scholarly journals The Power of Politeness Strategies in EFL Student-Teacher Interaction: Teacher’s Gender Perspective

2021 ◽  
Vol 10 (2) ◽  
pp. 125-135
Author(s):  
Riyan Febriansyah
Keyword(s):  
Student Teacher ◽  
Classroom Interaction ◽  
Willingness To Communicate ◽  
Teacher Interaction ◽  
Female Teachers ◽  
Qualitative Research Design ◽  
Teachers And Students ◽  
Politeness Strategies ◽  
Gender Perspectives ◽  
Intensive Course

The nature of student-teacher interaction is often influenced by the teachers’ actions and utterances. In fact, student-teacher interaction could be felt like either threatening or enjoyable. Teachers’ politeness will result in enjoyable student-teacher interaction. Very few studies about politeness on the teachers’ gender perspectives have been conducted. Therefore, this study is aimed to investigate the kinds of politeness strategies used by male and female teachers in powering EFL classroom, and to elaborate how the power of politeness strategies run the EFL student-teacher interaction. The participants are several teachers and students who conduct the English Intensive Course Program in an undergraduate university. Many students-teacher interactions using English are found in those course program, since the courses require the classroom participants to communicate in English. This research followed qualitative research design and used observation to collect data. Applying Brown and Levinson’s theory of politeness, the results show that politeness strategies bring a lively and friendly atmosphere during the classroom interaction. Specifically for female teachers who mostly use positive politeness strategy, they build more interaction with the student rather male teachers. Positive politeness strategy focused on the students’ positive face by expressing the number of utterances that want to be listened to by the students. It keeps students to have willingness to communicate so that the student-teacher interaction in EFL classroom can be maximized.

scholarly journals Politeness strategy preference of male and female teachers in classroom interaction during English classes

2018 ◽  
Vol 42 ◽  
pp. 00066
Author(s):  
Lestari I Gusti Ayu Agung Yuni ◽  
Seken Ketut ◽  
Putra I Nyoman Adi Jaya
Keyword(s):  
Qualitative Research ◽  
Classroom Interaction ◽  
Female Teacher ◽  
Male And Female ◽  
Female Teachers ◽  
English Classes ◽  
Teachers And Students ◽  
Politeness Strategies ◽  
Teaching Learning ◽  
Proper Context

Politeness is the use of right word or phrase in the proper context, which is determined by the rules that are prevalent in society. This study aimed to identify the politeness strategies used by male and female teachers; and analyze the differences in terms of strategies used by teachers. This study was designed in the form of qualitative research. The data were taken from observed interactions between teachers and students during English classes and interviewed the teachers of SMPN 2 Abiansemal. The obtained data were in form of utterances produced in teaching learning process during English classes. The utterances were identified and analyzed descriptively by using [9]’s theory in order to know the politeness strategy used by male and female teachers. The result of this study showed that male and female teacher implied four types of politeness strategies, namely; bald on record, positive politeness, negative politeness, off-record; male and female teachers were different on strategy preference depended on context and situation.

scholarly journals THE ROLE OF CLASSROOM INTERACTION IN STUDENTS’ SPEAKING SKILL (A Case Study Research In Senior High School)

2018 ◽  
Vol 2 (2) ◽  
pp. 1-13
Author(s):  
Gita Larasaty ◽  
Yutinih Yutinih
Keyword(s):  
Qualitative Research ◽  
Student Teacher ◽  
Group Discussion ◽  
Classroom Interaction ◽  
Case Study Research ◽  
Teacher Interaction ◽  
Qualitative Research Design ◽  
Speaking Skill

This study is aimed at finding out how the role of classroom interaction in students’ speaking skill by showing the role of student-student interaction and student-teacher interaction inside classroom. While, the students often found some problems in learning speaking; one of the problem that they faced was lack of interaction in classroom. According to Warda (2015:2) “lack of interaction in EFL classes, could be the first lead to student’s oral poor productions.” Allwright (1984:156) defined interaction as the fundamental fact of classroom pedagogy- the fact that everything that happens in the classroom happens through a process of live-person-to-person interaction. Classroom interaction then is the one of facilitator to start conversation, as Nunan (1991:50) argued in two-way tasks (conversational interaction), all participants have a piece of informational known only to them which must be contributed to the small group discussion for the task to be completed successfully. The writer used qualitative research design and took one of the kinds of qualitative research method, which is a case study. The data obtained from the triangulation instruments. The first instrument was observation, this instrument helped the writer to find out the real situation in classroom especially the students’ interaction in speaking class, the second instrument was questionnaire, this instrument was to classify and determine how frequently interaction in classroom, the third instrument was the data transcript from interview. The results show that 92% of the students are aware about the important of classroom interaction in their speaking skill and 56% of them need their teacher to be guider as well as motivator with the number 24% to encourage them to interact and speak in the classroom. And students really need the teacher to provide more opportunities to interact with her, which according to their responses 68% of them prefer student-teacher interaction the most. In fact, students seem to know one of good students’ qualities is speaking and interacting in classroom, since refraining classroom interaction and showing no interest will naturally affect their speaking ability.

