Kesantunan Berbahasa dalam Interaksi Kelas: Menanamkan Kearifan Lokal pada Anak Usia Dini

Abstract

This study explores the manifestations of speech politeness in classroom interactions and its role in fostering local wisdom among early childhood learners at DHW Pulutan Kulon Kindergarten, Wonogiri, Central Java. Participants included two classroom teachers, five parents, and fifteen children aged 4 to 6 years. Employing a descriptive qualitative method with a case study approach, data were collected through classroom observations, in-depth interviews, and document analysis, with triangulation ensuring data validity. Data analysis followed Miles and Huberman’s interactive model involving data collection, reduction, presentation, and conclusion. Findings reveal that politeness is expressed through speech acts such as greetings, invitations to share, requests for assistance, expressions of gratitude, and salutations, utilizing positive and empathetic politeness strategies. These pragmatic forms of politeness reflect and inculcate local wisdom values including mutual cooperation, respect, empathy, and gratitude. The study contributes to the development of children’s pragmatics theory and reinforces culture-based character education practices in early childhood settings. Implications suggest that integrating politeness in classroom communication fosters a conducive learning environment, strengthens emotional bonds between teachers and students, and promotes noble values rooted in local culture. This underscores the strategic importance of embedding politeness values in educational practices to cultivate a generation characterized by exemplary character and cultural rootedness.