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332 | ISLLAC : Journal of Intensive Studies on Language, Literature, Art, and Culture
EUPHEMISM AS POLITENESS STRATEGY: INVESTIGATING LANGUAGE USE AMONG
CHILDREN OF INDONESIAN MIGRANT WORKERS IN MALAYSIA
Aswan*, Imam Suyitno, Anang Santoso, Moch. Syahri, Asmah binti Amir
Universitas Negeri Malang, Community Learning Center
Pontian Fico, Sabah, Malaysia
A R T I C L E I N F O A B S T R A C T
Article history:
Received: 08-10-2023
Accepted: 29-10-2023
Published: 21-12-2023
Keyword: euphemism;
politeness; language
use; Children of
Indonesian migrant
worker
This study explores euphemisms in the language used by
Indonesian migrant workers' children in Malaysia. Focusing on
intercultural communication within Indonesian schools, it
employs a qualitative case study approach with observational
data collection. Results reveal diverse euphemistic forms: (1)
one-word substitutions; (2) circumlocution; (3) borrowing; (4)
abbreviation; (5) hyperbole; and (6) figurative expression in
Bugisness, Indonesian, English, and Malaysian. These
euphemisms serve as linguistic politeness strategies for
indirect speech acts in communication.
INTRODUCTION
Children of Indonesian migrant workers in Malaysia generally attend the Community
Learning Center (CLC) for access to education. These schools were established by the
Indonesian government as part of diplomacy with the Malaysian government to provide
access to education for Indonesian citizens in Malaysia (Novia, 2023; Suarno & Adam,
2023). The curriculum used in this school is Indonesian, despite its geographical location
in Malaysia (Suarno & Suryono, 2021). In terms of the background of Indonesian migrant
worker children as CLC students, they are generally nonfluent in spoken Indonesian
because the social and cultural aspects acquired since childhood are more in the Malaysian
context (Aswan, 2020a, 2020b, 2023; Aswan & Amiruddin, 2020).
* Corresponding author.
E-mail addresses: aswan.2202118@students.um.ac.id
ISSN : 2597-7385 (Online) - ISLLAC : Journal of Intensive Studies on Language, Literature, Art, and Culture
is licensed under Creative Commons Attribution-ShareAlike 4.0 International License
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ISLLAC : Journal of Intensive Studies on Language, Literature,
Art, and Culture
Volume 7 Issue 2, 2023
Journal homepage : http://journal2.um.ac.id/index.php/jisllac
333 | ISLLAC : Journal of Intensive Studies on Language, Literature, Art, and Culture
On the contrary, the teachers assigned to the CLC are Indonesian with linguistic,
social, and cultural backgrounds in the Indonesian context (Jatmika, 2023). Based on this
background, there are significant disparities and differences between Indonesian migrant
worker children as students and Indonesian teachers in the CLC. The differences between
Indonesian and Malaysian cultures include social norms, values, and daily practices.
The language and communication conditions of Indonesian migrant workers'
children with teachers in CLC are included in intercultural communication. Intercultural
communication in a multicultural society has been identified as a complex element.
Intercultural communication has an urgency to be studied because it includes morals,
knowledge, customs, beliefs, arts, and other habits or behaviors in society (Othman &
Ruslan, 2020). One aspect of intercultural communication that is important to study is the
use of verbals (Samovar et al., 2015). The use of different verbals in intercultural
communication can potentially create many barriers and challenges in communicating
with speakers from different cultures (Chen, 2022; Fayzullayeva et al., 2023). A barrier
that arises in this intercultural communication is culture clash, which leads to conflicts
and misunderstandings (Nabiyevna, 2023). Therefore, this study aims to investigate how
children of Indonesian migrant workers in Malaysia use language, especially in relation
to the use of euphemism forms in intercultural communication in Indonesian school
settings (CLC) in Malaysia. This study aims to investigate the linguistic aspects and forms
of euphemism used as a communication strategy in the diverse cultural environment of
the school setting.
To identify the form of euphemism language use among children of Indonesian
migrant workers in Malaysia, this study refers to (Allan & Burridge, 1991) theory, which
classifies the form of euphemism into several forms: figurative, metaphorical, flippant,
remodeling, circumlocutionary, clipping, acronym, euphemism that shortens words,
omission, one-word to replace another word, hypernym, hyperbolic, meaning outside the
statement, jargon, borrowing, and colloquial. These forms of euphemism appear as
manifestations of vocabulary refinement, which is considered less subtle in people's lives.
Nevertheless, euphemism has never been separated from its function. Euphemisms are
used to disguise taboos and harsh concepts. The specific function of using euphemism is
to softness utterance, keeping something secret, diplomacy, education, and averting
danger (Wijana & Rohmadi, 2008).
