Politeness Used by Teacher to the Students ofElementary School

Nurul HasanahDepartment of English, State University of Makassar

Email: nurul.hasanah1@gmail.com

Abstract

Politeness is an important factor in humaninteraction. In the past two decades or so, much hasbeen written and different theories have emerged aboutpoliteness. This work presents an experimentalevaluation of politeness used by teacher to thestudents of elementary school, especially in verbalcommunication. The data were video-recorded and theanalysis based on Brawn and Levinson’s politenessstrategies. The result shows that teacher basicallyemployed positive, negative, and bald on-recordstrategies. Teacher’s perception on social distance,the age difference, institutional setting, power, andthe limitation of the linguistic ability of thestudents has contributed to the different choices ofpoliteness strategies. The students tend to use someinterpersonal function markers. Linguistic expressionsthat are used in classroom interaction are addressing,encouraging, thanking, apologizing, and leave–taking.

Keywords – politeness, verbal communication, classroom interaction

Introduction

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According to Cambridge Learner’s Dictionary,polite is behaving in a way that is not rude and showsthat you do not only think about yourself. According toRoutledge Dictionary of Language and Linguistics,politeness is a term for a combination of interpersonalconsiderations and linguistic choices affecting theform and function of linguistic interactions. Indifferent cultures and different contexts, politenessrefers to quite different things.

One of the aims of learning English as a foreignlanguage is to be able to communicate. Learners shouldhave communicative competence that comprises not onlylinguistic competence, but also socio-cultural,interactional, formulaic and strategic competence(Celce-Murcia, 2007, p. 45). Socio-cultural,interactional, and strategic competences refer to thespeaker’s pragmatic knowledge. This work approachesclassroom interaction from a pragmatic perspective. Thepragmatic perspective can be particularly defined asknowledge of communicative action and how to carry itout, and the ability to use language appropriatelyaccording to context (Kasper, 1997). Language classroomcan be seen as sociolinguistic environment anddiscourse communities in which interlocutors usevarious functions of language to establish acommunication system, and the teacher-studentinteraction is believed to contribute on students’language development (Consolo, 2006, p. 34).

This study focuses on politeness strategies usedby teacher to elementary students in classroom context.Learning a foreign language involves not only knowinghow to speak and write, but also how to behavelinguistically. Therefore, the teacher-student

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interaction in class is influenced by their pragmaticknowledge, how to behave and respond in differentsituations and contexts. Pragmatic competence isdefined as the ability to communicate effectively andinvolves knowledge beyond the level of grammar.Classroom instructions with awareness in pragmaticaspects of social interaction can be very useful forlearners. It can be challenging to find useful teachingmaterials and to integrate pragmatics into an existingsyllabus.

The knowledge of politeness is important inclassroom teaching of a foreign language. Moreoverpoliteness can have an instrumental role in the socialinteraction. Brown and Levinson's (1987) theory placespoliteness as a universal face-threatening strategy.Politeness strategies used by teacher in the class canplay an important role in learning and teachingprocess.

Furthermore, based on my reading and teachingexperience, I find teachers have the following roles inthe classroom: instructional, motivational, evaluative,and managerial. This work is only discussing academicinstruction used by teacher in teaching and learningprocess. This study aims at describing politenessstrategies used by teacher in elementary school innatural contexts. The following briefly discuss theconcepts of politeness and politeness strategiesrelevant to the study.

Related Theories

There are some theories about politeness that havebeen emerged in relation to the teaching and learningprocess. In this paper, Brown and levinson’s face

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theory and politeness strategy are employed inanalyzing the teacher’s politeness in the classroom.

Politeness

The basic concept adopted in this work ispoliteness developed by Brown & Levinson (1987). Theyassume that each participant is endowed with what theycall face, which is developed into negative face andpositive face. One's negative face includes claims toterritories, to freedom of action and freedom fromimposition. One’s positive face involves the needs forsocial approval, or they want to be considereddesirable by at least some others. It is based on thepresumption that, as part of a strategy for maintainingtheir own face, the mutual interest of participants ina conversation is to maintain their face from others.

Brown and Levinson (1987) found that politenessexpressed differently among languages. Politeness isbased on intimacy, closeness, and relationships, aswell as the social distance between the speaker and thehearer. They distinguish politeness strategies intotwo: positive politeness strategy used to showintimacy, closeness, and relationships, and negativepoliteness strategies are used to show the socialdistance between the speaker and the hearer. Meanwhile,Thomas (1995) introduced the Pollyanna principle thatrequires a person to use the best way to say something,and talk about things that are fun.

It can be summarized that politeness is the use ofan appropriate word or phrase in the appropriatecontext, which is determined by the rules that areprevalent in society. In social interaction, tomaintain politeness is to maintain harmonious and

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smooth social interaction, and avoid the use of speechacts that are potentially face-threatening or damaging.The principle is based on the use of politenessintimacy, closeness, and relationships, as well as thesocial distance between the speaker and the hearer.People choose and implement certain values in certainpragmatic scale, according to the culture andconditions of the existing situation in socialinteraction.

