CHAPTER II

LITERATURE REVIEW

This chapter covers about some theoretical framework that is Academic Writing, Thesis,
Acknowledgement, Politeness, and the study of the relevant research or Previous Studies.

2.1 Academic Writing

2.1.1 Writing Skill

Academic writing is a writing style used in high school and college classes. Academic writing
is different from the creative writing and personal writing. Creative and personal writing is
informal, so we can use slang, abbreviations, and partial sentences. However, academic
writing is formal, so avoid using slang and abbreviations. Also, try to write complete
sentences and structure them in a certain way (Oshima & Hogue, 2007). As an English
Foreign Learner (EFL) student, they should do an academic writing in English language. But,
academic writing in English is probably different from academic writing in our native
language. Words, grammar, and the way you organize ideas are probably different. So, it is
better to know more about writing skills in general.

As we know that language consists of four skills. It is listening, reading, speaking and writing.
Because of these skills, writing is considered a difficult skill and requires more attention.
Writing skills are complex because students not only share their ideas but also express their
thoughts, concepts, feelings and motivations. Richard and Renandya (2002) add that writing is
the most difficult skill for second language learners to master. The challenge is not only in
generating and organizing ideas, but also in translating them into readable text. Mastering
English writing skills is important for creating articles, journals, and scientific research.
Moreover, writing is far-reaching in transforming and sharing human knowledge, thereby
improving human life. It can be concluded that the writing skill is very necessary to be learn,
because the results of the writing itself can provide benefits and knowledge to others.

According to Suyanto (2020) improving writing skills is very important for the students.
Writing is a very important skill in teaching English as it allows us to communicate
information to others at different times and in different places. People can also read the text
over and over and pass the information on to the next generation. It can be said that a written
work will be very useful and stay alive even for a long time, so the increase of a written work
will have a positive impact because they are important to human life. And Carroll (1990) adds
that, writing is the most important invention in human history because it provides a relatively
permanent record of information, opinions, beliefs, emotions, arguments, explanations, etc.

After knowing that writing is useful and important for the improvement of human life,
especially for their knowledge, writing activities also have another positive impact on the
writer itself. Writing skills help learners to write independently, clearly, fluently and
creatively. These are important skills that help learners organize their thoughts in meaningful
ways and process messages appropriately (Ariana, 2018). These things will be obtained by
students when practicing to write something, therefore the writing not only provides benefits
for others through their work but also, provides positive benefits for the writer itself whether
they are student or not. And therefore, writing skills are great to improved and continue to be
applied in life.

2.1.2 Concept of Writing

Writing is an integral skill, an important constructive skill and complex process. Writing can
giving learners the opportunity to develop the skills necessary to write personal letters, essays,
research papers and journals is an essential skill in learning a foreign language (Wulandari,
2012). Writing can train students' ability to express their ideas and ideas into written form,
although the process of composing sometimes has difficulties. But with diligent practice,
students and writers will be able to overcome these challenges to produce a meaningful work.

Lindbolm of Fatmawati (2009:13) define writing as learning focus your mind on what is
important and learn about it. Through this activity, one can find solutions to difficult
problems, deal with the facts. Writing can be said to be an act of expressing something
through the application of a language system. So, when we write it has two problem areas:
"what to write and how to write." It is therefore understood that linguistic skill means the
ability to conventionally manipulate the rules of the language, while knowledge of the extra-
linguistic system or world refers to the author's knowledge of the subject being written.
Writing is a process that takes place over a period of time, arranged in a certain order,
connected in a certain way, and producing a coherent set of sentences. When writing, there are
several things an author should consider in order to write well. These are content, structure,
choice of words or vocabulary, language usage, and mechanics it is spelling and punctuation
(Utami et al., 2012). Because writing is an academic activity, therefore when writing both
formal and informal writing we still have to pay attention to the spelling as well. Not only the
context of the writing, because writing can show the personal side of a writer itself. So that
with good spelling will produce good work as well.

The writing process integrates visual, motor and conceptual skills. Therefore, students must
have extensive knowledge if they want to write something (Natsir, 2018). Rich knowledge
can be obtained by students if they are diligent in reading, be it a book, journal, article, news
or other written works. Therefore, when having difficulty pouring ideas in writing activities, it
can be tricked by reading something to be used as a reference or idea in the writing that we
will make. That way, writing activities will get easier and can even be a fun activity if we
really put what is in our thoughts and feelings into writing.

