18 journal of pragmatics research vol. 04, no. 01, pp.18-28 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index internet analysis of figurative language in automotive advertisement slogans karta atmaja sekolah tinggi bahasa asing cipto hadi pranoto, west java, indonesia mr.atmaja06@gmail.com doi: https://doi.org/10.18326/jopr.v4i1.18-28 copyright © the author (s) this work is licensed under a creative commons attribution-sharealike 4.0 international license. how to cite: atmaja, k. (2022). internet analysis of figurative language in automotive advertisement slogans. journal of pragmatics research, 4(1), 18-28. doi:https://doi.org/10.18326/jopr.v4i1.18-28 submission track: received: 16-11-2021 final revision: 01-02-2022 available online: 02--02-2022 corresponding author: author mr.atmaja06@gmail.com abstract this study aims to figure out what figurative language was utilized in the slogan and assess what that figurative language means in context. the data for this study came from advertising on the internet. the data were analyzed using descriptive qualitative research methods. qualitative research methods focus on features of a problem's in-depth understanding. this study collects, analyzes, and interprets data through data gathering techniques such as observation and document analysis. in this study, the researcher analyzed twenty-two automotive brand slogans. it showed that there were three slogans using personification, two slogans using metaphor, seven slogans using hyperbole, three slogans using metonymy, one slogan using simile, one slogan using litotes, one slogan using paradox, one slogan using synecdoche, and one slogan using symbols. from these results, it can be concluded that the most widely used figurative languages in the automotive advertising slogans studied are hyperbole, personification, and metonymy. keywords: figurative language, analyzes, automotive, slogan introduction language is a structured communication system or medium used by humans to convey something or express meaning that others can capture by speech, gestures, or writing. language is a set of arbitrary linguistic symbols used to communicate with other people. (ronald, 2006) people use language to express their desires, intentions, messages, and information. as a result, the most crucial aspect of advertising is language. mailto:mr.atmaja06@gmail.com https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.18326/jopr.v4i1.18-28 19 advertising is a form of information or message created by a person, institution/agency, or company that conveys a compelling message about a product or service meant for the general public, intending to persuade and influence them to purchase or use the advertised service/product. (o'neill, 1986) the advertisement also aims to provide information that makes consumers aware of the brand of a product and reminds consumers of a product. the language in the advertisement should be easy to understand and interesting. according to dyer (2009), advertising implies drawing attention to something or notifying or informing someone of something. in advertising, a company or agency usually uses a slogan that is easy to remember and attracts the audience. (dyer, 2009) a slogan is a short word or sentence that consists of several words or sentences that are relatively short, interesting, and easy to remember. a slogan can also be a company's brand identity or personal branding. according to charles whittier's book "creative advertising," a slogan should be a kind statement about a product or service deserving of repeat advertising; beneficial for the public to remember; and spoken in a style that the public is likely to remember. (whittier, 1955) according to geoffrey n. leech (1972) in his book "english in advertising: a linguistic study of advertising in great britain," a slogan is a short phrase used by a corporation in its commercials to promote the brand's identity. slogans, he believes, are more potent than company logos because they are easier to remember and regurgitate. furthermore, according to the researcher, slogans must clearly explain the fundamental idea of the commercial, i.e., they must be simple to comprehend. according to david p. rein, an advertising slogan is a "distinct phrase associated with a firm or brand" (rein 1982: 49). he claims that the tagline, which serves as a summary of the advertising campaign's fundamental premise, must "command attention, be memorable, and be brief" (rein 1982: 54). (skorupa & dubovičienė, 2015) gibbs (2006) states figurative terms are used to describe thoughts and elicit the appropriate emotions in the reader. figurative language refers to using words or phrases that stray from traditional meanings to convey complex meanings and produces images and beautiful meanings, strengthening and reviving inanimate objects. in addition, as jay (2003:313) points out, metaphorical language is not meant to be taken literally. he further argues that understanding the meaning of figurative language is challenging because the meaning might be vague and difficult to comprehend at times. (jay t, 2003). figurative language is a way to deliver meaning other than the literal meaning of the words. figurative language generally describes thoughts and evokes the right feelings in the reader. (gibbs, 2006) figurative language is one of the most effective devices for producing persuasive discourse that can achieve the ultimate goals of advertising to build readers' motivation and memorability. figurative language is used often in any form of communication, such as in daily conversation, articles in the newspaper, advertisements, novels, poems, and many more. according to peter, figurative language is a language that has figurative 20 meaning and incorporates the speaker's desire to touch the emotions, to cause stock, and to persuade into action. in other words, figurative language is the speakers' language to help them transfer their ideas or thoughts into the audience's minds. (peter, 2002) figurative language is one that literally, in a compatible term, forces the readers to attend to the connotation rather than to the denotation. kreidler (1998: 44-45) on (wardoyo, 2015) explain the connotation is part of the meaning, the effective or emotional associations are elicited, which not be the same for all people who know and use the word. according to x.j. kennedy (1991:548), a figure of speech may be said to occur whenever a speaker or writer, for the sake of freshness or emphasis, departs from the usual denotations of words. (knickerbocker, 1963) according to kennedy (1979), figurative language can be divided into comparative, contradictive, and correlative. comparative figurative language includes personification, metaphor, and simile, while contradictive figurative language includes hyperbole, litotes, paradox, and irony. correlative figurative language includes metonymy, synecdoche, symbol, allusion, and ellipsis. "personification is a figure of speech in which an object, an animal, or an abstract phrase (truth, nature) is turned human," writes kennedy. metaphor (vpoppel, 2021) is an analogy that compares two things explicitly but in a brief sequence. it signifies that the subject and object share the same characteristics, and the writer uses them to compare them. according to kennedy (1979), a simile compares two objects, usually denoted by a connective, such as like, then, or like. hyperbole, according to kennedy, is the use of exaggeration to emphasize a point. litotes (yuan, 2017), is the statement of one is meaning by expressing something that is the polar opposite of one's viewpoint, and it is used to make someone's remarks more emphatic. a statement that appears to be self-contradictory at first but makes sense after more consideration is referred to as a paradox. the irony, according to kennedy, has a deeper meaning beyond its employment as a rhetorical device. the irony is usually always the result of contrast or disparity between what occurs and what was predicted to occur. metonymy refers to the use of a word or phrase closely related to the real meaning of the word or phrase. the name of one object is replaced by the name of another closely related object in a figure of speech. (pfeiffer & perrine, 1978) synecdoche is the use of a portion of anything to represent the entire thing or vice versa. a symbol is an object or action that represents something other than its literal essence. according to potter, allusion is the metaphorical language that indirectly forwards a person or even to has known one other. ellipsis is figurative language in which words or parts of sentences are omitted. (potter, 1967) several previous studies were used as reference materials and literature studies in this study, namely as follows: first, the research conducted by ekoyono (2019) entitled "analysis of figurative language used in english slogan of commercial beverage products." the context of this research focuses on commercial beverage products. this study aims to figure out what figurative language is utilized in the automotive slogan and to assess what that figurative language means in the context. 21 research method this research used qualitative descriptive methods. this research was obtained through data collection such as interviews, observations, discussions, document analysis, or documentation by taking pictures or videos. according to bogdan & biklen, qualitative research methods are research methods based on the philosophy of post-positivism, used to examine the condition of natural objects. (bogdan & bilken, 1997). according to creswell (creswell 2012), the research design is a pattern that a researcher follows when collecting, evaluating, and interpreting data. when choosing a research design, the researcher should think about what data should be collected and analyzed, as well as how it should be collected and analyzed. the researcher used observation and documentation. when obtaining data from the situation and condition of the object under study, this observation technique is critical. then, as part of the documentation technique, researchers gathered references and data reinforcement from sources such as photos or writings found in advertising. for this study, researchers looked for car advertising slogans in internet-based media, such as social media and websites. the researcher then made a list of the slogans, examined them, and compiled the information based on their classification. results & discussion the total slogans that the researchers examined were 20 slogans from 20 automotive brands. the researcher groups the automotive advertising slogans into a table to make it easier for readers to understand the types of figures contained in automotive advertising slogans. types of figurative language table 1. types of figurative language no. brand slogans figurative language 1 ferrari you are the fuel metaphor 2 porsche hugs the road like a mom after graduation simile 3 mercedesbenz the best or nothing paradox 4 lamborghini discover your beast symbol 5 b m w sheer driving pleasure hyperbole 6 audi everyone dreams of an audi synecdoche 7 bugatti right of common man litotes 8 lexus the relentless pursuit of perfection hyperbole 22 9 jeep the sun never sets on the mighty jeep hyperbole 10 mini you don’t need a big one to be happy metaphor 11 jaguar born to perform personification 12 volkswagen if only everything in life was as reliable as a volkswagen metonymy 13 chevrolet the heartbeat of america metonymy 14 peugeot the drive of your life hyperbole 15 mazda subdue the road, and free your spirit hyperbole 16 hyundai always there for you hyperbole 17 daihatsu light you up hyperbole 18 ford the best never rest personification 19 toyota the car in front is a toyota metonymy 20 honda the power of dream personification all of the slogans with figurative language were assessed for their contextual meaning in this study, as follows: datum 1: "you are the fuel" (ferrari) the researcher discovered that metaphor is a type of figurative language used in this slogan based on the slogan. metaphor is similar to the simile in terms of meaning. this mode of speech compares two things as well, but without using the words "like," "as," or "then." metaphor is created by comparing two objects using some form of the verb or to be. the brand owner equates people who drive vehicles to fuel in this tagline, "you are the fuel." datum 2: "hugs the road like a mom after graduation" (porsche) the researcher discovered that simile is a type of figurative language used in this slogan based on the slogan. a simile compares two things, usually denoted by a connective, such as then or resembles. according to this phrase, driving a porsche is a relaxing experience since the car fades into the road like a mother's embrace. datum 3: "the best or nothing" (mercedes-benz) the researcher demonstrated that this slogan contains figurative language that is paradoxical. a paradox is a combination of two items that comprise contradictory claims that are both true in some way. according to the tagline it's considered a paradox because the phrases 23 "best" and "not at all" contradict one other. this phrase draws comparisons that can't be made because the option is either best or worst. datum 4: "discover your beast" (lamborghini) the researcher discovered that symbol is a type of figurative language used in this slogan based on the phrase. when an object represents something else, it is called a symbol. it might convey a desired outcome or meaning. a word, place, character, or another thing can be used as a symbol. the brand owner claims that a lamborghini car is as much of a "beast" as the company's logo, which is a "bull." wild creatures are frequently associated with being ferocious, courageous, and possessing various vital attributes. similarly, the lamborghini car, regarded as one of the most luxurious automobiles, has a speed comparable to that of a wild animal. datum 5: "sheer driving pleasure" (bmw) based on the phrase, the researcher discovered that hyperbole is a figurative language used in the slogan. hyperbole is an overblown statement. this figure of speech employs claims that aren't true or that aren't being followed through. it uses a vocabulary that is both excessive and illogical. this tagline is known as hyperbole since it makes driving an automobile appear to be a simple pleasure. datum 6: "everyone dreams of an audi" (audi) according to the research, synecdoche is a type of figurative language seen in this slogan. synecdoche is a term that refers to the use of a component of anything to represent the entire thing or vice versa. the term "everyone" in this tagline refers to a select group of people who, according to a survey, dream of owning an audi car. it does not refer to the entire world's population. datum 7: "right of common man" (buggati) the study demonstrated that litotes is a figurative language in the phrase based on the slogan. litotes express one's message by stating something that is the polar opposite of what one is thinking. it is used to make someone's words more strong. in this phrase, it is referred to as litotes since bugatti automobiles are not intended for the "common man." because, as many people are aware, the buggati automobile is one of the hyper sports cars that only a select few can afford. datum 8: "the relentless pursuit of perfection" (lexus) according to the researcher, hyperbole is a type of figurative language used in this slogan. a statement that has been overstated is known as hyperbole. this figure of speech uses statements 24 which not really happen or not doing. it uses words that are extreme and do not make sense. this slogan is called hyperbole because it seems as if the pursuit of perfection is a lexus car. datum 9: "the sun never sets on the mighty jeep" (jeep) based on the slogan, the researcher discovered that hyperbole is a type of figurative language used. an overblown statement is referred to as hyperbole. this figure of speech employs claims that aren't true or aren't being followed through. it uses words that are extreme and do not make sense. this slogan is called hyperbole because basically, the sun will still set at night. and for the word "mighty" is used as if the car is a person full of bravery and courage. datum 10: "you don't need a big one to be happy" (mini cooper) the researcher discovered that metaphor is a type of figurative language used in this slogan based on the slogan. metaphor is a statement that one thing is not the same as another in a literal sense. it doesn't employ "like" or "as" to connect sentences. it indicates that a metaphor only makes sense when the parallels between the two objects are apparent or when the relationship is understood. according to this statement, we do not need considerable things to be happy, but owning a car is also a significant thing. datum 11: "born to perform" (jaguar) according to the researcher, personification is a figurative language used in this slogan. a figure of speech in which a thing, an animal, or an abstract concept (truth, nature) is turned human is known as personification. personification impacts how readers imagine things and piques their interest in the topic. personification is the name given to this slogan since it provides the car with human features. where the jaguar car is called "born to perform." the word "born" is expressed for living things that reproduce. and the word "perform" is an action that humans usually do in entertaining. but in this slogan, the meaning is that the jaguar car was created to show good looks and also good engine quality. datum 12: "if only everything in life was as reliable as a volkswagen." (volkswagen) based on the phrase, the researcher discovered that metonymy is a type of figurative language used in this slogan. metonymy is the usage of a word or phrase closely related to the meaning. one object’s name is replaced by another closely related to it in a figure of speech. this figurative language usually uses the object's name, such as person name, brands name, and another object related to replacing the word. the brand owner presupposes that everything is as reliable as a volkswagen car in this slogan. 