Moreover, the teacher wants to save the students' face in order to make a meaningful teaching and learning process in the classroom. Thus, the interaction between the teacher and the students in the classroom should be maintained in a good relationship. In addition, teachers act as role models in the classroom and students will imitate the way the teacher teaches them.
In the past, the teaching process between students and teachers should respect and value each other differently than now. What kind of dominant politeness strategies are used by English teachers in classroom interaction. To find out the prevalence of politeness strategies used by English teachers in classroom interaction.
Brown and Levinson (1987) also added to the concept of "face" that there are many utterances that are likely to be undesired behaviors or referred to as face-threatening actions. In the bald recording strategy, the speaker does nothing to minimize threats to the listener's face. In selecting this strategy the FTA is not minimized to save face. There are two types of sub-strategies in the bald strategy on the record, ie.
It usually tries to reduce the distance between them by expressing friendliness and firm interest in the hearer's need to be respected (minimize the FTA).
Notice, Attend to Hearer (his Interests, Wants, Needs, Goods)(Sub strategy 1)
But when my Mum saw it she said 'oh it's not your colour, you prefer pink and blue.'.
Use In-Group Identity Markers. (Sub strategy 4)
Avoid disagreement (Sub strategy 6)
Here the speaker speaks as if the addressees were speakers or the addressee's knowledge will be equal to the speaker's knowledge. Foe example is the use of the tag question with falling intonation in some local dialects of British English.
Joke (Sub strategy 8)
Assert or presuppose speaker’s (S’s) knowledge of and concern for hear’s (H’s) wants (Sub strategy 9)
Offer, Promise (Sub strategy 10)
Offers and promises are a natural result of choosing this strategy; they too are false, they demonstrate the speaker's good intention in fulfilling the hearer's positive face desires.
Be Optimistic (Sub strategy 11)
Include both speaker (S) and hear (H) in the activity. (Sub strategy 12)
Assume or assert reciprocity (Sub strategy 14)
Negative Politness Strategies
Brown and Levinson argue that negative political star strategy is a type of strategy that focuses remedial measures on the negative face of the addressee. This strategy recognizes the listener's face, but also recognizes that the speaker is coercing them in some way. Here the speaker threatens the negative face of the listener, who wants freedom of action.
To minimize the threat, the speaker applies 'hedge' (please) to soften the utterance and 'give difference' to show his respect for the hearer. The speaker tries to be indirect so that no misinterpretation of what he means can arise.
Question Hedge (Sub strategy 2)
There are two sides to the coin in the realization of reverence: one in which the speaker humbles and humbles himself and another in which the speaker elevates the hearer (pays him a positive face of a particular kind, namely that which satisfies the hearer's desire to be treated as superior) for example:.
Apologize (Sub strategy 6)
Speaker does not want to intervene, but is simply forced to buy circumstances, is to state the free trade agreement as an example of a general social rule, regulation or obligation. The speaker can remedy an FTA by explicitly claiming his debt to the hearer or by disclaiming any debt owed to the hearer, for example:. Brown and Levinson state that a communicative act is performed off record if it is performed in such a way that it is not possible to assign only one clear communicative intention to the act.
Thus, if a speaker wants to make an FTA but wants to avoid the responsibility of making it, he can make it off the record and leave it to the addressee to decide how to interpret it. there are fifteen off-the-record strategies such as :.
Give hints (Sub strategy 1)
Understate (Sub strategy 4)
Overstate (Sub strategy 5)
Use tautologies (Sub strategy 6)
Use contradiction (Sub strategy 7)
Be ironic (Sub strategy 8)
Use metaphors (Sub strategy 9)
Use rethorical questions(Sub strategy 10)
Be ambiguous (Sub strategy 11)
Be vague (Sub strategy 12)
Over generalize (Sub strategy 13)
Displace Hear (H) (Sub strategy 14)
Be incomplete, use elipsis.(Sub strategy 15)
Roles of the Interactive Teacher
- The Teacher as Controller
- The Teacher as Director
- The Teacher as Manager
- The Teacher as Facilitator
- The Teacher as Resource
Just as parents are called to be many things to their children, teachers cannot be satisfied with just one role. Rebeca Oxford et al (1998) pointed out that the role of the teacher is often best described in the form of a metaphor: teacher as producer, teacher as doctor, teacher as judge, teacher as gardener and others. Below you will find another set of metaphors to describe the spectrum of teacher role options, some of which are more conducive to the creative and interactive classroom than others.
