CHAPTER II

REVIEW OF LITERATURE

2.1

Theoritical Framework
2.1.1 Ethics
The etymological basis of the word Ethics is the Greek word ethos,

meaning habitual or customary conduct. Ethics and ethical are often used
synonymously with morality and moral, as when reference is made to the ethics or
morality of a person or group, or to their ethical or moral values. (Sulaiman, 2000)
According to Velazques (2010), there are two major definitions of ethics.
First, ethics refers to well-founded standards of right and wrong that prescribe
what humans ought to do, usually in terms of rights, obligations, benefits to
society, fairness, or specific virtues. Secondly, ethics refers to the study and
development of one's ethical standards.
Ethics is the branch of study dealing with what is the proper course of
action for man. It answers the question, "What do I do?" It is the study of right
and wrong in human endeavors. At a more fundamental level, it is the method by
which we categorize our values and pursue them. (Landauer, 2001). One can
define whether his behaviour is right or wrong in the society by seeing the rules of
ethics, since ethics deals with the method of reaching peoples values.
Ethics leads to a set of rules of conduct for specific situations. (Kaddu,
2007).

This means that ethics will be the guidance for people to behave

apropriately in certain situasion. Ethics will also help people in orienting their
own behaviour and interpret the behaviour of others.

Ethics stands globally. It doesnt belong to particular groups. As stated by

Sulaiman (2000), ethics ought to be viewed in relation to sustaining and
enhancing this life experience of peoples worldwide, rather than in relation to any
eschatological notions. Ethical values are neither relative nor sectarian; they are
grounded in the universal experience of humankind.
Ethics is a requirement for human life. It is our means of deciding a course
of action. Without it, our actions would be random and aimless. There would be
no way to work towards a goal because there would be no way to pick between a
limitless number of goals. (Landauer, 2001).
2.1.2

Politeness

A person will be said as being ethical if he/she knows how to behave

approprately in the society. There are many factors that influence our behaviour.
One of the factors is politeness. Politeness is maintaining proper etiquette and
speaking properly to a person without offending him or her. (Shukla, 2009).
Morever, Shukla states that one must not be rude or offensive. One must use
proper words to convey something. Foul language can put off a person. Also one
has to be choosy about words while conveying something. Whatever conveyed
has to be conveyed in a subtle manner. In term of interaction, politeness can be
defined as the means employed to show awareness for another persons face.
Showing awareness for another persons face when that other seems socially
distant is often described in terms of respect or deference. (Yule, 2007).

Some factor determined the politeness according to Yule (2007):

Lexical choice: Use the word could, would, or etc.

Sentence structure: We can use command sentence by using asking
sentence.

Gesture and Posture: Use our part of body to support to our speech. We

can not use freely all part our body to support our speech act.
Intonation.
The kind and amount of politeness that the speaker applies to a certain

speech act is determined by the weightiness of this speech act. Speakers calculate
the weight of their speech acts from three social variables: the perceived social
distance between the hearer and the speaker, the perceived power difference
between them, and the cultural ranking of the speech act. (Vilkki)
Politeness will bring several effects to us (Shukla, 2009):

One will be more popular.

People are friendlier towards you.
Business transactions can be settled more easily.
One develops an attractive personality.
One is more likable.
Less chances of developing enemies.
2.1.3 Students Politeness in Classroom
Politeness in the classroom is one of the topics that seem almost too

obvious to mention; of course, people will be polite in a classroom, just as theyre

polite in a place of worship or at a job interview. But, the classroom is a bit
different; it has its own rules of politeness. And, to complicate matters just a bit,
these rules are modified in various ways by different institutions and by different
instructors. (Devito)
2.1.4 Teaching Learning Process

Education has always been awash with new ideas about learning and
teaching. Teachers and administrators are regularly bombarded with suggestions
for reform. They are asked to use new curricula, new teaching strategies, and new
assessments. They are directed to prepare students for the new state standardized
test or to document and assess students work through portfolios and performanceassessments.
2.1.5

