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Erylish Education Study Frogram
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STKIP PGRI West Surnatera [2017]POSIT{YE POLITENISS STRATEGTES USED BY T}IE STTIDENTS II'{ CLAssRooM DISCUSSION AT STKIP PGRI WEST SUMATERA
Novi yolanda Chania tl,Dr. yelifira, M.pd2) yulmiati,M.pd3).
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depafiment student, college of teaching training aml education (PGRI) West Sumaterz 2)Engrish
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E*mail: yulmia,ti66@.r-ah oo.com
ABSTRACT,
This study aims to identi$ and analyae the types of positive politeness $trategy used by studeals to comment on the discussions in the subjecb English for Specific Purpose. This study was a longitudinal survelr datq the participants ofthis research was sfirdents ofA and B class at six semesters students academic year 20141201 5 at STI(P PGRI West Sumatra. Data collection teclrniques used is purposive sampling. In this study, researchers took fhe data with observations using two instruments,
ni*"ty
video recorders and field notes. Based on the analysis of observations used a video recorder and ieid
notes made by researchers on 14 and 22 February 2G17. The researcher found that the type ofpositive strategies strategies at STKIP PCRI west sumatera there are 3 types. i. Claim Com*on C.o,tnA, Z.
Convey that speaker and harer are Cooperators and 3. Futfil the hearer's lHant for Some ,y. After analyzing the data"the researchers recorded video during the discussion process. The results ofthe video recorder showed that students using three qpes of positive politeness strategies in giving comment after the discussion. The type positive politeness strategy that often tned is Fulfil the hearer's want for some X.
Key words : Positive Politeness Strategies, Ciassroom Discussion
Penelitian
ini
bertujuan untuk mengetahui dan menganalisa tentang tipe-tipe dari strategi positif kesopanan yang digunakan siswa berdiskusi dalam memberikan komentar parta mata pelajarai Englshfor
Specific Purpose. Peneiitianini
merupakan penelitian Longi*dinat Surviyiata,
dimana partisipannya adalah siswa dikelas A dan B semster 6 tahun ajaranZAI+D0I5 dikampus STKIp PGRI Sumatera Barat. Teknik pengambiian data yang digunakan adaiah ;trntrposive Sawpting Daiam panelitian ini, peneliti mengarnbil dah dengan obsen'asi y'ut g m"ngg.rnakan dua alai yaitu video recorder dan field note. Berdasarkan analisa dari observasi menggunakan video reccrder dan field nate yang telah dilakukan oleh poreliti pada tanggal 14 dan 22 februari 20I7, ditemukan bahwa tipe strategi positif kesopanan dikampus STKIP PGRI Sumatera barat ada 3 tipe, Clain Comruon C:rouid, Convey that Speakerand
Hearer are Cooperato* aan l.irlfil Hearer's Want./br Same X. Setetai melakukan analisa data, peneliti merekam video selama pr*ses diskusi berlaagsung. Hasil dari rekaman video menunjukkan bahwa siswa menggunakan ketiga tipe dari strategi positf kesopana tersebut dalam memberikan kornentar setelah diskusi. Tipe strategi positif kesopanan lang sering digunakan adalah Fulfll Hearer's want for some X.Key words : Strategi Kesopanan Fositif, Diskusi Kelas
2) Frst Advisor
3) Second Advisor
English Education Study Program–STKIP PGRI West Sumatera [2017]
2)First Advisor 1
3)Second Advisor INTRODUCTION
The classroom discussion is one way to communicate between students in discussing the lesson. According to Suzanne (2003:11) Classroom discussion provided motivation.
Students became more motivated through taking an interest in their peers’ claims and positions within a discussion. Based on the researceher observation at time of classroom discussion in teaching English at STKIP PGRI West sumatera, some of students can not use the positive politeness. For the example, she found some students did not respect their friends in discussion, interrupting the discussion which intends to correct the speakers, there were also students who asked neighbor discussion discussions to friends while discussions are ongoing. There were also some students say that the sound of the speakers is too small, so the students want the speakers to up his voice during the discussion and did not listen what friends tell, busy with their own affairs, told a friend at the time of the discussion, annoying friends who focused on listening to the discussion. It was all happened when a classroom discussion in English lessons. In this research the reseacher was found about what and how the students used positive politeness strategys in giving comment during classroom discussion at STKIP PGRI West Sumatera.
