In accompanying thanking strategy, more than half of INs use at least one alerter strategy in the subcategory of name to address the junior student.
369
In contrast, there are very few AEs who use any alerter in expressing gratitude.
370
After thanking strategy, one Minangnese IN addresses the junior student by
mentioning her name before promising to repay: ―Makasi ya Wulan. Entar aku ganti. Thank you Wulan
, I will pay you back later.‖
371
All INs responding by using repayment only promise the money back.
372
Whereas, AEs are able to repay money by treating the favor giver over food.
373
As one Caucasian AE expressed:
―I am sorry I forgot my wallet, I will get use next time.‖
374
Similar to INs, while expressing thanking strategy, more than half of ELs use at least one alerter in the
subcategory of name to address the junior student.
375
13. Situation 13: Taking a book -S, -I, =F
In this situation, expression of gratitude is made by a person in lower-status student to a person in a higher-status professor as response to the low-
imposition favor. Situated as a student, every participant is asked to give response to a professor, whom the student does know at all, for taking a book from a high
book shelf in the university library. After the professor takes the book and gives it, what is expressed by the all AEs, INs and ELs is thanking strategy.
376
In
369
Table 5.12 IN 1, 3, 4, 5, 7, and 10 Appendix 5
370
Table 5.12 AE 1, 4, 8, and 9 Appendix 5
371
Table 5.12 IN 3 Appendix 5
372
Table 5.12 IN 1-6 and 9-10 Appendix 5
373
Table 5.12 AE 1, 3, and 5 Appendix 5
374
Table 5.12 AE 5 Appendix 5
375
Table 5.12 EL 1-8, 10 Appendix 5
376
Table 5.13 AE 1-10, IN 1-10, and EL 1-10 Appendix 5
accompanying thanking strategy, all INs use at least one alerter strategy in the subcategory of title to address the professor.
377
More than half of AEs simply express thanking strategy in responding to situation 13.
378
Similar to INs, in accompanying their uses of thanking strategy, more than half of ELs use at least one alerter in the subcategory of title which is
functioned to address the professor. After expressing thanking strategy, one Javanese EL uses one alerter strategy in the subcategory of title ‗professor‘ to
address the professor before she states her appreciation to the help: ―Thank you,
Professor
. I appreciate your help. ‖
379
14. Situation 14: Borrowing an important book =S, +I, -F
In this situation, expression of gratitude is made by a person, who is situated to have equal-status with the interlocutor, as response to low-imposition favor.
Situated as a student, every participant is asked to give response to a classmate, whom the student does not know very well, for borrowing an important book.
When returning the book to the classmate, what is commonly expressed by all AEs, INs and ELs is thanking strategy.
380
In accompanying thanking strategy, coming from ethnic groups and states in Indonesia, more than half of INs use at
least one alerter strategy in the subcategory by name.
381
377
Table 5.13 IN 1-10 Appendix 5
378
Table 5.13 AE 2, 5-9 Appendix 5
379
Table 5.13 EL 6 Appendix 5
380
Table 5.14 AE 1-10, IN 1-10, and EL 1-10 Appendix 5
381
Table 5.14 IN 1-2, 4-7 Appendix 5
Almost all AEs never use alerter functioned as address term in their expressions of gratitude. Some AEs prefer to only express thanking strategy.
382
Opting to do not use any alerter, one Caucasian AE expresses thanking and states
her appreciation over the help: ―Thank you for allowing me to use the book for a bit,
I really appreciate it
‖
383
The other Caucasian AE prefers to express
thanking and positive reaction on how important the book for her: ―Thank you so much. I would not be finishing that paper without that book.
‖
384
In this case, similar to INs, in accompanying the use of thanking strategy, more than half of
ELs use at least one alerter in the subcategory of name to address the classmate.
385
15. Situation 15: Fixing a laptop +F, =P, +I
