THE ANALYSIS OF THE FUNCTIONS OF SPEECH AND POLITENESS STRATEGY IN CLASSROOM INTERACTION AT SMK NEGERI 1 DRIYOREJO, GRESIK.

THE ANALYSIS OF THE FUNCTIONS OF SPEECH AND

POLITENESS STRATEGY IN CLASSROOM

INTERACTION AT SMK NEGERI 1 DRIYOREJO,

GRESIK

THESIS

Submitted in partial fulfillment of the requirement for the degree of

Sarjana Pendidikan (S. Pd) in Teaching English

By:

Riris Hidiyawati

NIM D35209005

ENGLISH EDUCATION DEPARTMENT

FACULTYOFEDUCATIONAND TEACHERS TRAINING

STATE ISLAMIC UNIVERSITY OF SUNAN AMPEL

SURABAYA

2016

ABSTRACT

Hidiyawati, Riris.(2016). The Analysis of the Functions of Speech and Politeness Strategy in Classroom Interaction at SMK Negeri 1 Driyorejo, Gresik. A thesis. English Lecturer Education Department Faculty of Tarbiyah and Lecturer Training, Sunan Ampel State Islamic University, Surabaya. Advisor: Rakhmawati, M. Pd.

Key Words : Classroom Interaction, The Functions of Speech, and Politeness Strategy.

The application of character education in the materials’ of students’

activities at school was occurred when the qualities of three aspects of education changed. Three aspects here are cognitive, affective, and psychomotor which look to the knowledge improvement, behavior, and skill based on education pillars consequently with the realization of knowledgeable and characterized person. These categories of the functions of speech and politeness strategy always used by the teacher inleading the student to do their activities through the teaching learning process in the classroom. This study was conducted to find out the kind of functions of speech applied and politeness strategy used by the English teacher in the classroom interaction. The setting of the study was class XII and class X of SMK Negeri 1 Driyorejo, Gresik. The subject of this study was an English teacher. The data were collected by observation, and documentation. The data

taken from three meetings of the teacher’s teaching schedules. The analysis of the functions of speech and politeness strategy in the classroom interaction is an

analysis of the transcription of teacher’s speech in the class. This is similar with the way people analyze other transcription in general. Based on the findings, the teacher gives positive results toward this research. Teacher applied all those categories of the functions of speech needed by students to be knowledgeable person. And the teacher almost used positive politeness strategy in his teaching to shape up a politer characterized person. For the next researchers who are interested in the same topic, it is suggested to conduct a research about the

analysis of the functions of speech and politeness strategy of the teacher’s speech

applied in different school. The result of such studies can help the teacher leads

the students’ learn in the classroom interaction more effective and politer for future learner.

TABLE OF CONTENTS

TITLE...……….i

LEMBAR PERNYATAAN PERSETUJUAN……… ii

ADVISOR APPROVAL SHEET……….iii

APPROVAL SHEET……….iv

PERNYATAAN KEASLIAN TULISAN……….v

ABSTRAK……….…vi

DAFTAR ISI……….………vii

CHAPTER I : INTRODUCTION………1

A. Background of The Study………...1

B. Statement of The Problem……….7

C. Objectives of The Study………...8

D. Significance of The Study………8

E. Scope and Limitation of The Study……….……….9

F. Definition of Key Terms………...9

CHAPTER II : REVIEW OF RELATED LITERATURE………..11 A. Review of Related Literature………11 1. Definitions of The Classroom Interactions a. The Theory of the Classroom Interactions………..11 b. The Classroom Interaction Related to the Classroom Instructions………..13

2. Definition of The Function of Speech a. The Notion of Speech……….15

b. The Theories of The Functions of Speech Related to The Classroom Instruction………...16

c. The Functions of Speech by Jiang………..18

3. Definition of Politeness Strategies a. The Notion of Politeness………21

b. Brown and Levinson’s Politeness………..22 c. Brown and Levinson’s Politeness Strategy Related to The Classroom Interaction………...26

B. Review of Previous Study………31

CHAPTER III : RESEARCH METHOD……….35

A. Research Design……….35

B. Source of Data………...36

D. Data Collection Technique………...38

E. Data Analysis Technique………39

CHAPTER IV : FINDING AND DISCUSSION………...42

A. Research Findings……….42

1. The Kind of The Functions of Speech Applied by the English Teacher in Classroom Interaction………...43

2. The Kind of Politeness Strategy Used by the English Teacher in Classroom Interaction……….………...57

B. Discussion ……….72

1. The Kind of The Functions of Speech Applied by the English Teacher in Classroom Interaction………...73

2. The Kind of Politeness Strategy Used by the English Teacher in Classroom Interaction………...76

CHAPTER V : CONCLUSION AND SUGGESTION………80

A. Conclusion ……….80

B. Suggestion ………..81 REFERENCES

CHAPTER I INTRODUCTION

A. Research Background

In interaction, language is a tool for communicate between people. People generally learn the language in order to be able to communicate, and their goal is to be able to express their feeling to other through language.It is important to know how the way communicate nicely to other people. People need to consider what the purpose of their speech before they express it. So that is way the others can understand what the message on the conversation. This case includes to the functions of speech. Beside that, in having interaction or communcation we need to consider about politeness. The goal of politeness is to get good relation with other,being polite is also can make more respecting each other.

According to Glaser, language is used to convey one’s intention to each other.In conveying intention, people use strategies in their communication, and it is a part of the language user’s communicative competence.The speaker communicative competence deals with pragmatics.1 Yule states,Pragmatics determines our choices of wording and our interpretation of language in different situation. Pragmatics concerns with some fields and politeness is one of them. Politeness strategies are very important to investigate as it is used by people in their social interactions and

1

Karen Glaser, Acquiring Pragmatic Competence in a foreign language- mastering preferred speech acts.(Chemnitz University of Technology, 2009).

in the specific contexts, knowing what to say, how to say, when to say and how to be with other people.2

Therefore, we need to classify the utterance not only according to their grammatical form that involved to the functions of speech, but we need also to examine then to match with context and the situation in which it is made. Related to this study, there is politeness strategy that used to communicate with other. As stated by Leech, it as strategic conflict avoidance, which can be measured in terms of degree of effort and put into the avoidance of conflict, situation, maintenance and establishment of comity. The avoidance is represented as a conscious effort on part of the person to be polite.3Politeness strategies are ways to convey the speech acts as polite as possible. To achieve that, there are some strategies that can be applied in specific context used by an individual in certain society.

According to Zhang, professional teacher role endows them with right to evaluate students' behaviors, constrain their freedom of actions, control resources and give critical feedback, which unavoidably poses threat to students' positive and negative face.4In addition, teacher is as the model in the class and the students will imitate the way the teacher teaches them.

This study comes from a phenomena, latest, just this May, Indonesia was saddened by the tragic news of the death of 14 years old junior high school students, Yuyun, a victim of rape committed by 14 perpetrators, until

2

George Yule, Pragmatik. .(Yogyakarta: Pustaka Pelajar. 1996) cited from Canadian Center of Science and Education Journal by Sondang Manik and Juniati Hutagaol .

3

Geoffrey N Leech, Principles of pragmatics. (England: Longman Group Limited. 1983).

4

Qin Zhang, Teacher Request Politeness: Effect on students ‘positive emotions and compliance intention. (Fairfield University: Mexico. 2009)

causing the young woman to lose her life. Marwati showed in her article about the disscussion attended by psychologists, teachers, school leaders, school committees, and education officials in Yogyakarta, Kesbangpol Agency, and Yogyakarta Police Office, and led by Head of the Centre, Dr. HeriSantoso. Marwati said that the participants of the discussion agreed that presently schools are heavily burdened with the stereotyping arising among society that school is the only institution responsible if acts of violence are committed by a teenager. In fact, “problematic” students have family and

environment backgrounds that always “reproduce” violence. Based on these

issues, they recommended the need to develop program and curriculum for family and society in order to preventing and resolving acts of violence. Parents do not know what to do to their teenage children. They seemed to get released from the responsibility of taking care of their children if the children are already educated at school.5

The other phenomenon which happened at school because of character education such as a news comes from Balongbendo, Sidoarjo, last June, a parent reported a teacher to the police office because a teacher pinched his son at school. And the other news comes from Makassar on the middle of this August, a perent hit a teacher until bleeding and breaking his nose because of a punishment gave by the teacher to the student, and then makes a parent angry and hit a teacher.

