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All Journal Jurnal Penelitian Humaniora Journal of English Language Teaching and Linguistics AKSARA: Jurnal Bahasa dan Sastra
Lintang Indah Ayu Respati Dewi
Universitas Sebelas Maret
Arts Humanities Education Languange, Linguistic, Communication & Media

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THE REFUSAL STRATEGIES EMPLOYED BY PRE-SERVICE EFL TEACHERS: A COMPARISON BETWEEN JAVANESE AND SUMATRANS Lintang Indah Ayu Respati Dewi; Lailatun Nurul Aniq; Khairani Dian Anisa
Jurnal Penelitian Humaniora Vol 21, No 2: Agustus 2020
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/humaniora.v21i2.9924

Abstract

Refusing is a part of commissive speech acts. Refusing is a face-threatening act (FTA) that needs a good pragmatic competence since it probably gives risk to the interlocutor's positive or negative face. However, it indicates that people from various cultural backgrounds employ dissimilar refusal strategies. This study aimed at providing a comparison of refusal strategies used between Javanese Pre-service English Teachers (JPETs) and Sumatranese Pre-service English Teachers (SPETs) in accordance with different levels of power. The data were elicited from the DCT given to 10 JPETs and 10 SPETs. The participants were asked to fill the DCTs with written responses in which each DCT described different contexts and settings. Based on the analysis, JPETs and SPETs employed similar strategies in refusing to a request. The difference was only on the frequency usage of a certain strategy. Furthermore, all of the indirect strategies were applied to refuse a request meanwhile only a strategy comes from a direct strategy called the negation of proposition that is applied. A direct refusal strategy call bluntness was not applied. This study evoked pre-service awareness of pragmatic competence which could be taught to their future students and larger participants were encouraged for future study.
A Cultural Portrait of “little c” Themes in an English Textbook Used by Indonesian Junior High School Students: A Content Analysis Lintang Indah Ayu Respati Dewi
Aksara: Jurnal Bahasa dan Sastra Vol 20, No 2 (2019): AKSARA: Jurnal Bahasa dan Sastra
Publisher : Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (284.084 KB)

Abstract

In recent decades, cultural content analysis of EFL textbooks has received a wide attention in ELT pedagogy. This research aims at analyzing the cultural themes, especially “little c” and culture categories presented in an English textbook used by Junior High School students in Indonesia. This study was carried out using Xiao’s suggested themes for detecting “little c” that represent food, holiday, lifestyles, customs, values, hobbies, and gesture/body language. Besides, it also investigated the culture categories proposed by Cortazzi and Jin, namely source culture, target culture, and international culture. The result showed that the presentation of the source, target, and international culture are in an imbalance proportion. The textbook’s content mostly exposes target culture and source culture. Meanwhile, international culture was not exposed. Moreover, value and food dominated the cultural theme in the textbook. Meanwhile, lifestyle and customs are less exposed. Furthermore, three themes of “little c” (holiday, hobbies, and gestures) were not exposed at all. Due to the imbalance proportion of cultural content, the textbook developers should provide a more balanced proportion of cultural contents in terms of themes and categories to help learners gain more knowledge related to intercultural understanding. http://dx.doi.org/10.23960/aksara/v20i2.pp88-100
Speech Act of Suggestions in EFL Classroom Interactions: Teacher’s Politeness Strategies and Students’ Perceptions Lintang Indah Ayu Respati Dewi; Sumardi Sumardi; Joko Nurkamto
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 10(3), December 2025
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v10i3.1741

Abstract

In a classroom context, teachers are unavoidable to correct something that a student has said, done or written. Sometimes, the corrections are in the form of suggestions. However, giving suggestion can be challenging, as it can threaten the student’s negative face. To reduce this threat, politeness strategies are necessary. This study was conducted to (1) identify the types of politeness strategies employed by an EFL teacher in delivering suggestions, (2) examine students’ perception of their teacher’s politeness strategies. This research is a qualitative case study involving an English teacher and 34 eleventh-grade Senior High School students. Data were collected through observations and interviews, and then analyzed using Brown and Levinson’s politeness theory. The result revealed that the teacher employs a balanced combination of politeness strategies, with positive politeness, negative politeness, and off-record strategies each used 26% of the time, and bald on record used 22%. These strategies are employed for various reasons, including ensuring clear communication, maintaining a supportive classroom environment, and fostering closer teacher-student relationships. Additionally, students’ perceptions revealed that the teacher’s use of polite and indirect language contributes to a positive learning atmosphere, enhancing student comfort and engagement. However, this study is limited by its focus on a single teacher and a specific group of students, which may limit the generalizability of the findings to broader contexts.
Co-Authors Joko Nurkamto Khairani Dian Anisa Lailatun Nurul Aniq Sumardi Sumardi