AN ANALYSIS OF POLITENESS ON TEACHER’S UTTERANCESIN ENGLISH TEACHING LEARNING PROCESS A GRADUATING PAPER Submitted to the Board of Examiner as a Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan Islam (S.Pd.I) English Education

  AN ANALYSIS OF POLITENESS ON TEACHER’S

UTTERANCESIN ENGLISH TEACHING LEARNING

PROCESS

A GRADUATING PAPER

  

Submitted to the Board of Examiner as a Partial Fulfillment of the

Requirements for the Degree of Sarjana Pendidikan Islam (S.Pd.I)

English Education Departmentof Teacher Training and

Education Faculty State Institute for Islamic Studies (IAIN)

  

Salatiga

By:

  

ITSNA ‘AINUL ‘ULYA

NIM: 11311097

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

  

STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)

SALATIGA

2016

  DECLARATION

  In the name of Allah, Hereby, the writer declares that this graduating paper is written by the writer herself. This paper does not contain any materials which have been published by other people; and it does not cite any other people’s ideas except the information from the references.

  This declaration is written by the writer to be understood.

  Salatiga, March 11

  st

  , 2016 The writer

  ITSNA ‘AINUL ‘ULYA NIM. 11311097 Faizal Risdianto, M.Hum. The lecturer of English Education Department State Institute for Islamic Studies (IAIN) Salatiga ATTENTIVE COUNSELOR’S NOTE Case:

  Itsna ‘Ainul ‘Ulya’s graduating paper Dear, Dean of Teacher Training and Education Faculty

  Assalamu’alaikumwr.wb.

  After reading and correcting name’s graduating paper entitled AN ANALYSIS

  

OF POLITENESS ON TEACHER’S UTTERANCES IN ENGLISH

TEACHING LEARNING PROCESS, I have decided and would like to propose

  that this paper can be accepted by the Teacher Training and Education Faculty. I hope this paper will be examined as soon as possible.

  Wassalamu’alaikumwr.wb. st,

  Salatiga, March 11 2016 Counselor, Faizal Risdianto, M.Hum.

  NIP. 19750917 200801 1010

  

A GRADUATING PAPER

AN ANALYSIS OF POLITENESS ON TEACHER’S UTTERANCES IN

ENGLISH TEACHING LEARNING PROCESS

WRITTEN BY:

  

ITSNA ‘AINUL ‘ULYA

11311097

  Has been brought to the board of examiners of English Education Department of Teacher Training and Education Faculty at State Institute for Islamic Studies

  th

  (IAIN) Salatiga on March 29 , 2016, and hereby considered to complete the requirements for the degree of Sarjana Pendidikan Islam (S.Pd.I) in English and Education.

  Board of examiners Head : Achmad MaimunM.Ag. _______________ Secretary : Faizal Risdianto, M.Hum. _______________ First examiner : Hanung Triyoko, M.Hum., M.Ed. _______________ Second examiner : Rr. Dewi Wahyu M, S.S., M. Pd. _______________

  

MOTTO

“ Build Your Dreams, or Someone

  

Else Will Hire You to Build

Theirs ” (

  

Farrah Gray, author and motivational speaker )

“Life is like riding a bicycle. To

keep your balance, you must keep

moving ”

  (

Albert Einstein, Theoretical Physicist)

  

DEDICATION

  This graduating paper is dedicated to my honorable parents (Drs. Muhdi and Umaroh) and my brothers and sister (Awwalul Fahmi, M. Salis Mufida, Hasanah Zahiroh, and M. Kun Mafaza). Thanks a lot for your support, guidance, motivation and pray. May Allah bless us in every moment that we passed.

  I also dedicated this graduating paper to my beloved friends (Ika Nara and Filaddy) who always a company me when I was cheerful and cheerless. You have become my siblings in my great, excited, and unforgettable university life. Thanks for your affection, caring, loyalty, and smiling. I fancy you friends.

  

ACKNOWLEDGEMENT

  Alhamdulillahirabbil’alamin, thanks to Allah because the researcher could complete this thesis as one of the requirements for getting Educational Islamic Studies (S.Pd.I) in English Department of Educational Faculty of State Islamic Studies Institute (IAIN) of Salatiga in 2016. By doing everything, all complicated things easier to do.This paper would not have been completed without supports, guidance advice, and help from individual’s institution. Therefore, I would like to express deep appreciation to: 1.