Euphemism, a linguistic and cultural phenomenon, plays a crucial role in
334 | ISLLAC : Journal of Intensive Studies on Language, Literature, Art, and Culture
communication across various aspects of social life. In the context of rapid scientific
development and human civilization progress, euphemism stands as a vital component of
language. Its primary function is to sidestep the use of taboo words, attacks, or unpleasant
expressions, facilitating communication between speakers. Euphemisms act as substitute
terms or expressions that are more pleasant and less explicit, allowing discussions of
uncomfortable topics while mitigating discomfort. They serve to make challenging
conversations less negative and more approachable (Jaganegara & Wijana, 2023).
In the last five years, research on euphemism has been conducted from various
perspectives. The results of a review of previous research, the use and form of
euphemisms can be scrutinized and examined in various discourse contexts and fields,
such as environmental (Grolleau et al., 2022); social, and moral (Farrow et al., 2021);
nonproximal (Chovanec, 2019); health (Ismailova, 2023; Okodo & Anyanwu, 2023);
translation (Albarakati, 2019; Lestari & Sutrisno, 2023; Ndhlovu & Botha, 2017; Shi,
2023); teaching (Zhai, 2021); irony and banter (Terry, 2020); newspapers (Jaganegara &
Wijana, 2023; Ojebuyi & Salawu, 2018); sexual (Zegeye et al., 2023); politics (Aytan et al.,
2021; Kizi, 2022); and literature (Corredera, 2023; Yusupova, 2022). These previous
studies have mainly focused on the use of euphemisms in terms of written discourse, such
as newspapers or literature. However, the use of euphemisms at the level of intercultural
communication towards cross-cultural understanding has not received adequate
attention in the literature. Therefore, it is necessary to conduct research related to the
exploration of euphemisms in the context of intercultural communication for children of
Indonesian migrant workers at Indonesian Schools (CLC) in Malaysia to provide a more
comprehensive and accurate language portrait of how euphemisms are used in cross-
cultural situations. Through investigating euphemisms in intercultural conversations for
migrant worker children in Malaysia, valuable insights and contributions can be made on
how euphemisms can be an important factor in cross-cultural communication, especially
in the context of Indonesian migrant worker children attending school in Malaysia.
Furthermore, this study provides an overview of the relationship between euphemism
and language politeness strategies in the context of intercultural communication in
Indonesian schools in Malaysia.
METHOD
This research used a qualitative method with a case study approach. The case study
335 | ISLLAC : Journal of Intensive Studies on Language, Literature, Art, and Culture
approach was used to reveal the peculiarities or uniqueness of the characteristics
contained in the case under study. A case study is the most suitable research method for
investigating and exploring the use of language containing aspects of euphemism in the
utterance of Indonesian migrant workers' children in Malaysia. The purpose of using case
studies is to specifically describe the use of euphemisms as part of politeness strategies in
the intercultural communication of Indonesian migrant worker children in Malaysia. This
approach is not aimed to generalize but to provide a more detailed and specific depiction
related to the use of euphemisms in the children of Indonesian migrant workers in
Malaysia. By using case studies, researchers gather detailed and in-depth information
using various data collection procedures over a period of time (Assyakurrohim et al., 2022;
Starman, 2023).
This case study was implemented at the Community Learning Center (CLC) in
Pontian Fico Sabah, Malaysia. This school is a non-formal secondary school that is a part of
the Indonesian School of the Republic of Indonesia (Sekolah Indonesia Luar Negeri). This
is an Indonesian school that can be reached by researchers in Sabah, Malaysia. Therefore,
the subjects observed in this investigation were the children of 20 Indonesian migrant
workers who were randomly or unplanned. The subjects observed were students who
frequently interacted with teachers and other students in various communication contexts.
Subjects aged approximately 12-14 years old with the number of ten boys and ten girls.
Data were collected using an observational technique. Through this technique, the
researcher systematically observed the intercultural communication activities that
occurred at the CLC. Observations were conducted continuously to obtain natural data that
could be described. The observation technique has several stages, including the selection,
alteration, and recording of a series of behaviors in accordance with empirical objectives
(Bungin, 2011). In the selection stage, the researcher determined the subject to be
observed. In the alteration stage, observation is carried out actively by carefully observing
the subject. During the recording stage, the researcher listened to, recorded, and recorded
parts of Indonesian migrant workers' children's utterances when communicating with
their partners at school. Data analysis techniques were carried out using an interactive
analysis model (Miles et al., 2014), which included data condensation, data presentation,
and conclusion extraction.
