A Research Paper

Academic Writing Course

Postgraduate Program Unindra 2020/2021

Teacher and Students’ Politeness Strategies in EFL Classroom Interaction during

Online Teaching and Learning Process

Ai Sri Meliyanah
Emi Rosmiati
Mita Cayarani Ridwan
Yazid Mahendra

email
aisrimeliyana@gmail.com
emihanif3@gmail.com
mitacayarani.ridwan@gmail.com
yazid.mahendra@gmail.com

Abstract

This study investigated the types of politeness strategy used by a lecturer and fifty-seven
postgraduate students of a private university in an EFL Classroom Interaction during Online Teaching
and Learning Process. Data were collected from a video recording of online teaching and learning
with the duration about 90 minutes. The final data was in form of excerpt number from 1 to 26 that
was derived from the video recording transcription. Those excerpts were analysed using the theory of
politeness strategy proposed by Brown and Levinson (1987). The result of analysis indicates that the
interaction consists of 4 excepts on Bald on Record, 14 excerpts on Positive Politeness Strategy and 8
excerpts of Negative Politeness Strategy. It can be suggested that the mostly used strategy, positive
politeness strategy, was applied to make the hearer feel good about themselves and to perform
individuals positive face needs that hopefully would promote a friendly and an active online learning
environment.

Keywords: online, classroom interaction, politeness strategy

1. Introduction

English as a global language gives opportunities for Indonesian people to speak more
than two languages. Many impacts can be felt by people who can master this language such
as for expressing feeling, desires and also queries worldwide. Because it is crucial to be
learnt, based on the National curriculum of Indonesia English subject has been taught since
Junior High school. However, this language is not used in daily life and have the limited time
to be learnt in the class so an English teacher should use his/her time effectively in way that
the students can absorb the language knowledge. Students’ performance in second language
acquisition can be increase if the teacher provides effective classroom interaction to enhance
students’ communicative competence (Suryati, 2015). It means the effective classroom
interaction provides opportunities for students to communicate meaningfully in second
A Research Paper
Academic Writing Course
Postgraduate Program Unindra 2020/2021

language with their teachers and their friends inside the classroom so that the students can
acquire the L2 knowledge.

A classroom setting can be effective if there is interaction between students and

teacher when the teacher delivers the ideas in communication (Fitriyatni, 2020). However, it
also become a challenge for both teacher and the students. Some of EFL students tend to be
passive in the classroom because they are afraid in making mistake and fear of criticism (Al-
Jamal & Al-Jamal, 2013). In addition, the effect of social media also influences the way the
students communicate with their teacher. The students use the language which they use in
cyber world to communicate with their teacher (Fitriyatni, 2020). Therefore, a teacher has to
know strategies which can be used to communicate with the students in the classroom setting
so that the students can be more active in the class in communication. As a result, the
students can increase their ability in English language.

A friendly teaching and learning atmosphere can be provided by the teacher in the
classroom setting to make the students feel comfortable and confidence to communicate by
using the L2. However, this kind of environment also can be misunderstood by the students.
Therefore, the teacher has to make boundaries so that it can avoid the students’
misinterpretation. Using politeness strategies can be a way which a teacher uses to avoid
students’ misperception. Politeness is “the expression of the speakers’ intention to mitigate
face threats carried by certain face threatening acts toward another” (Mills, 2003 cited in
Karimnia & Khodashenas, 2017). Politeness strategies used by teacher and students in the
class play important role in teaching and learning process (Senowarsito, 2013). Considering
its importance, by using politeness strategies in the classroom setting, both teacher and
students can have effective communication in the classroom setting.

In addition, based on in Kingwell (1993) as cited in Fitriyani, Indriyani (2020)

emphasized that to communicate successfully means that the speakers are not only
transferring their message or information but also the way they transfer it have to please the
hearers. It means that teachers and students should pay attention to the way they transfer, the
message in their communication. That’s way some kind of politeness strategy is not only
valuable in the classroom setting but also in other area. In fact, the use this strategy could also
be different depend on where people’s live and related culturally; Ogierman in Maha (2014)
confirmed that in Polish and Russia, talking in honest and direct way is considered polite but
Etae et al. (2016) stated that in most Asian countries being indirect is preferable.

Politeness is a habit that take place in society that get people civil among themselves
and lessen the chance of conflict or dispute between the society member (Holmes, 1995;
Lakoff, 1975; Sifianou, 1992). Generally, politeness strategy is not difficult to do. The
teacher should be understood with the classroom condition and student’s psychology. Based
on Brown and Levinson (1987) as citied in Amalia, Citraresmana, Saefullah and Putra (2020)
confirmed that there are 15 types of positive politeness strategy: Notice, attend to H (his
interests, wants, needs, goods); Exaggerate (interest, approval, sympathy with H); Intensify
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interest to H; Use in- group identity markers; Seek agreement; Avoid disagreement;
Presuppose/raise/assert common ground; Joke; Assert or presuppose S’s knowledge of and
concern for H’s wants; Offer and promise; Be optimistic; Include both S and H in the
activity; Give (or ask for) reasons; Assume or assert reciprocity; Give gifts to H (goods,
sympathy, understanding, cooperation).

Being polite or using politeness is a method for a speaker to avoid a threat or to save
his or her own face or the face of whom he or she is talking to. Even though politeness can be
used as mitigation of face-threat in an ordinary conversation, there are situations in which
individuals aim to damage the addressee’s face in pursuit of their own benefit. Based on
Lakoff (1989) as citied in Kurniasi, Rahmansyah and Kurnia (2019) that in a therapeutic
discourse, the violation of negative and positive politeness norms frequently occurs.
Likewise, with non-reciprocal question answer and search of the truth in a courtroom, a
violation of negative and positive politeness norms become the usual part of the legal
professionals and it is usually done intentionally.