  Mr. Dr. Rahmat Hariyadi, M.Pd, the Rector of Education Faculty State Institute for Islamic Studies (IAIN) Salatiga.

  2. Mrs. Noor Malihah, Ph.D.the Head of the English Education Department of Teacher Training of Education Faculty State Institute for Islamic Studies (IAIN) Salatiga.

  3. Mr. Faizal Risdianto, S.S, M. Hum the consultant of this thesis.Thanks for suggestion and recommendation for this thesis from beginning until the end.

  4. All lecturers of English Education Department of Teacher Training. The researcher deeply thanks you for all your advices, knowledge, kindness, guidance, etc.

5. All of staffs who helped the researcher in processing of graduating paper administration.

  6. All my adorable friends (Hana, Mami, Ina, mbak Ikah, Lita, Novita, Kuni, Laila, Vita, etc.) who always motivate, support, and cheer me up when I was upset, surrender, sad, and lazy to finish this paper off.

  7. All of my classmates in TBI 2011 who accompany me to do this thesis together. Thanks for your togetherness and friendship. I will never forget you.

  8. My crazy friends in “KKN” program (Nisa, Dwi, Ulfa, Zaul, Ayyamil, Nafi’, Isnaini, Pakwo, Jaya, Apipul, Tisna, Undap). Thanks for your exciting memories that always make my daily life never flat.

  Those cannot be mentioned one by one. Thanks for your motivations, support, help, learn, love and care, thank you so much. The writer hopes that this will give useful significance for readers.

  th

  Salatiga, March 11 , 2016 The researcher

  ITSNA ‘AINUL ‘ULYA NIM. 11311097

  

ABSTRACT

  ‘Ulya, Itsna ‘Ainul.2016. An Analysis of Politeness on Teacher’s Utterances In English Teaching Learning Process. A Graduating Paper English Education Department of Teacher Training and Education Faculty State Institute for Islamic Studies (IAIN) Salatiga. Counselor: Faizal Risdianto, S.S, M.Hum.

  Key Word: Politeness Principles, Politeness Strategies, Teaching Learning

  Process

  This research is carried out to describe the types of politeness maxims that used by the teacher in English teaching learning process.This study is also intended to analyze the most dominant type of politeness maxims used by the teacher in English teaching learning process. The writer has chosen English teacher on the first grade students of MTsN Susukan 2015/2016 and the object are a teacher of class VII A and B. The writer joins in the class and records the activities when teachers teach students.The writer applied descriptive qualitative method to analyze the data, by transcribing, identification, classification, and analyzing.The writer used the theory of politeness by Geoffrey Leech (1983). According to Leech(1993: 82)Politeness principle is a series of maxims that support the idea that negative politeness is more important than positive politeness. In this theory, the politeness is divided into six parts: tact maxim, approbation maxim, generosity maxim, modesty maxim, agreement maxim and the sympathy maxim. The overall findings showed that there were four maxims applied by the teacherof class VII-A and VII-B in whole of classroom interaction; those were tact maxim, approbation maxim, modesty maxim, and agreement maxim. The dominant type of politeness principles used by the teacher of class

  VII-A and VII-B was tact maxim. She used it in order to give efficiency of her utterance and make it accepted by the students clearly without any ambiguity. This maxim does easier and more appropriate for directive speech acts application.

  TABLE OF CONTENT

TITLE ...................................................................................................................... i

DECLARATION ..................................................................................................... ii

ATTENTIVE COUNSELOR NOTES ................................................................... iii

PAGE OF CERTIFICATION ................................................................................ iv

MOTTO ....................................................................................................................

  v

  

DEDICATION .......................................................................................................... vi

ACKNOWLEDGMENT ......................................................................................... vii

ABSTRACT .............................................................................................................. ix

TABLE OF CONTENTS ......................................................................................... x

CAHAPTER I: INTRODUCTION A.

  Background of the Study ................................................................................ 1 B. Problems of the Study .................................................................................... 3 C. Objectives of the Study .................................................................................. 3 D.

  Benefits of the Study ...................................................................................... 4 E. Scope of the Study ........................................................................................ 4 F. Definition of the Key Terms .......................................................................... 5 G.

