AN ANALYSIS OF POLITENESS STRATEGIES AMONG TUTORS AND STUDENTS IN ENGLISH PEOGRAM AT MAHAD AL JAMIAHIAIN KERINCI

This research discusses the use of politeness strategies in tutor–student interactions in the English program at Ma’had al Jami’ah, IAIN Kerinci. The purposes of this research is to investigate the forms of politeness strategies and to analyze their influence on classroom interaction and also analyze the different of gender interaction to tutoqrs. This research employed a qualitative method with a case study design and a descriptive-analytical approach. Data were collected through observation, interviews, and documentation. The findings of this research revealed that tutors and students used four types of politeness strategies during classroom interaction: positive politeness, bald on record, negative politeness, and off-record. Among these, positive politeness was the most frequently used, while off-record was the least. These results are consistent with Brown and Levinson’s (1987) politeness theory, which states that speakers adopt certain strategies to maintain face and to minimize the threat of face-threatening acts (FTAs). On the other hand, instances of impoliteness were also identified, such as rude comments, intimidation, and time disrespect, which undermined students’ motivation and disrupted classroom interactions. Moreover, gender-based differences were found: male students tended to be task-oriented, prioritizing clarity over comfort, while female students were more relation-oriented, valuing emotional support over bluntness. In conclusions Politeness strategies are crucial in classroom interaction. Positive politeness was most dominant, while bald on record ensured clarity, and negative or off-record strategies added respect and comfort. Male students preferred direct instructions, while female students valued supportive language. However, impoliteness such as rude expressions or time disrespect disrupted learning and vreduced motivation. Overall, balancing clarity, sensitivity, and respectful behavior creates a supportive and effective classroom environment.