The Role of Sociopragmatics in Indonesian Language Learning for Shaping the Character of Elementary School Students

Abstract

This study aims to describe: (1) the implementation of a sociopragmatic approach by teachers in Indonesian language learning at the elementary school level; and (2) the role of teachers’ politeness strategies in shaping students’ character, particularly in terms of linguistic politeness, empathy, and respect in the classroom. This study employed a descriptive qualitative method conducted in an authentic learning setting at SD Negeri 03 Malangjiwan, Colomadu District, Karanganyar Regency, Central Java, Indonesia. The research data consisted of teachers’ speech acts and students’ responses during Indonesian language learning interactions. Data sources included classroom teachers as the primary informants, students as supporting participants, and learning documents such as lesson plans, observation notes, classroom recordings, and interview transcripts. Data were collected through observation using participant observation techniques, semi-structured interviews, audio recordings, and documentation. Research participants were selected through purposive sampling based on characteristics relevant to the study objectives, namely their direct involvement in the Indonesian language learning process. Data validity was established through source triangulation and method triangulation by comparing findings from observations, interviews, recordings, and documentation. Data were analyzed using pragmatic analysis and the interactive model of Miles and Huberman, which includes data reduction, data display, and conclusion drawing. The findings reveal that teachers implemented a sociopragmatic approach through a balanced use of positive and negative politeness strategies across various learning contexts. This implementation fostered classroom interactions that were polite, communicative, and conducive to learning. Teachers’ politeness strategies played a significant role in shaping students’ character, particularly in the areas of linguistic politeness, empathy, and respect. These findings indicate that the sociopragmatic approach contributes to strengthening elementary school students’ character through contextualized and meaningful language practices in the classroom.