KETIDAKSANTUNAN BERBAHASA SISWA TERHADAP GURU DALAM PEMBELAJARAN BAHASA INDONESIA DI MTS MUHAMMADIYAH 1 KOTA MALANG

The phenomenon of students impoliteness towards teachers has become an increasingly prominent issue in the context of education. This research is motivated by field findings indicating a growing number of students who express utterances with a high tone, overt rejection, and verbally degrading behavior toward teachers during the teaching and learning process in Bahasa Indonesia classes. Real occurrences include student interactions that show a lack of respect for teacher instructions, such as refusing to participate in learning, interrupting the teachers explanation, or displaying indifference during the lesson. The main problem in this research focuses on identifying the forms of impoliteness that emerge and analyzing how teachers respond to them. The objective of this study is to identify various types of students’ impolite utterances and to describe the teachers response strategies in addressing such situations to maintain the effectiveness of the learning process.
This study employs a descriptive qualitative approach, using observation, interviews, and video documentation of three recorded classroom interactions as data collection techniques. The theoretical framework is based on Culpeper’s theory of impoliteness and Brown and Levinson’s politeness theory. The forms of impoliteness are classified into five categories: direct impoliteness, positive impoliteness, negative impoliteness, mock politeness, and withholding politeness. Meanwhile, the teachers response strategies are analyzed through four types of politeness strategies: direct, indirect, positive, and negative.
The results of this study reveal that students impoliteness toward teachers represents a complex communicative reality influenced by various situational and individual factors. The most dominant form of impoliteness found is direct impoliteness, which is characterized by explicit and overt utterances that disregard classroom politeness norms. In contrast, the most commonly used teacher response strategies are direct politeness and positive politeness, which reflect the teachers efforts to maintain interpersonal relationships and foster a conducive learning atmosphere despite encountering impolite behavior from students.