25 datum 13: "the heartbeat of america" (chevrolet) the researcher discovered that the tagline uses metonymy as a figurative language. metonymy is the usage of a word or phrase closely related to the meaning. it's a figure of speech in which one object's name is replaced by another closely related to it. this figurative language usually uses the object's name, such as person name, brand name, and another object related to replacing the word. in this slogan, the term "america" refers to the country that created the chevrolet car. the "heartbeat" in question is a phrase that refers to one of the icons or technological inventions invented by america. datum 14: "the drive of your life." (peugeot) based on the phrase, the researcher discovered that hyperbole is a figurative language used in the slogan. hyperbole is an overblown statement. this figure of speech uses statements that do not happen or not doing. it uses powerful words and does not make sense. this slogan is called hyperbole because humans are what drive cars. it's not a machine that moves people. datum 15: "subdue the road, and free your spirit" (mazda) according to the researcher, hyperbole is a type of figurative language used in this slogan. exaggerated statements are referred to as hyperbole. this figure of speech uses statements which not really happen or not doing. it uses words that are extreme and do not make sense. this slogan is called "hyperbole" because the language "subdue the road" as if the road is like a living creature that can be tamed and controlled. and "free your spirit, as if we have control to free our spirit. so what is meant in this slogan is a sense of satisfaction when driving a mazda car. datum 16: "always there for you" (hyundai) based on the slogan, the researcher discovered that hyperbole is a type of figurative language used. exaggerated statements are known as hyperbole. this figure of speech uses statements which not really happen or not doing. it uses words that are extreme and do not make sense. this slogan is called "hyperbole" because it seems that whenever, wherever, and in all activities, hyundai cars can be relied on. datum 17: "light you up" (daihatsu) based on the slogan, the researcher discovered that hyperbole is a type of figurative language used. exaggerated statements are known as hyperbole. this figure of speech uses statements that do not happen or are not doing. it uses powerful words and does not make sense. in this slogan, "hyperbole" because if a car can be a human being is a fire that can be ignited. 26 datum 18: "the best never rest" (ford) the study demonstrated that the tagline uses personification as a metaphorical language. giving a human face to an animal, an object, or an abstract concept is known as personification. an object or animal acts like a person. in this slogan, the brand owner claims that ford cars never rest. rest is a state of calm, relaxation without emotional stress, and free from anxiety (anxiety). the word "rest" is usually only used for humans. where when people stop doing their jobs or activities. datum 19: "the car in front is a toyota" (toyota) based on the phrase, the researcher discovered that metonymy is a type of figurative language used in this slogan. metonymy is the usage of a word or phrase closely related to the meaning. it's a figure of speech in which the name of one object is replaced by the name of another object that's closely related to it. this figurative language usually uses the object's name, such as person name, brands name, and another object associated with replacing the word. the car in front is too, in this slogan, but the brand is "toyota." datum 20: "the power of dreams" (honda) according to the researcher, personification is a figurative language used in this slogan. a figure of speech in which a thing, an animal, or an abstract concept (truth, nature) is turned human is known as personification. personification impacts how readers imagine things and piques their interest in the topic. in this slogan, dreams are called having power, where we know that dreams are subconscious experiences that involve seeing, hearing, thinking, feeling, or other senses, especially during sleep. at the same time, strength requires effort or movement. so the power of this dream catchphrase results from the effort put into making dreams come true. the number of figurative languages found in car advertising slogans table 2. the number of figurative languages no. types of figurative language number of figurative figurative language – inspired slogans brands 1 personification 3 “born to perform” “the best never rest” “the power of dreams” jaguar ford honda 2 metaphor 2 “you are the fuel” ferrari “you don’t need a big one to be happy” mini cooper 3 hyperbole 7 “sheer driving pleasure” “the relentless pursuit of perfection” “the sun never sets on the mighty jeep” “the drive of your life” “subdue the road, and free your spirit” “always there for you” “light you up” bmw lexus jeep peugeot mazda hyundai daihatsu 27 4 5 6 7 8 9 metonymy simile litotes paradox synecdoche symbol 3 1 1 1 1 1 “if only everything in life was as reliable as a volkswagen “the heartbeat of america” “the car in front is a toyota´ “hugs the road like a mom after graduation” “right of common man” “the best of nothing” “everyone dreams of an audi” “discover your beast” volkswagen chevrolet toyota porche buggati mercedez benz audi lamborghini there are three slogans using personification, two slogans using metaphor, seven slogans using hyperbole, three slogans using metonymy, one slogan using simile, one slogan using litotes, one slogan using paradox, one slogan using synecdoche, and one slogan using symbol. conclusion based on the results, the analysis of 20 slogans from 20 brands on manufactured automobile products, discovered 3 slogans that use personification, 2 slogans that use metaphor, 7 slogans that use hyperbole, 3 slogans that use metonymy, 1 phrase that uses simile, 1 slogan that uses litotes, 1 slogan that uses paradox, 1 slogan that uses synecdoche, and 1 slogan that uses symbol, and hyperbole, personification, and metonymy are the three most common figurative languages analyzed in-car advertising slogans. references brown, l. a., & lynn, r. w. 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(2015). the types and interpretation figurative language used in pirates of caribbean on stranger tides movie manuscript. cnr-isti technical report, 3(2), 356–369. 86 journal of pragmatics research vol. 3, no. 2 (2021), pp.86-96 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index hedges in students’ reflective feedback: evidence from an online class during covid-19 outbreak arina isti’anah,1* anindita dewangga puri2 universitas sanata dharma 1 2 *corresponding author email: arina@usd.ac.id doi: http://dx.doi.org/10.18326/jopr.v3i2.86-96 copyright © the author (s) this work is licensed under a creative commons attribution-sharealike 4.0 international license. how to cite: isti'anah, a., & puri, a. (2021). hedges in students’ reflective feedback: evidence from an online class during covid-19 outbreak. journal of pragmatics research, 3(2), 86-96. doi:https://doi.org/10.18326/jopr.v3i2.86-96 submission track: received: 19-03-2021 final revision: 10-05-2021 available online: 01-10-2021 corresponding author: arina isti’anah arina@usd.ac.id abstract scholars have observed hedges in academic writing, yet the examination of hedges in students’ reflective feedback is scarcely found. during the covid-19 pandemic, both teachers and students face difficulty engaging themselves in online classes. to figure out how students show their attitude, among others, is through reflective feedback. one of the languages features pivotal in reflective feedback is ‘hedge’, a pragmatic feature representing a speaker’s tentativeness and possibility in communication (lakoff, 1973). this paper addresses two questions: (1) what types of hedges are used in the students’ reflective feedback in online class during the covid-19 outbreak? and (2) what are the functions of the hedges? this paper took 151 samples of students’ reflective feedback in the introduction to english linguistics class at sanata dharma university to answer those problems. findings reveal that the students dominantly used modal auxiliaries and epistemic adverbs as the types of hedges as a politeness technique to convey their anxiety and hesitation during an online class. keywords: hedges, reflective feedback, online class introduction hedges are commonly found in both spoken and written communication. not only are hedges used to show a speaker’s confidence in communication, hedges are also examined to figure out a speaker’s attitude or possibility in communication. lakoff introduces the term “hedges” as “words whose meaning implicitly involves fuzziness-words whose job is to make things fuzzier or less fuzzy” (lakoff, 1973). takimoto (2015) postulates that hedges are textual, linguistic strategies for communicative purposes (takimoto, 2015). hyland (2005) argues that hedges reduce the strength http://dx.doi.org/10.18326/jopr.v3i2.86-96 https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.18326/jopr.v3i2.86-96 87 of an expression by expressing tentativeness and possibility (hyland, 2005). hedges also indicate a lack of commitment to the truth value of an accompanying proposition or a desire not to express that commitment categorically (hyland, 1998). hedges are based on the writer’s plausible reasoning rather than specific knowledge that indicates the degree of commitment (hyland, 2005). therefore, hedges can be found in the form of some linguistic categories, such as modality, adjectives, adverbs, verbs, and nouns. in addition, people tend to use hedges to show their certainty of their claims. the writer’s interpretation in a statement can also be implied using hedges (hyland, 2005). hyland (2005) proposes three major categories of hedges: modal auxiliaries such as may, would, and could; epistemic adverbs and adjectives such as possibly, about, and perhaps; and epistemic lexical verbs such as indicate, suggest, and seem. further, hyland (2005) proposes three main functions of hedges. the first function is to reduce the force of statements, seen from the lexicon like fairly, partly, and at least. the second function is to make statements indefinite seen from the lexicon like usually and sometimes. the third function of hedges is to decrease the responsibility for the truth, seen from the lexicon such as perhaps, might, and seem. hyland, furthermore, maps the functions of hedges seen from the word categories. the employment of verbs as hedges function to avoid the speakers’ being too assertive and to report ideas. on the other hand, the use of adverbs is to show the degree of probability, avoid the exact frequency of action or event in time or avoid the exact figure, and reduce the force of the verb. when adjectives are used as hedges, the speakers aim to show a tentative representation of frequency, avoid the commitment to exact numbers, and draw attention to the approximate nature of the information presented (hyland, 1998). munir (2013) further proposed that hedges also convey possibility, signal distance, and tone-down statements (hooi & shuib, 2014). scholars have observed hedges in research articles, theses, and academic writings in efl context (kartikasari, 2019; nguyen thi thuy, 2018; rezaie & taki, 2014; salichah, irawati, & basthomi, 2015; sanjaya, sitawati, & suciani, 2015; tabatabaei & ramzi, 2015). previous research has figured out that hedges are employed to reduce the risk of opposition, mitigate the certainty of their claims and views, be more interpretative, be precise, and be polite. hedges are also examined to figure out men's and women’s language features (azizah, 2021; tabatabaei & ramzi, 2015). the research found that men and women have different strategies of hedging in writing. despite the rich examination of hedges in various academic writing, the examination of hedges in students’ reflective feedback is rarely found. this paper, thus, intends to fill the gap by discussing how hedges are used in the students’ reflective feedback in online class during the covid-19 pandemic. this paper argues that hedges in students’ reflective feedback function differently from those in research articles since reflective feedback has a more personal engagement to the readers or the teachers. reflection in the learning process is an essential factor in the acquisition of self-direction and self-regulation (veine et al., 2020). by reflection, students are encouraged to become aware of their 88 learning strategies, including what they have learned, their efforts, and what barriers they have faced during learning. handerson et al. (2018) describe feedback as “a process in which learners make sense of information about their performance and use it to enhance the quality of their work or learning strategies” (ducasse & hill, 2019). during the covid-19 outbreak, students are forced to join online classes that encourage them to be self-regulated learners. to figure out how they experience the learning process, reflective feedback becomes essential to involve since it supports and stimulates students to reflect on the learning processes and achievements (veine et al., 2020). in the context of sanata dharma university, the online classes have been conducted since march 2020. the lecturers had to switch their traditional into online courses. the new semester that began in august 2020 was more prepared. the university provided workshops and online platforms for teaching. during two weeks, the lecturers learned how to maximize the use of lms and zoom cloud meetings. lms is a web-based software platform used as classroom management that provides an interactive online environment and automates the administration, organization, delivery, and reporting of educational content and learning outcomes (turnbull, chugh, & luck, 2020). the obligatory platform to use was moodle accessed on belajar.usd.ac.id. moodle stands for modular object-oriented dynamic learning environment that is integrated into university websites (jokhan, sharma, & singh, 2019). moodle is responsive, accessible, and easy to navigate by laptops or mobile phones; with these well-prepared platforms and skills, the university expected better learning outcomes of the online classes. to figure out the students’ attitude in online class during the covid19 pandemic, lecturers required students to give their reflective feedback after class. the students’ feedback is pivotal for class evaluation. based on the background explained previously, this paper addresses two problems: 1. what categories of hedges are found in the students’ reflective feedback in online class during the covid-19 pandemic? 2. what are the functions of the hedges? this paper intends to examine how students show their attitude in online classes from the reflective feedback they submit. to be particular, this paper aims to find their commitment in online classes seen from the use of hedges in their reflection. research method this paper employed a pragmatic approach, particularly by examining how students use hedges in their reflective feedback. there were 151 samples of reflective feedback by the students from the third semester at the english letters department, sanata dharma university. the participants were enrolled in the introduction to english linguistics class, the obligatory course for the students before taking linguistics classes in the upcoming semester. the students must pass the course with a c as the minimum grade. nevertheless, they must retake the course in the following year. the class was conducted entirely online using lms as the main platform to use in which the 89 teacher uploaded materials and learning sources. the course had four credits, conducted twice a week. the teacher used a zoom cloud meeting once a week, conducted around 40 to 60 minutes. before class, the students were required to read the uploaded materials and complete the given worksheets. for the material and worksheet clarification, the teacher used the zoom meeting. this activity was repeated throughout the semester. at the end of a topic, the students were required to give reflective feedback in lms. among others, this paper took some questions in the reflective feedback: 1. after reading and completing the materials of this topic, please narrate your feedback on the learning process and the things you learned. 