Language Politeness: Pragmatic-Sociocultural Perspective

Ningsih, Rika; Boeriswati, Endry; Muliastuti, Liliana

doi:10.5220/0008999904260431

Cited by 2 publications

(3 citation statements)

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“…There are several things that need to be considered before generalizing the findings of this study. The variable of politeness in language cannot be separated from the culture of the community because it is strongly influenced by these cultural factors (Simatupang & Naihabo, 2021;Ningsih et al, 2019). In cognitive semantic science, the meaning of words that are processed in the brain is strongly influenced by the person's experience, in this case one of them is the cultural aspect.…”

Section: Discussionmentioning

confidence: 99%

“…The variable of language politeness is strongly influenced by the culture of the community. This shows that the way someone perceives language politeness will tend to be different (Simatupang & Naihabo, 2021;Ningsih et al, 2019;Nurjannah et al, 2017). Based on this research, it can be concluded that speech that is considered polite by a society does not guarantee that it is also considered polite by other socities.…”

Section: Introductionmentioning

confidence: 99%

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Teachers’ language politeness, students’ academic motivation and self-efficacy during school from home

Rivai

Yusri

Rivai

et al. 2021

CJES

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This study aims to investigate the influence of teachers’ language politeness on students’ academic motivation and self-efficacy during online learning (school from home) and to examine the relationship between students’ academic motivation and self-efficacy during online learning. This study used a quantitative approach with the correlational method. The participants of the study were 150 elementary students (male: 47%; female: 53%). Three types of scales were used in this study, namely the teachers’ language politeness scale, the academic motivation scale and the self-efficacy scale. The hypothesis of the study was tested using analysis of variance assisted with SPSS version 26. The study found that teachers’ language politeness significantly influences students’ academic motivation and self-efficacy during online learning. Teachers’ language politeness was more likely to have greater influence on students’ self-efficacy than on students’ academic motivation. As shown in the model, the value of the relationship between students’ academic motivation and self-efficacy was 0.497. Keywords: Language politeness, academic motivation, self-efficacy, school from home.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Teachers’ language politeness, students’ academic motivation and self-efficacy during school from home

Rivai

Yusri

Rivai

et al. 2021

CJES

View full text Add to dashboard Cite

show abstract

“…Courtesy behavior needs to be introduced and familiarized with the child since then, be it polite in speaking or polite in acting (Kusno, 2014;Ningsih et al, 2019). Early childhood awareness in courtesy behavior can be built from the family and the closest educational environment outside the family (Chen, 2017;Umaroh et al, 2017).…”

Section: Resultsmentioning

confidence: 99%

Expert Judgment of Learning Achievements Evaluation Instrument for Children Age 4-5 Years Old

Rohmadheny

Laila

2020

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This article discusses the results of expert judgment on the process of developing an evaluation instrument for the development of children aged 4-5 years based on the 2013 Early Childhood Education (PAUD) curriculum. The development of the instrument uses the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation), but this research was carried out at the development stage. One of the development processes in this case is content validation through expert judgment. The expert judgment procedure is carried out by early childhood education experts. After the results of expert judgment are obtained, the researcher examines the indicator items that have been developed for improvement. The content validation was carried out on 186 items of child development achievement indicators that contained 6 aspects of the development of children aged 4-5 years and 46 basic competencies that were tied to 4 core competencies. As a result, as many as 186 of the indicator items received a score of 491 from a maximum score of 744 and a number of recommendations for improvement from experts. This means that the instrument is feasible to be continued at the implementation stage, namely the testing of the instrument, after minor repairs are made according to notes from the expert.

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Language Politeness: Pragmatic-Sociocultural Perspective

Cited by 2 publications

References 0 publications

Teachers’ language politeness, students’ academic motivation and self-efficacy during school from home

Teachers’ language politeness, students’ academic motivation and self-efficacy during school from home

Expert Judgment of Learning Achievements Evaluation Instrument for Children Age 4-5 Years Old

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