scholarly journals STUDENT – TEACHER INTERACTION: A CASE OF THE SECOND YEAR OF STATE SENIOR HIGH SCHOOLS IN CEPU

2014 ◽  
Vol 3 (2) ◽  
pp. 25
Author(s):  
Andika Cahya Ari Wibowo
Keyword(s):  
High School ◽  
High Schools ◽  
Student Teacher ◽  
Classroom Interaction ◽  
Teacher Interaction ◽  
High School English ◽  
English Classes ◽  
Second Year ◽  
Dominant Characteristic ◽  
Observation Method

Abstract The purposes of the study are to Dnd out the amount of lan- guage produced by the teacher (Teacher Talking Time) and by the students (Student Talking Time) and to identify the characteristics of the classroom interaction in the Senior High School English classes. The study involved the second year students and the English teachers of SMA N I Cepu and SMA N II Cepu as the object of the study. Observation method is utilized in the study to collect the data. The study is supported by one thousand four hundreds and forty data which are categorized into the ten categories of Flanders (FIAC). In details, the Drst result of the analysis shows that 70.5 % of the classroom available time was taken by the teacher and the stu- dents only took 21.6 % of the available time during the interaction in SMA N I Cepu. Meanwhile, during the interaction in SMA N II Cepu the teacher took 69.6 % of the classroom available time while the students only took 22.2 % of the available time. The second result shows that the dominant characteristic of the classroom interaction in SMA N I Cepu was Teacher Talking Time while the dominant characteristic in SMA N II Cepu was Con- tent Cross. Keywords : Classroom Interaction, Flanders Interaction Analyze Categories (FIAC), Teacher Talking Time, Student Talking Time, The Characteristics of Classroom Interaction

scholarly journals AN ANALYSIS OF USING ENGLISH IN CLASSROOM INTERACTION (A STUDY AT THE FIRST GRADE OF A PRIMARY SCHOOL)

2019 ◽  
Vol 1 (1) ◽  
pp. 19
Author(s):  
Sri Supiah Cahyati
Keyword(s):  
Qualitative Research ◽  
Primary School ◽  
Research Design ◽  
Classroom Interaction ◽  
First Grade ◽  
Classroom Interactions ◽  
Learning Objectives ◽  
Teaching English ◽  
Qualitative Research Design ◽  
Teachers And Students

This research entitled: “An Analysis of Using English in Classroom Interactions (A Study at the First Grade of a Primary School)”  to investigated the practice of using English in classroom interactions at the school. It is intended: 1) to identify and describe the teachers' and students' perceptions on the use of English in classroom interactions; 2) to identify, describe, and categorize the techniques of teaching English used by the teachers. The study reported here made use of qualitative research design as its method. It revealed that: all teachers and students regarded the practice of using English in classroom interactions as being useful in order to improve students’ English ability; in the practice of teaching English, teachers used various techniques and language exposures to students; the students’ achievement on the basis of the English syllabus shown that most of the targets in the syllabus were achieved and students could interact with teachers in simple English. However, there were some learning objectives that were not completely achieved, such as writing and reading words in English.

Politeness Strategies Used in Directive Speech Acts in Classroom Interaction

2015 ◽  
Vol 12 (2) ◽  
Author(s):  
Khairina Dewi ◽  
Lince Sihombing ◽  
Sri Minda Murni
Keyword(s):  
Speech Acts ◽  
Classroom Interaction ◽  
Student Interaction ◽  
Politeness Theory ◽  
Dominant Type ◽  
Teachers And Students ◽  
Politeness Strategies ◽  
Directive Speech Acts ◽  
Directive Speech ◽  
Recorded Observation

This research deals with politeness strategies used in directive speech acts in classroom interaction. It specially focused on types of politeness strategies which were used by teachers and students in directive speech acts, how and why those types were realized the way they were. The approach used in this research was based on politeness theory proposed by Brown and Levinson (1987). The data were the transcriptions of the recorded observation and interview taken by using audio visual recorder in the classroom interaction of SMAN 1 Talawi, Batu Bara. The findings showed that all types of politeness strategies were applied in directive speech acts in classroom interaction. However, they were not used by all participants. Off record was not used in student to student interaction. The most dominant type of politeness strategies used was bald on record. It was used because of the limited vocabulary of the students when they speak English, because of efficiency, to avoid the misinterpretation on the participants, to show the teacher’s power when they commanded the students to do something and to show their firmness when they forbad or admonished the students not to do something. Keywords: Directive Speech Acts; Classroom Interaction; Politeness Strategies

scholarly journals An Analysis of Iraqi EFL Fifth Preparatory Pupils Feedback Discourse Interaction

