THE POLITENESS STRATEGY OF 7 YEARS OLD CHILD.

THE POLITENESS STRATEGY OF

7 YEARS OLD CHILDREN

A Thesis

Submitted to the English Applied Linguistics Study Program in Partial Fulfillment of the requirements for the Degree of

Magister Humaniora

By:

CANRA SITUMEANG Reg. No: 8106111046

ENGLISH APPLIED LINGUISTICS STUDY PROGRAM

POSTGRADUATE SCHOOL

STATE UNIVERSITY OF MEDAN

MEDAN

ABSTRACT

Situmeang, Canra. Registration Number: 8106111046. The Politeness Strategy of 7 Years Old Children. A thesis. Postgraduate School, English Applied Linguistics Study Program. The State University of Medan. 2013.

This study deals with The Politeness Strategy of 7 Years Old Children. It employs qualitative research design with an observational case study. This study is aimed to describe: (1) the types of politeness strategy used by seven-years-old children at school, (2) the process of using politeness strategies by seven-years-old children at school, and (3) the reasons of using politeness strategies by seven-years-old children at school. The subjects are 3 children of 7 years old of SD RK. Makmur, Budi Murni 7 Medan. The instrument used in this study is observational and taking notes is used in collecting the data. All the utterances relate to politeness strategy produced by the subjects written down in book then 30 conversations are chose to be analyzed. The data are analyzed by using Miles and Hubberman’s data analysis. Among four types of politeness strategy based on Brown and Levinson’s theory: 1) bald

on-record, 2) positive politeness, 3) negative politeness, and 4) off-on-record, the only one type

which is not used by the three subjects. It was negative strategy while the other three types are used by them in their communication and the dominant type used is bald on-record

strategy. In producing politeness strategy, the three children of seven years old of SD Budi

Murni 7 Medan use direct speech acts and indirect speech acts. Furthermore, in this research there are two reasons why the politeness strategies used by the three subjects in their interaction, they are, cognitive development and psychosocial development.

ABSTRAK

Situmeang, Canra. NIM: 8106111046. Strategi Kesopanan Berbahasa oleh Anak Usia 7 Tahun. Tesis. Pasca Sarjana, Program Study Linguistik Terapan Bahasa Inggris. Universitas Negeri Medan. 2013.

Penelitian ini merupakan kajian tentang Strategi Kesopanan Berbahasa oleh Anak Usia 7 Tahun. Penelitian ini menggunakan metode penelitian kualitatif dengan desain penelitian studi kasus observasi, yang mengkaji: 1) Jenis-jenis strategi kesopanan yang digunakan anak usia 7 tahun di sekolah, 2) Proses penggunaan strategi kesopanan oleh anak usia 7 tahun di sekolah, 3) Alasan-alasan penggunaan strategi kesopanan oleh anak usia 7 tahun di sekolah. Subjek penelitian ini adalah anak usia 7 tahun di SD RK. Makmur, Budi Murni 7 Medan. Penelitian ini menggunakan instrumen berupa observasi dan membuat catatan digunakan dalam pengumpulan data. Semua data-data yang berhubungan dengan strategi kesopanan yang dihasilkan oleh subjek ditulis di buku kemudian 30 percakapan dipilih untuk dianalisis. Data dianalisis berdasarkan analisis data Miles dan Hubberman. Diantara empat tipe strategi kesopanan berdasarkan teori Brown dan Levinson: 1) bald on-record (disampaikan secara langsung tanpa dipoles), 2) kesopanan yang positif, 3) kesopanan yang negatif, dan 4)

off-record (disampaikan secara tidak langsung), hanya satu yang tidak digunakan oleh ketiga

subjek. Itu adalah strategi yang negative sementara ketiga jenis yang lain digunakan oleh mereka dalam berkomunikasi dan tipe yang paling dominan digunakan adalah strategi bald

on-record (disampaikan secara langsung tanpa dipoles). Dalam menghasilkan strategi

kesopanan, ketiga anak usia 7 tahun di SD Budi Murni 7 Medan menggunakan pengungkapan secara langsung dan pengungkapan secara tidak langsung. Lebih dalam lagi dalam penelitian ini ada dua alasan mengapa strategi kesopanan itu digunakan oleh ketiga subjek dalam interaksi mereka, yaitu, perkembangan kognitif dan perkembangan fisikososial.

