LECTURERS IN SANATA DHARMA UNIVERSITY
AN UNDERGRADUATE THESIS
Presented as Partial Fulfillment of the Requirements for the Degree of Sarjana Sastra
in English Letter
By
Gisela Rachel
Student number: 06 4214 070
ENGLISH LETTERS STUDY PROGRAMME DEPARTMENT OF ENGLISH LETTERS
FACULTY OF ENGLISH LETTERS SANATA DHARMA UNIVERSITY
i
A STUDY OF STUDENTS’ WAYS IN ADDRESSING THEIR LECTURERS IN SANATA DHARMA UNIVERSITY
AN UNDERGRADUATE THESIS
Presented as Partial Fulfillment of the Requirements for the Degree of Sarjana Sastra
in English Letter
By
Gisela Rachel
Student number: 06 4214 070
ENGLISH LETTERS STUDY PROGRAMME DEPARTMENT OF ENGLISH LETTERS
FACULTY OF ENGLISH LETTERS SANATA DHARMA UNIVERSITY
ii
iii
iv
UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan dibawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama : Gisela Rachel
Nomer Mahasiswa : 064214070
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah yang berjudul:
A STUDY OF STUDENTS’ WAYS IN ADDRESSING THEIR LECTURERS IN SANATA DHARMA UNIVERSITY
Beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Ssnata Dharma hak untuk meyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.
Demikian pernyataan ini saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal : 16 November 2010
Yang Menyatakan
v
STATEMENT OF ORIGINALITY
I declare that the thesis I have written does not contain any works or parts of the works of other people, except those cited in the quotations as any academic paper should.
Yogyakarta, 16 November 2010
vi
I PRAISE YOU BECAUSE I AM FEARFULLY
AND WONDERFULLY MADE; YOUR WORKS
ARE WONDERFUL, I KNOW THAT FULL
WELL.
vii
I dedicated this thesis to
• Jesus Christ
•My great family •My beloved boyfriend
xiii
GISELA RACHEL. A Study of Students’ Ways in Addressing Their Lecturers in Sanata Dharma University. Yogyakarta: Department of English Letters, Faculty of Letters, Sanata Dharma University, 2010.
When we communicate with other people, we must address them with the right way but sometime we make some mistakes. The usage of addressing word is simple but it is important because from the way we address someone, it shows our respect to other. The addressing words have important role in English language so that the writer thinks that this phenomenon is important to be analyzed. The study had two objectives: to find out how the students of English Letters in Sanata Dharma University address their teachers, and find out how these ways of addressing are seen from the politeness principles.
As the writer deals with people’s live experience, the writer did this research by using humanistic interaction in the setting where the participants possessed the phenomenon. In this study, a survey method was applied. The method is the most appropriate type of research to obtain information from samples. The method is relevant and the best method because of its simplicity. It also has an undeniable value as a means of gathering the data. The sample of this analysis was cluster sampling in which the writer asked 30 students to fill questions about how to address their lecturer in English’s way. The respondents are students which start their study in 2006-2008. In collecting the data, the study applied a questionnaire which consisted of the students’ background information, the students’ perceptions toward the address terms. The secondary data are taken from books, dictionary and other written resources. Since this study concerned with sociolinguistics, the method will help us in adding our knowledge of language variation and language use in society, especially in term of addressing words.
From the first questions about the students’ knowledge of English, most of the students are good in English, the correspondents are 73,33% of the whole data, while the students whose English are very good just has 26,66%. No respondents whose English are bad. In the analysis, the writer explains the norms of politeness that consist of three rules. There are rules of formality, rules of hesitancy and rules of equality. The addressing words of the students never broke those three rules. Therefore, the addressing words of Sanata Dharma’s students are considered to be polite.
xiv ABSTRAK
GISELA RACHEL. A Study of Students’ Ways in Addressing Their Lecturers in Sanata Dharma University. Yogyakarta: Jurusan Sastra Inggris, Fakultas Sastra, Universitas Sanata Dharma, 2010.
Saat kita berkomunikasi dengan orang lain, kita harus menyapa mereka dengan cara yang tepat, tetapi terkadang kita membuat kesalahan. Penggunaan kata sapaan adalah sangat sederhana tapi penting karena dari cara kita menyapa seseorang, itu menunjukkan rasa hormat kita kepada yang lain. Kata-kata sapaan memiliki peranan yang penting dalam Bahasa Indonesia, oleh karena itu penulis berpikir bahwa fenomena ini penting untung dianalisis. Studi ini memiliki dua tujuan yaitu untuk menemukan bagaimana cara mahasiswa-mahasiswa Sastra Inggris Sanata Dharma menyapa dosen-dosen mereka, dan kemudian bagaimana cara penyapaan ini dilihat dari prinsip kesopanan.
Karena penulis mengkaitkan ini dengan pengalaman hidup orang lain, penulis melakukan penelitian ini dengna menggunakan interaksi kemanusiaan dalam situasi di mana orang yang bersangkutan mengalami fenomena tersebut. Dalam studi ini, metode penelitian digunakan. Metode ini adalah tipe metode penelitian yang paling baik untuk memperoleh informasi dari sampel. Metode ini sesuai dan merupakan metode terbaik karena kesederhanaanya. Metode ini juga memiliki nilai yang tak diragukan karena memperoleh data dari hasil pengumpulan data. Sampel dari analisis ini adalah cluster sampling dimana penulis menanyai 30 mahasiswa untuk mengisi pertanyaan-pertanyaan mengenai bagaimana menyapa dosen mereka dalam bahasa Inggris. Responden terdiri dari mahasiswa yang memulai studi mereka pada tahun 2006-2008. Dalam pengumpulan data, studi ini menggunakan kuesioner yang terdiri dari latar belakang para mahasiswa dan pandangan para mahasiswa mengenai istilah sapaan. Data kedua didapatkan dari buku, kamus dan data tertulis lainnya. Karena studi ini berkatian dengan ilmu sosiolinguistik, metode yang digunakan akan menolong kita untuk menambah pengetaguan kita tentang keragama bahasa dan penggunaan bahasa dalam masyarakat, terutama dalam istilah kata sapaan.
Dari pertanyaan pertama mengenai pengetahuan mahasiswa akan bahasa Inggris, kebanyakan mahasiswa baik dalam bahasa Inggris, jumlah dari mereka adalah 73,33% dari keseluruhan data, sementara mahasiswa yang sangat baik dalam bahasa Inggris ada 26,66%. Tidak ada mahasiswa yang bahasa Inggrisnya buruk. Dalam analisis, penulis menjelaskan tentang standarisasi kesopanan yang terdiri dari tiga aturan yaitu aturan formalitas, aturan keseganan, dan aturan kesetaraan. Kata-kata sapaan dari mahasiswa tidak pernah melanggar ketiga aturan tersebut. Oleh karena itu, penggunaan kata sapaan di Universitas Sanata Dharma tergolong sopan.
