Positive Politeness on Expressing Apologies by En- glish Department Students of UIN Sunan ...

14 Pages·2017·0.58 MB·English

Buletin Al-Turas
Mimbar Sejarah,Sastra,Budaya, dan Agama - Vol. XXIII No.2, Juli 2017
Positive Politeness on Expressing Apologies by En-
glish Department Students of UIN Sunan Gunung Djati
Bandung
Cipto Wardoyo1
Abstract
Foreign language students usually find difficulties at the interpersonal communication level
when interacting with other speakers. Students should be familiar with the cultural values
while they performed speech acts. Expressing apology is one of the important topic in verbal
politeness. This paper tries to describe what are the strategies of English department students
of UIN Sunan Gunung Djati Bandung in expressing apologies and what are the factors that
influence those strategies. This paper uses qualitative method; the researcher chooses descrip-
tive interpretative technique for analyzing data. The data sources are students of UIN Sunan
Gunung Djati Bandung, the data are taken by using DCT (Discourse Completion Test).
Keywords: pragmatics, politeness, speech acts, strategies of expressing apologies.
Abstrak
Pembelajar bahasa asing biasanya mengalami kesulitan pada tingkat komunikasi interper-
sonal saat berinteraksi dengan orang lain. Mahasiswa ketika belajar bahasa harus juga men-
genal nilai-nilai budaya saat mereka melakukan tindak tutur. Mengekspresikan permintaan
maaf adalah salah satu topik penting dalam kesantunan verbal. Makalah ini mencoba untuk
mendeskripsikan apa saja strategi mahasiswa jurusan Bahasa Inggris UIN Sunan Gunung
Djati Bandung dalam mengungkapkan permintaan maaf dan faktor apa saja yang mempen-
garuhi strategi tersebut. Makalah ini menggunakan metode kualitatif; Peneliti memilih teknik
deskriptif interpretatif untuk menganalisis data. Sumber data siswa UIN Sunan Gunung Djati
Bandung, datanya diambil dengan menggunakan DCT (Discourse Completion Test).
Kata kunci: pragmatik, kesantunan, tindak tutur, strategi permintaan maaf
1Adab and Humanity Faculty, UIN Sunan Gunung Djati Bandung
367
Cipto Wardoyo :
Positive Politeness on Expressing Apologies by English De-
partment Students of UIN Sunan Gunung Djati Bandung
A. Introduction Expressing apology in verbal
politeness is really important because it
Foreign language learners usu-
is . It will be impolite when people do
ally find difficulties at the interpersonal
not express an apology while the context
communication level when interacting
support the speakers express the apolo-
with other speakers. So the students
gy. It is impolite when a student coming
should be familiar with the cultural val-
late then he does not express an apology.
ues while they performed speech acts.
An apology according to Holmes in Ma-
Kramsch in Al-Sobh (2013) says that
jeed and Fauzia (2014) is a speech act
every language has particular vocabular-
that is intended to remedy the offense
ies and expressions which can be used to
for which the apologizer takes responsi-
express people’s feeling, for instance it
bility to repair social relations between
may have different expression of apolo-
interlocutors. In addition, it argues that
gy or happiness between one culture and
apologizing is taking the responsibility
the other culture.2
for the violation and expressing regret
It has been known that express- for the offense committed. Linguists
ing apology plays a very important role classify the apology based on external
in everyday communication between factors such as the situation or object of
speakers and hearers. The speakers who regret. Sometimes the speaker explicitly
have done errors or made mistakes, or apologizes to the other person for his/
they have uttered a statement which her offence whereas sometime he/she
causes offence to others, they actually admits his/her fault and considers him/
have has a number of rhetorical strate- her responsible for the mistakes. Some-
gies in response to that problems which time speaker regrets and explains the
are called apologies. reason of the mistakes and sometime he/
she shows his/her offer to pay.4
English as foreign language stu-
dents while they are learning English, Spolsky in Chamani (2014)
they should also learn about culture in states that language reflects, records,
English context. It will help students to and transmits social differences among
know the appropriate language based on them. Thus, it has been argued that peo-
the context or situations. Cohen and Ol- ple have a different way of speaking
shtain in Murad (2012) state that while from the older to younger person. This
students make mistakes or do an offence is the way that reflects and produces a
they should try to develop a measure of subordinate position of younger person
sociocultural competence with regards or lower status in society should respect
to apology and to account for language older persons and higher status people.
