EEJ 11 (3) (2021) 452-464

English Education Journal

http://journal.unnes.ac.id/sju/index.php/eej

The Use of Non-Verbal Communication in Supporting the

Realization of Brown & Levinson Politeness Strategies

Inne Nurmalasari, Januarius Mujiyanto, Henrikus Joko Yulianto

Universitas Negeri Semarang, Indonesia

Article Info Abstract

________________ _______________________________________________________________
Article History: One of the prominent issues in pragmatics is politeness. Politeness can
Recived 09 May 2021 manifest in two actions, verbal and non-verbal communication. This study
Accepted 17 July2021 aimed to analyze the lecturer's and the students' non-verbal
Published 15 communication (NVC) in supporting the realization of Brown &
September 2021
Levinson's politeness strategies in English classroom interaction at
Universitas Muhammadiyah Purworejo. This study explains the lecturer’s
________________
Keywords:
and students’ NVC in supporting the realization of bald on record
Realization, politeness strategy, positive politeness strategy, negative politeness strategy, off-
strategies, NVC, record strategy, and don’t do the face-threatening act (FTA) strategy in
classroom interaction English classroom interaction. In this study, the researchers applied
____________________ qualitative research. The subjects were one English lecturer and students.
The objects were the lecturer's and the students' utterances during the
English learning process. The methods the researchers used to analyze the
data were Brown & Levinson's (1987) politeness strategies theory and
Novinger's (2001) NVC theory. The findings showed that politeness
strategies were used by the lecturer and students with the total frequency
of 559 times, namely bald on record, positive politeness (dominantly
used), negative politeness, off-record, and don’t do the FTA (the least
used). Besides, in supporting the realization of politeness strategy, the
dominantly used methods of NVC were chronemics, kinesics, and vocalic.
In conclusion, politeness strategies are crucial in maintaining the
relationship and creating a comfortable environment in the EFL
classroom. NVC can support performance that cannot be expressed in
words.


Correspondence Address: p-ISSN 2087-0108
KampusPascasarjana UNNES Kelud Utara 3 Sampangan, Indonesia
e-ISSN 2502-4566
E-mail:[email protected]

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INTRODUCTION The researchers took some previous

studies as inspiration and consideration to
Communication is the exchange of ideas conducting the study. Some of those studies are
and information (Richards and Schmidt, 2010). studies by Sulu (2015); Jiang (2010); & Oliveira
The purpose of communication is to get (2009), who have researched teachers’ politeness
messages from other people in an unambiguous in the classroom. They found that politeness
way. That is, when we are talking with other existed in that EFL classroom. It can help the
people we must pay attention to the setting or students have positive feelings towards the
context of the conversation that includes; with lesson, also motivated them to participate more
whom, when, and where we talk. in classes. After that, politeness does promote
Context is very closely related to culture mutual understanding and harmonious
that certainly is different. It can help learners to relationships between both teachers and
establish meaning. It also can influence what to students. Next, politeness does enhance teaching
say and how to say it. If a speaker does not and benefits the students. Politeness does
understand the audience, then this will make the contribute to effective interaction in class.
audience unable to receive messages from the Next, Agustina and Cahyono (2016);
speaker well. Related to this matter, everyone Suhartono et al. (2018); Karimnia and
needs to learn pragmatics which is concerned Khodashenas (2017); & Rahayuningsih et al.
with the study of language that is used in context (2020) researched teachers students’ politeness in
(Illie and Norrick, 2018). the classroom. They showed that maintaining a
But here, pragmatics is not able to reach relationship and creating a comfortable
the diversity of contexts caused by cultural environment in class is crucial. Teachers should
differences. Therefore, sociolinguistics is needed be aware of using threatening utterances that
here to examine this matter deeply. could negatively affect their students’ self-
Sociolinguistics describes how social norms esteem. These studies brought forth some
constrain appropriate language use (Illie and implications to the students, such as how
Norrick, 2018). The merger between students speak appropriately to their teachers.
sociolinguistics (sociology and linguistics) and Moreover, studies by Karimi et al. (2012);
pragmatics is sociopragmatics. Sociopragmatics Bambaeeroo (2017); Butt (2011); Barati (2015),
not only focuses on language but also on the Taleb and Larbi (2018), dealt with the impact of
social environment which supports that NVC in the classroom and found that teachers
language. use NVC in the class. It has a positive
In classroom interaction, communication relationship between the teacher and students.
between the interlocutors does not just have Although it was hard to create that situation,
linguistic competence. Here, communicative there were suitable solutions. The solution to
competence is also necessary. Social distance overcome students’ difficulties in oral
can influence communication in classroom participation included smiling at them, such as
interaction, and the lecturer has more power nodding with their heads, after they have
than the students (Carniasih, 2011). Effective performed a speaking task and establishing eye
communication happens when both verbal and contact with them when participating with their
non-verbal messages are synchronous (Ali, attitudes.
