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PRIVATE SCHOOL STUDENT‟S SELECTION OF INDONESIAN FIRST-PERSON ADDRESSING TERMS TO TEACHERS

  THESIS Submitted in Partial Fulfillment

  of the Requirements for the Degree of Sarjana Pendidikan

  Dea Devina Fabrian (112013011)

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

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  Private School Student‟s Selection of Indonesian First-Person Addressing

Terms to Teachers

THESIS Submitted in Partial Fulfillment

  of the Requirements for the Degree of Sarjana Pendidikan

  Dea Devina Fabrian 112013011

  Approved by:

  Supervisor

  Examiner

  E. Titik Murtisari, S.Pd., M.TransStud., Ph.D.

  Joseph Ernest Mambu, Ph.D.

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PRIVATE SCHOOL STUDENT‟S SELECTION OF INDONESIAN FIRST-PERSON ADDRESSING TERMS TO TEACHERS

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  Examiner

  E. Titik Murtisari, S.Pd., M.TransStud., Ph.D.

  Joseph Ernest Mambu, Ph.D.

PRIVATE SCHOOL STUDENT‟S SELECTION OF INDONESIAN FIRST-PERSON ADDRESSING TERMS TO TEACHERS

  Dea Devina Fabrian

Abstract

  This descriptive qualitative study examines students‟ selection in the use of Indonesian self-referring terms of aku and saya to teachers. The personal pronoun saya is traditionally prescribed to be the standard polite form to refer to oneself when communicating with teachers to show respect. In recent years, however, it has been observed that some students have started to use the more informal version aku, which may reflect a shifting paradigm of politeness. This study therefore aims to further investigate students‟ practice in using the personal pronouns. As a case in point, this research involved 120 private senior high school students in their second year in SMA Kristen Satya Wacana, Salatiga. The results show that the tendency to shift from formal to informal self-reference is strongly evident in students‟ reported practice of the personal pronouns. It was also suggested that there is a shift from negative politeness to positive politeness in students‟ communication with their teachers.

  Keywords: address terms, Indonesian self-reference, politeness theory, pre- service teacher, intercultural competence

INTRODUCTION

  Stivers, Enfield and Levinson (2007) stated that “reference to persons is a fundamental phenomenon at the intersection between language and social structure” (p.2). While people are building social bonds with others through communication, they are subconsciously using certain reference for the persons they are talking to as well as when referring to themselves. The reference addressing terms are governed and influenced by the following components: the participants, setting, topic, and the function of the interaction (Holmes, 2013).

  Indonesian people use different ways and variations to show the social relationship between the speaker and the addressee. There are some values that Indonesian people hold Indonesian people use different ways and variations to show the social relationship between the speaker and the addressee. There are some values that Indonesian people hold

  While saya is traditionally prescribed as the appropriate form to use by a student when communicating with teachers, two small-scaled studies indicate that this practice might

  be shifting. They found that saya is rarely used and found in Indonesian education setting, in which, education is one example of formal settings where students will find themselves conversing with teachers: older people as well as people with higher social status. A large number of students use aku as the low variety instead of saya as the high variety when addressing themselves in front of the lecturers. Basically, there should be a polite and respectful relationship between students and teachers as teachers are older people whose social status is higher than the students. Therefore, the formal selection of high variety saya is more appropriately used rather than aku to show politeness.

  The present research aims to answer the research questions: „What personal pronouns do students use to refer themselves when communicating to their teachers?‟, and also answer the second research question: „What are the factors which account forprivate school student‟s selection of first-person reference to their teachers?‟

  In conclusion, this research intends to seek an answer about private school student‟s attitude in selecting the first-person expressions of aku and saya, within the politeness theory framework and based on the formal or standard use of Indonesian personal pronoun, i.e. saya for formal relationship and aku for informal relationship. Therefore, the researcher will investigate the issue of the formal and informal code usage by private school students when addressing themselves in front of teachers in Satya Wacana Christian Senior High School,

  Salatiga, Indonesia. By conducting the study, the researcher expects that the results obtained could help the language education system in Indonesia to review its language education planning: whether Indonesian values have successfully be integrated and maintained. Also, the study hopefully could raisestudents‟ sociolinguistic awareness, especially while selecting Indonesian first person reference, since one‟s selection of self-reference represents his her self-conception in the society (Djenar, 2007, p. 23; Dewi, 2007).

