http://repository.unigal.ac.id:8080/handle/123456789/6081 2026-04-25T03:01:38Z 2026-04-25T03:01:38Z Andini, Siti Sudarto, Sudarto Ayatullah, Ayatullah Farhan, Hamid Mohamad http://repository.unigal.ac.id:8080/handle/123456789/6512 2025-07-08T13:46:48Z 2025-07-07T00:00:00Z

Language Politeness in Javanese and Sundanese Border Cultural Landscapes in Elementary School Student Learning Andini, Siti; Sudarto, Sudarto; Ayatullah, Ayatullah; Farhan, Hamid Mohamad Language politeness plays a crucial role in maintaining harmony and effectiveness of communication, especially for elementary school students in cultural border areas. This study aims to understand the application of language politeness in the elementary education environment in the Java-Sunda border area. This study uses a qualitative method with a descriptive phenomenological approach to describe the phenomenon of language politeness in learning in grade 5 of SD Negeri Waringinsari and SD Negeri Bener. Data were collected through observation and recording of oral speech between students and teachers during the learning process, which were then analyzed using interactive data analysis techniques. The results showed that the principles of language politeness, formulated by Geoffrey Leech, were well applied by teachers and students in classroom interactions. Applying the principles of proverbs, Wisdom, Generosity, Respect, Simplicity, Agreement, and Sympathy proved effective in creating an inclusive and harmonious learning environment. In addition, the use of mixed language between Indonesian and local languages in classroom communication reflects adaptation to the local cultural context, which helps strengthen the emotional connection between teachers and students. Language politeness is important to maintain effective communication, build positive social relationships, and prevent conflicts that may arise due to cultural differences. Language is an essential aspect of human interaction, especially in Indonesia, which is rich in culture (Putri & Nugraheni, 2020; Utomo et al., 2024). By maintaining politeness in speech, communication and interaction can occur more effectively because it is based on ethics and sensitivity to individual feelings (Foolen, 2011; Leech, 2014; Susandi et al., 2024). Language, as a fundamental communication tool, not only conveys messages that reflect one's desires and emotions to the receiver but is also closely related to the level of politeness in communication (Giora & Haugh, 2017). Therefore, conveying messages and expressions in language, including expressions and gestures, must be adjusted to good and correct language rules to ensure effective and polite communication. The importance of language politeness becomes even more significant in the context of elementary education, where the application of the principles of politeness in language is crucial for children of elementary school age, especially those in the age range of 10 to 12 years (Hartini et al., 2023; Magliacane, 2019). At this age, children begin to develop more complex language skills and tend to imitate the way adults apply pragmatic rules, such as thanking or apologizing (Andriyani et al., 2022; Hieda et al., 2022; Mudiono, 2022). Therefore, developing polite language skills is crucial in shaping children's pragmatic abilities in their social environment, especially in border areas with significant cultural and linguistic diversity. One interesting location to study is the Java-Sunda border area, especially in the southern border area, precisely along the Banjar-Cilacap area, which is an area of language and cultural transition (Putri & Nugraheni, 2020). For example, in the Langensari sub-district, people are generally bilingual. There are also bilingual communities in western areas, such as Majenang, Karangpucung, Patimuan, and Cimanggu. Most of the population does not understand Javanese in the Dayeuhluhur Sub-district, which is administratively located in Cilacap Regency, Central Java (Putri et al., 2021). People in these border areas' social and cultural uniqueness lies in their distinctive mindset, which is directly related to how they communicate and apply language politeness. This region's social, cultural, and economic factors play an important role in determining the level of language politeness, affecting overall social behaviors (Rivai et al., 2021; Wati, 2023). The level of language politeness in social interactions also significantly impacts communication dynamics within the family environment, which then influences the use of language by family members, including children. However, on the other hand, these cultural and linguistic differences can potentially cause various complex problems. One issue that often arises is disagreement between linguistically and culturally different groups, which can lead to stereotypes and prejudice (Pan et al., 2023; Wildan et al., 2024). Identity issues are also highlighted, where individuals or groups often feel pressured to adapt to different cultural norms or have difficulty defining their identity amidst the diversity of existing cultural identities (Dzikowska et al., 2023). A concrete example of this problem can be observed where Javanese culture (particularly Banyumasan Javanese), which tends to be more outspoken, meets Sundanese culture (East Priangan), which is more subtle in its communication. Problems that arise are more often related to social than territorial aspects (Kittaneh, 2023). Therefore, in a society on a cultural border, the principle of politeness in communication becomes crucial, especially in the context of elementary education. In elementary school, students are in a critical phase of developing language skills and understanding social norms (Mughal, 2023; Rasna et al., 2024). Language politeness can serve as an important bridge in overcoming cultural differences, helping students develop communication skills that respect diversity and preventing prejudice or stereotyping among them.