Furthermore, this politeness strategy also was also studied by researcher who focus on
social media platform ((Ambarwati et al., 2019; Jeanyfer & Tanto, 2018; Carolus et al.,
2019). In their study Jeanyfer & Tanto (2018) tried to analysed the politeness strategies of
people who are having text messaging using some medias like Whatsapp and Line messenger
both in private and group conversation. The participant were people who were coming from
different status and power. Their study suggested that if they are low in power, people will
use negative politeness strategies in communication. Then, negative or positive strategies are
probably being used by peer communication or higher in power. Another study by Ambawati
et al. (2019) focus on different subject namely the woman politeness strategies in their
Facebook interactions. Her study showed that women to be more concern toward using
positive politeness strategy as it is something they born with. In addition, that was also
related to the woman behaviour who see themselves as being friendly, making small talk and
avoiding conflict as much as possible. Those two studies show that even in the social media,
people roles in the society is consider to be important in deciding which politeness strategy
that people have to used namely their status, power or genders. Those two studies were in line
with a study of Carolus et al., (2019) about people-smartphone interaction (males and
females) that focus on the result of their interaction both “speaking” politely or impolitely.
They confirmed that politeness strategy was really likely affected human social relationships.
More specifically, they also added another idea that people tend to respond positively if
others started with using the appropriate politeness strategy but things could get worse if it’s
started the other way around.

In the classroom setting some researchers had already conducted many studies about
this politeness strategy (Widana et al., 2018; Wahyuni, 2019; Fitriyani and Adriyanti, 2020;
Widiadnya et al., 2020). In their study Widana et al., (2018); Fitriyani and Adriyanti (2019)
both discussed about the type of politeness strategies and the reason of that occurred strategy.
In this study, it concluded that three kinds of politeness strategy entitled bald on record,
A Research Paper
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positive politeness and negative politeness were found. In addition, there were two reason for
this to happened, it’s due to both parties’ tendencies to keep good relation and maintain social
order in the classroom. Another study conducted by Wahyuni (2019) who analysed the factor
that influence the used of politeness strategy. It showed that factors such as social power,
social intimacy, the ranking of imposition, culture difference and age. In addition to those
study another a comprehensive study about the effect of politeness strategies among teachers
and students in the classroom was conducted (Widiadnya et al., 2019). In that study it is
found that those strategy above was really helpful for both teachers and students. It created an
effective environment for study and promoted courtesy between teachers and students. In line
with this another study was conducted by in Nurmawati et al., (2019) who specifically the
effect politeness strategy also concluded that the class would become livelier and there was a
great interaction between teachers and students.

During this pandemic that started on March, 2020 in Indonesia all those interaction in
the class went to a sudden change. Many teachers and learner’s interaction were set in zoom
or other online platform. Many studies had learnt about how the classroom interaction occur
during the normal time but not as much as that during the online learning. Antoro and Sudilah
(2016); Sari (2020); Mardiana (2020) were some researchers who have done it in this area.
Antoro and Sudilah focus on using Inter-Group Discussion Forum (IGDF) during online
learning resulted that the increase of interaction among students. In addition to that online
learning would give benefits to a long-distance teaching and learning which was the only
possible solution during this pandemic (Sari, 2020). While Mardiana (2020) had interest in
studying lecturers’ point of view toward online learning most of them suggested that online
learning would really helpful to them due to its lower cost and its flexibility. However, none
of those studies analysed the politeness strategy during online teaching and learning process
yet. In short, this study is aimed to find out the politeness strategy that occur during online
EFL classroom interactions.

2. Literature Review

2.1 Definition of Politeness

Politeness is prejudiced by social, historical, cultural, and cultural backgrounds

geographic elements. Based on the Oxford Collocation Dictionary, politeness is best
conveyed as the practical application of good manners or good attitude. It is a culturally
defined occurrence, and therefore what is measured as manners in one culture can sometimes
be fairly rude or simply strange in another cultural context. Besides, the important subject in
conversation is politeness, it is also related to the interlocutors namely speaker and listener
(Leech 1983:131). According to Yule (1996:106) as citied in Fitriyah (2015), politeness is a
system of interpersonal relation designed to facilitate interaction by humans to
communication by reducing the possibility for complicit and opposition intrinsic in all human
exchange. Politeness strategy is an approach aimed at showing people how to communicate
well and be courteous to others in order to create comfortable communication and not invite
debate or trouble. Based on Lakoff in Watts (2003) she says that politeness strategy is rules
A Research Paper
Academic Writing Course
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of conversation. Besides, the rules of pragmatic competence, which is the combination

between the rules of conversation and the rules of politeness.

2.2 Politeness Strategies

Politeness is very important to be considered in every aspect of everyone’s life

especially in the daily communication. The term of politeness emerged in order to avoid miss
understanding between human when they interact with each other. There are many reasons
why politeness is very important in each and everyone’s life but one of them is that if you're
polite, you are more likely to achieve the objectives that you have set and get what you want.
Also, people will take you serious and deal with you in a good way. Therefore, being polite is
very important, and as a human being polite is very necessary.

Dealing with politeness, the term of Politeness strategy emerged, this term means is a
strategy which the aim is to show polite behaviour in communicating with other people. In
terms of politeness strategy, there are a lot of expert defining what it really means. To sum
up, the following expert represents the concept of politeness (Brown and Levinson, 1987;
Lakoff, 1973; Leech, 1983).