5_{Marwati, “The Violence Phenomenon among Teenagers Increasingly Worrisome”. Posted on} Friday, May 20th 2016.

Related to this phenomenon, we know how important character building in our life. And we got almost of characters building from the education environment such as school, and university. So, here the writer touched her heart by those cases which happened in our country. And the writer relating those case to the teachers who do not applied the functions of speech and do not use politeness strategy on their teaching in the classroom

will impact to the students’ behaviour in communication. It can be observed from such as the teacher’s evaluations and instructions. Harmer argued when

teachers give instructions, it is important for them to check that the students have understood what they are being asked to do. This case is not good for

the students’ improvement in linguistics and also in social.

Furthermore, lately, a term of character talked by various backgrounds, range from state institutions to the ordinary people. This is due to the number of aberrant behavior or unlawful ranging from government officials to the community, ranging from the issue of corruption to violence. In addition, the application of character education as character builder of the students at school has integrated with the subjects, which called integrated learning. But,

the result of this work is still did not bring a change of students’ character.

Moreover, school is the biggest environment that can influence the character of the person.

The functions of speech and the politeness strategy have relationship. In fact, an interaction between teacher and students happens in the classroom, it must be effective and polite.If in the classroom an interaction runs well, the

knowledge of the materials which explained by the teacherwill be delivered and will be received by students well. By applying the functions of speech and politeness strategy through the teachers instructions, the teacher will give the examples of the kinds of speech functions and the values of politeness at the school through classroom activities that gave by the teacher.

Vocational high school as school which more focused on the skill programmes of their students, the ability of communication in English should be considered and should be improved. The one of the solutions to make the improvement of the communication ability in English is through the way of the teachers teach the students. Because, when the taecher teach their students he/she can make decision how the way the whole of the materials and the knowledges in it can be received by the students optimally.

Nevertheless, it is important for the teachers who teach English in vocational high school to apply the functions of speech and politeness strategy in teaching and learning process. For the reason that one of the purposes of vocational high school is to prepare the students to be a productive person who can work autonomously, add the vacancy to the industrial and bussiness as the intermediate employee. Here, one of the goal of apllying the functions of speech and politeness strategy in English classroom interaction is to build new better characters of every students and to develop the communicative ability in English. As vocational high school, SMK Negeri 1 Driyorejo includes in a school which often send their students to many kind of national competition. And the main focus of students in

Vocational High Schools is on skill programs. It was made the application of the functions of speech and politeness strategy in teaching and learning proccess very necessary to support this skill programs to be better.

Here, the function of speech and politeness strategy is one term in the application. Because both of these term is purpose to success the students in communicative skills and repair the characters of students. Here, the teachers take many roles to achieve these purposes. Almost of the other previous research that the researcher found are only explain the kind of the functions of speech, and the others only explain politeness strategy. Both of these term be separated and it is what makes the other previous research still have weakness in their research. So that is way the writer will do the research of the analysis of the functions of speech and politeness strategy in classroom interaction.

Moreover, important function of talk is the main tool to control the classroom, and understanding the kind of the functions of speech and politeness strategy in classroom interaction will make the classroom activities more effective and efficient. The teacher can applied the functions of speech and politeness strategy when their students found a problems or getting mistakes in their study. Harmer states to be a good teachers should be able to correct people without offending them.6

Beside that, in applying the functions of speech and politeness strategy in the classroom interaction, the students and the teacher will more respect each other in the classroom. Because, it includes intonation and gesture, that will

6

Jeremy Harmer, How to Teach English -An Introduction to The Practice of English Language Teaching. (Longman. 1998)

make the language in teaching much more accepted and memorable by the

students. Harmer in his book said: “Apart from adapting their language, experienced teachersalso use physical movement:gestures, expressions,

mime”.7

So that is way the writer considers it is important to analyze thefunctios of speech and also the politeness strategy that the teacher used in classroom interaction, because the language that used by the teacher in the classroom is

able to influence the students’ characters in life.

B. Statement of The Problem

Based on the background above, the research problems of the study are: 1. What kind of the functions of speech applied by the English teacher in

classroom interaction at SMK Negeri 1 Driyorejo?

2. What are the politeness strategies used by the English teachers through the use of the functions of speech in classroom interaction at SMK Negeri 1 Driyorejo?

C. Objectives of the Study

Based on the research questions above, the study is aimed:

1. To find out what kind of the functions of speech used by the English teacher in classroom interaction.

2. To find out the politeness strategyused by the English teachers through the use of the functions of speech on the classroom activities.

D. Significance of the Study 7

Jeremy Harmer, How to Teach English -An Introduction to The Practice of English Language Teaching. (Longman. 1998)

The comprehension about the functions of speech and politeness strategieshave many advantages for many elements of society.One of the advantages is for teachers, since these term concern with teacher’s instructions,

teacher’s motivation, teacher’s evaluation, and classroom management by the

teacher. This studypurposes to give contribution for English teachers in teaching materials in the classroom politely, effectively and efficiently. To give an information about the important of giving values of politeness to the students in order to improve the grade of students attitudes.

This study isexpected to be new information that delivers the contribution for English academic workers or lecturers, especially for linguistic lecturers in developing the material related to linguistic fields. Beside that, this study is expected to inspire the readers about the urgency of character education in the school envirounment for better living in society.At last, this study is also hoped for the readers to learn and help to provide information about the functions of speech and politeness strategies.

E. Scope and Limits of the Study

This researchconducted in classes of SMK Negeri 1 Driyorejo. The researcher takes oneteacher in three times of teaching and learning process. And the class chosen random by the researcher, they are class X and class XII. Thisresearch is limited forfinding out the functions of speech in classroom interaction based on Jiang theory of the functions of speech, they are instructional, motivational, evaluation, and managerial. Meanwhile, the finding of the analysis of politeness strategy will use Brown and Levinson

theory of politeness strategies, there are negative politeness strategy and positive politeness strategy.

The researcher analyzed and identified the functions of speechand strategy of politeness that found in teacher’s interaction in the classroom. The utterance that will be interpreted concern with all of languages that used by the English teachers, there are include English and Indonesian. Moreover, it can be representation by other utterances that has similarity for the meaning or context.

F. Definitions of Key Terms

There are several key terms of the study refer to certain concept. The terms are defined to avoid any ambiguous and misinterpretation. Thus, the researcher tries to break down and give clear definition about the terms. Those terms are presented as follows:

1. The Functions of Speech : The term of the fuctions of speech in this research is closed to the theory of Jiang about the functions

of teacher’s speech in the classroom, they are

instructional, motivational, evaluative, and managerial. In addition, the functions of speech refers to a form of language which aimed to find out exactly what we are doing with language when we speak.

2. Politeness Strategies :The strategies are used to formulate messages in order to save the hearer's positive face when

threatening acts are inevitable or desired.8 So it can be concludes the politeness strategies are the strategies that used to communicate with other people by considering the meaning of the word, sentence, and clause to be much Kingdombetter heared by people to avoid conflict in an interaction. It is involved gesture and intonation.

3. Classroom Interaction : refers to the interaction between the teacher and the learners, and amongst the learners, in the classroom.9 The interaction here refers to the

teacher’s instructions, teacher’s motivation,

teacher’s evaluation, and teacher’s management of

the class.

