T1__Full text Institutional Repository | Satya Wacana Christian University: Students’ Selection of FirstPerson Reference Addressing Terms toward Teachers T1 Full text

THESIS

  Submitted in Partial Fulfillment of the Requirements for the Degree of

  Sarjana Pendidikan

  Desy Rizki Lukitasari

  (112013002)

ENGLISH LANGUAGE EDUCATION PROGRAM FACULTY OF LANGUAGE AND ARTS UNIVERSITAS KRISTEN SATYA WACANA SALATIGA 2017

STUDENTS‟ SELECTION OF FIRST-PERSON REFERENCE ADDRESSING TERMS TOWARD TEACHERS

Desy Rizki Lukitasari

Abstract

  Indonesian addressing terms saya and aku have been a debatable topic among scholars regarding language shift appeared lately. Using Holmes‟ theory of code selection, this study attempts to investigate Madrasah Aliyah Negeri (MAN) students‟ practices in using first- person references when communicating with teachers by identifying their selection of using self-references and factors influencing their selection(s). This research used questionnaires (closed and open-ended questions) and stimulated response cards (closed-ended questions) to obtain the data from 120 students of grade 11 in MAN Salatiga. The results of this study showed that the students‟ tendency of self-reference was saya as their implication of traditional Islamic belief toward teachers although there were some students who used either saya or aku depending on the situations. The essential factors influencing the students‟ selection of saya toward teachers are politeness, respect, and teacher‟s age whereas the more- considered factors in practicing either saya or aku are teacher‟s structural position (status relationship), student-teacher relationship (social distance), teacher‟s age and personality (participant). Thus, politeness is included in the scope of the study.

  Key words: Indonesian addressing terms, saya and aku, language shift, code selection, first- person references, self-references, politeness, respect, status relationship, social distance, participant.

INTRODUCTION

  Every language has its own variants of address terms to communicate with different interlocutors, including those used to refer to oneself. Unlike English which only has “a limited set of pronouns” in terms of “self- and addressee-reference” (Flannery, 2010), Indonesian has choices for it. Specifically, Indonesian has saya and aku to address personal pronoun „I‟. They are used differently depending on “social variables such as formality, neutrality, and intimacy” (Djenar, 2007). It is traditionally prescribed that students should use the term saya in self-referring totheir teachers instead of the term aku.This is in regard to the nature of saya and aku use. According to Kamus Besar Bahasa Indonesia (KBBI), saya is used in formal or neutral context while aku is used in informal or intimate context.

  The practical use of first-person reference addressing terms has an imminent relation to Brownand Levinson‟s theory of politeness which proposes that there are two kinds of politeness behavior: positive politeness and negative politeness. Brown and Levinson (1987) as cited in Sadeghoghli and Niroomand (2016) define positive politeness as the strategy the speaker attempts to reduce the distance between others whereas negative politeness is the strategy the speaker attempts to value other speakers‟ authority (p.33). In consequence, aku may be used in conversations to maintain positive politeness and saya is used for negative politeness. Traditionally, however, since students are expected to use saya towards their teachers, negative politeness seems to be the prescribed norm within the student-teacher relationship.

  In Madrasah Aliyah Negeri (MAN) Salatiga, some students may be aware of the importance of using saya in front of teachers while few of them might still use aku when communicating with their teachers. In line with traditional Islamic belief (teachers are those who must be respected), MAN students should use saya instead of aku toward teachers. This study, then, attempts to investigate MAN students‟ selection of first-person reference in referring themselves as saya andor aku toward teachers and identify the factors influencing their selection of the terms saya andor aku when communicating with teachers.

  The significance of this study is to discover patterns in using saya and aku which reflect students‟ value and nature, including politeness, in the social interaction with teachers. The findings may inform language policy development in determining future orientations on saya and aku uses.

REVIEW OF LITERATURE

Code Selection of Address Terms

  The term code s defined by Wardhaugh (2006) as “any kind of system that two or more people employ for communication” (p.88).Regardingthis, Haviland (1996) as cited in Ray and Biswas (2011) mentions in a more general context that people are inclined to use a language differently and their choices for it is influenced by social status and class difference (p. 34-35). Hymes (1972), with another term, also claims that “rules of speaking are the ways in which speakers associate particular modes of speaking, topic or message forms, with particular settings and activities” (p.36).