POSITIVE POLITENESS
Brown and Lavinson in Watts (2003:86) stated that Positive politeness is defined as the individual’s desire that her/his wants be appreciated and approved of in social interaction. It means that positive politeness is a way people in communication with each other. It is precisely this association with intimate language usage that gives the linguistics of positive politeness its redressive force. Positive-politeness utterances are use as
a kind of metaphorical extension of intimacy, to imply common ground or sharing of wants to a limited extent even between strangers who perceive themselves, for the purposes of the interaction, as somehow similar.
According to Brown and Lavinson (1987:101), Positive politeness is redress directed to the addressee’s positive face, his perennial desire that his wants or the actions/acquisitions/values resulting from them should be thought of as desirable. Its means that positive politeness is positive face in actions what we want. Positive face is when people give respect for another people said with a good face did not make another people fell hurt with another people expression..
Brown and Levinson (1987: 69) state that Positive politeness strategy is employed to minimise the threat to hearer’s positive face and entails utterance which express interest for the hearer’s needs and wants, contain in-group identity markers, optimism, humour and avoidance of disagreement. The positive politeness strategy shows you recognize that your hearer has a desire to be respected.
Positive politeness strategies are based on the sharing of the audience’s wants and show “the writer’s acceptance of the wants of rival researchers, or of the scientific community as a wholeIt also confirms that the relationship is friendly and expresses group reciprocity.
Expression in communication was importan becuase it a respect to communication and should good language when communication.
RESEARCH METHOD
This research was a Longitudinal Survey with Trend Survey types research, because the reseacrher tried to analyze of the positive politeness strategy by using students in classroom discussion and how students do participation at six year students of academic year 2014/2015 in STKIP PGRI West sumbar.
According to Gay and Airasian (2012:185), A longitudinal survey study data are collected at two or more times. These surveys are extremely useful for studying the dynamics of a topic or issue over time. It means that
3 Longitudinal Survey research collecting the
data to be find the answer questions about some topic. Gay and Airasian (2012:185) stated that A Trend Survey examines changes over time in a particular population defined by some particular trait or traits.
Researcher choose the participant by Purposive sampling, Gay and Airasian (2002:128). In this case, the researcher would choose two classes A and B with 5 students in English for Specific Purpose class at the six semesters students 2014/2015 academic year.
In this research, the researcher used instument as a tool to collect the data, Gay and Airasian (2000:145). In this research. The researcher used observation to collect the data.
Moreover, in this research the tool used during the observation process was video recorder and field note.
After collected the data, the researcher analyzed the data based on the instrument given, Creswell (2012: 261). There are six steps of analyzing of the data, they are prepare and organize the data for analysis, explore and code the data, coding to build description and themes, represent and report qualitative findings, interpret the findings and validate the accuracy of the finding. Prepare and organize the data for analysis, explore and code the data, coding to build description and themes, represent and report, interpret the findings and validate the accuracy of the findings.
In conclusion, there were six steps to analyze the data of this research. The researcher use Creswell steps. There are six steps of analyzing of the data, they are prepare and organize the data for analysis, explore and code the data, coding to build description and themes, represent and report qualitative findings, interpret the findings and validate the accuracy of the finding. The researcher used those steps to make the researcher easier in analyzing and finding the data for positive politeness used by students in classroom discussion.
FINDINGS AND DISCUSSION
Politeness is behaviour that shows in good manner. politeness is based on status and social level, power and structures of kinship, and situation formal or informal. Politeness
can used people in interaction communication. According to Mills (2003:159), Politeness as an assesment of the interactants that varies to a great extent according to multiple contextual factors such as gender, class, race, the communicative circumstances, and the way the individual is related tothe particular community of practice.
Brown and Levinson (1987: 69) state that Positive politeness strategy is employed to minimise the threat to hearer’s positive face and entails utterance which express interest for the hearer’s needs and wants, contain in- group identity markers, optimism, humour and avoidance of disagreement. The positive politeness strategy shows you recognize that your hearer has a desire to be respected. In this research the reseacher found the strategies of positive politeness strategies.
