IMPOLITENESS STRATEGY BY THREE YEAR OLD CHILDREN.
THE IMPOLITENESS STRATEGY OF THREE YEAR OLD
CHILDREN
A Thesis
Submitted to the English Applied Linguistics Study Program in
Partial Fulfillment of the Requirements for the Degree of
Magister Humaniora
By:
SITI MARLINA
Registration Number: 8136112077
ENGLISH APPLIED LINGUISTICS STUDY PROGRAM
POSTGRADUATE SCHOOL
STATE UNIVERSITY OF MEDAN
MEDAN
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ABSTRAK
Marlina, S. NIM: 8136112077. Ketidaksantunan Bahasa oleh Anak Usia Tiga Tahun.Tesis. Linguistik terapan Bahasa Inggris, Sekolah Pascasarjana, Universitas Negeri Medan.2015
Tujuan dari penelitian deskriptif kualitatif ini untuk menemukan: (1) Strategi ketidaksopanan, (2) Proses Ketidaksopanan, dan (3) Alasan menggunakan strategi ketidaksopanan bahasa pada anak usia tiga tahun. Data diambil dari hasil pengamatan kepada anak usia tiga tahun yang dilakukan di lingkungan sekitar rumah peneliti. Data tersebut diidentifikasi , dianalisis dan dikelompokkan berdasarkan teori Culpeper (1996, Gleason and Ratner (1998:285) dalam kaitannya dengan proses kesopansantunan bahasa, Beebe (1995: 154) dalam kaitannya dengan fungsi ketidaksopanan Culpeper (1996). Temuan penelitian ini menunjukkan bahwa: 1) hanya ada empat strategi ketidaksopanan dari lima strategi ketidaksopanan berdasrkan teori Culpeper (1996) yang di temukan dari kelima subjek penelitian yaitu (a) ketidaksantunan secara langsung (Bald on record impoliteness), (b) ketidaksantunan positif (Positive impoliteness),(c) ketidaksantunan negatif (negative impoliteness), (d) menahan kesantunan (withhold politeness). Dan tidak ditemukan sarkasme atau kesantunan semu (sarcasm or mock politeness) pada strategi ketidaksantuanan anak pada usia tiga tahun; 2) Proses dari katidaksantunan bahasa pada anak usia tiga tahun yang di temukan lebih sering secara langsung (Direct speech Act); dan 3) Penggunan ketidaksopanan bahasa dalam interaksi sehari-hari anak usia tiga tahun memiliki beberapa alasan yaitu a) untuk melampiaskan perasaan negative, b) untuk mengancam wajah lawan bicara, c) untuk mencari perhatian, d) untuk menunjukkan rasa tidak hormat, e) untuk mengejek lawan bicara, f) untuk menolak, g) dan untuk menghina lawan bicara. Secara keseluruhan, data menunjukkan bahwa ketidaksopansantunan digunakan sebagai strategi komunikasi yang tidak hanya digunakan oleh orang dewasa akan tetapi juga digunakan oleh anak usia tiga tahun, dan ini merupakan proses pemerolehan bahasa pada anak. Oleh karena itu diharapkan kepada semua pihak yang berperan dalam proses pemerolehan bahasa anak untuk memperhatikan efek dari ketidaksopanan yang digunakan oleh orang dewasa dalam interaksi kehidupan sehari-hari terhadap anak-anak.
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ABSTRACT
Marlina, S. NIM: 8136112077. Impoliteness Strategy by Three Year Old Child. Thesis. English Applied Linguistics Study Program, Post Graduate School, State University of Medan. 2015.