Lakoff (1973) named his theory as integrated Grice conversational maxims consisted
of two rules called “be clear” and “be polite”. She put forward the sub-rules of politeness into
three parts of rules, included;” Don’t impose”, “Give options”, and “Make a feel good – be
friendly”. The first rule is concerned with “distance and formality”, while the second rule is
concerned with “hesitancy” and the third one with “equality”. However, criticism towards
Lakoff theory began to rise because she does not distinguish clearly about polite behaviour
from appropriate behaviour. A critique as mentioned in Shakroni (2013) stated that “what is
considered appropriate during social interaction (e.g., greeting, leave-takings, and other
routine formulas) may not always be interpreted as polite behaviour”. Other than that,
Lakoff’s theory could not provide the empirical evidence that related to cross-cultural
politeness.

Moreover, Leech (1983) also develops a thought about the concept of politeness. The
approach that Leech use to the study of general pragmatics is rhetorical which means that the
constructive use of language in its most general concerned, applying it essentially to everyday
conversation, and only secondarily to prepare the use of language. Leech’s theory of
politeness is under pragmatic framework which included of two main categories, textual and
interpersonal rhetoric. The politeness concept according to Leech (1983) has the goals to
increase and keep good feelings in social interactions which occur in a social group of
environments. Textual rhetoric is including of four sets of fundamental; the processability,
the clarity, the economy, and the expressivity. Moreover, interpersonal rhetoric consists of
three sets of fundamental; the cooperative, the politeness, and the irony. Walking to the same
path as Lakoff, this theory of politeness proposed by Leech (1983) also gets criticisms, one of
the criticisms mentioned is that this theory does not applicable because it is too theoretical.

Meanwhile, the most well-known theory of politeness came from Brown and
Levinson (1987). They believed that a person occurs to have positive and negative face. Face
itself means a public self-image. According to Yule (1996) it refers to the emotional and
social sense that every person has and expected to be recognized by everyone. Positive face
refers to the individual’s wish that she/he wants be appreciated and approved of in social
A Research Paper
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interaction. While negative face refers to the individual’s wish towards freedom of action and
freedom from imposition. For example, when someone wants to get money from someone
else, he can use two ways. First, if he wants to apply negative face, he can say ‘could you
lend me some money?’ In this case, the speaker chooses to give a freedom of action to the
hearer by using the word ‘could you’ which later the hearer could respond yes or no that that
question. Second, if he applies positive face, he can say ‘How about lending me some
money?’ In this case, the speaker wants be approved by using the word ‘lending’ to the
hearer, which means he wants the hearer to say yes or giving a straight money to the speaker.

In one case, when the speaker says something to make it less threatening to another’s
face, it is called a face-saving act. For example, when you say, ‘I’m sorry to bother you,
could you lend me some money?’ A face-saving act of a person’s positive face will show
harmony and draw attention to a common goal. The utterances or actions to lessen the threat
of another’s face are called face saving act, while the threat is given to another individual’s
self-image is called face threatening act or FTA (Yule, 1996).

Brown and Levinson (1987) claimed that there are four main types of politeness
strategies in their theory. The first is bald on-record, the second is negative politeness, the
third is positive politeness, and lastly is off-record (indirect) politeness. Through strategies
mentioned, the speaker can choose the most appropriate strategy they wanted to use when he
or she wants to prevent or make something sound less threatening to the hearer or at least
minimize or soften it so that it sounds proper and nice to say to others.

The first strategy is called bald-on-record. This strategy is used to convey information
or message directly to the hearer face (Brown and Levinson, 1987). Bald on record strategy is
a direct way of saying things, without the minimization to the obtruding, in a direct, crystal,
unambiguous and concise way. This type of strategy is commonly found in people who know
each other very well, those people who are very comfortable in their environments, such as a
close friend and family. For example, when a family member said “Do the dishes!”.
Furthermore, according to the expert, this strategy was used for two possible reason. The first
case is the non-minimization of the face threat. There are four conditions when the speaker
uses the strategy to not soften the face threat. This strategy is used when someone is in urgent
situation. The second case happened when this strategy is ‘actually oriented to face’. It occurs
in three situations such as welcoming or inviting, farewells and offers. Moreover, they
emphasize that this strategy is used to avoid misunderstanding and misinterpretation between
interlocutors since the speaker speaks directly to the hearer.

The second strategy is positive politeness. This strategy is addressed to build up the
hearers’ positive face. Brown and Levinson (1987, p. 101) explains that this can be expressed
by someone to satisfy the hearers’ face to make them feel respected by others. The positive
politeness strategy is usually used in a group of friends, or where some people know each
other fairly well (Watts, 2003). Furthermore, Brown and Levinson (1987, p. 102) as cited in
Fitriyani (2020) propose three board strategies of positive politeness: claim common ground,
convey that the speaker and the hearer are co-operators, and fulfil the hearer’s wants for some
X. First, common ground, means when both of the speaker and the hearer share the same
specific desire, goals, or values. Therefore, the speaker may perform the claim by stating that
he or she also feels interested in the hearer’s wants. Second, conveying that the speaker and
the hearer are co-operators. This means that they are involved in the same interest, so they
share the same goals. As the outcome, this strategy can increase the hearer’s positive face.
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Last, fulfil hearers wants for some x, this could mean satisfying the hearer’s positive face is
the form of this strategy. It can be shown by fulfilling the hearer’s desire by showing
encouragement or giving items. In this positive, the threat to other’s face is relatively low.

The third strategy is called negative politeness. Brown and Levinson (1987, p. 129)
mentioned this strategy as ‘redressive action’ which is align to hearer’s negative face. The
aim of this strategy is to minimize the involvement of speaking with the hearer’s freedom of
action. The speaker may use this strategy by being indirect, using hedges, conveying to
express doubt, reducing the imposition, or giving respect to the hearer (Brown and Levinson,
1987). This kind of strategy usually use by speaker when he or she has social distant or feels
awkward towards the hearer. In this strategy also, the threat to other’s face is relatively high.
The last strategy is called off-record. This strategy allows the speaker to perform FTA
indirectly. Therefore, the speaker’s utterance consists of more than one possible interpretative
meaning; due to there would be several interpretations that can be shown from the speaker’s
utterances, so it is totally up to the hearer’s choice to decide how to interpret it. In this
strategy, the possibility to threat other’s face is very high.

