In this chapter, the researcher presents research design, subject of the research, instrument of the research, procedure of collecting data, and technique of data analysis.
A. Research Design
In this research, the research employed descriptive qualitative methods to describe the research questions and future findings. Sugiyono (2010:30) states that qualitative research is descriptive; the collected data is in the form of words rather than a number. Qualitative research is concerned with a process, rather than simple outcomes or product; qualitative research tends to analyze the data inductively. Sugiyono (2010:30) also states that qualitative research is a research that used to analyze phenomena, event, social activity, attitude, belief, perception and people thinking either in individual or group. In this case, the researcher used this method to describe the types of students‟ politeness strategies and the factors influenced the different politeness strategies of students at SMA PGRI 3 Makassar.
B. Subject of the Research
The researcher observed the Tenth Grade Students of SMA PGRI 3 Makassar class X IPA. This class consisted of 20 students. In this research, the researcher applied the purposive sampling in getting the data because the previous observation which showed impolite utterances used frequently. According to 31
Sugiyono (2009) purposive sampling technique is one of the techniques used to determine the subjects by considering something. The researcher attended the class to do a classroom observation, and the last the research checked the observation checklist to obtain the data concerning the type of politeness strategies of students.
C. Focus of the Research
This research which was conducted in the Tenth Grade Students of SMA PGRI 3 Makassar consisted of 20 students in class X – IPA had focused to find out positive and negative politeness strategies in ELT classroom interaction. The researcher found out the positive politeness strategies in term of notice, attend to H (his/her interest, wants, needs, goods), use in-group identity markers, seek agreement, avoid disagreement, presuppose / raise / assert common ground, Offer or promise and give (or ask for reasons). In another side, the negative politeness strategies in ELT classroom interaction was found out by the researcher in term of question / hedge, be direct / conventionally direct, and minimize the size of an imposition on H.
D. Instruments of the Research
In this research, the researcher used two kinds of instruments to collect the data, as follows:
1. Observation Checklist
The researcher conducted an observation as the first instrument to observe the research subjects in order to see the classroom situation that was related to the classroom interaction.
2. Classroom Observation with Recorder
The researcher attended the classroom activities and recorded teachers‟ talk but avoided interaction with the participants (Gay, Mills, and Airasian in Ratnawati, 2014). The transcription of the recording was used to determine the type of politeness strategies used by the students along the research.
E. Procedure of Collecting Data
The researcher conducted the following procedures in order to get the data:
1. First, the research asked for permission to take data in the school.
2. Second, the researcher began to attend the class to observe the students politeness strategies during the classroom interaction.
3. Third, the researcher used a video recording to record the conversation in the classroom.
F. Technique Data Analysis
In analyzing the data, the researcher used qualitative method. The data from the transcript was to found out the type of politeness strategies used by the students in several steps; 1) transcribe in which the researcher collected data from the transcript and observation checklist, 2) coding in which the researcher identified the data about politeness strategies, and 3) data reduction in which the researcher analyzed the data by focusing the data into 2 (two) categories which were (1) positive politeness and (2) negative politeness. The conclusion made by describing about politeness strategies by students in classroom interaction at SMA PGRI 3 Makassar.
CHAPTER IV
FINDINGS AND DISCUSSIONS
This chapter dealt with findings of the research and discussion of research findings. It entirely covered the description of the result of the data analysis.
A. Findings
The findings discussed research based on video in the classroom. In the video is kind of politeness strategy done by students in SMA YP PGRI 3 Makassar in classroom interaction as research object. Before the research take the data in the form of video, the researcher first observation in the classroom.
