The Role of Humanism Literacy in Elementary School Students’ Language Politeness in Karawang City: A Multivariate Approach
DOI:
https://doi.org/10.17507/jltr.1605.09Keywords:
elementary education, family, humanism literacy, language politeness, peerAbstract
This study aims to investigate the role of humanism literacy in enhancing language politeness among elementary school children, focusing on the perspectives and practices of teachers in public and private schools in Karawang City, West Java, Indonesia. A Sequential Explanatory research design was employed, beginning with the collection and analysis of quantitative data through a structured questionnaire distributed to 114 teachers across five elementary schools. This was followed by qualitative data collection via in-depth interviews to gain deeper insights into the teachers' experiences and strategies related to humanism literacy and language politeness. The findings indicate a significant positive correlation between humanism literacy and language politeness, with teachers reporting that integrating humanistic values into their teaching practices leads to improved communication skills among students. The qualitative analysis revealed key themes related to the importance of a supportive learning environment and the active involvement of the community in promoting these values. The study concludes that enhancing humanism literacy is essential for improving language politeness in elementary school children. It recommends that educators adopt strategies that incorporate humanistic principles into their curricula and engage with parents and the community to create a holistic approach to fostering respectful communication skills.
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