2.3 EFL Online teaching and learning

Teaching and learning are two interrelated process which is done by teacher and
student. Teaching is about what a teacher should do in delivering a lesson inside a classroom,
and learning is about what students as a subject that receives the lesson. These both processes
become integrated when there is an interaction between teachers and students or students and
students during the teaching and learning proses (Yani & Waluya, 2007). Another definition
also explains by Mahmud & Idham (2017) teaching and learning are activities that involves
several components such as teachers, students and also teaching materials which carried out
in a planned so resulting an interaction. Usually teaching and learning process occurs inside a
classroom. Teacher and students or students and students will interact directly when teaching
and learning ongoing. However, in the mid-1980s, online course is initiated by several
universities and schools. Students and teacher are at different location and try to connect each
other by using internet access. Therefore, the online teaching and learning has become
familiar right now in education.

Online teaching and learning provide great opportunities for both teachers and also
learners to do those things. It gives the convenience of time and space, cost-effectiveness and
flexibility for both teacher and the students (Gilbert, 2015). A simple example is that a
teacher does not need to be in the class for teaching, but he/she has to provides a link where
he/she can have a face to face online meeting with the students. It’s the same with the
students as they do not need to be present in the real classroom so they have to join an online
meeting with the teacher to get the lessons. As the result, both teacher and students are still
feeling the impact of teaching and learning process even though it is done by online.

In order to achieve that result in making the online teaching and learning process be
as effective as the regular mode, Sadiku, etc (2018) expose some principles which are
recommended for teacher to create successful online teaching. The principles consist of
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raising student groupwork, promoting active learning, sharing prompt feedback, capitalizing
time on task, negotiating any high expectations, respecting every talents and ways of
learning. By applying these principles, it may help teacher to create an effective classroom
for students to obtain any subject taught.

3. Research Method

3.1. Design and context of research

In this study, a descriptive qualitative design was applied to find out the politeness
strategies which was used in the classroom setting. This design is focused on getting in deep
perception about people’s opinions, feelings, perspective and attitude in a research (Lodico et
al., 2010; Nassaji, 2015). In addition, this study summed up individual or groups experience
during the classroom interactions. Two videos, each video is about 90 minutes, were
collected, analysed and interpreted by the writers. Later, those videos were examined to seek
out the type of politeness strategy that have been used by the participants. The final data
would be in form of utterances that were transcript from the video of the teaching and
learning process.

3.2. Participants

The participant of this research was taken from a private university of postgraduate
program academic calendar 2020/2021. A lecturer and fifty-seven postgraduate students were
intentionally included in this research. Their utterance during the classroom interaction were
video-recorded and examined to see the type of politeness strategy that occur at the time of
the lecture.

3.3. Instrument Data Collection

This research was aimed to study the type of politeness strategy that was applied both
by the lecturer or the students themselves. That’s way this research writer was grouping the
final data in form of utterance that supposedly contains the politeness strategy in it such
words, phrases, or even sentences. The data was collected from a video, the duration of the
video is about 90 minutes, that was video-recorded during an online teaching and learning.
The final data was in form of excerpt number from 1 to 26.

3.4. Data Analysis

The first process in analysing the data was making the data transcription of those
videos. Then, if the writer found out any kind of politeness strategy there, that utterance
would be included in the study. To ease the study there were some codes that was used to
identify the participants namely T is for the teacher, S is for the student, SS is for the
students, and U is for utterances. Those code will be followed by number that represent the
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sequence of utterances that was chosen as excerpts. Finally, those excerpts would be analysed
using the theory of politeness strategy proposed by Brown and Levinson (1987).

4. Findings and Discussion

The research data were taken from a video recording that were analysed in form of
video transcriptions. That transcriptions that were presumably consist of any kind politeness
strategies were put together in forms of excerpts. Furthermore, in those excerpts, there were
four codes is used such as T, S, Ss, and U. T represent the teacher, S is for the student, Ss
means students, and U symbolizes utterances. Then, the number that followed each code was
aimed to put the utterances in a correct order. At last, each of the relevant excerpts were
examined and explored based on the theory of politeness strategy by Brown and Levinson
(1987).

4.1. Findings
4.1.1. Bald-On-Record Strategy

The finding discovered that there were 4 excerpts that contain Bald-on record strategy
used in the classroom interactions. The elaboration of each excerpt can be seen below:

Excerpt 1
T.U1 : This is today’s topic “a Research Article”. Last 2 week you are a review
article. We make a mini research in a reviewing a literature in one topic but
this one we go for there on doing a research with conducting a feel research.

In the excerpt 1, the utterance “This is today’s topic a Research Article” (T.U1) that
used by the teacher to tell the topic that will be explain. Then the teacher continues to explain
that topic without give a chance to student to respond her utterance. So, this utterance
included on bald on strategy, because this is likely an announcement or a notification only.

Excerpt 2
T.U2 : Wait, and then you in group discuss based on the group that your and if you a
group one, so you discuss a mentor text 1, what should you do? Answering the
following question maybe you need to take a picture of it.
S3.U1 : Ok.

Based on the second excerpt 2 of bald on record strategy there the utterance “Wait,
and then you in group discuss based on the group that your and if you a group one, so
you discuss a mentor text 1, what should you do? Answering the following question
maybe you need to take a picture of it” (T.U2). The word “wait” that used by the teacher, it
showed that the teacher directly answers the students’ question and then give explanation
about what should student’s do. The teacher did not ignore student’s question, but the teacher
already explaining next material. So, she says wait to the student.
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Excerpt 3
T.U3 : Are you Group 10?
S11.U2 : yeah. Group 10.
T.U4 : excellent.