Politeness Strategies

The concept of politeness strategies developed byBrown and Levinson (1987) is adapted from the notion of“face” introduced by a sociologist named ErvingGoffman. Face is a picture of self-image in the socialattributes. In other words, the face could mean honor,self-esteem, and public self-image. According toGoffman (1955), each participant has two needs in everysocial process: namely the need to be appreciated andneed to be free (not bothered). The first need iscalled positive face, while the latter is negativeface. Face Threatening Act (FTA) intensity is expressedby weight (W), which includes three social parameters –first, the degree of disturbance or rate of imposition(R), in terms of absolute weight of a particular actionin a particular culture. For example, the request "MayI borrow your car?" has different weights from therequest "May I borrow your pen?" The second and thirdsocial parameters include the social distance (D)between the speaker and the hearer, and authority orpower (P) owned by interlocutors (Renkema, 1993, p.14). FTA threatens the stability of the intensity ofcommunication; politeness in this case can beunderstood as an effort to prevent and or repair

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damage(s) caused by the FTA. The greater the threat tostability, the more politeness, face work technique, isnecessary. Face work which aims at positive face iscalled ‘solidarity politeness’, while face work thatdeals with negative face is known as ‘respectpoliteness’ (Renkema 1993, p. 13). In connection withthis strategy politeness, Brown and Levinson (1978)show that there are five ways to avoid the FTA. Thefive strategies are sorted by degree of risk ‘losingface’; the higher the risk of losing face, the lesslikely the speaker did FTA. In this case, Renkema(1993, p. 15) gives an example of this strategy.

a. Hey, lend me a hundred dollars. (Baldly)b. Hey, friend, could you lend me a hundred bucks?

(Positive politeness)c. I'm sorry I have to ask, but could you lend me a

hundred dollars? (Negative politeness)d. Oh no, I'm out of cash! I forgot to go to the bank

today. (Off the record)

Brown and Levinson's politeness theory (1987)classifies five strategies: (a) to follow what it says,bald on record, (b) perform speech acts using positivepoliteness (refers to the positive face), (c) performspeech acts using negative politeness (refers to theface of a negative), (d) indirect speech act (off therecord), and (e) do not do speech act or say anything(do not do the FTA). In connection with this politenessstrategy, here are the possible strategies for doingFTAs.

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Figure 1. Possible Strategies For Doing FTAs (Brown &Levinson, 1987, p. 69)

Research MethodParticipants

The participants of the present consisted of the

students of elementary school, especially the students

of grade 2 in SD Impress Kalang Tubung 1 Makassar.

Design

The design used in this work is qualitative, it

showed the investigation, many items being

distinguished as verbal politeness selected. Then, the

items were further studied the text qualitatively in

order to come up with regularities and frequent

patterns in the data.

Instrument

The instrument of this paper used recording

technique for taking the data. The data is transcripted

into English.

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Finding and Discussion

Finding

In this research, as the object of the study was

speech acts used by teacher in classroom interaction.

The interaction between teacher and students was

conducted in Indonosian, the trancripted in English.

The use of some term in Indonesia is kept to get the

real sense in the conversation. The interaction in the

classroom was largely dominated by the teacher. The

teachers dominated in giving instruction, giving

explanation, showing appreciation, encouraging,

motivating, and answering student’s questions. The

students mainly responded to teacher’s instruction,

questions and encouragement.

The findings show that politeness strategies were

generally employed by teachers and students to reduce

face threat. They employed positive politeness,

negative politeness, and bald on-record strategies as

well. Similar to Ide (1989) and Blum-Kulka (1992),

politeness is based on status and social level, power

and structures of kinship, situation (formal or

informal), and considers that the concept of desire

(face wants) is tied to a particular culture. Their

strategies were largely influenced by their cultural

background, Indonesian and Makassar, in which the power

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relation between teacher and students is often unequal

– teacher is deemed to be more respectable than

students; thus, students should act in a way that they

will never threaten the teacher’s face.

Data Display

No PolitenessStrategy

Example Extract

I Positive Politeness

1. The used of Identity Marker

Let’s fix the seat, Nak!What did Ma’am say?

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2. Ask the students’ agreement

If Ma’am tell you to do the exercise on the white board oneby one, can you?Can you? Really?

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3. Students giving opinion

How about that, true or false? Who said that is false?This is true, the antonym of wet is.. (hint the students to answer)?

444

4. Guiding the students to answer

Explain again to Ishak and give more clues

If we have clean clothes, but our friend’s clothes are not clean, what does it mean?--- Dir- (what)?

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II Negative Politeness

1. Polite expression “please”

Take your book quickly, please! 6

2. Softened the request

The student who didn’t write isnot allowed to go home. Amircan go home after writing.

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Don’t worry, Ma’am willaccompany you until finishingyour writing. OK.

III Bald Record Strategies

1. Direct giving instruction

Then open your book!Pay attention.others except Ishak, keep silent.

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Discussion

I transcribed the record to get the detailed dataof the polite language that the teacher uses. In thisstudy, any language that is to enhance the process ofteaching and to benefit the interaction between teacherand students is classified as politeness. This refersto the teacher's academic presentation, answeringstudents' academic questions, and supportive andcorrective feedback.

Positive Politeness Strategies

The Used of Identity Marker

(1) Teacher : (Looking at the door)Ahmad walks toward the door to follow his teacher.Teacher : Why? (Direct Ahmad backs to his seat).

Let's fix the seat, Nak (She says it to all students).

(2) In the process of teaching

Teacher : In terms of Indonesian, the opposite word means an-to-nym (while writing on white board). What did Ma’am say?

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Students : AntonymTeacher : If it is similarity, we call it sino..