2.1.3 Component of Writing

Jacob as cited in Ismayanti (2008:22) stated that there are five kinds of components in
writing. They are content, organization, language use, vocabulary, and mechanics.

a. Content
The content of the written work should be clear to the reader so that they can understand
it.
You can understand the messages sent and get information from them. In order to write
good writing, the content must be well unified and complete. The terms are commonly
referred to as uniformity and completeness that characterize good writing.
b. Organization
Sentence structure is how a writer arranges and organizes ideas to convey a message in
words. There are many methods writers use to organize and order their writing. This
organization is primarily understood as an order. In this case, it has two parts to
organization: coherence and spatial order.
c. Language use
 According to Coke in Ismayanti (2002) define that the language we use when writing
expositions and other forms of writing requires correct usage and grammar. However, due
to the large number of grammatical points, the author would like to cite a little literature
on verbs and use modifiers or adjectives, adverbs and participles in sentences. Modifiers
can also be phrases. A well-chosen single modifier is often more effective than multiple
modifiers used together. If the modifiers "overuse" or "warning" are difficult to describe,
you can find other interesting synonyms in the dictionary.
d. Vocabulary
Vocabulary should be considered as one of the important parts of writing because
vocabulary is one of the linguistic aspects of the writing process. Writers always think
about putting words in sentences and sentences in paragraphs until they have a sentence. It
is clear that without vocabulary, we cannot write sentences or express ourself. Therefore,
if we do not have a rich vocabulary, we will not be able to understand the text.
e. Mechanics
Using the mechanism comes down to proper capitalization, punctuation, and spelling.
These aspects are so important that readers will quickly understand and recognize them.
Favorable writing techniques help readers relate ideas and messages conveyed in written
material.

2.2 Thesis

2.2.1 Definition of Thesis

Thesis is a form of a final project that students must complete to get a degree within in the
university. According to Bella (2010), a thesis is a form of academic writing. As a final thesis
by a student applying the scientific method in written form for the purpose of obtaining a
specific university degree. Written rules are regular, structured and accountable to instructors
and examiners. The higher the level of the thesis achieved, the more established the ability of
the person who wrote it to master the scientific field. Thesis also has its own level of ease and
difficulty, depending on the topic or interest that the student will take. So, many students tend
to choose their research topics according to what they are already good at.

In general, the terms "dissertation" and "thesis" are interchangeable when referring to research
that is submitted to get a graduate degree. They are submitted for a master's or doctoral
degree. Specifically, students wishing to pursue a master's degree must submit a dissertation.
While those who want to earn a Ph.D. must submit a thesis. This distinction is predicated on
British academic institutions, although it is the opposite in American universities (Paltridge
and Starfield, 2007).

There are scientific work terms that are almost the same as thesis in Indonesia is skripsi,
namely thesis and dissertation. Therefore, the following is the difference between these
scientific works based on existing educational regulations in Indonesia. Skripsi is a
prerequisite to completing an undergraduate program aimed at giving students the opportunity
to demonstrate that they can apply the steps of the scientific approach to acquire knowledge
and document it. Papers generally do not require new syntheses or new discoveries. The
dissertation is used as a graduation requirement for the S-2 program and gives students the
opportunity to demonstrate their ability to create and document new syntheses or applications
of existing knowledge. While dissertation is a degree requirement for the S-3 program and
provides students with an opportunity to demonstrate that they understand the latest
developments in scientific knowledge in the field of science, and contribute to the
development of science through original new discoveries that they report in writing (Jahja,
2017).

The thesis is an academic paper and must refer to the rules regarding academic writing,
including the quotes and logic-based conclusions. A thesis was also a scientific work intended
to discuss a question or issue (Asisa, 2021). The thesis intends to discuss a real problem faced
in the field. That way, writing a thesis must contain facts that are true, so that they can be
accounted for by the author. Because a thesis is a research work, which means it is valid. And
the values of the research can be accounted for, so the results should not be manipulated or
even a delusion that can be misleading.