ACKNOWLEDGEMENTS

First and foremost, the writer would like to praise and thank the Almighty God for His never ending love in my life and His mercy in giving full patient and strength that has enable me to accomplish this thesis in order to fulfill one of requirements in obtaining the degree of Magister Humaniora from the English Applied Linguistics, Postgraduate Program from the State University of Medan.

The writer realized that this thesis will not finished without support, motivation, guide, and contribution, and so on of others, therefore the writer would like to deliver her special thanks and appreciation to the persons who have mention below:

Special thanks are conveyed to her beloved husband, Fredy Rusdi A. Sianipar for his always support mentally and financially, motivation and endless praying. To her little son, Andrew Septiano Sianipar, for his support and understanding.

The deepest thanks are conveyed to her beloved parents, A. Situmeang and M. Sipahutar, to her beloved father and mother in law, S. A. Sianipar and L. Nababan for their support, motivation and endless praying. To her beloved all brothers and sisters for their endless praying and support during her study and finishing this thesis.

She would also like to deliver a special thanks, appreciation, and gratitude to the first advisor, Prof. D. P. Tampubolon, Ph. D who had changed by Dr. Sri

Minda Murni, M.S who have given her guidance, support, and valuable input in process of writing this thesis, and also for their precious time in discussing, giving idea and suggestion since the beginning until completing this thesis. To the second advisor, Prof. Dr. Lince Sihombing, M.Pd, she would like to express her deepest thanks for her guidance, advice, analytic inputs, and her professional support. She spends the precious time in giving suggestion and command in contents to her thesis that help her to shape this thesis. For without their help and generosity in sharing their knowledge, she would not be able to complete this thesis.

She also would like to thanks to Prof. Dr. Busmin Gurning, M.Pd, Dr. Anni Holila Pulungan, M. Hum, and for their positive contribution and suggestions in enriching the quality of this thesis.

She also would like to deliver her appreciations and gratitude to the Head of English Applied Linguistics Study Program, Prof. Dr. Busmin Gurning, M.Pd and to Dr. Sriminda Murni, M.S as the Secretary of English Applied Linguistic Study Program, for their suggestion and administrative assistance during her study and completed this thesis as well as complete her Master degree in English Applied Linguistic Study Program, Postgraduate School State University of Medan. She also would like to deliver special thanks to Prof. Dr. H. Abdul Muin Sibuea, as the Director of Postgraduate School Study Program of State University of Medan.

Furthermore, she would also like to take this opportunity to give thanks to all lecturers of LTBI, Reguler class, who have shared their precious time and knowledge to all the students.

The writer would also like to thanks to all of her beloved friends in LTBI class of XIX; Ira, Elvi, Eka, Maria Ulfa, Nova, Zikra, Mita, Enni, Kak Nurlia, Aisyah, Ulfa Salha, Meisa, Yuni, Mulki, Kak Khairiah, Bayu, Nasir, Bang Mulia, Syafiq, and Ismed. Thanks for their support, pray, and motivation in finishing her study. May God bless you all. Amin.

The last but not least, the writer would like to thanks to the Headmaster of SD Katolik Makmur, Budi Murni 7 Medan who has given the opportunity to observed the students and to maam M. Siringo-ringo as the teacher of grade two.

And special thanks to the researcher’s respondents, Aveni Saulina Nainggolan, Nadya Gracya Nainggolan, and Jonathan Shavcenko for their participation.

Finally, this thesis is still far from being perfect in spite of fact that the writer has done her best in completing her work. For this reason, it is suggested for other researchers to make further study related to this topic and subject.