The objective of this descriptive qualitative were to discover: (1) the Impoliteness strategy, (2) The Process of impoliteness, and (3) Reasons for using language impoliteness strategies by children three year old. The data were taken from the observation of five children three-year old their daily activities investigators. The data are identified, analyzed and classified based on the theory of Culpeper (1996), Gleason and Ratner (1998: 285) in relation to the process of politeness language, Beebe (1995: 154) in relation to the function of irreverence Culpeper (1996). The findings of this study indicate that: 1) there are only four of five impoliteness strategies based on those theories Culpeper (1996) which is found on the fifth research subjects, namely (a) Bald on record impoliteness, (b) Positive impoliteness, (c) negative impoliteness, (d) withhold politeness. And the researcher did not find the sarcasm or mock politeness on the impoliteness strategies that used by children three year old; 2) The process of impoliteness strategies by children three year old, were found more Direct speech Act; and 3) and the reason of using of impoliteness strategies in everyday interactions by children three year old have the reasons, namely a) to vent the negative feelings, b) to threaten the target, c) toget attention, d) to show disrespected, e) To mock the target, f) to refuse, and g) to insult. Overall, the data indicate that impoliteness strategy as the communication used not only by adults but also used by children three year old, and this is the process of language acquisition in children. It is therefore expected that all participant involved in the process of language acquisition to pay attention to the effects of impoliteness strategy that are used by adults to the children.
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ACKNOWLEDGEMENTS
Bismillahirrahmanirrahim
Alhamdulillahi rabbil ‘alamin, the researcher expresses her highest gratitude to Allah subhanahu wa ta’ala for blessing, love, opportunity, health, and mercy to complete this thesis. Shalawat is also sent to Prophet Muhammad shallallahu ‘alaihi wa sallam who had delivered the truth to human beings in general and Muslim in particular.
In arranging this thesis, a lot of people have provided motivation, advice, support, and even remark that had helped the researcher. In this valuable chance, the researcher aims to express her gratitude and appreciation to all of them. First, the researcher presents her sincere appreciation goes to her first advisor Dr.Sri Minda Murni, M.S, who has given advise and motivation and taught her about discipline. Then to her second advisor Dr. T.Thyrhaya Zein, M.A, who has helped her patiently finishing this thesis by giving suggestion, guidance, and correction since the preliminary of manuscript until the completion of this thesis.
The researcher greatest thanks go to the Head and Secretary of the English Applied Linguistics Study Program, Prof.Dr. Busmin Gurning, M.Pd and Dr. Sri Minda Murni, M.S for thei administrative assistance during the process of conducting the study. Her gratefulness is also given to Prof. Dr. H. Abdul Muin Sibuea, as the Director of Postgraduate School Study Program of State University of Medan.
The writer would like to express hergratefulness to prof. Jonathan Culpeper from Lancaster University, UK, for his suggestion and his kindness to sspend time to read her emails and respond her questions.
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Furthermore, the writer would like to thank Dr. Zainuddin, M. Hum, Dr. Siti Aisyah Ginting, M,Pd, and Dr.Syahron Lubis, M.A for their suggestion and constructive comments.
The writer also would like to express her deepest appreciation goes to her beloved husband, Majrul Afandi for his always support mentally and financially. To her little sons, Habiburrahman Afandi and Fatiha Rizki Afandi, for their support and understanding.
Special thanks are conveyed to her beloved parents, her mother Sumiati for the endless love, pray, and support, and her father Sumardi (the late) who has become the researcher’s inspiration to keep learning especially in academic level as he desired before, and her step father Ahmad for his support.
