Komunikasi Interpersonal Guru Bahasa di Jerman (Language Teacher Interpersonal Communication in Germany)

Abstract

Kajian ini bertujuan meninjau komunikasi interpersonal yang digunakan oleh guru berbangsa Jerman serta guru penutur jati di dalam kelas bahasa Melayu-Indonesia di Jerman serta membandingkan Maksim Santun yang digunakan antara mereka. Dengan menggunakan pendekatan kualitatif, kaedah pemerhatian di dalam kelas dilakukan dengan merakam menggunakan kamera video. Data rakaman ditranskripsikan, diberikan tema dan dianalisis secara deskriptif berdasarkan Prinsip Kesopanan Leech (1983). Hasil kajian menunjukkan guru berbangsa Jerman (PG) menggunakan keenam-enam maksim sebagai komunikasi interpersonal manakala guru penutur jati bahasa sasaran (PI) menggunakan 3 daripada 6 maksim. Walau bagaimanapun, 3 maksim tersebut digunakan secara minima sahaja oleh PG iaitu dengan maksim budiman mempunyai peratus tertinggi, diikuti oleh maksim kerendahan hati dan maksim simpati. Ini menunjukkan ketiga-tiga maksim ini bukan menjadi strategi guru untuk digunakan di dalam kelas semasa sesi pengajaran dan pembelajaran berlangsung.  Antara keenam-enam maksim, maksim santun merupakan pilihan utama mereka iaitu PG mengamalkan maksim santun sebanyak 70 peratus, manakala PI sebanyak 81.5 peratus berbanding dengan maksim yang lain. Berdasarkan empat kategori maksim santun, didapati PG hanya menggunakan kategori kos-manfaat, keopsyenalan dan jarak sosial sahaja, berbanding dengan PI yang menggunakan keempat-empat kategori termasuk kategori ketakterusan. Dapatan ini menunjukkan bahawa budaya sesuatu masyarakat yang menjadi amalan dan cara hidup seseorang akan dimanifestasikan dalam komunikasi termasuk dalam wacana kelas bahasa.

Kata kunci: komunikasi interpersonal; komunikasi guru; bahasa Melayu; wacana kelas bahasa; Prinsip Kesopanan Leech

ABSTRACT

This study aimed at examining the interpersonal communication used by the German teacher and native-language speaking teacher who taught the Malay-Indonesian language class in Germany, and compared the tact maxim used between the teachers. This study employed the qualitative approach through the method of observation in class which was carried out by recording using a video camera. The recorded data were transcribed, given themes and analysed descriptively based on Leech’s Politeness Principle (1983).  The results of the study revealed that the German teacher who taught the Malay-Indonesian language used all the six maxims as interpersonal communication while the native-speaking teacher of the target language used only three (3) out of the six (6) maxims. However, three (3) maxims were used minimally by the German teacher, with the maxims of generosity attaining the highest percentage, followed by maxim of modesty and finally maxim of sympathy.  This showed that all three maxims were not the teacher’s strategy to be used in the classroom while conducting the teaching and learning session. Among the six maxims, the tact maxim was their main choice; in comparison to the other maxims, the German teacher practised the tact maxim at 70 percent while the native-speaking teacher used it 81.5 percent. Based on the four scales of the tact maxim, it was found that the German teacher only used the cost-benefit, optionality and social distance scales, in comparison to the native-speaking teacher who used all the four scales including the indirectness scale. This finding showed that the culture of a society which refers to the practice and way of life of a person, can be manifested as interpersonal communication, even in the language class discourse.

Keywords: interpersonal communication; teacher communication; Malay language; language class discourse; Leech’s Politeness Principle