  Graduating Paper Outline ............................................................................... 6

  CHAPTER II: THEORITICAL FRAMEWORK A. Previous Study ............................................................................................... 8 B. Definition of Pragmatics ................................................................................ 9 C. Theory of politeness ....................................................................................... 11 D. Function of Politeness .................................................................................... 11

  E.

  Politeness Principle ........................................................................................ 12 F. Face Threatening Act (FTA) .......................................................................... 18 G.

  Politeness Strategy ......................................................................................... 19 H. Language Teaching and Learning .................................................................. 22 I. Educative Interaction as Teaching and LearningProcess……...…...……… . 23 J.

  Minimizing Distractions to Learning Process ............................................... 24 K.

  Character Building Through Formal Education ............................................. 28

  CHAPTER III: RESEARCH METHODOLOGY A. Setting of Research ........................................................................................

  30 B. Research Participants .....................................................................................

  31 C. Research Design ............................................................................................. 32

  CHAPTER IV: FINDING AND DISCUSSION A. Data Finding ................................................................................................... 40 ......................................................................................................... B.

  41 Data Analysis

  CHAPTER V: CONCLUSIONS AND SUGGESTIONS A. Conclusions .................................................................................................... 62 B. Suggestions .................................................................................................... 73 REFERENCES CURRICULUM VITAE APPENDICES

CHAPTER I INTRODUCTION A. Background of the Study Language is the most important communication tool to make

  interaction among human being. By the use of language they share information each other. Basically, humans could not live individually because they are social creatures, who need each other. Communication through language enables people to adapt themselves to physical and social environment, also to learn more about culture, habitual and their partner background. Therefore,language as communication tool has important role in the society.

  Besides that, language also as a tool to express thought. Someone has his own way to express the idea but sometimes it could not be accepted well by the hearer. When the hearer understands what the speaker wants and there is a cooperative among them it means the communication is successful.But communication not always works effectively, sometimes there are situations when the hearer denies the speaker statement and it may causes misunderstanding between speaker and hearer. In this case politeness principle played an important role in communication. Politeness principle might be formulated in a general way: minimize (other things being equal) the expression of impolite beliefs and maximize (other things being equal) the expression of polite beliefs which is somewhat less important. (Leech. 1983: 81)

  In social interaction politeness principle has an important aspect. It used to create effective communication between speaker and the hearer.

  Unfamiliaritywith the principle leads speakers to produce incorrect and awkward expressions. In order to maintain politeness in communication, we should consider the way how we talk and to whom we talk.

  Nowadays, students are undergoing significant change related to values and morals as a result of globalization era. Most of them act rude and impolite to the elder, speak impolitely and they prefer to use slang or informal language as their daily language communication. This condition has indicated that politeness in Indonesian education is in a state of decline.Dealing with this issue the cooperation between parents and the schoolagency is required. But newly parents prefer to rely on and submit all these issues to the government and educational institutions in determining the educational system.

  For the first step government has taken immediate action by reorganizing the curriculum which emphasis on good character building.

  In this process teacher ’s role is required in creating a good character for students. In teaching learning process,teacher acts as motivator and role model. Students will imitate teacher attitude. Therefore, a teacher should consider and be careful acting and interacting with his students especially during classroom activity. He also needs to speak politely in front of the students in order to influence them to speak politely too.

  Teachers’ attitude do important role in educating students.Moreover, He has responsibility to teach his students how to act and speak politely and admonish them if they speak impolitely. Therefore, teacher is obliged to apply politeness principle in the teaching learning activities by language usage.

  Based on the explanation above, the writer would like to make research entitled “AN ANALYSIS OF POLITENESS ON TEACHER’S UTTERANCES IN ENGLISH TEACHING LEARNING PROCESS

  ”. The writer will try to find out the dominant types of politeness principle that mostly used by the teacher.

B. Problems of the Study

  To clarify the problem that is going to be analyzed, the statement of the problem is formulated as follows:

1. What are the types of politeness maxims that used by the teacher in

  English teaching learning processat MTsN Susukan? 2. What is the most dominant type of politeness maxims used by the teacher in English teaching learning processat MTsN Susukan? Why?