Her sincere thanks go to her siblings Mery Yusnila and Andreansyah for their advice, kindness, and even critique to encourage her to be better person. Last but no least, Her thankfulness also goes to all her beloved friends in B4 Class, Applied Linguistics study Program, Post graduate School at State university of Medan, Yeni Purtika Simanjuntak, Ersika Puspita Dani, Ika Swantika, Mia Rizana, Muvidah, Fitri Erawati, and Adinda Zoraya Alvin. Thank you very much for their support, prayers, encouragement and for the assistance in finishing this study. Finally, may Allah always blesses us. Aamiin
Medan, August 2015
The Writer
Siti Marlina
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TABLE OF CONTENTS
Pages
ABSTRACT ... i
ABSTRAK ... ii
ACKNOWLEDGEMENT ... iii
TABLE OF CONTENTS ... v
LIST OF TABLE ... vii
LIST OF FIGURE ... viii
CHAPTER I. INTRODUCTION 1.1 The Background of the study ... 1
1.2 The Problem of the Study ... 4
1.3 The Objective the Study ... 5
1.4 The Scope of the Study ... 5
1.5 The Significance of the Study ... 5
CHAPTER II. REVIEW OF RELATED LITERATURE 2.1. Pragmatics ... 7
2.2 Language Attitude ... 8
2.3 Culpeper’s Impoliteness theory... 9
2.4 Impoliteness Strategies ... 12
2.4.1 Bald on Record Impoliteness ... 12
2.4.2 Positive Impoliteness ... 12
2.4.3 Negative Impoliteness ... 14
2.4.4 Sarcasm or Mock Politeness ... 14
2.4.5 Withhold Politeness ... 14
2.5 The Process of Impoliteness Strategies ... 14
2.5.1 Direct Speech Acts ... 15
2.5.2 Indirect Speech Acts ... 16
2.6 The Reason of Using Impoliteness ... 17
2.7 The Pragmatic Stages of Learners ... 19
2.7.1 Psychological Development of Preoperational Stage for three year old children ... 21
2.8 Children Three Year Old ...23
2.8.1 Impoliteness is Part of language Acquisition...24
2.9 Relevant Studies... ...25
III. RESEARCH METHODOLOGY 3.1 Research Design ... 28
3.2 The Data and Source of Data ... 28
3.3 The Instrument of Data Collection ... 28
3.4 The Technique of Data Collection ... 29
3.5 The Technique of Data Analysis ... 29
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3.6.1 Credibility ... 32
3.6.2 Confirmability ... 34
CHAPTER IV. DATA ANALYSIS, FINDINGS AND DISCUSSIONS 4.1 Data Analysis ... 35
4.1.1 Types of Impoliteness Strategies ... 35
4.1.1.1 Bald on Record Impoliteness ... 36
4.1.1.2 Positive Impoliteness Strategy ... 40
4.1.1.3 Negative Impoliteness ... 42
4.1.1.4 Sarcasm ... 43
4.1.1.5 Withhold Politeness ... 43
4.1.2 The Process of Impoliteness Strategies ... 44
4.1.2.1 Direct Speech Acts ... 44
4.1.2 2 Indirect Speech Acts ... 45
4.1.3 The Reasons of Using Impoliteness Strategies ... 47
4.2 Findings ... 51
4.3 Discussions ... 53
CHAPTER V. CONCLUSION AND SUGGESTIONS 5.1 Conclusions ... 55
5.2 Suggestions ... 56
REFERENCES ... 57
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LIST OF TABLE
Pages
Table 3.1. The Table of Data Analysis ... 31
Table 4.1. Impoliteness Strategies Used by Children Three-year old ... 36
Table 4.2. The Process of Using Impoliteness Strategies ... 46
Table 4.3. The Reasons of Using Impoliteness Strategies ... 47
Table 4.4. The Table of Types Impoliteness Strategies used by Children Three -year old ... 52
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LIST OF FIGURE
Pages
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CHAPTER I INTRODUCTION 1.1The Background of the Study
Language is the human ability to acquire and use complex systems of communication. Language is made up of socially shared rules. Language is the most important aspect in the life of all beings. Language is used to express inner thoughts and emotions, make sense of complex and abstract thought, to learn to communicate with others, to fulfill our wants and needs, as well as to establish rules and maintain the culture. Language can be defined as verbal, physical, biologically innate, and a basic form of communication. Behaviourists often define language as a learned behaviour involving a stimulus and a response (Ormrod,1995).
The most impolite children tend to be those under the age of six, and for good reason, these children are in a stage of development of their power of attention. Often, they actually do not have the power to shift their focus of attention from what interests them. What impolite behavior is regarded, as when the child does not politely greet someone they did not expect to see, is often the child engaging in developmentally appropriate behavior. That is, sustaining the point of focused attention on something that interesting.
Moreover, according to Mugford (2008), language learners have the communicative right to be rude if they want to, as long as they are aware of the consequences of their actions. And to be able to do so, parents need to take the lead by preparing learners to communicate in pleasant, not so pleasant, and even abusive interactional and transactional situations. Preparation involves helping
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learners identify potentially impolite practices and offering ways of dealing with impoliteness. Mugford also illuminates the parents, by not teaching the impoliteness aspect of language, are potentially allowing language learners to be dominated by the target language users.
