Bahasa Indonesia is the official language of the Republic of Indonesia, recognized by the government as the national language. Bahasa Indonesia has specific rules for its usage and pronunciation according to the Enhanced Spelling System (Ejaan Yang Disempurnakan, EYD). The language is enshrined in the third pledge of the Youth Pledge, which states: “We, the sons and daughters of Indonesia, acknowledge one homeland, the Homeland of Indonesia. We, the sons and daughters of Indonesia, acknowledge one nation, the Nation of Indonesia. We, the sons and daughters of Indonesia, uphold the language of unity, Bahasa Indonesia” (1). Bahasa Indonesia was established as the state language on August 18, 1945, when the 1945 Constitution of the Republic of Indonesia was enacted. Article 36 of the 1945 Constitution, Chapter XV on the flag, language, and national symbols, and the national anthem, states that “The state language is Bahasa Indonesia.” This is in line with the Republic of Indonesia Law Number 24 of 2009 on the flag, language, and national symbols, and the national anthem  (Indonesia, 2011). Based on this legal foundation, language plays a crucial role in human interaction.

Discussion about language is closely linked to its users. Functionally, language serves as a tool for communication among people and for identifying social groups. According to (2) various fields can be employed in language research, such as phonology, morphology, syntax, semantics, and pragmatics. Phonology studies the sounds of language, morphology examines the internal structure of words, syntax focuses on the internal structure of sentences, and semantics explores the meanings of linguistic signs. Pragmatics, however, investigates how language units are used in communication, considering the context and situation between the speaker and the listener.

Pragmatics is a branch of linguistics that examines the meaning of language in relation to the context in which it is used, taking into account factors such as who is speaking, to whom, where, and for what purpose. Sociolinguistics, on the other hand, addresses the broader issues related to the social organization of language behavior, including not only language use but also attitudes towards language and the behavior of language users (3). (4) notes that both sociolinguistics and pragmatics emerged from the ideas of functionalist scholars who were dissatisfied with the formal approaches to language adopted by structuralists.

One of the phenomena in language is that language often carries meanings beyond the original context of utterances, which warrants detailed study. The speaker's intended meaning is reflected in their language behavior. Language behavior encompasses all activities, actions, or processes involving the use of language. Investigating language behavior from a sociopragmatic perspective is particularly relevant for high school students in Sinjai Regency. Quantitative data from high schools in Sinjai Regency indicate that there are 14 schools distributed across eight sub-districts. Observations conducted on March 17, 2023, at one high school in Sinjai Regency, using observation sheets, revealed that students’ use of Indonesian differs when communicating with their peers compared to when interacting with teachers. These differences in language use suggest that students employ polite language both inside and outside the classroom.

Based on this observation, it is essential to conduct further research on the forms of polite Indonesian language behavior among students from a sociopragmatic perspective. This research will provide a deeper understanding that students' language behavior in Indonesian is influenced not only by linguistic aspects but also by social factors such as prevailing norms and values within the community

This study employs a phenomenological research approach following Creswell's paradigm. The research uses a "transcendental phenomenological approach," which is based on: (1) understanding the phenomenon in its context while setting aside preconceptions, and (2) analyzing the data through horizonalization, where the researcher examines participant data, documents, and observations of the phenomenon (7). The research was conducted from August to November 2023 at SMA Negeri 1 Sinjai, SMA Negeri 6 Sinjai, and SMA Negeri 9 Sinjai. Data were collected through observations and interviews, and data analysis was performed using the interactive model of analysis developed by Matthew B. Miles and A. (8), which involves:

Figure 3.1 Data analysis of interactive model by Matthew B. Miles and A. Michael Huberman

Based on the research findings, the forms of language behavior observed in the subject W.SSW1.01.SAK can be seen in the following interview results:

“When speaking to close friends, the language used tends to be more vulgar and informal. However, when speaking to acquaintances or less familiar individuals, the language becomes more formal and polite” This statement reflects a common communication phenomenon in social relationships. In this context, using more vulgar or informal language with close friends can be seen as a sign of intimacy and closeness. Conversely, when interacting with acquaintances or less familiar individuals, one tends to use more formal and polite language to maintain a good impression. This indicates that in every interpersonal relationship, whether with close friends or acquaintances, individuals have the ability to adjust their communication style according to the context and level of closeness. Nevertheless, it is important to remain mindful of politeness boundaries to avoid offending others or violating prevailing social norms.

Furthermore, the subject W.SSW1.01.SAK mentioned that:

“Yes, I often use the words 'iye' and 'tabe' because they feel more polite."