(wait students to continue the word)Students : Nim

It can be identified that extract (1) and (2)employed positive politeness strategies as in strategy4: Use in-group identity markers (Brown and Levinson1987, pp.107-108). It was done by using group identitymarker "Nak" for calling students, and the teacher use“ma’am” to call herself. Calling "Nak" instead of"murid-murid" or "siswa-siswa" could be categorized as apositive politeness strategy, that is, teacher did notposition herself as the more powerful or keep adistance from students. The strategy was to reduce thethreat of face (of dignity) of students. Similarly,referring to "ma’am" for the (female) teacher, thestudents will gave respect and feel close to theteacher as well. This set of data indicates that thetwo parties have good emotional relationship.

Ask the students agreement

(3) Teacher : If there is no student raising hand, it means all of you have under.. (hint students to continue the word)?

Students : understandTeacher : Are you sure?Students : SureTeacher : Do you all understand? If Ma’am tell

you to do the exercise on the white board one by one, can you?

Students : We can.Teacher : Can you? Really?

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Students: (Some students say “can”, some students say “cannot”)

Extract (3) shows that the teachers’ perception onlearner-centered concept in teaching learning process.It influenced the teachers’ perception of the need toemploy politeness strategies. She asked the studentsagreement to do the exercise, even he can just orderthe students but she did not. Student-centeredactivities gave students opportunities to participateand interact in the class. The teacher thought that itwas a must for a teacher to be emotionally close to thestudents. It would help him/her to communicate withstudents. Because of the students’ cultural background,teacher was still placed as a respected elder personand institutionally teacher was the single authority inteaching learning process in the class. The findingshows that the teachers and students felt that thepower difference between them was quite small, but thestudents give respect to the teachers.

Students Giving Opinion

(4) Teacher : (See Fika’s answer on the whiteboard and ask the whole students) Howabout that, true or false?

Students : TrueVian : That is false, Ma’am.Teacher : Who said that is false?Students : Aldi, Ma’am. Aldi.Teacher : This is true, the antonym of wet is..

(hint the students to answer)?Students : DryTeacher : Dry.

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Giving weight to the students' participation ongiving opinions, feelings and ideas reduces the powerof the teacher on her/his better knowledge andexperiences. It can be illustrated in the followingextract (4). The teacher tried to give opportunities tothe students to participate in the learning process.She wanted her students to be involved and active indiscussing the subject. Such activities would reducethe teacher power in the classroom interaction.

Guiding the student to answer(5) Ishak is raising his hand

Teacher : What’s the problem on there? Ishak : I do not know.Teacher : which one you don’t understand?Ishak : Everything.Teacher : Everything? (Explain again to Ishak)

This is antonym, Nak. Antonym is the opposite or the word. Ok. ishak, try to answer, clean, what is the opponent of “clean”?

Ishak : (Silence, no answer)Teacher : (give more clues) If we have clean

clothes, but our friend’s clothes are not clean, what does it mean?--- Dir- (what)?

Ishak : DirtyTeacher : Dirty.

The limitation of the intellegent ability ofstudents may also have contributed to the difference instrategy choices. Sometimes, the students used shortexpression in their response(s) to the teacher’squestion(s), because of inadequate knowledge or skills.So, the teacher hinted the student to answer thequestion. Moreover students tended to use some

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interpersonal function markers, such as cooperation,agreement, disagreement, response, reaction, checkingunderstanding, and confirmation.

Negative Politeness Strategies

Negative politeness strategies are intended toavoid giving offense by showing deference. Thesestrategies include questioning, hedging, and presentingdisagreements as opinions (Brown and Levinson, 1987).

Polite expression “please”(6) Some students are still walk around when the class

beginsTeacher : To the naughty one, Ma’am will give you

punishment. See, It is hot outside the class (threaten to punish the naughty students outside of the class). Take your book quickly, please!

Students : Already ma’am. (Students start to becalm and listen to their teacher)

In extract (6), the teacher threaten the studentswill be punished outside the class if they werenaughty. It could make the students feel afraid, butthen the she softened her direct expression with theconventionally polite expression “Please”.

Softened the request(7) In the end of the class

Teacher : Who didn’t write?Students: Amir, Ma’am.Teacher : The student who didn’t write is not

allowed to go home. Amir can go home afterwriting. Don’t worry, Ma’am will accompanyyou until finishing your writing. OK.

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A common way in which the teacher softened herrequests, the teacher first used the affirmative formto satisfy a request; then, she lessened the power ofthe message by creating an impression of option, inthat sense serving as a politeness device, as in theexcerpt (7).

Bald Record Strategies

The teacher’s authoritative role in the class wasreflected when she gave commands and instructions, andmade requests. Through the choice of direct strategiesfor giving instruction (excerpt 8), the teacher imposedand created pressure on the students.

Direct giving instruction(8) Teaching process begins

Teacher : So, you have already put your book onyour table, Students? Then open your book!

Students: Yes. Ma’am.

In the classroom context with its asymmetricalpower relationship, teachers were in the position ofinstitutional power and it could be argued that thisgets partly expressed through the use of directstrategies. The expression ‘open your book!’ indicatedthat the teacher did not try to minimize the threat tothe students’ face. These strategies were common andacceptable in classroom interaction as they felt thatthey had a close relationship, just like in extract (9)and (10).

(9) Students are silence

Teacher : Pay attention. Just like I have said,what is this? (While assigning to theexercise on the white board) what is thecommand of this exercise?

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Students and teacher : (read together) Look forthe antonym of underline words below!

