologi Namira Medan are Cases of FTA-oriented bald on record usage for Bald on-record strategy; seek agreement, be optimistic and give (or ask for) reason for Positive politeness strategy; hedges or question for Negative politeness strategy.
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5.2 Suggestions
In accordance with this research, some important suggestions are required as the following:
1. It is suggested to the lecturers of sociolinguistics to encourage the theory of politeness strategies in the teacher-student interaction to their students to make them practice in their own school.
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