In this utterance of excerpt 3 the speaker said “Are you group 10?” (T.U3) is directly
without any filter. Here, it could be inferred that the speaker has more power than the hearer
as the speaker is a teacher and the hearer is the students. In this scenario, the teacher might
think that being efficient with her word was necessary so the message was clearly defined.

Excerpt 4
T.U4 : Ini namanya Research Project in a group.
S20.U3 : Berkelompok nanti penentuan kelompoknya gimana
T.U5 : Buat sendiri saja

In excerpt 4, the utterance “Ini namanya Research Project in a group” (T.U4) used
by the teacher to tell the students directly about the project which will be conducted by them.
The teacher also let the students to make a group by their own by saying “Buat sendiri saja”
(T.U5). Even though the teacher directly instructed the students to do something, but it did not
give pressure to the students, instead the teacher give permit for students to choose whom
they want to work with. This kind of utterance also commonly used to avoid misunderstood
about information the teacher delivered.

4.1.2. Positive Politeness Strategy

The finding discovered that there were 14 excerpts that contain Positive Politeness
strategy used in the classroom interactions. The lists are revealed below:

Excerpt 5
T.U6 : Mr. S1 are you here?
T.U7 : Oh, I see
T.U8 : So I make S3 as a host, S3 is here?
S3.U4 : Yes Ms.
S2.U5 : He go to the hospital because he get somethings.
T.U9 : Please help me to create ten groups,
S3.U6 : Yes Ms.

Based on excerpt 5, utterance “Mr. S1 are you here?” (T.U6) that used by the teacher
showing the positive politeness strategy. The teacher asks first the attendance the student
before telling him directly. Then “He go to the Hospital because he gets somethings”
(S2.U5) directly another student answers her question, it is showing good respond and positive
feedback from teacher’s utterance. The teacher repeats her question to different students “So
I make S3 as a host, S3 is here?” (T.U8).The student who is teacher’s calling give respond
directly “Yes Ms.” (S3.U4). Next, the teacher asks the student her request “Please help me to
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create ten groups” (T.U9). The student directly gives approve to do what the teacher ask
“Yes Ms.” The teacher does not choose any students, so when the student is asked for help,
he doesn’t mind.

Excerpt 6
T.U10 : I will send the mentor text on whatsapp group.
S3.U7 : Ok Ms.
T.U11 : Wait, has been posted in whatsapp group. If you connection in group, you
may be can see on group. Have you got it on whatsapp group?
S3.U8 : Ok, Yes Ms. I got it.
T.U12 : Number 1, ok, what should you do in group? Everybody? Bapak ibu? Or
clear?
Ss.U9 : Yes, Ms. I am following to the Whatsapp group.

The utterance of excerpt 6 included to the positive politeness, it can be seen of the “I
will send the mentor text on WhatsApp group” (T.U10) it delivers by the teacher and then
the student gives a feedback with the sentence “Ok, Ms.” (S3.U7). The addressing term
‘Miss.’ which was used by the students represented the respect they have to their teacher who
has higher position than them. Besides, on another sentence there are “…you may be can see
on group. Have you got it on WhatsApp group?” (T.U11), this sentence used by the teacher
for make sure the data was delivered on WhatsApp group, it’s showing the teacher’s caring to
the students. Besides, there are a sentence again on “ok, what should you do in group?
Everybody? Bapak ibu? or clear?” (T.U12).These sentence that used by the teacher is
giving caring with make sure again weather the students have understood it or not. Directly
the students give a respond by saying “Yes, Ms. I am following to the WhatsApp group”.
Their answer was addressed honour their teacher as a personage to be glorified.

Excerpt 7
T.U13 : Pak S5, S6, S7, S8, you have group discussion, where are you?
Ss.U10 : eeehhhh, ada Miss,
T.U14 : You are great
Ss. U11 : kita baru number two Ms.
T.U15 : It’s ok, you have a lot of time. Ok. I leave the room.
Ss. U12 : see you Ms, thank you Ms.
T.U17 : Pak S5, S6, S7, S8, where are you, hehehe, you have group discussion to
join.

In this excerpt 7, there are positive politeness utterance, it can be seen at “You are
great” (T.U14). It is an expression that the teacher proud of the students’ team. So, the
feedback from the students is very kind. They look lovely of the teacher, it can be seen of the
sentence “see you Miss, thank you Miss.” (Ss. U12).

Excerpt 8
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T.U18 : Excellent. Thank you pak I and the team. Excellent. next group.
S14.U13 : Group 1 miss.

Excerpt 9
S11.U14 : yeah. Group 10.
T.U19 : Excellent.

Excerpt 10
S9.U15 : yaa.. it’s literally stated on the title. And then, for the research questions, find
it here, they stated like what type of colocation are commonly found in
English LKS book for senior high school Ss
T.U20 : what type of colocation. Clearly stated on the article. Excellent.

In the excerpts above here, the teacher tried showing her approval to what the hearer
is saying. The word “Excellent” (T.U18, T.U19, T.U20) gave an indication that the teacher
herself wants the hearers to feel good about themselves so it minimized the threat to the
hearer’s positive face.

Excerpt 11
T.U21 : we continue next week for the last 5 group. Maybe you’re number 1, group
10.
S11.U16 : Not. it’s not.
S9.U17 : it is not done yet miss.

By addressing “miss” (S9.U17), here the student was giving an honorific title to the
person who was speaking before them. An honorific title symbolizes the respect towards the
teacher as this situation usually occur in formal places. In that kind of setting the word “miss”
was considered to be more polite and at the end of the day it could be used to protect the
teacher’s positive face.