  According to Holmes (2013), there are four social factors which ”may be relevant in accounting for the choice of variety or code in a particular situation” (p.25). They are (1) social distance; the better people know each other the less formal the language is, (2) status relationship; people with lower social status will speak formally to people with higher social status (e.g. teacher-student, parents-children, boss-worker, etc), (3) formality; based on the domain or social interaction, and (4) function; the objective(s) of language used in particular context (p.25-26). In a more specific explanation, Holmes (2013) clarifies that there are social factors and dimensions to describe people‟s different language choice. The social factors include participants, social setting, and function, whereas the social dimensions include social distance scale, status scale, formality scale, and two functional scales (referential and affective) (Holmes, 2013, p.8-9). Furthermore, Hymes (1972, p.59-65) grouped sixteen components of speech in an acronym of the word SPEAKING (Settings, Participants, Ends, Act sequences, Keys, Instrumentalities, Norms, and Genres) to analyze how people communicate and how it is patterned. In a more specific explanation, the word S (settings) stands for settings (physical circumstances; when and where) and scene (psyschological According to Holmes (2013), there are four social factors which ”may be relevant in accounting for the choice of variety or code in a particular situation” (p.25). They are (1) social distance; the better people know each other the less formal the language is, (2) status relationship; people with lower social status will speak formally to people with higher social status (e.g. teacher-student, parents-children, boss-worker, etc), (3) formality; based on the domain or social interaction, and (4) function; the objective(s) of language used in particular context (p.25-26). In a more specific explanation, Holmes (2013) clarifies that there are social factors and dimensions to describe people‟s different language choice. The social factors include participants, social setting, and function, whereas the social dimensions include social distance scale, status scale, formality scale, and two functional scales (referential and affective) (Holmes, 2013, p.8-9). Furthermore, Hymes (1972, p.59-65) grouped sixteen components of speech in an acronym of the word SPEAKING (Settings, Participants, Ends, Act sequences, Keys, Instrumentalities, Norms, and Genres) to analyze how people communicate and how it is patterned. In a more specific explanation, the word S (settings) stands for settings (physical circumstances; when and where) and scene (psyschological

  Many researchers have conducted studies on address terms in the last three decades and come up with different definitions of them. For instance, Afful (2007) believes that “address forms represent very fundamental means of forging human interaction, thus performing an interpersonal role” (p. 179). Indeed, as Moghaddam, Yazdanpanah, and Abolhassanizadeh (2013) point out, address terms are ”strongly believed to manifest interpersonal relationships, especially the extent and degrees of politeness in a society” (p.55). The reasons of using terms of address vary as stated in Dewi (2009), “the reasons of using other terms of address can be various; from the close relationship of them, or formal and informal situation” (p.5). Using address terms can also be based on the goal expected to express by someone, “people use different forms of address to express their intentions” (Qin, 2008, p.420). Therefore, as Wardhaugh (2006, p.88) believes that people tend to always choose an appropriate code in daily communication, the code selection of address terms is significant to be the construct of this study.

  Based on the concept of address terms, specific use of address terms utilized by an addresser to an addressee has been raised by sociolinguists. According to Qin (2008), “the study of personal address has always been a popular topic within sociolinguistics, because terms of address open communicative acts and set the tone for the interchanges that follow” (p.409). Moghaddam et.al (2013) point out that personal pronoun is considered as a kind of address terms used in Persian language; “personal pronouns: pronouns, apart from their grammatical functions, having been reported to perform a social function by signaling the disparity in the status of the speaker and addressee” (p.58).

The Terms Saya and Aku as First-Person References

  Self-reference or person reference is not rigid since it is highly influenced by variants of a language. Djenar (2007) proposes that “self-reference is not a static matter, that once a speaker calculates which term is appropriate for which addressee and in which situation, and arrives at a choice, this choice is fixed” (p.24). She also believes that “there is no uniformity in the speakers‟ choice of term” (Djenar, 2007, p.38). Therefore, Flannery (2010) argues that “code, context, and cognition all play a role in the choice of person reference term and, through these choices, social roles between interlocutors are instantiated (i.e. exploited, maintained and developed)” (p.8). As a result, variants of self-reference appear in languages.

  In Indonesian, there are many variants to refer oneself as I. Djenar (2007) mentions that “Indonesian speakers have at their disposal several alternatives for saying „I‟”, such as personal pronoun saya and aku, gua or gue, proper names, kin terms, tak, and kita (p.23). It is very distinct from English which only has finite amount of pronouns to refer oneself and others (Flannery, 2010, p.1). The use of each variant is never fixed among Indonesian people and it is supported by Dewi (2009), “Indonesian has two terms referring to the first person i.e.

  aku and saya which are used differently” (p.2). Thus, this research is only focused on personal pronoun saya and aku as self-references.

