Theoretical Reinforcement: Politeness in Madrasah Context-Based English Language Teaching

Abstract

This study investigates the use of politeness in English instruction in madrasahs, which are educational establishments with significant religious and cultural beliefs. Teachers and students participated in classroom observations, interviews, and document analysis as part of this study, which was carried out at Madrasah Aliyah Al-Hamidiyah using a qualitative-descriptive methodology. The findings indicate that linguistic strategies, pesantren manners, and socio-religious hierarchy all have an impact on how politeness is practiced in madrasah ELT classes. Religious greetings, negative mitigation techniques like modal repetition, and curriculum adaptation based on local values are the primary features. In a value-based setting, the results highlight the significance of a contextualized pragmatics approach in ELT learning design.