. Medan, September, 2013 The writer,

CANRA SITUMEANG

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TABLE OF CONTENTS

Page

ABSTRACT ………. i

ACKNOWLEDGEMENTS ……… ii

TABLE OF CONTENTS ...……… v

CHAPTER I INTRODUCTION .……… vi

1.1 The Background of the Study ……… 1

1.2 The Problems of the Study ………. 8

1.3 The Objectives of the Study ……… 8

1.4 The Scope of the Study ……… 8

1.5 The Significance of the Study ………. 9

CHAPTER II REVIEW OF LITERATURE ……… 10

2.1 Pragmatics ………. 10

2.2 Politeness Strategies ……… 12

2.2.1 Types of Politeness Strategies ……… 15

2.2.1.1 Bald on-Record Strategy ……….. 16

2.2.1.2 Positive Politeness Strategy ………. 19

2.2.1.3 Negative Politeness Strategy ………. 21

2.2.1.4 Off-Record Strategy ………. 23

2.3 The Process of Politeness Strategies ………... 25

2.3.1 Direct Speech Acts ……….. 25

2.3.2 Indirect Speech Acts ………. 26

2.4. The Pragmatic Stages of Learners ……….. 27 2.4.1 Cognitive Development of Concrete Operation Stage for

x

Seven Years Old Children ……… 34

2.4.2 Psychosocial Development of Concrete Operation Stage for Seven Years Old Children ………. 36

2.5 Relevances of the Study ……….. 38

CHAPTER III THE RESEARCH METHODOLOGY ………... 42

3.1 Research Design ……… 42

3.2 The Subjects of the Study ………... 43

3.3 The Instrument of Data Collection………... 44

3.4 The Technique of Data Collection ………. 44

3.5 The Technique of Data Analysis ……… 45

3.6 The Trustworthiness of the Study ……….. 47

CHAPTER IV DATA ANALYSIS, FINDINGS, AND DISCUSSIONS ……… 48

4.1 Data ……… 48

4.2 Data Analysis ………. 48

4.2.1 Types of Politeness Strategies used by Children of Seven Years Old ……….. 49

4.2.1.1 Politeness Strategies in Bold on Record used by Children of Seven Years Old ………... 51

4.2.1.2 Politeness Strategies in Positive Politeness used by Children of Seven Years Old ……….... 62

4.2.1.3 Politeness Strategies in Negative Politeness used by Children of Seven Years Old ……… 67

4.2.1.4 Politeness Strategies in Off-Record used by Children Of Seven Years Old ……… 67

x

4.2.2.1 Direct Speech Acts ………. 71

4.2.2.2 Indirect Speech Acts ………... 73

4.2.3 The Reasons of Using Politeness Strategies ……… 77

4.2.3.1 Cognitive Development of Concrete Operation Stage ……… 77

4.2.3.2 Psychosocial Development of Concrete Operation Stage ………. 82

4.3 Research Findings ……….. 86

4.4 Discussions ………. 87

CHAPTER V CONCLUSIONS AND SUGGESTIONS ………. 89

5.1 Conclusions ……… 89

5.2 Suggestions ……… 89

REFERENCES ……… 91

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LIST OF TABLES

Page

Table 1. Positive Politeness ………... 19 Table 2. The Developmental Stages of Learners ………... 33 Table 3. The Occurrence of Different Types of Politeness Strategies of the Children of 7 Years Old ………... 50 Table 4. The Occurrence of Process of Politeness Strategies by the Children of 7 Years Old ……… 77

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LIST OF FIGURES

Page

Figure 1. Possible strategies for doing FTAs ……….. 14 Figure 2. Politeness Strategy adapted from Brown and Levinson in Yule (1996: 66) … 15

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LIST OF APPENDICES

Page

Appendix I Politeness Strategies Produced by Seven Years Old Children

……… 94

Appendix II Politeness Strategies Produced by the First Subject ………. 104

Appendix III Politeness Strategies Produced by the Second Subject .……… 109

Appendix IV Politeness Strategies Produced by the Third Subject ………... 114

Appendix V Types of Politeness Strategy Produced by the Third Subjects ……… 117

CHAPTER I INTRODUCTION

1.1The Background of the Study

Language – as an absolute needs – is used for communication to convey

one‟s intention to each other in their social interactions. In conveying the

intention, people use strategies in their communication as it is a part of the

language user‟s communicative competence. The speakers communicative

competence deals with Pragmatics (Traugott and Pratt, 1980: 226). Pragmatics determines our choice of wording and our interpretation of language in different situations. Just as rules exist for creating grammatical sentences, linguistic conventions guide the appropriate use of language in various contexts. For instance, the awareness of how we modify conversation when addressing different

types of listeners. A greeting such as, “Hi, sweety! What‟s up?” is more likely to

be uttered to your little sister, while a greeting such as, “Hey Rud! How are you?” is used to greet your friend. Such greetings called as knowledge of pragmatics.

