ISSN 2580-1937 (Print); 2580-7528 (Online) 45
POSITIVE POLITENESS IN COMMISSIVE SPEECH ACT OF
46 ISSN 2580-1937 (Print); 2580-7528 (Online) directly and do not do the FTA is not saying
anything.
Methodology
This research is qualitative descriptive.. This research was taken from www.youtube.com. This research used purposive sampling technique because this research is based on specific purpose.
Note taking technique and free considerably technique are used as the analysis technique.
Those two analysis techniques are used by the researcher because the data are taken by watching the video of pilkada debat at the first session, and then the researcher took note to identify which utterances belong to commissive speech act of offering and what kinds of politeness strategies used in the utterances. For the analysis method, the researcher uses pragmatics based apporach (metode padan pragmatis) by Sudaryanto (2015).
To support the discussion and conclussion, means-add technique and heuristics technique are used as analysis technique by Leech (1993).
Finding and Discussion
This results show that there are 45 utterances which are indicated as offering speech act and use positive politeness. Those positive politeness used in those offering speech act are offer and promise, offer and promise and state the FTA (face threatening acts) as a general rule, offer and promise and nominalize, include both speaker and hearer in the activity, offer and promise and give association clue, offer and promise and be vague.
These utterances below show how positive politeness strategies in offering give contribution for those three candidates.
Context (1) : explanation of main vision and mission based on debate theme, it is
―Development Economy and social aspect for Jakarta if one of the candidates are chosen as governer and vice governor of Jakarta 2017.
Utterances: (a) Dengan cara, pertama, meningkatkan ekonomi daerah, meningkatkan daya beli masyarakat, dan menciptakan lapangan kerja baru.
(b) Kedua, meningkatkan kualitas pendidikan, pelayanan kesehatan, dan juga transportasi umum (c) Ketiga, tentunya meningkatkan kualitas lingkungan hidup dengan cara solusi yang efektif
untuk mengatasi problem yang akut seperti banjir, sampah, dan polusi.
(d) Kami hadir di Jakarta membawa pengalaman pengetahuan dan akumulasi jaringan
(e) Berikutnya, akses pada pendidikan berkualitas dan tuntas. Kita ingin para orangtua bisa mengantarkan anaknya ke sekolah, bisa mengantarkan anaknya ke madrasah, dengan perasaan tenang, dengan perasaan yakin, dengan penuh cinta kasih lalu kita didik anak-anak itu sehingga mereka menjadi anak-anak yang berakhlak, anak yang berkarakter, anak yang berkompeten.
(f) Kami akan hadirkan kota yang maju, bahagia, aman, damai, dan bebas dari segala macam kriminalitas.
(g) Inilah gunanya pemerintah hadir di tengah- tengah masyarakat.
(h) Kita akan beri pendampingan melalui mentorship.
(i) Di bidang pendidikan, kami juga akan menghadirkan KJP+ di mana ini adalah jawaban yang ditunggu para keluarga yang kurang mampu.
(j) Terakhir untuk biaya hidup, program kami adalah harga OK.
Context (2): Explanation of main programs and assure to Jakarta citizens why they have to choose one of the three candidates.
Utterances (a): Kami punya 10 program unggulan. Yang pertama adalah memberikan bantuan langsung sementara kepada keluarga miskin dan kurang mampu, 5 juta Rupiah per keluarga miskin per tahun. Ini untuk membantu kehidupan kelaurga sehari-hari.
(b) Yang kedua adalah pemberdayaan komunitas RT/RW, 1 RW 1 Miliar Rupiah per tahun untuk memberdayakan komunitas yang ada di masyarakat kita.
(c) Yang ketiga adalah mengurangi pengangguran dan menciptakan lapangan pekerjaan dengan bantuan langsung dana bergulir, bantuan modal usaha. 50 juta rupiah per satu unit usaha untuk mengurangi pengangguran.
(d) Kami ingin juga meningkatkan pendidikan dan kesejahteraan guru.
(e) Yang keempat adalah meningkatkan pelayanan kesehatan masyarakat
(f) Yang kelima adalah meningkatkan pertumbuhan ekonomi, investasi, dan stabilisasi harga.
(g) Yang keenam adalah kita ingin membangun tanpa menggusur.
ISSN 2580-1937 (Print); 2580-7528 (Online) 47 (h) Meningkatkan program-program perumahan
rakyat dan infrastruktur di Jakarta.