  Hence, there are some elements that require the terms sayaand aku used differently in daily life. According to Djenar (2007), the use of the pronouns saya and aku as the typical terms in Indonesian is influenced by formality, neutrality, and intimacy. In term of formality, saya is used in student-teacher relationship as supported by Dewi (2009), “the relationship between students and their teachers should be included in a formal relationship as teachers are the people whose position and status are higher than those of the students” (p.2). This means that social status plays a role in the use of the terms saya and aku to show respect as it is found in Saragih (2012) that “with the addressee, the speaker will avoid to refer to himself with saya or sa “1SG” when he socially outranks the addressee” (p.51). The term saya also sounds more neutral than aku because it can be used in both formal and informal context as believed by Flannery (2010) whereas aku is used for a more intimate relationship as defined in KBBI.

  In spite of the traditional standard use of saya and aku, recent finding showed that there is a shift in the use of saya and aku (Dewi, 2009). Dewi mentions that „every language can change from time to time” (2009, p.3), and therefore saya and aku use is interchangeable nowadays. Saya which is formally used to older or higher-status persons changes into the term aku which is normally used in informal and intimate contexts. The phenomenon of language shift is written in Afful (2007):

  Through various interactions, students make and remake their own social worlds, utilizing various verbal behaviours, including address terms; but they are also themselves made and remade by them in the process, thus evidencing a sort of dialectical emphasis upon both the contingency and the creativity of humans. (p.180)

Politeness Theory in Relation to Address Terms

  In a broader context, Ethelb (2015) modestly sees politeness to value others and behave appropriately in front of others in daily communication (p.28). Brown and Levinson (1987) believe the idea of politeness which is regarded as positive politeness and negative politeness. Brown and Levinson (1987) in Kitamura (2000) explain:

  „Positive politeness‟ is expressed by satisfying „positive face‟ in two ways: 1) by indicating similarities amongst interactants; or 2) by expressing an appreciation of the interlocutor‟s self-image. „Negative politeness‟ can also be expressed in two ways:

  1) by saving the interlocutor‟s „face‟ (either „negative‟ or „positive‟) by mitigating face threatening acts (hereafter FTAs), such as advice-giving and disapproval; or 2) by satisfying „negative face‟ by indicating respect for the addressee‟s right not to be imposed on. (p.1)

  In other words, “politeness theory investigates the linguistic behaviour participants in communications use to express themselves and strategies they adopt to achieve their conversational goals” (Ethelb, 2015, p.28). This means that politeness can influence the way people address themselves in front of others to convey social meanings.

  In a further discussion, Ethelb (2015) reveals that “most discussions of address terms go under the umbrella of politeness” (p.27). The concept of politeness by Brown and Levinson (1987) relates to the selection of address terms as Wood and Kroger (1991) state that “address forms are an integral part of polite language use and therefore they figure prominently in several of the strategies described by politeness theory (P. Brown Levinson, 1987)” (p.145). With similar belief, Dewi (2007) claims that variant of choices in a language is strongly connected to politeness whereas Moghaddam et.al (2013) insists that the use of address terms is a strategy to apply politeness in spoken and written language because In a further discussion, Ethelb (2015) reveals that “most discussions of address terms go under the umbrella of politeness” (p.27). The concept of politeness by Brown and Levinson (1987) relates to the selection of address terms as Wood and Kroger (1991) state that “address forms are an integral part of polite language use and therefore they figure prominently in several of the strategies described by politeness theory (P. Brown Levinson, 1987)” (p.145). With similar belief, Dewi (2007) claims that variant of choices in a language is strongly connected to politeness whereas Moghaddam et.al (2013) insists that the use of address terms is a strategy to apply politeness in spoken and written language because

Results of Previous Studies

  Several studies have explored the different use of address terms in different languages. For instance, Mogi (2002) did a research about some kinds of address forms in Japanese. The purpose of the research is to list Japanese address forms and see how they are used in daily life. The study found that addressing Japanese people requires linguistics and social knowledge, including politeness and psychological factors (apathy, intimacy, and respect). Furthermore, one crucial factor influencing the selection of proper address terms is the relationship between interlocutors.

  In a more specific concern of self-reference, Saragih (2012) studied Papuan Malay speakers address people using person reference (person markers (pronouns), common nouns and proper nouns). Thus, it aims at identifying the practical use of person reference or person marker in Papuan Malay through Facebook. By accumulating and examining data from Facebook, the study found that the natural use of Papuan Malay person references is influenced by power and politeness issue. Results of Saragih‟s study showed that a speaker who has a higher social status than an addressee will avoid using first-person references (saya or sa). Instead, the speaker will use kin terms (kaka, bapa, etc) to show hisher authority and also being polite to the addressee. Moreover, those issue found in Saragih‟s as well as interlocutors‟ relationship factor in Mogi (2002) will relate and strengthen the theory of In a more specific concern of self-reference, Saragih (2012) studied Papuan Malay speakers address people using person reference (person markers (pronouns), common nouns and proper nouns). Thus, it aims at identifying the practical use of person reference or person marker in Papuan Malay through Facebook. By accumulating and examining data from Facebook, the study found that the natural use of Papuan Malay person references is influenced by power and politeness issue. Results of Saragih‟s study showed that a speaker who has a higher social status than an addressee will avoid using first-person references (saya or sa). Instead, the speaker will use kin terms (kaka, bapa, etc) to show hisher authority and also being polite to the addressee. Moreover, those issue found in Saragih‟s as well as interlocutors‟ relationship factor in Mogi (2002) will relate and strengthen the theory of