8

Brown Penelope – Stephen, C. Levinson, Politeness:Some Universals in Language Usage. (United Kingdom:Cambridge University Press. 1987). cited from Iranian Journal of Language Teaching Research.

9

Nunan David – Ronald Carter, Teaching English to Speakers of Other Language. (Cambridge: Cambridge University Press. 2001)

CHAPTER II

REVIEW OF RELATED LITERATURE

A. Review of Related Literature

There are some literatures which related to this research, it includes definition of the classroom interaction, the definition of the functions of speech, and the definition of politeness strategies. The descriptions are as follow:

1. Definition of The Classroom Interaction

a. The Theory of Classroom Interaction

L2 classroom interaction research began in the 1960s with the aim of evaluating of effectiveness of different methods in foreign language teaching in the hope that the findings would show the „best‟ method and its characteristics. The methodology adopted was strongly influenced by firstlanguage (LI) classroom teaching research which was motivated by the need to assess objectivelythe teaching performance of student-teachers during practical teaching.1

According to Tsui about Classroom Interaction, in the book of David Nunan and Ronald Carter, the term classroom interaction refers to the interaction between the teacher and learners, and amongst the learners, in the classroom. Descriptions of classroom interaction focused initially on the language used by the teacher, especially

1_{Amy, B.M, Tsui,Chapter 17 - Classroom Interaction. The Cambridge Guide to TESOL by David} Nunan and Ronald Carter.

teacher questions and the learner responses elicited, teachers‟ feedback and turn-allocation behaviour.

Language classroom can be seen as sociolinguistic environment and discourse communities in which interlocutors use various functions of language to establish a communication system, and the teacher-student interaction is believed to contribute on students‟ language development.2 _{Therefore, the teacher-student} interaction in class is influenced by their pragmatic knowledge, how to behave and respond in different situations and contexts. Pragmatic competence is defined as the ability to communicate effectively and involves knowledge beyond the level of grammar. Bardovi-Harlig argues that the classroom is a place where pragmatic instruction can occur.3

In analyzing classroom interaction research, it is important to consider what is observable in the research. It can be the teacher talk or student talk. It is supported by Tsui in the book of classroom interaction by Nunan and Carter, as quoted below:

“For more than two decades, the focus of classroom interaction research, be it teacher or student talk, had been on what is observable; more recently researchers have begun to question analyses of classroom processes based only the observable. It was felt that the 'unobservables'in the classroom - such as teachers' and learners' psychological states, including beliefs, attitudes,motivations, self perception and anxiety, learning

2_{Douglas Altamiro Consolo,Classroom Oral Interaction in Foreign Language Lessons and} Implications for Teacher Development. (2006). p.34

3_{Vittoria Grossi,Teaching Pragmatic Competence: Compliments and Compliments responses in} the ESL Classroom. (Macquarie University. 2009)

styles and cultural norms - play an importantpart in shaping classroom interaction. Approaches to analyzing classroom interaction also movedfrom solely an observer's perspective to include a participant's perspective and using a variety ofsources of data apart from classroom discourse data.” Lier states research on the observable aspects of classroom interaction pertains to three main aspects: input,interaction and output. Input refers to the language used by the teacher, output refers to languageproduced by learners and interaction refers to the interrelationship between input and output withno assumption of a linear cause and effect relationship between the two.4

b. The Classroom Interaction Related to the Classroom Instructions In the classroom interaction may occur interpersonal communication. Larry states that interpersonal communication may occur in any face to face encounter and it is important medium of instruction in the classroom.5 _{There are three forms of interpersonal} communication in the classroom, they are: teacher to student ( T-S), student to teacher ( S-T) and student to student ( S-S).At this level of communication, the message is transmitted to a single student by teacher, to the teacher by a particular student, or from one student to another student.

Teacher – student interactions such as teacher‟s instructions, teacher‟s motivation, and teacher‟s evaluation in the classroom are the

4_{Nunan David – Ronald Carter, Teaching English to Speakers of Other Language. (Cambridge:}

Cambridge University Press. 2001)

important parts of classroom interaction. However, those parts can enhance the comprehension and the attention of the students. Tsui said that an important dimension of classroom interaction is teacher questions, which has received much attention in both L1 and L2 classroom studies. Both turn-allocation by the teacher and turn-taking by learners contribute to learners‟ opportunities to participate in the interaction.

Kasper states classroom instructions with awareness in pragmatic aspects of social interaction can be very useful for learners. It can be challenging to find useful teaching materials and to integrate pragmatics into an existing syllabus. The challenge for foreign language teaching is how to arrange learning opportunities in such a way that they benefit the development of pragamtic competence in foreign language.6

In this research, the researcher will be focuses only onteacher to students interaction in classroom. The teacher - students interactions in classroom includes the instructions used by the teacher to the students, the motivations that gave by the teacher to the students, the teacher‟s evaluation about the students responses in the class, and classroom management of the teacher.

2. Definition of The Functions of Speech

a. The Notion of Speech

6_{Gabriele Kasper, Second Language teaching and Curriculum Center, University of Hawaii.}

Language is the system of communication used by a particular community or country.Language is a method of human communication. Language in wider sense refers to speaking, writing, and gesturing. In study of linguistics, linguistics deals with spoken language (speech) and written language. It is the relationship between language and speech, either spoken and written consisting of the use of words in a structured and convensional way.

In linguistics, writing related to sentences, while speaking related to utterances. The features of spoken language defined as utterances or speech. Sapir states that speech is so familiar a feature of daily life that we rarely pause to define it. It seems as natural to man as waking, and only less so than breathing. In speaking to one another, we make use of sentences, or, to be more precise, utterances.7 _Brazil defines speech as the following,

“Speech is charasteristiccally use in pursuit of a purpose... The practice of inventing a sentence... is a practice of the sentence grammarian, not the user”.8

According to Schiffer, he states with the speech speakers uttering sentences.

7_{Ronald Wardhaugh, An Introduction to Sociolinguistics.(Fifth Edition. Blackwell Publishing.}

2006)

b. The Theories of the Functions of Speech Related to the Classroom Interaction

Janet Holmes in her book states that she considers the range of functions language may serve, and the variety of ways in which the „same‟ message may be expressed. In addition to distinguish a great variety of different functions which language serves, she classified six different categories for functions of speech, they are expressive, directive, referential, metalinguistic, poetic and phatic utterances. Nevertheless, in this research the researcher does not use the theory of the functions of speech from Janet Holmes, because the categories of the functions of speech by Janet Holmes are relate to Sociolinguistics, it means it closed to the way people use language in different social contexts provides a wealth of information about the way language works, as well as about the social relationships in a community, and the way people convey and construct aspects of their social identity through their language.9 _{In other words, it means the object must be} related to language and social or society.

The study that taken by the researcher here is about classroom interaction. It is different context with Sociolinguistics. Though, in the point of view of Sociolinguistics, the teacher‟s speech can be analyzed with the functions of speech by Janet Holmes, but it will be found the teacher used directive functions more than any other functions of

speech. Thus the theory about the functions of speech above is not used in this research. This agreement supported by Janet Holmes in her book, she states that researchers have analysed the ways that particular speech functions are expressed in a variety of contexts, identifying the range of linguistic forms they take. The categories are useful as guides for analysis, but they are not mutually exclusive.

The classroom interaction refers to the interaction between the teacher and the students, and amongst the students, in the classroom. The interaction between the teacher and the students in the classroom is different from the common interaction in daily life or daily activities, and thus needs to be investigated under different functions of speech. According to Sulu, each utterances have different functions in speech; however, it is important toremember that the meaning of language depends on its actual use, and may not exactly coincide with an utterance.10

Jiang states that teachers have different roles in the class.11 Based on her teaching experiences, she suggests the following functions for analyzing the classroom speech of teachers. Where the functions of speech based on Jiang are related to the teacher‟s roles in the class, they are: instructional, motivational, evaluative, and managerial. Jiang said that all classroom speech acts of the teacher can

10_{Ayfer Sulu, “Teacher‟s Politeness in EFL Class”. Inonu University. International Online Journal} of Education and Teaching. 2015. 2(4). 216-221

11 _{Xiaoqing Jiang, “A Case Study of Teacher‟s Politeness in EFL Class”. Journal of Language}

be categorized according to these functions. Since traditionally, the teacher controls learning and behavior in the classroom with these kinds of speech acts. So, the control speech acts of the teacher can be referred to these acts.