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 in specific contexts, knowing what to say, how to say, when to say, and how to be with other people. Politeness involves talking account of the feelings to others (Brown, 1987: 296). Being polite is a complicated business in any language. It is difficult to learn because it involves understanding, not only the language but also the social and cultural values of the community

(Brown: 1987). Besides, politeness strategies are important in avoiding or

minimizing the threat of addressee‟s face.

Politeness strategies are ways to convey the utterances as polite as possible. To achieve that, there are some strategies that can be applied in specific contexts used by an individual in certain society. It also relates to the speakers and hearers age, status, and power. Brown and Levinson in Goody (1978: 74) divided politeness strategies into two, namely: 1) „bald on-record strategy‟ and 2) „ off-record strategy‟. „Bald on-record strategy‟ could be divided also into two: (3)

„positive politeness strategy‟ and (4) „negative politeness strategy‟. „Bald on-record strategy‟ is a strategy used to say or act something in a direct way, for

example: “Give me your pen”, means that the speaker say the intention directly

that one‟s need a pen. However, „off-record strategy‟ is the opposite one, a

strategy used to say or act something in an indirect way, for example: “I forgot my

pen”, means that the speaker did not say directly what he wants but he actually

has the same intention as the „Bald on-record strategy‟ that he needs a pen.

„Positive politeness strategy‟ means being complimentary and gracious to the

addressee, for example: “Why don‟t we go out for the seminar?” Meanwhile,

„Negative politeness strategy‟ is to minimize requests without using the indirect

forms by mitigating the imposition, for example: “Would you mind if I asked you

to close the window?” In short, all people use politeness strategies in their

communication that is why the researcher chooses politeness strategies to be analyzed.

The process of politeness strategies cannot be divided with speech acts. Speech acts are bits of speech produced as part of bits of social interaction. Gleason and Ratner (1998: 285) said that politeness strategies can be performed

by two ways: „direct speech acts‟ and „indirect speech acts‟. Direct speech acts are

defined as those that use common syntactic forms to encode the common linguistic functions for which they are specifically designed to inform listeners. The form which frequently used is declarative. For instance, a witness might

declare that, “The body was cold when I arrived.” Typically, speakers use

interrogative forms to request information. For example, the lawyer in the opening excerpt asks, “Who put them on the floor?” Imperative forms are the most direct

way of commanding someone to do something such as, “Put your hand on the Bible and swear to tell the truth.” Indirect speech acts are speech acts in which the

literal meaning of a sentence is not what speakers intend to communicate. For

example, the lawyer says, “I‟m sorry?” not to genuinely apologize to the witness,

but to command the witness to clarify his previous statement to make it clearer. Indirect speech acts can be performed by a question, for instance, “Could you pass the salt, please?

The phenomena dealing with politeness strategies come from different language users such as adults, teenagers, or children and it can also relates to culture. In this research, children specifically children of seven years old will be the focus. It is in line with different subjects with different ages investigated and different focus so it produces different findings by those researchers.

At the age of seven years, the children begin to pay attention to others in communication. They need to play and to share with their friends. In this stage, intelligence is demonstrated through logical and systematic manipulation of symbols related to concrete objects. They have mastered their first language as they are categorized as school-aged-child (6-13 years old) or in other words they are called as learners. Just as what Gleason and Ratner (1998: 472) said that a child requires 10-12 years to achieve full control over oral and literate uses of a first language; starting somewhat later means somewhat faster acquisition, but nonetheless it is quite normal for school-aged children to take as long as 6 or 7 years to function like first language speakers, though some manage the first language in only 2 or 3 years. Piaget in Owens (1988: 127), gave additional statement to support Gleason and Ratner ideas about language mastery, he said that the concrete operational stage occurs in the age of 7-11 years old, and the characteristics which are found in this stage are the children thought characterized by conservation (the protection of the natural environment or the act of preventing something from being lost, wasted, damaged, or destroyed), decentration (honest and fair or treating people with respect), and reversibility (a process, an action, or a disease that can be changed so that something returns to its original situation).