  Other researchers, such as Djenar (2007), Dewi (2009), Flannery (2010), and Rahardjono (2016), also conducted studies about first-person reference used in Indonesian. Flannery (2010) conducted a comparative study of person reference in English and Indonesian language and proposed a typological distinction between open and closed systems of self-reference and addressee-reference. He collected data from forty years of Kompas newspaper (1965 to 2005) and other official media channels (the government sanctioned news station TVRI (Televisi Republik Indonesia)) to investigate Indonesian self-references in daily communication. Based on his focus group discussion with six people from Jakarta, Flannery found that “the use of saya was common in nearly all contexts where they choose a first person pronoun, with aku having overtly intimate (i.e. “romantic” or “poetic”) overtones” (p.12). Furthermore, Flannery‟s study has given clear distinction between Indonesian language and English. With limited set of pronouns, English has a close system self-reference while Indonesian has an open systems of self-reference. This will further explain the difference between Indonesian person references and other foreign languages‟.

  Djenar (2007) and Dewi (2008) also conducted similar studies about the terms aku and saya previously. Djenar‟s research discussed variation in the use of Indonesian self- referring terms (pronouns and proper names). The results from investigating celebrities‟ speech or conversation showed that the choice or variant of self-reference pronoun is not a static matter and that a certain choice of pronouns is considered as a self-categorization. In another context, Dewi‟s study was about students‟ and teachers‟ perceptions towards the shift of aku and saya in elementary and junior high school in Jakarta. It was intended to examine the use of aku and saya among children and teenagers from the lower class and middleupper class of society. The results from questionnaires showed that there is a shift from saya to aku.

  In teachers‟ point of view, the students know the knowledge of how to use self-references appropriately but they do not really practice it in school. It was shown from the percentage of students practicing the appropriate use of aku and saya which is lower than the percentage those who only know the theory. The reason for students‟ inconsistency on the theory and appropriate use of aku and saya was the influence of television programs. The teachers agreed that students imitated the speakers on television programs they had watched. Basically, Djenar and Dewi‟s studies are important to the issue of self-reference in this research. Djenar (2007) provides good reference to variations of Indonesian person reference whereas Dewi (2008) shows language shift in the use of aku and saya among children and teenagers.

  Another related research was done by Rahardjono‟s (2016). Her latest research studied English Department students‟ attitudes toward the use of aku and saya to lecturers as well as the influential factors (relationship, habit, setting, and age difference) through questionnaires and semi-structured interviews. In Rahardjono (2016), it was found that the majority of 2012 batch of English Department students still use saya while others use both aku and saya to address themselves in front of their lecturers. However, one important thing has not been discussed in Rahardjono (2016), which is the negotiation between interlocutors of using the terms aku and saya which can be seen in the process of code selection. As mentioned in Djenar (2007), “self-reference is a dynamic process which involves constant negotiation in interaction” (p.24). The negotiation happens during the shift between aku and saya needs to be taken into account since it is a way of the interlocutors to comfortably connect to each other (Holmes, 2013, p.285). As a result, “the seeming inconsistency in a speaker‟s choices of self-reference highlights both the flexibility of self-reference and the complex and dynamic nature of social interaction” (Djenar, 2007, p.38).

METHODOLOGY

  Research Questions

  The present qualitative study attempted to answer:

  (1) What first-person references do MAN students use in referring themselves as saya andor

  aku toward teachers?

  (2) What are the factors influencing MAN students‟ selection of the terms saya andor aku

  when communicating with their teachers?

Setting and Context of the Study

  This study is part of an umbrella research project ”High School Students‟ Use of Saya and Aku in Salatiga” led by Dr. E.T. Murtisari (Faculty of Language and Arts, Universitas Kristen Satya Wacana). It sought to investigate Madrasah Aliyah Negeri (MAN) Salatiga students‟ practices in selecting the terms saya and aku to their teachers. It was, then, necessary to know the students‟ selection of saya andor aku in order to know their tendency of using first-person references. Furthermore, factors of the code selection as well as shift negotiation in the students‟ use of saya and aku were also investigated since politeness issue might also influence them.

