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All Journal OKARA: Jurnal Bahasa dan Sastra
Eva Nikmatul Rabbianty
English Teaching Learning Program, Tarbiyah Faculty, Institut Agama Islam Negeri Madura, Pamekasan 69371
Languange, Linguistic, Communication & Media

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Pragmatic Politeness of the Imperative Speech Used by the Elementary School Language Teachers Afifah Raihany; Eva Nikmatul Rabbianty
OKARA: Jurnal Bahasa dan Sastra Vol. 15 No. 1 (2021): OKARA: Jurnal Bahasa dan Sastra
Publisher : IAIN MADURA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ojbs.v15i1.3810

Abstract

As a means of communication, the politeness aspect of language always comes together with interpersonal communication. People can reflect politeness in communication activities through their verbal language. This research aims to analyze and describe the elementary school language teachers' imperative speech focusing on the form, meaning, and imperative pragmatic politeness. This study is descriptive qualitative research. The data were teachers' speeches during the teaching-learning process. The data were collected by using the observation method with observing, recording, and note-taking techniques. The imperative pragmatic meaning of the prohibition and interrogative speech describes the pragmatic meaning of imperative commands widely used by SD Integral Lukman al-Hakim Sumenep language teachers. Meanwhile, according to Leech's politeness principles, the teachers use six maxims categories; tact maxim, generosity maxim, approbation maxim, modesty maxim, agreement maxim, and sympathy maxim. In addition, imperative speech with the complete agreement is also found, namely in the form of action as a student's reaction to the teacher's imperative speech; the findings also prove that imperative speech found in the imperative form and the non-imperative form of politeness. Both of the politeness in the speech of the Language teacher forms are based on the construction of Leech's politeness principles.
Students’ Voices of Teachers’ Online Written Feedback Lailatus Sa'adah; Rosi Anjarwati; Mohammad Romadhoni; Eva Nikmatul Rabbianty
OKARA: Jurnal Bahasa dan Sastra Vol. 17 No. 1 (2023): OKARA: Jurnal Bahasa dan Sastra
Publisher : IAIN MADURA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ojbs.v17i1.8441

Abstract

Feedback should be beneficial to learners; it should provide information about their performance of a task or activity. This study aims to explore students' concerns and expectations toward teachers' online written feedback through photovoice. Participants involved fifteen students of a writing course. To obtain the data, a photovoice was used following Wang et al.'s SHOWeD protocols based on the theme "students' voices on teachers' online written feedback to promote discussion among participants and researchers about critical topics to generate solutions. Two instruments were used to collect the data; documentation in the form of the participants' photographs and a semi-structured interview with each participant. The result revealed that students had raised some points regarding the teacher's online written feedback. These points include: 1) online written feedback is sufficient; 2) online feedback should show the strength of students' writing; 3) students' revision will improve students writing quality; 4) students need a comfortable place, correct times, and snacks when revising. The study concludes that instead of simply making suggestions, as is customary when providing feedback, the students require the teacher's assessment of their strengths. The findings suggested that teachers and lecturers should consider the points when providing online written feedback to students.
Co-Authors Afifah Raihany Lailatus Sa'adah Mohammad Romadhoni Rosi Anjarwati