In this research, the researcher prefers use these functions of speech to analyze the teacher‟s speech in the class, because these functions are more appropiate to be use in analyzing the teacher‟s speech in the classroom interaction context.

c. The Functions of Speech by Jiang

As the researcher puts above, the classroom speech functions suggests by Jiang can be analyzed under four categories: instructions, motivation, evaluation, and classroom management.

1) Academic Instructions

This refers to the teacher's academic presentation, answering students' academic questions, and supportive and corrective feedback. Look at the following sentences:

a) Let‟s begin today‟s class.

b) We will learn a moving story today, it‟s about a widow. c) I‟d like you to read the new words after me, please. d) So much for the new words, stop here, please. e) Please find a word which means “satisfactory”.

f) Please tell me what the author tell us in paragraph two. g) Shall we go on?

h) Who would like to come to the blackboard?

i) Can you show me the difference between the two words?

j) Turn to page 115, look at the first line.

k) Next time, we will study unit 9, preview it and hand in your homework as soon as possible.

2) Motivation

Motivation refers to various acts aimed at activating students such as their participation, academic questions, and initiative feedback. The following are the examples:

a) Hey, guys, what are you doing? Why are you so sleepy? b) Wang Qun, you give us a presentation, ok?

c) Chen Shuo, tell us the story “The yellow ribbon around the old oak tree”, all right?

d) Just say it in your own words, I know you can, have a try, will you?

e) It‟s quite necessary to request English learners to speak English. Don‟t keep silent!

f) It‟s not a good habit to memorize the new words from the word list. Get help from the text!

Evaluation is indispensable in English class. It refers to teacher‟s positive and negative feedback which is very important to students. It can encourage as well as discourage the students.

The examples of Evaluations: a) Good! You are right! b) Exactly!

c) Well done!

d) Perfect! Sit down please!

e) Maybe first you should read the directions carefully. f) I am sorry, I mean translate this sentence into Chinese. g) Maybe it‟s my fault, I didn‟t emphasize that in the

previous class.

4) Classroom Management

This refers to discipline instructions, discipline directives (orders, requests, questions, and calls), procedural instructions, and procedural directives. Examples:

a) Be quite, please! b) Stop talking, please!

c) Now talk with your partner about this problem. d) Divide into groups, please.

e) Why don‟t you sit closer?

g) Please stop here; we don‟t have enough time for you to remember all these new words in class.

These roles of classroom teacher‟s speech investigated in a linewith the politeness strategies used by the teacher in classroom interaction. In addition, teacher is as the model in theclass and the students will imitate the way the teacher teaches them.Therefore, in creating good interaction in theclassroom, teachers and students should make the good interaction.

3. Definition of Politeness Strategies

a. The Notion of Politeness

Politeness is a universal and best expressed as the practical application of good manners or ettiquette. In standard meaning of the word „polite‟, at least three dimensions cvan be identified: 1) polite as civil or socially correct; 2) polite as kind or friendly; and 3) polite as tactful or diplomatic.12

Geoffrey Leech states in his book that politeness in broad sense, is a form of communicative behaviour found very generally in human languages and among human cultures. Leech defines it as “strategic conflict avoidance, which can be measured in terms of degree of effort and put into the avoidance of conflict, situation,

12_{Victoria Escandell, “Politeness: A Relevant Issue for Relevance Theory”. Revista Alicantina de} Estuaios Ingleses, 11, 1998, 45-57, p 46.

maintenance and establishment of comity. The avoidance is represented as a conscious effort on part of the person to be polite.

Sum up from the literatures, that shows that different researchers have different senses. Richard, J Watts in his book states from a socio – psychological point of view, politeness is not a static logical concept, but a dynamic interpersonal activity that can be observed, described, and explained in functional interactional terms.13

The knowledge of politeness is important in classroom teaching of a foreign language. Politeness strategies that used by the teacher and the studentds in the class can play an important role in learning and teaching process. Moreover, politeness can have an instrumental role in the social interaction. Brown and Levinson‟s theory places politeness as a universal face-threatening strategy. b. Brown and Levinson’s Politeness

Classroom is a place of the interaction process which happens between a teacher and students. It must beeffective and polite. If in the classroom interaction runs well, the knowledge that will be delivered by the teacherwill be received by students well. Teacher professional role endows them with right to evaluate students‟behaviors, constrain their freedom of actions, control resources and give critical feedback,

13_{Richard J Watts, Politeness in Language – Studies in Its History, Theory and Practice. (New}

which unavoidablyposes threat to students‟ positive and negative face.14

Politeness strategies are more likely to be used when a speakerof relatively lower power makes a larger request in a more distant relationship than when a speaker of relativelyhigher power makes a smaller request in a closer relationship.15_{Politeness strategies} are ways to convey the speech acts as polite as possible. To achieve that, there are somestrategies that can be applied in specific context used by an individual in certain society.

According to Brown and Levinson, politeness is defined as redressive action taken to counter-balance the disruptive effect of face-threatening acts (FTAs). He describes“face” as “the public self-image that every member wants to claim for himself, consisting in two related aspects: negative face and positive face. Negative face is the want of every „competent adult member‟ that his actions be unimpeded by others. Positive face is the want of every member that his wants be desirable to at least some others.

Brown and Levinson also states that in human communication, either spoken or written, people tend to maintain one another's face continuously, and this tendency adds up to politeness. Ifthe hearers‟

14_{Qin Zhang, Teacher Request Politeness: Effect on Students’ Positive Emotions and Compliance} Intention.(Fairfield University: Mexico. 2009)

15_{Brown Penelope – Stephen, C. Levinson, Politeness: Some Universals in Language Usage.}

(United Kingdom: Cambridge University Press. 1987). cited from Iranian Journal of Language Teaching Research.

need to maintain his/her self-esteem, and be respected is violated by an act during conversation, they call these acts as “Face Threating Acts” (FTAs). And in order to deal with these FTAs, Brown and Levinson outline four main types of politeness strategies, they are: bald on record, positive politeness, negative politeness and off-record indirect.

Bald on record strategies usually do not attempt to minimize the threat to the hearer‟s face, although there are ways that bald on record politeness can be used in trying to minimize FTAs implicity. Often using such a strategy will shock or embarass the addressee, and so this strategy is most often utilized in situations where the speaker has a close relationship with the audience, such as family or close friends.16

Positive politeness usually seen in groups or friends, or where people in the given social situation know each other fairly well. It usually try to minimize the distance between them by expressing friendlines and solid interest in the hearer‟s need to be respected (minimize the FTA). In addition to hedging and attempts to avoid conflict, some strategies of positive politeness include statement of friendships, solidarity, and compliments. Positive politeness techniques are usable not only for FTA redress, but in general as a kind of social accelerator, where speaker, in using them, indicates he wants to „come closer‟ to hearer.17

16_{Brown Penelope - Stephen, C. Levinson, Politeness: Some Universals in Language Usage.}

(United Kingdom: Cambridge University Press. 1987). p. 69.