2020 ◽  
Vol 2 (39) ◽  
pp. 635-644
Author(s):  
Muna Mohammed Abbas Alkhateeb ◽  
Sebe Zeid Jawad Hassan Watoot ◽  
Abd Ali Nayif Hasan
Keyword(s):  
Language Learning ◽  
Student Teacher ◽  
Learning Process ◽  
Classroom Interaction ◽  
Active Role ◽  
Student Interaction ◽  
Teacher Interaction ◽  
Teacher Language ◽  
Teaching Learning

Student-teacher language interaction is given a great environment through classrooms.  Previously students had no role in the teaching-learning process, while teachers were the corner stone of the class. Nowadays studies show that students control classes verbally where they lead the talk more than teachers. Student-teacher interaction is expected to be encouraged by teachers, providing not only student-teacher interaction but also student-student interaction in the form of groups or pairs or through assignments or presentations. There has been a great shift in the concept of the process of classroom and interaction. More emphasis is given to language learning as a result of classroom interaction. Changing from silent recipients to active participants in the learning process, learners play an active role in the whole classroom process and subsidize greatly to the language learning process. The study aims at interpreting the learners' interact. This study is limited to the analysis of Iraqi EFL fifth preparatory students when interacting inside their classes. The data chosen to analyze is the transcribed interaction inside the class. It is concluded that pronouns are used by the participants for the purpose of defining roles and providing overt directions. This is made more specific through the use of modals of necessity. Direct imperatives are also used by all the participants but in different degrees. 

scholarly journals AN ANALYSIS OF POLITENESS STRATEGIES USED BY TEACHER AND STUDENTS OF X IBB IN SMAN 1 SUKASADA DURING ENGLISH CLASSROOM INTERACTION

2018 ◽  
Vol 2 (2) ◽  
pp. 77
Author(s):  
I M Widana ◽  
I W Swandana ◽  
N K Wedhanti
Keyword(s):  
Classroom Interaction ◽  
Descriptive Study ◽  
Social Variables ◽  
Teachers And Students ◽  
Politeness Strategies ◽  
Qualitative Descriptive ◽  
English Classroom

This study aims to (1) analyzing the types of politeness strategies used by teachers and students of Class X in Ilmu Budaya dan Bahasa (IBB) in Sekolah Menengah Atas Negeri 1 Sukasada during English classroom interaction; (2) analyzing the factors that influence the choice of politeness strategies. This study was designed as a qualitative descriptive study. The data that has been obtained was analyzed based on the theory of politeness Brown and Levinson's strategy. The results of this study indicated that (1) there were three types of Brown and Levinson politeness strategies used by teachers and students namely bald on record, positive politeness, and negative politeness; (2) as for the factors that influencing the choice of politeness strategies are payoffs: as a prior consideration, circumstances: social variables, and integration of the assessment of payoffs and the weight of the risk of choosing politeness strategies.

scholarly journals The use of politeness strategies in the classroom context by English university students

2019 ◽  
Vol 8 (3) ◽  
pp. 597
Author(s):  
Murni Mahmud
Keyword(s):  
English Language ◽  
English Literature ◽  
Classroom Interaction ◽  
English Language Teaching ◽  
Individual Student ◽  
Classroom Context ◽  
Vernacular Language ◽  
Teachers And Students ◽  
Politeness Strategies ◽  
English Students

Politeness still becomes a major concern in English language teaching. It is considered as one way to maintain effective classroom interaction. Therefore, as one of the important actors in the class, teachers, and students need to practice politeness as a way to create effective classroom interaction. This study aims to explore the politeness strategies of English students at one of the universities in Makassar. The researcher applied a descriptive qualitative research method to explore the politeness phenomena in EFL classroom interaction. The participants of this research were two classes of English literature program consisting of 50 students. The primary sources of data were the individual student presentations which had been recorded. There were fifty transcriptions of the recording which lasted for five to seven minutes for each presentation. The transcriptions were analyzed and discussed based on the theory of politeness of Brown and Levinson (1987). The findings from this study revealed that English students used different kinds of expressions to encode their politeness in the class. Those expressions were in the forms of greetings, thanking, addressing terms, apologizing, and fillers. There were also some terms derived from students’ vernacular language which were used as a softening mechanism for their presentation. These expressions were categorized as positive and negative politeness. The findings of this study might be used as an input for teachers and students in an effort to create effective classroom interaction.

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