2011). Showing awareness and consideration of Other studies by Septiana et al. (2018);
another person’s face can be called politeness Panjaitan et al. (2017); Zakaria (2018)
(Yule, 2010). Besides that, politeness refers to researched verbal interaction in the classroom.
strategic conflict avoidance (Leech, 1980). The They found that teaching activities were carried
use of politeness strategies can shorten the out in two ways between students and the
distance between lecturer and their students so teacher. The teacher used more verbal
that the class will be interesting. communication while NVC rather than the
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students. The learning process was carried out study explains the lecturer’s and students’ NVC
with several activities such as games, singing, in supporting the realization of bald on record
using teaching tools (television, pictures, and strategy, positive politeness strategy, negative
toys), and telling stories in communication to politeness strategy, off-record strategy, and don’t
make the students more easily understand what do the FTA strategy in English classroom
the teacher says. interaction.
There are several reasons for choosing this There are several benefits expected from
topic. First, in reality, there are some lecturers as this research. First, this study explains the NVC
a determiner just guided by doing their job, of lecturers and students in supporting the
filling in the attendance list, and considering that realization of a bald on record strategy in
they have already done their duty. They are English class interactions. Theoretically, this
unconscious that the teaching and learning finding is helpful for lecturers who did not want
process guided by them will bring some to minimize the threat to their students' faces.
influence, also impact on students, especially Practically, this research can help lecturers to
success in absorbing the learning process. convey something directly. Pedagogically, in this
Second, most schools teach English as a foreign study, the bald on record strategy can help
language. But, there are some obstacles as the lecturers provide clear directions on what
barricade that make the students feel students need to do in the learning process.
complicated, even hard to master. Many Second, this recent study explains the
teachers/lecturers do not care about this, lecturer and the students' NVC supporting the
because they have no strategies in teaching. realization of a positive politeness strategy in
Third, long distances between lecturers and English classroom interaction. Theoretically, the
students should be avoided, especially by the findings are necessary for lecturers to create a
lecturer. If the relationship between lecturers and good relationship, also allow social relations to
students is not close, for example, they feel be smoother. Practically, this research can help
estranged from each other, it will make the lecturers make students comfortable with
teaching and learning atmosphere less themselves, their interest, and their possessions.
comfortable. Fourth, interpersonal Pedagogically, this strategy helps lecturers to
communication is expanding and receiving build closer relationships with students, and get
information explicitly and implicitly that is to know each other well enough to make the
expressed non-verbally. Sometimes people do learning process successful.
not want to convey the true meaning of Third, this recent study explains the
communication to smooth the conversation. lecturer’s and students’ NVC supporting the
Based on the description above, according to the realization of negative politeness strategy in
researchers, it is necessary to know and English classroom interaction. Theoretically, the
investigate the lecturer's speech and style or findings are helpful to reducing or avoiding
strategy during the learning process in the students feeling bad in the classroom process.
classroom. The researchers want to know and Practically, this research can help lecturers to
analyze the use of NVC in supporting the minimize coercion when having conversations
realization of Brown & Levinson's politeness with their students. Pedagogically, this study
strategy between lecturers and students in may help the lecturers to redress the distance
English class interactions at Muhammadiyah and wariness when teaching in the classroom.
University of Purworejo. Fourth, this recent study explains the
This study analyzes the lecturer’s and lecturer’s and students’ NVC in supporting the
students’ NVC in supporting the realization of realization of off-record strategy in English
Brown & Levinson’s politeness strategies in classroom interaction. Theoretically, this finding
English classroom interaction at can help the lecturers’ utterances that their use of
UniversitasMuhammadiyahPurworejo. This language with precise meaning has to be
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interpreted indirectly. Practically, this study can basis for analyzing politeness strategies.