Impoliteness is a negative attitude towards specific behaviours occurring in specific contexts (Culpeper 2011, 254). He adds that it is sustained by expectations, desires and/or beliefs about social organisation, including, in particular, how one person’s or a group’s identities are mediated by others in interaction. Situated behaviours are viewed negatively—considered “impolite”— when they conflict with how one expects them to be, how one wants them to be and/or how one thinks they ought to be. Such behaviours always have or are presumed to have emotional consequences for at least one participant, that is, they cause or are presumed to cause offence.
Impolite linguistic behaviour can be seen as speech acts that attack the face of another (see Culpeper, 1996). However, Mills (2003: 139) states that “… politeness and impoliteness cannot be taken to be polar opposites, since impoliteness functions in very different and context-specific ways.” Thus, one could claim that politeness and impoliteness are complex concepts that need deeper analysis.
Culpeper (2011: 3) introduces impoliteness as a multi-disciplinary field of study. According to Culpeper (1996), scientific fields such as psychology, sociology, conflict studies, media studies, business studies, history and literary studies can be related to the field of impoliteness. Thus, impoliteness is a complex and multi-dimensional subject to study.
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Locher and Bousfield (2008: 3) describe impoliteness like this: “Impoliteness is behaviour that is face-aggravating in a particular context”. However, they then state that this definition is probably too vague and needs more elaboration. Locher and Bousfield (1996) continue by stating that one of the key elements that arises in impoliteness studies is that impoliteness is caused intentionally (see, e.g. Bousfield 2008: 132, Culpeper 2008: 36).
The phenomena dealing with impoliteness strategies come from different language users such as adults, teenagers, or children and it also relates to culture. In this study, especially children in three year old will be focus. It is in line with different subjects with different ages investigated so it produces different findings by those researchers.
In this research, the researcher will introduce a few important aspects and theories about impoliteness. Importantly in this study firstly, the researcher will try to define the term impoliteness that use by the three year old children. Secondly, the researcher will present how impoliteness use by the three year old children. and third, the researcher will present why the children use the impoliteness strategy.
At the age of three year, the children begin to pay attention to others in communication. They begin to imitate the language from people in their environment. They have mastered their first language as learners. Three year old typically display an unending thrist for knowledge and will have an innate curiosity and excitement about things in the world. They often ask questions about everything from why the sky is blue to where babies come from. But in this study will not elaborate about the history or background how the children found the
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impoliteness, in this study just find out what kind of the strategy that used by the children in three year old in their activities, by listing and labelling the utterances by using the Culpeper’s theory.
For example, the children of three year old sometimes use impoliteness strategy such the following :
Ibu tetangga : “Adek kenapa?” Anak : Apa au?
In this case, the children imply something and infer some others without giving any celar linguistic evidence. The child know what the purpose of the question, but the child do not answer based on the question. The utterance will analyze by Culpeper’s theory in impoliteness. In this study the researcher will choose five children in three year old to find the data.
This type of adult-child interaction, which may be recognized as naturally occurring, It seemed obvious that children mastered impoliteness forms as a part of language acquisition, because of they were motivated to be impolite, and hence socially accepted by people around them (Gleason and Ratner, 1998:376). For that reason, the researcher choosen five children of three year old as her subject. The children at the ages never investigated yet by other researchers. 1.2The Problem of the Study
The problems of the study are formulated as in the following:
1. What are the types of impoliteness strategies expressed by three years old children at home?
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3. Why do the children of three years old used the impoliteness strategy at home?
1.3The Objectives of the Study
In line with the problem of the study, the objectives are:
1) To find out the types of impoliteness strategies that expressed by three years old children at home.
2) To find out how the strategies implemented by the children.
3) To find out the reasons of using impoliteness strategies by three years old children at home.
1.4The Scope of the Study
In this study, the researcher only deals with the impoliteness strategies used by the three year-old children. And in this study, the researcher only focuses on the children’s impolite utterances to (a) their peers and (b) people who are older than them. She doesn’t include any other aspect like gender or environment.
1.5The Significance of the Study
The findings of the study are expected to be useful theoretically and practically.
1. Theoretically, these studies are expected to be significantly relevant theoretical aspect and enrich the knowledge of children’s language development, particularly the impoliteness strategies that used by three year old children.
