Discussions - FINDINGS AND DISCUSSION - “There is no limit of struggling”

CHAPTER IV FINDINGS AND DISCUSSION

B. Discussions

Table 4.3 The Frequency of Positive Politeness Strategies Used by Students

Positive politeness strategies Extract Frequency Use in group identity

markers/addressed forms 3, 8, 9, 10, 11, 12,

16, 17, 18, 19 10

Seek agreement/repetition 4 1

Joke 5, 6, 7 3

Offer, promise 20, 21 2

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.

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

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.

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.

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.

Politeness Strategies used by Iranian EFL Learners in a Class Blog.Iranian Journal of Language Teaching Research, 4(1), 47-62.

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Candra, Rinilda. 2018.Politeness in Requesting and Refusing Teacher’s Instruction in English Teaching Learning.Thesis. Makassar: Muhammadiyah University of Makassar.

Gemasih, Ayu. 2018. An Analysis of Politeness Strategies Employed by Lecturers in Speaking Class. Thesis. Banda Aceh: Ar-Raniry State Islamic University Darussalam.

Ginting, Siti Aisyah. 2017. The Importance of Opening Moves in Classroom Interaction.Advances in Language and Literary Studies, 8(6),7-11.

Kecskes, Istvan. (Ed.). 2011. Discursive Approaches to Politeness (8^thed.).

Germany: De Gruyter Mouton.

Khusnia, A.N. 2017. Politeness Strategies in EFL Classroom: Building Positive Values in Students. Advances in Social Science, Education and Humanities Research, 109, 32-35.

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Leech, Geoffrey. 2014. The Pragmatics of Politeness. United States of America:

Oxford University Press.

Mahmud, Murni. 2019. The Use of Politeness Strategies in the Classroom Context by English University Students. Indonesian Journal of Applied Linguistics, 8(3), 597-606.

Manik, Sondang. & Hutagaol, Juniati. 2015. An Analysis on Teachers’ Politeness Strategy and Student’s Compliance in Teaching Learning Process at SD Negeri 024184 BinjaiTimurBinjai- North Sumatra- Indonesia. English Language Teaching, 8(8),152-170.

Nuradiat. 2015. Politeness in Requesting and Refusing Teachers Instruction in English Teaching and Learning at SMK Samudera Nusantara Makassar.

Thesis. Makassar: Muhammadiyah University of Makassar.

Sugiyono. 2018. Metode Penelitian Kuantitatif, Kualitatif, dan R & D. Bandung:

Alfabeta Bandung.

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.

Meeting: 1 Bald on record

70 cited in Kurniyatin, 2017)

No Strategies Yes No

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

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 √

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

No Strategies Yes No

1. Strategy 1: Be conventionally indirect 2. Strategy 2: Question, Hedge

3. Strategy 3: Be pessimistic

4. Strategy 4: Minimize the imposition 5. Strategy 5: Give deference

6. Strategy 6: Apologize

7. Strategy 7: Impersonalize S and H

8. Strategy 8: State the FTA as a general rule 9. Strategy 9: Nominalize

10.

Strategy 10: Go on record as incurring a debt, or as not indebting H

No Strategies Yes No

1. Strategy 1: Give hints

2. Strategy 2: Give association clues 3. Strategy 3: Presuppose

(Adapted from: Brown and Levinson’s theory)

Negative politeness

(Adapted from: Brown and Levinson’s theory)

Off record

72 6. Strategy 6: Use tautologies

7. Strategy 7: Use contradictions 8. Strategy 8: Be ironic

9. Strategy 9: Use metaphor

10. Strategy 10: Use rhetorical questions 11. Strategy 11: Be ambiguous

12. Strategy 12: Be vague 13. Strategy 13: Over-generalize 14. Strategy 14: Displace H

15. Strategy 15: Be incomplete, use ellipsis

(Adapted from: Brown and Levinson’s theory)

Meeting 1 (Monday, 28^thOctober 2019)

T : Teacher

S : Students

Bald-on record : Bold Positive politeness : Italicize Negative politeness : Underline

Off record : Bold & Underline

S : Attention, stand up please. Say greeting to our teacher (Assalamualaikum Warahmatullahi Wabarakatu) sit down please.

T : Waalaikummusallam Warahmatullahi Wabarakatu S : Before we study pray together please. Finish.

T : Siapa yang sebenarnya nak bertugas menyapu hari ini?

S : Septi, Aisyah

T : Ok, sudah siap pergi jamborenya besok?

S : Tidak

T : What is your name nak siswa yang baru? Bisa dibuka maskernya?

S : My name is Risma

T : Masih ingat nak materi yang lalu?

S : Masih

T : Afifah masih ingat yang kemarin sebelum kita belajar materi baru?

S : Taman pahlawan

T : Taman pahlawan atau Tanjung putting S : Tanjung putting

T : Sebelumnya kita mulai nak, anyone ada yang kenal orang diatas?

S : Kakeknya

T : Kakenya…kapan ketemunya kakeknya?

S : Kemarin

T : Ok. Kita mulai, Sulkaidah perhatikan gambar diatas. Ini Hp kalau ibu ambil kira-kira beberapa tahun kemudian baru boleh diambil. Ok, kita mulai nak, temanya hari ini tentang apa kalau dilihat dari gambar diatas?