336 | ISLLAC : Journal of Intensive Studies on Language, Literature, Art, and Culture
FINDINGS AND DISCUSSION
Research Findings
Based on a comprehensive observation of 20 Indonesian migrant worker children
studying at the Indonesian school CLC Pontian Fico in Sabah Malaysia, 20 utterances stating
euphemisms were obtained. Approximately every subject examined produced one
utterance that contained euphemism while communicating with the teacher. The analysis
results are as follows:
Euphemism: One-Word Substitutions
The use of euphemism, in which one word is substituted for another, occurs in
student discourse during conversations with their teacher. This linguistic phenomenon is
exemplified by the following student utterances:
Datum (1) :“Bu, awas di kursi tuh ada kotoran haiwan.”
The subject opted for the expression kotoran haiwan to convey a more sophisticated
message, intending to refer to animal excrement. In this euphemistic instance, kotoran
substitutes for tahi, and haiwan replaces binatang, illustrating the substitution of words.
The subject employs this form of euphemism as a component of linguistic politeness,
strategically concealing vocabulary deemed impolite. Notably, haiwan is perceived as a
milder alternative to binatang. According to the Malaysian dictionary, haiwan encompasses
two meanings: (a) living creatures (humans and animals) and (b) animals. In the provided
data (1), the subject employs a one-word euphemism to replace another, aiming for a more
refined connotation.
Datum (2): “Jiranku baru meninggal kemarin, Pak.”
The subject utilized the term meninggal as a euphemistic expression for "die" (mati),
which is regarded as polite and refined. The use of the term meninggal aligns with the
definition in the Indonesian dictionary, which refers to death or passing away, and
exemplifies respect towards the deceased. This term is subtle, considerate of emotions, and
appropriate to express respect towards people who have passed away. The use of the term
meninggal thus gives an impression of respect towards people who have passed away.
Additionally, that term can be utilized in everyday discourse to demonstrate consideration
towards the emotions for politeness strategy.
Datum (3): “Alumni sekolah yang sudah ke Jawa siapa jak, Bu?
The subject used the term alumni to replace the term former (mantan). The term alumni
refers to students who have completed their education in Java and are pursuing further
337 | ISLLAC : Journal of Intensive Studies on Language, Literature, Art, and Culture
study. This terminology is preferred because it is more subtle than using the former
(mantan) directly. According to the Indonesian dictionary, alumni are individuals who have
attended or graduated from school or college. Utilization of the term alumni is considered
appropriate because it denotes former students or graduates of an educational institution.
Thus, this is a reasonable descriptor. The term alumni describes the relationships formed
within an academic community that continue into individuals' further development. By
contrast, the term mantan siswa is more general and lacks the same level of respect as
alumni.
Datum (4): “Ibuku terakhir pulang Indonesia tahun lalu, Bu”
The subject used Indonesia to replace Indon as a country. In the context of conversations in
Malaysia, the term Indonesia is considered more polite than other terms or phrases that
indicate the country of Indonesia. Generally, people in Malaysia used Indon to represent
Indonesia. That term is considered impolite, so the subject used Indonesia to avoid
potentially offending their conversation partners. If simplified, the word Indonesia is
considered more refined than Indon in Malaysia, because it has a more formal, official, and
respectful connotation. The term Indonesia refers to the official name of the country and
reflects Indonesia's national and cultural identity. Therefore, using the term Indonesia
when discussing the country shows respect for its cultural and historical diversity.
Simplified, the term Indonesia is considered more refined than Indon in Malaysia due to its
formal, official, and respectful connotation. The term Indonesia refers to the official name
of the country, reflecting its national and cultural identity. Therefore, using Indonesia when
discussing the country demonstrates respect for its diverse cultural and historical heritage.
The evidence in subjects (1), (2), (3), and (4) demonstrates the use of euphemism in the
form of one word replacing another. This aligns with the theoretical concept of euphemism
(Allan & Burridge, 1991). This type of euphemism is a linguistic strategy that strives to
minimize discomfort or directness in communication concerning sensitive or
inappropriate subjects.
Euphemism: Circumlocutionary
Circumlocutory euphemisms were detected in subject utterances, which were
observed through students' conversations with teachers in different contexts. These
observations revealed the prevalence of such euphemisms in the practice of verbal
338 | ISLLAC : Journal of Intensive Studies on Language, Literature, Art, and Culture
interactions between instructors and learners. Communicative exchanges between the
aforementioned parties took place in various scenarios, such as classroom settings, one-
on-one sessions, and group discussions. Circumlocutionary euphemism involves the use of
indirect language or phrasing instead of explicit expressions in communication.
Exemplified by the following subject utterances:
Datum (5):“Bu, boleh izin ke bilik air?”
The subject used the phrase bilik air to replace the term toilet or WC, which is
considered more appropriate in formal contexts. According to the Malaysian dictionary,
bilik air refers to a room designated for bathing and washing. This phrase is commonly
used by the subject when communicating with Indonesian teachers in Malaysian schools.