2. Practically, the findings of this study could be more information for parents, teacher, and readers who directly touch this area in order to know
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and how to deal with impoliteness, how impoliteness may potentially be countered, controlled and managed, especially for children in their golden age.
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CHAPTER V
CONCLUSION AND SUGGESTIONS 5.1 Conclusios
This study is concerned on language impoliteness by children three year-old. It is aimed at describing language impoliteness by children three year-old. This study shows the types of impoliteness strategy that used by children three-year old, how they used and why they used the impoliteness strategy. After analzing the data, conclusions are drawn as the following.
1. There are four types of impoliteness strategy that expressed by the three year-old children, namely Bald on record Impoliteness, Positive Impoliteness, Negative Impoliteness, and Withhold Impoliteness. Bald on record Impoliteness is the most dominant strategies used by the three year-old children.
2. The three year-old children used direct speech act and indirect speech acts in producing impoliteness strategies. Direct speech acts is the dominant used by the three year-old children.
3. The three year-old children used impoliteness strategies in their interaction because of two things, internal and external factors.
5.2 Suggestions
Based on the conclusion stated above, this study has some suggestions to the readers, especially parents who have important role in teaching their child to
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master politeness and to prevet the child from the factor that affect the children to use impoliteness strategies as follows:
1. To other research, who want to elaborate the study about language impoliteness in other field, it will have good contribution for language development.
2. And to all the readers, this study shows that the impoliteness language phenomenon happened not only in adult interaction but in children interaction also. It means that all of us should beware with this condition, and try to find out the way, the best way to educate the children.
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REFERENCES
Akman, V. 1994. “When silence may mean derision”. Journal of Pragmatics 22, 211-18.
Alba-Juez, L. 2000. “Some discourse strategies used to convey praise and/or positive feelings in Spanish everyday conversation”. Hispanic Linguistics at the Turn of the Millennium. Eds. H. Campos, E. Herburger, A. Morales-Front and T. Walsh. Somerville, MA: Cascadilla Press. 364-80.
Bard, K., and C. Russell. 1999. “Evolutionary Foundations of Imitation: Social-Cognitive and Developmental Aspects of Imitative Processes in Non-Human Primates,” in Imitation in Infancy: Cambridge Studies in Cognitive and Perceptual Development.Edited by J. Nadel and G. Butterworth. Cambridge, UK: Cambridge University Press.
Bastable, S.B. & Dart, M.A. 2008. Developmental Stages of the Learner. Sudbury, MA: Jones and Barlett.
Beebe, Leslie M. (1995) Polite fictions: Instrumental rudeness as pragmatic competence. In: Culpeper, J. (2011). Impoliteness: Using language to cause offence. Cambridge University Press: UK.
Bousfield, D. (2008) Impoliteness in struggle for power in Bousfield, D & Locher (eds.), M. Impoliteness in Language – Studies on its Interplay with Power and Practice. Berlin: Mouton de Gruyter.
Brazelton, T. B. 1992. Touchpoints: Your Child’s Emotional and Behavioral Development. New York: Perseus Books.
Brown, P. & S. Levinson. (1987) Politeness: Some universals in language usage.
Cambridge: Cambridge University Press.
Casasola,M. Research Sheds Light on How Babies Learn and Develop
Language.Associate Professor in the Department of Human Development, Cornell University.
Creswell, J. W. & Miller, D. L. 2000. Determining Validity in Qualitative Inquiry. Theory into Practice, 39(3), 124-131.
Culpeper, J. (1996) „Towards an anatomy of impoliteness‟, Journal of Pragmatics 25, 349-367.
Culpeper, J. (2008) Reflections on impoliteness, relational work and power in Bousfield, D & Locher (eds.), M. Impoliteness in Language – Studies on its Interplay with Power and Practice. Berlin: Mouton de Gruyter.
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Culpeper, J. (2011) Impoliteness – Using Language to Cause Offence. Cambridge: University Press.
Cummins, J. (1986) Empowering minority students: A framework for intervention. Harvard Educational Review 56 (1), 18–36.
Denzin, N. K. 1978. The Research Act: A theoretical Introduction to Sociological Methods. New York: McGraw-Hill.