Excerpt 12
S8.U18 : that’s the context. Experiment, the data from the video recording the 90
minutes were analyzed by making data transcriptions. The transcription which
consist of politeness strategies then were selected in the form of excerpts. In
addition, there were four codes in the excerpts namely T, S, Ss, and U. T is for
teacher. It is like describing research chemist-nya. and then the participant, it
was conducted at one state in Magelang, Indonesia. The sample is the
participant were an 11 grade English teacher and 30 Ss from SHS in academic
year 2018/2019.
T.U22 : Okay.. Okay. Great.. all questions has been covered Thank you Ibu S8 and
the team. Good job.
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The word “Good job” (T.U22) in the excerpt 12 is usually used to praising someone
for something they have done well. In other word the teacher wanted to compliment the
hearer which showing her attempts to appreciate the hearer work.

Excerpt 13
T.U23 : We don’t have like ..hmm.. much time to discuss all of the mentor texts. So, I
think for today’s meeting we will only discuss 5 groups.
S11.U19 : aa.. I see..

Excerpt 14
T.U24 : please, one of you share the screen of the paper. The mentor text that you
discuss.
S10.U20 : S9 please.

Based on the positive politeness strategy, the special discourse marker such as “like”
(T.U23) and “please” (T.U24) is used to avoid giving offense toward the hearer. Furthermore,
those two-expression showed that the speaker was giving individuals positive face needs
which in those cases were both the students.

Excerpt 15
T.U25 : where you find it?
S15.U21 : on page 34.
T.U26 : what section? Is it in introduction or in..
S15.U22 : yes.. in introduction
T.U27 : oh.. it is clearly stated on introduction.
S15.U23 : yes.. in introduction, page 34, at the bottom text.
T.U28 : Okay. Great.

In this excerpt, the teacher expressed politeness strategy in her utterance “where did
you find it” (T.U25). Here she directly performed a question to the student. The student then
answered on page 34 (S15.U21). Teacher continues to ask more question for clearer answer. In
the last utterance, the teacher compliment student by saying Great (T.U28)

Excerpt 16
T.U29 : This is my Google Drive. Can you see it?
Ss.U24 : Yes. Yes miss.

In this excerpt the teacher asked the student if they can see what the teacher is sharing
“This is my Google Drive. Can you see it? (T.U29)” The use of the modal verb ‘can’ indicates
a polite way in confirming something. The student also responds with “Yes, Miss” (Ss.U24)
which a honorific ‘Miss’ is used by the student to honour the teacher as they answer the
question.

Excerpt 17
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T.U30 : I mean saya melihat teks-teks orang lain dan bagaimana dia melakukannya.
Ini menjadi my mentor teks. Ini di kindergarten mentor text. Dia
melakukannya seperti ini. Nanti saya akan memodifikasinya dalam konteks
saya di perguruan. Oke anda juga akan melakukan yang sama seperti ini. Anda
melakukannya dalam kelompok kemudian nanti anda discuss the topic and
then you decide from ten mentor text has been given on the whatsapp group on
this session.

In excerpt 17, the teacher elaborates about how she conducts her research. After
telling about her research, teacher ask the students to do a project by using the same method
like she used by saying “Oke anda juga akan melakukan yang sama seperti ini (T.U30)”.
The teacher does not directly ask the students to do the task, but firstly she tells about what
she’s doing right now, after that the teacher asks the students to do a research by using same
method. This way is kind of common feature of positive politeness conversations.

Excerpt 18
S20.U25 : Miss?
T.U31 : Yes
S20.U26 : Ini berarti nanti untuk tugas yaitu semacam ini semacam mini riset ya atau
gimana Miss?
In excerpt 18, the students used the address term “Miss” when she needed the teacher
attention (S20.U25). And also, the student used address term “Miss” when she was asking a
question to the teacher (S20.U26). The addressing term ‘Miss’ which was used by the students
represented the respect they have to their teacher who has higher position than them. It also
indicated they wanted to be polite in interacting with the teacher. Moreover, in excerpt 2, the
teacher also answered the student by saying “Yes” (T.U31). In this utterance, the teacher
wanted to respond her students in a polite interaction. It indicated that the teacher allowed the
student to ask a question to her.

4.1.3. Negative Politeness Strategy

The finding discovered that there were 8 excerpts that have negative politeness
strategy used in the classroom interactions. The elaboration of each excerpt is given out
below:

Excerpt 19
T.U32 : Ok. Pak S3? Can you hear me?
S3.U27 : Yes.
T.U33 : You can start right now?
S3.U28 : Ok..
T.U34 : How many minutes? Twenty minutes? Fifteen? Or ten minutes?
S3.U29 : twenty minute maybe.
T.U35 : twenty minutes. Ok.
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Those utterances above show the use of negative politeness strategy when the teacher
asks the student “Ok. Pak S3? Can you hear me?” (T.U32) and “You can start right now”
(T.U33). Actually, that utterance showing indirect question why take so long to do what she
wants. Nevertheless, students did not understand the point.

Excerpt 20
T.U36 : sudah dimulai diskusi kelompok?
S3.U30 : ok Ms, Wait Ms. Lagi dibagi kelompok dulu Ms.
T.U37 : ini ada yang otomatis, jadi bisa langsung bisa. Ok, thank you for help me.
S3.U31 : oh, buat kelompoknya langsung di zoom ya Ms?
T.U38 : What do you think? Yes. Di breakout season, oh Ya Alloh.
S3.U32 : sorry Ms. Saya belum pernah bikin kelompok di zoom.
T.U39 : ooooh, ok, ok.
S3.U33 : jadi saya masih bikin kelompoknya manual.