This is explained by their background as native speakers of Malay, which influences the
way they communicate.
Datum (6): “Pak, ini sudah selesai, bolehkah siap siap balik kah?”
The subjects used the phrase bolehkah siap-siap balik to replace the term pulang or
go home. This phrase is more subtle because it is an indirect statement. The use of pulang
is considered impolite, while this longer form of euphemism is thought to be a more tactful
way to inquire about a definite return schedule. Even though the phrase appears informal,
the subject intent is to convey politeness instead of directly asking if it is possible to go
home. The term balik contains Malay elements and is defined in the Malaysian dictionary
as having three meanings: (a) to return or go home, (b) to the other side or that way, and
(c) to the opposite or opposite directions. It is important to note that in Indonesian, balik
also refers to going home. However, this term is not frequently used. Instead, students often
use the phrase bolehkah siap-siap balik as a way of respectfully communicating with their
teacher because use the indirect statement as a politeness strategy when communicating
with the teacher.
Datum (7): “Pak, maaf kemarin tidak masuk sekolah sebab tidak enak badan.”
The subject used the phrase tidak enak badan to replace the term sakit or sick.
Replacing the terms’ sakit or sick reflects a preference for a more nuanced expression of
mild illness. The use of the phrase tidak enak badan to replace the terms sakit or sick
reflects a more sophisticated way to express an unhealthy physical condition. Additionally,
it suggests their keen awareness of cultural nuances in health-related languages,
demonstrating a higher level of communication skills. The phrase tidak enak badan is
considered more appropriate in Indonesian and Malaysian cultures because it indicates
339 | ISLLAC : Journal of Intensive Studies on Language, Literature, Art, and Culture
physical discomfort or unease without explicitly mentioning an illness or its symptoms,
especially in formal contexts.
Datum (8): “Pak, saya datang tidak tepat waktu.”
The subject used the phrase datang tidak tepat waktu to replace terlambat (late) and
described his intention to be late for school. Using this phrase sounds polite because it
describes a situation that may be considered less favorable or pleasant. The euphemistic
approach avoids direct confrontation and explicit blame. The term 'not on time' refers to a
student's tardiness without directly mentioning that the subject is late. In the context of
communication, this phrase maintains politeness by avoiding explicitly mentioning
someone's mistakes or assigning blame. This can reduce embarrassment and discomfort
for all parties involved. The use of euphemisms such as this enables communication
without causing negative emotional reactions or uncomfortable situations. The analyzed
sentences of subjects (5), (6), (7), and (8) showed evidence of the existence of a special
type of euphemism known as circumlocution euphemism. The phrases found in these data
are similar to the basic principles of euphemism theory outlined by (Allan & Burridge,
1991), and utilizes lengthier and more indirect phrasing to convey information.
Euphemism: Borrowing
Several utterances of Indonesian migrant worker children in Malaysia use
euphemisms in the form of borrowing terms when communicating with teachers. These
euphemisms were employed by students to refer to topics that might be considered
sensitive or less polite when expressed in a more direct language. This reflects the subject
efforts to speak more cautiously and adhere to the communication norms prevailing in the
school environment. This euphemism can be traced to the following utterance:
Datum (9): “Bu, saya bolehkah izin absen besok, soalnya mau pigi bandar?”
The subject used the term absen to replace tidak hadir. The context of using the term
absen is to express the subject's absence from school. The term absen is derived from the
absence of an English term. According to the Indonesian dictionary, absen refers to either
absent (from school, work, etc.) or absent. This term is used as a more polite language
strategy than tidak masuk. Therefore, students use the term absent to express their
intentions, which is more subtle and acceptable among speakers in a formal manner.
Simplistically, borrowing terms are terms or expressions taken from other languages to
340 | ISLLAC : Journal of Intensive Studies on Language, Literature, Art, and Culture
convey nuanced situations. This allows for a more precise and descriptive communication
style.
Datum (10):“Tabe', Bu”
The subject used the term tabe' to politely ask the teacher for permission. The term
tabe' originates from the Bugis dialect spoken in South Sulawesi. It is mainly used by
students to express courteous behavior and demonstrate politeness. That term is
considered a euphemism as it helps younger individuals address the elderly or high-status
individuals more respectfully and politely. The use of tabe' in this context promotes ethical
speech, behavior, and reflects a positive attitude. Euphemisms such as tabe' convey the
speaker's adherence to cultural norms within a diverse setting. Its use creates a more polite
and respectful environment, aligning with the cultural values upheld in the Bugis society.
The use of the term tabe' by Indonesian school students in Malaysia is influenced by their
parents' backgrounds originating from South Sulawesi. Most children of Indonesian
migrant workers in Malaysia have the South Sulawesi lineage. Hence, the term tabe’ is
commonly used.