C. Objectives of the Study

  Based on the statement of the problem above, the objective of the study is as follows:

1. To find out the types of politeness maxims that used by the teacher in English teaching learning process at MTs NSusukan.

2. To analyze the most dominant type of politeness maxims used by the teacherin English teaching learning process at MTs NSusukan.

D. Benefits of the Study 1.

  Theoretical a.

  This thesis would be helpful to get information of what the types of politeness principle used by the teachers in teaching learning process, in order to be reference in organizingeffective studies.

  b.

  To develop pragmatic studies, especially the use of politeness principles in classroom interaction.

2. Practical a.

  For teachers, as main role in the teaching and learning process to be evaluating and considering in acting and speaking appropriately based on politeness principle in classroom interaction. In order to be good role model for their students.

  b.

  For students, by understanding the types of politeness principle, it can help them act appropriately. So they can avoid misunderstanding in communication.

E. Scope of the Study.

  In order to avoid misunderstanding in interpreting of the problem, the writer would like to limit the scope of the study. In this research the writer focused on t he teacher’s code mixing utterances which related to the Leech ’s (1983)politeness maxims theory in learning English as a foreign language.

F. Definition of the Key Terms 1.

  Analysis Analysis is a breaking process toward some problems to detect and find the gist of problems then concluded.Whereas according to Oxford dictionary analysis is study of something by examining its part.

  2. Teacher According to Sardiman (1994: 123) A teacheris one of human component in teaching and learning process which had a role in the formatting of human resources who potentially in the developmentfield.In a special sense it can be defined that in every teachers’ selves there are responsibility of encouraging students to the level of maturity or a certain maturity.

  3. Politeness Politeness is defined as the means employed to show awareness of another person’s face (Yule, 1996: 60). Face is something that is emotionally invested, and that can be lost, maintained, or enhanced, and must be constantly attended to in interaction. (Brown and Levinson, 1987: 61).

  In human interaction there were many unexpected respond arise from interlocutor, to avoid misunderstanding and keep cooperative communication politeness principle is needed to rescue a serious trouble. Leech (1983: 82) states Politeness principle is a way to maintain the social equilibrium and the friendly relations which enable us to assume that our interlocutors are being cooperative in the first place. It is a series of maxims that support the idea that negative politeness is more important than positive politeness. Age and power are two important factors in politeness principle which show speaker’s distance toward addressee. It even influences the way of speaker communication.

4. English Teaching and Learning

  According to Brown (1980: 7) teaching is showing or helping someone to learn how to do something, giving instructions, guiding in the study of something, providing with knowledge, causing to know and understand. And learning is acquiring or getting of knowledge of a subject or skill by study, experience, or instruction. It means that English teaching learningcan be defined asa process of guiding and facilitating learning towards learnersin mastering and understanding well of English subject by study, experience, or instruction.

G. Graduating Paper Outline

  This graduating paper will consist of five chapters. Each chapter has different elements as follows: Chapter I tells about introduction. The writer will explain about general background of the problem, statement of the problem, objective of the study, benefit of the study, clarification of the key term, research method, and graduating paper outline.

  Chapter II describes about the theoretical foundation that covers frameworks of politeness. The writer takes some books written by many experts as references which will explain more about politeness strategy and politeness principle, etc.

  Chapter III discusses about the research method. It covers research method, data and source, method of data collection, research procedure and technique of data analysis.

  Chapter IV presents Research Findings and Discussion. It describes the finding which is compared with the theory. Chapter V is closure containing of conclusions and suggestions. The last part is references and appendices.

CHAPTER II THEORETICAL FRAMEWORK This chapter describes the theoretical framework in relation to the topic of the study. The theory will be beneficial to frame the data analysis. This chapter will discuss about the definition of pragmatic, theory of

  faceand face

  politeness, the function of politeness, the politeness principle,

  threatening act (FTA), and politeness strategy.

A. Previous Study

  In this sub-chapter describes some of researches related to the concept of politeness. The first study is research about the analysis of politeness in

  “Karate Kid” movie script compiled by Ahla Afiyati (2013). In this research the writer found six maxims that obeyed in whole of conversations in the movie. All of them are conveying loving, care, friendly, humble, ambitious, caringof friend, speechless and cheer. According to the characterization, the tact maxims are conveyed by distinct and wise characterizations. The approbation maxims are conveyed by care and responsible characterization. Then the generosity and modesty maxims are conveyed by honest, humble and responsible characterization. The agreement maxim is conveyed by responsible. And the last sympathy maxims are conveyed by honest and responsible.

