Situation 15: Fixing a laptop +F, =P, +I Situation 16: Taking some sugar =S, -I, -F

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 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 best friend for fixing a laptop. After the laptop is repaired and the important data in the laptop is restored, what is commonly expressed by all AEs, INs, and ELs to their best friend is thanking strategy. 386 More than half of INs mention the name of their best friend in accompanying their use of thanking strategy. 387 382 Table 5.14 AE 5-7, 9 Appendix 5 383 Table 5.14 AE 2 Appendix 5 384 Table 5.14 AE 3 Appendix 5 385 Table 5.14 EL 1-2, 4-8, and 10 Appendix 5 386 Table 5.15 AE 1-10, IN 1-10, and EL 1-10 Appendix 5 387 Table 5.15 IN 1-9 Appendix 5 More than half of AEs never use alerter strategy in their expressions of gratitude. 388 Do not use any alerter, one Caucasian AE prefers expressing thanking and acknowledging of the imposition on how she realizes that her best friend is really busy: ―Thanks for taking the time to repair my laptop, I know you are really busy.‖ 389 One Caucasian, Indian and Danish AE simply express thanking: ―Thank you so much.‖ 390 Similar to INs, in accompanying thanking strategy, more than half of ELs use alerter in the subcategory of name to address the best friend. 391

16. Situation 16: Taking some sugar =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 taking some sugar. After the sugar is given, what is commonly expressed by almost all AEs, INs and ELs to the classmate is thanking strategy by using the word ‗thank‘. 392 In accompanying the use of thanking strategy, coming from ethnic groups and states in Indonesia, more than half of INs use at least one alerter strategy in the subcategory of name to 388 Table 5.15 AE 2-3, 5-7, and 9-10 Appendix 5 389 Table 5.15 AE 2 Appendix 5 390 Table 5.15 AE 7 Appendix 5 391 Table 5.15 EL 1-4, 6-8, and 10 Appendix 5 392 Table 5.16 AE 1-10, IN 1-10, and EL 1-9 Appendix 5 address the classmate. 393 In contrast, more than half of AEs simply express thanking in the sub category of using the word ‗thank‘ when they get the sugar. 394 There are only two AEs who use the other strategies, besides thanking strategy, in conveying their expressions of gratitude in responding to situation 16. One Indian and Caucasian AE is the only AE who ends his gratitude by endearment term ‗man‘ after he expresses thanking strategy: ―Thanks man.‖ 395 Similar to INs, in accompanying their use of thanking strategy, more than half of ELs use alerter in the subcategory of name to address the classmate. 396 After taking the sugar, one Buginese EL expresses thanking and addresses the classmate by mentioning his name: ―Thank you very much, Ron.‖ 397 17. Situation 17: Taking scattered papers +S, -I, =F