ABSTRAKSI: Dalam interaksi instruksional di SD (Sekolah Dasar), para guru dituntut mampu menciptakan situasi pembelajaran yang kondusif, sehingga siswa dapat melakukan pembelajaran dalam suasana psikologis yang mendukung. Suasana pembelajaran yang kondusif tersebut hanya dapat diciptakan jika guru bersikap ramah kepada siswa. Guru menggunakan bahasa yang santun sehingga tidak mengancam muka siswa. Bahasa guru yang santun akan dapat dijadikan sebagai model oleh siswa. Dengan demikian, secara tidak langsung, guru menanamkan nilai karakter sopan-santun kepada peserta didik. Dalam interaksi instruksional di SD, guru dapat menerapkan strategi kesantunan positif dalam membangun kedekatan hubungan dengan siswa. Sub-strategi kesantunan positif dapat dipilih dalam pelaksanaan kegiatan awal, kegiatan inti, dan kegiatan akhir pembelajaran. Dengan penerapan strategi kesantunan positif akan terbangun kedekatan hubungan antara guru dengan peserta didiknya. Dengan kedekatan hubungan ini interaksi intruksional dapat berjalan dengan harmonis, sehingga tujuan pembelajaran akan dapat dicapai dengan baik.KATA KUNCI: Guru; Siswa; Model Kesantunan Berbahasa; Interaksi Instruksional; Sekolah Dasar. ABSTRACT: “Teacher as Model of Language Politeness in the Instructional Interactions in Elementary School”. In the instructional interactions in elementary school, teachers have been demanded to create a conducive learning situation, so that the students can perform in a supportive psychological learning atmosphere. Conducive learning atmosphere can only be created if the teachers are friendly to the students. Teachers use polite language so as not to face-threatening to students. Polite language, which is spoken by teachers, will be able to be used as a model by the students. Thus, indirectly, teachers instill character values of courtesy to students. In the instructional interactions in elementary school, teachers can implement positive politeness strategy in building a close relationship with the students. Sub-positive politeness strategies can be chosen in the implementation of the initial activity, core activities, and the end of the learning activity. With the application of positive politeness strategy will build close relationship between teachers and learners. With the closeness of this relationship, instructional interaction can work in harmony, so that the learning objectives will be well achieved.KEY WORD: Teacher; Student; Model of Language Politeness; Instructional Interactions; Elementary School.  About the Authors: Dr. Agung Pramujiono dan Dr. Nunung Nurjati adalah Dosen Senior di FKIP UNIPA (Fakultas Keguruan dan Ilmu Pendidikan, Universitas PGRI Adi Buana) di Surabaya, Jawa Timur, Indonesia. Alamat emel penulis: agungpramujiono.unipasby@gmail.com dan  nunung.nurjati@gmail.comHow to cite this article? Pramujiono, Agung Nunung Nurjati. (2017). “Guru sebagai Model Kesantunan Berbahasa dalam Interaksi Instruksional di Sekolah Dasar” in MIMBAR PENDIDIKAN: Jurnal Indonesia untuk Kajian Pendidikan, Vol.2(2), September, pp.143-154. Bandung, Indonesia: UPI [Indonesia University of Education] Press, ISSN 2527-3868 (print) and 2503-457X (online).Chronicle of the article: Accepted (March 10, 2017); Revised (June 5, 2017); and Published (September 30, 2017).

Purpose: The objectives of implementing community service include providing insight to teachers about best practice writing and providing best practice writing training. Method: The method used is field observation. The target in community service is junior-high school educators in Waru Sidoarjo district. These activities are carried out in the form of training activities, teaching, discussions, and research writing practices. Results: The training that has been carried out on middle-high school educators, namely (a) educators respond well to training in the PPM program, (b) educators have the motivation to improve in making scientific papers, (c) variety of scientific language is a common material in Indonesian language lessons so that educators are active in participating in training, (d) the teachers have a fairly good understanding in writing scientific papers, and (e) the educators respond well to aspects of the implementation of activities, aspects of the presenters, and aspects as a whole. Then, the final results show that from 44 participants, quantitatively that 30 participants have finished writing a best practice writing report, and only 14 participants still needed improvement. Conclusions: Through community service, teachers are able to make research through best practice. Although, there are some teachers who need revision related to the research content.