(10) Ishak don’t understand the material, so the teacher explains it again to him.Teacher : (Talk to the class) others except Ishak,

keep silent. (Focus on Ishak) Dir- (what)?Ishak : DirtyTeacher : Dirty.

Conclusions and Suggestions

Conclusions

The interaction in the classroom is still largelydominated by the teacher such as giving instruction,giving explanation, showing appreciation, encouraging,motivating, and answering students’ questions. In theclassroom interaction, the social distance created byage difference and institutional setting is stillstrong. The politeness strategies employed are positivepoliteness, negative politeness, and bold on-recordstrategies.

From the analysis above and also from myobservation, a conclusion can be drawn that politenessdoes exist in the elementary school; politeness doespromote the mutual understanding and harmoniousrelationship between teacher and students; politenessdoes enhance teaching and benefit the children;politeness does contribute to the effective interactionand friendly, lively atmosphere in the classroom.

Suggestions

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In fact, this work is conducted in non EFLclassroom that is in Indonesian classroom. The data istranscripted into English. To avoid wrongtranscription, it will be better for the nextresearcher, who wants to conduct a study in elementaryschool, to find a EFL classroom that English languagebecomes an object of learning and medium and the mediumof teaching and learning process.

This work also focuses on its linguistic andsemantic features rather than on pragmatics. Teachernever conveys pragmatics issues of language use tohis/her students’ attention. In other words, it isnecessary to think again the nature of interaction inEFL classrooms. So, it is suggested that furtherstudies examine and dwell on the opportunities to learnpragmatic skills together with language skills, and theopportunities to develop EFL pragmatic ability inlanguage classrooms and student’s pragmatic awareness.

References

Blum-Kulka, S. (1992). The metapragmatics of politenessin Israeli society. In R. Watts, S. Ide, & K. Ehlich (Eds.), Politeness in language: Studies its history, theory and practice (pp. 255-280). Berlin: Mouton de Gruyter.

Brown, P., & Levinson, S. (1987). Politeness: Some universals in language usage. Cambridge: Cambridge University Press.

Celce-Murcia, M. (2007). Rethinking the role of communicative competence in language teaching. In E. Alcón Soler, & M.P. Safont Jordà (Eds.), Intercultural language use and language learning (pp. 41–57).

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Consolo, D. A. (2006). Classroom oral interaction in foreign language lessons and implications for teacher development. Linguagem & Ensino, 9(2), 33-55.

Goffman, E. (1955). On face-work: An analysis of ritualelements of social interaction. Psychiatry: Journal for the Study of Interpersonal Processes, 18(3), 213-231.

Ide, S. (1989). Formal forms and discernment: Two neglected aspects of universals of linguistic politeness. Multilingua, 8(2-3), 223-248.

Kasper, G. (1997). Second language teaching & curriculum center, University of Hawaii. Retrieved February 7, 2012, from http://www.nflrc.hawaii.edu/NetWorks/NW06/default.html

Renkema, J. (1993). Discourse studies: An introductory textbook. Amsterdam: John Benjamins Publishing Company.

Senowarsito. 2013. Politeness Strategies in Teacher-Student Interaction in an EFL Classroom Contents. Teflin Journal: Vol. 24 (1) 82-96 [online]. Retrieved on April 31th, 2014 from http://journal.teflin.org/index.php/teflin/article/viewFile/316/255

Thomas, J. (1995). Meaning in interaction: An introduction to pragmatics. London: Longman.

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APPENDICES

1. Convention

The meaning of some symbols used in this paper.

a. “……” means that this sentence is the result

translation from local language into English.

b. […….] refers to pointing something specific

c. @@@@ meansfor laughing.

d. ..... means has continue sentence.

e. .. refers to short silent

f. … refers to long silent

2. Transcription

a. Appendices 1

Transcription by Nurul Hasanah

 Setting : A teacher is

teaching Indonesian Language in Grade 2 of Elementary School.

(Students are noisy)Teacher : Don’t be noise. Pay

attention to the white board, please. And raise your book on yourtable. (Stare at 3 students who sit in 2 chairs) Donot sit all three here (raise her voice and knock the table with board marker, then a student move backwards).

Ali.. (Realizes that Ali isn’t in the class)where is Ali?

A Student : (Yelling) Go photocopy.

Teacher : (Looking at the door)

(Ahmad walks toward the door tofollow his teacher)Teacher: Why? (Direct Ahmad

backs to his seat). Let's fix the seat, students (In Indonesian, it is “Nak”). To the naughty one, Ma’am will give you punishment. See, It

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is hot outside the class (threaten to punish the naughty students outside of theclass). Take your book quickly!

Students : Already ma’am. (Students start to be calm and listen to their teacher)

Teacher : So, you have already put your book on your table, Students? Then open your book!

Students: Yes. Ma’am.(A student is moving around)Teacher:Eh, take your book,

Bobby! (Point Bobby andmake him back to his seat).

(Students are silence)Teacher : Pay attention. Just

like I have said, what is this? (While assigning to the exercise on the white board) what is the command of this exercise?

Students and teacher : (read together) Look for the antonym of underline words below!

Teacher:So, These words you have to look for their antonym. This (point exercise number 1 and read it) “my clothes is

new”. Which one you will look for the antonym, “my clothes” or “new”.

Students: NewTeacher:What is the antonym of

that?Students : OldTeacher : why is it “old”?

Because that’s the underline (what)..?