Classroom observation was conducted for two times in the X IPA 1 at SMA YP PGRI 3 Makassar. During the observation, the researcher video recorded the whole process of teaching and learning activities to investigate the students. The research also used observation checklist to identify the student‟s politeness strategies that might appear during lesson. The result of the observation checklist is performed in the following table:
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Table 4.1. The Use of Positive Politeness Strategies in Classroom Interaction No Politeness
Strategies
Types of Politeness
Strategies Corpuses
1
Positive Politeness
Positive Politeness
(Strategy 4: Use in-group identity markers)
Good morning, Mam
2 Positive Politeness
(Strategy 5: Seek agreement)
Done mam
3 Positive Politeness
( Strategy 6: Avoid Disagreement).
“Don‟t play hp when studying”
4 Positive Politeness
(Strategy 7: Presuppose)
“traditional house” ma‟am
5 Positive politeness
(Strategy 5: Seek Agreement).
Yes mam,,
6 Positive politeness
(Strategy 10: Offer, Promise)
Yes Mam, Thank you Mam.
7 Positive Politeness
(Strategy 5: Seek Agreement).
Done Mam, (respond it politely)
8 Positive politeness
(Strategy 10: Offer, Promise).
Here they are, ma‟am.
9 Positive Politeness
(Strategy 1: Notice)
Thank you Mam.
10 Positive politeness
(Strategy 13: Give or ask for reasons)
God willing, no more, Ma‟am.
Table 4.2. The Use of Negative Politeness Strategies in Classroom Interaction No Politeness
Strategies
Types of Politeness
Strategies Corpuses
1
Negative Politeness
Negative Politeness
(Strategy 2: Use the form of questions with a particular particle; Question, Hedge)
(Laughing) what the hell subject was. (he said when teacher entered the classroom).
2 Negative Politeness
(Strategy 4: Minimize the imposition).
Hai… Moved it now.
3 Negative Politeness.
(Strategy 1: Direct expression according to convention).
You should be behind us. It was for Group 4.
4 Negative Politeness
(Strategy 1: Direct expression according to convention)
Here I was … while punching the table rudely, and there was a teacher in front of him.
5 Negative Politeness
(Strategy 1: Direct expression according to convention)
I went through this one (went through the table to move)
6 Negative politeness
(Strategy 1: Indirect expression according to convention)
I absolutely learned, Ma‟am.
7 Negative Politeness
(Strategy 2: Use the form of questions with a particular particle; Question, Hedge).
(Huft) Nothing, Ma‟am.
8 Negative politeness
(Strategy 2: Use the form of questions with a particular particle; Question, Hedge).
It‟s Tongkonan, Ma‟am.
9 Negative Politeness
(Strategy 2: Use the form of questions with a particular particle; Question, Hedge).
Hai … What was that draw?
10 Negative Politeness
(Strategy 1: Direct expression according to convention) .
Nadi,, nadii (cheering loudly)
From the tables above, the researcher identified and classified the types of students‟ politeness strategies by using the utterances. The researcher found 20 utterances using politeness strategies which consisted of positive politeness and negative politeness. The researcher tried to analyze each strategy simply and can be understood by the readers easily.
In the first observation meeting, researchers paid attention to the learning process in the classroom. Students were reminded to be active in classroom interaction. In this meeting, it was identified that politeness strategies were applied differently by each students. There were students responded positively and negatively. The following extract represented how the students‟ politeness strategies appeared, and the factors influenced the different strategies in classroom interaction.
Extract 1 : Positive Politeness (Strategy 4: Use in-group identity markers) Ss6 (leader) : stand up, please1! Say greeting to our teacher.
Ss ALL : good morning, Mom.
Ss6 (leader) : sit down, please !
In the beginning of teaching-learning process (first meeting), English teacher entered the class and asked the leader to greet and be ready all students to study. All students greeted the teacher by said “good morning, Mom.”. the extract above showed that students employed positive politeness. The students used identity marker “Mom” to call a female teacher who was considered as a respectable person althought the students sometime refused the Mom‟s wants, but they still showed their respect to teacher by using interpersonal marker “Mom”.
Calling “Mom” could be categorized as a positive politeness that was students positioned themselves as children. This utterance was indicated that students have good emotional relationship with their teacher.
