HUBUNGAN KESANTUNAN GURU BERTANYA DAN SISWA MENJAWAB

In the context of classroom learning and interactions outside the classroom, politeness has the potential to affect the achievement of learning objectives. This study examines language politeness in the speech of the teacher's questions and student responses in one of the senior high schools in Tualang District . The purpose of this study was to identify the form of politeness in the speech acts of the teacher's questions, the function of the speech acts of the teacher's questions, and the politeness strategies of students in answering the teacher's questions. This research is descriptive in the form of a case study. The analysis was carried out using Aziz's (2012) politeness theory, Searle's (1979) speech act function and Brown and Levinson's (1987) politeness strategies. The research data consisted of 145 teacher question data and 145 student response data sourced from teachers and students interaction in several speech situations in the classroom and outside the classroom. The results of the analysis show that the form of language politeness in the speech acts of the teacher's questions to students used two of the principles of mutual consideration (PMC) theory, namely: 1) harm (greetings) and 2) continuity principle. The function of the teacher's speech act in asking students, namely: (1) assertive consists of: suggestion, warning, clarification, and giving reason (2) directive consists of asking, ordering, requesting, and persuading, (3) ekspressive that is greeting, (4) declarative that is statement. There were four strategies for students' language politeness in answering the teacher's questions, namely: off-record strategy, bald-on record strategy, positif politeness strategy, and negatif politeness strategy. Politeness in teacher questions affected the purpose of accurate communication of information. The information was useful for achieving learning