This study aimed at describing and explaining the phenomenon of linguistic politeness in dialogue discourse inKetoprak Sapta Mandala of in the play of Babad Alas Mentaok. This phenomenon needs to be studied becausepoliteness in this discourse is unique, particularly in the selection of forms and politenesss trategies. The study used thePoliteness Theory of Brown and Levinson (1987) with ethnopragmatic perspectives. Ethnopragmatics is aninterdisciplinary study of Pragmatics and Ethnographic of Communication. Data were taken from the recording ofKetoprak Sapta Mandala “Ratu Kidul ” episode of “Babad Alas Mentaok ” drama series by Fajar which isconverted into a digital format in website of jamansemono.com. It was then analyzed by using descriptive analysis following the interactive model of Miles and Huberman. Based on the analysis of data, it can be concluded thatutterances representing forms of politeness can be broken down into three categories:  declarative (SUBDek),interrogative (SUBInt), and imperative (SUBImp) modes. SUBDek was realized in various forms of speech actsincluding (1) assertive speech acts: notifying and stating; and (2) expressives: thanking, expressing happiness,apologizing, praising, and criticizing. SUBInt was realized indirective speech acts, such as requesting information,confirming, and asking for permission. SUBImp realized indirective speech acts, for instance giving commands,allowing, prohibiting, and inviting. The politeness strategies used in the play discourse include direct strategies; positivepoliteness strategies with sub-strategies (1) giving attention, (2) giving praise, and (3) using a group marker; negativepoliteness strategies with sub-strategies(1) using speech of respect, (2) using indirect speech, and (3) using a variety ofmanners; and off-record/indirect strategies under taken by (1) using narrative strategies and (2) using implied speech.The use of narrative strategies as the indirect strategy constitutes a finding that can be used to complement the indirectsub-strategy proposed by Brown and Levinson (1987).

In instructional interactions, a lecturer should be able to build harmony in a conducive classroom atmosphere in order that a learning objective can be attained. This study aims to describe recounting as the realization of Brown and Levinson's positive politeness strategies in instructional interactions in the classroom. The subjects of this study were six lecturers from the Satya Wacana Christian University Salatiga. The research data were in the form of lecturer utterances when lecturing. The data were collected using the participant observation, records methods and fieldnotes, in addition, interviews were held with the lecturers being investigated. The data analysis was performed using descriptive techniques following the Miles and Huberman flow model. Based on the results of data analysis, it revealed that the recounts employed included ones about lecturers, students, lecturers' experiences, and public figures/attitudes of public figures. These findings can be used to strengthen and revise the positive politeness sub-strategies of Brown and Levinson (1987). In addition to functioning to forge a close relationship with interactants, the recounting strategy also serves to instill character values and to motivate. students to be more disciplined, and to optimize their own potential of becoming creative students. The use of recount as a positive politeness substrategy has contributed to efforts to create humanistic-based learning.

ABSTRAK Penelitian ini bertujuan untuk; Mendeskripsikan jenis-jenis tindak tutur ilokusi yang terdapat pada masyarakat tutur Pateng di Surabaya, dan Mendeskripsikan fungsi ilokusi yang terdapat pada percakapan masyarakat Pateng di Surabaya. Sumber data penelitian adalah masyarakat Pateng di Surabaya. Semua ilokusi tuturan yang digunakan oleh masyarakat Pateng di Surabaya menjadi objek penelitian ini. Pengumpulan data dari hasil metode refer. Data dianalisis dengan metode unified untuk memperoleh gambaran tindak tutur dan fungsi ilokusi. Validitas yang digunakan dalam penelitian ini adalah validitas semantik. Uji reliabilitas dilakukan dengan membaca berulang-ulang dan diskusi dengan teman sekelas dan dosen. Hasil penelitian ini menunjukkan bahwa: 1) ditemukan dalam empat jenis tindak tutur ilokusi yang sering digunakan oleh masyarakat Pateng di Surabaya, yaitu tindak tutur asertif, tindak tutur direktif, tindak tutur komisif, dan tindak tutur ekspresif, 2) terdapat pada empat fungsi ilokusi. digunakan oleh komunitas Pateng di Surabaya, fungsionalitas yang kompetitif, konvivial, kolaboratif dan konfliktif.