Escandell Vidal, M. V. 1993. Introduccion a la Pragmatica. Madrid: Anthropos. Fraser, B. 1990. “Perspectives on politeness”. Journal of Pragmatics 14: 219-236 Gleason and Ratner.1998. Psycholinguistics. Forth Worth: Holt, Rinehart and Winston. Grosjean, F. (1982). Life with two languages. Cambridge, MA: Harvard University Press. Hussein, Ashatu. 2009. The Use of Triangulation in Social Science Research: Can
Qualitative and Quantitative Methods Be Combined? Journal of Comparative Social Work. 1, 3-5
Horn, L and Ward, G.2005. The Handbook of Pragmatics.Willey-Blackwell
Lakoff, R. (1975) Language and woman’s place. New York: Harper and Row.
Lakoff, R. (1989) The limits of politeness: therapeutic and courtroom discourse.
Multilingua 8. 101-129. Berlin: Mouton de Gruyter. Leech, G. (1983) Principles of Pragmatics. London: Longman.
Locher, M. & Bousfield, D. (2008) Introduction: Impoliteness and power in language in Bousfield, D & Locher (eds.), M. Impoliteness in Language – Studies on its Interplay with Power and Practice. Berlin: Mouton de Gruyter.
Mills, S. (2003) Gender and Politeness. Cambridge: Cambridge University Press.
Oxford English Dictionary. (2009) Oxford University Press. Online.
Nasution, M.F. (2014). Language impoliteness in Jakarta Lawyers Club talk
show. UNIMED: Medan.
Piaget, J. 1952. The Origins of Intelligence in Children. New York; International University Press.
Shameen, N. (2004). Language attitudes in multilingual primary schools in Fiji. Language, Culture and Curriculum, 17(2), 154-172
Sperber, D. and Wilson, D.1986.Relevance : Communication and
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Terkourafi, M. (2008). Toward unified theory of politeness, impoliteness and rudeness in Bousfield, D & Locher (eds.), M. Impoliteness in Language – Studies on its Interplay with Power and Practice. Berlin: Mouton de Gruyter.
Wahid and Zeydan (2010). A Pragmatic Analysis of Impoliteness in Some of Harold Pinter’s Plays. College Of Education for Humanities: Anbar University
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and how to deal with impoliteness, how impoliteness may potentially be countered, controlled and managed, especially for children in their golden age.
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CHAPTER V
CONCLUSION AND SUGGESTIONS 5.1 Conclusios
This study is concerned on language impoliteness by children three year-old. It is aimed at describing language impoliteness by children three year-old. This study shows the types of impoliteness strategy that used by children three-year old, how they used and why they used the impoliteness strategy. After analzing the data, conclusions are drawn as the following.
1. There are four types of impoliteness strategy that expressed by the three year-old children, namely Bald on record Impoliteness, Positive Impoliteness, Negative Impoliteness, and Withhold Impoliteness. Bald on record Impoliteness is the most dominant strategies used by the three year-old children.
2. The three year-old children used direct speech act and indirect speech acts in producing impoliteness strategies. Direct speech acts is the dominant used by the three year-old children.
3. The three year-old children used impoliteness strategies in their interaction because of two things, internal and external factors.
5.2 Suggestions
Based on the conclusion stated above, this study has some suggestions to the readers, especially parents who have important role in teaching their child to
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master politeness and to prevet the child from the factor that affect the children to use impoliteness strategies as follows:
1. To other research, who want to elaborate the study about language impoliteness in other field, it will have good contribution for language development.
2. And to all the readers, this study shows that the impoliteness language phenomenon happened not only in adult interaction but in children interaction also. It means that all of us should beware with this condition, and try to find out the way, the best way to educate the children.
(4)
REFERENCES
Akman, V. 1994. “When silence may mean derision”. Journal of Pragmatics 22, 211-18.
Alba-Juez, L. 2000. “Some discourse strategies used to convey praise and/or positive feelings in Spanish everyday conversation”. Hispanic Linguistics at
the Turn of the Millennium. Eds. H. Campos, E. Herburger, A.
Morales-Front and T. Walsh. Somerville, MA: Cascadilla Press. 364-80.