REVIEW OF LITERATURE

Terms of Address

  Parkinson (1985, p. 1) as cited in Qin (2008) describes that terms of address is defined loosely as words used from one person to refer to the addressee in a speech event. It can be extremely important conveyors of social information. Esmae‟li (2011) briefly defined terms of address as “words or expressions used to indicate certain relations between people, or to show the difference in identity, position and social status” (p. 183). Similarly, Wardhaugh (2006) also suggests that terms of address shows a clear indicator of “a power differential” between interlocutors (p. 269). They establish the relative power and distance of speaker and hearer (Wood and Kroger, 1991 in Wardhaugh, 2006). In conclusion, terms of address are words that a speaker and his interlocutor used in an interaction and they indirectly indicate the relationships between the speakers.

  In this paper, “terms of address” will only refer to aku and saya as the first person reference in Indonesian language, and self-reference will be the main concern to be discussed in the study.

Code Selection in Terms of Address

  For decades, the issue of different addressing terms or what Wardaugh (2006) called as „code‟ has become one highlight in sociolinguistics. Two sociolinguists, Holmes (2013) For decades, the issue of different addressing terms or what Wardaugh (2006) called as „code‟ has become one highlight in sociolinguistics. Two sociolinguists, Holmes (2013)

  We cannot deny that globalization process has contributed to the use of code selection around the world. By the increasing number of bilingual speaker, Holmes (2013) found that there is a tendency to move from one code (language, dialect, or style) to another during speech for a number of reasons or what he called as code switching. He further mentioned some reasons for code switching, such as to signal solidarity, to reflect one's ethnic identity, to show off, to converge or reduce social distance with the hearer, to diverge or increase social distance, etc.

The formal and informal account of first-person references

  Unlike English language system which only has limited first-person reference terms, Indonesia language system is “an open pronoun system” (Thomason Everett, 2005, p. 307). Indonesian has a wide variety of choices when it comes to self-reference: saya, aku, the hokkien-derived pronoun gue, tak, kita, as well as personal names and kin terms (Djenar, 2007, p. 23). The study will only focus on the first-person expressions of aku and saya.

  In Kamus Besar Bahasa Indonesia – The Indonesian Dictionary (http:kbbi.web.id), it is defined that aku is used for “ragam akrab” –a close relation i.e. the two participants In Kamus Besar Bahasa Indonesia – The Indonesian Dictionary (http:kbbi.web.id), it is defined that aku is used for “ragam akrab” –a close relation i.e. the two participants

  Djenar (2007) and Dewi (2008) clearly said that the relationship between students and teachers are considered to be formal as there is a clear gap between their age and status. Dewi in 2008 assumed that “students would use saya when speaking to their teachers” (p. 4). Saya is believed to be more polite rather than aku because the pronoun saya evokes the sense of respect, politeness and non-offensiveness in front of the interlocutor. Dewi‟s assumption is in line with Mintz‟ (1994) claim that formal variety is somehow seen as the neutral one; and usually neutral things are non-offensive (in Djenar, 2007). According to his claim, informal pronouns are not neutral; a speaker who uses informal pronouns might inadvertently offend the interlocutor. On the other hand, the use of saya as the formal pronouns is considered neutral in any situation since formal words are believed to be neutral. Therefore, according to the belief, personal pronoun saya should be used in the formal interaction between students and teachers in Indonesia.

Address terms and politeness

  The term politeness is defined by Holmes in 2013 as the consideration of social factors (social distance in terms of solidarity or formality), social status, social values of a community, etc. in communication. A person is considered linguistically polite if one speaks appropriately and considers his relationship with his interlocutor. On the other hand, he will

  be considered impolite rude if he chooses inappropriate linguistic choice.

  A study from Moghaddam, Yazdanpanah, and Abolhassanizadeh (2013) proposed

  Brown and Levinson‟s theory of politeness (1987) as one of the frameworks used in their Brown and Levinson‟s theory of politeness (1987) as one of the frameworks used in their

  Results from Previous Studies

  A number of scholars had tried to investigate the use of different terms of address in

  several languages. One prominent study was conducted in 2002 by Mogi. He investigated different kinds of addressing forms used by Japanese in their daily life. The study revealed that in Japan, one‟s addressing terms can reflect hisher position in the society. In choosing one‟s addressing terms, Japanese is more influenced by social factors rather than grammatical rules. Linguistic politeness and the relationship between interlocutors are two social factors that strongly influence the selection of addressing terms. He also found out psychological factors, i.e. apathy, intimacy, and respect as another determinant in the selection of addressing terms process.

