Gender’s Politeness Strategies of Making Requests and Giving Compliments in Classroom Setting Sociopragmatic Perspeective

Rima Fitria Ningrum,Suwono Suwono,Suharsono Suharsono

doi:10.17722/jell.v9i1.353

Abstract

This present study investigates the form of politeness strategies of making requests and giving compliments performed by different gender in a classroom setting, single teacher and single student, in sociopragmatic perspective. Particularly, this study aims to 1) describe the form of politeness strategies of making requests used by male and female teachers 2) describe the form of politeness strategies of giving compliments performed by male and female teachers, 3) describe the difference form of their politeness strategies of those 2 speech acts and 4) evaluate the factors that may underlie the choice of their politeness strategies of those 2 speech acts in classroom setting. Therefore, the examples of the politeness strategies of 2 speech acts employed by distinct gender were provided in this study. To identify those politeness strategies, Brown and Levinson’s theory (1987) was used as a preliminary identification. In obtaining the data, video recording transcript and interview transcript are collected and then analyzed. The data were the utterances of 2 female and 2 male teachers in classroom setting. The findings show that female teachers tend to use negative politeness strategies more in making requests and both gender tend to use positive politeness strategies in giving compliments in the classroom setting. Their choices were underlied by their closeness to their participants which determined by the character of their participants, the time needed to get close to their participants, the interest of their participants and the topic discussed with their participants. This indicates that the teachers are aware of their pragmatic competence, yet, to create friendlier atmosphere both gender need to advance their ability in using other politeness strategies.

Highlights

That language, society, and culture as terms which cannot be parted from one another or even kept aside is something undeniable
Regarding the gender of the speaker and the hearer and the speech acts they usually perform in daily life, the researcher wants to concern on the way female teachers and male teachers use politeness strategies of making requests and giving compliments in classroom setting
The similarity can be seen from almost all of the activities done in the classroom which the female and male teachers tend to use negative politeness strategies given the reason that eventhough they know their partcipant’s power over them since they have higher status, their social distance with their participant’s since they are older than them, and their consideration on the 4 main activities as non-imposing acts, they still need to see their degree of closeness to their participants by looking at several other considerations like the character of their participants, the time needed to get close to their participants, the interest of their adult participants and the topic they bring to be discussed with their participants

Summary

INTRODUCTION

Society, and culture as terms which cannot be parted from one another or even kept aside is something undeniable. Volume __ No.__ Month Year focus, given the assumption that, since linguistic politeness proposed by Brown and Levinson (1987)[8] have different strategies by considering another person’s face aforementioned and since this classroom setting reflects the social interaction happens every day and it emphasizes the formal situation, the politeness strategies of making requests and giving compliments performed by the distinct gender must be somewhat different too. Since male and female are considered as the person or the member of the society, they must have different pragmatic competence in using politeness strategies of making requests and giving compliments in a classroom setting with one teacher and one student This is why the sociopragmatic perspective is preferable to conduct this research, in that it examines the relationship between social context, like the different gender and discourse, like the classroom setting (Holmes and King, 2017: 121)[23]. The present researcher tries to see the way how the male and female teachers in a certain private foundation’s intensive speaking program, one teacher one student, express politeness strategies of making requests and giving compliments when they face adult learners of English in classroom setting and what other factors that may underlie the choice of their politeness strategies

POLITENESS STRATEGIES OF MAKING REQUESTS AND GIVING COMPLIMENTS

POLITENESS AND GENDER

POLITENESS IN CLASSROOM SETTING IN SOCIOPRAGMATIC PERSPECTIVE

METHOD

DISCUSSION

CONCLUSION