Extract 2 : Positive Politeness (Strategy 5: Seek agreement)
T : yahhhh, kita mulai pelajaran dan setiap kelompok buka halaman 48
Ss10 : done Mom
T : “bukumu mana?” (sambil bertanya dikelompok 1-5)
The utterance in extract 2 (first meeting) showed the instruction of teacher to open the book on page 48 when the teacher began the teaching-learning process. It got positive response from student (Ss10) by saying “done, Mom”. The use of identity marker “Mom” for calling the female teacher who was considered as a respectable person. It was repeated many times when the students expressed their opinions. It could be considered that the students applied positive politeness to show their respects.
Extract 3 : Positive Politeness ( Strategy 6: Avoid Disagreement) Ss14 : jangan main hp kalau orang belajar . T : kira-kira, “ what picture is it ?”
There was one of the rebellious students who played handphone (in first meeting), and the student deeply appreciated the teacher teaching inside, so he rebuked his friend who played handphone, but in a polite way, and he belongs to the category of positive politeness.
Extract 4 : Positive Politeness (Strategy 7: Presuppose) Ss1 : “rumah adat mam”
T : yahhh betul .
And in the video answer the teacher‟s question (first meeting) was very appropriate and polite, and the teacher was proud to hear the answer from the student. Because he is very concerned about the lessons he teaches.
Extract 5: Positive Politeness (Strategy 5: Seek Agreement)
T :
yah betul , sekarang menulis sejarah dari cerita “maling kundang” dan kerja kelompok. Dan kalau tidak cukup waktu, nanti minggu depan kumpul .
Ss19 : yes mom
And by that time the lesson (first meeting) was over and the teacher tells the students to be finished at home and gathered at the next meeting and a student responds very politely “yes mom” he belongs to the category of “Positive Politeness”
Extract 6: Positive Politeness (Strategy 10: Offer, Promise) T : kalau begitu nanti di kerja dirumah saja
Ss13 : yes mom. Thank you, Mom
T : ok. Siapkan ketua kelas
And the teacher announced to work at home (first meeting) with their respective groups and one student answers very politely “yes mom, thank you, Mom” and he is very obedient to his teacher‟s instructions.
Extract 7 : Positive Politeness (Strategy 5: Seek Agreement) T : bagaimana tugasnya yang minggu lalu ?
Ss13 : done mom
T : ok , ibu mau cek setiap kelompok yang sudah.
And at the next meeting (second meeting) the teacher asked his students about the task. Then a student replied politely and gently “done mam”, and this includes a god attitude, respond well to teachers, this category including “positive politeness”.
Extract 8 : Positive Politeness (Strategy 10: Offer, Promise) Ss8 : ini mom punya kelompokku mom.
T : berapa paragraf yang kamu tulis ?
A students assigned the taks to his teacher (second meeting), and the students say “ini mam punyanya kelompokku mam “. And the students are very enthusiastic with the english lesson. This is the category of “positive politeness”.
Extract 9 : Positive Politeness (Strategy 1: Notice)
T : Bagus
Ss10 : thank you mom
T : yang lain bagaimana ? bisa dalam bentuk bahas inggris – bahasa indonesia atau sebaliknya
The student (second meeting) was grateful when her teacher praises herself “thank you mam”.thanking is one of “positive politeness”.
Extract 10 : Positive Politeness (Strategy 13: Give or ask for reasons) T : ok , ada pertanyaan ?
Ss14 : insya allah tidak ada mom
A teacher throwed a speech (second meeting) to his students to ask him and a students responds by saying “in syaa Allah tidak ada mam” was a very noble, polite sentence. This includes category “positive politeness”.
Extract 11 : Negative Politeness (Strategy 2: Use the form of questions with a particular particle; Question, Hedge)
T : silahkan ulangi !
Ss3 : assalamualaikum dulu baru good morning.
Ss6 (leader) : “everybody stand up please!” say gretting to our English teacher.