Teaching

Teaching and Learning are actions that necessary to accomplish a goal in

Education. Based on progressive and humanist education teaching is perceived as
stimulating, directing, guiding the learner and evaluating the learning outcomes of
teaching. We can see the following figure about teaching process below :

Figure 2.1 Teaching Process

Feedbacks and Reflection

In teaching process, teacher should arrange the planning through what

lessons are going to discuss. After the arrangement of the planning itself well
arranged, then the time to implement it in the teaching process. Teaching learning
process have done, so it needs the teacher to make an evaluation of the
implementation.
In teaching learning process, teacher should try to make an effective
teaching in class. The effective teaching means one that will bring about the
intended learning outcome. It also need to creating a situation or selecting life-like
situation to enhance learning, showing, telling, giving instruction, making
someone understand in order to learn and imparting knowledge and skills required
to master a subject matter .

2.5.2

Learning
The role of the learner is also to learn how to learn. In fact, the most

important long-term outcome of instruction may be the students' increased

capabilities to learn more easily and effectively in the future, both because of the
knowledge and skill they acquire and because they have mastered the learning
process (Joyce and Weil, 1966). How teaching is conducted has a large impact on
students' abilities to educate themselves.

2.5.3

Two Principal Types of Learning Process

There are two types of Learning Process, they are The Behavioral
Learning theories and The Cognitive Learning theories.
a. Behavioral Learning Theory

Emphasizes observable behavior such as new skills, knowledge, or

attitudes which can be demonstrate

Observable and measurable

If the individual has changed behavior, he has learned

b. Cognitive Learning Theory

Concerned with human learning in which unobservable mental

processes are used to learn and remember new information or
acquired skill

Related to concept of meaningful learning through cognitive

models

In the cognitive learning theory, there are three kinds of the learning theory, as
follow :
1. DISCOVERY Learning (Jerome Bruner)

States that individuals learn from his own discovery of the

environment

Learners are inherently curious, thus they can be self motivated until
they find answers to the problem

Gave rise to the emerging theory of constructivism and self-learning

Learning is flexible, exploratory and independent.

2. RECEPTION Learning (David Ausubel)

Though learners are inherently curious, they may not be able to know

what is important or relevant and they need external motivation in

order to learn

3. EVENTS of Learning (Robert Gagne)

2.5.4

Motivation Phase

Apprehending Phase

Acquisition Phase

Retention Phase

Recall Phase

Generalization Phase

Feedback Phase

Teaching and Learning

Teaching and Learning go together, Where the teaching appear, there

should be a learning happen. So do the people include both teacher and student.
We can see the following statement the realized by the teaching learning process :
One cannot succeed without the support and success of the other
Teaching style of the teacher should jibe with the learners learning style
Learner is the center of teaching
Knowledge of the learner and his learning style should be considered

 Learners become complex individuals capable of learning on their own,

the repertoire of teaching should also increase

2.5.5

The Conceptual Framework

In teaching learning process, there should be a teacher and students.

Teacher as the educator for the students, so does the student as the learner who
want to study about something. Both teacher and students have an interaction in
teaching learning process. Sometimes, teacher or student doesnt consider to
whom they speak to, it is so possible on them to make a mistake, in case of polite
or impolite utterances in teaching learning process. Then, the study can be
conducted base on the concept below.

