Buletin Al-Turas Mimbar Sejarah,Sastra,Budaya, dan Agama - Vol.
XXi No.
Juli 2017 Positive Politeness on Expressing Apologies by English 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 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 descriptive 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 Tes.
Keywords: pragmatics, politeness, speech acts, strategies of expressing apologies.
Abstrak Pembelajar bahasa asing biasanya mengalami kesulitan pada tingkat komunikasi interpersonal saat berinteraksi dengan orang lain.
Mahasiswa ketika belajar bahasa harus juga mengenal 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 mempengaruhi 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 Tes.
Kata kunci: pragmatik, kesantunan, tindak tutur, strategi permintaan maaf Adab and Humanity Faculty.
UIN Sunan Gunung Djati Bandung Cipto Wardoyo :
Positive Politeness on Expressing Apologies by English Department Students of UIN Sunan Gunung Djati Bandung Introduction Foreign language learners usually find difficulties at the interpersonal communication level when interacting with other speakers.
So the students should be familiar with the cultural values while they performed speech acts.
Kramsch in Al-Sobh .
says that every language has particular vocabularies and expressions which can be used to express peopleAos feeling, for instance it may have different expression of apology or happiness between one culture and the other culture.
It has been known that expressing apology plays a very important role in everyday communication between speakers and hearers.
The speakers who have done errors or made mistakes, or they have uttered a statement which causes offence to others, they actually have has a number of rhetorical strategies in response to that problems which are called apologies.
English as foreign language students while they are learning English, they should also learn about culture in English context.
It will help students to know the appropriate language based on the context or situations.
Cohen and Olshtain in Murad .
state that while students make mistakes or do an offence they should try to develop a measure of sociocultural competence with regards to apology and to account for language transfer in the development of sociocultural competence in foreign language Al-Sobh.
Mahmoud Ali.
An Analysis of Apology as a Politeness Strategy Expressed by Jordanian University Students.
International Journal of Humanities and Social Science Vol.
3 No.
Special Issue Ae January 2013 Murad.
Tareq Mitaib.
Apology Strategies in the Target Language (Englis.
of Israeli-Arab EFL College Students Towards Their Lecturers of Expressing apology in verbal politeness is really important because it It will be impolite when people do not express an apology while the context support the speakers express the apology.
It is impolite when a student coming late then he does not express an apology.
An apology according to Holmes in Majeed and Fauzia .
is a speech act that is intended to remedy the offense for which the apologizer takes responsibility to repair social relations between In addition, it argues that apologizing is taking the responsibility for the violation and expressing regret for the offense committed.
Linguists classify the apology based on external factors such as the situation or object of Sometimes the speaker explicitly apologizes to the other person for his/ her offence whereas sometime he/she admits his/her fault and considers him/ her responsible for the mistakes.
Sometime speaker regrets and explains the reason of the mistakes and sometime he/ she shows his/her offer to pay.
Spolsky in Chamani .
states that language reflects, records, and transmits social differences among Thus, it has been argued that people have a different way of speaking from the older to younger person.
This is the way that reflects and produces a subordinate position of younger person or lower status in society should respect older persons and higher status people.
In this research, the writer tries to analyze the strategies of English departEnglish Who Are Also Native Speakers of Arabic.
Jurnal Studies in Literature and Language Vol.
No.
3, 2012, pp.
Majeed.
Ammir and Fauzia Janjua.
Apology Strategies and Gender: A Pragmatic Study of Apology Speech Acts in Urdu Language.
Merit Research Journal of Education and Review March 2014 Vol.
Buletin Al-Turas Mimbar Sejarah,Sastra,Budaya, dan Agama - Vol.
XXi No.
Juli 2017 ment Students of UIN Sunan Gunung Djati Bandung in expressing apologies and how positive politeness performed in strategies of expressing apologies.
To answer to those research problems the writer uses theory of speech acts by Searle and positive politeness by Brown and Lavinson.
The writer describes and analyzes utterances of studentsAo apologies based on Olshtain and Cohen theory .
Method are five main strategies in expressing apologies according to Olshtain and Cohen.
they are Illocutionary Force Indicating Device (IFID), expression responsibility, explanation/ justification, offer repairs and promise forbearance.