2. how important is it to know the production of english consonants and vowels? how will this material help you deal with your english ability, particularly the spoken one? 3. what efforts have you made to comprehend the materials on phonology? 4. what difficulties/ barriers did you face during the learning? 5. please describe the things you have enjoyed in learning linguistics? this paper examined the students’ reflective feedback by observing lexical choices that express hedges to analyze the data. to categorize types of hedges, this paper adapts hyland’s model of hedges. results & discussion the data used in this paper involve 151 of the students’ reflections given in the first two weeks of the semester. from the total data, there were a total of 11,121 words. the following parts discuss the categories of hedges and their functions in the students’ reflective feedback. categories of hedges in students’ reflective feedback there are found 151 expressions that are included as hedges. the table below summarizes the categories of hedges found in the students’ reflective feedback. table 1. the categories of hedges in students’ reflective feedback no. types of hedges frequency % examples 1 epistemic adverbs 59 39 still, personally, overall, never really, a little bit, kind of, rather 2 modal auxiliaries 59 39 maybe, can, unable, could, would 3 epistemic lexical verbs 29 19 think, feel like, become, 4 epistemic adjectives 4 3 be like, pretty, quite total 151 100 the table above reveals that there are three categories of hedges found in the students’ reflective feedback. there is a total of 151 hedges used, dominated by epistemic adverbs and modal auxiliaries. epistemic adverbs are the category of hedges primarily found in the students’ reflective feedback. below are some examples. 1) i can understand the materials, but i haven't fully remembered it. 90 2) with this topic i know a lot about the origin and formation of sounds and the actual way of pronouncing it, but i was still a little confused and tried to understand more deeply. learning about new things is very interesting especially if learning offline, i think it will be fun. 3) we know before, even we can learn from animal, where there is signal language. i personally found that language is interesting. in the examples displayed above, hedges are involved in the students’ reflective feedback in the form of adverbs. in feedback (1), the student used the adverb entirely to modify the verb remember. here, the student is not sure of what s/he said related to the materials they learned. unlike traditional classes that enable students to comprehend the materials under the teacher’s supervision, the online class requires students’ self-regulated learning. similarly, feedback (2) used the adverb little to modify the adjective confused. both hedges refer to the students’ weaknesses and barriers during an online class. using adverbs, feedback (3) involves hedges to show the student’s impression of the material. though the adverbs modify different verbs, feedbacks (1) to (3) contain hedges. students did not explicitly claim their experience and impression in online learning. other than epistemic adverbs, students used modal auxiliaries to show their commitment in the online class. there are some modal auxiliaries used: can, unable, maybe. below are some examples of students’ reflective feedback with modal auxiliaries. 4) from this material i gained new knowledge, which is about systems and patterns of speech sounds in english. at first, i was confused about this material (because it was completely new to me), and felt that it was quite difficult. however, i tried to understand the material (read and heard the audio ppt again, reread the discussion on whatsapp group, and watched the zoom meeting record on youtube again), and can gradually understand the material in phonology. 5) i learned the materials before the class and i reviewed it after the class. the only one struggle for me is i can't understand it clearly especially if i had the discussion on whatsapp. i enjoy this topic because i gained valuable knowledge. 6) my struggle is when the class is via whatsapp group, because i can understand more when the class is via zoom meeting. having a different background also makes the students have different ways of understanding the materials. the feedback (4), showed that the student gains new knowledge although at the first time he or she was confused. the modal auxiliary can is used as the result of his or her commitment during the online class. by reading and hearing the material, rereading the discussion on whatsapp group, and watching the zoom meeting record on youtube, the student showed the commitment to learning the new materials. feedback (5) reveals the struggle from a student in understanding the discussion via the whatsapp group. although he or she learned the materials before and after the class, this student still did not understand the materials clearly, seen by using a negative form of modal auxiliary can’t. besides, feedback (6) also showed the student’s commitment during the online class. it can be seen from the use of modal auxiliary, which explains that the student really understood the material if given directly via zoom meeting. the next category of hedges is the use of lexical verbs. unfortunately, there are only two verbs used showing hedges as seen below. 91 7) i think the material is delivered more clearly when the class is held through a video conference. 8) difficulties i have faced is maybe because this is an online class and there were a lot of whatsapp group discussions, i feel like it was hard to understand the materials. 9) i think, these materials are difficult to learn, but it is very interesting & it is answering my curiosity about how words are spoken. from the three examples above, the use of lexical verbs in hedges expressions can be seen from the words think and feel like. in feedback (7) and (9), the students use the lexical verb to show their doubts or uncertainty in understanding the materials given in the introduction to english linguistics class. moreover, the word feel like in feedback (8) also indicates the uncertainty of the student about the materials of the subject. those lexical verbs signal students’ hesitation in the class. the students tried to figure out the best strategies to comprehend the materials. the students’ choice of video conference via zoom indicated that they needed the teacher’s presence and explanation of the materials. the discussion conducted via whatsapp group was not sufficient to enhance their understanding. efl learners with low english proficiency tend to hinder their engagement in an online class (cheng & ding, 2021). the final form of hedges found in the students’ reflective feedback is an epistemic adjective, though only found in 4 clauses. below are the examples of epistemic adjectives: 10) well, i don’t think it’s necessary to list down what i have learnt because that is quite a lot of theories. but, the essence of those new things is quite the same under the concept that language even has its own ideal formation and specific characters. 11) i feel the productive online learning in this course, the material is pretty uncommon but followable. the students' epistemic adjectives are quite and pretty used in their reflective feedback from the data above. for example, in feedback (10), the adjective is used to modify the noun phrase many theories. however, the students did not emphasize the enormous number of materials to learn since h/she used the hedges quite. similarly, the student was also unsure of what s/he feels of the material by including the adjective pretty to modify the material. the domination of epistemic adverbs and modal auxiliaries in the students’ reflective feedback shows that hedges are used to modify the verbs. the students are not sure of their actions and feelings. in following the online learning, students were doubtful whether the lecturer expected their understanding. it signals the students’ anxiety since they are worried about the grade they would get at the end of the semester. students’ feelings about the materials and methods applied are also narrated by involving hedges. even though the students have faced online learning for almost a year, they were still anxious about their understanding and feelings in online learning. this situation is in line with research in china about students’ anxiety during online classes (rizun & strzelecki, 2020). 92 functions of hedges in students’ reflective feedback the hedges found in the students’ reflective feedback have some functions. they are to decrease the responsibility for the truth, reduce the force of statements, and make statements indefinite. the table below summarizes the functions of hedges in students’ reflective feedback. table 2. the functions of hedges in students’ reflective feedback no. types of hedges frequency % 1 to decrease the responsibility for the truth 83 55 2 to reduce the force of statements 61 40 3 to make statements indefinite 7 5 total 151 100 the table above shows that the most dominant function of hedges in students’ reflective feedback is to decrease the responsibility for the truth, shown in 83 clauses, or 55% of the data. the following function of hedges in the feedback is to reduce the force of statements, presented in 61 clauses, or 40% of the data. the last function of hedges is to make statements indefinite, found in 7 clauses or 5% of the total data. the covid-19 outbreak has forced students to switch their learning strategies. students have to figure out a combination of activities students use to achieve their learning goals (cheng & ding, 2021). teachers expect students to become self-regulated learners, yet not all students are aware of the necessity of becoming independent learners. the struggle becomes real when students face anxiety during their online learning. university students are mentioned to have a higher level of anxiety after the covid-19 outbreak, surveyed with 3,800 respondents in china (rizun & strzelecki, 2020). students are worried about their grades since they are not sure whether they can follow the online class well. one of the problems that are often found is an unstable internet connection. some students mention that they have to use a cell phone to follow the learning process since they do not have a laptop, or the laptop is used by another family member having online learning. concerning the online learning process, this paper examined the students’ feedback. one of the linguistic features prominent to show the students’ attitudes are hedges. table 2 displays three functions of hedges based on hyland’s theory. the most dominating function of hedges in the students’ feedback is to decrease the responsibility for the truth. relating it to the students’ experience during online class, the students show uncertainty about an assertion's truth. below are the examples. 12) topic 2 helps me to understand words more than before and also encourage me to speak clearly. besides that, personally even though it is kind of complicated, but our topic about phonetics is very fun to learn. 13) despite my best efforts, this topic is still very difficult for me to fully learn and apply. it is very hard for me to memorize all the classifications and phonetic symbols, but my learning is increasing with every class period taken. 93 both feedback (12) and (13) above are categorized as epistemic adverbs that function to decrease the responsibility for the truth. the student needed more time to process the materials. the students were not sure of their understanding of the materials. unlike a traditional classroom that enables them to directly have dialogue and discussion with the lecturer and other students, online learning forced them to learn the materials independently. in feedback (12), the students decrease the responsibility of their utterance. instead of saying that the material is complicated, the student used kind of as a politeness strategy (ahmed & maros, 2017). since the feedback is addressed to the lecturer, the student did not want to get any negative feedback from the reader (vebriyanto, mujiyanto, & fitriati, 2019). similarly, the student was reluctant to assert the difficulty of the materials. instead of using very difficult reflective feedback, the student chose to use hedges still to decrease the responsibility of the truth. students did not want to show their pessimism in online learning. however, during the discussion in zoom meetings, there were only a few students who asked questions related to the materials given. most of them did not address questions for clarification, even though they mentioned difficulty understanding the materials in the reflective feedback. it indicates that the student's learning strategy is surface learning, meaning that the students simply scrapped the surface of the learning materials without processing it deeply (cheng & ding, 2021). this paper argues that students are not confident with their attitude in an online class. students try to choose a platform that they feel convenient, but they also support the teacher’s using other platforms in the class. below are examples of students’ feedback. 14) i'd rather choose the zoom meetings. i enjoyed the new knowledge and explanations that you have given during class. it made me realize that you have to work hard on learning english. 15) i do try to understand the material and i have understood it in my own way, but when i answered the quiz, it kept making me confused every time because when i thought that i at least answered most of the questions correctly, i still received a low score. i'm confused about what and which questions i got wrong. despite all the confusion, i do really quite enjoy this class and the material being taught. according to the feedback (14), hedges had a function to reduce the force of the statement. the student uses the word rather to show his or her attitude to sound more polite. it expresses that the student is more confident to use the zoom meeting than another online platform during this online class. due to the pandemic, teachers and students are required to be more creative in using the online platforms, and it makes both of them have to adapt to it. however, not all online platforms are suitable for use during teaching-learning activities. the student chose the adverb rather to avoid being assertive in giving his or her opinion, and it will make their sentence more polite. meanwhile, the hedges in feedback (15) indicated that the student used a more polite word to express her/his feeling during this online class. the student was confused about her/his feeling since the feedback also contains a booster really. here, students faced engagement in online learning and anxiety about the score they got in the assignments or quizzes. students’ lack of engagement in the 94 online class happens due to the limited discussion during synchronous learning (hill & fitzgerald, 2020). the lecturer has motivated students to prepare their readings and worksheet completion to discuss synchronously in zoom meetings, but only a few students prepared themselves. the students’ readiness to become self-regulated learners is central to support the success of online learning. the last function of hedges found in students’ reflective feedback is to make statements indefinite. below are the examples of that function: 16) my effort is to study more of this material carefully. sometimes i am still not focused, when i read the material. i really enjoy every moment and of course for the new material. 