Generation Z and Language Politeness: Challenges at SMA Negeri 3 Gowa (Generation and Social Change Perspective): Generasi Z dan Kesantunan Berbahasa: Tantangan di SMA Negeri 3 Gowa" (Perspektif generasi dan perubahan sosial)

Indarwati Indarwati; Abdul Kadir Ismail; Absri Absri

doi:10.58194/eloquence.v4i1.2685

Authors

Indarwati Indarwati Universitas Hasanuddin Makassar
Abdul Kadir Ismail IAIN Sultan Amai Gorontalo
Absri Absri Universitas Handayani Makassar

DOI:

https://doi.org/10.58194/eloquence.v4i1.2685

Keywords:

Linguistic Politeness, Generation Z, Adolescent Communication Patterns

Abstract

Background: The linguistic politeness of Generation Z in educational settings has emerged as a significant phenomenon worthy of scholarly examination, particularly in light of the pervasive influence of digital media and shifting communication norms.

Purpose: This study employs a qualitative descriptive-analytical approach to examine linguistic politeness challenges among students at SMA Negeri 3 Gowa as representatives of Generation Z.

Method: Data were collected through methodological triangulation comprising participant observation, questionnaires administered to 32 students, and analysis of classroom interaction documents, utilizing purposive sampling that accounted for gender diversity and varied social backgrounds. Systematic data analysis was conducted through thematic reduction, matrix presentation, and cross-verification to ensure research validity.

Result and Discussion: The findings reveal a prevalent pattern of code-switching between formal and informal registers, with colloquial language dominating peer interactions while more polite forms are maintained in teacher-student communication. The study identifies social media influence and peer group dynamics as determining factors in these politeness paradigm shifts.

Conclusion and Implication: This research contributes significantly to the mapping of Generation Z's communication patterns within formal educational contexts, an area that remains understudied. The implications underscore the necessity for implementing context-aware communication education in schools that harmonizes traditional politeness norms with Generation Z's distinctive communication characteristics while preserving their digital identity. These findings provide a foundation for developing responsive language learning models attuned to contemporary communication dynamics.

References

T. AJMAIN, “Impacts and Effective Communication on Generation Z in Industrial Revolution 4.0 Era,” JETAL J. English Teach. Appl. Linguist., vol. 1, no. 2, pp. 82–87, Apr. 2020, doi: https://doi.org/10.36655/jetal.v1i2.204

D. Miller, “Embracing the Technological Metamorphosis: Envisioning Higher Education for Generation Alpha in a Shifting Educational Landscape,” Int. J. Softw. Eng. Comput. Sci., vol. 3, no. 2, pp. 88–96, Aug. 2023, doi: https://doi.org/10.35870/ijsecs.v3i2.1492

D. Coolsaet, “The Impact of Technological Advancements on Higher Education: A Study of Generation Alpha’s Educational Prospects,” Int. J. Softw. Eng. Comput. Sci., vol. 4, no. 1, pp. 58–67, Apr. 2024, doi: https://doi.org/10.35870/ijsecs.v4i1.2147

H. E. Jayaputri and M. F. Aziz, “Language Markers and Social Identity in Digital Communication Among Generation Z in Indonesia,” Appl. Linguist. Innov. Approaches Emerg. Trends, vol. 1, no. 2, pp. 131–154, Nov. 2024, doi: https://doi.org/10.58989/appling.v1i2.21

A. Miaskowska and J. Grudowska, “From traditional media to the Internet,” Theor. Hist. Sci., vol. 19, pp. 55–77, Dec. 2023, doi: https://doi.org/10.12775/ths.2022.003

W. Lutviyahayni, “Exploring students’ politeness in English Learning process in junior high school,” 2023, UIN KH Abdurrahman Wahid Pekalongan.