transfer in the development of sociocul-
In this research, the writer tries to
tural competence in foreign language
analyze the strategies of English depart-
context.3
English Who Are Also Native Speakers of Ara-
2Al-Sobh, Mahmoud Ali. An Analysis of Apolo- bic. Jurnal Studies in Literature and Language
gy as a Politeness Strategy Expressed by Jorda- Vol. 4, No. 3, 2012, pp. 23-29
nian University Students. International Journal 4Majeed, Ammir and Fauzia Janjua.2014. Apol-
of Humanities and Social Science Vol. 3 No. 2 ogy Strategies and Gender: A Pragmatic Study
Special Issue – January 2013 of Apology Speech Acts in Urdu Language. Mer-
3Murad, Tareq Mitaib. Apology Strategies in the it Research Journal of Education and Review
Target Language (English) of Israeli-Arab EFL March 2014 Vol. 2(3) pp. 054-061
College Students Towards Their Lecturers of
368
Buletin Al-Turas
Mimbar Sejarah,Sastra,Budaya, dan Agama - Vol. XXIII No.2, Juli 2017
ment Students of UIN Sunan Gunung are five main strategies in expressing
Djati Bandung in expressing apologies apologies according to Olshtain and
and how positive politeness performed Cohen; they are Illocutionary Force In-
in strategies of expressing apologies. dicating Device (IFID), expression re-
To answer to those research problems sponsibility, explanation/ justification,
the writer uses theory of speech acts by offer repairs and promise forbearance.7
Searle and positive politeness by Brown
There are three social factors are
and Lavinson. The writer describes and
considered important in this research.
analyzes utterances of students’ apolo-
These factors are age, social distance
gies based on Olshtain and Cohen the-
and social dominance or power rela-
ory (1986).
tionship between the participants. The
B. Method addressee may be older and has higher
social status than the addresser (lectur-
This research uses qualitative
er), they are older and have close rela-
method; the writer chooses descriptive
tionship with him/her (parents), or they
interpretative technique for analyzing
have the same age (friend). There are
data. The data sources are the first se-
also some social distance between the
mester of English department students
participants or they have no distance.
of UIN Sunan Gunung Djati Bandung,
Moreover the participants might have
the data are taken by using DCT (Dis-
equal power or there might be difference
course Completion Test). Since DCT
in power relations.
was developed and adapted to investi-
gate speech act realization, the DCT test
C. Politeness
consists of descriptions or situations to
Politeness becomes a very im-
which subject are expected to react, as a
portant and popular study in pragmatics.