Seven-years-old typically display an unending thirst for knowledge and will have an innate curiosity and excitement about things in the world. They often ask questions about everything from why the sky is blue to where babies come from. Seven-years-old children also take great pride in sharing their knowledge about things, and often enjoy showing younger children skills that they

themselves have mastered. For a 7-years-old, there will be a sense of confidence at school that comes from being familiar with the ins and outs of being a student in a classroom. The seven-years-old children will often feel a sense of pride about having achieved basic math and reading skills, and may want to discuss what they learned in school with parents, friends, and caregivers. Furthermore, the children of seven years old sometimes are able to use politeness strategy such the following:

Ibu: “Adek makan sayur ya!”

Mother: “Please, eat the vegetable, honey!”

Anak: “Bu, sayurnya ngga enak.”

Child: “The vegetable is not tasty, mom.”

The example of politeness strategy above comes from a seven years old girl to refuse what her mom wants her to do. The mother or people around the girl never teach the girl in saying such an utterance directly but the girl knows that such a kind of utterance is polite that is why she uses it. She chooses to say “Bu,

sayurnya ngga enak.” (“The vegetable is not tasty, mom.”) rather than saying

directly “Aku ngga mau makan sayur.” (“I don‟t want the vegetable.”) or shaking

her head to refuse what her mom offered. The politeness strategy can also found in the following conversation which produced by one of the subject of this research.

A: “Bu, semalam kok ngak datang?”

A: “Why didn‟t you come yesterday, maam?”

Peneliti: “Semalam kan hari Minggu, de?”

The utterance, “Bu, semalam kok ngak datang?” (“Why didn‟t you come yesterday, maam?”) is polite. Nevertheles, an adult never teach the girl about that but she knows that it is a good way in asking such a question to the researcher. The utterance as a whole showed that the girl wants to comraderie herself to the researcher in which the researcher is a new comer in her school. And the used of

„bu‟ here shows respect used at school in common in Indonesia. So, she conveys it that way. A child‟s ability in saying such both examples above is contributed by her on going cognitive development.

However, the children of seven years old sometimes are not able to use politeness strategy in their communication naturally so they should be taught how to use it properly as their psychosocial still also develops, for example:

Child : “Mommy, I want an ice cream.” Mother : “Is that the way to ask?”

Child : “Please!” Mother : “Please what?”

Child : “Please buy me an ice cream.” Mother : “No.”

Child : “Please . . .”

Mother : “Please, may I buy an ice cream?” Child : “Please, may I buy an ice cream?”

The example above showed that the adult particularly parents took a part in teaching politeness strategies to the children.

It seemed obvious that children mastered polite forms as a part of politeness strategies partly as a result of their increasing cognitive capacities and partly because they were motivated or even forced to be polite, and hence socially accepted by people around them (Gleason and Ratner, 1998: 376).

For that reason, the researcher chose three children of seven years old as her subject as the children at the ages never investigated yet by other researchers. Another reasons in choosing three children were because the thing to investigate was not the number of the children but the strategies used by the children in their communication. Beside that, although there were some children of seven years old in the school, not all parents permited their children to be observed. That was why she chose three of them to be analyzed.

The children of seven years used politeness strategies in their daily activities, such as: at school, at home, in playing game, or wherever they were and whatever they did. The children of seven years were categorized as learners that was why the researcher decided to investigate the three children at school, SD RK. Makmur, Budi Murni 7 which located in Jl. Durung No. 178 Medan, whether inside the classroom when they follow the teaching learning process and outside the classsroom for instance when they play games with their friends in resting time, when the three subjects talk with their teachers, their parents, or their caregivers but it is still in the area of the school.

1.2 The Problems of the Study

Based on the background above, the researcher formulated the problems as in the following:

1. What types of politeness strategy used by seven-years-old children at school?

2. How children of seven-years-old used politeness strategies at school? 3. Why do children of seven-years-old used the politeness strategies at school

as they are?