S. Hautea, P. Parks, B. Takahashi, and J. Zeng, “Showing They Care (Or Don’t): Affective Publics and Ambivalent Climate Activism on TikTok,” Soc. Media + Soc., vol. 7, no. 2, Apr. 2021, doi: https://doi.org/10.1177/20563051211012344

C. K. Y. Chan and K. K. W. Lee, “The AI generation gap: Are Gen Z students more interested in adopting generative AI such as ChatGPT in teaching and learning than their Gen X and millennial generation teachers?,” Smart Learn. Environ., vol. 10, no. 1, 2023, doi: https://doi.org/10.1186/s40561-023-00269-3

M. Basir, “Understanding sensitive cultural through daily conversation in urban society in Makassar,” ETNOSIA J. Etnogr. Indones., vol. 6, no. 2, pp. 295–306, Dec. 2021, doi: https://doi.org/10.31947/etnosia.v6i2.19338

G. Gusnawaty, L. Lukman, A. Nurwati, A. Adha, N. Nurhawara, and A. Edy, “Strategy of kinship terms as a politeness model in maintaining social interaction: local values towards global harmony,” Heliyon, vol. 8, no. 9, Sep. 2022, doi: https://doi.org/10.1016/j.heliyon.2022.e10650

A. Pandang, N. F. Umar, M. Mantasiah, A. Arifyadi, and M. Amirullah, “Factors Influencing the Language Politeness Behavior of The Z Generation,” Bull. Couns. Psychother., vol. 6, no. 1, Apr. 2024, doi: https://doi.org/10.51214/00202406848000

Yeasy Agustina Sari and Suhono, “Request and Politeness Strategies in the Javanese-Speaking Generation Z Community: A Pragmatic Study,” Bull. Sci. Educ., vol. 4, no. 2, pp. 99–117, Jul. 2024, doi: https://doi.org/10.51278/bse.v4i2.1036

M. A. P. Syuhra, S. Suhandoko, M. Rochmah, and N. Rosyidah, “Politeness Strategies on Wednesday Addams’ Utterances: Maintaining Self-Image and Others’ Amidst Rejection,” Celt. A J. Cult. English Lang. Teaching, Lit. Linguist., vol. 11, no. 2, pp. 198–214, Nov. 2024, doi: https://doi.org/10.22219/celtic.v11i2.33173

Z. Quan and Z. Chen, “Human–computer pragmatics trialled: some (im)polite interactions with ChatGPT 4.0 and the ensuing implications,” Interact. Learn. Environ., pp. 1–20, Jun. 2024, doi: https://doi.org/10.1080/10494820.2024.2362829

Z. Peredy, L. Vigh, W. Quingyu, and J. Muyi, “Analysing Generation Z Communication Attitudes, Values and Norms,” Acta Period., no. 30, pp. 4–19, 2024, doi: https://doi.org/10.47273/AP.2024.30.4-19

J. Lichy and M. Racat, “Tracing Digital Fragmentation at the User Level: Gen Y & Gen Z from a European Perspective,” Manag. Int., vol. 25, no. spécial, p. 124, 2021, doi: https://doi.org/10.7202/1086414ar

F. Reza, Z. Rohmah, and R. Ismail, “Dialect shift and cultural dynamism among Betawi community in urban Jakarta in Palang Pintu and Rebut Dandang traditional ceremonies,” Cogent Arts Humanit., vol. 11, no. 1, Dec. 2024, doi: https://doi.org/10.1080/23311983.2024.2410542

M. Masruddin, F. Amir, A. Langaji, and R. Rusdiansyah, “Conceptualizing Linguistic Politeness in Light of Age,” Int. J. Soc. Cult. Lang., vol. 11, no. 3, pp. 41–55, 2023, doi: 10.22034/ijscl.2023.2001556.3018.