Method

  This study used qualitative-descriptive method to investigate the students‟ practices in selecting the terms saya and aku to MAN teachers and describe them. By using this method, the researcher could examine the factors influencing the students‟ code selection.

  This study also used questionnaires to know the students‟ tendency of first-person references, and then stimulated response cards to gain deeper data from the selections.

  Furthermore, the participants were categorized in two (2) groups: (a) students who used saya Furthermore, the participants were categorized in two (2) groups: (a) students who used saya

Participants and Data Collection

  The participants in this research were 120 senior high school students (grade 11) of Madrasah Aliyah Negeri (MAN) Salatiga. They were taken from Science, Social, Language, and Religion education class. The second-year students were selected because they already got sufficient experiences cognitively in dealing with first-person reference addressing terms toward their teachers. They also expressed the most natural behaviors of senior high school students. Thus, the participants were selected using purposive random sampling in clusters (questionnaires) and criterion-based sampling (stimulated response cards).

  The data collection of this study was conducted in eight steps as follow:

  1. Piloting the questionnaire to 5 participants in order to confirm its validity.

  2. Making an appointment with English and Indonesian language teachers who teach

  11 th -grade students of MAN Salatiga to distribute the questionnaires in the classrooms.

  3. Making 11 th -grade students of MAN Salatiga fill in the questionnaires.

  4. Analyzing the data using Excel.

  5. Piloting the stimulated response cards to 3 participants in order to confirm its validity.

  6. Playing stimulated response cards with 10 students from either saya or aku category to explore the data from their questionnaires. (10 students were seen enough to represent the category of students who used either saya or aku depending on the situations)

  7. Analyzing the data using Excel.

  8. Analyzing the whole data from questionnaires and stimulated response cards.

Data Analysis

  The researcher used a categorical or content analysis after obtaining the data from questionnaires and stimulated response cards. In the first layer, the researcher decided the themes based on participants‟ responses of the questionnaires. In the second layer, the researcher confirmed the data from questionnaires using the students‟ responses of stimulated response cards. In the end, the data from both instruments were combined and analyzed qualitatively according to the themes. The results of this study were used to describe MAN students‟ practices in selecting the terms saya and aku to their teachers.

Research Instruments

  To gather the data, this research used two research instruments which were developed by this study‟s umbrella research team; questionnaire and stimulated response card adapting Holmes‟ (2013) theory of code selection. The questionnaires (Appendix 1) were modified from Rahardjono (2016). They were designed to know the students‟ selection in order to find their tendency toward the use of saya and aku for MAN teachers. By using questionnaires, data in a survey study can be explained with reasons since questionnaire items are designed to gain participants‟ opinions (Griffee, 2012, p.66).

  The questionnaire was arranged in 4 parts: A, B, C and D. The first part was a closed- ended question to determine which students used saya or aku exclusively, or either aku or saya depending on the situations. The second and third parts were open-ended questions which were designed for knowing students‟ reasons in choosing to use saya and aku exclusively. Lastly, the fourth part consisted of 8 items of closed-ended and open-ended questions designed for those who chose either saya or aku to MAN teachers. There was also a table to indicate the factors influencing the students‟ code selection, and a question to identify students‟ initial perception (opinion) toward politeness in using the terms saya and aku to teachers.

  The stimulated response cards (Appendix 2) consisted of 16 cards of different situations with improvised factors of code selection. The factors were teacher‟s age, teacher‟s structural position, student-teacher relationship, topic, teacher‟s personality, and context of the conversation. Those factors were chosen because they are the most common factors in influencing the code selection, and this study was still a preliminary study which could not discuss the data too specific. Each card required the students to answer saya or aku based on the factors which influence their selection the most. In specific, situations 1, 2, 3, 4, 13, 14,

  15, and 16 represented age factor. Situation 1 to situation 8 represented social status factor. Student-teacher relationship and personality factors were represented through situations 1, 3,

  5, 7, 9, 11, 13, 15 while topic and situation factors were represented through situations 1, 2, 5,

  6, 9, 10, 13, 14. Hence, this instrument was assembled to know MAN students‟ real practices in selecting first-person reference saya and aku. The factors and shift negotiation behind the students‟ selection could also be identified from the cards.

FINDINGS AND DISCUSSIONS

  This section discusses (1) students‟ selection of using first-person references and (2) factors influencing students‟ selection of using saya and aku exclusively, and either saya or aku depending on the situations when communicating with their teachers in MAN Salatiga. The students‟ opinion toward politeness in using first-person reference addressing terms are also discussed.