  Similar to the current study, Djenar (2007), Dewi (2008), Flannery (2010), and Rahardjono (2016) also investigated Indonesian‟s first-person reference.

  Flannery‟s study compared the person reference used in English and Indonesian language and proposed the open and closed system of self-reference as one distinction. To enrich the findings, he did a focus group discussion of six Jakarta people and reported that “the use of saya was common in nearly all contexts where they choose a first person pronoun, Flannery‟s study compared the person reference used in English and Indonesian language and proposed the open and closed system of self-reference as one distinction. To enrich the findings, he did a focus group discussion of six Jakarta people and reported that “the use of saya was common in nearly all contexts where they choose a first person pronoun,

  Djenar‟s study (2007) entitled „Self-reference and Its Variation in Indonesia‟ investigated the various self-reference in Indonesian language. It is found from the study that the selection of self-reference is a dynamic matter, and is sometimes considered as self- categorization. Dewi‟s study (2008) „Students‟ and teachers‟ perception toward the use of aku and saya in theory and practice‟ aims to investigate the usage shift of aku and saya among high school students from different economic background in Jakarta. The data was obtained from questionnaires and suggested that there is a usage shift from saya to aku. It was found that students are believed to know the appropriate self-reference, but they do not put the knowledge into practice. Dewi assumed some factors behind students‟ inconsistency between the theory and use, “…in this research the factors assumed are family background and media (TV program)” (p.33).Similar to Dewi‟s study (2008), Rahardjono‟s thesis (2016) „Students‟ Attitude in Using First-Person Reference Addressing Terms of Aku and Saya to Lecturers‟ found that there is a decreasing use of saya by students when conversing with teachers. In Rahardjono‟s study, she found and mentioned some influential factors for selecting first-person reference. The study revealed that the majority of 2012 batch of English Department students still use saya to address themselves in front of their lecturers. However, Rahardjono‟s study did not address the issue of negotiation process between the two speakers as proposed by Djenar (2007) as one factor of speaker‟s inconsistency in choosing self- reference.

  Djenar‟s research focused on figuring out the variation of self-reference in Indonesia whereas Dewi‟s and Rahardjono‟s research concern was to investigate the different Djenar‟s research focused on figuring out the variation of self-reference in Indonesia whereas Dewi‟s and Rahardjono‟s research concern was to investigate the different

THE STUDY Setting and Context of the Study

  This study is part of an umbrella research project “High School Students‟ Use of Aku and Saya in Salatiga” led by Dr. E. T. Murtisari (Faculty of Language and Arts, Universitas Kristen Satya Wacana).

  The present study was a qualitative study which attempts to answer two research questions: „What personal pronouns do students use to refer to themselves when communicating to their teachers?”, and „What are the factors which account forprivate school student‟s selection of first-person reference to their teachers?‟

Method

  This study used descriptive qualitative methodutilizing double-layered instruments: modified questionnaire (Appendix 1) adapted from Rahardjono‟s study (2016) by this study‟s umbrella research team as the first instrumentand stimulated response cards which also developed by the research team (Appendix 2).Questionnaire is utilized as “data in a survey study can be explained with reasons since questionnaire items are designed to gain participants‟ opinions” (Griffee, 2012, p.66). By the use of questionnaire in the survey, the researcher expects opinions from the participants to give reasons why they choose certain reference.

  To ease the data analysis process, the questionnaire was divided into four parts: Part

  A, B, C, and D.

  Part A contains one closed-ended question. The closed-ended question was arranged to figure out students‟ initial perception of their first-person reference. Students‟ answers in part

  A will determine which part they should go to. Part B consists of both closed-ended and open-ended questions to investigate the exclusive users of saya as first-person reference. Part C consists of both closed-ended and open-ended questions to investigate the exclusive users of aku as first-person reference. Part D consists of closed-ended, open-ended and likert-scale questions and was designed for users who use inconsistent first-person reference to teachers.

  As for obtaining spontaneous use of self-reference and a clarification, the researcher conducted Stimulated Response Card test after analyzing the questionnaire‟s results. The test consists of 16 different situations. Each situation shows different components and social dimension of linguistic choices as proposed by Holmes in 2013.

Participants and Data Collection

  The participants of the study were 120private school multilingual students in grade 11of Satya Wacana Christian Senior High School, Salatiga, Indonesia. The reason to select particular participants was because second-year students were considered as students who have adapted to the school‟s environment as well as teachers. They were assumed to have more experiences and various factors influencing their communication with their lecturers.