help the lecturers avoid the responsibility for Novinger's (2001) theory was also added to
some potential to threaten the face when having analyze NVC. After analyzing the data, the
conversations with their students. Pedagogically, researchers concluded and proposed suggestions
the strategies may help the lecturers to give more based on the results. The researchers used the
than one interpretation about what the lecturers’ triangulation technique as the step to examine
utterances are. the validity of the data. The researchers used all
Fifth, this recent study explains the the basic types of triangulation by Denzin
lecturer’s and students’ NVC in supporting the (1973), namely: (1) Data triangulation which
realization of don’t do FTA strategy in English includes time, space, person; (2) Researcher
classroom interaction. Theoretically, this finding triangulation which involves some researchers to
of the don’t do FTA strategy is simply that the investigate the data; (3) Theoretical triangulation
speaker avoids offending the hearer at all. that used more than one theory to interpret data;
Practically, this study can help the lecturers not and; (4) Methodological triangulation which
to make students feel threatened. Pedagogically, used more than one method to collect the data.
the strategies may help the lecturers to provide
some solution to the students’ problems about RESULTS AND DISCUSSION
the learning process in classroom interaction
without oppressing their students. The Lecturer’s and Students’ NVC in
Supporting the Realization of Bald On Record
METHODS Strategy in English Classroom Interaction
In the bald on record strategy, S does
In this study, the researchers applied nothing to minimize threats to H's face (directly
qualitative research. The research was without regard to H’s face). The situation is
conducted at Universitas Muhammadiyah when a person directly addresses some
Purworejo. The subjects were one English expression, such as: ask something, commands,
lecturer and students. The study used a random please.
sampling technique to select the lecturer.
Furthermore, the objects of the study were Table 1.The use of NVC in supporting Bald On
lecturers’ and the students’ utterances during the Record Strategy
English learning process. In this research, the Bald on
Turn Dialogue NVC
researchers used kinds of procedures in Record
L Give the real The lecturer was giving Strategy 5
collecting the data, such as: Preparing the plan name! instructions to the
at the beginning with choosing University. students during the
zoom meeting in high
Then, doing the observation, audio-recording, pitch voice, he
video-recording, and interview. The researchers frowned, with his eyes
turning to students.
observed the lecturer’s utterances with their non- L I don’t like The lecturer was Strategy 6
verbal interactions acquired by a video recorder, it. explaining the rules to
the students during the
and audio-recorder during the teaching-learning zoom meeting in
process. After that, the researchers did medium-low pitch
voice, with a steady
interviews with both the lecturer and the tempo, and his eyes
students. The last is document analysis. The seeing to students.
S But, I have The student was Strategy
recording was transcribed and analyzed. After to go now, talking in conversation 10
collecting the data, the researchers analyzed goodbye with the other student
Smith. during the zoom
them based on the theory explored. The data meeting in medium
analysis in this research was transcribed, pitch voice, steady
tempo with her eyes
identified, and classified. The researchers chose down.
the theory of Brown & Levinson (1987), as a L Have a look The lecturer was Strategy 2
at the yes-no instructing the students
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questions. during the zoom context of the situation of NVC, as: ‘He
meeting in medium-
high pitch voice, with instructed the students in high pitch voice during
his eyes focused on a the zoom meeting. He frowned, with his eyes
handout and also his
eyes turning to turning to students’. (kinesic and vocalic); ‘He
students. explained the rules to the students in a medium-
L Marcella The lecturer was giving Strategy 1
mute your instruction fast to the low pitch voice, with a steady tempo, and his
device! student during the eyes seeing to students during the zoom
zoom meeting in
medium-high pitch meeting’. (kinesic and vocalic); ‘He instructed
voice, with his eyes the students in a medium-high pitch voice, his
focused on the student
and he frowned. eyes focused on the handout. His eyes turned to
L Okay, who? The lecturer responded Strategy 8 students during the zoom meeting’. (kinesic and
fast to the student
offers in medium pitch
vocalic); ‘He instructed fast to the student in
voice, with his eyes medium-high pitch voice, with his eyes focused
looking in all
directions, his head
on the student and frowned during the zoom
moved from side to meeting’. (kinesic and vocalic); and; ‘He
side and he frowned.
