Rashinta Wahyu Puspita , 2201415082 (2019) POLITENESS STRATEGIES USED BY TEACHER AND STUDENTS (The Case of the Eighth Graders of SMP N 18 Semarang on the Academic Year of 2019/202. Under Graduates thesis, UNNES.

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Abstract

This study focuses on politeness strategies used by teacher and students. This study is aimed to find out the politeness strategies used by teacher and students and describe how teacher and students deal with several problems include politeness strategies in classroom interaction. The research design used was descriptive qualitative method. Audio recording, observation sheet, interview, and documentation were used as the instruments for collecting data. The subjects of the study were one English teacher and the eighth grade students in VIII D class of SMP N 18 Semarang. Based on the data analysis, it was found 19 utterances from 80 data conversation of Leech‟s politeness strategies. The findings from the teacher utterances such as tact maxim which has 3 utterances, generosity maxim which has 1 utterance, approbation maxim which has 4 utterances, and obligation of O to S maxim which has 2 utterances. There was no utterance found in modesty maxim, agreement maxim, sympathy maxim, obligation S to O maxim, opinionreticence maxim and feeling-reticence maxim. The findings from the students utterances such as tact maxim which has 1 utterance, modesty maxim which has 1 utterance, agreement maxim which has 1 utterance, sympathy maxim which has 1 utterance, obligation of O to S maxim which has 1 utterance, opinion-reticence maxim which has 2 utterances and feeling-reticence maxim which has 2 utterances. There was no utterance found in generosity maxim, approbation maxim, and obligation S to O maxim. Moreover, based on the findings of the interview, there are several problems that are faced by teacher and students of SMP 18 Semarang in the classroom interaction which can make a used by them. First, knowing students‟ character one by one is still challenging for the teacher. Second, a passive class. Third, the students do not understand what the teacher‟s mean by saying the materials or giving commands in English. Fourth, the students more confidence to answer teacher‟s questions together because they are still afraid to answer the questions individually.

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