Based on the excerpt 20, the utterance “sudah dimulai diskusi kelompok? ( T.U36 )
this is indicating confirmation included to indirect question. So that the sentences are
politeness strategy of negative politeness. Another politeness is there in the sentence “ini ada
yang otomatis, jadi bisa langsung bisa. Ok, thank you for help me” (T.U37). In the
utterance of thanks is there resentment, but the teacher keeps relationships alive by saying the
phrases.

Excerpt 21
T.U40 : Pak S4, S5, S6, S7, S8, … Please join in the group discussions.
S3.U34 : Miss, maaf tadi laptop saya lowbat, tadi saya masuk group 8?
T.U41 : oooh, ok, ok. Yes, yes, tadi saya masukin kemana ya? Saya lupa.
S3.U35 : Tadi yang di group 8. Oke, makasih ya Ms. Maaf Ms.
T.U42 : Ok , no worries.

The negative politeness there in the utterance “Miss, maaf tadi laptop saya lowbat,
tadi saya masuk group 8” (S3.U34) the word of “maaf” it addressed to the teacher as a
represented the respect they have to their teacher who has higher position than them and then
the teacher giving kind respond to the student as an expression that it’s not big problem, it
can be seen of the utterance “Ok , no worries.”( T.U42).

Excerpt 22
T.U43 : Okay…how was it? How was the discussion?
T.U44 : It see T that Pak S9 group already completed all the questions, the three
questions Group 10. So, we start with group 10. Because we don’t have time
so 5 groups. 5 mentor text will be discussed today. And we continue next
week.
T.U45 : Please Pak S9, you have like 3 minutes to answer 3 questions.
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That excerpts above showed that the speaker was being pessimistic in their words.
“because we don’t have time so 5 groups” (T.U44) was said in order to avoid pressure on the
hearer. As a result, the risk of face threat to the hearer was basically minimized.

Excerpt 23
T.U46 : Do you wanna discuss it right now?
S10.U36 : sorry miss. We have not done yet. Basically, have not done yet. But to make
sure that whether we have understood or not, so let just do it. Mr. S7. Have you
go on the result?

Excerpt 24
T.U47 : Can we start from grup 10, pak S9 group? We all waiting for all the
participant in main group. Okay? Okay pak and the team?
S10.U37 : yes miss

Then, in this excerpt the utterance “do you wanna discuss it right now?” (T.U46) and
“Can we start from grup 10, pak S9 group?” (T.U47) are type negative politeness strategies
which is called hedges or questions. This question conveyed a meaning that the message was
indirect as the speaker and hearer were not closely related to each other. In summary those
utterances revealed a very polite way of asking someone to do something.

Excerpt 25
S9.U38 : ya.. at the of the introduction. And how do the colocation in the English LKS
book for senior high school Ss vary by grade levels? And after that we go
to….
T.U48 : oh..oh.. .. sorry.. how many authors? 2 or 3 authors?

The utterance “sorry” (T.U48) was the most common word to show a highest degree
of politeness toward something. That’s way this word was often used to avoid being direct by
showing courtesy. This strategy was commonly called as being apologetic before we try to
deliver our real message in this case on this utterance.

Excerpt 26
S21.U39 : Miss sorry. Can I ask?
T.U49 : Dua orang boleh. Aku dan kamu.
S31.U40 : Miss boleh nanya gak?
T.U50 : Boleh

In excerpt 26, a student showed negative politeness in the form indirect speech act in
her utterance “Miss sorry. Can I ask” (S21.U39). However, due to the error connection during
the online class, perhaps the teacher did not hear when students S 21 called her, so students
S31 asked the teacher in the same way with students S21 but in Indonesian by saying “Miss
boleh nanya gak?” (S31.U40). Both the students performed they request indirectly because
they uttered their utterance to their teacher whom they respect and has more power than them.
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Therefore, by using this kind of strategy the students performed a polite interaction to their
teacher.

4.2. Discussion

The findings showed that there were 26 excerpts which consist of politeness strategies
in the online classroom interactions. There were 4 excerpts contain of bald on record strategy,
14 excerpts contain of positive politeness strategy, and the rest consist of negative politeness
strategy. All of those excerpts would be fully explained in the following discussion.

Based on the theory proposed by Brown and Levinson (1987), the authors found that
the strategy of bald on record occurred when the EFL teacher told the students directly what
they needed to know clearly. The teacher’s utterance was “This is today’s topic a Research
Article” (T.U1), “Wait” (T.U2), “Are you group 10?” (T.U3), “Ini namanya Research Project
in a group” (T.U4), “Buat sendiri saja” (T.U5). This kind of utterances are commonly used to
avoid misunderstand about information the teacher delivered. Therefore, the teacher told and
also asked the students directly to avoid misunderstand about the message which the teacher
wanted to deliver and receive from the students. According to Senowarsito (2013) direct
instruction leads pressure on the students as the hearers, because the face-threatening act
could not be reduced by the teacher. In agreement with Senowarsito’s opinion, Karimnia and
Khodashenas (2018) also mentioned the same opinion that direct instruction in imperative
sentences could give negative threaten the hearers. So that, it can be affected and damaged
negatively to the students' freedom of action. Related to this case, Brown and Levinson
(1987, p. 97) argue that the speaker emphasizes face threatening acts to the hearer because
the speaker has more power. Therefore, the teacher has the authority to control her students
so the teacher can deliver clear message to the students to avoid misperception.

