Situation 9: Fixing a flash disk =S, +I, =F Situation 10: Showing the location of the books -S, -I, +F
Besides thanking, one Caucasian AE expresses positive reaction to the
recommended books: ―Thank you, I’ll look into them.‖
351
There are only few INs who use positive feeling strategy.
352
In accompanying thanking strategy, more than half of INs use at least one alerter in
the subcategory of title to address the professor.
353
Similar to INs, in accompanying thanking strategy, more than half of ELs address the professor by
at least one alerter in the subcategory of title.
354
Similar to AEs, more than half of ELs use positive feeling.
355
After thanking, one Javanese EL mentions the title
and the name of the professor and expresses positive reaction: ―Thank you Prof. Smith.
This information would be so helpful.
‖
356
9. Situation 9: Fixing a flash disk =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 the high-imposition favor. Situated as a student, every participant is asked to respond to another
student in the same batch for fixing a flash disk. The interlocutors do not personally know each other. After the flash disk is fixed, what is commonly
expressed by almost all AEs, INs, and ELs to the other student is thanking strategy.
357
In accompanying thanking strategy, more than half of INs use alerter
351
Table 5.8 AE 8 Appendix 5
352
Table 5.8 IN 1-3 and 6 Appendix 5
353
Table 5.8 IN 1-10 Appendix 5
354
Table 5.8 EL 1-4, 6-8, and 10 Appendix 5
355
Table 5.8 EL 1-3, 7-8, and 10 Appendix 5
356
Table 5.8 EL 1 Appendix 5
357
Table 5.9 AE 2-10, IN 1-10, and EL 1-10 Appendix 5
in the subcategory of name to address the other student as the favor giver.
358
Similar to INs, in accompanying thanking strategy, more than half of ELs use alerter in the subcategory of name to address the favor giver.
359
10. Situation 10: Showing the location of the books -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 knows well, for showing the location of the
books. Knowing the location of the books, what is expressed by all AEs, INs, and ELs to the professor is thanking strategy.
360
In accompanying thanking strategy, all INs address the professor by at least one alerter in the subcategory of title.
361
The majority of AEs never address the professor with any alerter which is functioned as address terms.
362
Some AEs simply express thanking in the subcategory by thanking and stating the favor to respond the professor over the
favor of showing the location of the books.
363
After expressing thanking, one
Caucasian AE explicitly appreciates the professor: ―Thank you so much. I really appreciate your time and attention.
‖
364
Similar to INs, in accompanying thanking strategy, almost all ELs use at least one alerter in the subcategory of title
for addresing the professor. After expressing thanking strategy, one Javanese EL
358
Table 5.9 IN 1-2, 4-7, 9-10 Appendix 5
359
Table 5.9 EL 2-3, 5-8, 10 Appendix 5
360
Table 5.10 AE 2-10, IN 1-10, and EL 1-10 Appendix 5
361
Table 5.10 IN 1-10 Appendix 5
362
Table 5.10 AE 1-7, 9-10 Appendix 5
363
Table 5.10 AE 2, 5-7 Appendix 5
364
Table 5.10 AE 10 Appendix 5
mentions the title and the name of the professor: ―Yes, this is the book that I have
been looking for. Thank you, Prof. Watson
‖
365