S Elya. The student responded Strategy
responded fast to the student offer in medium
to the lecturer’s 11 pitch voice, with his eyes were looking at all
question directly, in a
medium-pitch voice.
directions, his head moved from side to side and
he frowned’ (kinesic and vocalic). On the other
The conversations are shown in Table I side, the expressions used by the students, as
happened when the lecturer and students ‘She was talking conversation with the other
discussed online class meetings by using the student during the zoom meeting in medium
zoom application because of the pandemic pitch voice, a steady tempo with her eyes down’
situation (covid-19) that requires them to study (kinesic and vocalic); ‘She responded to the
online every day until an indefinite time. lecturer’s question directly in medium-pitch
In the first discussion, based on the data voice’ (kinesic and vocalic). The data showed
analysis, bald on record strategies were found that the lecturer does not want to spend much
7% or 39 times. The researchers found some time managing the class. Therefore, he used the
utterances used by the lecturer and the students direct way to give instructions. Bald on record is
were included in the sub-strategy of politeness one of the strategies used by the speaker who did
strategies theory by Brown & Levinson (1987). no attempt to minimize the threat to the hearer’s
The utterances used by the lecturer, as “Give the face. Bald on record allows S and H to get
real name!” (strategy 5: task- clarity about the meanings the speaker is trying
oriented/paradigmatic form of instruction);” I to convey. However, it also indicates that the
don’t like it” (strategy 6: power different lecturer has more power over the students or
between S and H); “Have a look at the yes-no when one student talked to the other students by
questions” (strategy 2: metaphorical urgency); using this strategy. Bald on record is crucial to
“Marcella mute your device!” (strategy 1: give effective and instruction in the classroom.
maximum efficiency); “Okay, who?” (strategy 8:
permission that H has requested); and; some The Lecturer’s and Students’ NVC in
utterances used by the students, as “But, I have Supporting the Realization of Positive
to go now, good-bye Smith” (strategy 10: Politeness Strategy in English Classroom
farewells); “Elya” (strategy 11: offers). Besides, Interaction
in supporting the action, the researchers also Positive politeness strategy used in an
found some expressions used by the lecturer. interaction where S wants to sacrifice his/her
After that, the students were included in the positive face to express closeness and
category of NVC theory by Novinger (2001). friendliness with showing interest as if H needs
The expressions used by the lecturer with the to be respected by the others.
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Table 2.The use of NVC in supporting Positive Cipo… the other student in a
low-pitched voice.
Politeness Strategy
Positive
Turn Dialogue NVC
politeness In the second discussion, based on the
L So, we have The lecturer was seeing Strategy data analysis, positive politeness strategies were
plus-minus the students during the 12
one I think to zoom meeting in used 63% or 352 times. It means that the lecturer
nineteens. medium pitch voice tried to satisfy the students’ positive face. It also
with his eyes turning to
students. means that the lecturer tried to build a close
L Mmm, okay The lecturer explains Strategy 7 relationship with the students (Brown &
I’m... I’m still faster with his eyes
waiting for the turning to students. Levinson, 1978). The researchers found some
slide. utterances used by the lecturer and the students
L You got join The lecturer responded Strategy 3
such kind of to the student during were included in the sub-strategy of politeness
University or the zoom meeting in strategies theory by Brown & Levinson (1987).
kind of collage medium-high pitch
or courses in voice with his eyes The utterances used by the lecturer, as “So, we
the class? turning to students, have plus-minus one I think to nineteens”
with moving his head.
S Thank you. The student responded Strategy 2
(strategy 12: include both S and H in the
to the lecturer’s activity); “Mmm, okay I’m... I’m still waiting
question in high
pitched voice.
for the slide” (strategy 7: presuppose, assert
L Can you see The lecturer was seeing Strategy 5 common ground, raise); “You got join such kind
the slide? Can the students during the
of University or kind of collage or courses in the
you see the zoom meeting and
slide? Amalia asking in high pitch class?” (strategy 3: intensify interest to H); “Can
and others? voice, the tempo was
you see the slide? Can you see the slide? Amalia
faster than before, he
frowned, with his eyes and others?” (strategy 5: seek agreement
turning to students.
(repetition, safe topics)); “Why did you joining
S Wow, same The student was Strategy
with me talking to the other 14 English program? Rather than other programs in
Nabila. student in a medium UMP?” (strategy 13: give/ask for reasons);
pitch voice, with her
eyes turning to the “Okay I think maybe you got a problem with the
screen. audio. You just chat eee in group or private with
L Why did you The lecturer was seeing Strategy
joining the students during the 13 me, okay” (strategy 6: avoid disagreement);
English zoom meeting in “But, but I always feel younger, right in every
program? medium-high pitch
Rather than voice with his eyes situation” (strategy 11: be optimistic); and; some
other turning to students. utterances used by the students, as “Thank you”
programs in
UMP? (strategy 2: exaggerate (sympathy, interest,
L Okay, I think The lecturer was seeing Strategy 6 approval with H)); “Wow, same with me
maybe you got the students during the
a problem zoom meeting in Nabila” (strategy 14: assume/assert reciprocity);
with the medium pitch voice, “Of course. I’ll be there to see your
audio. You with his eyes turning to
just chat eee in the screen. performances” (strategy 10: offer, promise); “See
group or you, Cipo…” (strategy 4: use ‘in group’ identity
private with
me, okay. markers (jargon, dialect, addressed forms,
L But, but I The lecturer was Strategy slang)). Besides, in supporting the action, the
always feel
explaining to the 11
younger, right students during the researchers also found some expressions used by
in everyzoom meeting in a the lecturer. Also, the students were included in
situation. medium-low pitch
voice with his eyes the category of NVC theory by Novinger (2001).