Ss5 : hahahahaa. pelajaran apa ini (laughing, and he did not appreciate the teacher in front of class)
The extract eleven (first meeting) occured when the teacher did not expect the way of the students to greet and asked the students to re-greet the teacher as well. In the greeting process, one of student (Ss5) “suddenly laughed and said what the lesson was”. It showed unrespected attitude to the older one. Impolite and underestimated utterance which was conveyed by the student (Ss5) categorized as negative politeness.
Extract 12 : Negative Politeness (Strategy 4: Minimize the imposition) T : one, two, three, four, five . (guru menunjuk bangku untuk
setiap kelompok)
Interval : “Dan siswa tersebut bergeser untuk pindah sesuai dengan kelompoknya masing-masing”
Ss5 : weee, pindah tempat ko cepat. (dengan nada berteriak)
The extract twelve (first meeting) described how the teacher grouped the students into small group which consisted of five students for each group. In the interval of grouping, there were some students who did not move quickly. So, another student (Ss5) yelled to others to move to your own group without mentioning name. It showed that the student (Ss5) applied negative politeness when the student (Ss5) instructed his friends to move quickly without using an explicit impolite marker such as please and mentioning name. It can be seen that the student (Ss5) used only personal marker “weee” and “ko” which categorized as negative politeness.
Extract 13: Negative Politeness (Strategy 1: Direct expression according to convention)
T : cepat-cepat !!
Ss10 : di belakang ko! Kelompok 4 disitu
The extract thirteen (first meeting) was similar to the third extract which used impolite personal marker “ko” categorized as negative politeness to convey teacher‟s instruction.
Extract 14 : Negative Politeness (Strategy 1: Direct expression according to convention)
Ss5 : itu Mom, itu Mom.
Ss14 : disini saya ( sambil memukul meja dengan keras) (dan didepannya ada guru)
The extract fourteen (first meeting) showed the student (Ss5) pointed something to the teacher while looking the seat for. There was some students who
unsatisfied to the grouping‟s process. The student (Ss14) showed physical response by hitting table aloud when he said that “disini saya (this belonged to me)”. It can be categorizes as negative politeness where verbal and physical response were impolite and rude.
Extract 15 : Negative Politeness (Strategy 1: Direct expression according to convention)
T : laki-laki angkat bangku
Ss8 : minta tolong dule kasih pindah bangku.
Ss9 : langsung ma lewat sini saya . (naik di atas meja untuk melangkah ke bangku sebelah)
The extract fifteen (first meeting) emerged when the teacher asked the male students to lift the chairs up. The student (Ss8) asked for hand to move her chair but the student (Ss9) repsonded it impolitely while saying “langsung ja lewat sini saya (I just passed through this way)” and as physically, he climbed the table to go through to the next chair. The impolite verbal and physical responses were rude and could be categorized as negative politeness.
Extract 16: Negative Politeness (Strategy 1: Indirect expression according to convention)
T : kamu mau belajar disni atau pergi main-main ? Ss8 : belajarlah mam ( suaranya keras )
In extract sixteen, in the learning process (first meeting), the student (Ss8) who was palying handphone was warned by the teacher to stop doing that while saying “kamu mau belajar di sini atau pergi main – main (you wanted to learn
here or going to play?)”. The student (Ss8) responded impolitely and rude by saying loudly “belajarlah, Mom (to study, Mom)”. Although, the student (Ss8) called identity marker “Mom” to the teacher to show his respect but the way of student (Ss8) was impolite. It was categorized as negative politeness.
Extract 17 : Negative Politeness (Strategy 2: Use the form of questions with a particular particle; Question, Hedge)
T : ehhh!! Kalian yang dibelakang apa kalian mainkan , sini hpmu , jangan menggunakan hp di dalam kelas saya. ! Ss17 : huuhhhh... tidakji Mom.