Students: Underline wordTeacher:Underline word. In this

sentence “My clothes isnew”, my clothes is new, the antonym of this word (point the word “new”). What is “antonym”? Similar or not?

Students : NotTeacher : Well antonym is the

opponent of the word. (Ali suddenly run into the class with no greeting, and sitin his chair, the teacher just sees and lets him.)Teacher:So “new”, what is the

antonym of that word?Students : OldTeacher : what about

“straight”, what is theantonym?

Students: Crooked(Andy enters the classroom without permission too, the teacher just sees and lets him.)

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Teacher : So, have you understood, Students? What is antonym? Understand?

Students : Understand(Ali is walking forward)Teacher : Where are you

going? Sit down! (Ali backs to his seat)Teacher:So, the command is to

find the antonym of thewords. Is it right, students? In terms of Indonesian, the opposite word means an-to-nym (while writing on white board). What did Ma’am say?

Students : AntonymTeacher : If it is

similarity, we call it sino.. (wait students to continue the word)

Students : NimTeacher : Synonym. So, do you

understand students?

Students : UnderstandTeacher : Which one is

opposite word, synonym or antonym?

Students : AntonymTeacher:So, for the next

number, you should knowthe antonym of the underline words, right?

Students: Right

Teacher:What about this? (Pointnumber 3 on the white board)

Students : DirtyTeacher : Mention the

(underline) word first.Students : CleanTeacher : Clean, is the

antonym of..?Students : DirtyTeacher : What about this?

(Point number 4)Students : HotTeacher : What about this?

(Point number 5)Students : DryTeacher : Well, mention the

underline word first. Say the word and then its antonym. What is this? (Point number 5 again)

Students : WetTeacher : Wet, is the antonym

of?Students : DryTeacher : This (point number

7), small, what is the antonym?

Students : BigTeacher : Thick (point number

8), what is the antonymof that, students?

Students : ThinTeacher : Thin. The next

number, (point number

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9) hot, what is the antonym of that?

Students : ColdTeacher : So, You are able to

answer these (point theexercise on the whiteboard), right?

Students : YesTeacher : Do you understand?Students : YesTeacher : the students who

still don’t understand just raise your hand, please. Later Ma’am will explain you again about the matter that you don’t understand.

(Ahmad is raising his hand)Teacher:You don’t understand,

Ahmad?Ahmad :UnderstandTeacher:So, why are you raising

your hand?(Students stare each other)Teacher:Do you understand? Why

there is no student raising hand? Ma’am want to see the hand ofyou who don’t understand. Raise your hand (stare to the class). If there is no student raising hand, it means all of you have under.. (hint students to continue the word)?

Students : understand

Teacher : Are you sure?Students : SureTeacher : Do you all

understand? If Ma’am tell you to do the exercise on the white board one by one, can you?

Students : We can.Teacher : Can you? Really?(Some students say “can”, some students say “ cannot”)Teachers : What if you

don’t know?Students : To be

punished.(Ishak is raising his hand)Teacher : What’s the problem

on there? (Point Ishak)Ishak : I do not know.Teacher : which one you don’t

understand?Ishak : Everything.Teacher : Everything?

(Explain again toIshak)This is antonym, Nak. Antonym is the oppositeor the word. Ok. ishak,try to answer, clean, what is the opponent of“clean”?

Ishak : (Silence, no answer)

Teacher : (Give more clues) If we have clean clothes, but our friend’s clothes are

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not clean, what does itmean?

Students : DirtyTeacher : (stare at Ishak)

Dir.. (hint Ishak to continue the answer)?

Ishak and other students :Dirty

Teacher : (Talk to the class)others except Ishak, keep silent. (Focus on Ishak) Dir- (what)?

Ishak : DirtyTeacher : Dirty. Well

students, do you understand?

(Explain again with gesture to all students)Teacher:(Raise her hands up)

what about “high”, whatis the antonym of that?(Then set down her hand).

Students : LowTeacher : (Show the long

hair) what about “long”, what is the antonym?

Students : ShortTeacher : Short. If it is

black, what is the antonym?

Students : WhiteTeacher : So, you all can do

the exercise?Students : We canTeacher : if Ma’am tell you

to do it, can you?

Students : YesTeacher:Ok. Do it know please.

Write the exercise on your book.

(The students are starting to write. Some students have done and submit their book on the teacher’s table. Wandi comes forward and approaches the teacher to look at the books that have been submitted. Then Andi and Ahmad also come forward).Teacher : Eh, sit down! Sit!(The 3 students go back to

their seats)Teacher : Now, Ma’am want you

to come forward to do the exercise on the white board, one by one.

(Wandi is walking around)Teacher:Sit down please,

student. We will work on numbers that do not have the answer. Who wants? Raise your hand.

(Some students raise their hands and say “I”, “I”)

Teacher : Well, Auliah is thefirst. Number 3, “the house is clean”. What is the answer, Nak?

(Auliah comes forward and writeon the white board. The students are noise, so the teacher gives code to be silent, "Sssttt ". while others

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are still writing the exercise on their book.)Teacher : (Ask the whole

students) Is that true?Dirty?

Students : True(Auliah backs to her seat)Teacher : Who else is going?(Some students raise their hand, the teacher point Dika. Dika writes comes forward).Student : What number, Ma’am? Teacher : Number 4.Another student : (Mocking) is

that hand writing?Teacher : (Sign to student to

be silent) Sssttt. (Stare at the students’answer) what is it?

Students : ShortTeacher : (Asked to all

students) Is that true or false?