Datum (11): “Bu, bila surat lahir kami dikumpulkan?”
The subject used the phrase surat lahir to convey the meaning or intent of the akta
kelahiran or the birth certificate. The phrase surat lahir replaces the phrase surat beranak,
which is commonly used in Malaysian society. The phrase surat lahir is a formally used
Malaysian phrase. Therefore, the phrase surat lahir in Malaysia is a form of euphemism
because it is used to refer to a more clinical and precise medical term, namely, birth
certificate. The use of the phrase surat lahir as a euphemism helps maintain a lighter,
relaxed, and social impression in everyday conversation, while still referring to important
concepts related to birth and official documents.
Datum (12): “Ibu, lampu sekolah yang di depan dikasi off?”
The subject used the term off to convey the meaning of mati or to turn off the lights
in school. The term off is used to replace the term mati or dead, which is considered too
rude when spoken to a teacher. In some situations, the term off can be interpreted as
impolite or sensitive. In such contexts, the term off is an appropriate strategy because it is
considered more polite. The term off refers to English vocabulary that can mean off. Thus,
the use of that term represents a subtle language strategy. The term off is a form of
euphemism, or the use of a more neutral or soft term to replace a harsher or more direct
term, such as dead. This euphemism is used to avoid the strong or uncomfortable
341 | ISLLAC : Journal of Intensive Studies on Language, Literature, Art, and Culture
connotations associated with the term dead.
The subjects (9), (10), (11), and (12) used a type of euphemism known as borrowing.
This finding aligns with the theory of euphemistic borrowing, indicating that the use of a
foreign language as a euphemist can manifest in students' communication contexts (Allan
& Burridge, 1991).
Euphemism: Abbreviation
The subject speech reveals the presence of abbreviation euphemisms, particularly
observed in their communication with teachers within the school environment. This form
of euphemism is evident in the following instances:
Datum (13): “Bu, kalau OKU di Indonesia masih boleh sekolah kah?”
The subject employed the acronym OKU, derived from the Malay phrase Orang Kurang
Upaya, which typically denotes individuals facing physical or mental disabilities. This term
is commonly utilized to describe individuals with enduring physical, intellectual, mental,
or other disabilities. OKU serves as a representation for those experiencing long-term
disabilities, often resulting in limited participation in various community activities (Tahir
et al., 2020). Therefore, using the OKU abbreviation is more subtle than having to say orang
kurang upaya. The equivalent of OKU in Indonesia is disabled.
Datum (14):“Bu, maafkan saya, pr belum saya kerjakan?”
The subject substitutes PR for Pekerjaan Rumah (homework) in student expressions.
The abbreviation pr is a concise form of pekerjaan rumah, employed to convey a more
understated meaning. This language choice reflects a student's strategy for linguistic
politeness, wherein specific vocabulary is replaced with simpler terms to enhance
acceptability in formal communication with teachers at school.
Datum (15): “Kami Anak PMI kalau lanjut sekolah boleh dapat beasiswa gak Bu?
The subject used the abbreviation PMI, which stands for Pekerja Migran Indonesia,
Indonesian migrant workers. The abbreviation PMI is used to replace other abbreviations,
TKI or Indonesian labor (Tenaga Kerja Indonesia). Generally, people recognize and use the
abbreviation TKI, but it is currently considered too rude because it refers to Indonesian
workers at a relatively crude level. TKI has a more controversial history of use and may
have more negative connotations. Thus, as knowledge has developed, a new abbreviation
has emerged: PMI. It is noted that the abbreviation or term Pekerja Migran Indonesia is still
used at the formal level only and is not yet used and understood by all students.
342 | ISLLAC : Journal of Intensive Studies on Language, Literature, Art, and Culture
Datum (16):“Minggu depan kita belajar daring?”
The subject uses the term daring to replace the term dalam jaringan or online. The
abbreviation daring as a euphemism in this context is an attempt to give a positive or more
official impression of the use of Internet technology. The term daring has a more neutral
image and is considered more formal than online, which contains less serious associations.
In addition, the use of euphemisms can be related to language change and usage accepted
by society. Sometimes, new terms appear to replace old ones to better suit technological
and cultural development. In the history of the use of online abbreviations, this term was
popular, appeared during the Covid-19 Pandemic, and is still popularly used today in the
context of education. Therefore, students use the term because it is used during the
learning period.
Datum (17):“kayaknya kita belajar luring?”
The subject used the term luring from an abbreviation luar jaringan. Its use was
strategic to replace an offline term that sounded too stiff. Luring refers to activities that
occur outside of cyberspace or the Internet. This term is particularly relevant in
educational contexts, such as direct learning, which involves physical or face-to-face
learning rather than online methods. In the context of this student's utterance, the term
luring is part of the shorthand euphemism because it is used to refer to an activity or
situation that is actually less desirable or not allowed, but is conveyed with a more subtle
term. However, it is noteworthy that the use of luring euphemisms may be influenced by
cultural and contextual factors. In certain situations, some individuals may not perceive the
usage of the term luring as euphemistic or may utilize it with a more precise and unbiased
connotation.
