Situation 1: Lending a pen +S, -I, -F Situation 2: Paying a book -S, +I, +F

B. Comparison of Expressions of Gratitude by Situations

The evidence of pragmatic transfer is identified when a statistically significant trend of NSs of language learners‘ L1 toward one of some alternative is then paralled by a statistically significant trend of language learners toward the same alternative when they are in L2 contexts. 295 A statistically significant trend toward one of these alternatives refers to a condition in which one alternative is significantly used by NSs or language learners, reflected by, in every situation which structurally draws the alternative which is significantly chosen, a strategy is used by more than half of NSs or language learners. 296 Hence, in this section, expressions of gratitude and, specifically, the strategies which are dominantly used by more than half of AEs, INs, and ELs in every situation are compared 1. Situation 1: Lending a pen +S, -I, -F In this situation, expression of gratitude is made by a person in a higher- status mentor to a person in a lower-status a freshman as response to low- imposition favor. Every participant, situated as a mentor, is asked to give response to a freshman, whom the mentor just met a few days ago, for lending a pen. When returning the pen, what is expressed by almost all AEs, INs, and ELs is thanking strategy. 297 Coming from ethnic groups and states in Indonesia, in accompanying thanking strategy, more than half of INs use at least one alerter strategy in the subcategory of name to address the favor giver. 298 One Balinese IN puts the name 295 Gabriele Kasper 1992, op.cit. p. 223 296 Ibid. p. 212. 297 Table 5.1 AE 1-2, 4-10, IN 1-10, and EL 1-10 Appendix 5 298 Table 5.1 IN 1, 5, 6, 7, 9, and 10 Appendix 5 of the favor giver after expressing thanking strategy: ―Terima kasih pinjaman pulpennya ya, Sinta. Thank you for lending me the pen, Sinta ‖. 299 In contrast, in situation 1, more than half of AEs express their gratitude by simply using thanking strategy. 300 One Caucasian and Asian American AE simply expresses thanking strategy by using the word thank to the freshman : ―Thank you. ‖ 301 From the ethnic groups of Caucasian, Indian and Danish, one AE simply use thanking strategy by thanking and stating the favor: ―Thank you for lending me your pen. ‖ 302 In this case, more similar to INs, to accompany thanking strategy, half of ELs use at least one alerter strategy in the subcategory of name to address the favor giver. 303 For example, one Javanese EL puts the name of the favor giver after expressing thanking strategy: ―Thank you for lending me the pen, Jennie .‖ 304 Then, one Papuanese EL also does it: ―Thank you, Jennie.‖ 305 2. Situation 2: Paying 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 high- imposition favor. Every participant, situated as a student, is asked to give response to a professor whom the student knows so well for paying a book. After the book is paid, what is commonly expressed by all AEs, INs and ELs to the professor is 299 Table 5.1 IN 9 Appendix 5 300 Table 5.1 IN 2, 4-9 Appendix 5 301 Table 5.1 AE 9 Appendix 5 302 Table 5.1 AE 7 Appendix 5 303 Table 5.1 EL 1, 2, 3, 8, 9, and 10 Appendix 5 304 Table 5.1 EL 1 Appendix 5 305 Table 5.1 EL 8 Appendix 5 thanking strategy. 306 But, in completing thanking strategy, from ethnic groups and states in the US, almost all AEs use repayment strategy in the subcategory of promising money for explicitly showing willingness to repay the professor. 307 For example, after expressing thanking strategy, one Caucasian and Asian American AE promises to repay: ―Thank you, I will pay you back later.‖ 308 But, in accompanying thanking strategy, coming from different ethnic groups and states in Indonesia, all INs use at least one alerter strategy in the subcategory of title to address the professor. 309 More than half of INs also use apology strategy in the subcategory by using apologizing words and mentioning the imposition which is caused by the favor to state their apologies to the professor. 310 For example, one Javanese and Sundanese IN addresses the professor by mentioning one title in the middle of her use of thanking strategy, and then, in the end, she states her apology: ―Terima kasih ya Pak sebelumnya, mohon maaf jadi merepotkan Bapak. ‖ ―Thanks before Mr, I am sorry for troubling Mr.‖ 311 There are only four INs who use repayment strategy. One Sundanese IN expresses: ―Terima kasih banyak, Pak Prof. Mohon maaf jadi merepotkan Bapak, Insya Allah besok akan saya ganti uang bapak .‖ ―Thank you so much, Mr Prof. I am sorry for troubling Mr, God willing, I will pay the money back tomorrow Mr. ‖ 312 Similar to INs, in accompanying thanking strategy, all ELs address the 306 Table 5.2 AE 1-10, IN 1-10, EL 1-10 Appendix 5 307 Table 5.2 AE 1-8 and 10Appendix 5 308 Table 5.2 AE 8 Appendix 5 309 Table 5.2 IN 1-10 Appendix 5 310 Table 5.2 IN 1-2, 4-6, and 8 Appendix 5 311 Table 5.2 IN 2 Appendix 5 312 Table 5.2 IN 4 Appendix 5 professor by using at least one alerter in the subcategory of title. 313 Similar to AEs, more than half use repayment strategy by promising money. 314 For example, one Javanese EL addresses the professor by mentioning at least one title after expressing thanking, and then, in the end, she promises to repay: ―Thank you very much, Prof. Clooney. I really appreciate this. I will return your money soon. ‖ 315 3. Situation 3: Allowing an interview -S, +I, =F