Dina Karina, Yunidar, Mohammad Tahir, Ulinsa, Juniati

LINGUISTIC IMPOLITENESS IN THE ONLINE GAME FREE FIRE: A PRAGMATIC STUDY OF UPPER-GRADE ELEMENTARY SCHOOL STUDENTS

Introduction

Linguistic impoliteness in the online game free fire: a pragmatic study of upper-grade elementary school students. This pragmatic study analyzes linguistic impoliteness in Free Fire among elementary students. It identifies forms like swearing, mocking, and factors such as peer influence. Essential for teachers.

Abstract

The development of digital technology has made online games one of the social interaction media widely used by children, including elementary school students. One of the most popular games among students is Free Fire, which provides communication features through voice chat and text chat. These interactions have the potential to give rise to the use of impolite language in communication among players. This study aims to describe the forms of linguistic impoliteness and the factors influencing them among upper-grade students at SDN Kurisa while playing Free Fire. This study employed a descriptive qualitative approach with a pragmatic perspective. The research data consisted of students’ utterances obtained through voice chat recordings, screenshots of text conversations, observations, and interviews with students, teachers, and parents. Data analysis was conducted using Jonathan Culpeper’s theory of linguistic impoliteness. The findings revealed that students’ linguistic impoliteness appeared in the forms of swearing, mocking, direct commands without mitigation, the use of harsh slang, and sarcasm. These forms included the strategies of bald on record impoliteness, positive impoliteness, negative impoliteness, sarcasm/irony, and withhold politeness. Linguistic impoliteness was influenced by internal factors, such as low emotional control and limited understanding of politeness norms, as well as external factors, including competitive gaming situations, peer influence, and weak social control in digital spaces. The findings also indicated a shift in language practices from online gaming environments to students’ daily interactions at school. This study is expected to contribute theoretically to pragmatic studies and practically serve as a reference for teachers and parents in fostering students’ language politeness in the digital era.

Review

This study presents a timely and highly relevant investigation into linguistic impoliteness among upper-grade elementary school students playing the online game Free Fire. The abstract clearly articulates the research's objective: to describe the forms and influencing factors of impolite language in this digital context. The methodological approach, employing a descriptive qualitative design with a pragmatic perspective and utilizing Jonathan Culpeper's robust theory of linguistic impoliteness, is well-suited for the study's aims. The comprehensive data collection methods, including voice chat recordings, text screenshots, observations, and interviews with various stakeholders (students, teachers, and parents), suggest a thorough and multi-faceted approach to capturing authentic language use and contextual nuances. The findings presented are compelling and offer significant insights. The study identifies a range of impoliteness forms, such as swearing, mocking, and sarcasm, categorized effectively using Culpeper's strategies (e.g., bald on record, positive/negative impoliteness). Crucially, the research delves into both internal (low emotional control, limited understanding of politeness) and external (competitive gaming, peer influence, weak digital social control) factors contributing to these linguistic practices. A particularly impactful finding is the observed shift in language practices from online gaming environments to students’ daily school interactions, highlighting a critical area of concern. While the abstract provides a strong overview, the full paper would benefit from a more detailed discussion on the interplay between these internal and external factors and how they specifically manifest in the selection of impoliteness strategies. Overall, this research promises to be a valuable contribution to pragmatic studies, particularly in the under-explored domain of digital language use among young learners. Its practical implications are substantial, offering a crucial reference point for educators and parents striving to foster language politeness in the increasingly digital lives of children. By meticulously detailing the forms, strategies, and influential factors of linguistic impoliteness, and pointing to its spill-over into real-world interactions, the study effectively underscores the urgent need for intervention and guidance. This paper is well-structured and highly relevant, providing a solid foundation for understanding and addressing a pervasive issue in contemporary child communication.

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