17) i think sometimes it is quite difficult for me to comprehend the examples of co-articulation effects. even when i already looking up for the examples to differentiate them, i always have to think harder whenever i look into other words. i cannot conclude which co-articulation that the words use immediately. according to the data above, the adverbs sometimes and always in feedback (16) and (17) function to make the statement indefinite. the covid-19 outbreak forces the students to be independent learners so that they are expected to understand the materials that the teacher has provided through the online platform. to understand the materials, the students need extra effort in this online class rather than offline class. as seen in feedback (16), the student used the word sometimes to show his or her uncertain feeling, whether s/he can focus or not when s/he reads the material. it makes the statement indefinite. although the student shows uncertainty during her or his effort to understand the materials, the student also shows optimism during the course since the feedback contains a booster really. however, boosters appear very low in the data, so this research did not conclude that students are optimistic about following the online class. feedback (17) indicates that the student faced difficulties understanding one of the materials given in the learning process. the word always shows the frequency or how often something happens; in this context, s/he often had to think harder whenever s/he looked into other words for an indefinite period. the student also did not emphasize how big the difficulties that s/he faced by using the hedges quite to comprehend one of the materials given during this online class. in spoken communication, hedges function to maintain smooth communication, make statements less offensive and make opinions more convincing (ahmed & maros, 2017). in the reflective feedback, hedges are employed to show politeness and hesitation, and anxiety. the written communication has given students more chances to express what they feel and experience in an online class. however, hedges in reflective feedback also have a different form and function from in academic writing. while m.a. and ph.d. theses by persian writers are dominated by adjectives (rezaie & taki, 2014), the present study found that epistemic adverb and modal auxiliary are the forms of hedges found the most. while hedges in academic writing are employed to become more assertive in writing (rezaie & taki, 2014), hedges in reflective feedback are used to become less assertive and soften the statement to achieve politeness (hasanah & wahyudi, 2015). since the reflective feedback was addressed to the lecturer, the students were reluctant to express their experience strongly. this strategy is similar to hedges in undergraduate theses in indonesia, which 95 shows that hedges were employed to reduce the risk of opposition, as a politeness strategy, to obscure their authorial identity (salichah et al., 2015). conclusion hedges are pragmatic features that show the speakers/ writers’ attitude in expressing their proposition. in online class during the covid-19 outbreak, students face difficulty following the online learning even though the teacher was prepared with the materials and teaching methods/ strategies. from the reflective feedback collected from the students of introduction to linguistics, sanata dharma university, hedges are involved in epistemic adverbs, modal auxiliaries, lexical verbs, and epistemic adjectives. the students used epistemic adverbs and modal auxiliaries the most compared to the other forms of hedges. findings show that students involved hedges in their feedback to convey their anxiety and hesitation in following the online learning. however, they present their feelings and experiences using hedges to achieve politeness. instead of being assertive that they found difficult and felt anxious to follow the class, students tried to respect the teacher’s effort to prepare the online teaching-learning process. this paper suggests future researches compare the use of hedges in different gender using similar data, reflective feedback. references ahmed, w. k., & maros, m. 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(2020). reflection as a core student learning activity in higher education—insights from nearly two decades of academic development. international journal for academic development, 25(2), 147–161. https://doi.org/10.1080/1360144x.2019.1659797 journal of pragmatics research vol. 01, no. 02 (2019) , pp.166-175 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 166 juhariyah nur hakim, sri haryati, suparno an analysis on pragmatic force used by the main character in newell’s film mona lisa smile juhariyah nur hakim english education department teacher training and education faculty, sebelas maret university of surakarta email: juhariyah.xtavb20@gmail.com sri haryati english education department teacher training and education faculty, sebelas maret university of surakarta email: nafisahatiku@staff.uns.ac.id suparno english education department teacher training and education faculty, sebelas maret university of surakarta email: drs.suparno@rocketmail.com submission track: received: 25-10--2019 available online: 12-11-2019 corresponding author: juhariyah nur hakim juhariyah.xtavb20@gmail.com abstract this research used a descriptive qualitative method. the source of the data are document (the authentic manuscript) and video of “mona lisa smile” film. the goals of this research are (1) to identify the contexts of declarative utterances uttered by the main character (katherine watson) in the film entitled “mona lisa smile”, (2) to explain the pragmatic forces of declarative utterances. to find the pragmatic forces of declarative utterances in the film entitled “mona lisa smile” the researcher identifies the context of each datum in declarative utterance based on austin’s classification of act performance in language. there are 69 utterances in the film, then the researcher randomly takes 35 utterances of declarative utterances to be analyzed. the results of this research are, that (1) in every utterance, context has important role in determine the meaning of the utterance, (2) the hearer’s response to katherine wattson’s declarative utterances varies. the hearer’s response can be in forms of a statement, question, act and sometimes silence to katherine utterances, (3) from the 35 of declarative utterances that have been uttered by katherine watson there are 13 kinds of force: consisting of insisting, claiming, mailto:juhariyah.xtavb20@gmail.com mailto:nafisahatiku@staff.uns.ac.id mailto:drs.suparno@rocketmail.com mailto:juhariyah.xtavb20@gmail.com journal of pragmatics research vol. 01, no. 02 (2019) , pp.166-175 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 167 juhariyah nur hakim, sri haryati, suparno complaining, apologizing, requesting, appointing, ordering, warning, suggesting, blaming, sentencing, asking, and advising. the implications of this research on teaching and learning activity are, (1) the pragmatic force of declarative utterances can be used as teacher’s classroom instruction, and (2) the pragmatic force of declarative utterances can be used as a teaching material. keywords: pragmatics, speech act, illocution, declarative introduction human being as social creatures need communications. from the communication, they can get information and have a good relationship with others. according to julia t. wood (2009: 4), communication is a systemic process in which people interact with and through symbols to create and interpret meanings. it is a process to exchange meaning through symbols and interaction moreover, it happens at different times, situation, and among people. in communication there is the goal which the speaker wants to achieve. the goal is the meaning that the speaker wants to deliver to the hearer. uttering something in actual communication is an act. people perform various actions through the use of words and when utterances are made, a particular act is performed, this is called speech act. searle (1969) categorizes speech acts into five classes: assertives, directives, commissives, expressives, and declarations. those five classes of acts are used by the speaker to deliver their meaning in communication. declarative sentence is the basic sentence that we usually find in communication. we use declarative sentence mainly when we want to say something like claiming, denying, accusing, and apologizing. quirk & greenbaum (1990: 231) state that declaratives are sentences in which a subject is present and precedes the verb. they are primarily associated with statements, defined later. cruse (2000: 337) states that declarative structure may express a wide range of illocutionary force. for example, the sentence "he's not coming" can be used to simply inform someone, but also to ask whether it is true (with a proper intonation), or it would be meant as a threat. from this, it can be concluded that in communication the speaker must use the appropriate forms of declarative utterances to deliver the meanings to the hearer. communication is commonly done face to face, but now there are so many media available. reid (1994: 51) defines media as “all means of communication, whatever its format”. media is all of the things that can be used in any communication in many kinds of format. according to herry (2007: 31) there are three kinds of teaching media that the teacher can use in journal of pragmatics research vol. 01, no. 02 (2019) , pp.166-175 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 168 juhariyah nur hakim, sri haryati, suparno school, these media are; visual media, audio media, and audio visual media. from this media, the speaker can reveals the message to the hearer and also get information anytime and anywhere without any difficulty. the study of declarative utterances can be taken in many ways, one of which is by analyzing the conversation in the film that contains declarative utterances, especially uttered by the main character. according to darojah (2011: 92) film is a series of images with the illusion of motion, so that it looks alive in a frame projected through a projector and produced mechanically so that it can be seen and heard. in this research the researcher uses film as the media to study pragmatic because it provides conversations, and in each conversations it has an utterances and context that can be analyzed. from the film, the main character has conversations with other characters in the story to make the film maker’s message delivered to audience so the researcher decides to choose utterances in "mona lisa smile" film to be analyzed in this research. in “mona lisa smile”, there are many conversations that have various types of speech acts, and each speech act conveys its own meanings. the researcher finds one of the utterances uttered by katherine watson in the film “mona lisa smile” (01:14:14) for the example: katherine wattson: "we are not engaged." the utterance "we are not engaged." is uttered by katherine wattson to bill dunbar when bill trying to tell kathrine to back to his fiance in bill's office. from the example above, what katherine really means, whether she just states she is not in a relationships or whether she implies a certain purpose in the statement. the outline of the research is to discuss cases like katherine's utterance, the research discusses the pragmatic force in declarative utterances or the functions of utterances. in the previous research the researcher used action film as the main subject of pragmatic analysis. each film has their own specific utterance, mainly on action film which has complex utterances rather than in the other film such as, romance, comedy, and education which are more easy to be understood by the students. from the previous research the researcher also find that action film more emphasizes on the teenager and the adult learner. the analysis of pragmatic force in action film spent more time, especially on the context of the film because the context reveal the truth meaning of the utterances. to find the truth meaning of the utterances the researcher must analyze the context clearly. the researcher wanted to make another pragmatic force analyzing using education movie. so, the researcher expected that it will make a new contribution on pragmatic research especially on the declarative utterances. using educational movie will help the researcher explore classroom situation and also the context of the utterances. by exploring the context and the utterance in the film the researcher journal of pragmatics research vol. 01, no. 02 (2019) , pp.166-175 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 169 juhariyah nur hakim, sri haryati, suparno can have reference for teaching students on how to construct declarative utterance in classroom situation. based on the approaches above, the researcher wants to analyze the contexts of declarative utterances and identifying the pragmatic forces of declarative utterances uttered by the main character (katherine wattson) in the film entitled “mona lisa smile. research method the aim of this research was to analyze declarative utterances based on the context and identify the linguistic form, meaning, and their illocutionary force in the film entitled “mona lisa smile” by using speech acts theory under the scope of pragmatics study. in conducting this research the researcher used a descriptive qualitative research. the research was also done using qualitative research. gay and airasian (2000: 627) define qualitative research as ‘the collection of extensive data on many variables over an extended period of time, in a naturalistic setting, in order to gain insights not possible using other types of research'. qualitative research was used in this research because the researcher studied and analyzed the phenomenon of pragmatic force in the film entitled “mona lisa smile”. further, the researcher uses document (the authentic manuscript) and video (film) to collect the data. the data from the manuscript was in the form of utterance uttered by the main character. there are 69 utterances in film entitled “mona lisa smile”, then the researcher took 35 utterances of declarative utterances from the data population randomly as the sample of this research. the researcher adopted simple random sampling technique. each utterance was written in a slip of paper and then those slips are mixed, and finally, 35 slips were randomly chosen as the sample. in collecting the data there are some procedures as the technique of collecting data: 1) watching and replying the film entitled “mona lisa smile”; 2) reading the document of manuscript in the film entitled “mona lisa smile”; 3) finding all declarative utterances in manuscript in the film entitled ”mona lisa smile”; 4) checking the declarative utterances in the video with the manuscript in the film entitled "mona lisa smile"; 5) taking notes on the sentences that contain declarative sentences in this research; 6) identifying the context of the situation in each utterance; 7) identifying the pragmatic forces of declarative utterances in the film “mona lisa smile”. in this research, the researcher used sources triangulation that was done by combining more than one data sources. the sources of the data in this research are from the video and the manuscript of the film “mona lisa smile”. the researcher analyzed the data using qualitative descriptive research method. in this research the researcher used interactive model data analysis for the technique of analyzing data. according to miles and huberman (1994: 10), interactive journal of pragmatics research vol. 01, no. 02 (2019) , pp.166-175 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 170 juhariyah nur hakim, sri haryati, suparno model data analysis needs three current flows of activity: data reduction, data display, and conclusion drawing and verification. result & discussion the researcher identified the pragmatic forces of declarative utterances uttered by the main character in the film entitled ”mona lisa smile” and takes randomly 35 declarative utterances which is being being analyzed in this part. in analyzing the data the researcher used austin's theory on the classification of act performances in language. in addition, the researcher also used situational context based on cutting's theory. datum 01/ 137 one morning when bill dunbar teaches in the class, katherine wattson breaks the door suddenly and complains the system of the college concerned with the problems of disobedient students during the study in front of the class. bill dunbar asks katherine to go to his office to talk about the problems. katherine wattson complains her problems to bill dunbar dealing with the system in wellesley college. moreover, bill dunbar gives solution to katherine wattson and suggests her to leave from the college and back to her fiance, but katherine denies it and tells bill that she is unmarried with her fiance. katherine wattson : "we are not engaged". in this utterance, katherine’s utterance means that she is not married to her fiance. pragmatically it was an insist that katherine was single then. datum 02/18 context: one morning after the lesson in the classroom ended, dr. staunton asks katherine to go to his office. she was asked by dr. staunton about her subject in dissertation. dr. staunton compares between picasso and michelangelo art style in canvas and telling katherine that she compares both of them especially on the art of the style in canvas. katherine denies it because she is not compares them in her dissertation. she just does research on the influencing movements of picasso in the 20th century. katherine wattson : “i'm not comparing them”. in this utterance, katherine’s utterance means that she is not comparing between picasso and michelangelo. pragmatically it was a complaint that she is not comparing between picasso and michelangelo. journal of pragmatics research vol. 01, no. 02 (2019) , pp.166-175 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 