There are three social factors are considered important in this research.
These factors are age, social distance and social dominance or power relationship between the participants.
The addressee may be older and has higher social status than the addresser .
, they are older and have close relationship with him/her .
, or they have the same age .
There are also some social distance between the participants or they have no distance.
Moreover the participants might have equal power or there might be difference in power relations.
This research uses qualitative the writer chooses descriptive interpretative technique for analyzing The data sources are the first semester of English department students of UIN Sunan Gunung Djati Bandung, the data are taken by using DCT (Discourse Completion Tes.
Since DCT was developed and adapted to investigate speech act realization, the DCT test C.
Politeness consists of descriptions or situations to Politeness becomes a very imwhich subject are expected to react, as a and popular study in pragmatics.
result it can provide the desired speech Politeness appear in every culture alacts (Ogiermann, 2009:.
though it has different concept between The advantages of the DCT one culture to another.
Thomas .
methodology according to Wouk .
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.
and process the data quickly.
and large Politeness is a universal phenomnumbers of respondents can be surveyed Brown and Levinson in Grandy more easily than in role playing.
believe that politeness pheThe writer describes and ana- nomena are universal.
Hierarchical socilyzes utterances of students based on Ol- eties with strong class distinction more shtain and Cohen theory .
There Cohen.
Andrew D .
Elite Olshtain and David S Rosenstein.
Advanced EFL apologies:
what remained to be learned? .
International Journal Social and Language 62 .
, page Ogiermann.
Eva.
On Apologising in Negative and Positive Politeness Cultures.
(Amsterdam:
John Benjamin Publishing Co, 2.
Wouk.
Fay.
Strategies of Apologizing in Lombok Indonesia.
Journal of Politeness Research 2 .
, 277-311.
Thomas.
Jenny.
Meaning in Interaction: an Introduction to Pragmatics.
( Longman Group Limited, 1.
Cipto Wardoyo :
Positive Politeness on Expressing Apologies by English Department Students of UIN Sunan Gunung Djati Bandung use negative politeness strategies and Furthermore.
Brown and Levinegalitarian societies, on the other hand, son .
2: .
state that apology is will employ positive politeness strate- negative politeness strategy, motivated by the desire to redress a face threatening acts (FTA): an offence that has imD.
Expressing Apology pinged on the hearerAos freedom of action Apology has four functions ac- .
egative fac.
or their need for approvcording Kotani in Wouk .
first is al .
ositive fac.
the way of speaker expresses regretful Brown and Levinson in Yuka of offence and accept responsibility for Second, the speaker admits his/her .
defines negative politeness as failure to meet an obligation.
Third, the Aua redressive action addressed to the adspeaker expresses apology to express dresseeAos negative face: his want to have sympathy upon hearing of the other his freedom of action unhindered and Apology is also used by his attention unimpeded, and state that the speaker to request repetition, reject negative politeness is Authe most elaboquestions or answers, or to announce in- rate and the most conventionalized set Finally, people express apol- of linguistic strategiesAy.
Typical examogy as a ritualistic remedy to simply ful- ples of negative politeness strategies are conventionally indirect ways to request fill expectation.
or to use honorifics.
Positive politeness According to Engel .
1: .
is defined as Auredress directed to the adthere are five reasons why expressing dresseeAos positive face, his perennial deapologies to another person become so sire that his wants should be thought of First, expressing apology as desirableAy.
Positive politeness strateshows respect to others.
Second, apol- gies include somewhat exaggerated elogizing shows that we are able to take ements or Aoelement of insincerityAo, and responsibility for our actions.
Third, that separates a positive politeness stratapologizing shows that we care the other egy from ordinary daily conversation.
Some of the typical examples of positive personAos feeling.
politeness strategies are complimenting.
Next, apologizing shows that joking, responding emphatically, and we have good integrity.
Finally, apol- using nicknames.
ogizing shows that we want to make a Leech .
in Yuka .
peace condition and restore relationship with others.
Lazare in Smith .
8: listed three roles of address terms as .
offers description of apologies as vocatives.