looking at the students, The expressions used by the lecturer with the
his head turned right-
left. context of the situation of NVC, as ‘He was
S Of course. I’ll The student promises Strategy seeing the students during the zoom meeting in
be there to see to the other student in 10
your a high-low pitch voice. medium pitch voice with his eyes turning to
performances. students’ (kinesic and vocalic); ‘He explains
S See you, The student agreed to Strategy 4
faster with his eyes turning to students’
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(chronemics, kinesic and vocalic); ‘He remembering

you one by one.
responded to the student during the zoom L Oouchh… taking The lecturer was Strategy 6
meeting in medium-high pitch voice with his so long, sorry… seeing the students
during the zoom
eyes turning to students, by moving his head’ meeting, and he
(kinesic and vocalic); ‘He was seeing the said in low pitch
voice and he
students during the zoom meeting in high pitch frowned.
voice, the tempo was faster than before, he L Okay, Amalia, The lecturer was Strategy 1
please. responded to the
frowned, with his eyes turning to students’ student’s request in
(kinesic and vocalic); ‘He was seeing the a low-pitched
voice.
students during the zoom meeting in medium- L Can I ask the The lecturer was Strategy 2
high pitch voice with his eyes turning to question? Can asking the students
you see my slide in medium-high
students’ (kinesic and vocalic); ‘He was seeing here? pitch voice and he
the students during the zoom meeting in frowned.
S Yes, sir. The student Strategy 5
medium pitch voice with his eyes turning to responded to the
screen’ (chronemics, kinesic and vocalic); ‘He lecturer’s question
fast.
was explaining to the student during the zoom
L It should...it The lecturer was Strategy 4
meeting in medium-low pitch voice with his eyes should be talking to the
Haning. If student in a
looking at the students, his head turned right-left
Haning it’s okay. medium-low pitch
(kinesic and vocalic). On the other side, the Haning first. voice with his eyes
Haning and looking at the
expressions used by the students, as: ‘She
Syifa. Haning, screen with his
responded to the lecturer’s question in high- can you get the eyebrow pulled up,
words? Have to with nodded his
pitched voice’. (kinesic and vocalic); ‘She talked
send Haning head while giving
to the other student in a medium pitch voice, actually. an explanation and
little smile.
with his eyes turning to the screen’. (kinesic and
vocalic); ‘She promises to the other student in a
In the third discussion, based on the data
high-low pitch voice’ (kinesic and vocalic); ‘She
analysis, negative politeness strategies were used
agreed to the other student in a low pitch voice’
23% or 126 times. The researchers found some
(kinesic and vocalic).
utterances used by the lecturer and the students
were included in the sub-strategyof politeness
The Lecturer’s and Students’ NVC in
strategies theory by Brown & Levinson (1987).
Supporting the Realization of Negative
The utterances used by the lecturer, as “Okay, so
Politeness Strategy in English Classroom
everyone please open your video because I need
Interaction
to see your face ee clearly, so... so give me
A negative politeness strategy occurs
easiness for knowing and remembering you one
when people want to have freedom of action
by one” (strategy 8: state about the FTA as the
that is unobstructed, also unrestricted. Besides,
general rule); “Oouchh…. taking so long,
it means a redressive action addressed to the
sorry…” (strategy 6: apologies); “Okay Amalia
addressee’s negative face.
please” (strategy 1: be conventionally indirect);
“Can I ask the question? Can you see my slide
Table 3.The use of NVC in supporting Negative
here?” (strategy 2: question, hedge); “It
Politeness Strategy
should...it should be Haning. If Haning it’s
Negative
Turn Dialogue NVC
Politeness okay, Haning first. Haning and Syifa. Haning,
L Okay, so The lecturer was Strategy 8 can you get the words? Have to send Haning
everyone please seeing the students
open your video during the zoom actually” (strategy 4: minimize imposition); and;
because I need to meeting in some utterances used by the students, as “Yes,
see your face eee medium pitch
clearly, so…so voice, with his eyes sir” (strategy 5: give deference). Besides, in
give me easiness turning to students supporting the action, the researchers also found
for knowing and with smiling.
