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All Journal Indonesian Review of English Education, Linguistics, and Literature Indonesian Journal of Multidisciplinary and Educational Researcher Proceeding International Conference on Education
Sumanto, Ossa Bodhi Tala
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Religion Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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An Analysis of Politeness Strategies Used by Teacher and Students in English Class at SMPN 1 Mojo Kediri Mukharomah, Lailatul; Sumanto, Ossa Bodhi Tala
IREELL: Indonesian Review of English Education, Linguistics, and Literature Vol. 1 No. 1 (2023): IREELL
Publisher : Institut Agama Islam Negeri (IAIN) Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/ireell.v1i1.1589

Abstract

Politeness is a vital component in communication as it assists in preventing misunderstandings, reducing conflict, and building harmony between interlocutors, such as communication between the educator and learners in the educational setting. This descriptive qualitative study attempts to explore the types and preferred politeness techniques employed by both educators and learners in an English class. An English teacher and 40 students of class 7 G SMPN 1 Mojo Kediri were the participants of this research. The research's primary instrument was an observation by video recording and documentation, which was afterward examined by the researchers through data reduction, display of data, conclusion drawing, and triangular validation. The data was evaluated employing Leech's politeness theory, involving the following maxims: tact maxim, generosity maxim, approbation maxim, modesty maxim, agreement maxim, and sympathy maxim. The findings revealed that the instructor employed all six maxims, namely tact, generosity, approbation, modesty, agreement, and sympathy maxim. While the students only employed four maxims, they displayed tact, modesty, agreement, and sympathy maxim. There are 132 utterances between the instructor and students, and it was discovered that the agreement maxim was the most frequently employed politeness approach by the teacher and students, with 41 frequencies used by the teacher and 37 frequencies used by the students.
The EFL Students’ Perspective of Their Speaking Competence and Self-Confidence: A Qualitative Study Sumanto, Ossa Bodhi Tala; Saharani, Annisa Auliya
Indonesian Journal of Multidisciplinary Educational Research Vol. 1 No. 1: April 2023
Publisher : LP2M Institut Agama Islam Negeri (IAIN) Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/ijomer.v1i1.1120

Abstract

The research aims to see students' awareness of their competence based on their self-confidence in speaking English. In this study, the qualitative descriptive approach was employed to collect thorough responses and student views on their speaking ability and confidence level. The researchers introduced respondents to the notion of self-confidence before asking them to complete the questionnaire and conduct an interview. Respondents' confidence appears to be related to their perspective of their speaking ability. Students cannot claim to be at ease every time they speak a foreign language because speaking is such a vital element of communication yet they are motivated to learn and practice English. According to the respondents, while confidence is a fantastic place to start in speaking, it will not take them very far unless they consistently practice enhancing their language competence. The most typical approach is to engage in conversation whenever feasible.
An Analysis of Politeness Strategies Used by Teacher and Students in English Class at SMPN 1 Mojo Kediri Mukharomah, Lailatul; Sumanto, Ossa Bodhi Tala
IREELL: Indonesian Review of English Education, Linguistics, and Literature Vol. 1 No. 1 (2023): April 2023, Indonesian Review of English Education, Linguistics, and Literature
Publisher : Program Studi Tadris Bahasa Inggris, Fakultas Tarbiyah, IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/ireell.v1i1.1589

Abstract

Politeness is a vital component in communication as it assists in preventing misunderstandings, reducing conflict, and building harmony between interlocutors, such as communication between the educator and learners in the educational setting. This descriptive qualitative study attempts to explore the types and preferred politeness techniques employed by both educators and learners in an English class. An English teacher and 40 students of class 7 G SMPN 1 Mojo Kediri were the participants of this research. The research's primary instrument was an observation by video recording and documentation, which was afterward examined by the researchers through data reduction, display of data, conclusion drawing, and triangular validation. The data was evaluated employing Leech's politeness theory, involving the following maxims: tact maxim, generosity maxim, approbation maxim, modesty maxim, agreement maxim, and sympathy maxim. The findings revealed that the instructor employed all six maxims, namely tact, generosity, approbation, modesty, agreement, and sympathy maxim. While the students only employed four maxims, they displayed tact, modesty, agreement, and sympathy maxim. There are 132 utterances between the instructor and students, and it was discovered that the agreement maxim was the most frequently employed politeness approach by the teacher and students, with 41 frequencies used by the teacher and 37 frequencies used by the students.
Achievement Emotions in EFL Listening Class: A Quantitative Study Using AEQ-S Sumanto, Ossa Bodhi Tala; Aini, Alfina Nur; Aulia, Nurul Putri; Syaputri, Nur Ely
Proceeding International Conference on Education Volume 03, Agustus Tahun 2025: International Conference on Education
Publisher : Faculty of Tarbiyah, Institut Agama Islam Negeri (IAIN) Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

In English language learning, productive skills such as speaking and writing are often prioritized, while a vital receptive skill such as listening is frequently assumed as a secondary status. This undervaluation contributes to negative stereotypes and adds the challenges faced by EFL learners. Among the overlooked matters is the emotional experience of learners, which provides a crucial role, particularly in skill-based course like listening that demand sustained attention and confidence. This study aims to examine the achievement emotions experienced by EFL learners in listening class using the Achievement Emotions Questionnaire – Short (AEQ-S), developed by Pekrun et al. (2011). A total of 37 university students completed the AEQ-S, which measures both positive and negative emotions across three domains: classroom activities, learning processes, and test-taking situations. The data were analyzed using descriptive statistics and paired-sample t-tests. The finding revealed a significant difference in all three contexts. In classroom-related activities, positive emotions (M = 3.78, SD = 0.65) were significantly higher than negative emotions (M = 2.50, SD = 0.71), (t(36) = 6.947, p < .001). A similar trend was found in learning-related (t(36) = 6.139, p < .001) and test-related situations (t(36) = 5.488, p < .001), indicating the consistency of emotional dominance across academic conditions with enjoyment as the most frequently experienced emotion. These findings highlight the critical need to integrate emotional consideration into listening pedagogy. By fostering emotionally supportive environments, educators can enhance learners' engagement and aid them to navigate the challenges of listening comprehension.
The EFL Students’ Perspective of Their Speaking Competence and Self-Confidence: A Qualitative Study Sumanto, Ossa Bodhi Tala; Saharani, Annisa Auliya
Indonesian Journal of Multidisciplinary Educational Research Vol. 1 No. 1: April 2023
Publisher : LP2M Institut Agama Islam Negeri (IAIN) Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/ijomer.v1i1.1120

Abstract

The research aims to see students' awareness of their competence based on their self-confidence in speaking English. In this study, the qualitative descriptive approach was employed to collect thorough responses and student views on their speaking ability and confidence level. The researchers introduced respondents to the notion of self-confidence before asking them to complete the questionnaire and conduct an interview. Respondents' confidence appears to be related to their perspective of their speaking ability. Students cannot claim to be at ease every time they speak a foreign language because speaking is such a vital element of communication yet they are motivated to learn and practice English. According to the respondents, while confidence is a fantastic place to start in speaking, it will not take them very far unless they consistently practice enhancing their language competence. The most typical approach is to engage in conversation whenever feasible.
Co-Authors Aini, Alfina Nur Aulia, Nurul Putri Mukharomah, Lailatul Saharani, Annisa Auliya Syaputri, Nur Ely