According to Syamsuri et.al (2018) one of the directions to a student's education is the writing
of a thesis, the writing of a thesis is a research work that is the final step of receiving a
graduate degree. In writing, a few students can finish the thesis smoothly without heavy loads,
without barriers, so that they can manage to complete the writing and be accountable in the
presence of the testers. But not a few also experience boredom when compiling the thesis
research. So that internal and external support is very influential to students who are
completing this research. They will be very grateful to people who are happy to guide or just
encourage in the process of making the thesis.

2.2.2 The Structure of Thesis

A thesis is a mandatory passing subject for all students pursuing studies at a university as part
of the degree requirements for a bachelor's degree. However, in another country a dissertation
may be a prerequisite for a Ph.D. Therefore, each country has its own rules and the structure
of the thesis itself. Although there are many general guides of thesis writing available when
searched on the Internet, since many universities have their own respective guides. But, there
is hardly an empirical research report on it (Samad & Adnan, 2018).

The structure of a thesis in Indonesia is generally almost the same as a thesis in general as in
the US, UK and others. That is introduction and literature review, then research method, and
result or discussion, and the last is conclusion and suggestions. So, it can be said that the
context is the same in general, the difference is the administrative needs according to the
policies of the institution, such as differences in the front part, for example the cover and then
the approval sheet or statement from the author's student. So, according to Andriani et al.,
(2020) the following is the general thesis structure used in Indonesia :

A. PART I

COVER AND TITLE PAGE Cover and title page consist of the title of the
research proposal/thesis. Then logo of
university, name of the student, student’s
number, name of the institution, and the year of
research proposal/ thesis writing.
APPROVAL SHEET The signature spaces for the approval from
ABSTRACT Supervisor, the signatures of Head of
Department and Dean of Faculty.
PREFACE A brief description about the aims of writing
the
research proposal/ thesis, based on the
components of research proposal/ thesis.
 ACKNOWLEDGEMENT This is a gratitude page aimed at expressing
appreciations all people who have given
contribution during your study.
TABLE OF CONTENTS Comprehensive information about the
contents of the proposal.
LIST OF Consists of the sequential tables/pictures
TABLES/FIGURE/PICTURES available in the research proposal/ thesis.
ETC.

B. PART II

CHAPTER 1 INTRODUCTION Background of the Study

Statements of the Problems
Objective of the Research
Significance (s) of the Study
CHAPTER 2 LITERATURE Theoretical Framework
REVIEW Conceptual Framework (optional)
Research Hypothesis and Research Questions
Study of the Relevant Research/Previous Study
CHAPTER 3 RESEARCH Method of the Research
PROCEDURES Research Design
Population and Sample
Data Collection Technique
Research Instrument
Data Analysis Technique
CHAPTER 4 RESULT AND Research Result/Finding
DISCUSSION Discussion
CHAPTER 5 CONSLUSION Conclusion
AND SUGGESTIONS Suggestions

C. PART III
 REFERENCES References contain all written sources (books,
journal articles, papers, official documents, or
other sources from the internet) deployed as
references in thesis writing.
ENCLOSURES/APPENDICES Enclosures contain all the documents utilized in
research and thesis writing.
CURRICULUM VITAE CV is a brief description of your personal
information relevant to scientific activities. The
description includes the full name, place and
date of birth etc.

2.3 Acknowledgment

2.3.1 Definition of Acknowledgment

Acknowledgements are a form of gratitude from the writer or author to people who are
considered meritorious in the process of writing that thesis/dissertation. Thus, the author feels
grateful and appreciates their support, which is then expressed in an acknowledgement
arrangement. According to Williams (2018), acknowledgement express written gratitude
remarks for the efforts of persons as well as organizations that have helped someone complete
his/her article, dissertation, book, report, project or thesis. Acknowledgements found in
scientific papers are a public testimony of authors’ gratitude and recognition that can reveal
contributions of varied nature made by individuals, institutions, and organizations (Paul-Hus
et al., 2020).

Acknowledgement not only provide the writer with a space to label interpersonal
relationships, but also reflect the writer's personal identity, socio-cultural, contextual or
conventional values (Hyland, 2004; Cheng, 2012). But acknowledgments are not entirely
personal but can also be context-embedded. For example, how writers position themselves as
student, researcher, or book author could affect their expressions of gratitude. That is,
distinctive communicative purposes of different genres can influence the shaping of generic
structures of acknowledgments (Kuhi & Rezaei, 2014). Therefore, acknowledgement is not
just a text containing gratitude and a personal sequence of someone's name, but
 acknowledgement can also show how the identity of the author through his/her expression of
gratitude.