(i) Ketujuh, menjadikan Jakarta sebagai ―smart, creative and green city‖. Pintar, kreatif dan juga ramah lingkungan
(j) Yang kedelapan kita ingin meningkatkan rasa aman, kerukunan antarwarga Jakarta.
Context (3) : Giving explanation about resolution when their programs meet their personal life which can be bothering the progress.
Utterancess (3) : (a) Tapi yang paling penting adalah good will. Memberikan dan menjadi contoh bagi yang lainnya.
(b) Itu menjadi sangat penting barulah kita bisa mengajak birokrasi kita, mengajak masyarakat kita dan seluruh stakeholders di Jakarta untuk benar-benar menjaga integritasnya, memajukan Jakarta, mensejahterakan rakyat dan semuanya kembali untuk rakyat Jakarta.
Context (4) : Giving explanation about the resolution of economics imbalanced between the poor one and the rich one.
Utteranceses (a) : Ada 360 ribu atau 128 ribu keluarga yang tergolong miskin dan kurang mampu. Disitu lah mengapa Agus-Sylvi menawarkan program bantuan langsung sementara.
(b) Ini adalah artinya memberikan bantuan meyakinkan keluarga miskin dapat makan.
(c) Di samping itu juga, kita memiliki bantuan atau skema bantuan dana bergulir
(d) Dari program yang kami tawarkan tersebut, paling tidak ada 114 items unit usaha yang bergulir.
(e) Yang keenam kami menawarkan modal usaha dengan pola bagi hasil.
(f) Bila tadi kita dengar, pasangan calon pertama memberikan ikannya. Pasangan kedua memberikan kailnya. Ikan dan kail baik diberikan. Tapi jika kolamnya masih ada, bagian kami menyiapkan, memastikan kolamnya masih tersedia.
(g) Optimisme pesan positif, dan disini yang kami hadirkan, 44 pusat pertumbuhan ekonomi di Jakarta yang akan menumbuhkan lapangan pekerjaan.
(h) Kita gerakan sektor swasta, bekerja tidak hanya yang besar-besar saja. Sebagai contoh, Anda penjahit di kampung, maka umumnya melayani tetangganya. Kami siapkan programnya, agar Anda menjahit di kampung, tetapi order yang Anda terima, tersambung dengan perusahaan-perusahaan besar. Dengan
begitu ada sambungan antara home industry dengan large industry. Lakukan itu di seluruh Jakarta. Maka yang terjadi bukan sekedar mengentaskan kemiskinan. Bukan sekedar mengentaskan ketimpangan, yang terjadi adalah maju bersama. Kesejahteraan bergerak.
(i) Kita menyediakan dana 1 triliun.
(j) Dan menurut saya program kami Oke Oce bisa menciptakan dua ratus ribu lapangan pekerjaan baru.
(k) Sehingga saya ingin menanggapi apa yang tadi sudah di sampaikan oleh paslon dua dan tiga.
(l) Dan disini lah keterpanggilan kami untuk membantu mereka.
Context (5) : Ahok criticize Sylvi‘s stetement about the victory of a leader must obey the rules.
Utteranceses (a) : Kita mau bikin rumahnya terapung
Context (6) : Sandi answered Ahok‘s question about transportation infrastructure.
Utterances (a) : Bisa juga mulai dilakukan oleh orang-orang yang punya banyak banget duit
Context (7) : Anies responded Djarot‘s statement about the better transportation system to change youth generations‘ mind to use public transportation than their own cars or motorcycles.
Utterances (a) : Bayangkan seperti pembuluh darah, bayangkan sebagai pembuluh darah di badan kita dimana angkutan massal menjangkau ke semua titik dari mulai Trans Jakarta, MRT, muncul yang lebih kecil bus, minibus, sampai mikrolet sampai angkot, tergantung wilayahnya.
Apa yang terjadi, kita mengintegrasi sistem transportasi.
Context (8) : Anies asked to Sylvi how to manage timpora (tim pengawasan orang asing) in Jakarta.
Utterances (a) : Lapangan pekerjaan kita siapkan.
Context (9) : Anies disagreed Sylvi‘s statement about optimalization of timpora in Jakarta.
Utterances : (a) Satu, RT/RW akan kita kembalikan perannya
Context (10) : Sylvi argued Ahok‘s statement about the launching of Kartu Satu Jakarta because Ahok thought that he had done the similiar program.
Utterances (a) : Bicara di sini, ini kartu Jakarta pintar, di sini ada education report.