"For example, when passing in front of a teacher or a friend, I would slightly bow and say 'tabe,' as a form of permission. It is also commonly used when asking a friend for a favor, such as 'Iye tabe, could you please fetch that?”

This statement indicates the use of words such as "iye" and "tabe" as expressions of politeness and respect in daily interactions. The use of these words reflects an awareness of social etiquette and norms of politeness in communication (11).

The act of bowing while saying "tabe" to a teacher or a friend demonstrates appreciation and respect towards the person being addressed. This reflects a culture of politeness highly valued in society. The use of "iye" and "tabe" can also be seen as an effort to create a harmonious and friendly relationship with others. By using these words, individuals can express a friendly, polite, and respectful attitude. Additionally, these expressions can strengthen social bonds among individuals within their surroundings.

In the context of requesting help or making a favor request using the phrase "Iye tabe ambilkan itu," it is evident that polite and friendly language plays a crucial role in daily social interactions. Therefore, such language behavior can contribute to fostering positive and harmonious relationships among individuals and reinforcing communal values.

This observation is consistent with findings from a classroom setting in Indonesian language lessons for class X3 at 10:31 WITA. During learning process, the researcher observed that some students used language consistent with proper Indonesian language rules, while others used the local dialect (Buginese). It was also noticeable that when the teacher asked students about the material being taught, the students responded with polite language ("iye Ma'am"). The difference in language use was evident when students spoke with female or male peers.

This is supported by the dialogues that occur during the classroom learning process.

It is evident that students use the words "iye" and "tabe" when communicating with teachers in the classroom. This is consistent with the statement made by the subject W.SSW6.03.RAF, as follows:

"I am more comfortable using the words 'iye' and 'tabe' because I was taught by my parents to use these words from a young age. I was also taught to slightly bow when speaking to older individuals. Additionally, using 'iye' and 'tabe' makes it seem like we are showing more respect to others. It is like saying 'mappatabe' when passing by someone else" "It's a matter of upbringing, influenced by the environment. In my environment, people use 'iye' and 'tabe.' My parents taught me to use these expressions, and it has become a habit in my family" The interview excerpts above indicate that the use of "iye" and "tabe" is an important aspect of cultural politeness taught by parents to their children. The two sources of data have demonstrated that students' language use is influenced by the situational context of the utterance, including when and where it occurs, and with whom the conversation takes place.

The research findings described earlier show that polite language use is characterized by expressions such as "iye" and "tabe" as forms of respect and courtesy in daily interactions. This finding aligns with Rahayu's (2017) research, which indicates that communication practices are influenced by the cultural norms of specific social groups. The forms and manners of polite language vary between different cultural norms. 1(6) emphasizes that politeness in language is determined by the social and cultural norms prevailing within the language community. Politeness in language also reflects the cultural values of the society concerning the interlocutor, time (situation), and place (condition) (18,19). Furthermore, politeness in communication is apparent in how language is used to address others (5).

Similarly, (6) asserts that politeness aims to prevent mistakes or discomfort by anticipating potential errors or situations that could offend others. Thus, politeness serves as a strategy to maintain harmonious and pleasant social relationships for all parties involved.

On the other hand, (19) found that politeness in language is marked by grammatical indicators, such as the frequent use of terms like "perhaps" and "maybe" in utterances. According to Goody (1978), politeness marked by grammatical indicators represents off-record politeness, which means avoiding direct or explicit requests or actions that demand or coerce others to do something. 

Therefore, the study of polite language encompasses not only sociolinguistic analysis but also sociopragmatic perspectives. This is supported by (10), who notes that "Sociolinguists study the relationship between language and society." Similarly, (13) argues that sociopragmatics focuses on social or cultural politeness that is sensitive to the context in which language is used.

The conclusions drawn from the research on language politeness indicate that politeness in language is profoundly influenced by the cultural and social norms of a particular society. The use of terms such as "iye" and "tabe" in everyday interactions reflects local cultural values that shape linguistic behavior. Politeness in language not only mirrors the relationship between the speaker and the listener but also takes into account the context of time and the situation of communication. Additionally, politeness aims to prevent discomfort or conflict by anticipating potential errors or situations that could offend others. Grammatical markers such as "perhaps" and "maybe" also illustrate off-record politeness, which involves indirect communication strategies. Thus, the study of language politeness encompasses both sociolinguistic and sociopragmatic perspectives. Sociolinguistics examines the relationship between language and society, while sociopragmatics focuses on social politeness that is sensitive to contextual factors.

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