17_{Brown Penelope - Stephen, C. Levinson, Politeness: Some Universals in Language Usage.}

Negative politeness strategies are oriented towards the hearer‟s negative face and emphasize avoidance of imposition on the hearer. These strategies presume that the speaker will be imposing on the listener and there is a higher potential for awkwardness or embarassment than in bald on record strategies and positive politeness strategies. Negative face is the desire to remain autonomous so the speaker is more apt to include to include an out for the listener, through distancing styles like apologies.18

Off record strategies can be done where the speaker wants to do an FTA, but wants to avoid the responsibility for doing it. After doing off record, the speaker can leave it up to the addressee to decide how to intrepet it. Such off record utterances are essentially indirect uses of language. To construct an off record utterance one says something that is either more general or actually different from what one means. Therefore, the hearer must make some inference to recover what was in fact intended.19

c. Brown and Levinson’s Politeness Strategy Related to the Classroom Interaction.

Based on the Brown and Levinson‟s theory of politeness strategy as stated above, there are four types of politeness strategies. But, four types of those strategies are too general to be applied all in

18_{Foley Wiliam, Anthropological Linguistics: An Introduction. (Indiana: Wiley-Blackwell}

Publishing. 1997) p. 77

19_{Brown Penelope - Stephen, C. Levinson, Politeness: Some Universals in Language Usage.}

the classroom interaction. And there are two strategies that more appropiate than other strategies to the classroom interaction context; they are positive politeness strategy and negative politeness strategy. Because both of these strategies are most frequently used by the teachers in the classroom and most related to the classroom interaction context.

In addition, it is supported by Peng, Cai, and Tan that conducted the other research about teacher‟s politeness strategies in EFL classroom which claims that teachers in EFL classroom are highly aware of politeness strategies and often used negative politeness and positive politeness as their strategies in classroom.20 _{So that is why the} researcher prefer used two types strategies in this research; they are positive politeness strategy and negative politeness strategy. And the descriptions of positive politeness and negative politeness strategies by Brown and Levinson are as follow:

Brown and Levinson’s Positive and Negative Politeness Strategies

1) Positive Politeness Strategies

Positive politeness strategies are used to reduce the threat to the hearer‟s positive face. Positive politeness usually seen in groups or friends, or where people in the given social situation know each other

20_{Liu Peng, Lingling Cai, and Xianjun Tan, “Teacher‟s Politeness Strategies in EFL Classrooms”.}

fairly well. It usually try to minimize the distance between them by expressing friendlines and solid interest in the hearer‟s need to be respected (minimize the FTA). In addition to hedging and attempts to avoid conflict, some strategies of positive politeness include statement of friendships, solidarity, and compliments. It is used as a kind of metaphorical extension of intimacy, to imply common ground or sharing of wants, including goals and values.

Positive politeness techniques are usable not only for FTA redress, but in general as a kind of social accelerator, where speaker, in using them, indicates he wants to „come closer‟ to hearer.21_Fifteen strategies can be used to indicate positive politeness as is expressed by the theory of Brown and Levinson. These strategies include the following ones:

a) Noticing and attending to the hearers (their intersts, wants, needs, and goods)

E.g.: What a beautiful case this is! Where did it come from?

Goodness,you cut your hair! By the way, I came to borrow some flour.

b) Exaggerating by giving different intonation, tone and other prosodic features or exaggerating by using intensifying modifiers.

21_{Brown Penelope - Stephen, C. Levinson, Politeness: Some Universals in Language Usage.}

(interests, approval, sympathy with the hearer) E.g.: How absolutely incredible!

What a fantastic garden you have! c) Intensifying interest to hearer.

E.g.: You always do the dishes! I‟ll do them this time. d) Using in-group identity markers.

E.g.: Come here, buddy!

e) Seeking agreement by the addressee‟s statements through using specific statements or repetition.

E.g.: A: She had an accident last night. B: Oh My Gog, an accident!

f) Avoiding disagreement by using false agreement, by expressing pseudo-agreement, by using hedge or by making white lies.

E.g.: (1) It‟s really beautiful in a way! (2) A: You had your Mom and Dad. B: Oh, sometimes.

g) Showing common ground.

E.g.: (1) Personal center switch. “Yes, dear. It hurts terribly, I know.”

(2) Time switch. “John says do you want to come to?”

h) Joking.

i) Showing the speaker‟s concern for the hearer‟s wants. j) Offering and promising.

E.g.: I‟ll drop by sometime nextweek. k) Being optimistic.

l) Including both the speaker and the hearer in the activity. E.g.: T: Now, are we all sitting comfortably?

Let’s see who is here.22 m) Telling or asking the reason. n) Assuming reciprocity.

o) Giving gift to the hearer in the form of sympathy, understanding and cooperation in the conversation.

2) Negative Politeness

Negative politeness strategies are oriented towards the hearer‟s negative face and emphasize avoidance of imposition on the hearer. These strategies presume that the speaker will be imposing on the listener and there is a higher potential for awkwardness or embarassment than in bald on record strategies and positive politeness strategies. Negative face is the desire to remain autonomous so the speaker is more apt to include to include an out for the listener, through distancing styles like apologies.23

22_{Jane J. White, “The Power of Politeness in The Classroom”. University of Maryland Baltimore} County. Journal of Curriculum and Supervision. Summer 1989. Vol. 4. No. 4. 298 – 321.

23_{Foley Wiliam, Anthropological Linguistics: An Introduction. (Indiana: Wiley-Blackwell}

Negative politeness strategies refer to the avoidance of imposition on the hearer and can be considered as is the desire to remain autonomous using distancing styles like using modal verbs or hesitation, apologizing for imposition, asking questions or asking for permission to ask a question. Koikedefined negative politeness as “consideration of the listener‟s wish to be unimpeded in taking action and having attention”.

Based on Brown and Levinson‟s theory of politeness, ten strategies which can be used to show negative politeness including the following ones:

a) Being indirect.

E.g.: Could you pass the salt? b) Using questions and hedges.

c) Being pessimistic (i.e. being pessimistic whether the hearer wants to do what we ask or not).

E.g.: Perhaps, You‟d care to help me. d) Minimizing the imposition.

E.g.: I just want ask you if you could lend me a single sheet of paper.

e) Giving deference and being deferent to the hearer. E.g.: Yes, Sir!

f) Apologizing.

g) Impersonalizing speaker and hearer by making your

addressee unmentioned.

h) Generalizing expression rather than mentioning addressee directly.

i) Nominalizing.

j) Going on record as incurring a debt, or as not indebting the hearer.

B. Review of Previous Studies

There are several studies that has been conducted by researchers concerning to the speech functions and politeness strategy.The first one has been done by Luh Putu Ayu Adhika Putri, with her thesis entitled “Analysis of Politeness StrategiesUsed in Oprah Winfrey‟s Talk Show with Ricky Martinas Guest Star”. She has presented the analysis of the script of Oprah Winfrey‟sTalk Show with her guest star use the theory of politeness strategy by Brown and Levinson.And she concludes that the politeness strategy which dominant in her study is positive politeness strategy. It can be seen from the use of jokingto break the formal conversation in term of a small distance between speaker and hearer.24

The secondis “Teachers Politeness in EFL Class” by Ayfer Sulu. The findings of his study is politeness exists in the EFL class and it promotes the mutual understanding and harmonious relationship between

24_{Luh Putu Ayu Adhika Putri, “Analysis of Politeness StrategiesUsed in Oprah Winfrey’s Talk} Show with Ricky Martinas Guest Star”. (Udayana: Udayana University)

teacher and students, and he said that cultural or contextual differences do not make any change in the effects of politeness in class.25

The third comes from Nur Hidayah with a thesis “The Analysisof Speech Function Used By English Teachers‟ InstructionsatSMPN 6 Salatigainthe academic yearof 2011/2012”. She analyze the instruction of teachers using Janet Holmes theory about speech functions in Senior High School at Salatiga. She foundsthe dominant types of speech functions in the class are four types. They are expressive, directive, referential, and phatic.26

