The quality of social interaction within educational environments is increasingly challenged by a decline in linguistic politeness among students. In the context of UPTD SMP Negeri 2 Kota Parepare, observed linguistic behaviors indicated a growing trend of verbal aggression and a disregard for social hierarchies in communication. This phenomenon not only disrupts the harmony of the school ecosystem but also reflects a broader challenge in character education within the digital and globalized era. To mitigate these issues, a community service program was designed to instill the principles of linguistic politeness, grounded in both universal ethical standards and local cultural wisdom.
This initiative is strategically aligned with Sustainable Development Goal (SDG) 4: Quality Education, which seeks to ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including through education for human rights and a culture of peace. By focusing on “Language Politeness” (Kesantunan Berbahasa), the program enhances the qualitative dimension of education, fostering a learning environment that is inclusive and respectful. Furthermore, the project supports SDG 16: Peace, Justice, and Strong Institutions, specifically target 16.1 which aims to significantly reduce all forms of violence, including verbal abuse and bullying that often stem from a lack of linguistic etiquette.
The methodology employed in this program followed a structured, participatory approach involving three key phases: socialization, training, and practical simulation. The process began with a preliminary diagnostic phase where a pre-test was administered to 30 selected students to measure their baseline understanding of linguistic ethics. This was followed by intensive lecture sessions and interactive discussions that emphasized the socio-pragmatic functions of language. By integrating local values such as Sipakatau (mutual respect), the training provided students with a culturally relevant framework for choosing appropriate registers when interacting with peers, teachers, and elders.
A pivotal component of the intervention was the implementation of role-play simulations. In these sessions, students were required to demonstrate polite communication strategies in various high-stakes scenarios, such as resolving conflicts without aggression and requesting assistance formally. This experiential learning approach allowed participants to internalize the theoretical concepts of politeness and apply them in real-time social exchanges. The use of role-play served as a bridge between cognitive awareness and behavioral change, enabling students to recognize the immediate social benefits of maintaining linguistic decorum.
The evaluation of the program revealed a significant positive shift in both student attitudes and linguistic competence. Post-test results indicated a substantial increase in the students’ ability to identify and utilize polite language markers compared to the initial assessment. Qualitatively, the school administration reported a noticeable improvement in the daily interactions within the classroom, suggesting that the training contributed to a more harmonious and conducive learning atmosphere. These findings underscore the importance of targeted linguistic interventions as a tool for broader social and character development.
In conclusion, the community service program at SMP Negeri 2 Kota Parepare demonstrates that fostering linguistic politeness is an essential pillar of modern education. By aligning with global SDGs, the initiative transcends local impact and contributes to the international agenda of building peaceful and inclusive societies through education. The success of this model suggests that a combination of theoretical instruction and practical role-playing, underpinned by local cultural ethics, provides a robust framework for enhancing the social-emotional skills of the younger generation.
