Tri Dwi Wijayanti, Rahmawati Sukmaningrum, Dias Andris Susanto

Bridging The Gap: Tackling Students Challenges in Applying Politeness Strategy in English Daily Conversation

Introduction

Bridging the gap: tackling students challenges in applying politeness strategy in english daily conversation . Explore challenges EFL students face applying politeness strategies in English daily conversation. This study highlights language and cultural barriers, recommending tailored teaching for improved communication skills.

Abstract

The study examines the difficulties BBC Tlogosari English Course students face when using politeness strategies in daily conversation. Communication is crucial in today's interconnected world, especially for EFL students. The qualitative research study used document analysis and questionnaires to gather information and questions from other students to analyze their experiences. According to the data, students have many challenges that make it hard for them to be polite. Language barriers, especially English, and emotional and cultural issues are among these challenges. The study showed that students used negative politeness strategies to avoid overgeneralization and cultural misunderstandings. These studies emphasize the need for differentiated instructional approaches that address these concerns, adding to current knowledge. This study shows that English politeness education can improve esteem escalation communication and culture. In the long term, this will improve student communication and cultural awareness. This research emphasizes the importance of politeness strategies and EFL contexts and representatives for more research into effective teaching practices that can improve learners. Communicating in English. Thus, by addressing these issues, teachers improve communication skills to the extent that they have cultural competence.

Review

This study addresses a highly relevant and practical topic in English as a Foreign Language (EFL) pedagogy: the challenges students face in applying politeness strategies in daily English conversation. The aim to bridge this gap, particularly within the specific context of BBC Tlogosari English Course students, is commendable. The qualitative approach, employing document analysis and questionnaires, is appropriate for exploring the complex experiences of learners. The findings regarding language barriers, emotional, and cultural issues as primary challenges are pertinent, and the observation that students often resort to negative politeness strategies to mitigate misunderstandings offers an interesting insight into their adaptive communicative behaviors. However, the abstract presents several areas requiring significant clarification and improvement. Methodologically, the description of data collection as using "questionnaires to gather information and questions from other students" is ambiguous and needs precise articulation. It is unclear if these were student interviews, focus groups, or another form of data collection. More critically, the abstract suffers from grammatical errors, awkward phrasing, and a lack of conciseness (e.g., "esteem escalation communication and culture," "representatives for more research into effective teaching practices that can improve learners. Communicating in English."). These linguistic issues hinder the clarity of the study's objectives, methods, and findings, making it difficult to fully grasp its intended contribution to current knowledge. While the study emphasizes the need for differentiated instructional approaches, the abstract doesn't sufficiently elaborate on how the findings specifically inform or recommend such approaches beyond a general statement. In conclusion, the study tackles a valuable domain within EFL instruction, and its potential to contribute to effective teaching practices is evident. To realize this potential, the authors must undertake a substantial revision. This includes, but is not limited to, providing a clearer and more detailed explanation of the research methodology, rigorously editing the abstract for grammatical accuracy and stylistic coherence, and more explicitly detailing the unique contributions of the study to existing literature. Clarifying how the findings translate into specific pedagogical implications would also significantly strengthen the paper. With these major revisions, the study could offer valuable insights for EFL educators.

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