The first is that of getting atacknowledgement of an offense and ex- tention, the second is that of identifying pression of remorse.
Brown.
Penelope and Stephen C Levinson.
Grundy.
Peter.
Doing Pragmatic.
(London.
Arnold, 2.
page 162 Engel.
Beverly.
The Power of Apology: Healing step to transform all your relationships.
(USA: John Willey & Son,inc, 2.
Smith.
Nick.
I Was Wrong: The Meaning Of Apology.
(United Kingdom: Cambridge University Press, 2.
Politeness Some Universals In Language Use.
(Great Britain: Cambridge University Press, 1.
Yuka .
Akutsu .
Positive Politeness Strategies in Oral Communication I Textbooks.
Focusing on Terms of Address.
The Economic Journal of Takasaki City University of Economics vol.
No.
1 2009 page 60 Buletin Al-Turas Mimbar Sejarah,Sastra,Budaya, dan Agama - Vol.
XXi No.
Juli 2017 addressees, and the third is to establish or maintain a social relationship between the speaker and the addressee.
The third one is considered to work as a positive politeness.
Direct apology or explicit apology means that apologizer uses a word, an expression, or an utterance which contains a relevant performative verb 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 .
, apology is classified as (IFID).
expressive because it expresses speakerAos physiological attitude.
Apology exSecond strategy is explanation, presses speakerAos sorrow and regret be- explanation shows an excuse or justificause he/she has offended hearers.
cation for doing the offence.
Explanation of particular situation which is indiAccording to Austin .
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 apoltering I apologize is means of the act of ogizing.
It will relate to the context of the offense, the statement is intended Apologies according to Fraser to Auset things rightAy.
For example: in a in Davies at all .
are classified as place where people have bad transpordirect and indirect apology formal and tation problems, a person comes late to Direct apology for example: I a meeting and then he gives an explanaam sorry or I must apologize for, where tion by saying: The bus was very late.
the verbal statement alone is sufficient.
That utterance as an indirect apology.
An indirect apology is an apology that is it is perfectly acceptable reason as an usually accompanied by a solution, rem- apology because of the context is supported by that condition.
The speaker in edy, promise, or explanation.
the example above tries to explain that Olstain and Cohen .
de- he comes late to the meeting because velop Fraser strategies and propose five there is a problem with the bus, he himstrategies in expressing apologies: di- self tries to be on time but the bus condirect 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 acknowledgeof forbearance.
ment of responsibility.
The apologizer recognizes that his or her fault causes Ibid page 63 Searle.
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 , 1.
on scale, the highest level of intensity is Austin.
John L How to Do Things with Words.
an acceptance of the blame, for examGreat Britain: Oxford University Press, 1962 Davies.
Bethan l.
Andrew John Merrison,and Angela Goddard.
Institutional Apologies in UK Higher Education:Getting Back into the Black before Going into the Red.
Journal of Politeness Research 3 .
Page 39-63 Cohen.
Andrew D .
Elite Olshtain and David I know what I did was wrong.
S Rosenstein.
Advanced EFL apologies: what remained to be learned? .
International Journal Social and Language 62 .
, pp 51-74 Cipto Wardoyo :
Positive Politeness on Expressing Apologies by English Department Students of UIN Sunan Gunung Djati Bandung 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 ofDiscussion fence by saying AuI was wrongAy or AuitAos E.
my faultAy.
Lower level is an expression i.
Strategies of students in expressof self deficiency: I was confused/ I ing apologies to the lecturer didnAot see/ you are right.
First situation is the students as a reFourth 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 fifcommitment 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 exTable 1 ItAos my fault.
I forget to bring your book.
IAoll bring it tomorrow.
It can be seen from the example above, the speaker regrets that he/ she forgets to bring his/her friendAos book, so as a compensation he/she will bring his/her friendAos book next Finally, a promise of forbearance, this strategy is the apologizer is expected not to perform the same offence or mistake, and then the apologizer improves their behavior in the future.
