CHAPTER IV FINDINGS AND DISCUSSION
A. Findings
The findings discuss the result of the research based on the research questions. The research questions are: First, politeness strategies used by students in EFL classroom interaction at SMA Muhammadiyah 9 Makassar.
Second, the most frequent politeness strategies used by students in EFL classroom interaction at SMA Muhammadiyah 9 Makassar. Classroom observation was conducted two times in the tenth grade of SMA Muhammadiyah 9 Makassar. During the observation, the researcher recorded the whole process of teaching and learning to investigate the students. The researcher also used observation checklist to identify the students’ politeness strategies that might appear during lesson.
1. Politeness strategies used by students in EFL classroom interaction at SMA Muhammadiyah 9 Makassar
a. First observation
The researcher found twelve utterances of politeness strategies used by students in the first observation. The detail as below:
1) Bald on record strategies
In the classroom observation the the teacher thought the students about “biography text”. The following extract represents how the student politeness strategies appeared in classroom interaction.
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Extract 1: Bald on record (metaphorical urgency for emphasis) S : Attention, stand up please.
In extract 1 above shows that the students applied the types of politeness strategies in the classroom. This extract shows the students used utterance “Attention” to got the other students attention so that the other students stand up to say greeting to the teacher. This is categorized as metaphorical urgency for emphasis.
Extract 2: Bald on record (task oriented/paradigmatic form of instruction)
S : Before we study pray together please.
The presenting extract above presents how the students applied politeness strategies in classroom interaction. The students gave instruction to the other students used the utterance “before we study pray together please” here, the students applied bald on record strategy. This is categorized strategy of task oriented/paradigmatic form of instruction.
2) Positive politeness strategies
In the classroom observation the the teacher thought the students about “biography text”. The following extract represents how the student politeness strategies appeared in classroom interaction.
Extract 3: Positive politeness (use in group identity markers/addressed forms)
T : Siapa yang sebenarnya nak bertugas menyapu hari ini?
S : Septi, Aisyah
The presenting extract above presents how the students applied politeness strategies in classroom interaction. The students used personal names “Septi, Aisyah” when the teacher asked “Siapa yang sebenarnya nak bertugas menyapu hari ini?”. Here, the students applied positive politeness strategy, categorized of use in group identity markers/addressed forms.
Extract 4: Positive politeness (seek agreement/repetition) T : Masih ingat nak materi yang lalu?
S : Masih
The utterance of “masih” included the types of politeness strategies, where the teacher asked to the students “masih ingat nak materi yang lalu?”, then the students answer “masih”. The utterance shows how the students used of seek agreement strategy by repeating part of what the teacher said.
Extract 5: Positive politeness (joke)
T : Sebelumnya kita mulai nak, anyone ada yang kenal orang diatas?
S : Kakeknya
The utterance above shows that the student employed a joke. When the teacher asked about “anyone ada yang kenal gambar dipapan?”, the students respond by joking, “kakeknya”. The utterance shows how the students used of joke strategy.
Extract 6: Positive politeness (joke)
T : Tokoh apa itu Sri Ki Hajar Dewantara?
S : Tokoh uang
The utterance of “tokoh uang” shows that the student makes a joke.
When the teacher asked about “tokoh apa itu Ki Hajar Dewantara?”, the students respond by joking. This is categorized as joke strategy.
Extract 7: Positive politeness (joke)
T : Ada kata otomotif, what is otomotif? Ada itu kata work, apa nak work?
S : Pesawat
The utterance above shows that the student makes a joke. When the teacher asked about “ada itu kata work, apa nak work?”, the students respond by joking, “pesawat”. This is categorized as joke strategy.
Extract 8: Positive politeness (use in group identity markers) S : Mom, apa itu place of birth?
T : Place of birth itu adalah ulang tahunnya. Tempat tanggal lahirnya, place itu adalah tempat.
The presenting extract above presents how the students applied politeness strategies in classroom interaction. The extract shows the use of “mom” as identity markers, when student asked “Mom, apa itu place of birth?”. Here, the students applied positive politeness strategy, categorized of use in group identity markers.
Extract 9: Positive politeness (use in group identity markers) S : Mom, jawabanyaji saja dibuku?
T : Iyya jawabannya saja nak.
The utterance above shows the students applied politeness strategies in classroom interaction. The extract shows the use of “mom” as identity markers, when the student asked “Mom, jawabanyaji saja dibuku?”. Here, the students applied positive politeness strategy, categorized of use in group identity markers.
Extract 10: Positive politeness (use in group identity markers)
S : Mom itu yang nomor 2 kenapa B. J. Habibie pindah ke Jerman, karena dia mau belajar
T : Karena dia mau belajar in English apa disitu S : Berarti ini mom yang studies?