171 juhariyah nur hakim, sri haryati, suparno datum 03/192 context: one night at the boarding house, katherine saw a lot of foods, drinks, and snacks. she is wondering if there was any party in the boarding house. then, she found a book with many signatures from the occupants of the boarding house. all of them were making a great party to celebrate katherine for returning back on her job next year. instead, katherine came late to the boarding house and saw no one was in the dining room. in that room it just nancy who still watches tv and katherine felt upset that she came late and did not realize about the party. katherine wattson: “i didn't realize.” in this utterance, katherine’s utterance means that she did not realize that there is a party for her. pragmatically it was an apologize to nancy for did not realize the party. datum 04/66 context: one morning at katherine's office, joan and katherine had a conversation about joan's curriculum vitae. in that file, katherine asks about her pre-law and asks joan which school she wants to go to. joan still confuses about her desire to enter yale. then, joan spontaneously speaks to katherine that yale gives 5 slots for women and one unofficially for a wellesley girl. katherine complains on joan about the chance she did not take to enter in yale. katherine wattson: “but you haven't really thought about it.” in this utterance, katherine’s utterance means that joan didn't ever consider about the chance that she might be entering yale. pragmatically it was a complaint to joan why she didn’t consider about the chance in front of her. datum 05/6 context: one morning after the opening ceremony in wellesley college, katherine watson look for the dormitory in the campus to live in. then, she asks the housemother about the rules in the dormitory. the housemother tells about the rules in the dormitory, the rules are no holes in the wall, no pets, no loud noises, no radio, no hot plates, and no male visitors. finally, katherine feels disappointed because she can’t use hot plate and try to find another boarding house. katherine wattson: “i don't think i can go a year without a hot plate” in this utterance, katherine’s utterance means that she can’t live without a hot plate in a year. pragmatically it was a request for housemother allows katherine to use a hot plate in the dormitory. datum 06/20 context: in the afternoon, when katherine feels upset and depressed about her students in the class. she makes a phone call to paul, then paul asks her about the classes. he guesses that all of journal of pragmatics research vol. 01, no. 02 (2019) , pp.166-175 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 172 juhariyah nur hakim, sri haryati, suparno her students were snobs and it was really hard for katherine to teach them. katherine was crying silently on the phone and said that she can't talk to paul right now. katherine wattson: “i can't really talk right now.” in this utterance, katherine’s utterance means that she is not ready to talk about her problem to paul. pragmatically it was a claims that katherine is not ready to talk about her problem to paul. datum 07/9 context: in the class, katherine watson teaches the students in wellesley college and explains briefly about the history of art 100. she will use dr. staunton’s syllabus for teaching. the students feel curious about her and ask her to introduce herself. after that, katherine watson is asking back the students to introduce themselves. katherine wattson: “we'll be following dr. staunton's syllabus”. in this utterance, katherine’s utterance means that she uses dr. staunton's syllabus. pragmatically it was a claiming that she will use dr. staunton's syllabus for teaching on the class. datum 08/18 context: one morning after the class ended, dr. staunton had a conversation with katherine about the subject of katherine's dissertation. during the conversations dr. staunton asks katherine about michelangelo's sistine chapel. then, he asked her “did you ever been to europe before? katherine answers the question and believes that she also wants to go there. after that, dr. staunton tells her that she must discipline her class for the next lesson. katherine wattson: “i've never been to europe.” in this utterance, katherine’s utterance means that she is never been to europe. pragmatically it was a claims that she has never been to europe before. in this part the researcher discussing the findings of the research about the film entitled “mona lisa smile”. the context of declarative utterances in the film "mona lisa smile" the researcher found that the context determines the pragmatic force/ illocutionary force of an utterance. the context of the utterance helps the speaker to get the real meaning from the utterances uttered by the speaker. the context of the declarative utterances in film entitled “mona lisa smile” affect different meanings in each utterances that depends on the participants, place, and time. by describing the context properly the hearer can avoid ambiguity when interpreting the meaning of the speaker. journal of pragmatics research vol. 01, no. 02 (2019) , pp.166-175 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 173 juhariyah nur hakim, sri haryati, suparno the pragmatic forces of declarative utterances in the film entitled "mona lisa smile" the main focus of this research is the pragmatic force of declarative utterances from the social goals and the illocutionary goals of an utterance. the social and illocutionary goals of an utterance is reflected by the function of the speaker’s utterances. this research also analyzed the pragmatic force using the theory of searle as the guideline to determine the function of each declarative utterances uttered by the main character in the film. to identify the pragmatic force need to consider the context of situation and the illocutionary goal. the functions of declarative utterances can be presented on the table 1: table 1 declarative utterances’ functions according to the table above, claimming, complaining, requesting and ordering are the most dominant notions that the main character utter. the other, less dominant notions are advising, apologizing, blaming, sentencing, insisting, appointing, warning, suggesting, and asking. according to cutting (2002: 16) illocutionary force means,’what is done in uttering the words’, the function of the words, the specific purpose that the speaker has in mind. in this case, force is used in the term of illocution. pragmatic force is the interpretation of no. function force/notion ∑data percentage 1. insisting insisting (assertives) 1 3% 2. claiming claiming (assertives) 9 26% 3. complaining complaining (assertives) 4 11% 4. apologizing apologizing (expressives) 2 6% 5. requesting requesting (directives) 4 11% 6. deciding appointing (declaratives) 1 3% 7. ordering ordering (directives) 4 11% 8. warning warning (directives) 1 3% 9. suggesting suggesting (directives) 1 3% 10. accusing blaming (declaratives) 2 6% 11. verdicting sentencing (declarative) 2 6% 12. questioning asking (directives) 1 3% 13. advising advising (directives) 3 9% total 35 100% journal of pragmatics research vol. 01, no. 02 (2019) , pp.166-175 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 174 juhariyah nur hakim, sri haryati, suparno speech depending on the speaker. what the speaker said to hearer can have more than one meaning when it have been interpreted by the hearer. conclusions and suggestion the results in this research found that context has important role in determine the meaning of the utterance. each utterance has its own context that depends on the situation, participants, place, and time. the hearer’s response to katherine wattson’s declarative utterances are varies. from the 35 declarative utterances that have been uttered by katherine watson, there are 13 kinds of force: insisting (3%), claiming (26%), complaining (11%), apologizing (6%), requesting (11%), appointing (3%), ordering (11%), warning (3%), suggesting (3%), blaming (6%), sentencing (6%), asking (3%), advising (9%). the finding shows that there are various kinds of force in declarative utterances. the most dominant notions are claiming, complaining, requesting and ordering while, the other notions are advising, apologizing, blaming, sentencing, insisting, appointing, warning, suggesting, and asking. the implications from this research on language teaching are the researcher can use the pragmatic force of declarative utterances in the film “mona lisa smile” for the references on the teaching learning process. first, the researcher can use the pragmatic force as a teaching instruction in the classroom. in teaching learning process in the classroom, the teacher needs to give clear instruction for students so that the students will understand clearly the details of instructions from the teacher. declarative utterances can be applied in various functions as claiming, complaining, apologizing, requesting, deciding, ordering, warning, suggesting, accusing, verdicting, questioning, and advising. next, the researcher also can use it for the teaching material for the students. the researcher makes lesson plan for junior high school students with the theme “thanking and apologizing expression” in 7th grade as the example of the contribution in teaching declarative utterances in the school. it expected that the students can construct declarative utterances and make interpersonal dialogue in classroom situation between the teacher and the students and vice versa. the various kinds of force may give a big contribution to the speaker and hearer when using declarative utterances in daily communication. from this, the researcher expects that this research will give a contribution or recommendations for learners and other researchers as follows: 1) for students, in english department students, who are interested in studying pragmatics especially on the analyzing of declarative utterances it can be an additional references on their study; 2) junior high school students are expected to have a better understanding on pragmatic fields for exploring declarative utterances in clasroom contexts and make journal of pragmatics research vol. 01, no. 02 (2019) , pp.166-175 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 175 juhariyah nur hakim, sri haryati, suparno interpersonal dialogue in classroom situation with the teacher or peers; 3) for other researcher who are interested to analyze on pragmatic study can use other subjects such as short movies, animation movies, and formal public speech, and reality shows as the subjects of the research and took another speech acts in conducting pragmatic study references journal of pragmatics research vol. 01, no. 02 (2019) , pp.166-176 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index ahmad., & 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(2016) illocutionary and perlocutionary acts on main characters dialogues in john milne’s novel: “the black cat”. indonesian journal of language teaching and linguistics, 1(1), 67-69. journal of pragmatics research vol. 01, no. 02 (2019) , pp.89-99 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 89 an analysis of directive speech act found in “koi mil gaya” movie tira nur fitria stie aas surakarta tiranurfitria@gmail.com submission track: received: 24-04-2019 final revision: 22-10-2019 available online: 31-10-2019 corresponding author: tira nur fitria tiranurfitria@gmail.com abstract the aim of this research is to find out the type of directive speech acts and to find out which directive speech acts most frequently used in “koi mil gaya” movie. the research is conducted by using a qualitative approach. this research describes the phenomenon, the data, the situation, as it is really found. the technique of data collection in this research is a documentary study. from the result of this study, the writer finds that there are 246 utterances of directive speech act produced by the characters in the movie as 196 data. the form of the directive act can be found in utterances which contain words, phrase, clause, and sentences. from the analysis shows that in “koi mil gaya” movie shows a directive speech act which contains three aspects, they are command, request, and suggestion. first, in command, there are 165 data (utterances) or 84.18 %. second, in suggestion, there are 20 data/utterances or 10.20 %. third, in a request there are 11 data//utterances or 5.61 %. while the most dominant type of directive speech act is in command. keywords: speech act, directive, movie introduction pragmatic is part of a linguistic study. pragmatics is about how the listener interprets utterances and the speaker produces interpretable utterances (griffiths, 2006: 21). while yule (2005:3) defines that pragmatics is the study of how more get communicated than what is said. mailto:address@mail.com tira nur fitria 90 therefore, in daily communication, we usually use the utterances in acting, which is known as a speech act. a speech act is a part of a pragmatic study that studies about utterances. speech acts can shed a great deal of light on broader cultural themes, but equally the significance of any particular speech act category can only be fully understood in broader cultural context (abdullah, 2012). nastri et.al (2006) states that the function of speech act is a functional unit of language that informs people to do things with words, which means the speaker performs an act of saying something in order to participate in a communication. according to searle (1969), one can perform only five basic actions in speaking, by means of the following types of utterances, they are representative (committing the speaker to the truth of the expressed proposition), directives (making the hearer to do something), commissive (the speaker commits himself to a certain course of an action to be taken in the future), expressive (expressing the speaker’s feelings, and declarative (bringing out a change in the external situation of the world through utterances. directives are used by the speaker who attempts to get the addressee to carry out an action. according to austin (1962), directives are used by the speaker to get the hearers/listeners do or not to do something. it can be in the form of order, warning, urging, directing, and advising. as stated by cutting (2002: 17), directives cover acts in which the words are aimed at making the hearers/listeners do something, such as commanding, requesting, inviting, advising and suggesting. schmidt and richards (1980), as cited in flor (2005), state that in directive contains speech acts such as request, command, and suggestion. each type of directive has a different purpose and function. the main goal is to get the hearer to do something, although the force of the attempt can differ from one speech act to another. while, amalsaleh et al. (2004) state that the same form of directives may imply the different functions or conversely, the same function also may be expressed via a variety of forms. in short, the researcher chooses this topic based on the consideration of the fact that the directive is found here as a linguistic phenomenon. the writer wants to show several kinds of the directive is used in a movie. directive speech acts often happens in daily life and communication which related to society or community members and language development especially in a movie. they are essential actions in social interactions. it is also can be found in the movie. when the characters in the movie ask the other characters to do something, it means that the characters (as a speaker) perform a speech act which is called as a directive. there are many movies which contain the directive speech act. one of the examples is “koi mil gaya” movie. “koi mil gaya” (english: found someone) is a 2003 indian science fiction film directed by rakesh roshan (who also has a cameo role). it is the first installment in krrish (franchise). the film stars are hrithik roshan and preity zinta in the lead roles with rekha plays an important supporting role. there is a previous study that is related to the directive speech acts in a movie/film. research is written by kristiani and muhartoyo (2013) entitled an analysis of directive speech acts in the movie “sleeping beauty”. this study aims to find out how often the directive speech acts performed and which type of directive speech acts that are most frequently used in the journal of pragmatics research vol. 01, no. 02 (2019) , pp.89-99 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 91 movie. the writer uses a qualitative method by collecting data from watching the movie, analyzing the body movement and the dialogues of each character, read the script and library research. a total of 139 directive speech acts were successfully identified. the result of the analysis shows that the directive speech acts of ordering are the most frequently used in the movie (21,6%). the least frequently used directive speech acts is inviting directive speech acts (0,7%). the study also reveals the importance of directive speech acts in keeping the flow of the storyline