result it can provide the desired speech
Politeness appear in every culture al-
acts (Ogiermann, 2009:82).5
though it has different concept between
The advantages of the DCT one culture to another. Thomas (1995)
methodology according to Wouk (2006) states that politeness as a real-world
are controlled nature of the study, goal which is interpreted as a desire to
cross-situation and cross-linguistic com- be pleasant and showing consideration
parability is high; it is possible to collect of others.8
and process the data quickly; and large
Politeness is a universal phenom-
numbers of respondents can be surveyed
enon. Brown and Levinson in Grandy
more easily than in role playing.6
(2000:162) believe that politeness phe-
The writer describes and ana- nomena are universal. Hierarchical soci-
lyzes utterances of students based on Ol- eties with strong class distinction more
shtain and Cohen theory (1986). There
7Cohen, Andrew D , Elite Olshtain and David
5Ogiermann, Eva. On Apologising in Negative S Rosenstein. 1986. Advanced EFL apologies:
and Positive Politeness Cultures. (Amsterdam: what remained to be learned? . International
John Benjamin Publishing Co, 2009) Journal Social and Language 62 (1986), page
51-74
6Wouk, Fay. (2006).Strategies of Apologizing in
Lombok Indonesia. Journal of Politeness Re- 8Thomas, Jenny. Meaning in Interaction: an
search 2 (2006), 277-311. Introduction to Pragmatics. ( Longman Group
Limited, 1995)
369
Cipto Wardoyo :
Positive Politeness on Expressing Apologies by English De-
partment Students of UIN Sunan Gunung Djati Bandung
use negative politeness strategies and Furthermore, Brown and Levin-
egalitarian societies, on the other hand, son (1992: 187) state that apology is
will employ positive politeness strate- negative politeness strategy, motivated
gies9. by the desire to redress a face threaten-
ing acts (FTA): an offence that has im-
D. Expressing Apology
pinged on the hearer’s freedom of action
Apology has four functions ac- (negative face) or their need for approv-
cording Kotani in Wouk (2006) first is al (positive face).12
the way of speaker expresses regretful
Brown and Levinson in Yuka
of offence and accept responsibility for
(2009) defines negative politeness as
it. Second, the speaker admits his/her
“a redressive action addressed to the ad-
failure to meet an obligation. Third, the
dressee’s negative face: his want to have
speaker expresses apology to express
his freedom of action unhindered and
sympathy upon hearing of the other
his attention unimpeded, and state that
misfortune. Apology is also used by
negative politeness is “the most elabo-
the speaker to request repetition, reject
rate and the most conventionalized set
questions or answers, or to announce in-
of linguistic strategies”. Typical exam-
terruption. Finally, people express apol-
ples of negative politeness strategies are
ogy as a ritualistic remedy to simply ful-
conventionally indirect ways to request
fill expectation.
or to use honorifics. Positive politeness
According to Engel (2001: 29) is defined as “redress directed to the ad-
there are five reasons why expressing dressee’s positive face, his perennial de-
apologies to another person become so sire that his wants should be thought of
important. First, expressing apology as desirable”. Positive politeness strate-
shows respect to others. Second, apol- gies include somewhat exaggerated el-
ogizing shows that we are able to take ements or ‘element of insincerity’, and
responsibility for our actions. Third, that separates a positive politeness strat-
apologizing shows that we care the other egy from ordinary daily conversation.
person’s feeling.10 Some of the typical examples of positive
politeness strategies are complimenting,
Next, apologizing shows that joking, responding emphatically, and
we have good integrity.Finally, apol- using nicknames. 13
ogizing shows that we want to make a
peace condition and restore relationship Leech (1983) in Yuka (2009)
with others. Lazare in Smith (2008: listed three roles of address terms as
18) offers description of apologies as vocatives. The first is that of getting at-
acknowledgement of an offense and ex- tention, the second is that of identifying
pression of remorse. 11 12Brown, Penelope and Stephen C Levinson.
(1992). Politeness Some Universals In Lan-
9Grundy, Peter. Doing Pragmatic.(London, Ar- guage Use. (Great Britain: Cambridge Univer-
nold, 2000) page 162 sity Press, 1992)
10Engel, Beverly. The Power of Apology: Heal-
ing step to transform all your relationships. 13Yuka , Akutsu . Positive Politeness Strategies
(USA: John Willey & Son,inc, 2001) in Oral Communication I Textbooks. Focusing
11Smith, Nick. I Was Wrong: The Meaning Of on Terms of Address. The Economic Journal of
Apology. (United Kingdom: Cambridge Univer- Takasaki City University of Economics vol.52
sity Press, 2008) No.1 2009 page 60
370
Buletin Al-Turas
Mimbar Sejarah,Sastra,Budaya, dan Agama - Vol. XXIII No.2, Juli 2017
addressees, and the third is to establish Direct apology or explicit apol-
or maintain a social relationship be- ogy means that apologizer uses a word,
tween the speaker and the addressee(s). an expression, or an utterance which
The third one is considered to work as a contains a relevant performative verb
positive politeness. 14 such as apologize, forgive, excuse, and
be sorry. Direct apology is called as
Based on theory of speech acts
Illocutionary Force Indicating Device
by Searle (1999), apology is classified as
(IFID).