  The second study is politeness in re questing and refusing teacher’s instruction in English teaching learning by

  Faridotus Sholichah, (2012). This study discuss about the request and refusal polite expression when teacher instruct students. In thisfinding research found that the most frequently politeness strategy used by the teacher is Bald on Record by considering thatthis one is clearer and more assertive than others to be done in learning process.

  The third study isan analysis of students, politeness in the school environment at SMPN 5 Binjai. This research discuss about the scale of politeness student in the school at SMPN 5 Binjaiby Puspa Rinda Silalahi. After conducting a research the writer found that politeness is influenced by social relationship and distance between the speaker and hearer. In the students’ conversation at school Environment, polite conversation is dominated by indirectness scale, while the most violations found on the tact maxim. Filling Leech politeness principles are more common than the violation.So the scale of politeness students in SMPN 5 Binjai can be classified in quite polite.

B. Definition of Pragmatics

  Communication is the main action in human life. It is a process to transfer information via language betweenthe sender and receiver.

  Sometimes it does not work smoothly, because what does the listener interpreted to the utterance is inappropriate to what t he speaker’s intended meaning. It canappear misunderstanding among them. In this case pragmatic study is needed to settle this problem, because it is a linguistic study about language meaning.

  Yule (1996: 4) asserts that pragmatic is the study of the relationship between linguistic forms and the users of those forms. This study concerned with four areas those are speaker meaning, contextual meaning, the expression of relative distance, and the investigation of what is communicated, it means how farlistener recognized unsaid message through what is communicated by the speaker.

  Leech (1983: x) defines that pragmatics is how utterances have meanings in situations. While according to Griffiths(2006: 1) pragmatics is the study Pragmatics is concerned with the use of these tools in meaningful communication. Pragmatics is about theinteraction of semantic knowledge with our knowledge of the world, taking into account contexts of use. Pragmatics is the study of those context-dependent aspects of meaning which are systematically abstracted away from in the construction of content or logical form.

  From the definition above it can be conclude that pragmatics as a linguistic study that examined about how the listener interpreted the utterance related to the situation, andto recognize an utterance is required a linguistic knowledge related to the context usage.

  Learning linguisticbased on pragmatics aspect gives us some benefit, such as we can consider what people’s intended in communication related to their assumptions, their goals, and the kinds of action (request, refusal, agreement, disagreement, thanking, apologizing, etc). Pragmatics discusses some fields’ subject one of them is politeness. Politeness is the awareness of another person’s face. There will be theories and the focus discussion on this research.

  C. Theory of Politeness

  Acting politely is a complicated business in any language. It is not something we are born with, but something we have to learn and be socialized into. No practical instrument to help us acquire polite skills,because it not only understanding about the language, but also the social and cultural values of the community.

  Being polite required us to speak appropriatelytoward people related to their relationship to us. Speaking Inappropriate linguistic may be considered rude and appears misunderstanding. Besides that, politeness cannot be separated with face expression of someone;normally everyone's face depends on everyone else’s is being treated. Since people can be expected based on their faces expression it is necessary for every participant's to maintain each other’s' face, therefore We need to understand the social values of society in order to speak politely.

  D. Function of Politeness

  Searle (Leech. 1983: 105-106) states illocutionaryact is divided into five categories as the functions of politeness in language usagebased on the intention of speakers when speaking, namely:

  1) Assertive, commit the speaker to the truth of the expressed proposition: e.g. stating, suggesting, boasting, claiming, complaining, and reporting.

  2) Directive, are intended to produce some effect through action by the hearer: e.g. ordering, commanding, requesting, advising, and recommending.

  3) Commissives, commit speaker (to a greater or lesser degree) to some future action; e.g. promising, vowing, and offering.

  4) Expressive, have the function of expressing, or making known the speaker’s psychological attitude towards a state of affairs which the illocution presupposes; e.g.thanking, congratulating, blaming, pardoning, praising, and condoling.

  5) Declaration, are illocutions whose successful performance brings about the correspondence between the propositional content and reality; e.g. resigning, dismissing, christening, naming, excommunicating, appointing, sentencing, etc.

