A study on the acquisition of linguistic politeness in English by Indonesian Elementary School students - Widya Mandala Catholic University Surabaya Repository

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(1)A STUDY ON THE ACQUISITION OF LINGUISTIC POLITENESS IN-ENGLISH BY INDONESIAN ELEMENTARY SCHOOL STUDENTS A THESIS As Partial Fulfillment of the Requirements for the Sarjana Pendidikan Degree in English Language Teaching Faculty . . I i I i ' . ... .~ '1. M3Y/oJ, - -~, j i - ' By: JOKE LIMANU WIRHASPATI I 1213098074 I UNIVERSITAS KATOLIK WIDYA MANDALA SURABA YA FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN JURUSAN PENDIDIKAN ~AHS DAN SENI PROGRAM STUDI PENDIDIKAN BAHASA INGGRIS AUGUST, 2002

(2) APPROVAL SHEET (1) 11ris thesis entilled "A Study on the Acquisition of Linguistic Politeness in Eugiish by htdonesian Elementary School Students" prepared and submitted by Joke 1 i1nanu Wirha';pati has been approved and accepted as partial fulfillment of the requirement for the Srujana Pendidikan Degree in English Language Teaching by the following advi~nJB: Prof llr. Abdui VVahab, M.A First Ad\ isot Second Advisor

(3) APf~OVL SHEET (2) Thi~: tlm:,J\tPd. t\1eH~l I ( Member ! I I I .} '"' ·;_·,l(i•( v / /,!j. / ~- -- -- I , ti ,c-ndra Ted;asuk;;;mana. M.Hnm. ···\.1\'lrlber ______ Approved hy. . _[\~-= 60 .. DL A£liS_tr~ --z __ _N_gadi niau . P_t~a§l-:'Ui qq; : !' O()J.>il!t_S,_ ~-It!:._ Hettd oflhe English n aini112 I· acnltv.,· Depmtment ·~. ii

(4) ABSTRACT Wirhaspati, Joke Limanu. A Study on the Acquisition of Linguistic Politeness in English by Indonesian Elementary School Students. Thesis. The English Department of Widya Mandala University. Advisors: Prof Dr. Abdul Wahab, M.A. and Dra. Susana Teopilus, M.Pd. Key Words: acquisition. communication. linguistic politeness. pragmatics, second language learning, English is an important international language which is used in various kinds of fields by many countries. Therefore, in Indonesia nowadays teaching English to young learners has been realized as a need. One indicator that teaching ESL is successful is that the learners have communicative competence. Communicative competence includes both linguistic and pragmatic knowledge. PolitenesS is the part of pragmatic knowledge. It should be operated in the same level with the other pragmatic principles. The writer in this study wants to know how elementary school students acquire linguistic politeness in English. ESL learners especially those who are still in the elementary school often have difficulty when facing with the culture ofthe target language. They do not know what is considered polite and what is not Moreover, their linguistic acquisition is still in development In order to know how elementary students acquire linguistic politeness, the writer holds an observation in Intan Permata Hati Christian Elementary School The writer only observes the fourth-grade students of Intan Permata Hati Christian Elementary School. She notes down some conversations which contain requests and analyzes them. 11Jis study reveals that: 1) Most of the subjects tend to use baldly on-record FfA (Face 111reatening Act) in making requests. 2) The off-record FTA is used many times by the subjects besides the negative politeness. 3) The negative politeness is used only when the subjects speak to the teachers. 4) The politeness marker that is often used by the sut~jec is "may". 5) Teachers in this study hold a a·ucial role in the politeness acquisition of the students besides other media such as television, computer, and books. /'..ftcr doing her ;;;tudy, the writer proposes some suggestions: l) In the later developmental stage, students should be introduced to the culture in which the target langu:~t is l!'(~d. 2) Con,;idering that linguistic politene:;..-; is one of the important issues in litgu~c area, it is a .e,ood idea if tlse library of Widya Mandala University adds books 011 thi~ topic. iii