But for interaction to take place, the teacher must create a climate where spontaneity can thrive, where unrehearsed language can be performed, and where the freedom of expression afforded to students makes it impossible to predict what they will say and do. . Some interactive classroom can rightly be structured in such a way that the teacher is like a conductor of an orchestra or a director of a drama. When students engage in either rehearsed or spontaneous language performance, it is your job to ensure that the process flows smoothly and.
Of course, the ultimate motive of such direction must always be to enable students to eventually engage in the real drama of improvisation, as each communicative event brings its own uniqueness. This metaphor captures your role as one that you plan as lessons, modules and courses, structuring the larger, longer segments of classroom time, but then allowing each individual player to be creative within those parameters. Managers of successful corporations, for example, retain control over certain larger goals of the company, keep employees on track with goals, participate in continuous evaluation and feedback, but give freedom to each person to work in his or her own individual areas of expertise. .
A less guiding role could be described as facilitating the learning processes, making learning easier for students; they help clear roadblocks, find shortcuts and drive over rough terrain. The facilitation role requires you to step back from the managerial or directive role and, with your guidance and gentle encouragement, let students find their own path to success. A facilitator used the principle of intrinsic motivation by letting students discover language in a pragmatic way, instead of telling them about language.
In fact, the consequence of the resource role is that the student takes the initiative to come to you. You are available for advice and counseling when the student is looking for it. Of course, it's not practical to push this metaphor to the extreme of simply walking into a classroom and saying something like, “well, what do you want to learn today? ". But there are times when you can literally step back and let students work on their own language development.
The Previous Research
The data show that positive politeness dominates the use of politeness strategy in the classroom interaction of eighth grade students and teacher MP N2 Tabanan. In this study, the researcher aims to investigate the politeness strategies used by English teachers in the classroom and to investigate the reasons why the English teacher uses politeness strategies in the classroom. The researcher will find out what types of politeness strategies an English teacher uses in class and why an English teacher uses politeness strategies in class.
Conceptual Framework
BALD ON RECORD
POSITIVE POLITENESS
NEGATIVE POLITENESS STRAT
OFF- RECORD
- Subject of the Study
- Object of the Study
- Instrument of Collecting Data
- Technique of Collecting Data
- Validity
In this study, the writer used qualitative research, which is essentially interpretation research, to purposefully select informants, whether people, documents, or visual materials that could best answer the research problem. The design was used to find politeness strategies used by an English teacher in the classroom. Case study is a type of ethnographic research that focuses on a single unit, such as one individual, one group, one organization, or one program. It was used to examine the data found in the field that contradicts the theory.
This means that the researcher must obtain data from everything that relates to the subject. There are two English teachers at Smp HKBP P.Bulan Medan, namely; teacher who teaches class VII and another teacher is in class VIII, both were observed at different times. The data is taken from the teachers' utterances while they are doing the teaching-learning process in the classroom.
Arikunto (2000:134) revealed that a data collection instrument is a tool used by researchers to assist them in data collection, to make it more systematic and convenient. There are a number of tools used in qualitative research: observation, questioner, interview, and documentation. 2. Use member checking to determine the accuracy of the qualitative finding by returning the final report or specific descriptions or themes to participants and determining whether these participants feel this is so.
Triangulation can be defined as the use of two or more methods of data collection in the study of some aspect of human behavior. Thus, the technique of triangulation means that the researcher used two or more techniques in data collection in order to obtain validity. There are four triangulation techniques, they are; source or data triangulation, researcher triangulation, theoretical triangulation and methodological triangulation.
In source triangulation, the researcher uses multiple sources or participants to obtain data accuracy. From the perspective of some researchers in the interpretation of information and data collection, the validity of the data can be increased.