POLITENESS STRATEGY USED BY LECTURER AND UNIVERSITY STUDENTS OF ENGLISH EDUCATION DEPARTMENT AT IAIN TULUNGAGUNG IN CLASSROOM DISCUSSIONS

WAHYU ARDLILA PUTRA, 2813123160 (2016) POLITENESS STRATEGY USED BY LECTURER AND UNIVERSITY STUDENTS OF ENGLISH EDUCATION DEPARTMENT AT IAIN TULUNGAGUNG IN CLASSROOM DISCUSSIONS. [ Skripsi ]

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Abstract

ABSTRACT Ardlila Putra, Wahyu. Registered Number Student. 2813123160. 2015. Politeness Strategy used by lecturer and university students of English Education Department at IAIN Tulungagung in Classroom Discussions. Thesis. English Education Program. State Islamic Institute (IAIN) of Tulungagung. Advisor: Dr. Sukarsono, M.Pd. Keywords: Communicative function, politeness strategy, FTAs, classroom discussion. Interaction in the classroom discussion cannot done without communication process. In doing communication we need a strategy to make a symphonious condition. Politeness strategy is the strategy to make polite utterance to minimize face threatening acts to make the symphonious condition that support the well-running of interaction in the classroom discussion, when the interaction flow well the students’ understanding will follow it. The formulation of research problems were: 1) What kinds of communicative function are found in students’ classroom discussion ? 2) What politeness strategy used by lecturer and university students of English education department program in classroom discussion ? The objectives of research were : 1) finding out what communicative function used by lecturer and students in class room discussion, and 2) finding out what politeness strategy used by lecturer and students of English education department program in the classroom discussion. In this study the researcher applied content analysis design with qualitative approach. The subjects of this study were the fourth semester students of English Education Department in the academic year 2015/2016 who were having discussion in argumentative speaking class at State Islamic Institute of Tulungagung. The informant were 36 students. This study used students’ utterances containing kinds of communicative functions, and politeness strategy as the data. Based on analysis of the data, the researcher found that there were 11 communicative functions used by lecturer and students in classroom discussion, they were : 1) act of ordering, 2) act of requesting, 3) act of self-humiliating, 4) act of reminding,5) act of agreeing, 6) act of disagreeing,7) act of apologizing, 8) act of excusing, 9) act of thanking, 10) act of suggesting, and 11) act of praising. From the analysis, the researcher found most of the lecturer and students performed act of requesting, and act of ordering. There were 18 act of ordering uttered by the lecturer and there were 8 act of requesting done by the students. While there were 5 politeness strategy performed by lecturer and students, they were : 1) baldy politeness strategy, 2) positive politeness strategy, 3) negative politeness strategy, 4) off-record strategy, 5) using combination of positive and negative politeness strategy. From the research the researcher found most of the lecturer and students often use baldly politeness strategy in doing act of requesting and ordering, then they often use positive politeness strategy, and negative politeness strategy in doing act of agreeing, and disagreeing, and they often use off-record strategy in doing act of self-humiliating. In the act of ordering and requesting, apologizing, agreeing and disagreeing the speakers are often use direct strategy and indirect strategy, but in the act of reminding, and self-humiliating the speakers are often use indirect strategy. The direct strategy in performing communicative function used by the lecturer and students were using imperative sentence, affirmative sentence, and negative sentence while the lecturer and students often choose indirect communicative function using question,yes/no question, using modal and WH question and using affirmative sentence. The students often used negative politeness strategy, but only in some utterances. In certain case the speaker performed no politeness strategy, so they used direct instruction using imperative sentence. When the students decided to choose negative politeness strategy, they often used indirect order or suggestion, question, or understatement. In this classroom discussion when the speakers performed positive politeness strategy they indicated that they prefer doing act of agreeing, act of disagreeing, apologizing in the certain certain moment the speaker used a kind of joke to neutralize the situation of classroom discussion especially in argumentative speaking class because the speaker s are free to declared their arguments even though there were no theoretical fundamentals. Moreover, negative politeness strategy often appeared when the speaker tried to minimize face threatening act, it can be seen from the hedge question used, and the using of modal. Positive politeness strategy was used to minimize positive face threatening act and negative politeness strategy was used to minimize negative face threatening act, then baldly record strategy also often use by the speakers in doing act of ordering, and act of requesting, thanking, ad act of apologizing. Baldly on record strategy threatens hearer’s positive and negative face. But off-record politeness strategy often used when the speakers doing act of self-humiliating, and act of reminding. In doing off-record politeness strategy, the speaker affected his own positive face and affected the hearer’s positive face. in certain case face threatening act that threaten positive face can be minimize using negative politeness strategy on the basis of certain condition. But in this study, the researcher finds politeness strategy not only used to minimize FTAs, but also in some, even though there was no FTA, the speaker performed politeness strategy to make polite and gratified conversation for the speaker itself and in other hand, for the hearer.

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