S : Pahlawan

T : Bahasa inggrisnya nak pahlawan kemarin?

S : Heroes

T : Coba perhatikan dulu, jadi nanti ujianmu yang bulan 12 selain itu kisi-kisi yang ibu kasi kemarin termasuk materi hari ini judulnya itu adalah biography text. Coba disebutkan dulu siapa namanya ini yang pertama?

S : KH. Ahmad Dahlan

T : Who is KH. Ahmad Dahlan Risma?

S : Pendiri Muhammadiyah

T : Ok, yang kedua ada dibawahnya nak, ada yang kenal tokoh ini?

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

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

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

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

…., 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

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?

S : B. J. Habibie

T : Berarti disitu adalah buku yang dia rilis. Sekarang kita mulai latihannya nak yah. Ini latihannya dikerjakan berdua jadi secara berpasangan.

Perhatikan dulu tugasnya yang pertama, disini nak ada font completion, kenapa tadi kita bahas satu-satu isi paragrafnya karena disini adalah biodata dari pak Habibie, tugasmu adalah menjelaskan tadi yang ibu jelaskan, tolong jelaskan kembali biodatanya pak Habibie itu mulai dari namanya, tanggal lahirnya dan sebagainya, paham ini nak yah.

S : Mom, apa itu place of birth?

T : Place of birth itu adalah ulang tahunnya. Tempat tanggal lahirnya, place itu adalah tempat. Ok, paham nak yang latihan pertama. Kemudian yang kedua dibalik kertasnya, temanya hari ini adalah reading comprehension jadi kita membaca. Membaca itu berarti semua jawabannya dicari didalam teksnya, jadi ada 12 soal disini, jawabannya nanti nak langsung pada buku tulisnya, ditulis disitu nanti ibu kumpul. Jawablah pertanyaan ini yang ada didalam teks. Kita mulai dari, ibu kasi example number one.

S : Mom, jawabanyaji saja dibuku?

T : Iyya jawabannya saja nak. Number one, when did Habibie’s father die?

Ada yang tahu nak artinya?

S : Mengapa bapaknya Habibie meninggal

T : Mengapa bapaknya Habibie meninggal? Are you sure?

S : Kapan ayah Habibie meninggal?

T : Ok, lihat cara jawabnya, jadi kalau ada nak pertanyaan kapan berarti jawabannya itu kalau bukan tanggal, hari, jam dan sebagainya. Coba kita lihat dulu, kira-kira paragraf keberapa tadi yang kalau mau menjawab pertanyaan when, dia berada diparagraf keberapa kira-kira jawabannya?

S : Saturday

T : Yang jelas dia berada diparagraf pertama. Siapa yang mau menjawab sebagai contoh? When did Habibie’s father die?

S : When he was fourteen years old

T : Jadi jawabannya nak ibu tulis yang mana disini, when he was fourteen years old. Bisa nak dikerjakan seperti itu dibuku latihannya?

S : Iyye

T : Ok, silahkan dikerjakan sekarang S : Mom jawabannyaji saja dibuku?

T : Iyya langsung jawab

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

T : Karena dia mau belajar in English apa disitu S : Berarti ini mom yang studies?

T : Yes studies

S : Jadi ini mom he studies in Jakarta?

T : Perhatikan dulu tugasnya, yang pertama mengisi biodata B. J. Habibie, jawabannya itu nak ada pada teksnya. Misalnya place of birth, place itu artinya tempat, cari dalam teksnya nak kira-kira tempat lahirnya apa nama tempatnya disini

S : Parepare

T : Itu tugasnya yang pertama, kemudian yang kedua, karena ini nak reading comprehension biography text untuk hari ini, ada soalnya disini jawabannya terdapat semua didalam teksnya. Sengaja dibuat disini highlightnya diatas kesimpulannya masing-masing teks supaya gampang dicari, oow kalau paragraph satu itu nak ini isinya, paragraph kedua ini isinya. Ok bisa nak dikerjakan secara berkelompok? Jawabannya langsung dibukunya.

S : Mom nama orang tuanya itu mom parents?

T : Kalau parents berarti ayah dan ibu

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 Meeting: 2

Bald on record

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

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

Strategy 9: Assert S’s knowledge of H’s wants and willingness to fit one’s own wants in with them

10. Strategy 10: Offer, promise √

11. Strategy 11: Be optimistic

12. Strategy 12: Include both S and H in the activity 13. Strategy 13: Give or ask for reasons

(Adapted from: Brown and Levinson’s theory)

Positive politeness

86 cooperation)

No Strategies Yes No

1. Strategy 1: Be conventionally indirect 2. Strategy 2: Question, Hedge

3. Strategy 3: Be pessimistic

4. Strategy 4: Minimize the imposition 5. Strategy 5: Give deference

6. Strategy 6: Apologize

7. Strategy 7: Impersonalize S and H

8. Strategy 8: State the FTA as a general rule 9. Strategy 9: Nominalize

10.

Strategy 10: Go on record as incurring a debt, or as not indebting H

No Strategies Yes No

1. Strategy 1: Give hints

2. Strategy 2: Give association clues

(Adapted from: Brown and Levinson’s theory)

Negative politeness

(Adapted from: Brown and Levinson’s theory)

Off record

Dalam dokumen “There is no limit of struggling” (Halaman 78-82)