expressive because it expresses speak-
er’s physiological attitude. Apology ex- Second strategy is explanation,
presses speaker’s sorrow and regret be- explanation shows an excuse or justifi-
cause he/she has offended hearers. 15 cation for doing the offence. Explana-
tion of particular situation which is indi-
According to Austin (1962)
rectly caused the apologizer to commit
apology is performative utterances be-
the offense and it is usually used by the
cause in certain condition, the act of ut-
speaker as indirect speech act of apol-
tering I apologize is means of the act of
ogizing. It will relate to the context of
apologizing.16
the offense, the statement is intended
to “set things right”. For example: in a
Apologies according to Fraser
place where people have bad transpor-
in Davies at all (2007) are classified as
tation problems, a person comes late to
direct and indirect apology formal and
a meeting and then he gives an explana-
informal. Direct apology for example: I
tion by saying: The bus was very late.
am sorry or I must apologize for, where
That utterance as an indirect apology,
the verbal statement alone is sufficient.
it is perfectly acceptable reason as an
An indirect apology is an apology that is
apology because of the context is sup-
usually accompanied by a solution, rem-
ported by that condition. The speaker in
edy, promise, or explanation.17
the example above tries to explain that
Olstain and Cohen (1986) de- he comes late to the meeting because
velop Fraser strategies and propose five there is a problem with the bus, he him-
strategies in expressing apologies: di- self tries to be on time but the bus condi-
rect expression of apologies (IFID), an tion does not support him to be on time
acknowledgement of responsibility, an in a meeting.
explanation, an offer repair, a promise
Third strategy is acknowledge-
of forbearance. 18
ment of responsibility. The apologizer
14Ibid page 63 recognizes that his or her fault causes
15Searle, John. Expression and Meaning: Studies the violence. The degree of the violence
in the Theory of Speech Acts. (New York Cam- on the part of apologizer can be placed
bridge University Press , 1999)
on scale, the highest level of intensity is
16Austin, John L How to Do Things with Words.
an acceptance of the blame, for exam-
Great Britain: Oxford University Press, 1962
ple:
17Davies, Bethan l., Andrew John Merrison,and
Angela Goddard. Institutional Apologies in UK
I know what I did was wrong.
Higher Education:Getting Back into the Black
before Going into the Red. Journal of Politeness S Rosenstein. Advanced EFL apologies: what
Research 3 (2007), Page 39-63 remained to be learned? . International Journal
Social and Language 62 (1986), pp 51-74
18Cohen, Andrew D , Elite Olshtain and David
371
Cipto Wardoyo :
Positive Politeness on Expressing Apologies by English De-
partment Students of UIN Sunan Gunung Djati Bandung
It’s my fault. so, very, please. Emotional, the use of
interjection such as: Oh, Oops,and God.
In the utterances above speaker realizes
Finally, expressing apology also can be
that he/she has done something wrong
followed by request.
then he/she responsible with that of-
E. Discussion
fence by saying “I was wrong” or “it’s
my fault”. Lower level is an expression i. Strategies of students in express-
of self deficiency: I was confused/ I ing apologies to the lecturer
didn’t see/ you are right.
First situation is the students as a re-
Fourth strategy is offer repair, spondent come late to the class, what
sometimes damages may result when strategies that they will use in expressing
someone fails to accomplish his/her apologies to the lecturer. There are fif-
commitment as has been promised. teen students have given their responses
Hence, compensation such as repair based on the first situation, the result of
or payment for damage may be of- their strategies as the table below:
fered as a form of apologies. For ex-
ample: Table 1
I forget to bring your book, I’ll bring Structure of expressing apologies of
it tomorrow. students to the lecturer
It can be seen from the example Per-
No Strategies Number
above, the speaker regrets that he/ centage
she forgets to bring his/her friend’s 1 IFID 3 20%
book, so as a compensation he/she
IFID+ Expla-
2 6 40%
will bring his/her friend’s book next
nation
day.