  The researcher spread questionnaires to 140 students of 11 graders in Satya Wacana Christian Senior High School to get a valid data and to avoid obscurity in obtaining the data. The questionnaires used were already piloted to 5 senior high school students to check the questions‟ validity and clarity. To obtain the data, the researcher asked the participants to fill in the questionnaire after getting permission from the school and scheduled to spread the questionnaire in the classrooms. After analyzing the answers, the researcher purposively The researcher spread questionnaires to 140 students of 11 graders in Satya Wacana Christian Senior High School to get a valid data and to avoid obscurity in obtaining the data. The questionnaires used were already piloted to 5 senior high school students to check the questions‟ validity and clarity. To obtain the data, the researcher asked the participants to fill in the questionnaire after getting permission from the school and scheduled to spread the questionnaire in the classrooms. After analyzing the answers, the researcher purposively

Data Analysis

  The researcher used a categorical or content analysis for the questionnaire. The researcher decided the themes based on the pre-determined categories and data obtained from participants‟ answers in the questionnaires. After the data collection stage, some emerging themes appeared.

  The data were first divided and analyzed into some pre-determined categories as follows: (a) students who tend to use aku exclusively when communicating with lecturers, (b) students who tend to use saya exclusively when communicating with lecturers, and (c) students who tend to use both aku and saya when communicating with lecturers. The aforementioned data were acquired from questionnaire results which were explained descriptively. The questionnaire used was a modified questionnaire from Rahardjono‟s (2016) study.

  To probe deeper into the data obtained, Stimulated Response Card (SRC) were made to re-check some selected respondents‟ attitude towards the use of aku and saya in specifically designed SRC containing certain setting, situation, interlocutor, purpose of the interaction. The researcher utilized purposive sampling to select respondents for SRC test. Some of the criteria are 1) students who fill in the questionnaire, 2) students which give intriguing data in the questionnaire, and 3) students who are willingly to join the SRC test.

FINDINGS AND DISCUSSION

  This section will cover 1) Students‟ selection of self-reference, 2) Students‟ exclusive use of either aku orsaya,3) Students‟ practice inusage shifting between aku and saya, and 4)

  A report of students‟ Stimulated Response Card test results.

  FIGURE 1 STUDENT'S SELECTION OF SELF-REFERENCE

  Saya 27

  Both, depending on

  Both, depending on situation

1) Students‟ selection of self-reference

  Figure 1 above shows that the majority of the participants (65) responded that they use both aku and saya while communicating with their teacher, followed by 33 students (27) who reported that they are constantly using saya to teachers. The rest 9 students (8) reported that they use aku when reffering themselves in front of teachers.

  Traditional Indonesia people highly values age, status and one‟s role in society and it is represented in the use of saya as a more formal self-reference. However, most of the respondents reported that they use both saya as the H variety and aku as the L variety to teacher alternately. The high occurrence of inconsistent usage of saya here seemed to indicate that there is a paradigm shift in the traditional use of saya. It also indicates that the influencing factors are getting more complex.

  The researcher will first disclose the consistent usage of either saya or aku, followed by the discussion of the usage shifting between the two.

2) Students‟ practice of the exclusive use of either saya or aku

  The consistency in using certain self-reference seemed to be an interesting topic to discuss knowing that there are many factors influencing an interaction. Aside from the negotiation between speakers that might arise in interactions, some students (35) stated that they are consistently using one reference.

a) Students who use saya exclusively

  There are 33 out of 120 participants (27) who said that they are exclusively using saya when referring themselves in front of teachers. This might indicate that 33 students of

  XI grade are aware and realize the formal form of saya and put it into practice. To further answer the second research questions, the researcher reported students‟ reasons for using saya exclusively in Figure 2.1.