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TITLE PAGE …..……… i
APPROVAL PAGE ………. ii
ACCEPTANCE PAGE ……… iii
PERNYATAAN PERSETUJUAN ……… iv
STATEMENT OF ORIGINALITY ……… v
MOTTO PAGE ……… vi
DEDICATION PAGE ……… vii
ACKNOWLEDGEMENTS ……….. viii
TABLE OF CONTENTS ……… x
LIST OF TABLE ……… xii
ABSTRACT ……….. xiii
ABSTRAK ……… xiv
CHAPTER I: INTRODUCTION ……… 1
A.
Background of the Study ……… 1
B.
Problem Formulation ……….. 5
C.
Objectives of the Study ……… 5
D.
Definition of Terms ……….. 5
CHAPTER II: THEORETICAL REVIEW ……… 6
A.
Review of Related Studies ……… 6
B.
Review of Related Theories ………. 8
1.
Theory of Politeness ……… 8
2.
Politeness Principles ……… 10
3.
Interference of Mother Tongue ……… 14
4.
Terms of Address ……… 15
C.
Theoretical Framework ……… 16
CHAPTER III: METHODOLOGY ………. 18
A.
Object of the Study ……….. 18
B.
Method of the Study ……… 19
1.
Sampling ………. 19
2.
Data Collection ……… 21
3.
Data Analysis ……… 22
CHAPTER IV: ANALYSIS ………. 23
A.
Descriptions of the Data ……… 23
B.
The Address Words of the Students Address Their Lecturers …… 27
C.
Discussion ……….. 42
1.
The Ways of the Students Address Their Lecturers ………….. 42
2.
The Address Terms Seen From the Politeness Principles ……. 46
3.
Suggestions ……….. 48
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xii
Table 4.1: Total Respondents ……… 24
Table 4.2: Definition of Address Term in Semester 5 ……… 24
Table 4.3: Definition of Address Term in Semester 7 ……… 25
Table 4.4: Definition of Address Term in Semester 9 ……… 25
Table 4.5: Address Words of the Students of Female Lecturers
in Situation1………. 28
Table 4.6: Address Words of the Students of Male Lecturers
in Situation 1……… 30
Table 4.7: Address Words of the Students of Female Lecturers
in Situation 2……… 31
Table 4.8: Address Words of the Students of Male Lecturers
in Situation 2……… 33
Table 4.9: Address Words of the Students of Female Lecturers
in Situation 3……… 35
Table 4.10: Address Words of the Students of Male Lecturers
in Situation 3…... 37
Table 4.11: Address Words of the Students of Female Lecturers
in Situation 4……….. 38
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ACKNOWLEDGMENTS
With the accomplishment of this thesis, she would like to thank her Lord, who is watching her from above and showing the right direction in her life, so she can realize what she has dreamt of. She also thanks Him for giving her people that have helped her during this study.
She would like to give her special grateful for her advisor, Dr. Fr. B. Alip, M.Pd., M.A. who has led her to get valuable knowledge and helped her to finish this thesis. He is one of the best lecturers that she ever found. He has always given her advice, guidance and spirit patiently to finish her thesis.
She is also grateful to all the lecturers for giving her knowledge and guidance during her study in Sanata Dharma University. Her appreciation is expressed to Sanata Dharma University’s staff and librarians, especially Mbak Nikin the secretariat office of Sanata Dharma University.
She feels deeply grateful to her beloved father and mother for the uncountable supports, morally and financially, and also for the love, care and prayers.
The greatest affection is offered to her beloved boyfriend Andrew Poetra Suryo Nugroho. He always gives her support and encouragement from the beginning of her study until the completion of this thesis.
ix
Andry Gani Widjaja and Linda Valentina Budiman. They are very good friends that always do many things together.
Finally, the writer would thank her relatives and other people that she can not mention one by one. She thanks them for their help.
1
CHAPTER I
INTRODUCTION
A.
Background of Study
Human needs communication with other people to make their relationship.
When two or more people communicate with each other in speech, they do something
that we call a language. As a human, we need to talk to other people and we need
language as the tool. It is like a statement said by Fromkin and Roadman (1988:
19-23), they state that wherever human exists, language also exists.
Although we do not know when, where, and how language began but at least
we can speculate why language began. Language began because human needed an
efficient communication for building a relationship with each other. In other words,
the function of language is to convey messages because by using language we can tell
what we feel and think, also understand other’s feelings, emotions and thoughts.
Nowadays many citizens from a country can speak more than one language.
Such as, Indonesian is able to speak English and other languages. As time goes by,
language is developing, for example English. English is a very popular language in
the world and English serves as an international language. Most of countries can
speak English, including Indonesia.
In Indonesia, English is one of the subjects of the study in school. Not only is
it a school subject but it is also used in daily conversation. Sometimes we use two
languages to communicate with other people. For example, Indonesian uses English
Speaking English is not only about how to use the proper grammar in
conversation. To use language effectively, in this case is English, people need to
understand the culture in which the language is spoken. Sometimes we do not use the
right grammar, pronunciation and words.
English learners often feel confused when they face the situation in which
they should address people properly. The way in addressing people in writing and in
speaking is different. Most do not know how to call others, for examples: a girl does
not know how to address her boyfriend's parents or a mother does not know how to
call her children's teacher. Not a few people directly ask such a question:
“How
should I call you?"
But this question is awkward for the native English because it is
like you ask them to mention their status or position, such as age, job, education,
religion and even marital status.
It is difficult to learn exactly how to address people because there will always
be some people and some professions that need a formal condition. There are many
factors that can influence the way people communicate in other languages, such as
the mother tongue language and the tradition and culture of a country. Those factors
can make a country differs from other country. The culture and tradition of a country
can influence how they communicate. Indonesian has her own culture and it
influences people when they have conversation with other. When we communicate
with other people, sometimes we must address them because addressing people can
show our politeness to others. In English there are many ways to address someone.
3
also show the status of a woman or man, the marital status and also show that
someone is older than the speaker.
In the Indonesian language, the addressing word is less than English. We only
have addressing terms such as
Bapak and Ibu.
Sometimes these addressing terms
cannot show the marital status or the status of someone, because sometimes
Indonesian people use the addressing word just to differentiate between man and
woman. There is no specification to decide if the man or woman is married or not.