of the movie. this study expected to give some useful insights into understanding what directive speech acts are. this research has some similarities and differences with the previous research. in similarities, both of the two pieces of research analyze the same topic of directive speech act and focus on the movie. while in the differences, both of two pieces of research have the different title of the movie. the other differences are in the amount of data analyzed and the result of the research which surely will be different. therefore, the writer is interested in exploring the use of directive speech acts in the movie and wants to find the answers to the following problems in this study. the writer formulates the goals of the research are to find out the type directive speech acts appear in “koi mil gaya” movie and to find out which directive speech acts most frequently used in the movie. research method the research uses using a qualitative approach. creswell (2012) states that in qualitative research, a central phenomenon is the key concept, idea, or process studied. in qualitative descriptive, the description of needs presentations of the facts of everyday language. this research describes the phenomenon, the data, the situation, as it is really found. the technique of data collection in this research is a documentary study. this writer uses a documentary study because the data is in the form of a document or written text. denscombe (2007: 230) argues that documents can be obtained from the internet such as website pages, home pages, or email and they can be treated like online documents. in this study, the data are obtained by watching the “koi mil gaya” movie and read the english subtitle of the movie. the writer finds that there are 196 utterances of directive speech act produced by the characters in the movie. in collecting the data, the writer tries to understand each of the dialogues/utterances and find out the directive speech acts performed in this movie. the writer only takes the dialogues/utterances that contain directive speech acts in this movie. likewise, the writer downloads the script from the internet and prints it. the writer marks the dialogue that contains directive speech acts and identifies what kind of directive speech acts are performed in the dialogue. tira nur fitria 92 results & discussion results from the findings of this research, it is found that the directive act also found in “koi mil gaya” movie. in the dialogues between the characters in the movie, it shows the directive utterances. the form of the directive act can be found in words, phrase, clause, and sentences. furthermore, there are three types of directive acts which exist in this movie, they are command, request, and suggestion. the descriptions are as follows: 1. command a command is more commonly known as imperative. a command is one of the types of the directive act found in “koi mil gaya” movie. a command is used to give orders or exert authority toward someone or something. the usual function of a command/imperative sentence is to give a command or instruction. it tells us to do something. command sentences are used when people are telling someone to do something or not to do something. imperatives are divided into two groups, they are positive and negative imperatives. for example: a. positive form positive command/imperative is to form a positive imperative we use the base form of the verb. the base form is the form in the dictionary. for example: (1) code : 001-kmg-m directive : look! they're responding! (2) code : 049-kmg-m directive : wait! (3) code : 026-kmg-m directive : move...move! (4) code : 082-kmg-m directive : sir! look! (5) code : 156-kmg-m directive : go... go home. from the example, the number 1-5 above show that the utterances contain the directive speech act. we should also use commands when you are writing instructions telling someone how to do something. commands usually start with an imperative verb, also it is known as a 'bossy verb' because they tell someone to do something. the typical form (structure) of an english imperative sentence uses the base verb with no subject. in fact, many imperative sentences consist of nothing but the verb. the final punctuation is usually found is ending a full-stop/period (.) or an exclamation mark/point (!). (6) code : 081-kmg-m directive : please... give me some strength, lord! (7) code : 149-kmg-m directive : lord krishna, please do something. (8) code : 190-kmg-m directive : please, i request journal of pragmatics research vol. 01, no. 02 (2019) , pp.89-99 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 93 from the example, number 6-8 above show that the utterances contain the directive speech act. although we use imperative sentences to give direct commands, we can also use them to give instructions more politely than a straight command. imperatives can also be used with words like "please" or "kindly" to add politeness. (9) code : 028-kmg-m directive : sukhwani, give them a ticket. (10) code : 044-kmg-m directive : give me more. (11) code : 046-kmg-m directive : give us some food. (12) code : 059-kmg-m directive : go and take your seat. (13) code : 068-kmg-m directive : give her a nice present. from the example, number 9-13 above show that the utterances contain the directive speech act. imperative with a pronoun. normally when we use the imperative there is no subject because the subject is obvious—it's you! sometimes, however, to make the subject clear, we do use an object pronoun. for example, “them, me, us, your and her”. (14) code : 071-kmg-m directive : sit down, son. (15) code : 074-kmg-m directive : nisha, save the page. (16) code : 078-kmg-m directive : rohit, come quickly. (17) code : 123-kmg-m directive : rohit, pass the ball. (18) code : 175-kmg-m directive : see, auntie? rohit said he'd make it big someday. from the example, number 14-18 above show that the utterances contain the directive speech act. imperative with a pronoun. normally when we use the imperative there is no subject because the subject is obvious—it's you! sometimes, however, to make the subject clear, we do use a subject pronoun, for example, the name stated above. (19) code : 031-kmg-m directive : hope you've got the message. tira nur fitria 94 from the example, number 19 above show that the utterances contain the directive speech act. from the example above shows that “hope” is placed at the beginning of the sentences. we often express hope and make suggestions with the imperative form, but these are not real commands. (20) code : 037-kmg-m directive : let's go. we'll take you there. (21) code : 066-kmg-m directive : then, let's dance together. (22) code : 075-kmg-m directive : so, let's go to my house! i have my papa's computer. code : 145-kmg-m directive : really? so let's have a match. code : 157-kmg-m directive : let's hide him in my house. my parents are away. from the example, number 19 above show that the utterances contain directive speech act. the imperative with let's. let's with an apostrophe is a contraction of “let us,” which is used in all varieties of speech and writing to introduce a suggestion or request. b. negative form negative command/imperative is to form a negative imperative. sometimes we want to tell someone not to do something. in this case, we simply add the word don't or do not before the verb to make a negative sentence in english, for example: (25) code : 008-kmg-m directive : you want to be the eiffel tower?. don't insult our friend. (26) code : 057-kmg-m directive : don't hit me! i'm telling you the truth. (27) code : 103-kmg-m directive : don't come out. we'll be back in a moment, okay? code : 134-kmg-m directive : don't scream, ma! someone might come here code : 147-kmg-m directive : don't move, okay? from the example, number 25-29 above show that the utterances contain the directive speech act of negative imperatives. the negative form is do + not + base verb. do + not (don’t) + main verb (infinitive) + object or complement. (30) code : 005 directive : don't be disheartened. (31) code : 132 directive : no, ma. don't be afraid! this is jadoo, he's a friend journal of pragmatics research vol. 01, no. 02 (2019) , pp.89-99 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 95 from the example, number 25-29 above show that the utterances contain of the directive speech act negative imperatives. the formula is be + adjective. 2. request a request is one of the types of directive acts found in “koi mil gaya” movie. the request is the act of asking for something to be given or done, especially as a favor or courtesy; solicitation or petition. here, the speaker attempts by the speaker to get the address to do something. moreover, a request is an expression of what the speaker wants the addressee to do or refrain from doing. for example: (1) code : 036-kmg-m directive : i've just arrived in the city. can you tell me where shanti villa is? (2) code : 108-kmg-m directive : can't i see you and rohit are having an affair? (3) code : 189-kmg-m directive : "can you tell me how we will fly so high, without any wings?" (4) code : 195-kmg-m directive : couldn't you even come to receive me? from the example, number 1-4 above shows the directive act of request. here, the speaker attempts by the speaker to get the address to do something. the modal 'can' be a commonly used modal verb in english. it is used to express; ability, opportunity, a request, to grant permission, to show possibility or impossibility. when we make requests, we can use can. in such sentences, can and could be used to make requests. the sentence is structured as a question so as to indicate that you are leaving it at the other person to decide if he wants to help you. we often use can or could to ask people to do things. can and could also be used to express the continuous aspect of verbs of perception (see, hear, feel, taste, smell, etc.) and verbs like understand, remember, etc. (5) code : 182-kmg-m directive : will you have something to drink, rohit? tea, coffee...? (6) code : 183-kmg-m directive : will you teach me? (7) code : 184-kmg-m directive : "come closer, will you?" (8) code : 186-kmg-m directive : will you really teach me? (9) code : 187-kmg-m directive : will you go with us? (10 code : 188-kmg-m tira nur fitria 96 directive : will you be my friend? from the example number 5-10 above shows the directive act of request. we can use "will" to talk about the future. “will” is the auxiliary verb in the future simple tense, but can also be used when requesting someone to do something. it is important to bear in mind that “will” is a more casual way of making the request than using the conditional. we also use will to make requests. we often create interrogative sentences using will to make requests or polite offers. (11) code : 027 directive : may i ask, where you gentlemen were going to, in such a hurry? from the example number 11 above shows directive act of request. "may" is a modal verb. it can also be used to give or request permission, although this usage is becoming less common. in making requests require the speaker to be aware of levels of formality, so it becomes more formal. when making a request using may, only i can be the subject. if you are making a formal request to ask someone, we would say “may, i ask…?”. 3. suggestion a suggestion is one of the types of directive acts found in “koi mil gaya” movie. the suggestion is the speaker’s attitude and intentions when performing an utterance must be taken as a reason for the hearer’s action. for example: (1) code : 022-kmg-m directive : you ought to be the first hand to rise in the class next time. (2) code : 039-kmg-m directive : you ought to be ashamed! you fool people along with these kids? (3) code : 055-kmg-m directive : we ought to hand him over to the police! (4) code : 121-kmg-m directive : you ought to inspire them to move ahead in life. from the example number 1-4 above shows the directive act of suggestion. the verb ought to only exist in the simple present. ought is unlike most other modals because we always use the infinitive to when we use it with the main verb. we use the modal ought to give our opinion of the best thing to do in a particular situation. ought to basically mean the same thing as should, although should is more often used for advice, while ought to be used for moral obligations. modal verbs ‘should‘ and ‘ought to‘ are used to give suggestions, advice, and recommendations. (5) code : 017-kmg-m directive : he shouldn't be in this school in the first place. (6) code : 040-kmg-m journal of pragmatics research vol. 01, no. 02 (2019) , pp.89-99 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 97 directive : you should do that, rohit. (7) code : 056-kmg-m directive : raj, why're allowing him to leave? he should be taught a lesson. from the example number 6-7 above shows the directive act of suggestion. we use should and shouldn't give advice or to talk about what we think is right or wrong. should is a modal verb. it is used to make recommendations or give advice. it can also be used to express obligation as well as expected. when we use should in a sentence, it gives the meaning of “it is a good idea”. should usually be used to give advice, a recommendation or a suggestion. this is to say that it is the right thing to do or the correct thing. this example also includes something called “phrasal modals” – phrases such as has to, ought to. you can use any subject, place “should” after the subject, but before the base verb. the formula is subject + should + base verb. we can change the subjects in the sentences and you will see that when we use should, the verb remains in the base form. should not or shouldn’t, just puts the sentence in the negative form. we use shouldn't advise doing something, usually because it is bad or wrong to do. then, we are not recommending something, not advising something, not expecting something or “it’s not a good idea.” should also be written in passive. the formula is modal + be + past participle. it indicates that something must/can/should be done by someone at sometimes. discussion directive act related to the speaker's communicative intention in producing the utterances. the speaker normally expects that his/her communicative intention will be recognized by the hearers. both speaker and hearer usually help this process by the circumstances surrounding the utterances. mey (2001: 120) states that the directive speech act is an effort of the speaker to direct some goals of the hearer’s action. it means that the speaker has some goals by getting the hearer to do something. the directive act has a function to express what the speaker wants. it means that both of the speakers and the hearers need to understand about the directive speech act in order to create clear and good communication. it indicates that the core of directive speech acts is to get someone else to act something like the effect of the speaker’s utterances. based on kreidler (1998: 190-191) there are three kinds of directive utterances can be recognized: commands, requests, and suggestions. a command is effective only if the speaker has some degree of control over the actions of the addressee. a request is an expression of what the speaker wants the addressee to do or refrain from doing. a request does not assume the speaker. a suggestion is the utterances which we make to other persons to give our opinions as to what they should or should not do. tira nur fitria 98 besides that, the directive act is also can be found in the movie, for example in “koi mil gaya” movie. in the conversation between the characters, it can be found the directive utterances as 196 data. the form of the directive act can be found in utterances which contain words, phrase, clause, and sentences. furthermore, there are three types of directive acts which exist in this movie, they are command, request, and suggestion. below the table frequency of directive speech in “koi mil gaya” movie. table 1. frequency type of directive speech act directive speech act command suggestion request total 165 20 11 % 84.18 10.20 5.61 from the table above, it shows that in “koi mil gaya” movie shows a directive speech act which contains three aspects, they are command, request, and suggestion. first, in command, there are 165 data (utterances) or 84.18 %. second, in suggestion, there are 20 data/utterances or 10.20 %. third, in a request, there are 11 data//utterances or 5.61 %. while the most dominant type of directive speech act. first, in command. the command is defined as to give orders or exert authority over someone or something. from the example above shows the directive act of command. here, the speaker expects the hearer to do what he wants about. then, it has to the hearer, he must do it. in this case, the hearer expresses the speaker’s intentions. second, in suggestion. here, the speaker gets the hearer to do something, in suggestion, and the speaker asks the hearer to take some action which the hearer believes that it will give benefit for her/himself. in making a suggestion, the hearer can follow or not what is the speaker to suggest about. it depends on believing and benefit of the hearer. third, in the request. the request is the act of asking for something to be given or done, especially as a favor or courtesy; solicitation or petition. moreover, the request is an expression of what the speaker wants the addressee to do or refrain from doing. conclusion in “koi mil gaya” movie shows the directive act. the form of the directive act can be found in utterances which contain words, phrase, clause, and sentences. furthermore, there are three types of directive acts which exist in this movie, they are command, request, and suggestion. below the table frequency of directive speech in “koi mil gaya” movie. in the conversation between the characters, it can be found the directive utterances as 196 data. the form of the directive act can be found in utterances which contain words, phrase, clause, and sentences. furthermore, there are three types of directive acts which exist in this movie, they are command, request, and suggestion. below the table frequency of directive speech in “koi mil gaya” movie. journal of pragmatics research vol. 01, no. 02 (2019) , pp.89-99 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 99 from the analysis shows that in “koi mil gaya” movie shows a directive speech act which contains three aspects, they are command, request, and suggestion. first, in command, there are 165 data (utterances) or 84.18 %. second, in suggestion, there are 20 data/utterances or 10.20 %. third, in a request, there are 11 data//utterances or 5.61 %. while the most dominant type of directive speech act. references abdullah, esbah shaker & thomas voon foo. 2012. offering as a commissive and directive speech act: consequence for cross-cultural communication. international journal of scientific and research publications, volume 2, issue 2, march 2012. amalsaleh, e., yamini, h. & yarmohammadi, y. (2004). directives used in university classrooms. journal of literature and language 5 (1) p. 1-27. retrieved january 14, 2019 from www.ensani.ir/storage/files/20120506 112631-5138-96.pdf creswell, j.w (2012). educational research (4th ed.). boston: pearson education cutting, joan. (2002). pragmatic and discourse. new york: routledge. denscombe, m. (2007). the good research guide: for small-scale social research projects. new york: open university press. flor, a, m. (2003). non-native speakers production of advice acts: the effect of proficiency. resla. 