ANALISIS TUTURAN KESANTUNAN BERBAHASA GURU TERHADAP MINAT BELAJAR PADA PEMBELAJARAN BAHASA INDONESIA SISWA KELAS VIII DI MTS MUHAMMADIYAH 1 KOTA MALANG

This study is grounded in the awareness of the crucial role of ethical and meaningful communication in education, particularly in classroom learning. As the primary communicator in instructional settings, the teacher plays a strategic role in shaping a conducive learning atmosphere through their choice of language. In this context, language politeness is a vital component not only as a reflection of the teachers character and professionalism but also as a factor that can influence students emotions, attitudes, and interest in learning. The problem explored in this research concerns the forms of polite speech used by the teacher and how such language influences the learning interest of eighth-grade students in Indonesian language lessons at MTs Muhammadiyah 1 Kota Malang.

This study employs a quantitative descriptive approach. Data were collected through classroom observation of teacher speech acts and a likert scale questionnaire administered to 19 student respondents. The analysis refers to Leech’s politeness maxims theory, which consists of six principles: tact, generosity, approbation, modesty, agreement, and sympathy. Observational data were used to identify which maxims were manifested in the teacher’s speech, while the questionnaire responses were analyzed statistically to assess student perceptions regarding the impact of teacher politeness on their learning interest.

The results indicate that five of the six politeness maxims were present in the teacher’s speech: tact, generosity, approbation, agreement, and sympathy. The tact maxim was found to be the most dominant, as evidenced by the teacher’s ability to deliver messages carefully, give praise, and avoid commanding or intimidating language. The modesty maxim, however, was not significantly found. The questionnaire data showed that students’ perceptions of the teacher’s politeness were very positive, with average scores ranging from 4.11 to 4.37 on a 5-point scale.
Most students stated that the teacher’s polite communication made them feel appreciated, more confident to express their opinions, and more motivated to actively participate in class.

In conclusion, the study confirms that the teacher’s language politeness significantly enhances students’ learning interest. Polite, respectful, and empathetic communication helps create a psychologically safe and supportive classroom environment that fosters student engagement and enthusiasm for learning. These
findings underscore the importance of communicative competence as a core component of a teacher’s professional skill set. Teachers are expected not only to master subject content but also to build respectful, humanistic communication that energizes and inspires students in the learning process.