  F I G U R E 2 . 1 R EA S O N S FO R U S I N G SAYA

  There are some reasons mentioned, such as “saya lebih muda dari guru” (I‟m younger than teachers), “sudah terbiasa dari kecil” (been a habit since I was a kid), “kata „aku‟ tidak sopan untuk guru” (the use of„aku‟ is not polite to teachers), “‟saya‟ terdengar lebih sopan” (‟saya‟ seemed more polite), “untuk menghormati guru” (to respect teachers), etc. Based on There are some reasons mentioned, such as “saya lebih muda dari guru” (I‟m younger than teachers), “sudah terbiasa dari kecil” (been a habit since I was a kid), “kata „aku‟ tidak sopan untuk guru” (the use of„aku‟ is not polite to teachers), “‟saya‟ terdengar lebih sopan” (‟saya‟ seemed more polite), “untuk menghormati guru” (to respect teachers), etc. Based on

  As shown in Figure 2.1, most of the respondents regarded politeness as the main reason in choosing self-reference saya. The interesting issue to be discussed is that formality and appropriateness are the least reasons for choosing saya over aku. Whereas, in fact, formality and appropriateness account between saya and aku are very distinct. Saya as the formal reference, while aku as the more informal one.

  Interestingly, there are four respondents who mentioned, “…guru adalah orang tua kita di sekolah” (teachers are our parents in school), “…untuk guru yang adalah sumber ilmu” (for teachers are the source of knowledge), and two similar answers. These answers somehow indicated that they value their teachers as having a role in the society. One respondent also mentioned saya as a more universal variety of self-reference. This response is in accordance with the theory proposed by Holmes (2013) and Djenar (2007) that higher variety language is more universal to be used. Another interesting answer is, “di daerah saya, lebih sering menggunakan kata ‟saya‟” (in my hometown, „saya‟ is used more often), which is strongly emphasizes cultural influence as one reason for choosing certain reference.

b) Students who use aku exclusively

  There are 9 out of 120 participants who stated that they are consistently using aku when communicating to their teachers. This seemed to show that there are numbers of students who are still not aware of the informal account of aku.

  FIGURE 2.2 REASONS FOR USING AKU

  Speaker's comfortIntimacy marker

  While others mentioned some reasons for using aku, such as “supaya lebih akrab” (to

  be more intimate) (intimacy factor), “lebih nyaman enak diucapkan” (more comfortable nice to be said) (comfort factor), or “been a habit” (sudah kebiasaan) (habitual factor), there are four respondents who defined aku as a more formal way to refer themselves in front of teachers. They mentioned that, “„aku‟ itu lebih sopan… dengan guru” (‟aku‟ is more polite…to teachers), “kata „saya‟ tidak seharusnya digunakan untuk guru” (the word „saya‟ should not be used to teachers) (politeness factor). Interestingly, these four respondents are all from Biak, Papua. In an interview conducted for clarification by the researcher, they explained that in Biak, the use of aku is more appropriate, i.e. used for teacher, formal situation; while saya is used for same-age friend. Another thing which intrigued the researcher is their statement; they stated both in the questionnaire and during the interview that they learnt and used Bahasa Indonesia as a means of daily communication. It can be inferred that there are some other factors which influence the change of Bahasa Indonesia in Biak, Papua.

  One respondent reported that he did not have any reason for not using saya, since he believed that aku and saya shared the same meaning. Holmes in his book (2013) refer to this One respondent reported that he did not have any reason for not using saya, since he believed that aku and saya shared the same meaning. Holmes in his book (2013) refer to this

3) Students‟ practice in usage shifting between aku and saya

  This section reported students‟ responses which stated to use both saya and aku.

  We will first discuss two of eight questions in the questionnaire. These two questions contain 10 (ten) categories showing different types of teacher with some qualification. The purpose of designing the question in such a way is to identify whether age is the most influencing factor in students‟ selection.

  Figure 3.1 below reported student‟s multianswers for the question „What kinds of teachers do you usually use “saya” to?‟

  FIGURE 3.1 THE USE OF SAYA

  1 Senior teacher with high position

  6 20 Senior teacher who is strict

  9 Senior teacher who I do not know well Senior teacher who is friendly

  15 All senior teachers 9 Young teacher with high position

  Young teacher who is strict 10 Young teacher who I do not know very well Young teacher who is friendly All young teachers

  Others

  As shown in the figure, senior teachers in higher social status is the most type of teacher whom students would use saya to. Followed by both 15 response for senior teachers who are strict and have no intimate relationship with the students. Meanwhile, the „all senior teachers„ category which only indicates age as the influencing factor only got 10.

  Figure 3.2 below is a report of student‟s multianswers to the question „What kinds of teachers do you usually use „aku‟ to?‟

  FIGURE 3.2 THE USE OF AKU

  Senior teacher with high position 6 Senior teacher who is strict

  22 Senior teacher who I do not know well Senior teacher who is friendly

  6 All senior teachers Young teacher with high position

  4 Young teacher who is strict 2 Young teacher who I do not know very well

  Young teacher who is friendly All young teachers Others

  Students reported that they mostly use aku to young teachers who are friendly (33), followed by senior teachers who are friendly. Despite the age gap shared between teacher and student, it seems that students want to have more possibility for sharing intimate relationship with teachers. Meanwhile, „all young teachers‟ category which only indicates age component came in third with 22.