The presenting extract above presents how the students applied politeness strategies in classroom interaction. The extract shows the use of “mom” as identity markers, when student asked “Berarti ini mom yang studies?”. Here, the students applied positive politeness strategy, categorized of use in group identity markers.
Extract 11: Positive politeness (use in group identity markers) S : Jadi ini mom he studies in Jakarta?
T : In Jakarta? Are you sure in Jakarta? Germany.
The utterance above shows the students applied politeness strategies in classroom interaction. The extract shows the use of “mom” as
identity markers, when the student asked “Jadi ini mom he studies in Jakarta?”.Here, the students applied positive politeness strategy, categorized of use in group identity markers.
Extract 12: Positive politeness (use in group identity markers) S : Mom nama orang tuanya itu mom parents?
T : Kalau parents berarti ayah dan ibu
The presenting extract above presents how the students applied politeness strategies in classroom interaction. The extract shows the use of “mom” as identity markers, when student asked “Mom nama orang tuanya itu mom parents?”. Here, the students applied positive politeness strategy, categorized of use in group identity markers.
Table 4.1 The Frequency of Politeness Strategies Used by Students (first observation)
Types of Politeness Strategies Extract Frequency
Bald on record strategies
Metaphorical urgency
for emphasis 1 1
Task
oriented/paradigmatic form of instruction
2 1
Positive politeness
strategies
Use in group identity markers/addressed
forms
3, 8, 9, 10,
11, 12 6
Seek
agreement/repetition 4 1
Joke 5, 6, 7 3
b. Second observation
The researcher found nine utterances of politeness strategies used by students in the second observation. The detail as below:
1) Bald on record strategies
In the classroom observation the the teacher thought the students about “descriptive text”. The following extract represents how the student politeness strategies appeared in classroom interaction.
Extract 13: Bald on record (metaphorical urgency for emphasis) S : Attention, stand up please.
In extract 1 above shows that the students applied the types of politeness strategies in the classroom. This extract shows the students used utterance “Attention” to got the other students attention so that the other students stand up to say greeting to the teacher. This is categorized as metaphorical urgency for emphasis.
Extract 14: Bald on record (task oriented/paradigmatic form of instruction)
S : Before we study pray together please.
The presenting extract above presents how the students applied politeness strategies in classroom interaction. The students gave instruction to the other students used the utterance “before we study pray together please” here, the students applied bald on record strategy. This is categorized strategy of task oriented/paradigmatic form of instruction.
Extract 15: Bald on record (permission that hearer has requested) S : Ibu izinka dulu nah bu
T : Tidak ada yang boleh keluar sebelum ibu selesai.
The presenting extract above presents how the students applied politeness strategies in classroom interaction. One of the students asked the teacher for permission to go to toilet, the students used the utterance “ibu izinka dulu nah bu”. Here, the students applied bald on record strategy, categorized of permission that H/hearer has requested.
2) Positive politeness strategies
In the classroom observation the the teacher thought the students about “descriptive text”. The following extract represents how the student politeness strategies appeared in classroom interaction.
Extract 16: Positive politeness (use in group identity markers) T : Jelas tulisannya ibu dipapan nak?
S : Nessami jelas mom
The presenting extract above presents how the students applied politeness strategies in classroom interaction. The extract shows the use of “mom” as identity markers, when the teacher asked “jelas tulisannya ibu dipapan nak?”, then the students answer “nessami jelas mom”. Here, the students applied positive politeness strategy, categorized of use in group identity markers.
Extract 17: Positive politeness (use in group identity markers)
T : Berapa orang nak yang gambarnya mirip dengan yang ibu pegang?
Satu, dua saja?
S : Tiga bu
The utterance above shows the students applied politeness strategies in classroom interaction. The extract shows the use of “bu”
as identity markers, when the teacher asked “Berapa orang nak yang gambarnya mirip dengan yang ibu pegang? Satu, dua saja?”, the the student answer “tiga bu”. Here, the students applied positive politeness strategy, categorized of use in group identity markers.
Extract 18: Positive politeness (use in group identity markers)
T : Yes good, historical buildings berarti jawabannya nomor satu harus yang bahasa inggrisnya nak historical buildings, bahasa indonesianya itu adalah bangunan bersejarah. Jadi jawabannya nanti ditulis dibelakang kertasnya, paham maksudnya nak tugasnya? Bisa nak dikerja bagian pertama?
S : Yes mom
The utterance above shows the students applied politeness strategies in classroom interaction. The extract shows the use of
“mom” as identity markers, when the teacher asked “paham maksudnya nak tugasnya? Bisa nak dikerja bagian pertama?”, then the student answer “yes mom”. Here, the students applied positive politeness strategy, categorized of use in group identity markers.