2025-07-07T00:00:00Z Saefudin, Arif Utomo, Susilo Setyo Taneo, Malkisedek Rosanawati, I Made Ratih Judijanto, Loso Nasri, Ulyan Amin, Muhammad Zulkifli Sudarto Andini, Siti http://repository.unigal.ac.id:8080/handle/123456789/6115 2025-02-15T05:43:58Z 2024-11-12T00:00:00Z

Discourse Analysis of Conflict and Resolution in History Textbooks: Representations of the Referendum in Indonesia Saefudin, Arif; Utomo, Susilo Setyo; Taneo, Malkisedek; Rosanawati, I Made Ratih; Judijanto, Loso; Nasri, Ulyan; Amin, Muhammad Zulkifli; Sudarto; Andini, Siti This study explores how Indonesian history textbooks represent conflict and its resolution with a focus on the theme of East Timor. The research applies the methodology of Historical Discourse Analysis, examining various elements of representation, including nomination, predication, argumentation, perspective, and intensification. The primary objects of study are two Indonesian history textbooks that are currently used in schools. The results show that textbook I adopts a pragmatic and binary approach, framing the Indonesian government as the protagonist that seeks to include East Timor as part of its national territory. In this narrative, the East Timorese people are portrayed as the antagonists who resist the integration process with Indonesia. This approach reflects a polarized view of the conflict, emphasizing the roles of both parties in opposition. On the other hand, Textbook II takes a more constructive and reconciliation-oriented approach. It presents a vision for future cooperation and understanding between Indonesia and East Timor, highlighting possibilities for peaceful resolution and long-term collaboration between the two countries. Despite these different approaches, this study identifies an ongoing challenge in the writing of Indonesian history textbooks, which can be termed as "schizo-history." This concept refers to the paradox faced by historians in balancing efforts to reconstruct historical events with the anxiety surrounding the potential impact of those narratives on national unity. The study argues that Indonesian historians must continue to seek alternative methodologies that can address these tensions while providing more nuanced and balanced representations of historical events. This research contributes to broader discussions on the role of history textbooks in shaping national identity and calls for further investigation into the challenges and opportunities in writing history textbooks in post-conflict contexts. Today, portraying conflict in historical literature has become an important topic, especially in the context of con flict resolution. This is closely related to the potential use of different historical writing methods in textbooks to change views on conflict, strengthen trust among communities, and reduce structural and cultural violence [1]. Conflicts can be triggered by the complex interplay between simple common understandings by society and more efficient understandings of internal resource utilisation[2]. This topic often triggers debates involving various groups in society and the politi cal sphere, including governments, historians, and various institutions from the social, cultural, or religious sectors. Ac cording to Bernardoni[3], controversial historical issues still strongly influence various collective movements today, in cluding encouraging debate and reflection and emphasising the construction of critical thinking citizenship. According to Saefudin et al.[4] , this related discussion usually centres on the role of history textbooks, whether as a tool to influence students’ interpretations through the structure of arguments and meanings they contain or simply as an instrument to justify political regimes for their violent actions.

2024-11-12T00:00:00Z