According to Dunams (2010), writing acknowledgments is a noble feeling. This allows

writers to express their sincere gratitude to those who help them complete their work or
project in a formal way. The noble feeling of support is organized and expressed in the thesis
acknowledgements section by an author. They arrange it in such a way as to use good noble
words, because this section contains gratitude for something that has been done. Therefore, an
acknowledgement can be said to be a sacred part that contains feelings of gratitude for
research.

2.4 Politeness

2.4.1 The Nature of Politeness

Language is the trait that most fundamentally distinguishes Homo sapiens from other species,
politeness is the most fundamental characteristic of human sociability expressed in language.
It is a feature of language use that clearly reveals (Brown, 2015). By applying a form of
politeness in an interaction, it can distinguish what kind of people we are. Therefore,
politeness is one of the natural forms of communication used by humans to show their
feelings and manners. Then, Brown (2015) add that politeness is essentially a matter of taking
into other people's feelings about how they should interact with them, including behavior that
takes due account of the interlocutor's social status and social relationships. By this politeness
can be an important part of the conversation and it can lead to something crucial when not
used properly.

In conversation, however, people do not appear to act according to four maxims, implying
that there must be other features of language as well (Reuscher, 2006:34-38). That is because
there are so many language features used to enhance our communication, so in
communicating we can utilize many language features according to the context. Hussein
(2020) states that by looking at conversational communication as a means of establishing and
maintaining social contact, politeness can be one of the reasons for not overly referring to
maxims, but also being well implemented. Because the truth is that politeness is very
influential on the output we want to get, be it in verbal interactions such as conversation or
non-verbal such as behavior. Politeness, if continuously used, will naturally show our identity
in interaction.

Identity of the people can affect their behavior, including the politeness that used when doing
interaction. Identity theory has evolved in two somewhat different but closely related
directions. Both are instantiations of a theoretical and research program labeled structural
symbolic interactionism, whose goal is to understand and explain how social structures affect
self and how self affects social behavior. Identity is understood to be the self in that one can
see oneself as an object and classify, categorize, or name oneself in a particular way. This
process is called self-classification. Self-classification is similarly related to identity formation
in identity theory, and classification depends on the world in which it is named and classified
(Stryker, 1980).

Another theory about identity comes from Gee’s (1999), that is “situated identity”. He defines
situated identity as "the different identities or social positions that we enact and recognize in
different settings". According to Gee, individuals use linguistic resources to enact and project
different identities and roles in different situations and when they engage in different
activities. Based on this opinion, it can be concluded that an identity can be shown according
to its place, if you want to identify as a polite person then the use of politeness can be
implemented to bring out the identity that we will build. Because we have different form of
society.

Every society has a specific set of social norms, consisting of more or less explicit rules that
determine how we think in certain behaviors, situations, or contexts. A positive evaluation
(politeness) occurs when the behavior conforms to the norm, and a negative evaluation
(impoliteness = rudeness) occurs when the behavior goes against the norm (Fraser, 1990).
Therefore, the form of politeness is a natural thing that is applied by society although there
may be some differences in the form of politeness, because politeness can be influenced by
the culture that exists in that place. According to Watt (2003: 9) politeness is not innate in
humans. That is something people need to learn and socialize and neither generation belongs
to. And no generation has given short teachers and manuals on etiquette and "appropriate
behavior" to help people acquire polite skills. Because politeness is a natural thing that exists
in humans, it must continue to be honed and learned. So that the implementation of politeness
can be applied in the right situation.

Reiter (2000) stated that politeness is not a pre-human 'natural' phenomenon, but a socio-
cultural and historical construction. Humans are endowed with the ability to learn new things,
including learning about politeness. And it will be successfully mastered if the situation and
environment are favorable, so that politeness can be well accepted in use. And it can even be
further developed to be more perfect to continue to be applied. According to Hussein (2020)
that politeness is not something human beings born with, but something acquired through a
process of socialization. So, the natural form of politeness can be obtained through a process
that is closely related to society, and humans are also equipped with these abilities so that the
application of politeness can only be honed.