some expressions used by the lecturer. Also, the
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students were included in the category of NVC voice with his eyes
looked down, and
theory by Novinger (2001). The expressions screen, little smile.
used by the lecturer with the context of the L The first trouble The lecturer was Strategy
is Noun. The explaining to the 3
situation of NVC, as: ‘He was seeing the second trouble is students in high-
students during the zoom meeting in medium Verb. The third medium pitch voice
trouble is a with his eyes looking
pitch voice with his eyes turning to students with Noun. Theeee down & screen, with
a smiling’. (kinesic and vocalic); ‘He saw the one okay the one eyebrow pulled up
fourth trouble is and little smile, the
students during the zoom meeting in low pitch a Verb again. head was pulled back
voice and frowned’. (kinesic and vocalic); ‘He Yes, anyone? and then back again,
Can give the he frowned slightly.
responded to the student’s request in low pitch meaning or even
voice’. (kinesic and vocalic); ‘He asked the by giving
example?
students in medium-high pitch voice and L So how..how The lecturer was Strategy
frowned’. (kinesic and vocalic); He talked to the eee talking to the students 15
in a high-pitched voice.
student in a medium-low pitch voice with his L Okay, thank The lecturer was Strategy
eyes looking at the screen with his eyebrow you. Maybe talking to the student 12
something in a low-pitched voice
pulled up, by nodding his head while giving an …..eee problem with his eyes looking at
explanation and a little smile’. (kinesic and with the the screen with his
connection or eyebrow pulled up and
vocalic). On the other side, the student used the the kind of little smile, the head
expression in the class, such as ‘She responded device in yours. was pulled left & right.
L Okay, two The lecturer responded Strategy
to the lecturer question fast’ (kinesic and
thousand and to the student with eyes 6
vocalic). The data showed that it indicates that nineteen. Two looking towards the
thousand and right above, with the
the lecturer barely gives deference to his
nineteen. body was pulled back
students, and also it indicates that the students and then back again.
barely give deference to the lecturer and the L Aaa, I think you The lecturer was Strategy
get the problem talking to the student 14
other students. For the lecturer, this is with the audio with eyes focusing on
understandable. That was because he dominates device. the screen, in medium-
low pitch voice and
the classroom, and he has higher power and faster tempo, he
status than his students. frowned slightly.
L Okay, what’s The lecturer was asking Strategy
wrong with your the student with eyes 4
The Lecturer’s and Students’ NVC in audio Nisa Ul? focusing on the screen,
in medium-high pitch
Supporting the Realization of Off-Record voice.
Strategy in English Classroom Interaction L Isna? The lecturer was asking Strategy
the student with eyes 1
The off-record strategy enables students to focusing on the screen,
convey the intention by avoiding the his head looking right-
left, in medium-high
responsibility of doing the FTA. It also leaves H pitch voice, he
frowned.
to decide the interpretation.
L Elya, ouch Elya The lecturer was Strategy
iya, I didn’t see answering the student 2
Table 4.The use of NVC in supporting Off- your face in a high-low pitch
because no voice, he frowned with
Record Strategy video Elya. focusing on the screen,
NVC Off- he starts sitting
Turn Dialogue forward, then backs
Record
L “Never trouble The lecturer was Strategy away with a slight
trouble, till talking to the students 9 smile.
trouble troubles in a high-medium pitch L Okay. Eee… The lecturer was Strategy
you”. voice with his eyes Mul… talking to the student 11
looked down, and in a low-pitched voice
screen, the head was with a little laugh, he
pulled back and then sits with his body
back again. pulled forward slightly
L You never The lecturer was Strategy and focusing on the
trouble. talking to the students 8 screen.
