The aim of this case study are (1) To differentiate the linguistic politeness between male and female in the speaking class in Language Training Center, Muhammadiyah University of Yogyakarta, (2) to describe lecturer’s responses to the linguistic impoliteness of students in the speaking class, and (3) to reveal what are the pedagogical implications of the response given by the lecturer.This researces was conducted in Free Conversation class of Language Training Centerin Muhammadiyah University of Yogyakarta, Indonesia. The main subject of this research was students 26 students consisted of 12 male students and 14 female students. The data were obtained from the observation and interview with 4 students and 1 lecturer. The data were in the form of video recording, field notes and interview transcripts.

The findings showed that: (1) Female were considered as more polite than male students. It was proven from2 of 3 observationswhich showed female were more polite than male. The first was in the context of lateness, there were 2 female students saying salam and slightly bowing which indicated polite attitude while no male student did politeness features. The second was in classroom interaction, the data showed 2 of 3 talks observed indicated that female were more polite, those were presentational talk and symetric dialogic talk, while male were more polite in exploratory talk. However, the last observation about who do not paying attention to the lecturer, there was no significant different between male and female students linguistic politeness.(2)The lecturer responses to student impoliteness could be categorized into two: a) giving no response, and b) giving response. The lecturer AE gave no response to student impoliteness because she focused to other class activity. The second was giving response, the responses given by the lecture AE were mostly using the positive politeness strategy, means shorthening the distance between speaker and interlocutor. (3) Therewere three pedagogical implication of positive politeness strategy used by lecturer, those were increasing students motivation, creating better learning atmosphere and increasing student self efficacy. 

Finally,this research was strengthening the politeness theories that mention female were more polite that male speakers. Additionally, it provided cognitive and affective scaffoldingby specifically preseneds some new insights dealing with the pedagogical implication oflecturer’s responses of students’ linguistic politeness in the speaking class.