IFID+ Re-
3 2 13,3%
quest
Finally, a promise of forbear-
ance, this strategy is the apologizer is IFID+ Expla-
4 1 6,7%
expected not to perform the same of- nation +IFID
fence or mistake, and then the apologiz- IFID+ Expla-
er improves their behavior in the future. 5 nation +Re- 1 6,7%
It is like a promise, for example: quest
IFID+ Prom-
I’m not going to be without a uni- 6 1 6,7%
ise + Request
form again
IFID+ Ex-
In the examples above, the speaker 7 planation 1 6,7%
who as a student realizes that he/she +Promise
has done something wrong that he/ 15 100%
she does not wear school uniforms to
Table above describes that there are 7
school, hence he/she promises never
patterns of structure in Expressing apol-
to do the offence again.
ogies performed by students.
Moreover, the apology also can
be modified with some strategies, In-
tensity of apology for example: really,
372
Buletin Al-Turas
Mimbar Sejarah,Sastra,Budaya, dan Agama - Vol. XXIII No.2, Juli 2017
4.1.1. Ilocutionary Force Indicating De- ing late, I slept at 2 am, I had a
vice (IFID). lot of works last night (Student 7)
Based on the data there are three stu- 6. Excuse me sir. I am sorry I
dents use IFID for their strategies in ex- come late. Today is unexpected,
pressing apologies to the lecturer (it is sir. I am trapped in traffic jam
about 20%). The IFID strategies which (Student 14)
are used are:
7. I’m sorry sir I come late because
1. Excuse me sir, I am sorry for I late woke up (Student 9)
coming late (student 1)
8. Pardon me sir, I am sorry for
2. Excuse me, sir. Sorry I am late coming late. I had Insomnia last
(Student 6) night so I woke up late (Student 5)
3. I’m sorry for coming late, sir. 9. I apologize for coming late, sir.
(Student 13) There is a problem with my bike
so I walk to campus (Student 7)
From the data above, it can be seen that
the data number 1 and 2 use phrases “ex- The data above show that the students
cuse me, sir” and then it be followed by utterances in expressing apology who
“am sorry” or “sorry”. In the data num- use be sorry and apologize for express-
ber 3 the student only use one IFID “ I ing their direct apology. From the data
am sorry” . The use of IFID means that above utterance number 4, 5 and 6 use
the students realize that they have made “excuse me” for the beginning of ut-
mistakes, and they try to express their terance and it is followed by honorific
regret. There is honorifific words “sir” word “sir”, the students try to express
is used by students, it means that they their positive politeness by uttering “ex-
express positive politeness strategies to cuse me, sir”. However, data number
their lecturer. The use of honorific “sir’ 5 and 6 again the students use another
from the data at the beginning of utter- IFID “be sorry” to emphasize their re-
ance (2 data) and at the end of utterance gret, then they express strategy of expla-
( only 1 datum). nation for support their apology by tell-
ing the reasons why they are late such
4.1.2 IFID+ Explanation
as “I have some problems in the street
so I’m late to come here, I slept at 2 am
According to the table 1 above, the high-
because I had a lot of works last night,
est number of strategies are used by stu-
and I am trapped in traffic jam. Datum
dents is IFID+ Explanation (40%). There
7 shows that the student express the di-
are 6 students who used pattern IFID+
rect apology using I’m sorry sir then it is
Explanation. Students use various IFID
followed by explanation because I late
followed by explanation such as
woke up. Data number 8 and 9 explain
4. Excuse me, sir I come late to that the students use formal expression
class. I have some problems in of direct apology by using performative
the street so I’m late to come verb pardon and apologize. The positive
here (Student 3) politeness in the data above students use
honorific “sir”
5. Excuse me, sir. Sorry I’m com-
373
Cipto Wardoyo :
Positive Politeness on Expressing Apologies by English De-
partment Students of UIN Sunan Gunung Djati Bandung
4.1.3 IFID+ Requests the student uses honorific word “sir” to
express respect to the lecturer.
