only some of them express hedging during the learning process. Holmes 2001 divides lexical hedges into two. The first is hedge in which the lexical is used by
women to indicate uncertainty and fillers which are defined as ‘meaningless particles’ and pause fillers.
Lexical hedge is believed by Lakoff 1975 as to mitigate the possible unfriendliness or unkindness of a statement p. 54. The researcher found that case
in [001]: I guess it would be better if you come in front to read it aloud. The addition of lexical I guess and the supporting politeness expression which is
would be better shows that the teacher uses hedging as its function to ask something as suggestion.
Fillers which are expressed by the participants occur in some types. Some of them indicate ‘meaningless particles’ while some others occur as pause fillers.
Here are some examples when they occur as meaningless particles in the beginning of the sentences.
[031] : Okay em..what did you learned in last meeting with Ms.Eva? [047] : well, each of you have to take a picture.
The first case [031] is expressed by the participant in the beginning of the class. The teacher does review on the previous material. In this case, filler okay is
expressed. The existence of word okay in this sentence is classified as one of the fillers for the reason that without adding word okay, this sentence still has its own
meaning. Holmes 2001 explains that the existence of meaningless particles will not change original meaning of the statement. Case [047] shows the same
classification of filler as meaningless particle for the adding of filler well in which the omission of particle well will not change the meaning of the sentence.
Some fillers happen in the middle of the sentences where the teacher has not yet finished speaking. Those cases were identified by the researcher when
fillers occur as pause fillers. The following cases are the examples. [014]: what you have to do is please e…underlie e..the quantifiers
[016]: so guys e..what did you get form the video? In case [014], the teacher pauses her sentence twice using filler e. Those two times
pauses indicate that the speaker has not stopped speaking yet. In case [016], the teacher expresses filler so to start a conversation after listening to the video given.
The researcher found another function of fillers in which the speaker wants to start speaking on some topic. The researcher concluded this statement due to the
function of so in this case which is not as conjunction. Hedges and Fillers used by women in Micro Teaching Class indicate
meaningless particles, pause fillers and lack of confidence toward what the participant says.
2. Intensifiers
Intensifiers indicate the strong feeling toward what the speaker says Lakoff, 1975, p. 54. In this case, the researcher found that there are three types
of intensifier which occur in Micro Teaching class. They are so, really very. [080]:I really hope you could finish it in two minutes
[081]:Yes, thank you very much Fany. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
[082]: Okey, thank you Erin. Thank you so much. [083]: I have a video, pay attention to the video, it will be really fun
The first case is expressed when the teacher allocate the time for the students to finish the task. The researcher analyzed that the teacher add intensifier really to
show that the teacher wants the students to finish on time. Case [081] and [082] are stated by the participants when they express response to the students’ answers.
The difference is only to the intensifier used. Another different case happens in [083]. At that situation, the participant is
busy finding the video in her laptop but the students do not pay attention to her. Some of the students say in Javanese video meneh, video meneh while one of the
student asks video apa Miss. The participant uses intensifier really to convince the students watching the video that is believed will be fun by her.
3. Raising Intonation
Lakoff 1975 states that the third feature of women language has relation with intonation that are expressed by women. Women tend to raise the tone of the
voice in the end of a statement p. 53. Lakoff argues that this feature is expressed by women both seeking for confirmation and the speaker is the only one who has
the requisite answer. In contrast to Lakoff’s argument on this feature, the findings show that the
participants raise the tone in declarative sentence not to seek for confirmation but also to inform what the participant is going to do. Although some participants put
questioning intonation in some declaratives, the researcher cannot find the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
indication of seeking for confirmation. The following cases are the examples when the participants use raising intonation in statements.
[078]: Because this is the first class for today, I will ask one of you to lead
prayer [069]: I will give you a handout
The participants raise the tone of voice at the end of the statement. In these two cases, the participants raise the tone in words prayer and handout. From those two
statements, the teachers do not seem like asking for students’ confirmation or forcing that the students to answer yes or no for this statement. The teachers only
inform the students about what she is going to do.
4. Super Polite Forms
Super polite forms in sentences are indicated as one of women language features. The using of expression would you, could you, would you mind are
classified into this feature. Lakoff 1975 states that the more particles in a sentence that reinforce the notion that it is a request, rather than an order, the
politer the result will be p. 18. These are the cases of using polite forms found during the teaching process.
[095]: Carlo, Sella, would you please sit down? [096]: maybe, could you please give me the example of quantifiers?
[100]: can anybody help me to read please? These forms are classified to super polite forms since the particles of
request such as please and addition of would you, could you and can anybody PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