Bard, K., and C. Russell. 1999. “Evolutionary Foundations of Imitation: Social-Cognitive and Developmental Aspects of Imitative Processes in Non-Human Primates,” in Imitation in Infancy: Cambridge Studies in Cognitive
and Perceptual Development.Edited by J. Nadel and G. Butterworth.
Cambridge, UK: Cambridge University Press.
Bastable, S.B. & Dart, M.A. 2008. Developmental Stages of the Learner. Sudbury, MA: Jones and Barlett.
Beebe, Leslie M. (1995) Polite fictions: Instrumental rudeness as pragmatic competence. In: Culpeper, J. (2011). Impoliteness: Using language to cause
offence. Cambridge University Press: UK.
Bousfield, D. (2008) Impoliteness in struggle for power in Bousfield, D & Locher (eds.),
M. Impoliteness in Language – Studies on its Interplay with Power and Practice.
Berlin: Mouton de Gruyter.
Brazelton, T. B. 1992. Touchpoints: Your Child’s Emotional and Behavioral
Development. New York: Perseus Books.
Brown, P. & S. Levinson. (1987) Politeness: Some universals in language usage.
Cambridge: Cambridge University Press.
Casasola,M. Research Sheds Light on How Babies Learn and Develop
Language.Associate Professor in the Department of Human Development, Cornell
University.
Creswell, J. W. & Miller, D. L. 2000. Determining Validity in Qualitative Inquiry.
Theory into Practice, 39(3), 124-131.
Culpeper, J. (1996) „Towards an anatomy of impoliteness‟, Journal of Pragmatics 25, 349-367.
Culpeper, J. (2008) Reflections on impoliteness, relational work and power in Bousfield, D & Locher (eds.), M. Impoliteness in Language – Studies on its Interplay with
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Culpeper, J. (2011) Impoliteness – Using Language to Cause Offence. Cambridge: University Press.
Cummins, J. (1986) Empowering minority students: A framework for intervention. Harvard Educational Review 56 (1), 18–36.
Denzin, N. K. 1978. The Research Act: A theoretical Introduction to Sociological
Methods. New York: McGraw-Hill.
Escandell Vidal, M. V. 1993. Introduccion a la Pragmatica. Madrid: Anthropos.
Fraser, B. 1990. “Perspectives on politeness”. Journal of Pragmatics 14: 219-236 Gleason and Ratner.1998. Psycholinguistics. Forth Worth: Holt, Rinehart and Winston. Grosjean, F. (1982). Life with two languages. Cambridge, MA: Harvard University Press.
Hussein, Ashatu. 2009. The Use of Triangulation in Social Science Research: Can
Qualitative and Quantitative Methods Be Combined? Journal of
Comparative Social Work. 1, 3-5
Horn, L and Ward, G.2005. The Handbook of Pragmatics.Willey-Blackwell
Lakoff, R. (1975) Language and woman’s place. New York: Harper and Row.
Lakoff, R. (1989) The limits of politeness: therapeutic and courtroom discourse.
Multilingua 8. 101-129. Berlin: Mouton de Gruyter.
Leech, G. (1983) Principles of Pragmatics. London: Longman.
Locher, M. & Bousfield, D. (2008) Introduction: Impoliteness and power in language in Bousfield, D & Locher (eds.), M. Impoliteness in Language – Studies on its
Interplay with Power and Practice. Berlin: Mouton de Gruyter.
Mills, S. (2003) Gender and Politeness. Cambridge: Cambridge University Press.
Oxford English Dictionary. (2009) Oxford University Press. Online.
Nasution, M.F. (2014). Language impoliteness in Jakarta Lawyers Club talk
show. UNIMED: Medan.
Piaget, J. 1952. The Origins of Intelligence in Children. New York; International University Press.
Shameen, N. (2004). Language attitudes in multilingual primary schools in Fiji. Language, Culture and Curriculum, 17(2), 154-172
Sperber, D. and Wilson, D.1986.Relevance : Communication and
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Terkourafi, M. (2008). Toward unified theory of politeness, impoliteness and rudeness in Bousfield, D & Locher (eds.), M. Impoliteness in Language –
Studies on its Interplay with Power and Practice. Berlin: Mouton de
Gruyter.
Wahid and Zeydan (2010). A Pragmatic Analysis of Impoliteness in Some of
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