  The categories used in this discussion are (1) MAN students who used saya or aku exclusively when communicating with teachers and (2) MAN students who either use saya or aku, depending on the situations, when communicating with teachers.

A. MAN Students’ Selection of First-Person References When Communicating with Teachers

  Chart 1

  RQ 1: What first-person references do MAN students use in referring

  themselves as saya andor aku toward teachers?

  Either saya or aku, depending on the situation(s)

  Number of respondents: 120

  Chart 1 visualizes the data from multiple-choice question of Part A (questionnaire), „How do you address yourself when communicating with teachers? Do you use saya or

  aku?‟. As shown in the figure, almost all of MAN students tend to use saya when aku?‟. As shown in the figure, almost all of MAN students tend to use saya when

  2 of them exclusively used aku, and 15 of them used either saya or aku depending on the situation(s) to address themselves in front of their teachers. The selections of few students who used aku and some students who used either saya or aku are interesting because students from religion-based school should have always used saya as their practice to value the teacher‟s status role. This is supported by the traditional Islamic belief that teachers are seen as an honorable social role; “Islam has given respectable place to a teacher in society” (Khan, 2014, p.92). Therefore, the more polite form of first-person reference addressing term saya as believed by Dewi (2009) is more preferable when communicating with teachers.

1. MAN Students Who Used Saya or Aku Exclusively toward Teachers

  The numbers of students who used saya exclusively were 99 students while the numbers of students who used aku exclusively were only 2 students out of 120 participants.

2. MAN Students Who Used Either Saya or Aku Depending on the Situations toward

  Teachers

  The numbers of students who used either saya or aku depending on the situations were 19 students out of 120 participants.

B. Factors Influencing MAN Students’ Selection of First-Person References When Communicating with Teachers

  In order to answer RQ 2: What are the factors influencing MAN students’ selection of the terms saya andor aku when communicating with their teachers?, this section discusses the factors influencing the students‟ selection of using saya or aku exclusively, and either saya or aku depending on the situations.

1. Factors of MAN Students’ Selection in Using Saya or Aku Exclusively toward

  Teachers 1a. Factors of MAN Students’ Selection of Using Saya Exclusively toward Teachers

  Chart 2

  Factors for Always Using Saya When Communicating with Teachers

  Factors for

  using 'saya'

  Number of respondents: 99

  Chart 2 represents the question of Part B (questionnaire), „What is your reason for always using saya when communicating with teachers?‟. The question was open-ended, and therefore it required explanations from the students.

  The result represented in Chart 2 demonstrates that 83 of the total respondents considered the factors of „politeness‟, „formality‟, „linguistic appropriateness‟, „respect‟, „teacher‟s age‟, „habit‟, „Javanese Influence‟, and „maintaining student‟s good image‟ when deciding to use saya toward their teachers. Among the factors, „politeness‟ was the most important factor influencing the students‟ selection. The highest number of responses (86 responses) indicates that the majority of the students perceived saya as the more polite form of first-person reference rather than aku. Some students seemed to see „respect‟ (29 responses) was almost as important as „teacher‟s age‟ (28 responses), and both of them were seen as the more important aspects than „formality‟ (11 responses) as one prescribed condition for using saya (Djenar, 2007). The slightly different number of responses between „respect‟ and „teacher‟s age‟ might be caused by the close relationship between those two factors. For instance, based on the respondents‟ explanations, the students always used saya to respect their teachers who are older than them. Some students also regarded „habit‟ (13 responses) of using saya in their environments (family and school) as other significant factor.

  „Maintaining student‟s good image‟ and „Javanese influence‟ were interesting to express politeness. „Maintaining student‟s good image‟ (3 responses) shows that small number of students wanted to create good impression about oneself, such as good personality, in front of their teachers by using saya. This is related to Brown and Levinson‟s (1987) theory of positive face which they define as an act that desires an approval from someone else (Jaworski and Coupland, 1999, p.312). „Javanese Influence‟ factor (3 responses) represents small number of students who were more inclined to use kula or kawula as first-person references in high-variety Javanese (Krama Alus). This might be influenced by the students‟ Javanese culture. Regarding „linguistic „Maintaining student‟s good image‟ and „Javanese influence‟ were interesting to express politeness. „Maintaining student‟s good image‟ (3 responses) shows that small number of students wanted to create good impression about oneself, such as good personality, in front of their teachers by using saya. This is related to Brown and Levinson‟s (1987) theory of positive face which they define as an act that desires an approval from someone else (Jaworski and Coupland, 1999, p.312). „Javanese Influence‟ factor (3 responses) represents small number of students who were more inclined to use kula or kawula as first-person references in high-variety Javanese (Krama Alus). This might be influenced by the students‟ Javanese culture. Regarding „linguistic

  In addition, the rest of the students mentioned „interlocutor‟ (11 responses) which constitutes teacher‟s social status and role, and „student‟s comfort‟ (7 responses) as the factors influencing their selection of using saya exclusively.