In extract seventeen, the teacher warned the student (Ss17) who did not pay attention to the lesson while the teacher was explaining about the lesson (first meeting). The teacher said “eehhh!!! Kalian yang dibelakang apa kalian mainkan? Sini hpmu, jangan menggunakan hp di dalam kelas saya (eehh!!! What were you playing over there? Give me your handphone, no phone in my class)”. A very disrespectful tone which was not good for the hearing was said by the student (Ss17) by saying “huuuhhh”, like a shouting voice, and it falls into the negative politeness category.
Extract 18 : Negative Politeness (Strategy 2: Use the form of questions with a particular particle; Question, Hedge)
Ss2 : tongkonan tohh mom ? (nada tinggi) T : dan ini gambar apa (ada sebuah gambar)
Ss16 : “perahu mom” ini mam ceritanya seperti ceritanya maling kundang mom.
There was a student who answered his teacher‟s questions (first meeting) but with a loud and very disrespectful tone. And that is not very good and he belongs to the category “Negative Politeness”.
Extract 19 : Negative Politeness (Strategy 2: Use the form of questions with a particular particle; Question, Hedge)
Ss15 : we apa itu seri ? (bahas diluar pelajaran )
Ss6 : Sama
Somehow (second meeting) there is a students discussing out of lessons to his friends. And his voice was very loud and loud and by that time his teacher was still in the classroom. Its‟s less good. It belongs to the category of “negative politeness”.
Extract 20 : Negative Politeness (Strategy 1: Direct expression according to convention)
Ss12 : nadi, nadi (nada berteriak) T : tolong jangan berteriak !
T : ok kalau begitu kumpul tugasnya setiap kelompok
A student wants to call his classmate (second meeting), but the way he calls him is very rude, and very distrurbing the class calm, “Nadi,Nadi” , this category including “negative politeness”.
B. Discussions
This part deals with the interpretation of findings where it will be explored, and elaborated were about the student‟s politeness strategies in classroom interaction. As the purpose of this research, this part will discuss about the findings of this research. It deals with the types of students‟ politeness strategies of students at SMA YP PGRI 3 MAKASSAR in classroom interaction.
The types of politeness strategies as well as the factors influenced the different strategies of students obtained after conducting an interview with the students who used politeness strategies in classroom interaction.
Classroom observation had been conducted for two meetings in one class.
The classroom observation was successful dealing with students‟ politeness strategies in the classroom. The student‟s politeness strategies were identified through their utterances in classroom. It has been performed earlier in observation checklist when they responded their lecturer or other students. Based on this classroom, finally, the researcher found a variety of students who had positive politeness.
1. The Types Influencing Students’ Politeness Strategies
In terms of student‟s politeness strategies, this study concerned on investigating the types influencing students‟ politeness strategies in classroom interaction. Through this study, it is identified that there are two types of politeness strategies influencing the student‟s politeness strategies in classroom interaction as followed:
a. Positive Politeness
The second finding shows that positive politeness strategies emerge in interaction. Here, the students used this types with various strategies. they used in group identify marker and seek agreement. The students used this type to show their politeness and minimize the distance between speaker and hearer and to reduce the hearer‟s disappointment by expressing friendliness. In line with Yule (1996: 61) who elaborates that a person who perfom positive face need to be concerned. Students positive politeness strategy in the classroom interaction can be found extract 1,2,3,4,5,6,7,8,9, and 10.
In extract 1 , In the beginning of teaching-learning process (first meeting), English teacher entered the class and asked the leader to greet and be ready all students to study. All students greeted the teacher by said “good morning, Mom.”. the extract above showed that students employed positive politeness.
The students used identity marker “Mom” to call a female teacher who was considered as a respectable person althought the students sometime refused the Mom‟s wants, but they still showed their respect to teacher by using interpersonal marker “Mom”. Calling “Mom” could be categorized as a positive politeness that was students positioned themselves as children. This utterance was indicated that students have good emotional relationship with their teacher.