(5) ACKNOWLEDGEMENTS First of all the writer would like to thank God for His blessing and guidance that have been given abundantly to her, so that she is able to complete her thesis. She also would like to express her deepest gratitude and indebted feeling to: 1. Prof. Dr. Abdul Wahab, M.A., her first advisor, who has patiently guided and given suggestion, advice, comment, and encouragement to the writer. Especially, when the writer got stuck in a point that she did not know how to continue her thesis writing. he gave her inspiration to write. 2. Dra. Susana Teopilus, M.Pd., her second advisor, who has given her priceless time to check the thesis writing. She also kindly encouraged the writer to finish herthesis. 3. Miss Jeannie Lynn, the Headmaster of Intan Permata Hati Christian Elementary School, who has permitted and given a valuable chance for the writer to carry out her study at her elementary school. 4. Miss Ellen Hododjojo, S.Pd., the Indonesian Curriculum Supervisor I Vice Principal of Intan Permata Hati Christian Elementary School, who has accepted the writer well dtx·ing the observation days. 5. .Miss Rini, the homeroom teacher of fourth class, who has kindly accepted the writer in her class. She hl'ls also given valuable information about her class. It was iv

(6) 6. Miss Thcresia, the training teacher ofthe fourth class, who has been so .friendly to the writer. The writer got a lot of information about the students from her also. 7. All the personnel of Intan Permata Hati who has been so kind to help her during her observation days. 8. All the students of the fourth class, who has been the sow·ce of the inspiration for the writer. 9. The writer's family, who unceasingly supported her to finish her thesis. During the busy days, tlJeir love and understanding to the writer has been proved. 10. David. S.D., her fiance, who has been a motor for the writer and place for complaining about His continuous prayer for her lifted up her spirit when she was down. 11. All the lecturers of English Department ofWidya Mandala University, who have taught her so many things. 12. All friends who had prayed and supported her. Finally, the writtr would like to thank her family for their love and understanding during the busy days. They always stand behind her with their unceasing prayer. 11Je wnter \'

(7) ~- _-· -- •.. ~- -·:~ i :;_., ~ ,.,.,, :;.,~Ja TABLE OF CONTENTS APPROVAL SHEET (1) ....................................................................... i APPlWVAL SHEET (2) .................................................................... .ii ABSTRACT .................................................................................... iii ACKNOWLEDGEMENTS ................................................................. .iv TADLE OF CONTENTS ..................................................................... vi CHAPTER I: INTRODUCTION ............................................................ 1 1.1. The Background oftheStudy ................................................... 1 1.2. T11e Statements of the Problem ................................................. 3 1.3. The Objectives .................................................................. ... 4 1.4. T11eoretical Framework ........................................................... 5 1.5. A~surnptio ........................................................................ 6 1.6. Scope and Limitation .............................................................. 6 1. 7. T11e Significance ofthe Study .................................................... 7 I. 8. The Parameters ..................................................................... 8 1.9. Organization of the Thesis ........................................................ 8 1.10. Det1nition ofKey-tenns ....................................................... 9 CHAPTER ll: REVIEW OF RELATED LITERATURE. ................................ 10 2.1. Language Acqu;;;ition Process ................................................... 10 . ...... 1 0 2. U. The Input Hypotlwsis ........ . 2.1.2. 1H.~ Affective Filter Hypotlwsis ...... . 2.2. Children Strategies of Leamiug Language ....... VI ... . ... 12 . ... 12

(8) 2.3. Classroom Language as Inplt to Second Language Acquisition ............ 14 2.4. Pragmatics ........................................................................... 15 2.4.1. Conversational and Conventional Implicature ...................... 16 2.5. Politeness Principles ............................................................... 17 CHAPTER lli: METHODOLOGY ............................................................ 20 3.1. The Nature of the Study and Its Design .......................................... 20 3.2. The Subjects ......................................................................... 21 3. 3. The Research Instruments ......................................................... 22 3.4. The Procedure of C'.-ollecting the Data ............................................ 22 3.5. The Procedure of Analyzing the Data ............................................ 23 3.6. The Parameters ......................................................................24 CHAPTER IV: FINDINGS AND DISCUSSION ............................................. 25 4.1. The Data ............................................................................. .25 4.2. Data Analysis ........................................................................ 26 4.3. The Findings ......................................................................... 45 4.4. Discussion oftbe Findings ........................................................ .47 CHAPTER V: CONCLUSION AND SUGGESTION ....................................... 52 5.1. Conclusion ............................................................................ 52 5.2. Suggestion ............................................................................. 53 BIBLIOGRAPHY .................................................................................. 55 APPENl)JXES ... ······ ................................................................... 57 vii

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