  1b. Factors of MAN Students’ Selection of Using Aku Exclusively toward Teachers

  Chart 3

  Factos for Always Using Aku When Communicating with Teachers

  Factors for

  always using 'aku'

  Appropriateness Number of respondents: 2

  Only 2 of the total respondents chose to use aku exclusively as their first-person reference when communicating with teachers. Chart 3 represents the question of Part C, „What is your reason for always using aku when communicating with teachers?‟. Similar with Part B, the question in this part was open-ended which required explanations from the students.

  According to Chart 3, the factors influencing the students‟ selection for always using aku toward teachers were not many compared to the previous data. There were only „politeness‟, „linguistic appropriateness‟, and „habit‟. All of the factors seemed to be equally important for the students, considering the same numbers of response (1 response).

  On one hand, it is common that the student‟s habit of spontaneously using aku led her to use the term toward teachers. On the other hand, it is against the normal that the data report aku as the more polite and appropriate term rather than saya. Moreover, it is interesting knowing that one respondent who chose aku as their selection was aware that it is impolite to use aku when communicating with teachers at school; “I know that it is actually impolite to use aku for teachers”. This signifies that there is a possibility that the student‟s initial preference (attitude) and practices in using address terms do not work hand in hand.

2. Factors of MAN Students’ Selection in Using Either Saya or Aku, Depending on the

  Situations, toward Teachers

  2a. Factors of Students’ Preference, Frequency, and View of Polite Form in Using

  First-Person References

  This section discusses the factors of students‟ preference, frequency, and view of polite form to give a general picture of the students‟ practice in using either saya or aku, depending on the situations, when communicating with their teachers

Chart 4.1 In general, which first-person reference do you like more when communicating with teachers?

  Saya

  Number of respondents: 19

Chart 4.2 In general, which first-person reference do you use more often when communicating with teachers?

  Saya Aku Frequently the same

  Number of respondents: 19

Chart 4.3 Which first-person reference do you think is polite when communicating with teachers?

  Saya

  Number of respondents: 19

  15 of the total respondents chose to use either saya or aku when communicating with teachers. In spite of this, all of the 19 students reported to prefer saya as their general preference toward the teachers (see Chart 4.1). They also believed the term saya to be the polite form of first-person reference (see Chart 4.3). Regarding the use of self-references, the majority of the students who chose either saya or aku depending on the situations used aku more often than saya. In specific, Chart 4.2 shows that 53 of the respondents (10 students) generally used aku, 31 of them (6 students) generally used either of the terms equally frequently, and 16 of them (3 students) generally used saya when communicating with teachers.

  Those data imply that MAN students‟ preference of using saya and opinion of seeing saya as the polite form of first-person reference do not guarantee the students‟ practices for always using saya when communicating with their teachers. The majority of the students are inconsistent practicing their general preference of using saya toward teachers since they used aku more often (see Chart 4.2). However, the result of stimulated response cards (SRCs) confirmed that the majority of the students used saya (124 responses) more often than aku (36 responses) when communicating with their teachers. This contrast shows that almost all of the students who chose either saya or aku were still more inclined to use saya after all.

  Regarding the students‟ initial selection of choosing either saya or aku, some of them are consistent. It is because they used saya and aku in different frequency as presented in Chart 4.2. The same case can also be seen from the SRCs which resulted in the consistency of the students to use either saya or aku to teachers. Interestingly, there were 2 respondents (R3 and R8) who were consistent using both of the terms although they always used saya for all of the questions provided in the cards. It is because some factors which influencing their selections were not included in the SRCs, such as student- teacher negotiation, family-like relationship, and jokes topic.

  Furthermore, the factors behind the students‟ preference, frequency, and view of polite form in using either saya or aku are explained below.

Chart 5 Factors for Choosing Saya as Students' (Who Chose Either Saya or

  Aku) General Preference When Communicating with Teachers

  10 8 Factors for

  choosing 'saya'

  Number of respondents: 19

  Chart 5 reports that „politeness‟ was the most important factor for students who used either saya or aku, depending on the situations, to choose saya. The majority of the students referred the term saya as the more polite term to be used for teachers (16 responses). Some of them chose saya because teachers are older than them (8 responses), and therefore they need to give their teachers a good respect (3 responses). Small number of the respondents also used saya only in formal situation (2 responses) while few others used saya because they are accustomed to using it (1 response), maintain good impression in front of the teachers (1 response), and perceive saya as the prescribed term of first- person reference toward teachers (1 response). In addition, the rest of the responses indicate „student‟s comfort‟ (2 responses) and „interlocutor‟ (1 response) as other influential factors.

