TEACHER’S POSITIVE POLITENESS STRATEGIES IN EFL CLASSROOM: A QUALITATIVE DESCRIPTIVE STUDY AT AN ENGLISH COURSE IN MAKASSAR, INDONESIA
Haryanto Atmowardoyo – Sukardi Weda – Nurmawati
In the teaching learning process in the classroom setting, the harmonious relationship between teachers and students in the classroom is the cornerstone for achieving learning goals. This study aims to explore teacher’s positive politeness strategies in EFL classroom interaction. In this present study, one conversation class at an English course in Makassar was recorded and observed by the reseachers to find out the positive politeness strategies employed by teacher and students in the classroom. The classroom interaction is transcribed, and analyzed through coding. The strategies of positive politeness can be seen in three sections of the teacher’s activities in the classroom, pre teaching, whilst teaching, and post teaching. The findings show that there are 2 (two) positive politeness strategies in pre teaching: Asking A Persuasive Question and Greeting The Students As In-Group Membership. In the whilst-teaching 9 (nine) strategies are detected: Reviewing the Last Subject Using Motivating Expressions; Encouraging The Student Coming Late; Letting The Students Coming Late Take A Seat Using “Please”; Addressing Students “Guys” And “We/Let’s”; Checking The Students’ Understanding Using Polite Questions; Building Students’ Self-Confidence; Giving A Funny Example; Giving instruction Using “please”; and Using A Polite Expression “Could you please ….” instead of “Can you …..” In the post teaching stage, 6 (three) strategies are found: Using Appreciating Expressions; Praising Student’s Comment; Expressing disagreement in a polite expression; Replying Students’ Answers without No; Telling the Next Activity using “Let’s”; and Giving Homework as a “Gift” . These strategies contribute to create effective interaction between teacher and students, and students and students.
teacher’s positive politeness strategies, EFL classroom, pre teaching, whilst teaching, post teaching
Pages: 220 - 236