E. Politeness Principle

  According to Leech (Watts, 2003: 66) politeness involves minimizing the cost and maximizing the benefit to speaker/hearer. The Politeness Principles thus consists of six maxims -tact, generosity, approbation, modesty, agreement, and sympathy- all of which are related to the notion of cost and benefit, and related pairs of values: 1.

  Tact Maxim According to Leech (1983: 107) Tact Maximis minimizing cost to other or maximizes benefit to other. Searle’sclassifiedit in illocutionary functions as directive e.g. ordering, requesting, commanding, advising, recommending, etc., and commissive,e.g. promising, vowing, offering, etc. When someone keeps applying the tact maxim in communication, he can avoid an envy, jealous, and rude attitude toward the hearer. For example: Homeowner

  : “Please have a lunch, boy! Just now we have already Ahead.”

  Guest :”Hmm, its make me feel awkward, Ma’am”

  From the conversation above shows that what homeowner said is aimed to maximize the benefit of the guest. Moreover, foods and beverages which are being served for the guest mostly striven for being accepted and enjoyed by the guest.

  There are two sides to the tact maxim, a negative side, minimize the cost to hearer, and a positive side, maximize the benefit to hearer. The second is less important, but is a natural corollary of the first. It means, for example, that in proposing some action beneficial to hearer, speaker should bias the illocution towards a positive outcome, by restricting hearer’s opportunity of saying ‘No’.(Leech, 1983: 109).

2. Generosity Maxim

  Generosity Maximwhich is only applicable in directivesand commissives is Minimizes benefit to self or Maximize cost to self.

  (Leech, 1983: 133). It is the maxim of magnanimous, which requires the speaker to respect other. The respect occurs when speaker can minimize the benefits for himself and maximize the benefits for others.

  For example: Girl 1: "Let me wash your dirty clothes! My laundries are not too many’’ Girl 2: "No, sist. I would wash itlater in the afternoon.

  ” From the conversation above, it can be classified that the first girl is trying to maximize the advantage of other by offering help to wash the second girl’s dirty clothes. This is a proof of the generosity maxim in social interaction.

  In the generosity maxim,offering and invitation are presumed to be polite because they imply benefit to hearer and less crucially, because they imply cost to speaker. In other word, generosity maxim: minimize the expression of beliefs that express or imply benefit to self; maximize the expression of beliefs that express or imply cost to self. Unlike the tact maxim, the maxim generosity focuses on the speaker and says that others should be put first instead of the self. (Leech, 1983: 134).

3. Approbation Maxim

  Approbation Maxim is minimizing dispraise of other; maximize praise of other. Itis only applicable in illocutionary functions as ‘expressive’, e.g. thanking, congratulating, pardoning, blaming, praising, condoling, etc., and ‘assertive’, e.g. stating, boasting, complaining, claiming, reporting, etc. (Watts, 2003: 66).

  For example: Lecturer A: "Sir, I had already started my lecture in Business English classes." Lecturer B: “Oh yap, I have already heardit. Your English is very good."

  In the conversation above, the notification which delivered by lecturer A to lecturer B is responded very well, even along with praising by lecturer B. so, in this conversation lecturers B behave courteously toward lecturer A. This maxim makes people considered as a decent when he always tries to give award to the other in the communication. As a result, the speakers would not teasing or demeaning others.

4. Modesty Maxim

  Modesty maximis only applicable in expressives andassertives, itminimizes the expression of praise of self; maximize the expression of dispraise of self.Like the other maxims of politeness, it shows itself in asymmetries. (Leech, 1983: 136).

  For example: Lady A: "Miss, you should be a speaker in Dasa Wisma next meeting ok?” Lady B: "Wow… may be I’ll be nervous at the moment.”

  The statement above is the conversation among Dasa Wisma committee when going to hold a meeting. Mrs. B showed her humility to Mrs. Awhen she is asked to be the speaker in the meeting by answering "Wow… may be at the moment I’ll be nervous.” rather than “Oh, of course!”. The modesty maxim expected the speaker to be humble by reducing praise of himself.

  There is an obvious trade-off between different maxims of the PP, just as there is between the maxims of the CP. The modesty maxim sometimes comes into conflict with some other maxim, in which case we have to allow one maxim to take priority over the other.(Leech, 1983: 137).