We can find a lot of examples of the usage of addressing word, for example the usage
of addressing word by students in a school. Students must call their teacher with
addressing terms. For example in Indonesia, we can take some examples of students
in Indonesia, especially in English Letters, Sanata Dharma University. When students
wants to communicate with their teachers, they should address the teachers with an
addressing word, such as, Miss, Ma’am, and Sir, while in Indonesia we use
Bapak
or
Ibu
. Many students in this faculty do not call their teacher in appropriate way. For
instance, when they call
Miss Anna
, sometimes the students call her in Indonesian
way like
Bu Anna
. Many students do not realize if it is wrong. They just address their
teacher like in Indonesian way although they use English.
The culture of a country can influence our language especially when
addressing someone who is older than us. Sometimes when we use other language we
make some mistakes. It can give influence when we use English. For instance, in the
lecturer (for example:
Miss Budiman
) as
Miss Linda
which the right way is
Miss
Budiman
. In fact, if the students call her
Miss Budiman,
it will sound strange. Many
students never call their teacher with the English culture. This phenomenon happens
because many students are Indonesian and they are still affected by the Indonesian
culture. They often call their teacher with ‘Ibu’ then the call name. The students just
change the word ‘
Ibu
’ with ‘
Miss
’, but they do not realize if they should change the
nick name with the last name.
The usage of addressing word is simple but it is very important to be
analyzed, because from the way we address someone, it shows our respect to others.
The writer thinks that this phenomenon is very important for being analyzed because
the addressing terms have important role in our daily life.
We must understand the situation and the culture of a language that we use.
That is why the Sociolinguistics point of view is needed for analyzing this study.
Sociolinguistic can be defined as a branch of linguistics that is concern with language
and social context. This analysis is related with many people that are considered as
social context.
Brown and Levinson (1978) provides a way in investigating cultural
differences in conversational interaction. Politeness is usually influenced by the
culture of the community where the language is spoken.
Finally, we have to consider the politeness principle when we communicate
5
when we communicate to other people. It is very important because this phenomenon
happens very often in our daily life.
B.
Problem Formulation
Based on the background of the study, the writer formulated two problems
formulations in this research. The problems are:
1.
How do the students of English Letters in Sanata Dharma University address
their teachers?
2.
How are these ways of addressing seen from the politeness principles?
C.
Objectives of the Study
In this analysis the writer intended to find out how this phenomenon happened
in Sanata Dharma University. Then, the writer also intended to analyze this
phenomenon seen from the politeness principles.
D.
Definition of Terms
There is a term that should be described clearly in order to understand the title
and the problem formulation of this study. The terms are politeness principles and
address term.
1.
Politeness Principles
The term of politeness is used to refer to the way of certain language
relationship. In brief, Lakoff (1973) points out that in a conversation, the participants
have to obey three rules, in order that our utterances will be regarded as polite. Those
rules can be clarified into: rules of formality, rules of hesistancy and rules of equality.
2.
Address Terms
According to Wales (1989:9) address terms are forms used to refer to, or to
name a person directly in speech or writting. They include titles (
Your Majesty
),
kinship terms (
mother, mum
), endearments and insults (
honey, bitch
), first names
6
CHAPTER II
THEORETICAL REVIEW
This chapter is divided into three parts. The first part is the review of related studies. The second part is the review of related theories that will support the analysis. The last part is the theoretical framework to show the relation among the theories and how it is applied in this study.
A. Review of Related Studies
Fennell (2001:162) stated that a first name could use by sisters and brothers and first plus last name by intimate friends. When people addressed someone for the first time they used the highest title the other person could merit in order to be polite. Sometimes we used titles and occupational terms in direct speech.
Many languages have not been under consideration in linguistic politeness. Linguistic theories, including the theory of politeness, have been applied to all languages, especially English. The study of politeness can be done under the scope of sociolinguistics. There were some researches on politeness which is related to the topic of this study that was Pujiastuti’s thesis titled The Strategy of Politeness among the Ninth Semester Students of the English Language Education
perception toward the strategies of politeness used in Javanese, Indonesia and English and then analyzes the students’ desirability in choosing the strategy of politeness in English conversation.
According to Pujiastuti, there is no significant difference of the student perception toward the strategies of politeness used in Javanese, Indonesian and English strategies of politeness. The students follow the idea of Brown and Levinson (1978) about the universality of politeness systems. The strategy of politeness applied in Javanese can be applied in Indonesian or English. This fact shows that the students transfer the knowledge and experience they get in their native language into target language. The strategy of politeness is used by students in English conversation. Most of them apply negative politeness strategy, the rest use other politeness strategies. It can be said that the students have the ability in applying their knowledge of the target language, by producing polite utterances according to different situations.
The second related thesis of this research was written by Pangarsa, titled A Study of English Language Politeness Strategies in Daily Conversation as Shown
8
research the writer tried to analyze the politeness in education environment among the students in Sanata Dharma University
The third related studies were the essay written in LLT Journal, titled Brown and Levinson’s Model of Politeness Strategies in Ernest Hemingway’s Hill
Like White Elephants (169-179). In this essay, politeness is a useful strategy to maintain smooth conversation. From the view point of pragmatics, politeness is closely relate to concept of face, where everybody is concerned to some extent with maintaining their public self image, need to be respected by others. This essay has the same perception with the writer analysis. Politeness could maintain the conversation become smoother. In this research the conversation in between the students and the lecturers.
In this thesis, the writer has the same topic with the other related studies that is about politeness. However, the previous studies discussed the politeness strategy when the present writer discusses the politeness principle of the addressing words.
B. Review of Related Theories 1. Theory of Politeness
simplest terms, politeness consists of this recognition of the listener and his or her rights in the situation.
In any language, politeness is a complicated thing which we often deal with. Being polite means expressing respect towards the person whom we are talking to and avoiding offending them. It is difficult because it requires an understanding of both the language and also the social and the cultural values of the community. People often do not understand just how complicated it is because people tend to think of politeness simply as a matter of saying “please” and “thank you” in the right place and the right time (Holmes, 2001:267). In fact, it requires a great more deal than the superficial politeness routines that parents explicitly teach their children.
According to Wardhaugh (1992), politeness itself is socially prescribed. It does not mean that we must always be polite. We can be impolite to others on occasion. Impoliteness depends on the existence of standards, or norms, of politeness. Geertz (1960, p.248) says “it is nearly impossible to say anything without indicating the social relationships between the speaker and listener in terms of status and familiarity. The Japanese are also always described as being an extremely ‘polite’ people. Politeness seems to be very important principle in language use, we must consider others’ feeling.