(b) Di sinilah yang saya ingin kenapa kita sepakat, Mas Agus dengan saya Mpok Sylvi
48 ISSN 2580-1937 (Print); 2580-7528 (Online) ingin mengeluarkan Kartu Jakarta yang akan
terealisasi dengan nyata
Context (11) : Anies criticized Sylvi‘s statement about the steps to prohibit criminal crimes in Jakarta.
Utterances (a) : Pertama, kita mari sadari, hadirnya pemimpin adalah untuk bisa membuat suasana bersama bagi semua, persatuan. Karena itu pemimpin justru harus bisa, berdialog dengan semua. Berbicara dengan semua.
(b) Karena itu yang dimunculkan nomer satu.
Lapangan pekerjaan bagi semua, lapangan pekerjaan membuat orang memiliki karya.
Memiliki harga diri.
Context (12) : Anies disagreed to Ahok‘s statement about the way to be a governor of Jakarta.
Utterances (a) : Kami tidak punya kaitan dengan persoalan masa lalu di kota ini, justru kebaruan yang kami tawarkan adalah kebaruan yang sanggup berhadapan dengan siapa saja tanpa kompromi dengan keyakinan transparansi kebenaran di pihak kami.
Context (13) : Ahok stated the real contribution on succesfull indicators and character buildings to improve youth generation‘s quality in Jakarta.
Utterances (a) Terus sertifikasi nah bagi kami sebagai penutup kami memiliki visi misi program semua terukur dengan angka.
(b) Kami mengharapkan ada masukan-masukan yang baru, yang baik untuk kami memperbaiki jika kami diberikan kepercayaan kembali.
(c) Karena itu perjuangan kami ini belum selesai.
Kami ikut ini untuk apa, untuk minta ijin kepada warga DKI supaya kami menyelesaikan perjuangan kami yang belum selesai ini.
Context (14): Anies stated another opinion which was similair with Ahok‘s statement before.
Utterances (a) Karena itu yang akan kita lakukan di sekolah akan ada program penumbuhan karakter.
Context (15): Agus assured the audiences of pilkada debate that he would not join pilpres 2019 after he‘s chosen as a governor of DKI Jakarta.
Utterances (a) Kami ada di sini untuk berkompetisi, mendapatkan kesempatan.
Those utterances in context above with the italics words in each context and numbers show that
positive politeness strategy in offering speech act contributes in candidates‘ utterances.
Positive politeness of offer and promise are found in (1a), (1b), (1c), (1f), (1d), (1h), (1i), (1j), (2a), (2b), (2c), (2d), (2e), (2f), (2g), (2h), (2i), (3a), (4a), (4b), (4c), (4d), (4e), (4i), (4j), (4k), (5a), (8a), (9a), (10a), (10b), (12a), (13a), (13b), (14a), and (15a). All those utterances are positive politeness of offer and promise because there are some clauses or phrases indicated as positive politeness of offer and promise. Positive politeness of offer and promise and negative politeness of state the FTA as a general rule are found in (2j), (6a), (13c). It because the speaker must show their commitment in front of public but they also want to save face some instantions or persons they meant to.
Positive polieness of offer promise and negative politeness of nominalize is found in (4g). If the utterance does not use negative politeness of nominalize, so it should be ―menumbuhkan‖
because ―pertumbuhan‖ is nominal, meanwhile
―menumbuhkan‖ is a verb. ―Kami hadirkan‖ is also a prove that this utterance uses positive politeness of offer and promise.
Positive politeness of include the speaker and the hearer are found in (3b). It means that the speaker wants to the heares or other speakers join into the conversation. This is one way to become polite when suddenly there is someone new in the middle of happening conversation.
Positive politeness of offer and promise and off record politeness of give association clue is found in (4h). He gave clue about how the tailors in Jakarta reach their successfull by giving his own explanation.
Positive politeness of offer promise and off record politeness of be vague is found in (11b).
The utterance is used off reocrd strategy of be vague because here the clause ―karena itu yang dimunculkan nomer satu‖ is not clear because the speaker does not tell further more about the clause, what is the meaning of itu, nomer satu, it is very confusing although there is a relevant context in this case. But, it can help the speaker to deliver their speech and to avoid for threatening the hearers‘ faces.
ISSN 2580-1937 (Print); 2580-7528 (Online) 49 Conclusions
Positive politeness strategy used in offering speech act here has functions. It is to maintaince their faces positively. It also means that each speakers wants to set a good image for theirselves. Here, positive politeness also combined with another politeness, like in the finding and discussion. The use of more than one politeness strategy aims to save face positively and negatively at the same time. Saving face positively means that the speaker needs to accept appraisal from the hearers that speaker is a good person. Meanwhile, saving face negatively means that the hearers also wants to get their freedom and need approval from the speakers. That is why the speaker needs to give understanding to the hearers. In addition, it can help the speakers who are in under pressure when they are not be able to deliver their speeches. Moreover, politeness strategy used in the pilkada debate can also help the candidates receive positive appreciation from the audiences.