Students Politeness

Students Learning
Process

a. Starting the lesson

b. Communication to the
lecturer
c. Conversation during
presentation
d. Ending the class

Questionnaire

Interview

Transcription

Classify the Utterances

Polite

Impolite

Figure 2.2 The Conceptual Framework of The Study

CHAPTER III
RESEARCH METHODOLOGY
3.1. Research Design
This research was conducted by applying descriptive qualitative design.
Maelong (2006: 11) state descriptive research is a method that makes the
descriptive of the situation or even or occurrence in order to do the research.
Descriptive qualitative is used to describes or interpret a current event, condition
or situation. Shaw and Gloud (2001: 6) elaborate that qualitative research is
conducted through long-term contact with the field. In doing the research, the
researchers use some instruments such as Observation, Interview, and
Questionnaire.
The Benefit of Descriptive Qualitative

gain new insights about a particular phenomenon

develop new concepts or theoretical perspectives about the phenomenon

discover problems that exist within said phenomenon

3.2. The Source of Data

The sources of data were taken from engineering faculty. The researchers
choose X class as the subject of this study. In this class, the researcher did
observation about students politeness during teaching learning process,
interviewed and distributed questionnaire at the end of the class.

3.3. The Technique for Collecting Data

Data will be collected by using, observation sheet, interview sheet and
questionnaire in this study.
Observation will be done to collect data about the activities of the students
and interaction between students and lectures in the class. The process of
observing classromm:
1.
2.
3.
4.

Identify the politeness of students when starting the class

Identify the politeness of the students when communicate with the lecture.
Identify the politeness of the students during present the presentation
Identify the politeness of the students when ending the class.

Interview sheet was given in the end of the class. Interview sheet was used
when the research wanted to identify the condition of teaching learning process in
the classroom. Meanwhile questionnaire was given to several students in
engineering faculty randomly. It was used to the condition of teaching learning
process in several classes in engineering faculty.
The data are analyzed by the following procedures.
1. Identifying the politeness in whole process of teaching
2. Classifying politeness into Polite sentences/words

and

impolite

sentences/words
3. Counting the types of polite and impolite sentences which is used in
process of learning
4. Determining the dominant sentences/words by applying the following
formula:

CHAPTER IV
DISCUSSION

A. RESULT OF INTERVIEWS AND OBSERVATIONS

In this chapter, the researchers would like to explain the focus on this
study that is aboutstudentspoliteness in teaching-learning process between
students of Engineering Department and the Lecturer at the classroom. It will be
divided into two; they are polite and impolite behavior in this classroom. This
study is conducted by using descriptive qualitative.
In this qualitative research, the researchers tend to see the data based on
what is the uttered, what is felt, and what is done by the data sources. In
qualitative research is not how the research is not how the researchers may think
but based on what happened in the reality.
By doing this research through descriptive approach, so the researcher
must explain and describe about the data that got by the researchers through
observation, interview and questionnaire which did to the informant.
The researchers did observation to the classroom of Automotive
Engineering Education Department which 40 respondents that were observed
about studentspoliteness in teaching-learning process in the classroom by using
quantitative data. Then the researchers will do the interview randomly of them
and give the questionnaire for the whole class. The researchers also give the
questionnaire to some students who in different major in Engineering Faculty. The
questionnaire asking about the politeness behavior in teaching-learning process in
the classroom.

GRAPHIC

B. Selecting Informants
Like what researchers has uttered above that one of the techniques
of collecting data in this research is interviewing the informants, the researchers
has selected a lecture to do interview deeply. He is Sir HusniTanjung who teach
about Kewirausahaan in the Engineering Faculty. We also choose 4 students; they
are Alex Malau as Automotive Education student in eighthsemester,
GandaSianipar as Production Engineering in eighthsemester, GustiniSitumorang
as Beauty Department in sixth semester, and PitriBarus as Culinary Department in
sixth semester.
By selecting those respondents, researchers assume that they can
help solving the problem that researchers carry out this study.
C. Discussion of Research Result
After the researchers observing the class and interviewing the
respondents, the researchers found thatIn KewirausahaanClass of the Automotive
Engineering 2011 class, we found that class is quiet noisy. The students did many
activities that made them noisy, although the Lecturer, Sir HusniTanjung already
came on time at the class. It happened because the Lecture spent ten minutes to
prepare the class. Lecture did it