The findings of abbreviation-type euphemism in the form of abbreviations and
acronyms in the students' utterance data (13), (14), (15), (16), and (17) are in line with the
theory of euphemism (Allan & Burridge, 1991). The abbreviation euphemism type
emphasizes the use of acronyms and abbreviations as a means of simplifying the term.
Euphemism: Hyperbole
Hyperbolic euphemism of this kind is identified in the interaction between the
children of Indonesian migrant workers, functioning as students, and their teachers within
the classroom. Instances of this euphemistic expression can be observed in the following
343 | ISLLAC : Journal of Intensive Studies on Language, Literature, Art, and Culture
statements:
Datum (18):“Pak, Bu, si X bagus sekali tulisannya.”
The subject utilized the expression sangat bagus to convey the idea of bagus or good.
The addition of the extra term renders the utterance somewhat redundant, serving to
emphasize the subject's positive assessment. Despite the exaggeration, these phrases
contribute to a more courteous and nuanced atmosphere compared to a simple expression
like nice. This aligns with the context of the statement, employed for praising. Bagus sekali
doesn't have a specific dictionary definition but can be deconstructed into good, meaning
very good and sekali which means very. Combining these elements results in an exaggerated
yet subtly nuanced expression. The phrase bagus sekali falls into the category of hyperbolic
euphemism, characterized by language that amplifies the intended message. This
hyperbolic language is not confined to poetry but is also present in everyday
communication (Allan & Burridge, 1991).
Euphemism: Figurative Expression
The children of Indonesian migrant workers employed a subtle and indirect way of
expressing themselves in statements (19) and (20). This form of euphemism was observed
in the way the subjects spoke to their teachers at school. A more in-depth example of this
sophisticated figurative expression can be seen in the statements that follow:
Datum (19):“Bu, setelah saya cuci kain baru pigi sekolah.”
In speech, the subject used the term kain symbolically to refer to clothing. This term
is frequently incorporated into the subject's everyday conversations. Instead of its literal
meaning, kain serves as a symbolic expression encompassing a range of clothing items,
including shirts and pants. The substitution of kain for pakaian is made because the latter
is considered somewhat formal or harsh in spoken language. Kain is a more commonly used
term that conveys the broader concept of various types of clothing.
Datum (20):“Pak, pas tanggal merah jadikah kita beres-beres sekolah?
The subject employs the expression tanggal merah as a figurative way to signify a
day off or holiday. This phrase is utilized to represent the idea of a holiday, serving as an
allegory for school breaks. The subject incorporates this expression within the indirect
speech to soften the message, employing it as a polite strategy when communicating with
teachers. According to the Indonesian dictionary, tanggal merah is commonly used in daily
344 | ISLLAC : Journal of Intensive Studies on Language, Literature, Art, and Culture
communication contexts, denoting a holiday. The discoveries regarding euphemism types
in the students' expressions (19) and (20) align with the theory of figurative euphemisms.
This theory posits that figurative euphemisms employ symbolism or allusion as a tactic to
enhance language use, making it more acceptable to speakers (Allan & Burridge, 1991).
Discussion
Through the analysis, it was observed that among children of Indonesian migrant
workers students used expressions involving various types of euphemisms: (1) one-word
substitution; (2) circumlocution; (3) borrowing; (4) abbreviation; (5) hyperbole; and (6)
figurative expression. These euphemistic forms serve as a politeness strategy among
children of Indonesian migrant workers when communicating with teachers in formal
contexts or Indonesian school settings. Consequently, the utilization of euphemisms in
student expressions can be identified as a language politeness strategy. These findings are
in line with the various perspectives and theories of politeness that one of the politeness
strategies is to use indirect utterance (Brown & Levinson, 1987; Hasan et al., 2021),
politeness is used as part of speaker ethics (Geertz, 1960), politeness is used to minimize
conflict (Lakoff, 1990; Sifianou, 1992), politeness is viewed as formal and distancing
behavior that is not intrusive or imposing (Holmes, 1995), and politeness is a strategy to
build character and motivation in the classroom (Mahmud, 2018). Therefore, politeness
strategies should be used in communication, especially in education, politeness in formal
communication in expressing and conveying ideas is a distinguishing characteristic.