  Some of the students (six students for each „aku‟ and „saya‟) also add in “Others” section, saying that they also consider the situation, “…tergantung situasi” (depends on situation). This means that they do not only think of participants, but also the context of the discussion.

  FIGURE 3.3 COMPARING THE USE OF SAYA AND AKU

  Senior teacher Senior

  Young

  Young teacher Young

  teacher teacher who I do teacher All senior teacher teacher who I do teacher All young with high who is not know who is teachers with high who is not know who is teachers

  position strict very well friendly

  From figure above, we can see clearly students‟ use of aku and saya to different kinds of teachers. The blue-colored area in the first three and in the fifth kinds of teachers indicates that the respondents still consider age as one of components influencing their selection. Similarly, the high red-colored area in the tenth category shows how age really influenced their selection.

  However, the red peak between the blue peaks indicates the high usage of aku in the fourth category. Even though it is senior teacher, the respondents tends to use aku because the teacher is described as a kind teacher. This seemed to indicate that age factor here is influenced by a greater factor which is teacher‟s personality. Meanwhile, the highest red- colored area in the ninth category shows that both age and teacher‟s personality adds to students‟ preference of informal variety usage. Seeing from the low red-colored area in the sixth category, only a few of them consider social status over age of the teachers they are talking to when referring themselves. Hence, we can conclude that the students do not only consider components of Indonesian values (i.e. age, social status, age) to choose certain self- However, the red peak between the blue peaks indicates the high usage of aku in the fourth category. Even though it is senior teacher, the respondents tends to use aku because the teacher is described as a kind teacher. This seemed to indicate that age factor here is influenced by a greater factor which is teacher‟s personality. Meanwhile, the highest red- colored area in the ninth category shows that both age and teacher‟s personality adds to students‟ preference of informal variety usage. Seeing from the low red-colored area in the sixth category, only a few of them consider social status over age of the teachers they are talking to when referring themselves. Hence, we can conclude that the students do not only consider components of Indonesian values (i.e. age, social status, age) to choose certain self-

  The following table represents students‟ answers regarding the influence of settings in interaction.

  Table 3. 1

  The situation where students use „saya‟ „aku‟

  Formal setting

  Informal setting

  Both, depending on the person I talk to

  Table 3.1shows that most of the students did not choose certain setting to use particular self-reference. They tend to consider their interlocutor and hisher personality and putting aside settings as the main influencing factor.

  The following table represents students‟ responses when asked to scale the influence of each factors given.

  Table 3. 2 Scale of each factor

  Never

  Rarely Sometimes

  Often

  Always

  Total Means

  Social status

  Setting

  Addressee‟

  comfort

  Purpose

  Based on the findings, the relevance of social distance was clearly evident, and the researcher concluded that students of XI grade tend to consider personality (60.6) and relationship (64.2) as parts of social distance on top of age, status, settings and purpose as the influencing factor. This result is in accordance with Holmes‟ statement “…degree of solidarity is what counts most” (2013, p. 288).

  FIGURE 3.4 SS ATTITUDES IN USING AKU AND SAYA

  Figure 3.4 reports students‟ answers to 3 questions designed to check whether student preference and linguistic knowledge are in line with their practice. The question designed to check student preference is “In general, which one (between aku and saya) do you use to communicate with teachers?” Whereas, the question made to check student linguistic knowledgecompetence is “In general, which one (between aku and saya) is more appropriate to be used when communicating with teachers?” Lastly, to check student perception of their use of self-reference, they were asked “In general, which one (between aku and saya) do you use often (in communicating with teachers)?”

  Figure 3.4 above is a comparison between student‟s preference, real use and knowledge of self-reference. As many as 36 respondents reported that they prefer to use saya to teacher. However, only 13 respondents stated that they frequently use saya. In contrast, Figure 3.4 above is a comparison between student‟s preference, real use and knowledge of self-reference. As many as 36 respondents reported that they prefer to use saya to teacher. However, only 13 respondents stated that they frequently use saya. In contrast,

4) A report of students‟ Stimulated Response Card test results

  In the test, participants are all required to answer spontaneously after they read the situation. Due to the limited time, they spontaneously using their experience, and the possibility to recall their linguistic knowledge is minimized.The following table report participants‟ (R1-R10) answers for the given situation (1-16).