The fourth study comes from Seyyed Mohammad Reza Adel, Mohammad Davoudi, Akram Ramezanzadeh, entitled “A Qualitative Study of Politeness Strategies Used by Iranian EFL Learners in A Class Blog”. Based on the findings of the study, the participants primarily used indirectness strategies. Students also frequently (in 60% of their posts) used emoticons when they were interacting with their peers. According to Skovholt, Grønning and Kankaanranta, the word „„emoticon,‟‟ a construction of the words „„emotion‟‟ and „„icon,‟‟ means graphic representations of facial expressions, which often follow utterances in written Computer-Mediated Communication (CMC).They also added that

25_{Ayfer Sulu, “Teacher‟s Politeness in EFL Class”. Inonu University. International Online Journal} of Education and Teaching. 2015. 2(4). 216-221

26_{Nur Hidayah, “The Analysisof Speech Function Used By English Teachers’ Instructionsat SMPN} 6 Salatigainthe academic yearof 2011/2012”. (Salatiga: STAIN Salatiga. 2012).

emoticons reflect sincerity of users in their expression and are used for the purpose of collaboration.27

The fifth study is “The Power of Politeness in The Classroom” by Jane J. White. In the findings of her analysis, she claims that the form of communication used in the classroom affects the content of the knowledge that the teacher and students mutually construct.28

The sixth study comes from Liu Peng, Lingling Cai, and Xianjun Tan with a study about “Teacher‟s Politeness Strategies in EFL Classrooms”. They claims that teachers in EFL classroom are highly aware of politeness strategies and often used negative politeness and positive politeness as their strategies in classroom.29

27_{Seyyed Mohammad Reza Adel, Mohammad Davoudi, Akram Ramezanzadeh, “A Qualitative}

Study of Politeness Strategies Used by Iranian EFL Learners in A Class Blog”. Urmia University. Iranian Journal of Language Teaching Research. Jan 2016. 4(1). 47 – 62.

28_{Jane J. White, “The Power of Politeness in The Classroom”. University of Maryland Baltimore} County. Journal of Curriculum and Supervision. Summer 1989. Vol. 4. No. 4. 298 – 321.

29_{Liu Peng, Lingling Cai, and Xianjun Tan, “Teacher‟s Politeness Strategies in EFL Classrooms”.}

CHAPTER III RESEARCH METHOD A. Research Design

In this research the researcher used descriptive qualitative method. The description is about the functions of speech and politeness strategy that used by English teacher to the students in the classroom interaction. Arikunto states that descriptive research is not meant to test a certain hypothesis, but it only describes the phenomena, situation, and condition that occur during the study. The method of qualitative research usually use observation, recording and documentation.1

The researcher chooses descriptive qualitative method because itpresents the description of the teacher’s speech in classroom interaction, and gives the explanation about the kind of functions of speech and politeness strategy that used by the teacher to the students in classroom interaction. Where the theory which used by the researcher about the functions of speech is based on the theory of the functions of teacher’s speech in the classroom by Jiang, and the theory of politeness strategy by

Brown and Levinson. Since the English teacher’s goal is to develop the communicative ability in English especially in speaking.One way is throughcommunication and interaction between the teacher and the students in the class with considers politeness and the function of speech in it.

1

This research conducted at SMK Negeri 1 Driyorejo, which is located on Jl. Mirah Delima, KBD, Driyorejo, Gresik. SMK Negeri 1 Driyorejo is chosen as the field of study because of the following reasons. One of the purposes of the vocational high school is to prepare the students to be a productive person who can work autonomously, add the vacancy to the industrial and business as the intermediate employee. So, for this reasons how the way the teacher teaches the students is very important thing that have to considered. SMK Negeri 1 Driyorejo is the only one of Vocational High School that build in Driyorejo, and it means this school is as a scales to measure the progress of a school which will be better in the future. Especially as the measurement of better character education with the other Vocational High School in Driyorejo.

B. Data and Source of Data

The data that the researcher has collectedin the research is the teacher’s speech in the class. And, it includes observation, field notes, documentation or recorder of teaching learning process in the class, and transcript of the teacher’s speech in the recorder or documentation of teaching learning process in the class.

The subject of theresearchis the English teacher in SMKN 1 Driyorejo. The researcher focused on one teacher to this research, he is Mr. Anwar. This teacher was choosen by several reason, one of them is the teacher is expert in his teaching, the second is the teacher teaches English in many class, so he often called senior English teacher and he is also favourite

teacher in that school. The researcher takes one teacher because the researcher though that the needs of analyzing the functions of speech and politeness strategy in classroom interaction is on how many meetings we do in this research.

And the researcher taken the data from 3 (three) meetings in different classes. And the classes that the researcher used in this research are class X TPM 2, class X MM 1, and class XII TPM 2. These classes have chosenrandom by the researcher to search or see how far the functions of speech and politeness strategy applied by the English teacher in the classroom.

C.Research Instrument

In this research the researcherhas arranged the instruments of the research that used to collect the data. The instruments are used to help the researcher to gets the data which needed in the research more accurate.The research instruments that used by the researcher are observation and documentation.

1. Observation

The writer observes the teaching learning process in the

class, especially the teacher’s speech when interacts with the

students. The teacher who observed by the writer s Mr. Anwar. And the classes were obseved by the writer are X TPM-2, XII TPM-2, and X MM-1. The writer makes notes about the classroom activities

and the interactions which occured between the teacher and the students in the class.

2. Documentation

The writer makes documentation about the interaction between the teacher and the students while teaching learning process in the class. The teacher who observed by the writer is an English teacher, his name Mr. Anwar. And the classes were obseved by the writer are X TPM-2, XII TPM-2, and X MM-1. The documentation used to get the data transcription of the teacher and the studentsinteraction in the class. The documentation done by using video recorder.

D. Data Collection Technique

The researcher used the data collection techniques to make the process of searching data more clearly. And the data collection techniques that used in this research are as follow:

1. In the first step, the researcher has observed about the condition of the class, and the way to communicated in the classroom while teaching learning process.

2. The researcher has made notes to described the situation or activity in the class.

3. The researcher has recorded the interaction between the teacher and the students during the teaching learning process in the class uses video recorder.

4. Then, the researcher has made the transcript of the teacher’s speech through classroom interaction based on the recorder.

5. The last, the researcher has analyzed the transcript of teacher ‘s speech.

E. Data Analysis Technique

The researcher used descriptive qualitative in the data analysis technique. In this research, the researcher hasanalyzed the transcript of teacher’s speechuses theory of Jiang about functions of speech and Brown and Levinson theory about politeness strategy.

Table of data analysis technique

1. Observation

The writer has observed the teaching learning process in the class. The teacher who observed by the writer is Mr. Anwar. The classes which observerved by the writer are X TPM-2, XII TPM-2, and X MM-1. The

Observation

Record

Conclusion Classification

Analysis Transcription

writer have made notes about the classroom activities and the interactions which occured between the teacher and the students in the class.

2. Record

The writer recorded the classroom interaction between Mr. Anwar

and the students in each class. It’s about what the teacher speaks to the

students through classroom activity, and what mades up the functions of speech and politeness strategy.

3. Transcription

The writer made the transcription of the teacher – students interactions in the class based on the recorder which got from the recorder in the class through teaching learning process. Then, it used as the data for this research.

4. Analysis

The writer analyzed the data of the research, that are the

transcription of teacher’s speech and the results of the observation in the

class.

5. Classification

The writer classified the data of the research that have done be analyzed. The classification are include the kind of functions of speech and politeness strategy that used by the English teacher.

6. Conclusion

The writer made the conclusion of the research about the analysis of the functions of speech and politeness strategy in classroom interaction in SMKN 1 Driyorejo.

