POLITENESS STRATEGIES IN DIRECTIVE SPEECH ACTS IN TEACHER–STUDENT CLASSROOM INTERACTION IN BORDER AREAS
DOI:
https://doi.org/10.53806/ijcss.v7i2.1301Keywords:
Border-Area Elementary Schools, Classroom Interaction, Directive Speech Acts, Linguistic Politeness, Sociopragmatics.Abstract
Teacher–student classroom interaction functions not only to transmit knowledge but also to shape values and learning participation, making directive speech acts and politeness strategies pedagogically significant. This study investigates politeness strategies in directive speech acts within classroom interaction at a border-area elementary school. Using a descriptive qualitative design, data were collected through classroom observation, recordings, field notes, and interviews, and analyzed through speech act theory, Leech’s politeness principle, and a sociopragmatic framework. The findings show that teachers predominantly employ commands and requests, typically mitigated through addressing students by name, explanations, choice-giving, and supportive nonverbal cues, while students’ directives tend to be more direct due to peer familiarity. Politeness strategies are shaped by sociocultural diversity and relational dynamics. These results indicate that directive politeness functions as a pedagogical resource for fostering respectful interaction, student engagement, and culturally responsive communication in border-area classrooms.
References
[1] N. Noprilia and T. Tressyalina, “Politeness in Classroom Directives: A Pragmatic Analysis of Indonesian Language Teachers’ Speech Acts in Kikim Selatan Junior High Schools,” AL-ISHLAH J. Pendidik., vol. 17, no. 3, pp. 4315–4330, 2025, doi: 10.35445/alishlah.v17i3.7053.
[2] K. L. V. B. Ginting and A. N. Pasaribu, “Politeness Strategies in Classroom Interaction between Teacher and Students and among Students at Senior High School,” IDEAS J. English Lang. Teach. Learn. Linguist. Lit., vol. 11, no. 1, pp. 289–297, 2023, doi: 10.24256/ideas.v11i1.3799.
[3] D. Rahayuningsih, M. Saleh, and S. W. Fitriati, “The Realization of Politeness Strategies in EFL Teacher-Students Classroom Interaction,” English Educ. J., vol. 10, no. 1, pp. 85–93, 2020.
[4] A. A. Rahadini and Suwarna, “Kesantunan Berbahasa dalam Interaksi Pembelajaran Bahasa Jawa di SMPN 1 Banyumas,” LingTera, vol. 1, no. 3, pp. 136–144, 2014, doi: 10.21831/lt.v1i2.2591.
[5] K. A. R. Jayusman, “Tindak Tutur Direktif dalam Proses Pembelajaran Bahasa Indonesia Kelas V SD Negeri 262/VI Suko Rejo,” GRATA J. Inov. Pendidik., vol. 2, no. 1, pp. 91–100, 2025, doi: 10.70308/grata.v2i1.103.
[6] Y. Morelent, H. Fikri, and P. Fauziati, “Pengaruh Tindak Tutur Direktif Guru terhadap Pembentukan Karakter Siswa dalam Proses Pembelajaran Selama Pandemi Covid-19,” J. Pendidik., vol. 11, no. 2, pp. 420–435, 2022.
[7] Arlinah, Nirwana, and R. Wildan, “Realisasi Tindak Tutur Direktif Anak Usia Dini dan Norma Kesantunan dalam Masyarakat Ternate,” Jurnal, vol. 18, no. 1, 2020, [Online]. Available: https://scholar.google.com/scholar?cites=1294136664312974320
[8] M. K. Ahmed, “Exploring Teacher-Student Rapport in Second Language Learning Classrooms: Challenges and Strategies,” IUBAT Rev. A Multidiscip. Acad. J., vol. 8, no. 1, pp. 223–242, 2025, doi: 10.3329/iubatr.v8i1.83667.
[9] I. G. R. Valdellon and R. R. Cuarte, “A Pragmatic Analysis on Politeness Strategies Used in Online Class,” Int. J. Multidiscip. Res., vol. 6, no. 6, pp. 1–31, 2024.
[10] A. Pawapootanon, S. Poopatwiboon, and E. A. Ambele, “Pedagogical translanguaging in English classrooms: teachers’ and students’ experiences in a Thai secondary school,” Aust. J. Appl. Linguist., vol. 8, no. 3, pp. 1–19, 2025, doi: 10.29140/ajal.v8n3.2257.
[11] S. Antony, R. Ramnath, and A. Ellikkal, “Examining Students’ Perspectives on Pedagogical Translanguaging in the Multilingual Classroom Context,” IAFOR J. Educ., vol. 12, no. 1, pp. 199–223, 2024, doi: 10.22492/ije.12.1.08.
