POLITENESS STRATEGIES PERFORMED BY TEACHERS TO EFFECTIVELY ASSIST CHILDREN WITH AUTISM IN THEIR LEARNING PROCESS
Sugini Sugini(1*), Djatmika Djatmika(2), Maryadi Maryadi(3)
(1) English Department/Linguistics Postgraduate Program, Universitas Sebelas Maret
(2) English Department/Linguistics Postgraduate Program, Universitas Sebelas Maret
(3) English Department/Linguistics Postgraduate Program, Universitas Sebelas Maret
(*) Corresponding Author
Abstract
The paper discusses the politeness strategies conducted by teachers of autism centre in Surakarta in supporting them doing their jobs effectively. They are professionals who care and treat children with autism for their cognitive as well as psychomotoric development. Data were collected from four learning processes performed by four different female teachers with a different child for each. The analysis was carried out to see how politeness strategies selected by the teachers help them in performing effective assisting and learning process for the kids. The results show that politeness strategies were conducted by the teachers in two modes—verbally and non-verbally. They were exploited to accommodate the skill transfer to the children with autism effectively. The autism condition of each child governed each teacher to select the types of the politeness—in which bald on strategy dominated the exploitation, followed by positive and negative politeness. In addition, no teacher chose off record strategy for her class. This exploitation is considered effective due to the exceptional condition of the children. Clear and direct utterances which encourage their self esteem are good choice for them. Such utterances in that features can be accommodated by those three types of politeness strategies in either verbal or non-verbal mode.
Keywords
Full Text:
PDFReferences
Brown, P. & S. C. Levinson (1987). Politeness: Some universals in language usage. Cambridge: Cambridge University Press.
Eggins, S. (1994). An introduction to Systemic Functional Linguistics. London: Pinter Publishers.
Fletcher, E. C. & Schuler, A.L. (2003). Making communication meaningful (cracking the language interaction code) In Autism—from research to individualized practice. (ed. Gabriels, Robin,L and Hill, Dina, E). London: Jessica Kingsley Publishers.
Gerot, L. & Wignell, P. (1995). Making sense of functional grammar. Cammeray: AEE.
Halliday, M.A.K. (1994). An introduction to functional grammar. London: Edward Arnold.
Hill, D.E. & Kodituwakku, P. (2003). Neuropsychology of autism (research, theory, and practical implications) In Autism—from research to individualized practice .(ed. Gabriels, Robin,L and Hill, Dina, E). London: Jessica Kingsley Publishers.
Levine, P. & Scollon, R. (eds). (2004). Discourse and technology: multimodal discourse analysis. Washington: George University Press.
Pamuji. (2007). Model terapi terpadu bagi anak autisme. Jakarta: Departemen Pendidikan Nasional Direktorat Jenderal Pendidikan Tinggi Direktorat Ketenagaan.
Rahardi, R. K. (1999). Imperatif dalam Bahasa Indonesia: Penanda-Penanda Kesantunan Linguistiknya. In Jurnal Humaniora, Vol. XI, No. 2, 1999.
Safaria, T. (2005). Autisme: pemahaman baru untuk hidup bermakna bagi orang tua. Yogyakarta: Graha Ilmu.
Schuler, A.L. & Fletcher, E.C. (2003). Making communication meaningful: cracking the language interaction code. In Autism—from research to individualized practice .(ed. Gabriels, Robin, L and Hill, Dina, E). London: Jessica Kingsley Publishers.
Shulman, C. (2003). Bridging the process between diagnosis and treatment. In Autism—from research to individualized practice .(ed. Gabriels, Robin, L and Hill, Dina, E). London: Jessica Kingsley Publishers.
Thomas, J. (1995). Meaning in Interaction: an introduction to pragmatics. London: Longman
Verschueren, J. (1999). Understanding pragmatics. London: Arnorld
Wenar, Charles. (2004). De v e l opme nt al psychopathology:
from infancy through adoleslence. New York: McGraw Hill.
Wetherby, A.M., Prizant, B.M. & Schuler, A.L. (2000). Understanding the nature of language and communication disorder, In A.M. Wetherby & B.M. Prizant (eds) Communication and language issues in autism and pervasive developmental disorder: a transactional developmental perspective. Baltimore, MD: Paul H. Brook
DOI: https://doi.org/10.22146/jh.11411
Article Metrics
Abstract views : 6150 | views : 5301Refbacks
- There are currently no refbacks.
Copyright (c) 2016 Sugini Sugini, Djatmika Djatmika, Maryadi Maryadi
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.