CHAPTER IV

RESEARCH FINDING AND DISCUSSION

This chapter reports about the research findings and discussion of the analysis of the functions of speech and politeness strategy of teacher‟s speech through classroom interaction.It is intended to answer the research questions. These include the analysis of the kind of the functions of speech and the politeness strategies are used by the English teacher in the teacher‟s speech through classroom interaction. A. Research Finding

The research was conducted from 26th _{– 30}th _{July2016. Using}

instrument for analyzing the data, it was set to answer the research question in this research. Those research questions arewhat kind of the functions of speech applied by the English teacher in classroom interaction at SMK Negeri 1 Driyorejo, andwhat are the politeness strategies used by the English teachers through the use of the functions of speech in classroom interaction at SMK Negeri 1 Driyorejo.The data was collected from the record of the English teacher‟s speech in the classroom interaction. Thus, this study analyzed the transcription of the English teacher‟s speech in the classroom interaction based on the record. The results of the findings areclassifiedbased on the research question of the study.

1. The Kind of The Functions of SpeechApplied by the English Teacher in Classroom Interaction

43

a. Observation 1

This is the observation session, in observation session the writer became a nonparticipant observer and the teacher became the object who was observed.And the results of the first observation arranged by the writer in the tables of the observation.

Observation 1

Topic : Headline of Units and Unit 1 “General Greetings” Class : X TPM-2

Day : Tuesday, July‟26 , 2016 Time : 7. 00 am

Table 4.1

The Kind of the Functions of Speech Applied by the Teacher in the Classroom

No _{Functions of Speech} The Kind of the Teacher – Students Interactions 1 Academic

Instructions

1. T : Oke, Now open your book!

T :How many units in this book?

AS : -

T : You can look the table of contents first!

T : Kamu bisa lihat daftar isi dulu! Ada berapa unit? Ada berapa bab?

AS : three .. tiga Pak. 2. T: Unit two is page twenty

two.

T : Now open page twenty two!

44

4. T : Now, Look on page

six! Lihat halaman 6.

T : General greetings. Sapaan...?

S : umum

T : sapaan umum.

5. T : Oke, Now you do task 1,

2, and 3. Page nine!

AS :-

(AS do their job from the teacher do the task )

2 Motivations 1. T _{T : What‟s your name?} : OK, kamu Le,!

S : My name is Sofyan.

T : Where do you come from , Le?

S : -

T : Dari mana kamu, Le?

S : Dari SMPN 1 Wringin-anom Pak.

T : Ya, saya ngetes begini biar tahu kemampuan Bahasa Inggris kalian.

2. T : Le, berapa Le? Ada berapa topik di unit 1?

S : -

T : Oke, Kamu! Ada

berapa topik?

S : -

T : Nggak tahu?

AS : -

T : Topik itu lihatnya di tujuan pembelajaran.

T : Dimana?

AS : di tujuan pembelajaran.

T : Le, ada berapa topik Le?

S : 4

3 Evaluations 1. T _{Sudah selesai..?} : Oke, Have you finish?

AS : Belum..

T : Kalo belum dilanjutkan dirumah ya.

45

4 Classroom Management

-

(see full the data transcription in the appendix)

In the first observation, the writer found academic instructions applied by the teacher, this function applied by the teacher frequently in giving instructions about what the students do in the class, such as “Ok, Now open your book!” or “Ok, Now you do task 1, 2, and 3, page 9!”. Then, the writer found the teacher applied motivations in the classroom interactions. This function applied by the teacher in giving academic questions to the students or giving a various act aimed to activating the student to participate in the class, such as “Ok, kamu, Le! What is your name? Ada berapatopik di Unit 1?”.

Beside that, the writer also found evaluation, the teacher applied this function in giving feedback to the students‟ about their work. As an example, “Ok, have you finish? Sudahselesai?”. But, in the first observation, the writer has no found a function “classroom management” in the classroom interaction.

b. Observation 2

In the second observation, the writer has done the observation in different class. Same as the previous session, the writer became a nonparticipant observer and the teacher became

46

the object who was observed.And the results of the second observation arranged by the writer in the table of the observation below.

Observation 2

Topic : Headline of Units and Unit 1 “General Information” Class : XII TPM-2

Day : Wednesday, July‟27 , 2016 Time : 10. 30 am

Table 4.2

The Kind of the Functions of Speech Applied by the Teacher in the Classroom

No _{Functions of Speech} The Kind of the Teacher – Students Interactions 1 Academic

Instructions

1. T:Please, look together table of content first!Lihatlah..?

AS : Daftar isi

T : Daftar isi dulu, yah? Please read, how many units?

AS : Six

2. T : Please, underlined! The

topics in its units, Ok?

T : Garis bawahi pada setiap units, yah? Atau bab.

T : Number 1, Unit 1, page 3. Unit 1 ada 3!

3. T : Ada 3 topik, yah? Garis bawahi semuanya!Jadi belajarnya yang penting-penting saja. Yah? Topik 1..?

S : General information, ...

T : Sudah, jangan

panjang-panjang. Intinya general information. Informasi

47

apa..?

S : Umum

4. T : That‟s all. Unit two.

Please, open! What page?

AS :-

T : Unit two? Please, look! Yang

jelas daftar isi ya?Unit two what page?

AS : Nineteen

5. T : Hallo, Underlined! Garis

bawahi!

6. T : OK! Stop dulu! Ada

adzan ya?

7. T : Yang subtema

ini/topik ada 6 ya?

T : Please, Underline! The first is..?

S : Bussiness letter.

T : Bussiness letter. Surat bisnis, ya!

T : Underline! Garis

bawahi, ya!

8. T : Menceritakan kembali...

Underlined too! Garis bawahi juga.

9. T : Dari ketiga topik ini,

coba cari, ada yang sulit nggak?

T : Saya beri kesempatan sekitar 7

menit, OK?

AS : Yes.

T : Kamu lihat! Nanti saya tanya, ya! Kamu cek!

2 Motivations 1. T _{absent, yah? Five are absents and} : There are six students are one is sick.

T : Pesan saya, jangan „A‟ yah?

Don‟t be “A”!!It will be dangerous for yourself. Akan bahaya bagi kamu sendiri. Yah?

48

you know?

S : -

T : How many units? Know?

S : No

T : Kata-kata saya ini kata biasa ya, kok nggak tahu? Besok listening lebih sulit, beberapa kali lipat lebihnya. Yah?

T : Saya sarankan banyak-banyak

listening, yah?

3. T : I‟m not sure. Look

again! How many units??

T : Gus, gampang sekali kok. Gak

bisa jawab?

S : Six

T : Six or five?

S : Six, Pak.

4. T : Oh, siapa ini? Are you

sleepy?

S : No

T : So don‟t be... Don‟t lay, yah? L-a-y.

T : Pokoknya apa saja

boleh, tapi keep your ear, yah? Telinganya dipasang! There are six, ok?

AS : Yes

5. T : Number four is...?

AS : Memastikan dan membatalkan

kesepakatan.

T : OK! Good, yah?

T :Memastikan dan

membatalkan kesepakatan. Gimana caranya?

AS : -

6. T : George, questions?

S : No.

T : Unit 4 is page fifty..?

S : Four.

7. T : Number two is..?

AS : (crowd voice)

49

8. T : OK! That‟s all ini ya.

T : Good luck, ya!

T : Jadikan kamus selalu di sebelah kananmu! Kamus selalu..?

AS : -

T : Ready! Ya!

3 Evaluations 1. T _is..? : The topic number three S : Taking notes (S reads „toking‟)

T : Taking, bukan talking.

T : Taking notes. Menulis..?

AS : -

2. T : Ok, Number one..? (T

speaks with loud voice) Membuat...?

AS : Argumentasi.

T : Good! Underlined!

T : Hallo, Underlined! Garis bawahi!

T : Yang kedua apa yah?

AS :

-3. T :Conditional..? itu ada tulisan yang bergaris miring, langsung ke itu.Apa?

S : Conditional sentences.

T : Conditional sentences, yah?

T : Terus, kamu sudah

dapat 2. Kelas 10 dan Kelas 11. T : Kan conditional

sentences ada tiga. Yang kelas 3 ini tipe 3, yah?

T : Do you remember or not? Ingat apa tidak..?