It is like a promise, for example:
IAom not going to be without a uniform again Structure of expressing apologies of students to the lecturer Strategies Number
IFID
IFID Explanation IFID
Request
IFID Explanation IFID
IFID Explanation Request
IFID Promise Request
IFID
Explanation Promise Percentage 13,3% 6,7% 6,7% 6,7% 6,7% In the examples above, the speaker who as a student realizes that he/she has done something wrong that he/ she does not wear school uniforms to school, hence he/she promises never Table above describes that there are 7 patterns of structure in Expressing apolto do the offence again.
ogies performed by students.
Moreover, the apology also can be modified with some strategies.
Intensity of apology for example: really.
Buletin Al-Turas Mimbar Sejarah,Sastra,Budaya, dan Agama - Vol.
XXi No.
Juli 2017 Ilocutionary Force Indicating Device (IFID).
Based on the data there are three students use IFID for their strategies in expressing apologies to the lecturer .
t is about 20%).
The IFID strategies which are used are:
Excuse me sir.
I am sorry for coming late .
Excuse me, sir.
Sorry I am late (Student .
IAom sorry for coming late, sir.
(Student .
From the data above, it can be seen that the data number 1 and 2 use phrases Auexcuse me, sirAy and then it be followed by Auam sorryAy or AusorryAy.
In the data number 3 the student only use one IFID Au I am sorryAy .
The use of IFID means that the students realize that they have made mistakes, and they try to express their There is honorifific words AusirAy is used by students, it means that they express positive politeness strategies to their lecturer.
The use of honorific AusirAo from the data at the beginning of utterance .
and at the end of utterance ( only 1 datu.
ing late.
I slept at 2 am.
I had a lot of works last night (Student .
Excuse me sir.
I am sorry I come late.
Today is unexpected.
I am trapped in traffic jam (Student .
IAom sorry sir I come late because I late woke up (Student .
Pardon me sir.
I am sorry for coming late.
I had Insomnia last night so I woke up late (Student .
I apologize for coming late, sir.
There is a problem with my bike so I walk to campus (Student .
The data above show that the students utterances in expressing apology who use be sorry and apologize for expressing their direct apology.
From the data above utterance number 4, 5 and 6 use Auexcuse meAy for the beginning of utterance and it is followed by honorific word AusirAy, the students try to express their positive politeness by uttering Auexcuse me, sirAy.
However, data number 5 and 6 again the students use another IFID Aube sorryAy to emphasize their regret, then they express strategy of explanation for support their apology by telling the reasons why they are late such 2 IFID Explanation as AuI have some problems in the street According to the table 1 above, the high- so IAom late to come here.
I slept at 2 am est number of strategies are used by stu- because I had a lot of works last night, dents is IFID Explanation .
%).
There and I am trapped in traffic jam.
Datum are 6 students who used pattern IFID 7 shows that the student express the diExplanation.
Students use various IFID rect apology using IAom sorry sir then it is followed by explanation because I late followed by explanation such as woke up.
Data number 8 and 9 explain that the students use formal expression Excuse me, sir I come late to of direct apology by using performative I have some problems in verb pardon and apologize.
The positive the street so IAom late to come politeness in the data above students use here (Student .
honorific AusirAy Excuse me, sir.
Sorry IAom com- Cipto Wardoyo :
Positive Politeness on Expressing Apologies by English Department Students of UIN Sunan Gunung Djati Bandung 3 IFID Requests There are two strategies of students who use IFID Requests or it is about 13,3% from the total data.
The data of strategies in expressing apologies performed by students using IFID and followed by request are:
Sorry IAom late, may I come in? Apologize me sir.
IAom late.
I hope you permit me to join this class.
The data above illustrate that the expressing IFID by using AusorryAy and formal performative verb AuapologizeAy as the expression of regret and realizing that the students have committed the The IFID then is followed by request Aumay I come inAy and AuI hope you permit me to join the classAy.
The data number 10 shows that the student does not express positive politeness to the teacher, it can be inferred that he becomes impolite to his lecturer.
On the other hand, data number 11 the student uses honorific word AusirAy to the lecturer.
IFID Explanation IFID the student uses honorific word AusirAy to express respect to the lecturer.
IFID Explanation Request There is a datum also which using strategy of IFID Explanation Request .
,7%).
The student says in data:
I am sorry sir.
I am late.