There are two strategies of stu-
dents who use IFID + Requests or it 4.1.4. IFID+ Explanation +Request
is about 13,3% from the total data. The
There is a datum also which using strat-
data of strategies in expressing apolo-
egy of IFID+ Explanation +Request
gies performed by students using IFID
(6,7%). The student says in data:
and followed by request are:
13. I am sorry sir, I am late, I wasn’t
10. Sorry I’m late, may I come in?
able to escape the traffic. May I
11. Apologize me sir. I’m late. I hope follow your lecture?
you permit me to join this class.
The data above tells that the student ex-
The data above illustrate that the ex- presses direct apology using IFID “be
pressing IFID by using “sorry” and for- sorry”, then it is followed by explana-
mal performative verb “apologize” as tion strategy by saying I wasn’t able
the expression of regret and realizing to escape the traffic. Finally, at the end
that the students have committed the of utterance the student expresses the
offence. The IFID then is followed by request by saying “May I follow your
request “may I come in” and “I hope lecture?”. The student in the data above
you permit me to join the class”. The express the positive politeness by using
data number 10 shows that the student honorific “sir”.
does not express positive politeness to
4.1.5 IFID+ Promise + Request
the teacher, it can be inferred that he be-
comes impolite to his lecturer. On the
In addition, there is also strategy using
other hand, data number 11 the student
IFID+ Promise + Request (6,7%) by
uses honorific word “sir” to the lecturer.
saying:
4.1.4. IFID+ Explanation +IFID
14. I’m sorry sir I’m late, I promise
never do the same mistake, Could
There is only a datum which
I follow your lesson?
uses a strategy using IFID+ Explana-
tion +IFID, or it is about 6,7% from the
The data above shows that the male stu-
total data. The data as follow:
dent expresses the direct apology and it
is followed by promise that he will never
12. I am sorry sir, I come late. I have
do the same mistake in the future. At the
a traffic, it is not as usual, so I ‘m
end of his utterance he makes a request
really sorry.
to the lecturer for joining the class. The
The data above shows that the student student in datum 14 expresses positive
expresses her apology using IFID “be politeness by using honorific “sir”.
sorry”, and she also gives explanation
4.1.6 IFID+ Explanation +Promise
why she comes late. Then at the end
of utterance she expresses her apology
The last strategy that student used is
again to emphasize her regret by utter-
IFID+ Explanation +Promise (6, 7%)
ing: I ‘m really sorry. The use of adverb
the student expresses the direct apology
“really” means that she wants to express
by saying :
the higher degree of regret. Furthermore,
374
Buletin Al-Turas
Mimbar Sejarah,Sastra,Budaya, dan Agama - Vol. XXIII No.2, Juli 2017
15. I am sorry I am late. I have traf-
IFID +
fic jam, I promise will not do the
1 6,7 %
same mistake again. E x p l a n a -
tion+wish
The data above illustrates that the stu-
Total 15 100%
dent expressing apology by performing
IFID “be sorry” and then it is followed by
From the table above, it can be conclud-
explanation about the reason of coming
ed the highest number of strategies used
late, at the end student makes a promise
by students is IFID+Promise (40%), the
to not make the same mistake again in
second strategy is IFID+ Explanation
future. In the data above, students does
(20%). The third there are students using
not perform positive politeness using
IFID +Explanation + Promise (13,3%).
honorific word. However, the student
There is 2 data of students who use
makes promise which gives benefit to
IFID+ IFID (13,3 %).The strategy of a
be positive attitude, it indicates that he
student who uses IFID + Explanation +
gives positive politeness to the lecturer.