Students : True(Dika backs to his seat)Teacher : Who else wants to

come forward, Students?There are still (counting) 1, 2, 3, 4, 5, 6 numbers.

Some students : I, Ma’am.Teacher : (Point Fika to

write on the white board). The others, please assist your friend work, If it is true please say true,

if it is false please say false.(See Fika’s answer on the whiteboard and ask the whole students) Howabout that, true or false?

Students : True(Fika backs to her seat)Vian : That is false,

Ma’am.Teacher : Who said that is

false?Students : Aldi, Ma’am.

Aldi.Teacher : This is true, the

antonym of wet is (hintthe students to answer)?

Students : Dry(Students raise their hands)Teacher : Well, (point Ega)

you.Students : What number,

Ma’am?Teacher : Yes, Number 6. Eh,

do number 7, just because the number 5 and 6 have same underline words. Number7,” the papaya tree is small”, what is the antonym?

(Ega writes the answer of number 7)

Teacher:(Speak to all students)How about that, true orfalse.

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Students : True(Ega backs to his seat)Teacher : The opposite of

small is?Students : BigTeacher : Big. Now, women

turn. Came on. Raise your hands up high.

(Many students are raising hand)

Teacher:(Point a student) Intan. What number, Intan?

Student : Number 8.Teacher:Yes, number 8. Answer

it, Nak.Another student : ThinTeacher : Sssttt (sign to

make student be calm). (Intan writes on the white

board)Teacher: (Look at Intan’s

answer) The answer is “thin”, true or false?

Students : True(Intan backs to his seat)Teacher : Who else is going?Students : I, Ma’am

(while raising their hands)

Teacher : now, there are onlytwo numbers. I will point the students who don’t raise their hand,so that everyone can understand the material. (Point Vandi)

You, come on. Do number9.

(Vandi comes forward)Teacher:Thin, what is the

antonym of that?Other students : ThickTeacher : (put her point

finger in front of her mouth) Sssttt ..

(Vandi writes his answer on thewhite board)

Teacher:(Look the Vandi’s answer) The antonym of thin is thick, (ask allthe students) true or false?

Students : True(Vandi backs to his seat)Teacher : One more number,

who is going?Students : I, Bu. I, Bu.

(while raising their hands)

Teacher : You have already come forward (stare at the students who have already come forward). Agra. Agra, come on!

(Agra comes forward and writes his answer on the white board) Teacher:Let’s see, Agra can

answer it or not. (Lookto Agra’s answer) What is that, Son, Nak.

Students : Cold.Teacher : (Ask to all

students) Cold? Students : True

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(Agra backs to her seat)Teacher : Now, Ma’am notice

that you all understandthis material, anto- (hint the student to continue the word).

Students : Antonym. (The teacher signs the studentsto collect their books on the teacher’s table. While examining the students work, some students come to theteacher’s table)Teacher : Don’t be noise.

Back to your seat, students. Do not walk around.

(Students are noise and do somemore activities in the class room outside the learning activities, such as walk everywhere, jumping, etc.)Teacher : Eh, Don’t be noise.

Keep silent.Iqbal : (Report) Ma’am,

Wendi is walking around, Ma’am.

(Teacher just stares at Wendi, sign him to sit).

(Bell is ringing, sign of go home time)

Teacher : (Stand in front of the class) who did not write? Ma’am won’t let him to go home.

(Students is rowdy)

Teacher : Eh, what is the problem? Why the class is so noisy? (Direct some students) Back to your seat.

Students : Can we put our books into our bag,Ma’am?

Teacher : Yes(Some students are preparing togo home and some more are stillwriting. One by one student submits their work.After checking all the books ofthe students, the teacher counts the students’ book and realizes that there is one student did not submit his work.)Teacher:Who didn’t write?Students: Amir, Ma’am.Teacher:The student who didn’t

write is not allowed togo home. Amir can go home after writing. Don’t worry, Ma’am willaccompany you until finishing your writing.OK.

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(Amir takes his book from his bag and start writing

The teacher calls the chairmanto order his classmates topray.One by one, students are calledto take his book in theteacher’s table. The studentswho have already accepted theirbook are allowed to go home.Students shake and kiss theirteacher’s hand before leavingtheir class room.Student who didn’t write is notallowed to go home until thewriting is completed. Theteacher waits for him.)Note: in explaining thematerial, the teacher is morestanding than sitting.

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b. Appendices 2

Transcription by Juherni

S : Stand up please ! Greeting for a teacher Assalamu Alaikum Warahmatullahi WabarakatuT : Waalaikum Salam Warahmatullahi WabarakatuS : Sit down, Please! T : Good Morning , Students !S : Good morning too ,mam.T : How are you?S : I’m fine, thank you. And mam?T : I’m Ok. Thanks. ---T : Oke open your english books page twenty dan Silahkan

tulis judul pada unit 2 (sambil menulis di papan tulis). “Ok open your English book page twenty and please write in unit 2”

S : (sambil menulis)T : yah Get me ……, Please! Coba perhatikan percakapan

antara dua siswa di bawah ini. Sinta meminta bantuan pada Amir, Get me the biggest bag, please ! Amir menjawab Here it is. Sinta mengucapkan Thank you and Amir membalas dengan mengatakan you’re welcome. “yah Get me…….., Please! Look at the conversation below between two students. Sinta asks helping to Amir, Get me the biggest bag, please ! Amir answer here it is. Sinta says thank you and Amir replies withsay you’re welcome”