Politeness in communication is closely connected to euphemism. Euphemisms serve
as a tool to establish a polite communication environment (Mislikhah, 2020). They
function as discursive verbal strategies to mitigate and, when possible, prevent potential
conflicts arising from speech acts in specific communicative situations. The use of
euphemisms in communication aims to steer clear of negative perceptions related to the
discussed context. Typically, euphemisms are applied to present a more delicate
interpretation of terms that may be considered taboo or harsh. This approach of framing
contributes to the creation of politeness in communication. In essence, euphemism
provides an alternative means to foster language politeness.
The employment of euphemisms by the subject in this research functions to enhance
language refinement. To our understanding, there is no existing study that delves into the
topic of euphemisms in student expressions. Within this study, students utilize
euphemisms as a means of polite communication with older speech partners, particularly
345 | ISLLAC : Journal of Intensive Studies on Language, Literature, Art, and Culture
in formal contexts. The discovery of various euphemistic types used by students signifies a
strategic approach to fostering a harmonious atmosphere between students and teachers
within the school environment. The students use polite terms because their interlocutor is
the teacher. Teachers serve as role models for students to adopt polite language. Utilizing
language that suits the context can establish a climate of harmony between speakers and
their communication counterparts (Leech, 1983). The level of politeness exhibited in
speech acts is contingent upon factors such as context, level of formality, sincerity of
communication, relationship between individuals, and social distance. Regarding relative
politeness, it is crucial to note that individuals may adhere to specific cultural norms when
exhibiting politeness in communication (Ryabova, 2015). Furthermore, employing polite
language serves as a politeness strategy to cultivate intimacy among speech participants
who may not be very familiar or acquainted with each other (Kreswantono, 2022).
Children of Indonesian migrant workers as students in Indonesian School CLC
Pontian Fico use euphemisms as a form of language politeness, employing Indonesian, the
local language, English, and Malaysian. The requirement to use the Indonesian language
specifically stems from the school's context as an Indonesian institution. The curriculum,
teaching materials, teachers, and other school elements are situated within the Indonesian
sociocultural context. However, students tend to mix languages because the Indonesian
standard language has a limited vocabulary, resulting in Malaysian language forms
appearing in their utterances. This is natural since the students were born and raised in
Malaysia, which led to the limited use of Indonesian vocabulary. However, the Malaysian
language still reflects politeness. Subject utterance and attitude can define personality
traits, characteristics, place of origin, social culture, education, and other related factors
(Brown & Yule, 1983).
Therefore, politeness levels in speech are influenced by factors other than just the
language used. These factors include the age, social distance between speakers, location,
time, situation, and purpose of the conversation. As a social phenomenon, language use are
not only determined by linguistic factors (Clark et al., 2021) but are also influenced by
social and situational factors, thus creating language variations (Casillas et al., 2021). These
theories support the research findings that children of Indonesian migrant workers as
students in Indonesian schools use euphemisms as a politeness code through indirect
speech strategies in communicating with Indonesian teachers based on sociocultural
knowledge held by speakers and speech partners.
346 | ISLLAC : Journal of Intensive Studies on Language, Literature, Art, and Culture
The students, children of Indonesian migrant workers, and the teachers at the
Indonesian CLC Pontian Fico school have distinct backgrounds, with students having a
Malaysian background and teachers having an Indonesian background. Despite these
differences, politeness remains a crucial element for effective communication. Both
Indonesia and Malaysia share a common cultural heritage rooted in Malay culture, with
historical and geographical ties. Despite experiencing different colonial influences, the
cultures of these two countries, including the respect for elders and the use of titles like
"sir" or "madam," exhibit notable similarities. Greetings, modest clothing norms, and the
tradition of returning home to older family members are also shared practices between
Malaysians and Indonesians (Hartini et al., 2023). Intercultural speakers employ diverse
linguistic or nonlinguistic expressions that are contextually comprehensible to others
during communication (Yildiz, 2021).
Observations reveal that language forms, including euphemisms, are manifested
through Malay and Indonesian vocabulary, given the multicultural context of the children
of Indonesian migrant workers in Malaysia and Indonesia. Despite the linguistic diversity,
communication between students and teachers is generally smooth due to the shared
linguistic roots of Malaysia and Indonesia. Students tend to express themselves politely
when communicating with teachers, influenced by the character education emphasized in
the school context. However, teachers note certain limitations in students' politeness
expression, particularly in the use of standard Indonesian vocabulary, leading to the
adoption of Malay-Malaysian language patterns. While these limitations don't hinder
learning, efforts are deemed necessary to enhance students' proficiency in standard
Indonesian vocabulary, especially in the realm of euphemistic expressions.
The results of these observation are in line with the findings of (Rohmawati &
Pahlevi, 2023) that environment is an important factor in shaping student behavior. A
positive environment can have a positive behavioral impact on students. Conversely, a
negative environment can have a negative behavioral impact on students. The school
environment influences the formation of the character of the discipline and the character
of students in the school environment through various ways and settings. Simply put, the
environment influences students’ attitudes toward language. A positive environment
contributes positively to students' behavior, while a negative one may have adverse effects.