According to (Angel Isabella et al., 2022) when communicating, people should be able to
choose polite words that are appropriate for maintaining communication. Polite language is
used to facilitate pleasant interactions with others, while rude language can make others feel
uncomfortable. That is why, we should often apply politeness, because the effects will be very
beneficial. Simaremare, Nainggolan and Herman (2021) stated that politeness can be
interpreted as an act of behaving right in social interaction and treating the interlocutor more
well. Basically, politeness isn't just about how we say "please," "I'm sorry," "I'm sorry," and
"thank you" in conversation, it's more than just following a norm, custom, or
protocol. Therefore, politeness coexists with us because it is a natural form of communication
that can be explored.

2.4.2 Politeness Strategies

Lakoff first proposed the theory of politeness in 1972. There are three rules that must be
followed. Those rules are a formality (keep aloof), deference (give options), and camaraderie
(show sympathy). Six years after Lakoff's theory of politeness appeared, Brown and Levinson
also argued politeness. Brown and Levinson's politeness principle in 1978 revolves around
positive faces and faces that are too negative or negative face.

The definition of politeness has several meanings. According to Lakoff (1973) explained that
politeness is a system of human relationships which are created to facilitate relations by
minimizing the potential for conflict and resistance in all human activities. Therefore, this
strategy is certainly very important and beneficial when used to communicate, because the
percentage of conflict that may be caused is very minimal from both the speaker and the
listener.

Politeness in communication, courtesy, or etiquette is a procedure, custom, or customs

prevalent in society (I Gusti Ngurah Bagus Yoga et al., 2018). Politeness is closely related to
society because politeness can be applied in communication and behavior. The theory of
politeness developed by Brown. & Levinson (1987). They assume that each participant is
given what they call a face, which evolves into a negative face and a positive face, freedom of
action, and freedom from constraints. A person's positive face includes a need for social
approval and a desire to be seen as desirable by at least some. This is based on the assumption
that it is in the common to save face in front of others as part of a face-saving strategy. This
strategy can avoid tension in a communication that might arise, by applying politeness
strategies can maintain the quality of communication.

Politeness is an interpersonal system designed for ease interact through human interaction by
minimizing potential conflicts and conflicts inherent in any human interaction (Yule,
1996:106). Using politeness in communication means that no conflict is expected in the
communication. Because conflict can cause discomfort between speakers. Therefore, the use
of strategies such as politeness strategies is very good to apply, with the right purpose.
People's language usage, word choices, and attitudes need to be carefully measured and
implemented in the right way using specific strategies to ensure smooth interactions. These
strategies are called politeness strategies as stated by Thomas (1995:150). Politeness paves the
way for the listener to adequately answer the speaker's questions.

Wang (2010) add that in order for interlocutors to develop good relationships, speakers must
be able to choose between different communication strategies. We should also use strategies
to build good conversations. So, to build a good conversation, you need to consider these
strategies. These strategies are also known as politeness strategies. Speakers may prefer
pronouns to assign addresses according to the relationship between the speaker and the
address. The speaker can choose pronouns to designate the address according to the
relationship between the speaker and the address. Because when communicating, it is also
important to pay attention to the relationship between the speaker and the listener, only then
can we use the right strategy. Like the use of politeness strategies when communicating with
teachers, it is very necessary.

Spencer-Oatey (2008), on the other hand, found that politeness was associated with facial
concerns, which fundamentally reflected people's desire for approval and autonomy in their
behavior. So, we can say that politeness is the control of facial expressions with the intention
of good care for the speaker. One of the politeness concepts of Spencer-Oatey’s is that rapport
management model. Rapport refers to the relative harmony and smoothness of relations be-
tween people, and rapport management refers to the management (or mismanagement) of
relations between people (Spencer-Oatey & Kadar, 2020). Her theory seeks to examine the
basis on which social judgments are made in interactions, and proposes a three-dimensional
model of rapport management: management: (i) the management of face, (ii) the management
of sociality rights and obligations and (iii) the management of interactional goals.