in a medium pitch L You are going to The lecturer was Strategy
greeting and explaining to the 7
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closing. students in a medium- in high-medium pitch voice with his eyes

low pitch voice, he
pulled his head to the looking down on the screen, with one eyebrow
left. pulled up and little smile, the head was pulled
back and then back again, he frowned slightly’
In the fourth discussion, off-record (kinesic and vocalic); ‘He was talking to the
strategies were used 7% or 41 times. It indicates students in a high pitch voice’ (kinesic and
that the lecturer enables his students to decide vocalic); ‘He was talking to the student in a low
the interpretation when he gave instructions. pitch voice with his eyes looking at the screen
The researchers found that some utterances used with his eyebrow pulled up and little smile, the
by the lecturer were included in the sub-strategy head was pulled left & right’ (cronemics, kinesic
of politeness strategies theory by Brown & and vocalic); ‘He responded to the student with
Levinson (1987). The utterances used by the eyes looking towards the right above, with the
lecturer, as “Never trouble trouble, till trouble body was pulled back and then back again’
troubles you” (strategy 9: use metaphors); “You (kinesic and vocalic); ‘He was talking to the
never trouble” (strategy 8: be ironic); “The first student with eyes focusing on the screen, in
trouble is Noun. The second trouble is Verb. The medium-low pitch voice and faster tempo, he
third trouble is a Noun. Theeee one okay the frowned slightly’ (cronemics, kinesic and
fourth trouble is a Verb again. Yes, anyone? Can vocalic); ‘He was asking to the student with eyes
give the meaning or even by giving example?” focusing on the screen, in medium- high pitch
(strategy 3: presuppose); “So how...how eee” voice’ (cronemics, kinesic and vocalic); ‘He was
(strategy 15: be incomplete, use ellipsis); “Okay asking to the student with eyes focusing on at
thank you. Maybe something …..eee problem the screen, his head looking right-left, in
with the connection or the kind of device in medium-high pitch voice, he frowned’ (kinesic
yours” (strategy 12: be vague); “Okay, two and vocalic); ‘He was answering the student in a
thousand and nineteen. Two thousand and high-low pitch voice, he frowned with focusing
nineteen” (strategy 6: tautologies); “Aaa I think on the screen, he starts sitting forward, then
you get the problem with the audio device” backs away with a slight smile’ (kinesic and
(strategy 14: displace H); “Okay, what’s wrong vocalic); ‘He was talking to the student in a low
with your audio NisaUl?” (strategy 4: pitch voice with a little laugh, he sit with his
understate); “Isna?” (strategy 1: give hints); body pulled forward slightly and focusing on the
“Elya, oouchhElyaiya, I didn’t see your face screen’ (kinesic and vocalic); ‘He was explaining
because no video Elya” (strategy 2: give to the student in a medium-low pitch voice, he
association clues); “Okay. Eee… Mul…” pulled his head to the left’ (kinesic and vocalic).
(strategy 11: ambiguous); “You are going to
greeting and closing” (strategy 7: The Lecturer’s and Students’ NVC in
contradictions). Besides, in supporting the Supporting the Realization of Don’t Do the
action, the researchers also found some FTA Strategy in English Classroom
expressions used by the lecturer. Those included Interaction
in the category of NVC theory by Novinger This strategy shows that people, in
(2001). The expressions used by the lecturer with general, are faced with two choices, namely
the context of the situation of NVC, as ‘He was whether they want to do an FTA or not, and it
talking to the students in a high-medium pitch has consequences as well.
voice with his eyes looked down, and screen, the
head was pulled back and then back again’
(kinesic and vocalic); ‘He was talking to the
students in a medium pitch voice with his eyes
looked down, and screen, little smile’ (kinesic
and vocalic); ‘He was explaining to the students

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Table 5.The use of NVC in supporting Don’t strategy’ in English classroom interaction. If
Do the FTA Strategy compared with the sixty previous studies, the
Don’t researchers thought that this research will be
Turn Dialogue NVC Do the
FTA
more complete, because all previous studies, just
L Can…can, can I When the lecturer research 4 strategies from Brown & Levinson
get one student to asking the
be my partner? students, one of
(1987), whereas, Brown & Levinson's (1987)
Can I get one the students did have 5 strategies on politeness. For example, a
student to be my not answer but she
partner now? raising her hand.
study conducted by Adel et al. (2016). It was
S Silent with raising ✓ about Iranian EFL learners in a class blog. It
a hand.
analyzed politeness strategies of bald on-record,
positive politeness, negative politeness, and off-
In the fifth discussion, based on the data
record strategies in posts. Based on this
analysis, the researchers found that don’t do the
explanation, the researchers were looking for
FTA strategy was used 0,2% or 1 time. It was
gaps based on sixty articles that share several
done by a female student when the lecturer
topics in common, which have been reviewed in
asked a question. After that, the student used
Chapter II, namely in the section on review of
don’t do the FTA strategy to respond lecturer’s
previous studies. Here, the researchers tried to
question. When the lecturer asked all students in
research almost the same topic but examine the
the class, said, “Can..can, can I get one student
topic further than what the previous studies did.