I wasnAot able to escape the traffic.
May I follow your lecture? The data above tells that the student expresses direct apology using IFID Aube sorryAy, then it is followed by explanation strategy by saying I wasnAot able to escape the traffic.
Finally, at the end of utterance the student expresses the request by saying AuMay I follow your lecture?Ay.
The student in the data above express the positive politeness by using honorific AusirAy.
5 IFID Promise Request In addition, there is also strategy using IFID Promise Request .
,7%) by IAom sorry sir IAom late.
I promise never do the same mistake.
Could I follow your lesson? There is only a datum which uses a strategy using IFID Explanation IFID, or it is about 6,7% from the The data above shows that the male stutotal data.
The data as follow:
dent expresses the direct apology and it I am sorry sir.
I come late.
I have is followed by promise that he will never a traffic, it is not as usual, so I Aom do the same mistake in the future.
At the 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 Aube politeness by using honorific AusirAy.
sorryAy, and she also gives explanation why she comes late.
Then at the end 4.
6 IFID Explanation Promise of utterance she expresses her apology The last strategy that student used is again to emphasize her regret by utter- IFID Explanation Promise .
, 7%) ing: I Aom really sorry.
The use of adverb the student expresses the direct apology AureallyAy means that she wants to express by saying :
the higher degree of regret.
Furthermore.
Buletin Al-Turas Mimbar Sejarah,Sastra,Budaya, dan Agama - Vol.
XXi No.
Juli 2017 I am sorry I am late.
I have traffic jam.
I promise will not do the same mistake again.
The data above illustrates that the student expressing apology by performing IFID Aube sorryAy and then it is followed by explanation about the reason of coming late, at the end student makes a promise to not make the same mistake again in In the data above, students does not perform positive politeness using honorific word.
However, the student makes promise which gives benefit to be positive attitude, it indicates that he gives positive politeness to the lecturer.
Strategies of Expressing Apologies to Friends The second situation is the context between students and their friends.
The students are asked to give response when they forget to bring the book that they have promised to be returned.
There are several strategies used by students as the table below:
Table 2
Structure of strategies of expressing apologies to the friends Percentage 6,7% 13,3 % 13,3 % Strategies IFID
IFID IFID
IFID
Promise IFID Explanation IFID
Explanation Promise IFID
Explanation wish
Total
6,7 %
From the table above, it can be concluded the highest number of strategies used by students is IFID Promise .
%), the second strategy is IFID Explanation .
%).
The third there are students using IFID Explanation Promise .
,3%).
There is 2 data of students who use IFID IFID .
,3 %).
The strategy of a student who uses IFID Explanation wish is only one or 6,7 %.
Finally, there is only a datum of a student who only uses strategy of IFID .
,7%) 1 IFID Promise Based on the table above, there are 8 data of expressing apologies using IFID Promise:
IAom sorry bro.
I forgot bringing your book.
I promise I will return it tomorrow IAom sorry I forgot bringing your book.
IAoll bring your book tomorrow.
I promise! I am sorry.
I donAot bring your IAoll bring it tomorrow.
IAom sorry friend I forget to bring your book.
I promise I will bring it tomorrow Forgive me mate.
I forgot to bring the book.
IAoll bring it tomorrow Ups Forgive me.
I forgot to bring your book, tomorrow I will bring your book.
Cipto Wardoyo :
Positive Politeness on Expressing Apologies by English Department Students of UIN Sunan Gunung Djati Bandung The data number 1 illustrates that the student express the regret by performing IFID Aube sorryAy and then expresses a performative promise by saying I promise.
I will return it tomorrow.
The data number 2 expresses the apology by stating IFID Aube sorryAy then it is followed by a promise IAoll bring your book tomorrow and it is also emphasized by using the performative verb promise by saying AuI promise!Ay.
In addition, the same strategies also are used by the data number 3 They use IFID by expressing Aube sorryAy and it is followed by a performative verb of promise to return the book soon by saying Au I promiseAy.
The data number 5 and 6 give description that the students use performative verb Auforgive meAy, they give a promise by saying IAoll bring it tomorrow and tomorrow I will bring your book.
this morning I go to class in a hurry so I forget to bring it The data from number 10 and 11 show that the students use performative verb Aube sorryAy then they give explanation why they forgot to bring the book.