According to (Rufaidah, 2017) Spencer-Oatey explained that in the Rapport Management

model, the concept of face is defined as people's worth, dignity, and identity, and is associated
with themes of respect, honor, status, reputation, and competence. The relationship between a
person's face and self-identity is defined in his three ways: self as an individual (individual
identity), self as a member of a group (collective identity), and self in relationship with others
(relational identity). Therefore, the face is something that must be considered when
interacting with others, because what is depicted on the face can convey the speaker's
intentions. Whether it's something positive or negative thing.

In summary, politeness is the use of appropriate words or phrases expression in an appropriate

context determined by social rules. The principle of politeness is based on intimacy, intimacy,
relationships, and social distance between speaker and listener. People choose and implement
certain values on certain practical scales according to the conditions of existing situations in
their culture and social interactions (Senowarsito, 2013). Applying politeness strategies means
knowing the social relationships of the communicators in that environment. So, it can be
concluded that the application of this politeness strategy is indeed important and useful if we
use it in appropriate conditions and situations and understand the rules for its use.

2.4.3 Types of Politeness Strategies

Brown and Levinson (1987) categorized the politeness strategies speakers choose to engage in
face-threatening behavior (FTA) into five categories. bald-on-record, positive politeness,
negative politeness, off-record, and no FTA that the risk of face loss grows the further down.

A. Bald On Record
This strategy is used in situations where people know each other well or in a situation of
urgency. In these instances maintaining face is not the first priority or main goal of a
conversation. A person may shout, “watch out” if they see someone is in danger or a
mother may tell her son to “eat your peas” at supper. This strategy does not try to preserve
face, but can be used to threaten it if taken out of context.

Yule (1996) in his book Pragmatics, Bald on the Record, is a form-based statement, direct
to other directed orders or inquiries. For example, when a speaker borrows a pen from a
classmate, the speaker utters an utterance.
Give me a pen
The example above shows that this form of imperative utterance looks like this. That is
followed by phrases such as "Please" or "Would you please?" which sever to soften the
demand and called mitigating devices (Yule, 1996).

B. Positive Politeness
This strategy tries to minimize the threat to the audience’s positive face. This can be done
by attending to the audience’s needs, invoking equality and feelings of belonging to the
group, hedging or indirectness, avoiding disagreement, using humor and optimism and
making offers and promises.

a. How about letting me use your pen?

b. Hey, buddy, I’d appreciate it if you’d let me use your pen.

These on-record statements pose great risks to the speaker rejection may be preceded by
an introductory meeting. Positive politeness strategies involve three broad
mechanisms. According to Brown and Levinson as cited in Wardhono (2013) there are
fifteen sub-strategies that are used in positive politeness strategies.
 No Sub-strategies
1. Notice, attend to H (his interests, wants, needs, goods).
2. Exaggerate (interest approval, sympathy with H)
3. Intensify interest to H
4. Use in-group identity markers
5. Seek agreement
6. Avoid disagreement
7. Presuppose/raise/assert common ground
8. Jokes
9. Assert or presuppose S's knowledge of and concern for H's wants.
10. Offer, promise.
11. Be optimistic
12. Include both S and H in the activity
13. Give (or ask for) reasons
14. Assume or assert reciprocity
15. Give gifts to H (goods, sympathy, understanding, cooperation)

C. Negative Politeness
This strategy tries to minimize threats to the audience’s negative face. An example of
when negative politeness would be used is when the speaker requires something from the
audience, but wants to maintain the audience’s right to refuse. This can be done by being
indirect, using hedges or questions, minimizing imposition and apologizing.

According to (Aprilia Priatna, 2017) negative politeness strategies pay attention to

negative faces, that is distance between interlocutors and avoidance of intrusion into each
other's territory. Speakers use them to avoid imposing or accepting and to offer options to
the listener. Where positive politeness is free, negative politeness is specific and focused.
Brown and Levinson's spending that negative politeness into sub-strategies include:
 No Sub-strategies
1. Be conventionally indirect.
2. Question, hedge.
3. Be pessimistic.
4. Minimize imposition
5. Give difference
6. Apologize
7. Impersonalize S and H
8. State the FTA as general rule
9. Nominalize
10. Go on record as incurring debt, or as not indebting H

D. Off Record
One the other hand, you can say something. You are then faced with a choice: to do the
FTA on record or off record. If you do it off record, you ask for help indirectly. This
particular off-record communicative act is an indirect speech act (Cutting, 2002).