10
people will not feel comfortable having a communication with us. Politeness is also needed to keep other people’s feeling. Politeness means behaving or speaking in a way that is correct for the social situation we are in, and showing that we are careful to consider other people's needs and feelings. Here is stated clearly that people will feel respected if we are polite.
2. Politeness Principle
Some experts who discuss politeness principles are Lakoff (1973), Fraser (1978), Brown and Levinson (1978) and Leech (1983). Their theories were particularly based on the same observation and opinion.
In brief, Lakoff (1973) points out that in a conversation, the participants have to obey three rules, in order that our utterances will be regarded as polite. Those rules can be classified into: rules of formality, rules of hesitancy and rules of equality. The first rules tells the speakers to avoid being too forceful and snobbish in a conversation. Rules of hesitancy suggest a speaker to give freedom to the hearer in such a way so that he will be able to decide his options. Rules of equality suggest equality between the speaker and the hearer as an interactive norms and honors. These rules tell us to be friendly (Lakoff, 1973, cited in Goody, 1978). In short, according to Lakoff (1973) an utterance is polite if it does not sound forceful, it gives freedom to the hearer.
distinguished politeness from deference. Fraser as quoted by Goffman, stated that deference is a component of activity as a functions as a symbolic means by which appreciation is regularly conveyed (1978:11)
When somebody gives respect to somebody else, it does not always mean that he/she does something politely. On the other hand, Fraser says: “Politeness is a property associated with neither exceeds any right no failed to fulfill any obligations” (1978:12).
From the two definitions above there are three points that can be clarified. First, it is clear that politeness is part of utterance. Second it depends on the hearer to decide whether or not a person uses a politeness strategy in his/her utterance. Therefore, sometimes there is a misunderstanding between the speaker and the hearer. A politeness strategy that is used by the speaker will be regarded as impolite by the hearer, and vice versa. Third, politeness strategy is connected with the right and the obligation of the speaker and the hearer. It means that, in order to sound polite, an utterance should fulfill the following criteria: (1) the speaker should not forget the right of the hearer, (2) the speaker should fulfill his obligation upon the hearer.
12
The rights of the hearer, in this case would include the right to ask a question. However, this right is limited. It means that in asking questions, a speaker should consider who the hearer is. For two persons, who have known each other, who meet in a hotel, for instance, it is all right to ask a question like, could you tell me which room you stay in? The same question however is impolite, if uttered by a man to a woman whom he just meets in the hotel.
Besides, there is also a right to answer a question. When a person does not answer somebody’s question, he can be said to be impolite. However, in a conversational contract, every person has the right not to answer a question, because he or she has the right to do so. If for example, the question sounds impolite to the hearer based on his point of view.
In line with this, Wardhaugh (1992:258) states that the right and the obligation of the speaker and the hearer are related more on what we want to say and how we want to say it. Based on Wardhaugh’s opinion, then, people are still questioning about the differentiation on politeness and deference suggested by Fraser, since the obligation of the speaker and the hearer in a conversation may cover the obligation to give respect.
Brown and Levinson (1978) point out that in theory of politeness, the discussion is particularly focused on the notion of face, which is based on the universal wants. Further according to Brown and Levinson:
Since the speaker face is a public image, his positive face wants are to be seen as a supporting member of that public. While the negative face refers to self image of a person who wants to be respected by giving him freedom to act (in Schmidt, 1980:101).
In line with the above idea, Scollon adds that a person also wants to preserve some sphere of his territory within which he has the right of independence of movement and decision (1983:166). Within his private sphere, he wants the right not to be imposed upon, to be free from any obligations. This aspect of face asserts the right of a person to be independent in his social world.
In a society there should be an equal combination between those universal wants. This condition can be performed by implementing coding of communication which are covered in politeness strategies. Thus, Brown and Levinson give definition of politeness strategy as follows:
Politeness strategies are the coding of communication which provide in each case the carefully calculated balance of the universal wants which are continually under negotiation in public communication (1978).
Further, Brown and Levinson argue that there are other dimensions to be considered, namely idea that any act of communication is an impossion or a force of something on the hearer’s face (in Scollon and Scollon, 1983:166). Thus, since some acts of communication are relatively causing no harm of anybody, they do not require so much delicacy. They may be presented directly without giving too much consideration of the hearer’s face.
3. Interference of Mother Tongue
14
the second or foreign language learning process. This is in accordance with what is stated by Lado: “Individuals tend to transfer the forms and meanings of their native language and culture to the foreign language and culture” (1981:11).
The transfer has two types, positive and negative transfer. The first one occurs when a previous item is correctly applied to present the subject matter. The second one occurs when the previous performance disrupts the performance of the second task, i.e., when a previous item is incorrectly associated with an item to be learned (Brown and Levinson, 1987).
After the transformation of the language, there might be some influences of the language. For example, there are some misunderstanding usages of the language. There might be some grammatical misuse in the second language because we still use our native grammar. Sometimes we apply the foreign language in our native language and sometimes we do not consider the culture of the foreign language. Maybe there will be some different meanings of the language. We have to consider the language that we used because sometimes the language can be impolite, dishonor or intimidate someone because of the wrong usage.
knowledge we have in our native language (our mother tongue) to be used in expressing our ideas.
4. Terms of Address
According to Wardhaugh (1992), address by title alone is the least intimate form of address in that titles usually designate ranks or occupation, for example Doctor, Waiter. They are devoid of ‘personal’ content. Knowing and using another person’s name is a sign of considerable intimacy or at least of a desire for such intimacy. Using a nick name or pet name shows even greater intimacy. When someone uses first name alone in addressing someone, he may feel on occasion that the person is presuming and intimacy him.
In North America, first names are required among people who work closely together, even though they may not like each other at all. First names may be used to refer to public figures. In certain situations, the use of first name by one person can be heavily marked for power. In the Southern states of the United States, whites have often used naming and addressing practice to put blacks in their places.
According to Wardhaugh (1992) in English, we are in doubt as to how addressing another we can actually avoid the difficulty by not using any address term at all. We only can say Yes Sir, Yes Miss.
16
family name, or surname). In any language or culture, people who do not know each other well or who differ in status used formal address, title + family (last) name. In universities, some departments insist on formality and the use of title + last name. Others prefer a less formal use of names and titles.
C. Theoretical Framework
This research aims to answer the problems stated previously. In this part the writer provides the foundations to answer those problems. There are four theories that are used in this study. The writer analyses the data by using those theories.
