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Kisyani Laksono
State University of Surabaya
Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Environmental Science Social Sciences Other

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Strategies of Negative Politeness and Linguistic Realization in Thesis Advising Negotiations Via WhatsApp: A Sociopragmatic Analysis toward Quality Education (SDG 4) Muhammad Yusi Kamhar; Kisyani Laksono; Mulyono Mulyono
Journal of Current Studies in SDGs Vol. 3 No. 1 (2027): March
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.3.1.290

Abstract

Objective: To develop a conceptual framework that integrates negative politeness strategies (Brown & Levinson, 1987) with their linguistic realization (House & Kasper, 1981) in the context of thesis supervision negotiations via WhatsApp. It further examines how power, social distance, and the degree of imposition shape the selection of politeness strategies and their linguistic markers across episodes of digital academic negotiation. Method: Employing a qualitative approach, this study adopts a sociopragmatic corpus-based design using a small specialized corpus comprising 37 speech events extracted from WhatsApp interactions between undergraduate students and their thesis supervisors. The data were analyzed through a multi-layered analytical framework linking sociopragmatic variables, negative politeness strategies, and their corresponding linguistic mitigation devices. Results: Students consistently constructed request sequences using a multi-stage discourse structure consisting of greetings, apologies, the core request, and expressions of gratitude. Their requests were predominantly realized through indirect strategies (87.9%), accompanied by politeness markers such as respectful emojis (89.2%) and expressions of gratitude (86.5%). In contrast, supervisors typically responded briefly and asymmetrically, with only 29.7% of responses explicitly granting the request, reflecting an asymmetric distribution of politeness marking associated with institutional power relations. Novelty: To contribute by integrating negative politeness strategies and their linguistic realizations into a unified multi-layered analytical framework, rather than treating them as separate objects of investigation as in previous studies. It also extends the taxonomy of politeness markers by incorporating multimodal digital resources, particularly emojis, as integral components of negative politeness strategies in digital academic communication. By clarifying how respectful and equitable communication is co-constructed between students and supervisors, this study also contributes to efforts toward Quality Education (SDG 4), particularly in strengthening inclusive and supportive pedagogical relationships in higher education.
Pedagogical Directive Utterances in Indonesian Language Learning at Muhammadiyah Islamic Junior Secondary School 1, Malang City: A Sociopragmatic Study Supporting SDG 4 Musaffak Musaffak; Kisyani Laksono; Mulyono Mulyono
Journal of Current Studies in SDGs Vol. 3 No. 1 (2027): March
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.3.1.292

Abstract

Objective: To examine the forms, directness strategies, pedagogical functions, and sociopragmatic motivations of teachers' directive utterances in Indonesian language learning at Muhammadiyah Islamic Junior Secondary Schools1, Malang City. Method: A qualitative case-study design is proposed, combining non-participant observation, audio-video recording, field notes, and teaching-document analysis. Directive units are interpreted through an integrated coding matrix covering linguistic form, degree of directness, pragmatic modifiers, lesson phase, and pedagogical uptake. Descriptive frequencies are used only to display the qualitative patterning of the corpus. Results: The provisional analytical model indicates that commands and instructions constitute the largest category (31.18%), followed by question-directives (23.66%) and requests (16.13%). Direct strategies account for 55.91% of the modeled corpus, yet their interpersonal force is frequently softened by markers such as silakan, coba, mari, vocatives, and the particle ya. Procedural organization, participation elicitation, and cognitive scaffolding emerge as the dominant pedagogical functions. Novelty: Rather than treating directives as isolated sentence types, this study connects form, social relations, pedagogical purpose, and student uptake in a single sociopragmatic-pedagogical framework. The analysis demonstrates how teacher authority can be enacted without eliminating solidarity, dialogic participation, or value-sensitive communication in an Islamic junior secondary school.
Strategies of Negative Politeness and Linguistic Realization in Thesis Advising Negotiations Via WhatsApp: A Sociopragmatic Analysis toward Quality Education (SDG 4) Muhammad Yusi Kamhar; Kisyani Laksono; Mulyono Mulyono
Journal of Current Studies in SDGs Vol. 3 No. 1 (2027): March
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.3.1.290

Abstract

Objective: To develop a conceptual framework that integrates negative politeness strategies (Brown & Levinson, 1987) with their linguistic realization (House & Kasper, 1981) in the context of thesis supervision negotiations via WhatsApp. It further examines how power, social distance, and the degree of imposition shape the selection of politeness strategies and their linguistic markers across episodes of digital academic negotiation. Method: Employing a qualitative approach, this study adopts a sociopragmatic corpus-based design using a small specialized corpus comprising 37 speech events extracted from WhatsApp interactions between undergraduate students and their thesis supervisors. The data were analyzed through a multi-layered analytical framework linking sociopragmatic variables, negative politeness strategies, and their corresponding linguistic mitigation devices. Results: Students consistently constructed request sequences using a multi-stage discourse structure consisting of greetings, apologies, the core request, and expressions of gratitude. Their requests were predominantly realized through indirect strategies (87.9%), accompanied by politeness markers such as respectful emojis (89.2%) and expressions of gratitude (86.5%). In contrast, supervisors typically responded briefly and asymmetrically, with only 29.7% of responses explicitly granting the request, reflecting an asymmetric distribution of politeness marking associated with institutional power relations. Novelty: To contribute by integrating negative politeness strategies and their linguistic realizations into a unified multi-layered analytical framework, rather than treating them as separate objects of investigation as in previous studies. It also extends the taxonomy of politeness markers by incorporating multimodal digital resources, particularly emojis, as integral components of negative politeness strategies in digital academic communication. By clarifying how respectful and equitable communication is co-constructed between students and supervisors, this study also contributes to efforts toward Quality Education (SDG 4), particularly in strengthening inclusive and supportive pedagogical relationships in higher education.
Pedagogical Directive Utterances in Indonesian Language Learning at Muhammadiyah Islamic Junior Secondary School 1, Malang City: A Sociopragmatic Study Supporting SDG 4 Musaffak Musaffak; Kisyani Laksono; Mulyono Mulyono
Journal of Current Studies in SDGs Vol. 3 No. 1 (2027): March
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.3.1.292

Abstract

Objective: To examine the forms, directness strategies, pedagogical functions, and sociopragmatic motivations of teachers' directive utterances in Indonesian language learning at Muhammadiyah Islamic Junior Secondary Schools1, Malang City. Method: A qualitative case-study design is proposed, combining non-participant observation, audio-video recording, field notes, and teaching-document analysis. Directive units are interpreted through an integrated coding matrix covering linguistic form, degree of directness, pragmatic modifiers, lesson phase, and pedagogical uptake. Descriptive frequencies are used only to display the qualitative patterning of the corpus. Results: The provisional analytical model indicates that commands and instructions constitute the largest category (31.18%), followed by question-directives (23.66%) and requests (16.13%). Direct strategies account for 55.91% of the modeled corpus, yet their interpersonal force is frequently softened by markers such as silakan, coba, mari, vocatives, and the particle ya. Procedural organization, participation elicitation, and cognitive scaffolding emerge as the dominant pedagogical functions. Novelty: Rather than treating directives as isolated sentence types, this study connects form, social relations, pedagogical purpose, and student uptake in a single sociopragmatic-pedagogical framework. The analysis demonstrates how teacher authority can be enacted without eliminating solidarity, dialogic participation, or value-sensitive communication in an Islamic junior secondary school.
Co-Authors Muhammad Yusi Kamhar Mulyono Mulyono Musaffak Musaffak