  Table 4. 1

  Students‟ answers in SRC Test No.

  Factors

  R1 R2 R3 R4 R5 R6 R7 R8 R9 R10

  1 Senior age high position distant

  S A S S A S S S S S

  relationship formal topic setting

  2 Senior age high position close

  S A S S A S S S S S

  relationship formal topic setting

  3 Senior age high position distant

  S A S S S S S S S S

  relationship informal topic setting

  4 Senior age high position close

  A A A A S A S S A S

  relationship informal topic setting

  5 Young age high position distant

  S A S S S S S S S A

  relationship formal topic setting

  6 Young age high position close

  S A S A S S S S A A

  relationship formal topic setting

  7 Young age high position distant

  A A S S S A S S S A

  relationship informal topic setting

  8 Young age high position close S A A S A A A S A A

  relationship informal topic setting

  9 Young age low position distant

  S A S S S S S A S A

  relationship formal topic setting

  10 Young age low position close A A S A S A S S A A

  relationship formal topic setting

  11 Young age low position distant

  relationship informal topic setting

  12 Young age low position close S

  A S A

  relationship informal topic setting

  13 Senior age low position distant

  S

  A S

  relationship formal topic setting

  14 Senior age low position close S

  relationship formal topic setting

  15 Senior age low position distant

  relationship informal topic setting

  16 Senior age low position close A S

  A S

  relationship informal topic setting

  Most of the participants‟ answers did not have a pattern to the different situation given or what Djenar called as “uncertainty of expression” (2007, p. 34). For instance, R1 explained that purpose of the conversation is the most important component, and that he uses aku for those which are intimate. However, there are some inconsistencies found from his answers in the test. In situation number 8 and 12 where the social distance is minimized and the setting is informal, he used saya. Whereas in situation 7 which has intense social distance, he used aku. He explained he used aku so that he could get closer to the teacher. When asked about why they chose certain reference, the other participants explained that saya is used when meeting someone for the first time. This is in line with Holmes‟ theory that sometimes people choose different code “when there is a change in situation, such as the arrival of new person [italics added]” (p. 35). The other participants explained that aku is used for teacher who is not close hoping that the use of aku could reduce the distance and the very formal situation Most of the participants‟ answers did not have a pattern to the different situation given or what Djenar called as “uncertainty of expression” (2007, p. 34). For instance, R1 explained that purpose of the conversation is the most important component, and that he uses aku for those which are intimate. However, there are some inconsistencies found from his answers in the test. In situation number 8 and 12 where the social distance is minimized and the setting is informal, he used saya. Whereas in situation 7 which has intense social distance, he used aku. He explained he used aku so that he could get closer to the teacher. When asked about why they chose certain reference, the other participants explained that saya is used when meeting someone for the first time. This is in line with Holmes‟ theory that sometimes people choose different code “when there is a change in situation, such as the arrival of new person [italics added]” (p. 35). The other participants explained that aku is used for teacher who is not close hoping that the use of aku could reduce the distance and the very formal situation

  A small number of respondents have patterns and particular components in choosing

  self-reference. R3 highly considered social distance and the two functional status of interaction. He explained further that he was raised in Africa and thus he neglected age gap and social status which are highly valued in Indonesia. Nevertheless, R10 clearly take age as the only determiner in choosing self-reference, and said that since she was a child, her parents always remind her to use formal language to older people.

  Table 4. 2

  A sum up of different components influencing students‟ answers

  Components

  Frequency of using H variety

  Age between speakers

  Social Status

  Social distance

  Two functional status of interaction

  From the SRC results, the researcher found social distance (relationship between teachers and students and teacher‟s personality) as students‟ tendency in choosing self- reference.

Findings in Views of Brown‟s Theory of Politeness

  The findings obtained in the current study from both questionnaires and SRC test show that there is a tendency to move from negative politeness to positive politeness in the interaction between teachers and students. Whereas, in Indonesia, where values are highly respected, negative politeness should be applied in teacher-student relationship. It can also be The findings obtained in the current study from both questionnaires and SRC test show that there is a tendency to move from negative politeness to positive politeness in the interaction between teachers and students. Whereas, in Indonesia, where values are highly respected, negative politeness should be applied in teacher-student relationship. It can also be

CONCLUSION

  This research intends to seek an answer about private school student‟s attitude in selecting the first-person expressions of aku and saya, within the politeness theory framework and based on the formal or standard use of Indonesian personal pronoun, i.e. saya for formal relationship and aku for informal relationship.There were some components considered in this research which might influence students‟ selectionof self-reference as discussed by Holmes (2013). The findings of this study suggest that the majority of the participants have a tendency to refer to themselves using both aku and sayato teachers.