wish is only one or 6,7 %. Finally, there
is only a datum of a student who only
ii. Strategies of Expressing Apolo-
uses strategy of IFID (6,7%)
gies to Friends
4.2.1 IFID+Promise
The second situation is the context
between students and their friends. The
Based on the table above, there are 8
students are asked to give response when
data of expressing apologies using IFID
they forget to bring the book that they
+ Promise:
have promised to be returned. There are
several strategies used by students as the 1. I’m sorry bro, I forgot bringing
table below: your book, I promise I will re-
turn it tomorrow
Table 2
2. I’m sorry I forgot bringing
Structure of strategies of expressing
your book. I’ll bring your book
apologies to the friends
tomorrow, I promise!
Per-
3. I am sorry; I don’t bring your
No Strategies cent-
book. I’ll bring it tomorrow. I
age
promise
IFID 1 6,7%
4. I’m sorry friend I forget to
IFID+ IFID 2 13,3 %
bring your book, I promise I
IFID +
will bring it tomorrow
6 40 %
Promise
5. Forgive me mate, I forgot to
IFID+ Expla- bring the book, I’ll bring it to-
3 20%
nation morrow
IFID +Ex-
6. Ups Forgive me, I forgot to
planation 2 13,3 %
bring your book, tomorrow I
+Promise
will bring your book.
375
Cipto Wardoyo :
Positive Politeness on Expressing Apologies by English De-
partment Students of UIN Sunan Gunung Djati Bandung
The data number 1 illustrates that the this morning I go to class in a
student express the regret by performing hurry so I forget to bring it
IFID “be sorry” and then expresses a
The data from number 10 and 11 show
performative promise by saying I prom-
that the students use performative verb
ise, I will return it tomorrow. The data
“be sorry” then they give explanation
number 2 expresses the apology by stat-
why they forgot to bring the book. How-
ing IFID “be sorry” then it is followed
ever, the data number 12 describes that
by a promise I’ll bring your book tomor-
the student expresses the apology by us-
row and it is also emphasized by using
ing interjection “ya Allah “ it is literally
the performative verb promise by saying
translated as “oh my God” then she ex-
“I promise!”. In addition, the same strat-
presses her direct apology by expressing
egies also are used by the data number 3
“ I am sorry my friend” , furthermore
and 4. They use IFID by expressing “be
she gives explanation why she forgets to
sorry” and it is followed by a performa-
bring the book.
tive verb of promise to return the book
soon by saying “ I promise”. The data
The data number 7 and 8 show
number 5 and 6 give description that the
that the students use positive politeness
students use performative verb “forgive
by using kinship claiming “bro” and
me”, they give a promise by saying I’ll
“my friend”. The students treat the hear-
bring it tomorrow and tomorrow I will
er as friend or confidant.
bring your book.
4.2.3.IFID +Explanation +Promise
Data number 1, 4, and 5 above de-
scribe that the students use positive There are two data of students who use
politeness by using “bro”, friend, and the pattern of apology using IFID +Ex-
mate. The students express their inti- planation +Promise, the data as follow:
macy by uttering kinship words which
10. Sorry I have forgotten to bring
it means they have close relationship or
your book. I went to campus in
distance. They are treated the hearer as a
a rush. I promise after the class
friend and equal.
end, I will come back to my home
4.2.2 IFID+ Explanation for bringing your book.
There are three students use the strategy 11. Astagfirullah, I’m sorry friend
of IFID+ Explanation, the data as fol- I forget to bring your book. Ac-
low: tually I had prepared last night,
but I forget to put it in my bag. I
7. I’m sorry bro I forget to bring
promise bring it tomorrow
your book because I rush for
class The data above show that the students
expressing IFID then they use explana-
8. I’m so sorry to leave your book
tion why they forget to bring the book,
in my house, I am in hurry and I
finally they give a promise to return the
forget to bring it
book soon.
9. Ya, Allah…I am sorry my friend
4.2.4 IFID +Explanation +wish
, I don’t bring your book, I had
prepared the book last night, but There is a datum using pattern of ex-
376