This strategy is more indirect. The speaker does not impose on the hearer. As a result, face
is not directly threatened. This strategy often requires the hearer to interpret what the
speaker is saying. Brown and Levinson mention some strategies to do off record, as
follows.

No Sub-strategies
1. Give hints
2. Give association clues
3. Presuppose
4. Understate
5. Overstate
6. Tautologies
7. Contradictions
 8. Be ironic
9. Use metaphors
10. Use rhetorical questions
11. Be ambiguous
12. Be vague
13. Over-generalize
14. Displace H
15. Be incomplete, use ellipsis

E. No-FTA
Utterances can be threatening, as Brown and Levinson (1987) said human face. For this
reason, the speaker avoids a threatening face by not operating a free trade zone. So, if you
want to borrow the lecture notes, the speakers are:
Speaker silently looks at Hearer’s lectures note

2.4.4 The Importance of Politeness Strategies

Politeness is very important for people who speak the language and for people of any country.
Different cultures have different levels of politeness, but most of them are the same. In
conversation, the level of politeness is also based on values other than the action taken (Of &
Sciences, 2021).

Furthermore, Holmes (1995) describes politeness as follows: Somewhat formal and distant,
intended to be neither intrude nor imposing. She asked that being polite means respecting and
not insulting her interlocutor. So, it can be said that with the politeness strategy we show
respect to others, regardless of their background. Because politeness itself can be applied to
anyone and by anyone. And, it can avoid insults in an interaction, so politeness is important to
apply.

2.5 Previous Studies

Some researchers have conducted research that related to this study. There are some previous
studies about politeness on acknowledgement. Those previous studies are by Ana Rufaidah,
Muhammad Ahmad et. al, Almira Rahma Calista, Muhammad Ahmad et. al, and Agus Purnomo
Ahmad Putikadyanto.

2.5.1 Ana Rufaidah (2017)

The first previous study has done by Rufaidah (2017) with the titled “Politeness and Identity
Reflection on Theses Acknowledgment of Under Graduate Students”. This study aims to
identify reflections of politeness and identity on theses acknowledgment of undergraduate
students of Maulana Malik Ibrahim State Islamic University of Malang. The research method
used in the study is the descriptive qualitative method. The data comes from 12 theses
acknowledgment of undergraduate students not restricted for more than 2 years, 8 dissertation
accreditations published in 2016 and 4 accreditations published in 2015. The data retrieved
from the thesis’s acknowledgment written in English by undergraduate not more than two
years ago, due to their freshness of the students’ graduation. The analysis is done by
determines how the gratitude expressions in theses acknowledgment indicate politeness by
employing Spencer Oatey’s rapport management model, there are three-dimensional model;
management of face, management of sociality rights and obligations and management of
interactional goal. Then the researcher identifies the identity reflection of the writer in theses
acknowledgment by employing Stryker’s identity theory and Gee’s concept of situated
identity. From the analysis and findings, it can be resulted that the students tend to apply the
model of management of interactional goals and face dominantly. While the use of
management of sociality rights and obligation is less than the other two models. This model
indicates the social relationship and role position between the writers and the parties
mentioned in theses acknowledgment. On the other hand, the self-identity reflected is more
salient since they show the emotional investment. And the identity reflection is more
emotional since it is related to respect, honor, status, reputation and competence.

2.5.2 Muhammad Ahmad, Shaukat Hayat and Dr. Ammara Farukh (2018)

The second previous study is from Ahmad et al., (2018). The titled of the research is
“Comparative Analysis of the Pattern and Style of an Acknowledgement Text”. This study
aims at analyzing and describing the style and pattern of an acknowledgement text written by
Geremy Munday (2007) in the light of genre model. This study has limitation that its sample
is very small and has been taken from one book only namely, ‘INTRODUCING
TRANSLATION STUDIES Theories and applications’ written by a Spanish author, Geremy
Munday. The analysis shows that the acknowledgement text is comprised of two moves; (1)
Introductory and (2) the Main move. The findings of this study have been compared to that of
an article by Giannoni’s (2002) on their acknowledgement texts by Italian and English
writers. Through this comparison, different important points of similarities and contrasts have
been found. The study concludes that the Spanish authors, like English and Italian authors, do
not avoid using personal pronoun ‘I’ and unlike them, use the word ‘debt’ and accept the
responsibility for the errors and omissions in their work.
2.5.3 Almira Rahma Calista (2019)