The first and second theories are about the theory of politeness and its principle. In order to gain knowledge about students’ strategy of politeness, we should know first about the politeness principle. Politeness is developed in order to save the hearers' "face." Face refers to the respect that an individual has for him or herself, and maintaining it in public or in private situations. Sometimes we try to avoid embarrassing other person, or making him or her feel uncomfortable. In English, people tend to use formal speech to address strangers and people of higher status. Meanwhile, informal speech is used to talk with family, friends, and colleagues (Tillitt and Bruder, 1985: vii).
language to be transferred into our learning another language so that we often make mistake in speaking other language.
The last theory is the terms of address. This theory is used for knowing the right usage of the address term that is discussed in this research. This theory helps the writer to understand more about the appropriate address words in the formal and informal situations.
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CHAPTER III METHODOLOGY
This chapter discusses the research procedure of the study and the way of the analysis. The discussion is on the object of the study and the methodology that is used in the analysis. The writer tries to explain explicitly the method for gaining the answer for the research question. She gives the details of her all steps in conducting this research.
A. Object of the study
The primary data of the study was the students of English Literature Sanata Dharma University from the class of 2006-2008. The writer took thirty students as samples which consist of ten students from each class. The reason why the writer chooses to analyze the students in English Letters Sanata Dharma University is because the students are studying English but they still have problems in addressing their lecturers in English. Those are the problems that will be analyzed by the writer. The writer tried to find out the reason how those phenomenon occur.
The secondary data have been taken from books, dictionaries and other written sources. They are including the review of literature.
B. Method of the study
Bismoko (2007: 5) defines a method as “a comprehensive plan or design of the overall project” which meant to be a system that connects all components in the research. In this study, there are two methods applied, that are sampling and data analysis.
1. Sampling
As the writer was dealing with people’s lived-experience, the writer did this research by using humanistic interaction in the setting where the participants possessed the phenomenon that was awareness in learning English specifically in addressing people, for example how they address their lecturers.
In this study, a survey method was applied. The method can be defined as a study of a large group through direct study of a subset of that group (Johnson, 1992:105). In other words, it is used to learn about characteristics of an entire group of interest (a population) by examining a subset of that group (a sample).
A survey method is the most appropriate type of research to obtain information from samples. It also has an undeniable value as a means of gathering the data.
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Since this study was concerned with sociolinguistics, the method has helped us in adding our knowledge of language variation and language use in society, especially in term of addressing words.
This study is also categorized as a descriptive study. Sprinthall says (1991:98) that research is called descriptive if the primary purpose of the research is description. Because the study aimed at identifying the students’ ways in addressing their lecturer, some of the data should be described.
The sample of this analysis was cluster sampling which is also known as group sampling. A sample is smaller number of observation taken from the total number making up a given population (Sprintall, 1991:28).
The population refers to the group to which researchers wants to generalize that is the group to which the result applied (Johnson, 1992:111). However, it would not be feasible to survey the entire population so that a small sample was designed to be similar in important ways to the population as a whole need to be selected. Therefore, the writer selected 30 students as the target population, whom were based on their grades from 2006-2008.
To obtain the data, the writer asks those 30 numbers of students to fill a question about how to address their lecturer in English. She chose 3 types of grades in order to make the result accurate because both seniors and junior students are involved.
institution and human resources from which the writer could run the research straight after completing some research ethic procedure such asking permission from the head of English Education department. Besides, another reason was that those students have already learnt English for minimum two years but they still have problem in addressing word.
2. Data Collection
An overall list of students from every class was collected based on the defined population. Then the sample was from the population at random.
The above sample was then the representative of the population of the students. By using this sampling procedure, the researchers do not only make inferences to the population of interest but also to specify how accurately the samples represent the population (Johnson, 1992:113).
The next step was data gathering in order to get valid research results. However, it would be difficult to standardize the instruments so that a questionnaire was developed as a means of collecting the data. The questionnaire was divided into several parts that are the background and identity of the students, the terms and ways that were used in addressing the lecturers, and the last the politeness strategy expressed according to the given situation.
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Additionally, an interview was held to equip the questionnaire fill-in. This strategy is useful for avoiding the problem that might arise such as the unclear items in the questionnaire.
3. Data Analysis
The first step of the analysis was collecting all the questionnaires and making the table list based on the data. Then the writer analyzed what address terms were used among the students based on the question number one in Chapter One. After knowing what address terms were used, the writer analyzed the data seen from the politeness principles for answering the second problem formulations.
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ANALYSIS
This chapter will discuss the analysis of the research. This chapter divided into four parts. The first part consists of the descriptions of the data that were collected by the writer. Description of the data consists of the total of the respondents and the definitions of the address terms that were given by the respondents. The reason why the writer put the definitions of address terms is because the writer would like to know if the students knew the point of address terms so they can answer the questionnaires. The second part consists of the data of the way of students address their lecturers. This part is the answer of the first problem formulation in Chapter one. It discusses how the students of English Letters Sanata Dharma University address their lecturer based on the questionnaires that are already filled in by the students and some conversations that the writer had with the respondents. The third part consists of the conclusion based on the semester-wise and situation-wise. The fourth part discusses the data that were collected seen from the theories in the chapter II. This part consists of the discussion of the first problem formulation and the answer of the second problem formulation that is how the address terms seen from the politeness principles.
A. Descriptions of the data.
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group of students. The respondents consisted of ten students from each semester, semester five, seven and nine. The respondents consisted of ten male students and twenty female students. Most of the respondents were female because most of the students in Sanata Dharma are female. While the respondents filled in the questionnaires, the writer also had some conversations with the respondents. The writer summarized the data in the following four tables.
The following table contains the total of the respondents that were asked to fill the questionnaires.
Table 4.1 Total Respondents
Based on the table above, there are ten students of each semester, from semester 5 until semester 9. In this table, the respondents are 10 male students and 20 female students. Most of them are female.
The following table contains the definitions of the address term given by the respondents in Semester 5.
Table 4.2 Definition of Address Term in Semester 5
Sex English Mastery Definition of Address Term Very Good Good Bad
Male 1 3 0 The way to call somebody
Female 6 0
Semester Sex Total Percentage
Male Female
5 4 6 10 33,3%
7 3 7 10 33,3%
9 3 7 10 33,3%
Based on the table above, most of the students in semester 5 have the same definition about address terms whether their knowledge of English were very good or good. They thought address terms was way to call somebody.
The following table contains the definitions of address term given by the respondents in Semester 7.
Table 4.3 Definition of Address Term in Semester 7
Sex English Mastery Definition of Address Term Very Good Good Bad
Male 2 1 0 The way/terms to call somebody
Female 7 0
Based on the table above, most of the students in semester 7 have the same definition of address terms whether their knowledge of English were very good or good. The definition was the way/terms to call somebody.