  The first finding the researcher finds is 8 of the participants use aku exclusively,

  27 use saya exclusively, whereas 65 use both aku and sayato their teachers. These findings were quite intriguing knowing the fact that Indonesia is very rich of traditional cultures and values. The very significant numbers of students who use two varieties is in contrast with the belief that students are expected to usesaya to their lecturers. The first finding revealed that there is a change in Indonesian values among students by referring to their choice of self-reference to teachers.

  Another result is that the participants who use both self-reference are actually aware the formal account of saya. Yet, most of them did not put it into practice which leads to the inconsistency between preference, knowledge, and real usage of self-reference. The inconsistency was caused by some arguments stating that the use of aku evokes a sense of intimacy and comfort. Some participants also claimed that since they use aku to their friends, they were carried away. As a result, they used aku reflexively to teachers .

  The researcher also found that they cannot consistently use certain reference because they were influenced by many factors. That was why most of the respondents chose the neutral options, such as “depends on the situation”, “depends on the person (I talk to) for some of the questions. Some of them even did not aware of the different formality between aku and saya. It was also found that some students use aku for teachers who do not share intimate relationship with them, hoping that they could be more intimate. This finding is on the same side with Holmes‟ claim that different code selection can be used to converge reduce social distance (2013).

  To explore the case further, the researcher clarified some answers through SRC test and found some intriguing data. Through SRC test, the researcher also investigated students‟ relationship with the teachers by referring to the significant relevancy of social distance from the questionnaire. It is found that most of teachers they have been exposed to are friendly; they even make a negotiation to use aku when talking to them. This leads the students to feel at ease whenever interacting with teachers, and results in neglecting some Indonesian values (age gap, different social status, different role in society) as factors influencing their linguistic choice. These findings are in contrast with Rahadjono‟s study (2016)which found that age difference and relationship are factors that can influence different language choice by the speakers. However, these findings strengthen Holmes‟ claims that today “solidarity dimensions was tended to be given greater weight…tends to wins out” (2013, p. 288).

  From the findings, especially from the high number of students who use both pronouns, it is certain that the process of language shift in in the interaction between teachers- students is evident. The data shows that students were not considering the significance of settings or might even neglect their linguistic competence. This, however, might change the values that represent Indonesian identity. Therefore, from the result of this study, it is From the findings, especially from the high number of students who use both pronouns, it is certain that the process of language shift in in the interaction between teachers- students is evident. The data shows that students were not considering the significance of settings or might even neglect their linguistic competence. This, however, might change the values that represent Indonesian identity. Therefore, from the result of this study, it is

  

  This study however, has some limitations. The first limitation is concerning the participants‟ inconsistency. Since the participants were private senior high school students with limited linguistic competence, different results might have been acquired if the participants were from different kind of school with different background. Second, since the study mostly reveals data obtained from questionnaire, the data cannot portrays the whole picture of first-person reference‟ real usage.

Acknowledgment

  First of all I would like to thank my Savior, Jesus Christ for every blessings and glorious graces that I could finally finish this thesis-writing process. I express my deepest gratitude to my dearest supervisor, Elisabet Titik Murtisari, S.Pd., M.TransStud., Ph.D., who expertly and kindly guiding and supervising me in the process. I would also express my sincerest appreciation to Joseph Ernest Mambu, Ph.D. as my second reader for the time spent and dedication given to examine this thesis.

  I would also deliver my gratitude to all good people who surrounds me. Firstly, for

  my parents and sister for all of their prayers and motivation. I would also extend my gratitude to Yehezkiel Chris Setiawan for his endless understanding during my mood change I undergone in thesis-writing process.

  Next, I would like to thank all friends who continuously giving me supports during the thesis-writing process, Desy Rizki Lukitasari, Ratna Windhi Arsari, Rosyana Diva Lolyta, Gefanny Intan Ingtyas, Maria Grandy Chrisya, Fassio Theokharis. Also, my friends in Swamaratu which motivated me to graduate as soon as I could.

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