  Table 1 Factors of Students’ (Who Chose Either Saya or Aku) General Preferencesin Frequently

  Using First-Person Reference Addressing Terms

  Either saya or aku,

  Saya

  Aku

  frequently the same

  Factor Frequency

  Table 1 illustrates that there were some factors behind MAN Students‟ selections in practicing self-references. It was their habit which seems to mostly influence the students‟ selections. As reported in the table, „habit‟ factor appeared behind each of the students‟ selections (saya: 2 responses; aku: 3 responses; both, frequently the same: 1 response). For frequently using aku, some students argued that the language they use toward teachers will

  be more casual by using aku (3 responses). Other students even regarded aku as the same first-person reference addressing terms in Indonesian and low-variety Javanese. This finding is interesting since the students‟ selection of using aku might be influenced by Javanese culture. Other responses from the students who exclusively used saya and aku frequently more often are their comfortable feeling when using the term(s). To which teachers the students talk to and the setting of the student-teacher conversation were other factors that the students (who used either saya or aku frequently the same) considered.

  Chart 6

  Factors for Choosing Saya as the Polite form of First-Person Reference to Communicate with Teachers

  4 Factors for

  Number of respondents: 19

  According to Chart 6, the students‟ opinion of regarding saya as the polite form of self-reference was mostly influenced by the concept of „politeness‟ itself. The majority of the students mentioned that it is more polite to use saya (13 responses) while few of them think that saya is linguistically appropriate (2 responses) to be used when communicating with teachers. This is linear with Moghaddam et.al (2013) who believe that address terms is a strategy to apply politeness in spoken and written language. Some students perceived the way they give respect (10 responses) to teacher(s) whose age is always older (4 responses) than them was also significant besides „politeness‟. Interestingly, there was 1 response stating that saya can build student-teacher good rapport. The respondent assumed that addressing herself with the polite form of self-reference will make the teachers like talking with her. This contradicts Brown and Levinson (1987) who believe that negative politeness address term will make a distance between students and teachers instead.

2b. Social Setting and Formality Factors

  After discovering the students‟ (who used either saya or aku) preference, frequency, and view of politeness form, it is essential to know the social settings or situations in which the students select to use saya andor aku.

  Chart 7

  Situations in Using First-Person References When Communicating

  with Teachers for Students Who Chose Saya and Aku

  Formal Situation

  Informal Situation

  Both, depending on to which teacher(s) I am

  speaking with

  Number of respondents: 19

  Chart 7 describes the situations in which the students usually use either saya or aku, whether it is in formal situation, informal situation, or even both depending on to which teacher(s) the student is talking with. The data were gained from students‟ responses of question item 3 and 5 of Part D, „In which situation do you usually use saya when communicating with teachers?‟ and „In which situation do you usually use aku when communicating with teachers?‟. Both questions were closed-ended.

  Chart 7 reports that the majority of the students usually used first-person references in both formal and informal situations, considering the teacher(s) they are talking with. This implies that the students do not only seem to perceive social setting aspect in deciding their selection, but also interlocutor aspect. In specific, more students usually used saya (16 responses) in both situations rather than aku (11 responses). It is interesting Chart 7 reports that the majority of the students usually used first-person references in both formal and informal situations, considering the teacher(s) they are talking with. This implies that the students do not only seem to perceive social setting aspect in deciding their selection, but also interlocutor aspect. In specific, more students usually used saya (16 responses) in both situations rather than aku (11 responses). It is interesting

  

  1 student who used saya in informal situation. This response is related to Flannery (2010) who believes that saya sounds more neutral than aku because it can be used in both formal and informal context.

  In relation to social setting, formality factor is used in “assessing the influence of the social setting or type of interaction on language choice” (Holmes, 2013, p.10). Thus, it contributes to the students‟ code selection which will be discussed further in the next section.

2c. Participant Factor

  In regards to the previous explanation that teachers (the students are talking with) are considered more than the formality of the situation, this part discusses participant factor, in this case is teaher‟s type, as the part of formality factor.

Chart 8 The Teachers Whom MAN Students Usually Use First-Person References with

  Number of respondents: 19

  Chart 8 represents which kind of teachers that MAN students usually used saya and aku with at school. The data shown were from students‟ responses of question item 4 and

  6 of Part D, „To which kind of teachers do you often use saya with?‟ and „To which kind of teachers do you often use aku with?‟. Both of the questions were multiple set response 6 of Part D, „To which kind of teachers do you often use saya with?‟ and „To which kind of teachers do you often use aku with?‟. Both of the questions were multiple set response