The following table contains the definitions of address term given by the respondents in Semester 9.
Table 4.4 Definition of Address Term in Semester 9
Sex English Mastery Definition of Address Term Very Good Good Bad
Male 2 1 0 The way to call somebody when
you meet in some places based on marital status, age and position.
Female 3 4 0
Based on the table above, the students in semester 9 have the same definition of address terms whether their knowledge of English were very good or good. It was the way to call somebody when you meet in some places based on the marital status, age and position.
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respondents. It was decided by their own knowledge of English. The writer involves their mastery of English in order to support the accuracy of their answers because there are differences in students whose English skill is very good, good or bad.
The definitions of the address term were the conclusion of the students’ definition in each semester. The writer made the summary because most of students have the same answers for the definitions of the address terms.
The writer collected the data by asking the respondents to fill the questionnaires and also by having conversation with the respondents. From the first questions about their knowledge of English, most of the students said that their knowledge of English were good (73,33%). The students who said that their knowledge English were very good just (26,66%). No respondents said that their knowledge of English were bad. That is way in the rest tables after table 4.4, the categorized of “bad” is eliminated. The next tables contained the definition of address terms. Most of the students knew the definition of address term. According to the respondents the definition of address term was the way to call/address someone in some places or situations based on someone’s marital status and age.
did not say that their English were very good. They were not sure with their own English. Based on the writer informal interview, some students said that their English were very good. After seeing the data, actually the students who said that their English were very good have the wrong answer for some questions.
The next discussion is for answering the problem formulations in chapter one. The first part is for answering the first problem formulation, and the second part is for answering the second problem formulation.
B. The Address Terms of the Students in Addressing Their Lecturers
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The following table contains the address terms given by students for the female lecturers in Situation 1.
Table 4.5 Address terms of the students of female lecturers in Situation 1, in the classroom
Semester English
Mastery Junior married female lecturer Senior married female lecturer Junior married female lecturer Senior unmarried female lecturer (fictive) Semester 5 Very good (Male) (1)
Miss + last name
Ma’am Miss+last
name Miss+last name Good (Female) (6) Miss+first name Ma’am Mrs+first name Miss+first name Miss+first name Good (Male) (3) Miss+first name Ma’am Miss Miss+first name Miss+first name Semester 7 Very good (Male) (2)
Mrs+last name Mrs+last name Miss+last name Miss+last name Miss+last name Good (female) (7) Miss+first name Mrs+first name Ma’am+first name Miss+first name Miss+first name Good (male) (1) Miss+first name Ma’am+first name Miss+first name Miss+first name Semester 9 Very good (Male) (2) Miss+last name Ma’am+first name Mrs+last name Miss+last name Miss+first name Miss+first name Miss+last name Very good (female) (3) Miss+last name Ma’am+last name Mrs+last name Miss+last name Miss+first name Miss+last name Miss+first name Good (female) (4) Miss+first name Ma’am+first name Miss+first name Ma’am+ first name Mrs+first name Good (male) (1) Miss+first name Ma’am+first name Miss+first name Ma’am+ first name
male student who has very good knowledge of English. The students who have good knowledge of English consist of nine students in semester five. They were six female students and three male students. In semester seven, the students who have very good knowledge of English are two students. Both of them are male students. The students who have good knowledge of English are eight students. They were seven female students and one male student. In semester nine, the students who have very good knowledge of English are five students. They were three female students and two male students. The students who have good knowledge of English are five students also. They were four female students and one male student.
In semester five, the student who has very good knowledge of English used the title + last name in Situation 1 for the female lecturers. For example, he called the junior married female lecturer with Miss Fitriati. But, the other students who have good knowledge of English used title + first name for the female lecturers. For example they called the senior married female lecturer with Mrs. Ria.
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In semester nine, the students who have very good knowledge of English used the title + last name, and some used title + first name in Situation 1 for the female lecturers. For example they called the junior married lecturer with Miss Fitriati. Students who have good knowledge of English used title + first name for the female lecturers. For example they called the lecturer with Miss Anna.
The following table contains the address terms given by students for the male lecturers in Situation 1.
Table 4.6 Address terms of the students of male lecturers in Situation 1, in the classroom
Semester Knowledge
of English Junior married male lecturer Senior married male lecturer Junior unmarried male lecturer (fictive) Senior unmarried male lecturer (fictive) Semester 5 Very good (Male) (1)
Sir Sir Sir Sir
Good (Female) (6)
Sir Sir Sir Sir
Good (Male) (3)
Sir Sir Sir Sir
Semester 7 Very good (Male) (2) Mr+last name Sir Mr+last name Sir Mr+last name Sir Mr+last name Sir Good (female) (7) Sir+first name Sir Mr+first name Sir Sir+first name Mr+first name Sir Sir+first name Mr+first name Sir Sir+first name Mr+first name Good (male) (1)
Sir Sir Sir Sir
Semester 9 Very good (Male) (2) Mr+first name Mr+first name Mr+first name Mr+first name Very good (female) (3) Mr+first name Sir Mr+first name Sir Mr+first name Sir Mr+first name Sir Good (female) (4) Pak+name Sir Pak+name Sir Pak+name Sir Pak+name Sir Good (male) (1)
Based on the table above, the students in Semester five who have very good knowledge of English or good knowledge of English used the same address word. They used Sir to address the male lecturers whether the lecturers were already married or not.
In semester seven, the students who have very good knowledge of English use title + last name and Sir to address their male lecturers. For example they called the junior married male lecturer with Mr. Setiajid. Students who have good knowledge of English used title + first name and Sir + first name to address male lecturers. For example they called the senior married male lecturer with Mr. Alip and they also called the junior unmarried male lecturer with Sir Alex.
In semester nine, the students who have very good knowledge of English used title + first name and Sir to address the male lecturers. For example they called the senior unmarried male lecturer with Mr. Bob. Besides, students who have good knowledge of English used Pak + name and Sir to address male lecturers. For example they called the junior male unmarried lecturer with Pak Alex.
The following table contains the address terms given by the students for the female lecturers in Situation 2.