The use of positive politeness strategy also happened in the praise utterance like in
excerpt 6, T.U11. The teacher utterance “Wait, has been posted in WhatsApp group. If your
connection in group, you may be can see on group” and direct the students to go to the
WhatsApp group. It shows that positive politeness can be used in the classroom, group or
environment where participants have the same interest, objectives, requirements, or
background knowledge (Brown and Levinson 1987, pp. 101-103). Based on Excerpt 8 T.U1,
the teacher utterance “Excellent. Thank you, Mr., I and the team”, although it is positive
politeness but such expression can be categorized as overstate appreciation with the hearer
(Brown and Levinson, 1987, p. 104). Besides, the utterance used by the teacher of Excerpt 14
“please, one of you share the screen of the paper. The mentor text that you’ve discussed”
have a function as positive politeness because the expression includes the speaker and the
hearer in the activity (Brown and Levinson, 1987, p. 127).

Additionally, the positive politeness which was uttered in the classroom interactions
such as shown in excerpt 7 T.U13. The teacher utterance is “Mr. S5, S6, S7, S8, you have
group discussion, where are you?” Based on that utterance the teacher gives many chances
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for students to responds to her question and the teacher can use many possible ways such as
asking for clarifications, asking for peer help, hesitating, and giving them the chance to
answers or even help them indirectly (Karimnia and Khodashenas, 2018). In addition,
Senowarsito (2013) said that by giving chances to the students in the classroom participations
could moderate the teacher’s control in their interaction which aims to promote positive
politeness. Based on that statement, the teacher utterance in the excerpt 10, T.U20 “what type
of collocation. Clearly stated on the article. Excellent”. As a result, the teacher’s utterance
makes students more actively engaged in the classroom.

Based on the findings above, it is also known that the lecturer performs various and
unequal politeness strategies depending on various contexts and situations. One of the
strategies emerged was negative strategy. This strategy can be seen in the indirect requests
which were uttered both by the teacher and the students. In this paper, the data shows
numbers of negative politeness occur in both teach and student utterances. Some expression
such as ‘May I’, ‘Can I’, ‘Can you’, ‘Can we’, or ‘Could you’ are considered as asking for
something according to Brown and Levinson (1987) those expression has a purpose to
express indirectness in their speech, for example in this paper when the teacher says “Can we
start from grup 10, pak S9 group?” in excerpt 24 of this paper. Jiang (2011) as cited in
Heriyawati (2019) stated that negative politeness can be applied by a teacher if he or she does
not want to obstruct students’ freedom. This strategy occurs in the classroom interactions
showed that teacher and the students uttered their speech respectfully to each other and
prevent being offensive towards one another.

The result of this study shows some politeness strategies emerged in online classroom
interactions between student and teacher. This research is in line with some previous studies
on politeness strategy (Senowarsito, 2013; Agustina et al., 2016; Heriyawati et al., 2019;
Fitriyani, 2020). In addition, the finding of this study shows that negative politeness strategy
was the second to occurs strategy in online classroom interactions. The data of this study
found 26 strategies in total and 8 of them are negative. This phenomenon happened because
the interactions occurred between the teacher and the students have boundaries such as age
difference, gap in power, or position etc. Furthermore, negative strategy is used to reduce the
negative face of the hearer so it was mostly happened to respect people behaviour or actions
which in this case between teacher and students.

5. Conclusion

This study has revealed politeness strategies in EFL Classroom Interaction during
Online Teaching and Learning Process. There were three strategies that was used during the
lesson which are bald-on record, positive politeness strategy and negative politeness strategy.
Based on the findings positive politeness were mostly applied during the classroom
interaction. Those interactions occurred for several reasons such as giving good respond and
feedback, showing approval, praising the hearer, giving example before asking to do
something and using honorific titles. On the other hand, the other two politeness strategies
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showed less results. On bald on strategy, it only consists of direct imperative and when
efficiency is necessary. Using indirect question, being pessimistic and apologetic were
considered as more negative politeness. Overall, it was suggested that the dominant strategy
used here is to make the hearer feel good about themselves and to attain individuals positive
face needs so that the classroom interaction would be favourable and benevolent for both
teacher and students.

Some limitation of this study also needed to be mentioned that could be useful for
further study in the future. Firstly, this study only focused on university level which was the
highest institutional education in Indonesia so it’s also presumably possible to see the
development of this politeness strategy from elementary level to high school level.
Furthermore, this study didn’t include any interviews with teachers and students or any
questionnaire that may provide more data analysis. Lastly, this study was conducted at
Indonesia’s private university with Indonesian students. It means that any variables in this
study could be different on another culture. Therefore, another study on this field might be
beneficial to be adopted on other places as it would give other insight on different
sociocultural contexts.

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Declaration of contributions

Authors Contributions/Roles

Ai Sri Meliyanah 1. Finding references

2. Making transcription the Video part 1 minute 61-90
3. Writing the Literature Review subtopic 2.2.
4. Analysing the Politeness Strategy in Video Transcript
part 3 of 4
5. Writing Discussion: Negative Politeness
6. Checking Plagiarism

Emi Rosmiati 1. Finding references

2. Making transcription the Video part 1 minute 1-30
3. Writing the Introduction Paragraph 4-6.
4. Writing the Literature Review subtopic 2.1.
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5. Analysing the Politeness Strategy in Video Transcript

part 1 of 4
6. Writing Discussion: Positive Politeness

Mita Cayarani Ridwan 1. Finding references

2. Making transcription the Video part 1 minute 31-60
3. Writing the Introduction Paragraph 1-3
4. Writing the Literature Review subtopic 2.3.
5. Analysing the Politeness Strategy in Video Transcript
part 4 of 4
6. Writing Discussion: General Discussion and Bald on
Strategy

Yazid Mahendra 1. Selecting topic

2. Choosing mentor text
3. Writing the Introduction Paragraph 7-9.
4. Writing the Research Method and Abstract
5. Analysing the Politeness Strategy in Video Transcript
part 2 of 4
6. Writing Conclusion