The next previous study is from Calista (2019) entitled Politeness Differences Across Gender
Found in The Thesis Acknowledgments of Undergraduate Students. The objectives of this
study are to find and differentiate the types of politeness expressions in the thesis
acknowledgment between male and female undergraduate students of UIN Malang. The
researcher uses descriptive qualitative method to describe the findings. The main data in this
study are acknowledgement texts which written by English Literature undergraduate students
in the year of 2017 or 2018 of Maulana Malik Ibrahim State Islamic University of Malang.
Then the data analyzed through two steps, firstly, the researcher will determine type of the
politeness strategies in the thesis acknowledgement by using politeness theory by Spencer
Oatey. Secondly, the researcher will compare the differences of the politeness strategies
between male and female in acknowledgement. The result shows that that most of the
acknowledgment writers use management of face and management of sociality rights and
obligation. Under other conditions, the researcher found that males are less expressive than
females. The words that produce by the males are only less than 250 words. While, the words
that provide by females in the majority are more than 250 words. So, females are more
expressive in writing acknowledgment than the males.

2.5.4 Muhammad Ahmad, Ali Raza Siddique, and Muhammad Mushtaq (2020)

The study has done by Ahmad (2020) entitled “Genre Analysis of Acknowledgement Texts
by Pakistani Master Level Theses Writers”. This study aims to investigate the lexical,
structural and cultural elements in acknowledgement texts written by Pakistani candidates of
master of philosophy degrees (18 years of education). Data comprise of 100
acknowledgement texts written by Pakistani candidates of master of philosophy in applied
linguistics for their theses For this purpose, a corpus of 100 acknowledgement texts has been
developed and analyzed with the help of AntConc 3.4.4.0 software. Results reveal that
Pakistani master level acknowledgement writers use gratitude markers extravagantly to thank
their contributors and use high sounding adjectives exaggeratedly to increase the effect of
thankfulness and glorify the acknowledged persons. To increase the effect of thankfulness and
glorify the contributors, they exaggeratedly use different high-sounding adjectives such as
immense, cordial, sincere, profound, deep, earnest, high, Almighty, Holy, kind, guiding,
professional, scholastic, intellectual, valuable, friendly inspiring, encouraging, enlightening,
worthy, dynamic, loving, courteous, affectionate. Study concludes that Pakistani
acknowledgement texts are affected by cultural, social and personal elements with the help of
which Pakistani acknowledgers pay gratitude directly, emotionally and warmly using direct,
emotional and rhetorical language.

2.5.5 Agus Purnomo Ahmad Putikadyanto, Fithriyah Rahmawati, Asep Setiadi (2022)

And the last previous study is by Putikadyanto et al. (2022) which has the title “The
Acknowledgments in Student Theses: Eastern and Western Ideology”. This qualitative study
attempts to establish Eastern and Western ideologies in the acknowledgments of the student's
final projects. Eastern ideology was examined through 57 acknowledgments of student theses
from eastern countries (Indonesia, Malaysia, Saudi Arabia, and Singapore) written in
Indonesian and English. In comparison, Western ideology was examined through 53
acknowledgments of student theses from western countries (United States of America,
England, and Germany) written in English. It was written by students from well-known
universities such as the California Institute of Technology, Stanford University, University of
Oxford, and Heidelberg University. The acknowledgments taken from undergraduate, master,
and doctoral degrees whether it's western or eastern. And the acknowledgments taken from
the previous ten years (2013-2022). The linguistic features of Fairclough and Santoso were
used to reveal the Eastern and Western ideology found in the acknowledgments. The findings
revealed that the language used to acknowledge eastern ideology was rigid. In Muslim-
majority countries, gratitude to God comes first, and there are expressions of gratitude to
parents. Meanwhile, western acknowledgments are polite and "self-aware," but they do not
mention God. But the language style is more expressive, leaving an attractive and lasting
impression. The findings also indicate that identity has an impact on language.