Native English Teacher’s Politeness Realizations in EFL Classroom Interaction

Abstract

The realizations of politeness need to be implemented in the process of teaching and learning in the class, especially in English language classroom context. Applying appropriate politeness strategy in talking to the students is very important to create effective teaching and learning process. This study examines politeness strategies used by the native English teacher. It aims to identify the use of politeness strategies realized by the native English teacher in classroom interaction. This research was qualitative research method. The participant of the research was one native English teacher who taught EFL students in a university in Indonesia. The data were obtained through the class observation. Those data then were analyzed by using politeness theory proposed by Brown and Levinson (1987). The result revealed that all politeness strategies suggested by Brown and Levinson (1987) were applied by the teacher in delivering his speech to the students, such as bald on record, positive politeness, negative politeness, and off record. Negative politeness became the most dominant politeness strategy performed by the native English teacher while the least one was off record. These four strategies were mostly employed by the teacher in order to remind the students, give them commands (task-oriented), praise the students, request the students to do something, make the class more interesting, and motivate the students.

The Students’ Strategies in Online Learning Interaction: Exploring Politeness in Zoom Class during Covid-19 Pandemic

“…From 7 zoom classes consists 137 students dominated positive politeness strategy. Compared to learning process in face to face interaction, this study supports the previous presented studies by (Nurmawati, Atmowardono & Weda (2019); Nugrahanto & Hartono (2019); Rahayuningsih (2019), Heriyawati, Siba & Sulistyo (2019); Fitryani (2020), and Wijayanti, Wijayanto & Marmanto (2020) which proved the existing of applying the four types of politeness strategies which is positive politeness strategies dominantly used could create the effective interaction between teacher and students In addition, in formal contexts apply the three variables of politeness, namely : Power (P) which refers to social status, Distance (D) which refers to the level of closeness of the speech participants, and Kinship (K) which refers to the level of kinship as stated by Yassi in Novalia et al, (2020). In the comments above, students used only two varibales, namely: Power (P) and Kinship (K).…”

Pragmatic modifiers in teachers’ polite requests in EFL classroom interaction in Manggarai, Indonesia

“…Soviana Mukminatien (2020) studied politeness strategies and illocutionary acts. Meanwhile, Wijayanti et al (2020) elaborated politeness realisation by native English teachers. Different from the other studies, Yrisarry et al (2019) attempted to utilise politeness strategies to the students' uncivil behaviour.…”

The Students’ Strategies in Online Learning Interaction: Exploring Politeness in Google Classroom during Covid-19 Pandemic

“…The communication in teaching is not only to transfer knowledge but also to create a comfortable atmosphere that can create solidarity and cooperation with the use of expressions such as greetings, gratitude and apology (Astuti 2017;Andi, 2018;Widana, 2018;Mahmud, 2019). In addition, Nurmawati, Atmowardoyo & Weda (2019), Nugrahanto & Hartono (2019), Rahayuningsih (2019), Heriyawati, Siba & Sulistyo (2019), Fitryani (2020) and Wijayanti, Wijayanto & Marmanto (2020) proved the existing of the four types of politeness strategies and the dominant use of positive politeness strategies in the classroom interaction created effective interaction not only between teacher and students but also among the student body. Aside from greetings, gratitude, apology, Yusuf & Anwar (2019) also found that English students apply vernacular language to soften their language during class presentations' discussions.…”