INTRODUCTION
Background
This means that politeness is used in classroom interaction to build a good relationship, have good social interaction and pleasant communication between teacher and students. Brown as cited in Ginting (2017) classroom interaction as the communication between teachers and students in the classroom, so the interaction is the heart of communicative competence. Based on the explanation above, the researcher's interests are used to investigate politeness strategies of students in classroom interaction.
Problem Statement
So, the researcher conducts a study titled “Politeness Strategies Used by Students in EFL Classroom Interaction at SMA Muhammadiyah 9 Makassar”.
Objective of the Research
Significance of the Research
The results of this research are expected to be valuable for teachers as a reference in English teaching. And for students, the students will be aware of the importance of politeness in English teaching and learning.
Scope of the Research
This study investigates politeness strategies used by learners and teachers in EFL, and the effect on good values used in EFL. In Kurniyatin's thesis (2017) investigating "An Analysis of Politeness Strategies Used by Teachers and Students in English Class at MTs NU Assalam Kudus". Based on the above research findings, three authors had done research to know more about politeness strategies used by students in EFL classroom interaction.
Some Pertinent Ideas
Based on the statement, the researcher concludes that this strategy is used when the speaker wants to break up with the listener. Based on the statement, the researcher concludes that the speaker offers, commands something to the listener. Based on the statement, the researcher concludes that the speaker is aware of the listener's condition.
From the statement, the researcher concludes that the speaker uses the term when talking to the listener. From the statement, the researcher comes to the conclusion that the speaker helps the listener to realize his/her wishes. From the statement, the researcher concludes that the speaker is working with the hearer in their mutual interest.
From the statement, the researcher concludes that the speaker asks the reason for something the listener is doing. From the statement, the researcher concludes that the speaker responds to the listener's kindness and vice versa. From the statement, the researcher concludes that the speaker gives the listener a gift of sympathy.
From the statement, the researcher concludes that this strategy implies the speaker information to the hearer. From the statement, the researcher concludes that the speaker is expressing the statement to the listener. From the statement, the researcher concludes that the speaker does not give complete information to the listener.
Conceptual Framework
Extract 1 above shows that students used a range of politeness strategies in the classroom. Here, students used a positive politeness strategy categorized for use in group identity markers/addressable forms. When the teacher asked about "anyone ada yang kenal gambar dipapan?", the students jokingly replied "kakeknya".
When the teacher asked about "tokoh apa itu Ki Hajar Dewantara?", the students responded with a joke. When the teacher asked about "ada itu kata delo, apa nak delo?", the students responded with a "pesawat" joke. The extract shows the use of "mama" as an identity marker, when the teacher asked "jelas tulisannya ibu dipapan nak?", the students reply "nessami jelas mama".
The most common politeness strategies used by students in EFL classroom interaction is positive politeness. The excerpt shows the use of 'mother' as identity markers, when the student asked: 'Jadi ini mom, he studies in Jakarta?'. Here, students applied a positive politeness strategy, categorized for use in group identity markers. For example, when the student used the utterance “yes mom,” the utterance shows that the students are using a positive politeness strategy. This is categorized into group identity markers, 'mom' as identity markers, as seen in excerpt 18.
Ketika guru bertanya tentang “tokoh Ki Hajar Dewantara yang manakah?” siswa menjawab dengan bercanda dengan ungkapan “angka uang”.
RESEARCH METHOD
Research Design
The researcher describes the politeness strategies used by learners and the most common politeness strategies used by learners in EFL classroom interaction.
Research Subject
Research Instrument
Procedure of Data Collection
The record would be doing in the classroom and would record the politeness strategies used by students and the most frequent politeness strategies used by students in EFL classroom interaction. After the entire registration process would perform subsequent transcription of recording in the analysis, the results of the analysis of these data would be easy to understand.
Technique of Data Analysis
The researcher also used an observation checklist to identify students' politeness strategies during the lesson. The students instructed the other students and used the statement “before we study together, please pray” here, the students applied the bare on-record strategy. The students used the personal names “Septi, Aisyah” when the teacher asked: “Siapa yang sebenarnya nak bertugas menyapu hari ini?”.
The students instructed the other students, used the statement “before we study together, please pray” here, the students applied the bare on-record strategy. Here the students applied the 'bare on record' strategy, categorized based on the consent requested by H/hearer. The context of the above statement where the teacher asked the students “number three siapa yang maut tulis?”, after which the students responded with “saya, saya”.
The context of the above statement that the teacher asked one of the students "bisa nak nomor lima?", then the other students answer. The context of the above statement that the teacher asked one of the students "bisa nak nomor lima?", then the other students answer "sayapi". Here, students used several strategies, namely group use of identity markers, seeking agreement/repetition, joking, and offering.
When the teacher asked one of the students "bisa nak nomor lima?", the other answered "sayapi".