to be my partner? Can I get one student to be my
The researchers examined the five parts of the
partner now?”. It was supported by the context
politeness strategies, namely bald on record
of the situation of NVC. All students keep silent.
strategy, positive politeness strategy, negative
But, one student did not answer but just raised
politeness strategy, off-record strategy, and also
her hand. It indicates that the student used don’t
don't do the FTA strategy used by lecturers and
do the FTA strategy. It also indicates that the
students in the English classroom interaction.
student rarely gave an indirect message to the
Besides that, the aims are to analyze the
lecturer.
lecturer’s and students’ NVC in supporting the
The researchers presented some relevant
realization of Brown & Levinson’s politeness
previous studies conducted by other
strategies in English classroom interaction at
researchers. Based on the discussions above, it
UniversitasMuhammadiyahPurworejo. It also
can be concluded that there were similarities and
answered the five parts of questions: explain the
differences between the researchers’ study and
lecturer’s and students’ NVC in supporting the
the previous studies. The similarities among all
realization of bald on record strategy, positive
the previous studies with the researchers’ study
politeness strategy, negative politeness strategy,
were the topic (verbal communication,
off-record strategy, and don’t do the FTA
politeness strategies, and NVC in class). On the
strategy in English classroom interaction. In
other side, the differences were the title, the aims
addition, in the current study, the researchers
of the study, the data analysis, the significance of
used methods to analyze the data. The data
the study, the findings and discussions, and also
analysis in this research was transcribed,
the conclusions and suggestions. The
identified, and classified. The researchers chose
researchers’ study entitled ‘The use of NVC in
Brown & Levinson's (1987) theory to support
supporting the realization of Brown & Levinson
this study as the basis to analyze politeness
politeness strategies in classroom interaction at
strategies. This analysis will reveal NVC used by
UniversitasMuhammadiyahPurworejo’. It is
the lecturer to teach his students in classroom
also subdivided into five questions: how do the
interaction. Novinger's (2001) theory was also
lecturer’s and students’ NVC support the
used to analyze NVC. After analyzing the data,
realization of bald on record strategy, positive
the researchers concluded and proposed
politeness strategy, negative politeness strategy,
suggestions based on the results. The previous
off-record strategy, and ‘don’t do the FTA
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studies also chose some theories to analyze their There were eleven sub-strategies realized,
data, such as a study conducted by Afdaliah et namely: exaggerate; intensify interest to H; use
al. (2017). This study focuses on identifying the ‘in group’ identity markers; seek agreement;
kinds of NVC that used by the teachers at Avoid disagreement; presuppose, assert
SMAN 1 Pamboang in teaching English as a common ground, raise; offer, promise; be
foreign language. To analyze the data, they used optimistic; include both S and H in the activity;
Miles and Huberman's (1994) theory. Those are give/ask for reasons; and; assume/assert
data reduction data display, and conclusion reciprocity. Here, the lecturer and the students
drawing. Based on the explanations above, here, mostly used NVC, namely chronemics, kinesics,
the researchers examined verbal (politeness and vocalic. Third, negative politeness strategies
strategies) and NVC. All of this communication were used 23% or 126 times. There were eleven
is very supportive in daily communication, sub-strategies realized, namely: be
especially between students & lecturers, who conventionally indirect; question, hedge;
have different powers. Most of the previous minimize imposition; give deference; apologies;
studies and almost all of them raised one topic. and state about the FTA as the general rule.
That topic is about politeness strategies (verbal) Here, the lecturer and the students mostly used
or just NVC. Therefore, the researchers thought NVC, namely kinesics, and vocalic. Fourth, off-
that this research will be more challenging and record strategies were used 7% or 41 times.
make some research findings because verbal and There were eleven sub-strategies realized in this
NVC are very crucial in communicating and research, namely: give hints; give association
interconnecting. The researchers chose some clues; presuppose; understate; tautologies;
related theories in previous studies as to the contradictions; be ironic; use metaphors;
references which can help the researchers in ambiguous; be vague; displace H; and be
analyzing data. It was because the researchers incomplete, use ellipsis. Here, the lecturer and
discussed some parts which have the same topic the students mostly used NVC, namely kinesics,
as that of the previous studies. Next, for the and vocalic. Fifth, don’t do the FTA strategy
significance of the study, the authors explained was used 0,2% or 1 time. Here, the one student
and classified benefits theoretically, practically, used NVC, namely: kinesics.
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