5. Agreement Maxim

  Agreement Maxim is only applicable in assertive, it minimize disagreement between self and other: maximize agreement between self and other. (Watts, 2003: 67). The agreement maxim required the speaker and the hearer to build compatibility in communication.

  For example: Teacher A: "The room is dark, isn’t it?" Teacher B: "Yes it is.Whereis the switcher?"

  From the example above, it appears the compatibility perception between teacher A and B that the room is dark. Teacher B agreed Teacher A’s statement that the room was dark and then looking for a switch which gives meaning that need to turn on the lights to make the room bright.

6. Sympathy Maxim

  Sympathy Maxim only applicable in assertive, it minimizes antipathy between self and other:maximize sympathy between self and other. (Watts, 2003: 67).

  Sympathy Maximexpects the speakers to maximize the sympathy between one with the other. If the other experience success or happiness, speakers must give congratulations. By contrast when other getting trouble, or calamity speakers worth mourning, or to express condolences as sympathy sign. For example: a.

  Dona: I’m passing UMPTN. Jon.

  Jono: Congratulation! b. Mia: Grandma is dead.

  Nia: I’m sorry to hear that.

  The statements above explain that in a. addressor congratulate the addresseewho found out happiness as minimize antipathy between him and the addressee. Whilein b. Addressor maximizes the sympathy by showing mourned the death of Mia’s grandmother.

  Based on the explanation above can be classified that the first four maxims (tact, generosity, approbation, andmodesty) go in pairs because they deal with bipolar scale: the cost-benefit and praise- dispraises scale. The other two maxims (agreement and sympathy) deal with unipolar scale: the scale of agreement and sympathy.Related to bipolar scale maxim tact maxim and generosity maxim are other countered maxim, whereas approbation maxim and modesty maxim are self-centered maxim. These maxims vary from culture to culture: what may be considered polite in one culture may be strange or downright rude in another. (Leech, 1983: 132).

F. Face Threatening Act (FTA)

  In the communication, addressor should maintain the addressee’s face because it is something that is emotionally invested, and that can be lost, maintained or enhanced it must be constantly attended to in interaction. Brown and Levinson (1987: 61) state face as the public self- image that every member wants to claim for himself.

  Brown and Levinson (1987: 61) assume that every individual has two types offace, positive and negative. Positive face is defined as the individual’s desire that her/his wants be appreciated and approved of in social interaction, whereas negative face is the desire for freedom of action and freedom from imposition.

  According to Brown and Levinson (1987: 65-68) in the concept of face there are various utterances that represents a threat to another individuals expectations regarding self-image, Yule (1996: 61) described that acts threaten faceas FTA (Face Threatening Act).

  There are two types of FTA, they are threaten negative face and threaten positive face. Threaten negative face include: orders and requests, suggestions, advice, threats, warnings, dares, offer, promise, compliments, expressions of envy or admiration, and expressions of strong (negative) emotions toward hearer for instance hatred, anger, lust. Whereas threaten positive faceinclude: disapproval,contradictions or disagreements, challenges, expressions of violent, irreverence, mention of taboo topics, raising of dangerously emotional or divisive topics, blatant non- cooperation in an activity,etc. (Brown and Levinson, 1987 : 65-67 ) .

  Brown and Levinson (1987: 74-77) also explains that the use of FTA is influenced by three social factors, namely social distance (D) of speaker and hearer a symmetry relation, relative power (P) of speaker and hearer an asymmetry relation and absolute ranking (R) impositions in the . particular culture G.

   Politeness Strategy

  According to Brown and Levinson(1987: 68), politeness strategies are developed in order to save the hearer's face. Brown and Levinson (1987: 60) divides the strategies of politeness into fourstrategies are bald on record, positive politeness, negative politeness, and off record. The explanations of the fourth strategies are as follows: 1.

  Bald on Record Strategy Bald-on record strategy does not involve any redressive actions, but it is nevertheless acceptable in situations where the speaker and the hearer “bothtacitly agree that the relevance of face demands may be suspended in the interestsof urgency or efficiency”, or “where the danger to the hearer’s face is very small”. (Brown and Levinson, 1987: 69).