Extract 19: Positive politeness (use in group identity markers) S : Ibu, apa nomor lima tadi?
T : Long winding corridors
The utterance above shows the students applied politeness strategies in classroom interaction. The extract shows the use of “Ibu”
as identity markers, when the student asked “Ibu, apa nomor lima tadi?”. Here, the students applied positive politeness strategy, categorized of use in group identity markers.
Extract 20: Positive politeness (offer, promise) T : Ok, number three siapa yang mau tulis?
S : Saya, saya
The context of the utterance above that the teacher asked the students “number three siapa yang mau tulis?”, then the students answer “saya,saya”. The students tried to offer himself to write the answer of question number three in whiteboard. Here, the students applied positive politeness strategy, categorized of offer, promise.
Extract 21: Positive politeness (offer, promise)
T : Ok, number three perhatikan boleh juga kalau misalnya temannya ingin menggunakan angka, it’s ok, 1.000 doors. Number four.
Perhatikan dulu nak yah, yang ibu baca tadi stained glass window, tulisannya ini kekurangan huruf a. it’s ok kita baru latihan. Ok number five, Agus bisa nak nomor lima?
S : Sayapi
The context of the utterance above that the teacher asked one of the students “bisa nak nomor lima?”, then the other students answer
“sayapi”. The students tried to offer himself to write the answer of
question number five in whiteboard. Here, the students applied positive politeness strategy, categorized of offer, promise.
Table 4.2 The Frequency of Politeness Strategies Used by Students (second observation)
Types of Politeness Strategies Extract Frequency
Bald on record strategies
Metaphorical urgency
for emphasis 13 1
Metaphorical urgency
for emphasis 14 1
Permission that
hearer has requested 15 1
Positive politeness
strategies
Use in group identity markers/addressed
forms
16, 17, 18,
19 4
Offer, promise 20, 21 2
2. The most frequent politeness strategies used by students in EFL classroom interaction at SMA Muhammadiyah 9 Makassar
The researcher conducted research into two times in the tenth grade of SMA Muhammadiyah 9 Makassar and found twenty one student utterances.
The researcher found five utterances that categorized bald on record strategies that used by students. Sixteen utterances used by students that categorized positive politeness strategies. The most frequent politeness strategies used by students in EFL classroom interaction is positive politeness.
a. Positive politeness
Extract 3: Positive politeness (use in group identity markers/addressed forms)
T : Siapa yang sebenarnya nak bertugas menyapu hari ini?
S : Septi, Aisyah
The presenting extract above presents how the students applied politeness strategies in classroom interaction. The students used personal names “Septi, Aisyah” when the teacher asked “Siapa yang sebenarnya nak bertugas menyapu hari ini?”. Here, the students applied positive politeness strategy, categorized of use in group identity markers/addressed forms.
Extract 4: Positive politeness (seek agreement/repetition) T : Masih ingat nak materi yang lalu?
S : Masih
The utterance of “masih” included the types of politeness strategies, where the teacher asked to the students “masih ingat nak materi yang lalu?”, then the students answer “masih”. The utterance shows how the students used of seek agreement strategy by repeating part of what the teacher said.
Extract 5: Positive politeness (joke)
T : Sebelumnya kita mulai nak, anyone ada yang kenal orang diatas?
S : Kakeknya
The utterance above shows that the student employed a joke. When the teacher asked about “anyone ada yang kenal gambar dipapan?”, the students respond by joking, “kakeknya”. The utterance shows how the students used of joke strategy.
Extract 6: Positive politeness (joke)
T : Tokoh apa itu Sri Ki Hajar Dewantara?
S : Tokoh uang
The utterance of “tokoh uang” shows that the student makes a joke.
When the teacher asked about “tokoh apa itu Ki Hajar Dewantara?”, the students respond by joking. This is categorized as joke strategy.
Extract 7: Positive politeness (joke)
T : Ada kata otomotif, what is otomotif? Ada itu kata work, apa nak work?
S : Pesawat
The utterance above shows that the student makes a joke. When the teacher asked about “ada itu kata work, apa nak work?”, the students respond by joking, “pesawat”. This is categorized as joke strategy.
Extract 8: Positive politeness (use in group identity markers) S : Mom, apa itu place of birth?
T : Place of birth itu adalah ulang tahunnya. Tempat tanggal lahirnya, place itu adalah tempat.
The presenting extract above presents how the students applied politeness strategies in classroom interaction. The extract shows the use of
“mom” as identity markers, when student asked “Mom, apa itu place of birth?”. Here, the students applied positive politeness strategy, categorized of use in group identity markers.
Extract 9: Positive politeness (use in group identity markers) S : Mom, jawabanyaji saja dibuku?