The school setting plays a crucial role in influencing students' discipline and character,
ultimately impacting their attitudes toward language.
347 | ISLLAC : Journal of Intensive Studies on Language, Literature, Art, and Culture
After analyzing twenty datasets of student speech containing euphemisms, the
observed function is discernible through the various types of euphemisms. Broadly
speaking, euphemisms serve the purpose of language censorship and refining speech in the
students' discourse. This function is particularly pronounced due to the roles of the speech
participants, who are students and teachers, necessitating the application of politeness
values. This becomes crucial, especially in the formal setting of a school context.
The function of euphemisms in smoothing speech among students is contingent upon
the context and the participants involved in the conversation. The formality of the speech
situation demands that students employ language with utmost smoothness to avoid any
semblance of coarseness. Furthermore, the role of speech participants is paramount, with
students, as younger participants, expected to deliver polite speeches when
communicating with older teachers. The function of euphemisms as speech-smoothing
agents forms the foundation of language politeness. This is in line with the opinion of
(Wijana & Rohmadi, 2008) who assert that euphemisms are used to soften expressions or
vocabulary with negative denotations, conveying bad or low connotations.
The study's outcomes provide an understanding of how euphemism can be an
important factor in intercultural communication, particularly in the context of Indonesian
migrant workers' children attending school in Malaysia. Different societies require
strategic politeness (Mahmud, 2019). The study provides guidance for educators and
policymakers to understand the communication needs of these children, considering their
unique cultural and linguistic nuances, thus facilitating their learning in such an
environment. In addition, this study can enhance the comprehension of euphemism use
within diverse cultural contexts and its effects on individuals' learning and adaptation in a
culturally diverse society. A comprehensive understanding of the role of euphemisms in
communication is crucial. The study's findings will offer valuable insights into two
important aspects:
a) Raising Awareness of Communication Needs: The research will identify
communication difficulties experienced by Indonesian migrant workers' children in
Malaysian schools. The outcomes will assist educators and policymakers in
recognizing the significance of comprehending language and cultural subtleties to
enhance children's education.
b) Improved Educational Capabilities: A deeper comprehension of the function of
euphemisms in communication can aid educators in devising more efficient and
348 | ISLLAC : Journal of Intensive Studies on Language, Literature, Art, and Culture
adaptable teaching techniques for children of migrant workers. This will boost the
standard of education they receive and facilitate them in achieving their maximum
potential in the educational setting of Malaysia.
c) Inclusive Education Policy Development. The study's findings can serve as a basis for
policymakers to create education policies that are more inclusive and culturally
aware. This can entail the inclusion of instruction on euphemisms and cross-cultural
communication in school curricula.
d) Understanding the Role of Euphemisms in a Culturally Diverse Society: This study
can aid in comprehending the function of euphemisms in diverse societies beyond
educational benefits. It can be a significant contribution to broader social and cultural
contexts, particularly in an increasingly multicultural society.
Hence, this research will not only provide important insights into intercultural
communication in educational settings, but also potentially have a broader positive impact
on the formation of inclusive and culturally diverse educational, cultural, and societal
policies. Intercultural communication is crucial in the age of globalization as it directly
influences understanding, peace, and progress. Efficient intercultural communication
promotes mutual respect, prevents conflicts, and fosters healthy speaker relationships
(Mappaenre et al., 2023; Uteeva et al., 2023).
CONCLUSION AND SUGGESTIONS
Indonesian migrant children as students at CLC use various forms of euphemism in
intercultural communication activities. Euphemism is part of a student's politeness
strategy when communicating with teachers in a formal context. This serves as a strategy
to soften utterances when speaking formally. The use of such euphemisms is influenced
by the subject's cultural and social backgrounds. Euphemisms are expressed through
linguistic forms in the local, Malaysian, and Indonesian languages. This is expected
considering the multicultural background of the subject.
The study's findings suggest that parental euphemism is influenced by the
background of parents who still use local language terms, the use of Malaysian language
because the subject was born and raised in the socio-cultural scope of Malaysia, and the
subject used Indonesian language because it is in the context of Indonesian school
learning. This investigation enhances our insight into how the children of Indonesian
migrant workers engage in communication with their teachers within the context of
349 | ISLLAC : Journal of Intensive Studies on Language, Literature, Art, and Culture
intercultural communication within the school setting. However, this study has some
limitations, particularly in that it only examined euphemisms from the perspective of
Indonesian migrant workers' children, while aspects of teachers' language use were not
examined. Therefore, future researchers are recommended to investigate the language
patterns utilized by Indonesian teachers in Malaysia when communicating with students.
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