Pub Date : 2021-12-04DOI: 10.22437/jelt.v5i2.12948
Mella lidyana Sari
ABSTRACT Sari, Mella Lidyana. 2021. The Realization of Leech’s Maxims in the Students’ Interactions. A Graduating Paper of English Department. Faculty of Teacher Training and Education, The University of Jambi in Academic Year 2020/2021. The first supervisor is Dr. Dra. Rachmawati, M. Pd. The second supervisor is Tubagus Zam Zam Al Arif, S. Pd., M. Pd. This research aimed to identify the types of politeness maxims realized by the students in the classroom interactions. This research used a qualitative method. The subject of this research was the students from regular 001 2017 in the 5th semester in the English Department at the University of Jambi. There are 28 students as the participants of this study that consists of 27 females and 1 male. There is a research instrument in collecting the data, namely audio recording. Besides, there are some steps of analyzing the data that were data reduction, transcribing, identification, classification, and data display. The findings of this research were five politeness maxims realized by the students, namely: tact maxim, generosity maxim, approbation maxim, agreement maxim, and sympathy maxim. On the other hand, the students have realized the five politeness maxim proposed by Leech. Besides, the most maxim realized by the students is the tact maxim and the modesty maxim is the only maxim that did not realize by the students in interactions. So, the students have realized the maxims 20 times in 2 courses for 4 meetings. Keywords: Politeness Principles, Students’ Interactions.
Sari, Mella Lidyana。2021。李奇格言在学生互动中的实现。英语系毕业论文。占碑大学2020/2021学年教师培训与教育学院。第一位导师是德拉博士。Rachmawati, m.d。第二位主管是图巴格斯·扎姆·扎姆·阿尔·阿里夫(Tubagus Zam Zam Al Arif)，南加州警官。， m.p。本研究旨在识别学生在课堂互动中实现的礼貌准则类型。本研究采用定性方法。本研究的对象是占碑大学英语系2017年第五学期001班的学生。本研究共有28名学生参与，其中女生27名，男生1名。在收集数据的过程中有一种研究工具，即录音。此外，数据分析还包括数据约简、转录、识别、分类、数据显示等步骤。本研究的结果是学生意识到的五种礼貌准则，即机智准则、慷慨准则、认同准则、同意准则和同情准则。另一方面，学生们实现了Leech提出的礼貌五准则。在互动中，学生意识到最多的是机智准则，唯一没有意识到的是谦虚准则。因此，学生们在2门课4次会议中实现了20次格言。关键词:礼貌原则;学生互动;
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The ultimate goal of the research was to delineate EFL students‟ bilingual school interaction to find out Pragmatic aspects in term of cooperation among the participants, and politeness strategy. Since pragmatic competence holds important role in language learning instead of linguistic competence. The research subjects were English native teacher and 24 students of third grade of Tunas Mekar Indonesia Elementary School. To find out pragmatics‟ aspects of the interaction, the researcher analyzed teacher‟s and students‟ utterances by transcribing, coding and classifying them based on the theory. The findings show that pragmatic competence is very needed to be applied in the interaction, the teacher should be first model for their students in the classroom communicative activity. The teacher‟s utterances or speech acts should be understandable by the students, thus ultimate goal of communication can be shared. Pragmatics deals with some aspects which can be implemented as references to conduct manner through language use contextually and appropriately. It directs the participants to cooperate achieving communication goals through various guidance which reflect good values and politeness strategy of language use. In another word, it is the art of language use in the interaction. Key words: Pragmatic Competence, Speech Act, Cooperative Principle,Politeness
{"title":"PRAGMATIC COMPETENCE AS THE ART OF LANGUAGE USE IN INTERACTION","authors":"Siska Vrenti","doi":"10.22437/jelt.v1i1.2909","DOIUrl":"https://doi.org/10.22437/jelt.v1i1.2909","url":null,"abstract":"The ultimate goal of the research was to delineate EFL students‟ bilingual school interaction to find out Pragmatic aspects in term of cooperation among the participants, and politeness strategy. Since pragmatic competence holds important role in language learning instead of linguistic competence. The research subjects were English native teacher and 24 students of third grade of Tunas Mekar Indonesia Elementary School. To find out pragmatics‟ aspects of the interaction, the researcher analyzed teacher‟s and students‟ utterances by transcribing, coding and classifying them based on the theory. The findings show that pragmatic competence is very needed to be applied in the interaction, the teacher should be first model for their students in the classroom communicative activity. The teacher‟s utterances or speech acts should be understandable by the students, thus ultimate goal of communication can be shared. Pragmatics deals with some aspects which can be implemented as references to conduct manner through language use contextually and appropriately. It directs the participants to cooperate achieving communication goals through various guidance which reflect good values and politeness strategy of language use. In another word, it is the art of language use in the interaction. Key words: Pragmatic Competence, Speech Act, Cooperative Principle,Politeness","PeriodicalId":274924,"journal":{"name":"JAMBI-ENGLISH LANGUAGE TEACHING","volume":"7 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120893887","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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