References
Brown, Penelope dan Levinson, S.C. 1987.
Politeness Some Universals In Language Usage. New York: Cambriedge University Press.
Djatmika. 2016. Mengenal Pragmatik Yuk.
Yogyakarta: Pustaka Pelajar.
Jauhari, Edy. 2017. ―Strategi Kesantunan Respon terhadap Kritik dalam Masyarkat Budaya Jawa Mataraman‖ dalam International Seminar of Language Maintance and Shift 7.
Leech, Geoffrey. 1993. Prinsip-prinsip Pragmatik. Jakarta: UI-Press.
Nurdin, R. Irwan. 2004. Aplikasi Prinsip Kerja sama dan Prinsip Kesantunan dalam Percakapan Bahasa Inggris Mahasiswa Program Pendidikan Bahasa Inggris Fakultas Keguruan dan Ilmu Pendidikan Universitas Sebelas Maret. Tesis.
Surakarta: Universitas Sebelas Maret.
Pranowo. 2005. Berbahasa secara Santun.
Yogyakarta: Pustaka Pelajar.
Searle, John & Vanderveken. 1985. Foundations of Illocutionary Speech Act. Cambriedge University Press.
50 ISSN 2580-1937 (Print); 2580-7528 (Online)
FORM-FOCUSED AWARENESS RAISING: TRADITIONAL OR COMMUNICATIVE APPROACH?
Alief Noor Farida, Issy Yuliasri
Universitas Negeri Semarang Semarang Indonesia [email protected]
Abstract
Many approaches can be used to teach grammar nowadays; two of them are traditional approach and communicative approach. Some experts claim that traditional approach is more appropriate to be applied to students who learn English as a foreign language, while others claim that communicative approach should be applied to grammar classes to make the students acquire the ability of using the right form. Therefore, this study aims to seek the effectiveness of both approaches when they are used to raise the students‘ awareness on the form, especially the form of English tenses. An experimental research is applied to four Elementary grammar classes of English Department of Universitas Negeri Semarang; Two are taught using traditional approach, and the other two are taught using communicative approach. They are also introduced with finiteness term to help them use the right form.
Keywords: traditional approach, communicative approach, finiteness, form-focused
Introduction
Grammar is a very important part inlearning a language (Ellis, 2006: 101). The use of English grammar in the sentence will affect our interlocutor's understanding. In Indonesia, English grammar requires considerable attention, considering Indonesian and English have different views on grammar, especially tenses. Bishop (2007:
2) mentions that Indonesians still have difficulties in understanding English tenses.
Therefore, learning about English tenses gets a large portion. In English Education, English Language and Literature, Semarang State University, grammar is learned in three consecutive semesters.
Various teaching approaches are offered in grammar teaching; Some of them are traditional approaches and communicative approaches. Ellis, et al (2002) mentioned that traditional approach should be used when the form is the main focus of teaching done is the traditional approach. An example is the PPP
approach (Presentation, Practice, Production). This approach is used to ensure that the student has enough information in advance about the shape of a taught grammar. After that, students practice together and then use the knowledge they already possess independently. This approach is also preferred by grammar learners where English is the second language. Boroujeni (2012) mentions that the traditional approach in which teachers explain to students about the grammar being taught, preferably the students. They feel more confident in using the taught grammar because they feel that they have got the correct information from their teacher.
However, some studies also show that communicative approach can also help students use the right tenses. Giao and Hoa (2004) have compared these two approaches, and found that the communicative approach is more effective than the grammar- translation method approach to help students
ISSN 2580-1937 (Print); 2580-7528 (Online) 51 produce the correct and acceptable sentences.
Additionally, Chowdury (2014) states that students who are taught by simply focusing on using the correct forms of tenses, will have difficulty in creating acceptable sentences. In contrast to, Zhou and Niu (2015) state that both traditional approaches and communicative approaches are appropriate for grammar learning. Both approaches should be used together to get the desired learning outcomes.