16: 139-153. griffiths, patrick. (2006). an introduction to english semantics and pragmatics. edinburgh university press ltd kristiani & muhartoyo (2013). an analysis of directive speech acts in the movie “sleeping beauty”. unpublished thesis. jakarta: binus university kreidler, c. w. (1998). introducing english semantics. london: routledge. mey, j. (2001). pragmatics. oxford: blackwell publishing. nastri, j., peña, j., & hancock, j. t. (2006). the construction of away messages: a speech act analysis. journal of computer-mediated communication yule, george. (2005). pragmatics. new york: oxford university press. http://www.ensani.ir/storage/files/20120506%20112631-5138-96.pdf journal of pragmatics research vol. 01, no.02, (2019), pp.139-155 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 139 the flouting maxim on twitter influencers’ tweets nibros hassani iain salatiga nibroshassani@gmail.com submission track: received: xx-xx-2019 available online: 30-10-2019 corresponding author: nibros hassani nibroshassani@gmail.co m abstract this study aims to discover the use of maxim principles on the tweets that made by certain of indonesian social-media influencers which the method is conducted qualitatively. the data is taken from twitter.com and twitter app, where the researcher captured the tweets randomly and analyzed it by using maxim relevance principle as the tool of analysis. the result shows vary: most of the conversations were not obeying the maxim of relevance principles, or in other words do not imply maxim of relevance principle. moreover, the intentions are to make jokes, and to run the conversation smoothly while doing the flouting. keywords: maxim of relevance, twitter, social media influencer introduction language plays a great role in our life (bloomfield & sapir, 1922). meanwhile many linguists were using whorf’s hypothesis about language that the way society uses a language can determine its worldview about world, gunarwan stated : language is influenced by culture around it. for instance, javanese must be influenced by javanese culture. there’s term called ”empan papan” to say version of the social structure in society according to javanese people while it’s occured too in basa jawa or javanese (gunarwan, 1999). in case of pragmatic as a branch of linguistic, how language is used in communication is matter. pragmatic studies what meant by the speakers when doing the interaction. in short, pragmatic is a study concerns the meaning which is effected by things outside the language. to understand what happens in a conversation for instance, we need to know how the relation and social distance work among them, or even relative status among them. here’s one of the example : nibros hassani 140 (1) a : setelah ini, kerjakan yang lain (after this, do the next thing) b : baik, bu. (yes, madam) (2) c : bantuin, dong! (help me, can’t you!) d : sabar sedikit kenapa, sih? (can’t you just be patient?) as an indonesian speaker, we can conclude both conversations were done by different person and social status. the first conversation (1) is uttered by a who has higher status than b, while in the second conversation (2) c and d has the same status. a good social interaction could be done when some requirements are fulfilled, one of them is politeness principle. moreover, in a conversation a speaker must have certain means when utters something. the means in such conversation are called as implicature. according to grice as cited by kushartanti (2005), in the principle of cooperation, a speaker should not violate four maxims. maxim is a principle that is must obeyed by the speakers in the interaction to make sure the conversation is done smoothly. the four maxims are : maxim of quantity, maxim of quality, maxim of relevance, and maxim of manner. a conversation done nowadays is not only uttered offline, but also online. this also includes the effect of industrial revolution 4.0 which demands a change on how people communicate (cahyono & hassani, 2019). the demands on technology use have made the interaction among people elevate to online, which has lots of advantages than the conventional one (and right back then, the disadvantages). social media has became the most dominant medium used by people at present : facebook, twitter, snapchat, instagram, and many more. twitter, as one of the social media existing and used by many indonesians becomes the object of this research. twitter is an american online news and social networking service on which users can post and interact with messages known as “tweets”. founded by jack dorsey, noah glass, biz stone, and evan williams in 2006, twitter has internationally recognized as popular social media in addition many great people use twitter to interact with the users. as of 2018, twitter had more than 321 million monthly active users. content of tweets according to pear analytics mostly is pointless babble (40.1%) and secondly is conversational (37.6%). twitter has feature which support its users to interact by replying, sending a direct message, and commenting on a journal of pragmatics research vol. 01, no.02, (2019), pp.139-155 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 141 tweet. indonesia (herman & mononimbar, 2017) became the fifth-largest country in terms of twitter users. research gap and novelty the prior researches haven’t discussed the conversation occured in twitter which can lead to the cyberculture discussion. additionally, most of pragmatics researches used conversation on youtube, film, novel, as the object of analysis. based on the prior statements, the researcher excites to do a research on twitter conversation as object of the study. as the user of twitter too, the researcher has further observed the conversation done by some twitter influencers. influencer here means, the user gained more than thousands of followers and many interactions each day above the average of normal users. some of the influencers are public figure, and some are not. in order to answer the researcher’s curiosity, the maxim principles particularly the maxim of relevance will be the tool of analysis. last but not least, the researcher will explore further the discussion by giving this research a title “the flouting maxim on twitter influencers’ tweets” due to the recent findings, and expect this research can give significances on cyberculture, social media, linguistic, and pragmatic study. literature review pragmatics in how we communicate, someone tends to be communicative so the messages are delivered to other speakers succesfully. may states (hidayati, 2017) communication requires people to cooperate; the “bare facts” of conversation come alive only in a mutually accepted, pragmatically determined context. thus, in every conversation, this discussion is related to cooperative principle which is stated by grice and will be discussed further in the scope of pragmatic studies. pragmatics is a branch of linguistics conceived as dealing, separately from others, with the meaning that a sentence has in a particular context in which it is uttered (“concise oxford dict. linguist.,” 2014). pragmatics distinguishes from semantics, which conveiyed as studying meaning independently of contexts. for instance, there’s a car coming would have the meaning out of context of a statement that a car is coming. but on a specific occasion it might be a nibros hassani 142 warning to a pedestrian not to step onto a road, or could be an expression of hope that people invited to a dinner are at last arriving, and so on. moreover, in particular, pragmtics includes the study of implicatures as opposed to literal meanings or truth conditions of sentence. another definition comes from leech (ulliyadhi & raharja, 2019), he explains that general pragmatics is abstraction between the study of language in total abstraction from the situation, and the study of more socially specialized uses of language, that pragmatics is the study about the relation between language and context that are used in the community. employing maxim principles in the conversation conversation is a cooperative activity (firdaus, thahara, & amelia, 2017). thus, grice has stated this principle, known as cooperative principle (cp) consisting 4 maxims of conversation. here’s the detailed which leech adapted from grice (leech, 2014) : 1. maxim of quantity in this maxim, participants of a conversation give their contribution as is required in term of the quantity of information. in making contribution in their conversation, the participants should give their contribution as much as is necessary, and should not give more information or less information to the listener. for instance, a : anak gadis saya sekarang sudah punya karir (my daughter has a career now) b : anak gadis saya yang perempuan sudah punya karir (my daughter who is girl has a career now) to compare both sentences, the word ‘daughter’ already explains a girl, so the sentence b violates the maxim of quantity, giving unnecessary contribution. 2. maxim of quality based on maxim of quality, a conversant must say actual things, because sometimes the conversants do not feel sure with what they informed. for instance, iain salatiga building is located in salatiga, not in semarang or ungaran, unless there are people who do not know. in other words, the rules in this maxim are : (i) say what you believe to be false and (ii) say that for which you lack adequate evidence. journal of pragmatics research vol. 01, no.02, (2019), pp.139-155 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 143 3. maxim of relevance in this maxim, the conversant must maintain the conversation stays on the topic and relate to the context. if not, the conversation will not run smoothly and successfully because the topic is easily to be understood. in other words, in this maxim the rule is being relevant with the topic. for instance, when a says : what time is it? then b should answer 9 am, not “today is a hot day” or another irrelevant answer. 4. maxim of manner in maxim of manner, the utterance that is conveyed must not be unclear. there are two kinds of clarity : clear text (syntax and phonology of the language) and clear message (the sense of illocutionary goal conveyed is understandable). furthermore, grice states this maxim must obey these rules : (i) avoid obscurity of expression (ii) avoid ambiguity. (iii) be brief (avoid unnecessary prolixity) (iv) be orderly. twitter : a medium of conversation before jumping further, the first topic of paragraph should be about the medium itself. medium (a singular term : “media”) is referred to the specialised and separate institutions and organisations in which people worked: print media and the press, photography, advertising, cinema, broadcasting (radio and television), publishing, additionally is referred to the cultural and material products of those institutions (the distinct forms and genres of news, road movies, soap operas which took the material forms of newspapers, paperback books, films, tapes, discs (lister, dovey, giddings, grant, & kelly, 2008). while the era came into early 1990’s and the definition got broader, the term ‘new media’ appeared and change the landscape of the studies. new media study has been discussed many times and became an evidence of the era’s shift with all the new media characteristics : digital, interactive, hypertextual, virtual, networked, and simulated. twitter as social networking (and american online news) has gained worldwide popularity and with more than 321 million monthly active users as of 2018. the service’s popularity also increased since the covering of politics in the united states and presidential nibros hassani 144 election, also became the largest source of breaking news at that time. several issues and controversies are appearing ever since. twitter has been used for multipurposes and so is social movement, and education. for instance, the recent research finds twitter encourages interactive learning, and at improving students’ interaction to their teacher which leads to higher grades achievement. many of world public figure and leader use this service to communicate with other people too. twitter diplomacy, as many of world diplomats have used the service to do such work, the use of twitter could engage to foreign publics and produce new political relation. furthermore, several accounts have managed to be the users with largest follower base ss of 30 january 2019 : (1) @katyperry (2)@justinbieber (3)@barackobama. in indonesia, as it is reported by jakarta globe, the users has emerged to place its country to top-five of largest users in the world with nearly 23.34 million active accounts. according to giv (tjahjono, 2019) some of public figures has spotted the largest audiences, with more than 17 millions followers (agnez mo), followed by raditya dika with 15 millions of followers. some of new profiles have managed to compete : pocong (+8 199 followers), arnold poernomo (+5 491 followers), fiersa besari (+5 466 followers), kaesang (+5 074 followers) and the latest joko widodo (+4 390 followers). as the prior purpose of using twitter to engage with public, these users also influence the upcoming issues and so is for marketing. some of them who can get lots of interaction daily is called to be twitter influencer. previous researches the prior researches haven’t discussed about the analysis of maxim on twitter, most of them are discussing other media like novel, video, and pop literature as the object of data. some of the titles of research are as followed : 1. maxim of cooperative principle violation by dodit mulyanto in stand-up comedy indonesia season 4 this research discusses violations of maxim occured in suci presented by dodit mulyanto, an indonesian entertainer. the result says dodit has violated maxims of cooperative principle in various ways in order to raise humor of the audience, not more. it comes to conclusion that, the violation of cooperative principle is not always become a bad thing in communication. furthermore, it may be applied in daily life in order to make a joke, to perform stand up comedy or public speaking, to make teaching method more interesting for the teacher or journal of pragmatics research vol. 01, no.02, (2019), pp.139-155 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 145 lecturer and of course . thus, the function of violating maxim also appeared in this research. furthermore, it can be observed that it is the ambiguity that induces humor. in what has referred as “english linguistic jokes”, ambiguity exists at all levels of language viz. phonological, morphological, semantic and syntactic levels. as ilham taghiyev has stated ‘it can be considered the most productive source of linguistic jokes. as it was stated above, ambiguity has two main types – lexical-semantic ambiguity and structural-syntactic ambiguity’ (taghiyev, 2017). 