S : (understanding the meaning of conversation)T : Oke next ! Listen and Repat. Ruller A is the shortest and ruller B is the longestAsri’s bag is the biggest and Adi’s bag is the smallestRiani is the fattest and Rani is the thinnest

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Fairuz is the oldest and Stephanie is the youngestHendra is the tallest and Maria is the shortestS : (repeat after her teacher)T : yah coba kita artikan satu persatu sambil melihat

gambar. (repeat again to read the sentence of comparison degree)

S : (give the meaning)T : oke karena sudah paham artinya, maka coba kita lihat

latihan di halaman 21. tetapi sebelum kalian kerjakan ,Mam akan memberikan contoh. Coba kalian perhatikan baik-baik pada gambar pertama. Disini ada tiga gambar penggaris, penggaris A, B dan C. penggarisA adalah paling panjang dari semuanya, penggaris B lebih panjang dari C dan lebih pendek dari A dan penggris C adalah paling pendek dari semuanya. Sekarang kita artikan ke dalam bahasa inggris (give the meaning in english). you understand!“ Oke becouse you all can understand, so we look the practice at page 21. But before you do exercise , Mam will give you the example. You all see at the first picture. There are three rullers’ picture here. RullerA is the longest of all, ruller B is the shorter then A and longer than B and ruller C is the Shortes of All. We give the meaning in English now.” you understand !

S : yes…have understood, She said you understand!. However

Structur sentence from a teacher you understand that use less precise because it does not follow the rules of grammar.

---T : Oke coba kita lihat gambar yang kedua. Kira-kira

bagaimana tentang gambar itu?.“Oke we look at the second picture. How about that picture?”

S : tinggi dan pendek. “tall and short”T : Ada yang lain?. ‘Any others?”S : Gendut dan kurus. “fat and thin”

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T : Oke gambar tersebut adalah perbandingan antara gemuk dan kurus. Kira-kira siapa yang paling gemuk ? (sambilmelihat gambar) “Oke the picture is comparison between fat and thin. Who is fattest? (see the picture)”

S : RianiT : Oke good. Siapa yang paling kurus?

“Ok good. Who is the thinnest?”S : DinaT : dan siapa yang sedang-sedang?

“And who is the middle ?” S : ItaT : Oke siapa kira-kira yang bisa menyusun kalimat

tersebut?“Oke who can arrange the sentences?”

S : (rise her hand). Riani adalah paling gendut dari semuanya, Dina adalah paling kurus dari semuanya dan Ita lebih gemuk dari Dina dan lebih kurus dari Riani“Riani is the fattest of all, Dina is the thinnest of all and Ita is the fattest than Dina and thinnest thanRiani”

T : oke very good. Coba siapa yang bisa artikan dalam bahasa inggris?“Ok very good. Who can translate in English?”

S : (one of the student rise her hand and give the meaning)

---T : Oke berikutnya gambar yang ke tiga. Kira-kira gambar

apa itu?Ok next the third picture. What is that picture?

S : Siswa. “Student”T : yah…tapi maksud mam, bagaimana tentang gambar itu?

Gemuk dan kurus atau tinggi dan pendek?“Yah…but mam means, how about the picture? Fat and thin or tall and short”

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S : Tinggi dan pendek. “Tall and short”T : Oke coba siapa yang bisa membuat kalimat tentang

gambar tersebut?“Ok who can make the sentences with the picture?”

S : (rise their hand)T : Oke AnnisaS : Doni adalah lebih tinggi dari tono dan lebih pendek

dari Ikram, Tono paling pendek dari semuanya dan Ikrampaling tinggi dari semuanya.“Doni is taller than Tono and shorter than Ikram, Tonois shortest of all and Ikram is tallest of all”.

T : oke very good. Nah sekarang siapa yang bisa artikan dalam bahasa inggris? “Ok vey good. Now, who can translate in English?”

S : (rise his hand)T : Oke Sultan. Stand up Please?S : Doni is taller than Tono and shorter than Ikram, Tono

is shortest of all and Ikram is tallest of all.T : Very good. Sekarang siapa yang bisa tulis ulang di

papan tulis apa yang di bacakan Sultan tadi? “vey good. Now, who can write again on the whiteboard whether read by Sultan?”

S : (rise her hand and write on the whiteboard) ---T : Oke berikutnya gambar yang ke empat. Siapa yang bisa

menyusun kalimat ke dalam bahasa inggris pada gambarini ?Ok next the fourth picture. Who can arrange the sentences into english for this picture?”

S : (silent)..saya (one of the student rise his hand)(silent)….. I (one of the student rise his hand)

T : yah Oke Fajrul. Stand up please. Are you ready?S : yes, I am readyT : Oke one, two, threeS : Miss Nia is oldest, Tina is youngest and Mia is the

older than Tina and older than Nia.

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T : Oke excellent. Claps your handS : (claps their hand)T : Oke satu siswa lagi mengulangi apa yang fajrul ucapkan

tadi. Coba Rina “Oke one students again repeat what your friend say before we finish

S : (repeat again)---T : Oke saya rasa cukup hari ini. Sebagai latihan di rumah

kalian kerjakan gambar berikutnya dan di kerjakan di buku PR. Minggu depan di kumpil. Do you understand !“Ok I feel enough today. Please do the next exercise of the picture and do in your homework’s book. Do you understand !