4. T : Coba saya tes sedikit!

Misalnya temanya tentang pendidikan. Topiknya apa kira-kira yang enak?

S : Mosque

T : Mosque. Good!

S : Sholat

50

4 Classroom Management

-

(see full of the data transcription in the Appendix)

In the second observation, the writer found the teacher applied academic instructions in giving instruction in the class about the students should do, and also giving directions about the material of the day. It can be seen in the example of their interaction: “Please, Look together table of content first!”, “Ada 3 topik, yah? Garis bawahi semuanya. Jadi belajarnya yang pentin-penting saja, yah?”.

Beside that, the writer also found motivations applied by the teacher in the classroom interaction. In this observation, this function applied by the teacher to get the students‟ attention in the class, it includes calls the student‟s name or to give some of academic suggestions for the students, such as “George, questions?”, “Pesan saya, jangan „A‟ yah? Don‟t be “A”!!It will be dangerous for yourself. Akan bahaya bagi kamu sendiri. Yah?”. The writer also found the evaluations applied by the teacher in classroom interaction, it includes correction of error pronounciation, such as “Taking, bukan talking. Taking notes”.But, for the classroom management, same as the first observation, the writer has no found in this observation.

51

In the third observation, the writer has done the observation in different class too with the same teacher. Same as the previous session, the writer became a nonparticipant observer and the teacher became the object who was observed.And the results of the second observation arranged by the writer in the table of the observation below.

Observation 3

Topic : Headline of Units and Unit 1 “General Greetings” Class : X MM-1

Day : Saturday, July‟30, 2016 Time : 11. 15 am

Table 4.3

The Kind of the Functions of Speech Applied by the Teacher in the Classroom

No _{Functions of Speech} The Kind of the Teacher – Students Interactions 1 Academic

Instructions

1. T : Please guest! (Silahkan

tebak!). I will speak.

T :Mention some sentences!. Your

job is translate, ready?

S : Yes.

T : Before we go today‟s materials, I should ask you the last materials.

T : Because kemarin adalah

pondasinya.

T : “Kamu sekarang duduk”, come

on!

S : You now sit

2. T : We start from unit

1,what page is it?

S : Nice to meet you.

3. T : Well in this unit 1, We

52

we can talk two. We can finish two topics, understand? S : Understand.

T : and the others we can finish nextweek . ok .

S : Ok. yes.

4. T : I want you two make dialogue of greetings in indonesian language, please !

2S : ( 2S make dialogue)

5. T : I want to introduce.

Lihat kolom 2 yang paling atas. “I‟d like”. “Saya mau” yah? Tapi kromo. Kalau bahasa Jawa – kromo inggil.Understand?

AS : Yes.

6. T : Tulis kalau tidak tahu

artinya. Understand? Now, you work! Understand? Sekarang kamu yang kerja. Please, do page 9 task 1,2,3. Ok? Questions? 2 Motivations 1. T _name? : Sorry, I forget your

S : My name is Raffi

T : Raffi. Your complete name?

S : Muhammad Raffi Wahyu Pratama

2. T : “Kamu sekarang

duduk”, Come on!

S : You now sit

3. T :Nduk ,questions ? Put on the table. If no question it means you are understand, or the opposite, yah?

S : Shy, Sir.

T : Nduk , your name is ?

S : I ? Miranda.

4. T : I mean bahasa inggris

itu elastis, seperti pegas ya or peer. Kalimatnya gimana saja up to you. Yang penting apa,Rez ?

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T : Nyambung ya ? ciri khas bahasa inggris.

AS: Yes.

T : Ok, Your name is?

S : Muhammad Fahrudin

T : Muhammad

Fahrudin,saya ngomong bahasa Indonesia kamu bahasa

Inggrisnya. Ok? “Hai?” S : Hi.

3 Evaluations 1. T _{last Saturday?} : How about last meeting

T : Do you still remember what talk

it about?

T : Tentang apa kemarin?

AS : Present tense

T : Present, yah?

T : Can you repeat?

S : Simple present tense, past tense

T : Then?

S : Present continuous

T : Then, any else?

S : Notice, Translate.

T : Yes, translate. Good! Any else

S : No

T : Yes, a complete answer 2. T : “You sit up”, boleh.

“Now, you sit”, boleh. “You now sit”, boleh.The important is “Now” in the back. Because kata keterangan, yah. “Sekarang, kamu sedang duduk”?

S1 : Now you sitting

S2 : Now you are sitting

T : Pardon?

S2 : Now you are sitting

T : Good, yah! “Now,

you are sitting”. Kalau “sedang” - “ing” yah?Tapi gandengannya selalu pakai tobe (is, am, are). Karena “kamu” – “are”. “You are sitting”, kamu sedang duduk.“Nanti malam saya mau datang kerumahmu”?

S : Tonight I will come to your

home

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example: “Oh, ya, ya! Benar, yah? So, I am wrong. I am sorry, yah?”. Beside that, the teacher used this strategy to apologize to his students about her lack of knowing of students‟ name, so the students will little bit bad feel to their teacher.

But, the use of both negative strategies is rarely in the transcription of teacher – students interactions.In addition, the teacher use positive politeness frequently in teaching learning process in the classroom interaction compared with the use of negaative politeness strategy.

CHAPTER V

CONCLUSION AND SUGGESTION

This chapter discusses about the conclusion of the research and the suggestion from the researcher about the analysis of rhetorical move of thesis abstracts.

A. Conclusion

Based on the findings of the whole research problems that have been presented above, there are several things that can be concluded. It is elaborated as follows:

1. The conclusion of the kinds of the functions of speech applied by the teacher in classroom interaction are academic instruction, motivations, and evaluations. Based on the theory of the functions of speech by Jiang, the writer has no found the function classroom management in the teacher – students interaction in the classroom.

2. From the finding of the research, the writer found politeness startegies used by the English teacher in the classroom interaction. They are positive politeness strategy and negative politeness strategy. From the finding, the writer found the English teacher used eight strategies from fifteen strategies of positive politeness strategy and two strategies from ten strategies of negative politeness strategy. The eight strategies of positive politeness strategy are noticing and attending to the hearer (strategy-1), Exagerating by giving different intonation, tone, and

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(strategy-2), seeking agreement by the addressee’s statements through using specific statements or repetition (strategy-5), avoiding disagreement by using false agreement, by expressing pseudo-agreement, by using hedge or by making white lies (strategy-6), showing common ground (strategy-7), including both the speaker and the hearer in the activity (strategy-12), telling or asking the reason (strategy-13), and giving gift to the hearer in the form of sympathy, understanding, and cooperation in the conversation (strategy-15). And two strategies of negative politeness strategies used by the English teacher in the classroom interaction are giving deference and being deferent to the hearer (strategy-5), and apologizing (strategy-6).

B. Suggestion

1. For the English Teachers

The writerr suggests the teacher who teach especially English to more considers about the use of functions of speech and politeness strategy in giving material in the classroom interaction to give the real education of functions of speech and politeness strategy to the students.

In addition, the functions of speech and politeness strategy is very necessary to support their skill programs to be better. Moreover, how the way the teacher giving materials or giving motivations and managing the class through the languages used by the teacher in the

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classroom interaction is able to influence the students’ characters in life.

2. For the students who takes the thesis

Knowing the finding, the writer suggests to the students who take thesis to make the previous informative thesis about the functions of speech and politeness strategy.

3. For other researchers

The research about the functions of speech and politeness strategy is very necessary for the teacher who teachs the students to give the real education to the students for better characters’ in their life. Thus, the researcher hopes that this study could give insight for the reader and the students of English Teacher Education Department or other departments of UIN SunanAmpel Surabaya.

In addition, since there are still some shortcomings because of inadequate occasion and time, the researcher suggests to other researcher who are interested in the same or similar field of study to examine language feature of this thesis because the researcher found some linguistic feature error while observing this study. Also, it is better for the next researcher to do some other research.

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