However, the data number 12 describes that the student expresses the apology by using interjection Auya Allah Au it is literally translated as Auoh my GodAy then she expresses her direct apology by expressing Au I am sorry my friendAy , furthermore she gives explanation why she forgets to bring the book.
The data number 7 and 8 show that the students use positive politeness by using kinship claiming AubroAy and Aumy friendAy.
The students treat the hearer as friend or confidant.
IFID Explanation Promise Data number 1, 4, and 5 above describe that the students use positive There are two data of students who use politeness by using AubroAy, friend, and the pattern of apology using IFID Exmate.
The students express their inti- planation Promise, the data as follow:
macy by uttering kinship words which Sorry I have forgotten to bring it means they have close relationship or your book.
I went to campus in They are treated the hearer as a a rush.
I promise after the class friend and equal.
I will come back to my home 2 IFID Explanation for bringing your book.
There are three students use the strategy of IFID Explanation, the data as follow:
Astagfirullah.
IAom sorry friend I forget to bring your book.
Actually I had prepared last night, but I forget to put it in my bag.
promise bring it tomorrow IAom sorry bro I forget to bring your book because I rush for The data above show that the students expressing IFID then they use explana8.
IAom 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.
Ya.
AllahAI am sorry my friend 4.
4 IFID Explanation wish .
I donAot bring your book.
I had prepared the book last night, but There is a datum using pattern of ex- Buletin Al-Turas Mimbar Sejarah,Sastra,Budaya, dan Agama - Vol.
XXi No.
Juli 2017 pressing apologies IFID explanation wish:
I am sorry.
I forgot to bring your book because I was in a I hope you donAot mind if I bring it tomorrow? please forgive me I am sorry I leave your book on mattress .
IAom so sorry.
IAoll give back it soon From the data above, it can be concluded that at the datum number 14 the student The data above describes that the stu- expresses her apology by using IFID dent expresses the direct apology by ut- three times, she uses Aube sorryAy twice tering Au I am sorryAy, then it is followed and performative verb Auforgive meAy.
The by explanation that he was in hurry so Datum number 15 also gives description he forgot to bring the book.
Finally, the that the student expresses the IFID twice student expresses his wish that it is fine using Aube SorryAy.
The use of IFID more that he returns the book tomorrow.
than once indicates that degree of regret expressing by the students.
In the data 11, the student expresses the positive politeness by using The use of word Auoh dearAy means AufriendAy as indicate he has close rela- that the students perform positive politetionship with the hearer.
ness which indicates intimacy and close
5 IFID
Conclusion There is a datum of student who uses IFID in expressing the apology, the da- Based on the explanation previously in discussion, it can be concluded that tum as follows.
students of UIN Sunan Gunung Djati I forget to bring your book.
IAom using various strategies in expressing sorry about that.
When they are expressing apologies to the lecturer for coming late The student expresses the apology using they use IFID followed by explanation IFID Aube sorryAy without any explanation .
%).
IFID .
%) and IFID followed or reason.
He also does not use honorif- by request .
,3%).
While when they ic to his friend, it means generally he are expressing apology to their friends does not seriously expressing regret or because they forget to bring the book.
In certain condition or context, they use IFID Promise .
%).
IFID it will be considered impolite utterance Explanation .
%), and IFID Explanato the interculator or the hearer.
The stu- tion Offer Repair .
,3%).
Positive podent does not perform the positive po- liteness strategy is performed students.
liteness by using kinship claiming, it is they use the honorific AusirAy to respect the rude and impolite.
It can be interpreted position of the lecturer who has higher the student is an arrogant person.
status than students.
While, expressing apology to friend they use more inti4.
5 IFID IFID
macy words such as Aubro, mate, friendAy There is 2 data that students express which indicate they have close relationship.
their apology in several IFIDs :
Oh dear.
I am sorry I forget to bring your book.
I am sorry.
Cipto Wardoyo :
Positive Politeness on Expressing Apologies by English Department Students of UIN Sunan Gunung Djati Bandung
References