The first is Claim Comment Ground.
Claim common ground is Indicating that Speaker and Hearer both belong to some set of persons who share Specific wants, including goals and values. In claim common ground the students used assert common ground strategies in giving comment during classroom discussion. Definition of Assert Commmon Ground is This strategy for the Speaker oftening requests at least, requests for favours. The second strategies types of claim common ground is Notice and Attent to Hearer The definition of notice and attent to hearer is output suggests that Speaker should take notice of aspects of the Hearer condition, noticeable changes, remarkable possessions, anything which looks as though the Hearer would want the Speaker to notice and approve of it. The last strategies of claim common ground types used the students is Exaggerate.
Definition of exaggerate is often done with exaggerated intonation, stress, and other aspects of prosodies, as well as with intensifying modifiers.
The second strategies used the students in giving comment during classroom discussion is Convey that Speaker and Hearer Are Cooperators. Definition of Convey that speaker and hearer are cooperators is derives from the want to convey that the speaker and the addressee are cooperatively involved in the relevant activity. In this strategies, convey that speaker and d hearer are cooperators have 2 strategies types of positive politeness. The
4 first is Give Reasons. The definition of Give
Reasons Strategy is Give Reasons. Another aspect of including speaker in the activity is for hearer to give reasons as to why he wants what he wants. The last strategies is Include both Speaker and Hearer in The Activity.
Definition of Include both Speaker and Hearer in The Activity Strategy is by using an inclusive ‘we’ form, when Speaker really means ‘you’ or ‘me’.
The last strategies of positive politeness is Fulfil Hearer’s want for something. Fulfil hearer’s want for something is involves Speaker deciding to redress Hearer face directly by fulfilling some of Hearer wants, thereby indicating that he Speaker wants for Hearer in some particular respects. This strategies that often used the students in giving comment during classroom discussion. the Fulfil hearer’s want strategies have one strategy types, it is give gifts. The definition of Give gifts to Hearaer (good) strategy is S may satisfy H’s positive-face want that Speaker’s want Hearer’s wants, to some degree by actually satisfying some of Hearer’s wants.
CONCLUSIONS
The conclusion from finding is the students used three strategies of positive politeness strategies in giving comment during classroom discusssion with types of the strategies. the researcher found that students was polite in giving comment. The language that students used in giving comment was appropriate with the indicator of positive politenes strategies used by students in classroom discussion, students used the positive politeness strategies, such as claim common ground, fulfil hearer want and convey that speaker and hearer are cooperators. the researcher gave suggestion. There are suggestion for students and also for the lecturer. For the students, is interaction like discussion class especially in giving comment.
Thus, when the positive politenes strategies by using students in classroom discussion. Then, suggestion for the lecturer, based on the result of the positive politenes strategies used by using students in classroom discussion. It is consideration for the lecturer to encourage and to always remind the positive politenes strategies in giving comment.
ACKNOWLEDGEMENTS
Alhamdulillhah Hirobbilalamin, the researcher praises to ALLAH SWT the almighty who has given me the strength, health and bless to complete this thesis entitled Positive Politeness Strategies Used by The Students in Classroom Discussion at STKIP PGRI West sumatera.
A special thanks and appreciation from the deepest heart are given to advisors
Dr. Yelfiza, M.Pd and Yulmiati, M.Pd. who have been kind and willing to give their times, energy, suggestions, and supports in completing this thesis. Thank you very much for both of my advisors.
REFERENCES
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Creswell, John W. (2012). Educational Research : Planning, Conducting, and Evaluating Quantitative and
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Educational Research Competencies for Analysis and Application. New Jersey : Prentice-Hal, Inc.
Gay, L.R & Peter Airasian. (2012).
Educational Research Competencies for Analysis and Application. New Jersey : Prentice-Hal, Inc.
H. Chapin, Suzanne. (2003). Classroom Discussions. United States of America : Math Solutions Publications.
Mills, Sara. 2003. Gender and politeness. New York: Cambridge University Press.
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