Currently, students in English Language and Literature Department still think that grammar is the most difficult subject to study. According to the results of the initial interview, students mentioned that English Grammar is difficult to understand, especially tenses. This is due to several things. In addition to the many types of tenses that exist in English, the characteristics of Indonesian and English are different to make many students find it difficult when using English tenses. This difference exists in the grammatical arrangement of languages, in which English requires the predicate in every sentence. This is also an issue to be highlighted in this study.
The structural differences of English and Bahasa Indonesia grammar can be overcome by the introduction of the concept of finite.
Agustien (2016) mentioned that the main obstacle of English user in Indonesia is predicator concept in English. This can be trickled by the introduction of the concept of finiteness that requires the predicate in a sentence. In addition, the concept of sentence patterns written in many grammar books circulating in Indonesia needs to be improved because there is a mixing of functions that result in the confusion of learners in Indonesia in making sentences in English with the correct grammar.
The controversy makes the researcher interested to know which approach is more
appropriately used when grammar teaching focuses on form. Therefore, we conduct a research to see the effectiveness of traditional approaches and communicative approaches applied in grammar teaching, especially English tenses teaching. This time, we also want to see the effect of the introduction of the concept of finiteness in the success of students to use tenses when producing sentences, especially in written form.
Methodology
This is a quantitative research using experimental method. Four classes of Elementary English Grammar classes were chosen as research objects by purposive sampling technique. The four groups are divided into 2 different groups: 2 groups as experimental class that will get teaching treatment with communicative approach, and 2 other groups serve as control class that will get the teaching treatment with traditional approach. This study focuses on students' ability to use tenses that are taught.
Therefore, the variables observed are the students' ability to use the forms of tenses used, as well as the form of verbs used. In addition, student preferences on the teaching approaches used, traditional and communicative, were also observed.
In this research, there are two data needed:
students' learning outcomes and opinions about the teaching methods used. To obtain the data about the students' knowledge of the English tenses before getting the treatment, students are given a pre-test, and to obtain data on students' abilities using various English tenses taught after different treatment, students are given post-test. In addition, questionnaires were also given to students to obtain data related to student opinions about the teaching method used.
52 ISSN 2580-1937 (Print); 2580-7528 (Online)
The Influence of the Teaching Approach to Ability to Use Tenses
This section describes the results of the analysis of the pre-test and post-test results in the four classes that became the object of the study. The goal of this Elementary English Grammar classroom is to teach the proper use of tenses.
From the results of the pre-test, we can say that 27% students have good ability, 54%
students have enough ability, and 19%
students do not have good ability in using tenses.
Table 1. Pre-test Result
A 1
A 2
B 1
B 2
Total Percentage
Good 9 5 11 6 31 27
Average 14 15 12 21 62 54
Bad 6 9 3 3 21 19
After the treatment is given to the experimental groups, the students did post- test. Similar to pre-test, students are asked to make a writing with a predetermined theme.
The post-test results show that there is an increase in the number of percentage of students who can use tenses correctly in traditional classrooms.
Table 2. Post-test Result for Traditional Class
A 1 A 2 Total Percentage
Good 11 7 18 31
Average 14 14 28 48
Bad 4 8 12 20
Similar to pre-test, students in the classroom who are taught using communicative approach are asked to make a writing with a predetermined theme. The post-test results in the communicative class indicate that there is an increase in the percentage of students who can not use the tenses correctly, which originally only 11% to 16%.
Table 3. Post-test Result for Communicative Class
B 1 B 2 Total Percentage
Good 14 12 26 46
Average 7 15 22 39
Bad 5 4 9 16
In addition, the researchers also compared the pre-test and post-test scores of each student; whether they can make composition with the proper use of tenses or not. In Table 6, it is seen that the ability of students in the traditional class in using the correct verb form increases in the traditional class.
Table 4. Pre-Test and Post-test Result for Classes Taught using traditional approach and Communicative Approach
Traditional Class
Communicative Class
Better 57 49
Stay the same 15,4 19,3
Worse 27,5 31,6
The Effect of Finiteness Introduction in Using tenses
The analysis of pre-test and post test results does not stop only to compare the effectiveness of traditional and communicative teaching approaches in an effort to raise student awareness of the correct verb forms related to the use of tenses. In this study, a new concept, namely finiteness, was also introduced. Finiteness needs to be introduced since this concept is not owned by Indonesian grammar. The unfamiliarity of this concept in Bahasa Indonesia causes English users to often make mistakes in making correct sentences.
Table 5. The Effect of Finiteness Introduction in Using Tenses
Score Using the
knowledge on finiteness
Not Using the knowledge on finiteness
Better 82 18
Stay the same 75 27
Worse 48 55