Table 4.7 Address terms of the students of female lecturers in Situation 2, in the corridor/hall/other places in English Letters Department
Semester Knowledge
of English
Junior married
female lecturer
Senior married
female lecturer
Junior married
female lecturer
Senior unmarried
female lecturer
Semester 5 Very good (Male) (1)
Miss + last name
Ma’am Miss+last
name
32 Semester 5 Good (Female) (6) Miss+first name Ma’am+ first name Mrs+first name Miss+first name Miss Miss+first name Mrs Good (Male) (3) Miss+first name Ma’am Miss Miss+first name Miss+first name Semester 7 Very good (Male) (2) Mrs+last name Mrs+last name Ma’am+ last name Miss+last name Miss+last name Mrs+first name Good (female) (7) Mrs+first name Mrs+first name Ma’am+ first name Miss+first name Miss Ma’am+ first name Good (male) (1) Mrs+first name Ma’am+ first name Miss+first name Ma’am+ first name Ma’am Semester 9 Very good (Male) (2) Mrs+last name Ma’am+first name Ma’am+ first name Miss+last name Miss+first name Ma’am+ last name Very good (female) (3) Ma’am+first name Ma’am+ first name Miss+last name Miss+first name Ma’am+ last name Good (female) (4) Miss+first name Ma’am+first name Ma’am+ first name Bu Miss+first name Ma’am+ first name Mrs+first name Good (male) (1) Miss+first name Ma’am+ first name Miss+first name Ma’am+ first name
In semester seven, the students who have very good knowledge of English used title + last name and some used title + first name. The example of these address terms are Mrs. Fitriati for the Junior married lecturersand Miss Susan for the Senior unmarried female lecturer. Students who have good knowledge of English used title + first name to address the female lecturers. For example they called the senior unmarried female lecturer with Ma’am Susan.
In semester nine, the students who have very good knowledge of English used title + last name and some used title + first name. The example of the address terms were Mrs. Fitriati and Ma’am Anna for the junior married female lecturer. And the students who have good knowledge of English used title + first name and some used Bu. The example of the address term were Miss Anna for the junior married female lecturer and some students called the senior married lecturer with Bu.
The following table contains the address terms given by students for male lecturers in Situation 2.
Table 4.8 Address terms of the students of male lecturers in Situation 2, in the corridor/hall/other places in English Letters Department
Semester Knowledge of English Junior married male lecturer Senior married male lecturer Junior unmarried male lecturer (fictive) Senior unmarried male lecturer (fictive) Semester 5 Very good (Male) (1)
Sir Sir Sir Sir
34 Semester 7 Very good (Male) (2) Mr+last name Sir Mr+last name Sir Mr+last name Sir Mr+last name Sir Good (female) (7) Sir+first name Sir Mr+first name Sir Sir+first name Mr+first name Sir Sir+first name Mr+first name Sir Sir+first name Mr+first name Good (male) (1) Mr+first name Mr+first name Mr+first name Mr+first name Semester 9 Very good (Male) (2) Mr+first name Mr+first name Mr+first name Mr+first name Very good (female) (3) Mr+first name Sir Mr+first name Sir Mr+first name Sir Mr+first name Sir Good (female) (4) Pak+name Sir Mr+first name Pak+name Sir Mr+first name Pak+name Sir Mr+first name Pak+name Sir Mr+first name Good (male) (1)
Pak Pak Pak Pak
Based on the table above, the student in semester five who has very good knowledge of English addressed the lecturers with Sir. He used Sir to address all the male lecturers whether the lecturers were married or unmarried. The students who have good knowledge of English used title + first name and some used Sir to address the male lecturers. The example of the address term was Mr. Harris for the junior married male lecturers.
In semester nine, the students used title + first name to address the male lecturers whether the students have very good or good knowledge of English. Some students used Pak to address the lecturers. For example they call the senior unmarried male lecturer with Mr. Bob. Some students used Indonesian term Pak to address male lecturers.
The following table contains the address terms given by the students for female lecturers in Situation3.
Table 4.9 Address terms of the students of female lecturers in Situation 3, at the Secretariat Office
36 Semester 9 Very good (female) (3) Miss+last name Miss+ first name Ma’am+first name Ma’am+ last name Miss+first name Miss+last name Ma’am+ last name Ma’am+ first name Good (female) (4) Mrs+first name Miss+first name Ma’am+first name Miss+first name Ma’am+ first name Good (male) (1) Miss+first name Ma’am+first name Miss+first name Ma’am+ first name
Based on the table above, the student in semester five, who has very good knowledge of English used title + last name to address the female lecturers. The example of the address term was Miss Sue, it used to address the senior unmarried female lecturer. The students who have good knowledge of English addressed the lecturers with title + first name. For example they called the senior married lecturer with Ma’am Ria.
In semester seven the students who have very good knowledge of English addressed their lecturers with title + last name and title + first name to address the female lecturers in Situation 3. For example the students addressed the junior unmarried lecturer with Miss Budiman and Miss Linda. The students who have good knowledge of English addressed the lecturers with title + first name. The example of the address terms was Miss Susan to address the senior unmarried female lecturer.
addressed the lecturers with title + first name. Example of the address term was Ma’am Susan to address the senior unmarried female lecturer.
The following table contains the address terms given by the students for male lecturers in Situation 3.
Table 4.10 Address terms of the students of male lecturers in Situation 3, at the Secretariat Office
Semester Knowledge of English Junior married male lecturer Senior married male lecturer Junior unmarried male lecturer (fictive) Senior unmarried male lecturer (fictive) Semester 5 Very good (Male) (1) Mr+last name Mr+last name Mr+last name Mr+last name Good (Female) (6) Mr+first name Mr+first name Sir+first name Mr+first name Sir+first name Mr+first name Sir+first name Good (Male) (3) Mr+first name Mr+first name Pak+name Mr+first name Pak+name Mr+first name Pak+name Semester 7 Very good (Male) (2) Mr+last name Mr+last name Mr+last name Mr+last name Good (female) (7) Mr+first name Mr+first name Mr+first name Mr+first name Good (male) (1) Mr+first name Mr+first name Mr+first name Mr+first name Semester 9 Very good (Male) (2) Mr+first name Mr+last name Mr+first name Mr+last name Mr+first name Mr+last name Mr+first name Mr+last name Very good (female) (3) Mr+first name Mr+last name Mr+first name Mr+last name Mr+first name Mr+last name Mr+first name Mr+last name Good (female) (4) Mr+first name Pak+name Mr+first name Pak+name Mr+first name Pak+name Mr+first name Pak+name Good (male) (1)
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Based on the table above, the student in semester five who has very good knowledge of English called the lecturers with title + last name. The example of the address term was Mr. Smith. It is used for address the junior unmarried lecturer. Besides, the students who have good knowledge of English called the lecturers with title + first name and Sir + first name. The example of the address terms were Mr. Harris to address the junior married male lecturer and some students called the senior married male lecturer with Sir Alip.
In semester seven, the students who have very good knowledge of English addressed the lecturers with title + last name. For example they called the junior married male lecturer with Mr. Setiajid. The students who have good knowledge of English addressed the lecturers with title + first name. For example the students addressed the junior married male lecturer with Mr. Harris.