[12] H. Arifa and M. Widodo, “Teacher and Student Directive Speech Acts in Learning Writing Indonesian (Pragmatic Studies),” Proceedings, pp. 24610–24621, 2015.
[13] A. Mawardiani, W. G. Mulawarman, and I. S. Hanum, “Tindak Tutur Direktif Guru Bimbingan Konseling di SMA Negeri 2 Samarinda (Kajian Pragmatik),” J. Pendidik. Bhs., vol. 6, pp. 1028–1039, 2022.
[14] S. Maiza, “Pola Kesantunan Berbahasa Tindak Tutur Direktif dalam Interaksi Belajar Mengajar di SMP Negeri 4 Sungai Penuh,” Transform. J. Bahasa, Sastra, dan Pengajarannya, vol. 5, no. 1, pp. 14–29, 2021, doi: 10.31002/transformatika.v5i1.
[15] T. Noprlia, “Politeness in Classroom Directives: A Pragmatic Analysis of Indonesian Language Teachers’ Speech Acts in Kikim Selatan Junior High Schools,” Al-Ishlah J. Pendidik., vol. 17, no. 3, pp. 4315–4330, 2025, doi: 10.35445/alishlah.v17i3.7053.
[16] N. Nuraeni, D. N. Hidayat, and N. Husna, “Directive Speech Acts in English Teacher’s Classroom Talk: A Discourse Analysis in Indonesian Vocational High School,” IDEAS J. English Lang. Teach. Learn. Linguist. Lit., vol. 13, no. 2, pp. 7774–7786, 2025, doi: 10.24256/ideas.v13i2.8554.
[17] A. Latrech and A. Alazzawie, “The use of politeness strategies in teacher–student interaction in the Omani EFL classroom,” Saudi J. Lang. Stud., vol. 3, no. 2, pp. 102–112, 2023, doi: 10.1108/sjls-06-2022-0052.
[18] R. E. D. N. A. Manaf, “Prinsip Kesantunan Berbahasa dalam Tindak Tutur Direktif Guru Bahasa Indonesia pada Proses Pembelajaran di SMP,” Basicedu, vol. 6, no. 3, pp. 4940–4952, 2022, doi: 10.31004/basicedu.v6i3.2759.
[19] D. L. Wulandari, “Directive Language and Politeness Norms in High School Teacher–Student Exchanges,” J. Lang. Stud., vol. 12, no. 3, pp. 12–25, 2024.
[20] Sanajaya and R. G. Saragih, “Kohesi Gramatikal dan Kohesi Leksikal dalam Kumpulan Cerpen,” Diskurs. J. Pendidik. Bhs. Indones., vol. 3, no. 3, pp. 261–267, 2020, doi: 10.30998/diskursus.v3i03.8230.
[21] L. S. Asipi, U. Rosalina, and D. Nopiyadi, “The Analysis of Reading Habits Using Miles and Huberman Interactive Model to Empower Students’ Literacy at IPB Cirebon,” J. Educ., vol. 2, no. 3, pp. 117–125, 2022.
[22] H. Asrori, “Pragmatic Analysis of Language Politeness and FTA/FSA Strategies in The East Java Gubernatorial Debate 2024,” Proc. ICONFahum, vol. 1, no. 1987, pp. 897–924, 2024, [Online]. Available: https://proceedings.uinsa.ac.id/index.php/iconfahum/article/view/3353/2151
[23] S. Rowiyah, N. Humaira, and L. Nurfitriana, “Investigating EFL Students’ Politeness Strategies in Pedagogical WhatsApp Text Conversation,” IJELTAL (Indonesian J. English Lang. Teach. Appl. Linguist., vol. 10, no. 1, pp. 21–37, 2025, doi: 10.21093/ijeltal.v10i1.1831.
[24] W. O. S. Wardani, “EFL Students’ Perception of Impolite Language: A Case of Gender Differences,” Int. J. English Educ. Linguist., vol. 7, no. 2, pp. 459–474, 2025, doi: 10.33650/ijoeel.v7i2.13180.
[25] A. Patzak and X. Zhang, Blending Teacher Autonomy Support and Provision of Structure in the Classroom for Optimal Motivation: A Systematic Review and Meta-Analysis, vol. 37, no. 17. Springer US, 2025. doi: 10.1007/s10648-025-09994-2.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Felisitas Viktoria Melati, Margaretha Lidya Sumarni, Siprianus Jewarut, Teresia Wini
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