  This strategy can also be used when the speaker power is higher than the hearer and speaker does not care if there is no cooperation from the hearer. For examples:

   Emergency: Help!  Task oriented: Join the club!  Request: Put your jacket away.

   Alerting: use your jacket! (While camping) 2. Positive Politeness

  Positive politeness strategy is employed to minimize the threat to hearer’s positive faceand shows interest expression for the hearer’s wants to express the friendly relationship among them. (Brown and Levinson, 1987: 70).

  For examples:  Attend to the hearer: You must be tired it’s already too far since you driving. How about taking a rest?  Avoid disagreement:

  A: What is he, handsome?

  B: Yes, yes, he's handsome, um, not really handsome but certainly not very ugly.

   Assume agreement: So when are you coming to see us?  Hedge opinion: You really should sort of try harder.

  3. Negative Politeness Negative politeness strategies are deployed tosave the hearer’s negative face for maintaining claims of territory and self- determination. In this strategy speaker recognize and pay respect to the hearer’s negative face.(Brown and Levinson, 1987: 70).

  For examples:  Be indirect: I'm looking for a book.

   Request forgiveness: You must forgive me but.... Could I ask your juice?  Minimize imposition: I just wanted to ask you if I could use your motorcycle.

   Pluralize the person responsible: We forgot to tell you that you needed to buy your plane ticket by yesterday.

  4. Off Record Off-recordor indirect politeness strategy turns to completely indirect utterances, which allow the hearer deciding in interpreting the speaker’s utterance. Linguistic realizations of off-record strategies include metaphor and irony, rhetorical questions, understatement, tautologies, all kinds of hints as to what a speaker wants or means to communicate, without doing so directly, so that the meaning is to some degree negotiable.(Brown and Levinson, 1987: 69).

  For examples:  Give hints: Today is so hot.

   Be vague: Perhaps someone should open the window.  Be sarcastic, or joking: Yeah, it’s really hot here.

H. Language Teaching and Learning

  When the process of learningoccurs, automatically there is a teaching process.It is easy to understand, because when there is a learner then it should bea teacherand contrarily.Whena learner and teacher have interacted intentionally or not, then they are in the same condition as learning process. From the learning process will obtain a result that is generally called the results of teaching.

  Learning is a behavior or appearance change with a series of activities such as reading, watching, listening, imitating and so on (Sardiman, 1994: 22). This change is not only related to the addition of science but also in the form of skills, attitudes, self-esteem, interest, character, adjustment. According to Brown (1980: 7) citing in Kimble and Garmezy (1963:133), learning is a relatively permanent change in a behavioral tendency and is the result of reinforced practice.

  Discussing about learning it cannot be defined apart from teaching. According to Brown (1980: 8) teaching is guiding and facilitating learning, enabling the learner to learn, setting the conditions for learning. Understanding the learning style of learner can help the teacher in maintain and conducting an effective teaching and learning process, included the teaching style, approach, methods and classroom techniques. It also applied in language learning process.

  Language teachers need to be a master of linguistics component. Based on Brown (1980: 6), TheTESOL (Teachers of English to Speakers of Other Languages) organization, in its Guidelines for the Certification and Preparation of Teachers of English to Speakers of Other Languages in the United State (1975), cited the necessity for the teacher understand the nature of language, the fact of language varieties, social, regional, and functional, the structure and development of the English language system.

  Understanding the component of language will help the teacher in determining the way ofteaching to be successful in language learning.

I. Educative Interactionas Teaching and Learning Process

  Discussing of interaction always related to communication. In communication process, there are some elements such as speaker, hearer, message, and media. They are taking important role in communication process, without them the communication will not runs smoothly.

  Communication cannot be separated from human life. It can be concluded that human life is sourced from communication activity.Sometimes the communication that occurred in the society goes naturally and unplanned. It was distinguished to educative interaction, while Sardiman (1994: 8) states that educative interaction is interaction that consciously aims to educate, deliver the learner toward maturity. Then in this case the aims and purpose of interaction are more important than its form. This activity must be planned and deliberately.

  According to Sardiman (1994: 13) there are some characteristics of educative interaction process such as; there are goals to be achieved, there are messages as the content of interaction, there are active learners who experience, there are teachers who are implementing, there is a method to achieve the goal, there are situations that allow the learning process goes well, and there is assessment as the results of interaction.