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All Journal Journal of Innovation and Research in Primary Education
Mohammad Tahir
Universitas Tadulako
Education Languange, Linguistic, Communication & Media Mathematics Other

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Exploring Politeness Strategies Among Fifth-Grade Students: A Sociopragmatic Analysis of Classroom Interactions Darmawati Darmawati; Mohammad Tahir; Ulinsa Ulinsa
Journal of Innovation and Research in Primary Education Vol. 5 No. 2 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i2.3618

Abstract

This study investigated linguistic politeness among fifth-grade elementary students at SD Alkhairaat Solonsa through a sociopragmatic lens. Despite the importance of polite language in character formation, students often demonstrate inconsistent adherence to politeness norms in school interactions. This qualitative descriptive study employed purposive sampling to examine students' verbal interactions across various school contexts. Data were collected through naturalistic observation, audio recording, and field notes, then analyzed using Miles and Huberman's interactive model with Brown and Levinson's politeness framework. Results revealed two primary utterance forms: polite utterances employing negative and positive politeness strategies that maintain social harmony, and impolite utterances characterized by face-threatening acts lacking mitigation strategies. Polite language served critical functions including relationship maintenance, conflict avoidance, and respect demonstration. Impoliteness emerged from the interplay of internal factors (limited pragmatic competence, immature emotional regulation) and external factors (family communication patterns, peer influence, school culture). Students demonstrated contextual variability, employing polite strategies with teachers while exhibiting impoliteness with peers. Findings extend politeness theory by demonstrating Brown and Levinson's framework applicability to Indonesian elementary contexts, addressing a significant knowledge gap in primary education politeness research. Practically, results suggest fostering linguistic politeness requires integrated pedagogical approaches combining explicit instruction, teacher modeling, and emotional regulation development alongside linguistic repertoire expansion.
Enhancing Descriptive Text Writing Through SQ5R Strategy and Audio-Visual Media: A Classroom Action Research Masriyani Masriyani; Mohammad Tahir; Syamsuddin Syamsuddin
Journal of Innovation and Research in Primary Education Vol. 5 No. 2 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i2.3619

Abstract

This study aims to describe the application of the SQ5R strategy based on audio-visual media in learning to write descriptive texts in grade V of SDN Solonsa. The background of this study is the low ability of students to write descriptive texts in a coherent, interesting, and in accordance with good language rules. The research method used is classroom action research (CAR) which is carried out in two cycles, each consisting of planning, action implementation, observation, and reflection. The subjects of the study were 24 grade V students of SDN Solonsa. Data were collected through observation, interviews, writing tests, and documentation. The results showed that the application of the SQ5R strategy (Survey, Question, Read, Reflect, Recite, Review) based on audio-visual media can improve students' ability to write descriptive texts. In cycle I, the average writing score of students reached 72 with a learning completeness of 66.7%, while in cycle II it increased to an average of 86 with a learning completeness of 91.7%. Audio-visual media helps students understand objects concretely, while the SQ5R steps guide students to think systematically in the writing process. Thus, it can be concluded that the implementation of the SQ5R strategy based on audio-visual media is effective in improving the descriptive text writing skills of fifth-grade students at Solonsa Elementary School. This strategy can be recommended as an alternative for engaging and meaningful writing learning in elementary schools.
Co-Authors Darmawati Darmawati Masriyani Masriyani Syamsuddin Syamsuddin Ulinsa, Ulinsa