S : yes, mam T : Oke prepare your sit down and for the chairman, lead

your friend to prayS : (pray) stand up please! (all students stand up),

greeting for the teacher, see you next week mam (together)

T : Oke see next week too.S : Sit down Please (go home)

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c. Appendices 3

Transcription by Ishak Is

Guru dan siswa – siswanya bersiap-siap untuk memulaiaktivitas pembelajaran, Guru mengganti pakaiannya dan siswa-siswa bergegas ke lapangan dengan atusias. Setelah guru dansiswa berada di lapangan, maka pembelajarab segera di mulai :

Guru : ….. (Guru mulai memberikan instruksi/perintah sambilmenepuk-nepuk tangannya) dan berkata “ buat bundaran ………”.: …… (Teacher started to give instruction/order while he was clapping his hand and saying ……. “make a circle,…. Please….. !)

Siswa : Secara perlahan siswa membuat bundaran.: Gradually,……... students started to make a circle.

---Guru : (memberi instruksi…….dengan berkata ) : “membungkuk,

…………” semuanya, ………….!, Bungkuk,……….., bungkuk,………., bungkuk,……. !: (Teacher was giving instruction,…… by saying : “…. Bend,…. All of you,… !,……. Bend,……., bend,……. !)

Siswa : ….., dan siswa dengan segera membungkuk,……….: (….., and the students started to bending down,……)

---Guru : “kaki di angkat, … lurus ke depan,……., kanan… !,

: (“Lift your feet,…., straight ke the front,……, [your] right [feet]… )

Siswa : Siswa menggangkat kaki kanannya dengan serentak,… !: (Spontanously,…., students lifted their feet…. !)

---Guru : “Sekarang ………., ke belakang…..”

: (“ and now,……, to the back,……….”)Siswa : Dengan spontan siswa menggerakkan kakinya ke

belakang, sambil terus saling berpegangan tangan

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dengan temannya dan menjaga keseimbangan.

: (Spontanosly,.. the students moved their right feet to back, while they were trying to hold each other andtry to keep the balance).

---Guru : … “kasi,……. Lurus ,…….. lurus,……” [kakinya harus

di luruskan]: (keep your feet straight …… !)

Siswa : siswa berusaha membuat lurus kakinya,…..: (Students were trying to make straight their feet).

---Guru : “Ya,,., lanjut,….. sekarang,…., di angkat naik,….,

kanan,…, semua,…, kanan,…, semua, angkat dan melingkar,……, di tahan,…,( jangan lepas).: (“Ya…, and now,… lift your right foot, all of you,.., your right foot, and put your right foot onto you and your friend hold,…, keep hold, (don’t take it off).

Siswa : Siswa berusaha mengangkat kakinya dan melingkarkan di pegangan temannya.: (Students were trying to lift their right foot and try to put it onto their hold.)

---Guru : ………., Kiri,……….. !

: (…………. LEFT ,………… !)Siswa : Siswa sekarang mencoba mengangkat kaki kirinya

dan melingkarkan di pegangan dengan temannya.: (Students were trying to lift their left foot and circle it onto their friends’s hand)

---Guru : …….. tahan,………!, …………… lepaskan,……… !

: (…….. hold,…….. ! ……………,put your feet down ….! ) Siswa : Siswa mencoba menahan lingkaran kaki di

pegangan tangan dengan temannya, lalu setelah ada perintah “lepaskan” , maka siswa menurunkan kaki mereka masing-masing dengan serentak.

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: (Students were trying to hold their circle on their hand’s holding friends, then, they put down their footafter hearing the instruction to “put your foot down”).

---Guru : …..,mundur-mundur,…..!, …….pegang-pegang [tangan

teman di sebelahnya].: (……., Step back ,…….. step back,…..)

Siswa : Siswa lalu mundur sambil tetap berpegangan tangan.: (then, students step back but still hold hand each other).

---Guru : hei,…….., tidak ada yang bisa lari,…. Apa,…

eeeeegh…, di luar,…, harus di pinggir lobang [lingkaran], ………, ya,…, tidak bisa lari jauh….,ya,…. !(guru memberikan instruksi sambil menunjukkan ke pinggir lingkaran dan menunjuk ke salah satu arah ….).: (hei,…. None of you can run,…, eeeeegh,…. Run outside of the circle,… you have to run near the circle,… ya,… you cannot run far away,… ya… (he was pointing at the circle and other direction).

---Guru : “hei,…………, jangan baku tarik ,………… !

: (“Hei,……….., don’t pull each other,……….!)Siswa : Siswa segera merapat dan membuat

bundaran/lingkaran.: (Students immedietly held each other and made a circle)

---Guru : “jangan ada yang goyang,…. Dan jangan tarik

temannya,….. !: (“don’t move,…. And don’t pull your friends, ……. !)

Siswa : siswa mengangkat kaki kanan dan berusaha menjaga keseimbangan, walau terus bergoyang.: (Students lifted their right foot and try to stay steady)

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---Guru : “Ya,,., lanjut,….. sekarang,…., di angkat naik,….,

kanan,…, semua,…, kanan,…, semua, angkat dan melingkar,……, di tahan,…, jangan lepas.: (“Ya…, and now,… lift your right foot, all of you,.., your right foot, and put your right foot onto you and your friend hold,…, keep hold, (don’t take it off).

Siswa : Siswa berusaha mengangkat kakinya dan melingkarkan di pegangan temannya.: (Students were trying to lift their right foot and try to put it onto their hold.)

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