FINDINGS AND DISCUSSION
Findings
During the observation, the researcher recorded the whole process of teaching and learning to examine the students. This excerpt shows that the students used the utterance "Attention" to get the attention of the other students, so that the other students stand up to say hello to the teacher. The pronunciation of "masih" included the types of politeness strategies where the teacher asked the students "masih ingat nak materi yang lalu?", after which the students replied "masih".
The utterance shows how the students used the strategy to reach agreement by repeating part of what the teacher said. One of the students asked the teacher for permission to go to the toilet, the students used the expression “ibu izinka dulu nah bu”. The students tried to volunteer themselves to write the answer to question number three on the whiteboard.
The extract shows the use of "mum" as an identity marker, when the teacher asked "paham maksudnya nak tugasnya". The students tried to offer themselves to write the answer to question number five on the board.
Discussions
Brown and Levinson, as cited in Kurniyatin (2017), the speaker uses positive politeness strategies because he can satisfy the listener's positive face to some extent. The most common politeness strategies used by students in EFL classroom interaction at SMA Muhammadiyah 9 Makassar. Of the total, five student statements include baldness strategies on the record, sixteen student statements include positive politeness strategies.
Regarding the application of politeness strategies used by students, the findings show that there are politeness strategies can be found in the students' utterances, namely baldness strategies in the record, positive politeness strategies. Sixteen student utterances include positive politeness strategies, categorized uses of group identity markers, seeking agreement/repetition, joking and offering, promise from student utterances for the teaching and learning process during observation. There are five student statements involving baldness strategies on the record, sixteen student statements involving positive politeness strategies.
The data show that the most common politeness strategies used by students in EFL classroom interaction are positive politeness strategies when communicating with the teacher during the teaching-learning process. This research only focuses on politeness strategies used by learners and the most common politeness strategies used by learners in EFL classroom interaction. An analysis of politeness strategies used by teachers and students in English classes at MTs NU AssalamKudus. Thesis.
T : Ok yang nomor tiga, perhatikan, kalau misalnya ada teman yang mau pakai nomornya juga boleh, 1000 pintu.
CONCLUSION AND SUGGESTION
Conclusion
The researcher found that twenty-one student utterances consisted of five student utterances, including bare on-record strategies, categorized metaphorical urgency for emphasis, task-oriented/paradigm form of instruction, and consent requested by the hearer.
Suggestion
T: Perhatikan baik-baik dulu supaya ujianmu berlangsung di bulan ke-12. Selain itu, jadwal yang Anda berikan kepada saya kemarin berisi materi hari ini. Judulnya adalah teks biografi. T: Apa yang sudah kamu tulis sebelumnya, nak? Yang pertama adalah tanggal lahirnya, dan selain itu, Anda menyebutkan yang kedua. Oke simak dulu nak, yang dimaksud dengan teks biografi dalam bahasa inggris teks biografi adalah teks yang berisi penjelasan tentang kehidupan seseorang atau tokoh terkenal, biasanya meliputi penyebutan kelahirannya, pendidikannya, keluarganya, anak laki-lakinya, apa itu yang dimaksud dengan teks biografi.
Mari kita mulai, teks biografi pertama yang akan kita bahas adalah tokoh disini. Maksudnya episode tujuh, ada yang tahu apa ide pokok episode tujuh, apa isi episode tujuh? Perhatikan dulu tugas pertama disini nak yaitu penyelesaian sebuah font kenapa kita bahas isi paragrafnya satu per satu karena ini biodata pak habibie tugas anda menjelaskan apa yang sudah saya jelaskan tadi tolong jelaskan lagi pak biodata habibi mulai dari namanya tanggal lahir dan seterusnya paham anak ini.
T: Oke, sekarang perhatikan dulu kertas yang kamu masukkan, artinya ada hubungannya dengan apa yang kamu tulis di papan tulis. Ok, lihat dulu masing-masing kertasnya, ada yang sama dengan gambar yang kamu pegang. T: Teks deskriptif itu mau bicara tentang tempat, termasuk juga bangunan, jadi tentang tempat atau bangunan.
Jika bagian di bawah ini adalah pilihan ganda, cukup pilih jawaban berdasarkan teks di atas. Perbedaannya adalah Anda memperhatikan perbedaannya. Kalau bagian di atas adalah latihan mendengarkan, maka dengarkanlah kata apa yang kamu maksud nak. Di sini Anda menulis dalam bahasa Inggris, saya akan memberikan contoh nomor satu, perhatikan dulu. Bu, beri contoh nomor satu, terkenal, dalam bahasa Inggris artinya terkenal dalam bahasa Indonesia. Bangunan ini mempunyai nomor lima yaitu koridor panjang berkelok-kelok, dalam bahasa Indonesia artinya koridor panjang berkelok-kelok.
Observation Checklist (Meeting 1)
Transcript of Classroom Observation (Meeting 1)
Observation Checklist (Meeting 2)
Transcript of Classroom Observation (Meeting 2)
Documentation of Classroom Observation