T : Iyya jawabannya saja nak.
The utterance above shows the students applied politeness strategies in classroom interaction. The extract shows the use of “mom” as identity markers, when the student asked “Mom, jawabanyaji saja dibuku?”. Here, the students applied positive politeness strategy, categorized of use in group identity markers.
Extract 10: Positive politeness (use in group identity markers)
S : Mom itu yang nomor 2 kenapa B. J. Habibie pindah ke Jerman, karena dia mau belajar
T : Karena dia mau belajar in English apa disitu S : Berarti ini mom yang studies?
The presenting extract above presents how the students applied politeness strategies in classroom interaction. The extract shows the use of
“mom” as identity markers, when student asked “Berarti ini mom yang studies?”. Here, the students applied positive politeness strategy, categorized of use in group identity markers.
Extract 11: Positive politeness (use in group identity markers) S : Jadi ini mom he studies in Jakarta?
T : In Jakarta? Are you sure in Jakarta? Germany.
The utterance above shows the students applied politeness strategies in classroom interaction. The extract shows the use of “mom” as identity markers, when the student asked “Jadi ini mom he studies in Jakarta?”.Here, the students applied positive politeness strategy, categorized of use in group identity markers.
Extract 12: Positive politeness (use in group identity markers) S : Mom nama orang tuanya itu mom parents?
T : Kalau parents berarti ayah dan ibu
The presenting extract above presents how the students applied politeness strategies in classroom interaction. The extract shows the use of
“mom” as identity markers, when student asked “Mom nama orang tuanya itu mom parents?”. Here, the students applied positive politeness strategy, categorized of use in group identity markers.
Extract 16: Positive politeness (use in group identity markers) T : Jelas tulisannya ibu dipapan nak?
S : Nessami jelas mom
The presenting extract above presents how the students applied politeness strategies in classroom interaction. The extract shows the use of
“mom” as identity markers, when the teacher asked “jelas tulisannya ibu dipapan nak?”, then the students answer “nessami jelas mom”. Here, the students applied positive politeness strategy, categorized of use in group identity markers.
Extract 17: Positive politeness (use in group identity markers)
T : Berapa orang nak yang gambarnya mirip dengan yang ibu pegang?
Satu, dua saja?
S : Tiga bu
The utterance above shows the students applied politeness strategies in classroom interaction. The extract shows the use of “bu” as identity
markers, when the teacher asked “Berapa orang nak yang gambarnya mirip dengan yang ibu pegang? Satu, dua saja?”, the the student answer
“tiga bu”. Here, the students applied positive politeness strategy, categorized of use in group identity markers.
Extract 18: Positive politeness (use in group identity markers)
T : Yes good, historical buildings berarti jawabannya nomor satu harus yang bahasa inggrisnya nak historical buildings, bahasa indonesianya itu adalah bangunan bersejarah. Jadi jawabannya nanti ditulis dibelakang kertasnya, paham maksudnya nak tugasnya? Bisa nak dikerja bagian pertama?
S : Yes mom
The utterance above shows the students applied politeness strategies in classroom interaction. The extract shows the use of “mom” as identity markers, when the teacher asked “paham maksudnya nak tugasnya? Bisa nak dikerja bagian pertama?”, then the student answer “yes mom”. Here, the students applied positive politeness strategy, categorized of use in group identity markers.
Extract 19: Positive politeness (use in group identity markers) S : Ibu, apa nomor lima tadi?
T : Long winding corridors
The utterance above shows the students applied politeness strategies in classroom interaction. The extract shows the use of “Ibu” as identity markers, when the student asked “Ibu, apa nomor lima tadi?”. Here, the
students applied positive politeness strategy, categorized of use in group identity markers.
Extract 20: Positive politeness (offer, promise) T : Ok, number three siapa yang mau tulis?
S : Saya, saya
The context of the utterance above that the teacher asked the students
“number three siapa yang mau tulis?”, then the students answer
“saya,saya”. The students tried to offer himself to write the answer of question number three in whiteboard. Here, the students applied positive politeness strategy, categorized of offer, promise.
Extract 21: Positive politeness (offer, promise)
T : Ok, number three perhatikan boleh juga kalau misalnya temannya ingin menggunakan angka, it’s ok, 1.000 doors. Number four.
Perhatikan dulu nak yah, yang ibu baca tadi stained glass window, tulisannya ini kekurangan huruf a. it’s ok kita baru latihan. Ok number five, Agus bisa nak nomor lima?
S : Sayapi
The context of the utterance above that the teacher asked one of the students “bisa nak nomor lima?”, then the other students answer “sayapi”.
The students tried to offer himself to write the answer of question number five in whiteboard. Here, the students applied positive politeness strategy, categorized of offer, promise.
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