1.3 The Objectives of the Study

Based on the problems above, the objectives of this study are:

1. To find out the types of politeness strategy used by seven-years-old children at school.

2. To find out the process of using politeness strategies by seven-years-old children at school.

3. To find out the reasons of using politeness strategies by seven-years-old children at school.

1.4 The Scope of the Study

There are a lot of ways in analyzing the chillldren‟s speech by looking at their ways in communication. In this thesis, the researcher focuses on politeness strategies used by children, especially in three children at the age of 7 years old.

The researcher will use politeness strategies theory proposed by Brown and Levinson.

1.5 The Significance of the Study

This research was expected to benefit theoretically and practically.

1. Theoretically, this study was expected to contribute as useful references for those who want to make a further research on the same area with different focus and object.

2. Practically, this study could be made as the model for parents, teachers, and readers who directly touch this area in order to be able to guide the children in using politeness strategies.

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

5.1 Conclusions

After analyzing the data, the conclusions were stated as follows:

1. The three children of 7 years old in Budi Murni 7 Medan were used three of four types of politeness strategies at school, they were: (1) bold on record, (2) off-record, and (3) positive politeness. And the dominant type of politeness strategy used was bold on record.

2. The three children of seven years old of SD Budi Murni 7 Medan used direct speech acts and indirect speech acts in producing politeness strategies.

3. The children of seven years old of SD Budi Murni 7 Medan used politeness strategies in their interaction because of two things, cognitive development and psychosocial development.

5.2 Suggestions

Based on the conclusions stated above, this research has some suggestions to the readers, especially parent who have important role in teaching their child to acquire and master politeness strategies as follows:

1. It is suggested to parents who almost be with children every time and teachers who always be with children at school to teach politeness strategy

in order to make them acquire and master the politeness strategies quickly. Eventhough, cognitive capacities of the children have increased as they grow up they should be taught about many things include politeness strategies because manythings should be taught to the children.

2. In order to make the children are able in requiring and easier in mastering the politeness strategies, it is suggested to the teachers to use the strategies in teaching their students especially to early students of Elementary School as they can motivate their students.

3. In relation with the findings of this research, it is suggested to other researchers to use the typology of politeness strategy by Brown and Levinson in classifying politeness strategy since it can be found in any context.

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The researcher will use politeness strategies theory proposed by Brown and Levinson.

1.5 The Significance of the Study

This research was expected to benefit theoretically and practically.

1. Theoretically, this study was expected to contribute as useful references for those who want to make a further research on the same area with different focus and object.

2. Practically, this study could be made as the model for parents, teachers, and readers who directly touch this area in order to be able to guide the children in using politeness strategies.

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

5.1 Conclusions

After analyzing the data, the conclusions were stated as follows:

1. The three children of 7 years old in Budi Murni 7 Medan were used three of four types of politeness strategies at school, they were: (1) bold on record, (2) off-record, and (3) positive politeness. And the dominant type of politeness strategy used was bold on record.

2. The three children of seven years old of SD Budi Murni 7 Medan used direct speech acts and indirect speech acts in producing politeness strategies.

3. The children of seven years old of SD Budi Murni 7 Medan used politeness strategies in their interaction because of two things, cognitive development and psychosocial development.

5.2 Suggestions

Based on the conclusions stated above, this research has some suggestions to the readers, especially parent who have important role in teaching their child to acquire and master politeness strategies as follows:

1. It is suggested to parents who almost be with children every time and teachers who always be with children at school to teach politeness strategy

in order to make them acquire and master the politeness strategies quickly. Eventhough, cognitive capacities of the children have increased as they grow up they should be taught about many things include politeness strategies because manythings should be taught to the children.

2. In order to make the children are able in requiring and easier in mastering the politeness strategies, it is suggested to the teachers to use the strategies in teaching their students especially to early students of Elementary School as they can motivate their students.

3. In relation with the findings of this research, it is suggested to other researchers to use the typology of politeness strategy by Brown and Levinson in classifying politeness strategy since it can be found in any context.

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