In semester nine, the students who have very good knowledge of English addressed the lecturers with title + last name and title + first name. For example the students called the senior unmarried female lecturer with Miss Sue and Miss Susan. The students who have good knowledge of English addressed the lecturers with title + first name. For example they call the junior unmarried female lecturer with Miss Linda.
Table 4.11 Address terms of the students of female lecturers in Situation 4, in other places outside the English Letters Department, for example at the Gedung Pusat, Library
Semester Knowledge of English Junior married female lecturer Senior married female lecturer Junior married female lecturer Senior unmarried female lecturer Semester 5 Very good (Male) (1) Miss+last name
Mrs+last name Miss+last name Miss+last name Good (Female) (6) Mrs Miss Miss+first name Mrs Ma’am Ma’am+first name Miss+first name Miss Miss Miss+first name Good (Male) (3) Miss Miss+first name Mrs+first name Ma’am+firstname Miss+first name Miss Miss Miss+first name Semester 7 Very good (Male) (2) Mrs+last name
Mrs+last name Miss+last name Miss+last name Good (female) (7) Mrs+first name Miss+first name Mrs+first name Ma’am+first name Miss+first name Miss+first name Good (male) (1) Miss+first name Ma’am+first name Miss+first name Miss+first name Semester 9 Very good (Male) (2) Miss+first name Ma’am Miss Miss+first name Ma’am Very good (female) (3) Miss+first name Miss+last name Ma’am Miss+last name Miss+first name Ma’am Good (female) (4) Ma’am+first name Miss+first name Bu+name Ma’am+first name Miss+first name Bu+name Miss+first name Bu+name Ma’am+first name Miss+first name Bu+name Good (male) (1)
Bu+name Bu+name Bu+name Bu+name
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For example the students addressed the senior unmarried lecturer with Miss Susan.
In semester seven, the students who have very good knowledge of English addressed the lecturers with title + last name. For example the students addressed the junior married lecturer with Miss Fitriati. The students who have good knowledge of English addressed the lecturers with title + first name or just title. For example the students addressed the junior married lecturer with Miss Anna.
In semester nine, the students addressed the lecturers with title + first name or Bu + name whether their knowledge of English were very good or good. For example the students addressed the senior married lecturer with Ma’am Ria and Bu Ria. Some students used Indonesian address terms.
The following table contains the address terms given by the students for male lecturers in Situation 3.
Table 4.12 Address terms of the students of male lecturers in Situation 4, in other places outside the English Letters Department, for example at the Gedung Pusat, Library.
Semester Knowledge
of English Junior married male lecturer Senior married male lecturer Junior unmarried male lecturer (fictive) Senior unmarried male lecturer (fictive) Semester 5 Very good (Male) (1) Mr+last name Mr+last name
Mr+last name Mr+last name
Good (Female) (6) Sir Mr+first name Sir Mr+first name Sir Mr+first name Sir Mr+first name Good (Male) (3) Sir Mr+first name Sir Mr+first name Sir Mr+first name Sir Mr+first name Semester 7 Very good (Male) (2) Mr+last name Mr+last name
Mr+last name Mr+last name
Good (male) (1) Mr+first name
Mr+first name
Mr+first name Mr+first name
Semester 9 Very good (Male) (2) Mr+first name Mr+last name Mr+first name Mr+last name Mr+first name Mr+last name Mr+first name Mr+last name Very good (female) (3) Mr+first name Pak+name Mr+first name Pak+name Mr+first name Pak+name Mr+first name Pak+name Good (female) (4) Pak+name Sir Mr+first name Pak+name Sir Mr+first name Pak+name Sir Mr+first name Pak+name Sir Mr+first name
Good (male) (1) Pak+name Pak+name Pak+name Pak+name
Based on the table above, the student in semester five who has very good knowledge of English addressed the lecturers with title + last name. The students addressed the junior unmarried lecturer with Miss Budiman. The students who have good knowledge of English addressed the lecturers with title + first name or just title. For example the students addressed the junior unmarried lecturer with Mr. Smith.
In semester seven, the students who have very good knowledge of English addressed the lecturers with title + last name. The students addressed the senior unmarried lecturer with Mr. David. The students who have good knowledge of English addressed the lecturers with title + first name or Pak + name. The students addressed the Senior unmarried lecturer with Mr. Bob or Pak Bob.
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with title + first name and Pak + name. For example the students addressed the junior married lecturer with Mr. Harris and Pak Harris.
After presenting the data, the writer made conclusion based on the semester-wise and situation-semester-wise.
1. Semester – wise
This categoryzation is based on the semester and did not consider the situations. Based on the data that were collected by the writer, most of the students, in semester five, seven and nine, used the address word “Miss” for the female lecturer. For the male lecturer most of the students used the address word “Mr.”.
2. Situation – wise
This categoryzation is based on the situation and did not consider the semester of the respondents. After collecting and analyzing the data, the writer sees that most of students in English Letters Sanata Dharma University call the female lecturer with Miss + first name in all situations for the female lecturers. The students used Mr + first name in all situations for the male lecturers.
C. Discussion
1. The ways of students address their lecturers
This part is for answering the first problem formulation that was how the students’ address their lecturers. For answering the first problem formulation, the writer makes a list of the address terms that were used by the students. The tables are from table 4.5 until table 4.10. Those tables are the answer of the first problem formulation.
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Therefore, the students addressed the lecturer with Pak for the all male lecturers and Bu for the female married lecturers.
Education environment is considered as formal situation. So the students should use the formal address terms. In some situations like in Gedung Pusat situation IV or at the secretariat office situation III, it is no problem when the students want to address their lecturers in Indonesian way. Because those situations are not considered as formal situations. After the writer saw the knowledge of English of the students, there are some differences between the students who have very good knowledge of English and good knowledge of English. Most students who have very good knowledge of English used title + last name. Some of them used title + first name. Based on the data, the knowledge of English of the students and the semester of the students affected the address terms. Not few students who said that their English were very good used wrong address terms. Then, most of students who have good knowledge of English used title + first name. Some students used strange address terms to address their lecturers. For example some students used Sir + first name. In fact, Sir is not added with name. Also when we used Ma’am, it is no need to add name too. Most of students used the English address terms but still used the Indonesian forms.
without name. When someone did not use appropriate address terms, it is better if they should ask first how to address the other person. It is used for avoiding embarrassment and impoliteness. Address terms in Sanata Dharma University are different from the way of addressing according to Tillitt and Bruder (1985).
In the Indonesian language there are two kinds of address terms in
