Politeness and Impoliteness Strategies in Lecturer-Student Communication Within Cyberpragmatics Chats
Faizal Risdianto, Universitas Islam Negeri Salatiga
Machfudz Machfudz, Universitas Islam Negeri Salatiga
Eka Margianti Sagimin, Universitas Pamulang
Hanafi Hanafi, Universitas Andalas
Jumanto Jumanto, Universitas Dian Nuswantoro, Semarang, Indonesia
Abstract
This qualitative research on Cyberpragmatics attempts to explore the application of politeness and impoliteness principles in student-lecturer internet-mediated communication in English and Indonesian languages at two faculties of Universitas Islam Negeri (UIN) Salatiga. The native speakers' perceptions of those strategies and principles as applied in the online chatroom were also elicited to confirm the descriptive analysis of the utterances. Pragmatic data were taken, categorized, and selected from Whatsapp conversation and email correspondence screenshots between lecturers and students in eight (8) online English Language classes and six (6) classes on Ushul Fiqh subjects at Universitas Islam Negeri (UIN) Salatiga. Additionally, as demonstrated in the screenshots, an online questionnaire was used to elicit data on students' and lecturers' perspectives on the cyberpragmatic activities. The descriptive analysis shows that the students considered the principles of politeness as a prominent aspect for their communicative actions and managed to appropriately applied it in their cyberpragmatic activities. Additional pragmatic features of religious expressions were also used to amplify the politeness effect. Nevertheless, there were some cases where impoliteness principles were used by the students, regardless of their awareness of their pragmatic consequences. The acceptability judgement questionnaire confirmed the level of politeness and impoliteness strategies previously described. Consequently, future research may benefit from this study by exploring other aspects of cyberpragmatics such as ethnicity, gender, and other socio-political aspects, from interdisciplinary perspectives.
Keywords: (im)politeness, student-lecturer communication, computer-mediated communication, Cyberpragmatics, chats
Source: https://ejournal.uinsalatiga.ac.id/index.php/jopr/article/view/95
4 types of Trianggulation in Qualitative Research
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Data triangulation refers to using a validation test process from qualitative data (Interviews, Observations, FGDs). Triangulation refers to using several methods or data sources in qualitative research to comprehensively understand a phenomenon (Patton, 1999). Triangulation is also a qualitative research strategy to test validity by converging information from various sources. Denzin (1978) and Patton (1999) identified four types of triangulation: (a) method triangulation, (b) inter-researcher triangulation, (c) theory triangulation, and (d) data source triangulation. This article will present the four types of triangulation, followed by a discussion of using focus groups (FGs) and in-depth individual interviews (IDI) as examples of triangulation of data sources in qualitative research.
How is Triangulation Practiced in Research?
Triangulation is commonly used in qualitative research and applied in quantitative research. If your research uses mixed methods, you will always use methodological triangulation.
Example: Triangulation in various types of research
• Qualitative research: You conduct in-depth interviews with various stakeholder groups, such as parents, teachers, and children.
• Quantitative research: You run an eye-tracking experiment and involve three researchers in analyzing the data.
• Mixed methods research: You conduct a quantitative survey, followed by some structured (qualitative) interviews.
Types of Triangulation in Research
There are four types of triangulation:
•Data triangulation: Using data from different times, spaces, and people
•Triangulation techniques between researchers: Involve many researchers in collecting or analyzing data
•Theory triangulation techniques: Use multiple theoretical perspectives in your research
Methodological triangulation: Using different methodologies to approach the same topic
Example: Collaborative research. You research what makes people behave cooperatively vs. selfishly. You want to understand what motivates people to work with others in a team environment.
Methodological triangulation
When using qualitative triangulation methods, you use different methods to answer the same research question. This triangulation is the most common type, and researchers often combine qualitative and quantitative research methods in a single study.
Data triangulation
In data triangulation, you use multiple data sources to answer your research question. You can vary data collection across different times, spaces, or people.
Triangulation between researchers
Using the researcher triangulation technique, you involve multiple observers or researchers to collect, process, or analyze data separately.
Theory triangulation
Theory triangulation means applying several different theoretical frameworks in your research instead of approaching the research question from only one theoretical perspective.
SOURCE: Triangulasi Data, Contoh, Penjelasan dan Prakteknya Pada Riset - Ascarya Solution
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aspect of perception according to Woodworth and Marquis
Woodworth and Marquis were psychologists who proposed a theory of perception that emphasized the active role of the perceiver in shaping their perception of the world. According to their theory, perception is influenced by three main aspects: stimulus, attention, and context.
The stimulus refers to the physical energy that impinges on the senses, such as light waves for vision or sound waves for hearing. However, Woodworth and Marquis argued that the physical stimulus alone is not enough to determine perception. Instead, they suggested that attention and context also play important roles.
Attention refers to the process of selectively focusing on certain aspects of the environment while ignoring others. For example, if you are in a crowded room, you might focus your attention on one person's voice while tuning out other conversations. Woodworth and Marquis argued that attention can influence perception by directing the perceiver's focus to certain features of the environment.
Context refers to the broader situation in which perception occurs. For example, the same object may be perceived differently depending on the context in which it is presented. If you see a cup on a table, you might perceive it as a drinking cup, but if you see the same cup on a shelf in a store, you might perceive it as a decorative item. Woodworth and Marquis argued that context can influence perception by providing additional information about the meaning or function of a stimulus.
Overall, Woodworth and Marquis emphasized that perception is an active process in which the perceiver plays an important role in shaping their perception of the world. Their theory highlights the complex interplay between the physical stimulus, attention, and context in shaping perception.
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