A. M. S. Al-Hamzi, M. Nababan, R. Santosa, and M. Y. Anis, “Socio-pragmatic analysis of utterances with polite addressing terms: translation shift across Arabic-English cultures,” Cogent Arts Humanit., vol. 11, no. 1, Dec. 2024, doi: https://doi.org/10.1080/23311983.2024.2359764

A. Mambetniyazova, G. Babaeva, R. Dauletbayeva, M. Paluanova, and G. Abishova, “Linguistic and cultural analysis of the concept ‘politeness,’” Semiotica, vol. 2024, no. 258, pp. 73–91, Jul. 2024, doi: https://doi.org/10.1515/sem-2023-0141

F. Chen and D. Wang, “Cross-Cultural Pragmatic Common Ground in the Digital Age: A Synthetic Analysis Based on 4e Cognitive Framework, Distributed Cognition, and Cognitive Adaptability,” 2025. doi: https://doi.org/10.2139/ssrn.5217327

L. Escouflaire, “Signaling irony, displaying politeness, replacing words,” Lingvisticae Investig., vol. 44, no. 2, pp. 204–235, Dec. 2021, doi: https://doi.org/10.1075/li.00062.esc

S. Suyatno, W. Wantini, A. Prastowo, Z. Nuryana, D. K. A. Firdausi, and A. Samaalee, “The Great Teacher: The Indonesian Adolescent Student Voice,” Front. Educ., vol. 6, Jan. 2022, doi: https://doi.org/10.3389/feduc.2021.764179

T. T. Le and T. T. Pham, “Exploring the dynamics of intergenerational English language teaching: insights from Vietnamese EFL educators,” Innov. Lang. Learn. Teach., pp. 1–15, Mar. 2025, doi: https://doi.org/10.1080/17501229.2025.2481150

H. Hong, G. Knollman, and P. R. Doran, “Exploring alternative perspectives on millennial teachers’ beliefs of and engagement with cultural and linguistic diversity: the use of reflective practice,” Reflective Pract., vol. 23, no. 3, pp. 409–421, May 2022, doi: https://doi.org/10.1080/14623943.2022.2040011

Hanif Najmi et al., “Implementation of Ta’dib Values in Forming Noble Morals in Islamic Religious Education Learning,” Bull. Islam. Res., vol. 3, no. 1, pp. 81–94, Jan. 2025, doi: https://doi.org/10.69526/bir.v3i1.172

I. Alhakam Wicaksono, T. Ali Mustofa, A. B. Eprahim Ali, and Muthoifin, “The Development of the Ideal Teacher’s Personality Concept of Ibn Sahnun and Azzarnuji for the Integrity of Modern Education,” Solo Univers. J. Islam. Educ. Multicult., vol. 2, no. 02, pp. 145–166, Aug. 2024, doi: https://doi.org/10.61455/sujiem.v2i02.200

Mohd Aderi Che Noh, Fadzila binti Rahman, Nurul Hidayah binti Razali, and Anisah Triyuliasari, “Assessment Model in Education: Integration of Islamic Values in the Formation of Karamah Insaniah,” JIE (Journal Islam. Educ., vol. 10, no. 1, pp. 15–35, Jan. 2025, doi: https://doi.org/10.52615/jie.v10i1.546

F. Muratkhodjayeva, “Cognitive Linguistics Theory in Anthropocentric Paradigm,” Int. J. Ind. Eng. Technol. Oper. Manag., vol. 2, no. 2, pp. 63–70, Dec. 2024, doi: https://doi.org/10.62157/ijietom.v2i2.63

W. M. Lim, “What Is Qualitative Research? An Overview and Guidelines,” Australas. Mark. J., vol. 33, no. 2, pp. 199–229, May 2025, doi: https://doi.org/10.1177/14413582241264619

M. C. Schlunegger, M. Zumstein-Shaha, and R. Palm, “Methodologic and Data-Analysis Triangulation in Case Studies: A Scoping Review,” West. J. Nurs. Res., vol. 46, no. 8, pp. 611–622, Aug. 2024, doi: https://doi.org/10.1177/01939459241263011

J. Farquhar, N. Michels, and J. Robson, “Triangulation in industrial qualitative case study research: Widening the scope,” Ind. Mark. Manag., vol. 87, pp. 160–170, May 2020, doi: https://doi.org/10.1016/j.indmarman.2020.02.001

D. Suparno, I. Fitriana, N. Nadra, F. Gunawan, and S. Boulahnane, “Redefining politeness: Power and status in the digital age,” Cogent Arts Humanit., vol. 10, no. 1, Dec. 2023, doi: https://doi.org/10.1080/23311983.2023.2218195