43 Devabrata was a prince he has to respect his teacher. In this case Rama Bargava
had higher status than Devabrata.
3. Formality
Holmes 2001 emphasizes that formality is influenced by settings and types of interaction, not the status relationship between speaker and addressee. In
Dewfall, mostly the setting was informal – the formal dialogue only happen few times, and mostly because of the interaction types. One of the dialogues was
between Devabrata and Amba when they first time meet. Both Devabrata and Amba introduced themselves to one another. At that moment, Devabrata used the
following words to show the formality that happen; “Hello young lady, let me know who you are” and “I am Devabrata, a traveler”.
4. Referential and Affective Functions
Holmes 2001 exclaims language can serve two functions—referential and affective. It can convey information and express the feeling of its speaker as
well. Devabrata utterances were affected by referential and affective functions. Nevertheless, one of those functions was more dominant depending on the
purpose of the topic interaction. For example, “You may ride the horse if you want”. Referential function was obviously provided in Devabrata’s utterances. He
conveyed information that he allowed Amba to ride his horse if she wanted to. Meanwhile, there were some utterances containing Positive Politeness that served
affective function. Devabrata’s utterance: “Don’t be afraid, Amba” served PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
44 affective function. He expressed his attention to Amba felling who was worried
about him. Another example was when Devabrata met Wulandari after a long time. He uttered: “I’m glad to see you again”. His utterance contained Positive
Politeness to express his happy feeling for Wulandari because he had a chance of meeting with her again.
45
CHAPTER V CONCLUSIONS, IMPLICATIONS, AND RECOMMENDATIONS
This chapter consists of three parts; they are: conclusions, implications and recommendations. The first part presents summary of the study. The second part
deals with implication in language teaching and learning. The third part suggests recommendations for future studies related to politeness phenomena.
A. Conclusions
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