2. analisis linguistik prinsip kerja sama dalam tuturan cerita humor nawādir juhā li al-athfāl (linguistic analysis of cooperative principle in the speech of nawādir juhā li al-athfāl humor story) using popular (pop) story as the object analysis, this research mostly describes about the analysis of the maxim violation (ulam, emzir, & nuruddin, 2018). as the result, the popular story tends to violate and in contrast obey the maxim principle to create humor and as the creativity of the author to entertain the reader. 3. an analysis of maxims flouting in “the jungle book” movie script in this research, the floutings are mostly done to avoid discomfort and to show prolixity (br & sembiring, 2017). other findings are the violation of maxim quantity because the characters often talked actively to give more explanation, while the maxim of quality is the lowest because the characters often tell the truth as a fact to avoid misunderstanding. 4. pelanggaran prinsip kerjasama (cooperative principle) dalam percakapan (the violation of cooperative principle in the conversation) using “the davinci code” as the object of analysis, the floutings are mostly done to even to make the other speaker understand, and the flouting becomes the bridge to the implicit meaning (hidayati, 2017). in other words, the cooperative principle which isn’t employed is even to make the conversation run smoothly. nibros hassani 146 some of researches analyzed the violation of maxim. for instance, some researches as follows 5. “pelanggaran maksim (flouting maxim) dalam tuturan tokoh film radio galau fm: sebuah kajian pragmatik” (the flouting maxim in the speech of radio galau fm’s film figures : a pragmatic study) in this research, the findings show the violations occured in the dialogue shows the normal communication in daily life or in other words, to support conversation running smoothly. the violations were there to support humor, convince the conversant, avoid conflict, giving attention and surprise. based on the analysis conducted, the violation of 4 maxims are existing (hidayati, 2018). 6. “pelanggaran prinsip percakapan dan parameter pragmatik dalam wacana stand up comedy dodit mulyanto” (the violation of speech principle and pragmatic parameter in the discourse of stand up comedy dodit mulyanto) based on the research above, the maxim flouting on the video above occured due to several characteristics like diction games, culture, intention/aims of interaction, situation, the use of humor theory, and heckler (lestari & bambang indiatmoko, 2016). this research analyzed the parameter of flouting maxim which specifically described on politeness violation and the violation of pragmatic parameter : social distance, social status, and rank of speech act. the violation of cooperative principle exists on violation of maxim quantity, quality, relevance, and manner. secondly, on the principle of politeness the flouting shows on the maxim of wisdom, generousity, satisfaction, humbleness, agreement, and sympathy. research method this research is conducted by employing qualitative method since the research deals with words, and the purpose is to explain a phenomena or individuals (zacharias, 2012). the research question is on-going and dynamic, the participants involved is in small number, and the length of study is long term. the language is descriptive, not technical. the data analysis is not statistical but interpretative by categorizing the data. journal of pragmatics research vol. 01, no.02, (2019), pp.139-155 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 147 the data is collected randomly during the researcher’s use on twitter app in more than 3 months researching by selecting the tweets based on which tweet mostly got lots of interaction, likes, and comments, the tweets were posted by the influencers. in order to maintain the informed consent and the quality of research, the researcher decides to not provide any details information of the influencer, thus the tweets were chosen according to the popularity and interaction from the public users. the research is limited to (i) do the users obey the cooperative principle, maxim, particularly maxim of relevance (ii) what purpose usually the users have in order to violate the maxim. results & discussion data result and analysis in this part, the data result of 14 tweets from twitter are shown involving the translation and analysis. 1. btw, selamat buat timnas u-22 atas piala aff-nya! semoga tida menjadi butut seiring bertambahnya usia~ (a) yang penting ga syuting di iklan sosis so nice (b) apa lagi jadi artis ga jelas kek di acara acara berbobot by the way, congratulation to timnas u-22 on behalf of aff championship! hope it will not be old due to the increasing age) (a) what matter is not to do so nice sausage ads (b) even more becoming unknown artist like in weighted shows in this conversation, the users who replied tend to agree with the tweet posted even violated the maxim of manner and quality, but still obey the maxim of relevance to support the idea of the tweet. 2. ya sesabar2nya manusia kalo sampe disalahkan atas kesalahan yang tida dia perbuat pasti bakal emosi dong!!1!1!1 nibros hassani 148 (a) apalagi kalo ga ngakuu...emosi pake bgt (b) (c) apalagi kalo kapan nikah -, (absolutely, the most patience human being but if get blamed over all things he/she didn’t make he/she must be pissed off) (a) even more if he/she doesn’t confess anything...we’ll be pissing off more (b) i must be very pissed off when people ask when i will graduate (c) even more when i will be married in this tweet, the user protested a condition which was supported by other users, which all of those obey the idea of the tweet. 3. paling gabisa kalo diajakin ngobrol sama abang-abang ojol, mungkin dia butuh temen ngobrol atau biar gak sepi, kadang karna keasikan, jalannya jadi lama trus abangnya gak fok (a) ah udahlah angkuh mah angkuh aja. iyadeh maunya ngobrol sama yang followers (b) pdhl kitanya lagi buru2 hhhh (c) bukannya gamau diajak ngobrol, tapi emg aku ga kedengeran kl ngobrol dimotor yg lagi jalan ;( (d) nahh. sering terjadi (i can’t ever join a chat with online drivers, may be he needs someone to have chat or to not feel lonely, sometimes when it is getting too over, the trip becomes so long then the driver doesn’t focus with the road, and the became getting lost) (a) see, just be arrogant then. see, you just want to talk with someone who has lots of followers, don’t you? (b) the truth is we’re on hurry hhhh (c) it is not we won’t reply the chat, but because i just don’t hear when having chat on the motorcycle that is on its way in this conversation, the flouting maxim shows in the first reply which the user wants to show a joke regarding the idea of the tweet, the second reply is obeying the maxim of relevance, and the last is obeying the maxim of relevance while also add another idea but still relates to the topic. journal of pragmatics research vol. 01, no.02, (2019), pp.139-155 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 149 4. hukuman manusia di dunia yang paling kejam itu adalah pengeluaran selalu lebih daripada pendapatan (a) (b) apalagi kalau lagi musim kondangan hmmmm the most cruel punishment in this world is that the outcome is always more than the income (a) reading this and feel sad of myself (b) moreoverwhen it comes to marrying season hmmm in this tweet, the replies show 1 violation of maxim, and the use of maxim of relevance in the second reply in order to support the idea of the tweet. 5. jika nasi sudah menjadi bubur, tambahkan ayam saja (a) tidak pake kacang dan daun bawang pak (b) tambah cakwe juga enak loh pak (c) iya tambah juga kecap, kuah kuning, kacang, seledri, kerupuk (d) daun bawang kali, kok seledri memangnya sayur sop when the rice becomes porridge, just add the chicken (a) why not use peanuts and leeks (b) add the cakwe is delicious too sir (c) yup, add the soy sauce too, the yellow sauce, peanuts, the celery, and crackers (d) leeks, aren’t they, why celery it is not a soup in this tweet, the replies show the cooperative principle and the maxim of relevance in order to support the idea of the tweet and to make jokes. 6. kenapa pesenan makanan temen selalu terlihat menarik daripada pesenan makanan sendiri (a) karna sejatinya minta lebih enak drpd beli sendiri:v (b) gak cuma pesenan, apa aja yang bukan punya kita kelihatan lebih menarik hahahahaha (c) cowo orng juga terlihat menarik, bukan begitukah mba? (d) kalo cowonya adam levine mba why our friends’ food order always looked interesting than our own food order (a) because the fact is, asking is more delicious than purchasing by our own self :v nibros hassani 150 (b) not only order, whatever it is when it doesn’t belong to us is always looked interesting hahahaha (c) someone’s boy is also looked interesting too, isn’t it sister? (d) only when the boy is adam levine, ofcourse sister in this tweet, the couple of replies show the maxim of relevance to support the idea of the tweet, while the others violate the maxim to make a joke 7. belum duduk dari jam 4 subuh. mau saingan sama nyonya meneer yang berdiri sejak 1918. (a) kalo kamu jadi nyonya kau aja bep. (b) anda lucu (c) mau marah tapi cakep haven’t sit since 4 am morning. i want to compete with nyonya meneer which has stood since 1918. (a) why just not be my madam, darl (b) you are funny (c) want to get mad but you’re pretty in this tweet, the replies are violating the maxim but shows a relevance on supporting the idea of the tweet. 8. aku ganteng versi quick view (a) aku cantik versi quick dream (b) ganteng versi kelilipan i am handsome in quick view version (a) i am pretty in quick dream version (b) handsome in slip version in this tweet, the replies show flouting of maxim but still support the idea of the tweet which can be related to the topic. 9. diakhir film avengers, iron man memeluk agama islam dan mengganti namanya jadi m. imron (a) black widow menjalani taaruf supaya tidak widow lagi (b) thor telinganya di adzanin lgsg ganti nama jd moch thoriq. journal of pragmatics research vol. 01, no.02, (2019), pp.139-155 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 151 in the end of avengers film, iron man converted to islam and change his name to m. imron (a)black widow perform taaruf so that its not widow again (b) thor’s ears are being performed adhan then directly change his name to moch toriq. in this tweet, the replies show they support the idea of the tweet with flouting maxim, additionally to support the humor. 10. “kalo harga pesawat mahal ya pertimbangkan moda transportasi lain, kan banyak” sa pu bapa tiap bulan ke jayapura & palangkaraya operasi, ko suruh de naik lumba-lumba ka hiu? indonesia tra cuma jawa ee. (a) itu yang bilang transportasi laen suruh de coba naek kole kole dulu dari jawa sampe jayapura, atau tidak suruh de naek naga terbangnya indosiar, begitu ka, emosi ane (b) naga terbang sudah punah skrg nyisa nagabonar kak (c) naga daenerys masih ada 1 kalau mau coba naik naga (d) kasian bang kalo buat boncengan “if the airfare is expensive then consider other mode of transportation, which are plenty” i have father gone monthly to jayapura and palangkaraya doing a surgery, you ask him to drive on dolphins or sharks? indonesia is not merely java you know. (a) tell him who said other transportation, command him to go on kole-kole first from java to jayapura, or not asking him to go on indosiar’s flying dragon, right, this pisses me off (b) flying dragon is extinct already, bro, now is nagabonar which exists (c) daenerys dragon is still available 1 if you want to try go on a dragon (d) pity of them if we use it to go on together the users response to support the idea of the tweet show a maxim of relevance, where the other are violating in order to make a joke 11. “besok aq mau outing ke puncak sampe jum’at. kelean baik2 ya disini :* “ (a) tiati ya jangan ilang (b) ya (c) kamu kmn aja beb? nibros hassani 152 (d) kenapa harus cowok sich yang nanya?  tomorrow i will go outing to puncak until friday. be fine here, everyone :* (a) be careful, don’t get lost (b) ok (c) where have you been around, darl? (d) why is it must a boy who asks  in this tweet, the influencer tries to interact with the followers while one of them reply is supporting the idea of the tweet and not violating the maxim, and another one is not violating too to perform a joke. 12. ngantuk saat kuliah malah menyalahkan cara dosen mengajar, itu karena anda terlalu sering bergadang (a) saya yang ngantuk knp bapak yg repot (b) semalam saya lihat motogp pak, valentino rossi naik podium. (c) berapa usianya sekarang? (d) ini soal quiz apa bukan pak? sleepy during the class but put the blame on the ways of lecturer do the teaching, that’s merely because you stay up late too much (a) i am the one who is sleepy but why you got the messed up (b) last nite i watched motogp sir, valentino rossi was on the podium (c) how old is he now? (d) is this question quiz or not, sir? 13. telor dadarku setelah tahu ia dihina-hina  (shows a pic) (a) varian apa ini min (b) overcooked (c) platingnya coba belajar lagi ya denger gak kalo dibilangin (d) ini kamu goreng apa kamu bakar? kamu ga bisa bedain mana minyak mana areng? (e) m-maaf chef  (f) saya ga ada masalah sama rasanya. cuma plating sama appearance sama muka kamu itu nyolot journal of pragmatics research vol. 01, no.02, (2019), pp.139-155 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 153 (g) maaf chef  my fried egg after its got humiliated  (shows a pic) (a) what’s variant is this, min? (b) overcooked (c) you must learn again about the plating, don’t you listen when i tell (d) you fry it or you burn it? can’t you distinguish which one is oil, which one is charcoal? (e) s-sorry chef  (f) i don’t have a problem on its taste. but the plating, and appearance, and your face is sticky (g) sorry chef  in this conversation, the influencer and the followers obey the maxim of relevance which they support the idea of the tweet, related to the topic, even finds too the violation of manner, but they are showing a purpose to make a joke. 14. pada setiap perjuangan yang sia-sia ada batin yang berteriak asu-asu. astaghfirullah, untung udah buka ~ (a) nek tak rasak rasakke mpean saiki jarang sambate akeh misuhe yo le (b) perasaan banget sih  (c) min misuh min @nkmthi (d) admin seh tadarusan (e) jare mang ngopi saiki tadarusan on every worthless fight there must be a heart saying asu-asu. astaghfirullah, luckily its already breakfasting~ (a) if i wandered, you’re now rare to complain and much more cursing right bro (b) can’t agree more (c) min, curse min @nkmthi (d) admin is still reciting quran (e) you said you’re having coffee now, you’re reciting the qur’an in this tweet, the flouting maxim shows in the replies and how the replies are unrelated to the topic but the flouting occured also in order to make a joke. nibros hassani 154 conclusion the findings show the flouting maxims are shown vary and have multi purpose such (i) to make jokes (i) to make the speaker understand while both purpose are done in flouting and in contrast. this means, the cooperative principle is not always obeyed to maintain the conversation, because it can happen in the right back then conditionally. the maxim of relevance is not always obeyed too, because the context of conversation can be different. for further research, the researcher suggests other research in the field of ethnolinguistic, ethnopragmatic, antropholinguistic, where the cooperative principle or maxim can be employed, the research which uses conversation in social media as the object of analysis. references bloomfield, l., & sapir, e. 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(2012). qualitative research methods for second language education. 170. 23 journal of pragmatics research vol. 1, no. 1, pp.23-29 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index analysis on politeness principle in kung fu panda 1 the movie alfin rosyidha, irfi n. afdiyani, ayu d. fatimah, izzatun nisa department of english, mangalore university, karnataka, india e-mail: alfinrosyidha@gmail.com submission track: received: 18-03-2019 final revision: 20-03-2019 available online: 25-03-2019 corresponding author: alfin rosyidha, alfinrosyidha@gmail.com abstract this article aims to identify the types of violation of conversational maxims created by cartoon comic entitled “be like bro” in the english version and also to describe how the humorous situation can be created from those violations. there are two findings in this research. first, those six data show that there is a violation of conversational maxims, which are the maxim of quantity, the maxim of relevance, and the maxim of manner. those six data also show that the humorous situation is creating by incongruent meaning in the conversation and releasing the feeling. keywords: pragmatics, politeness principle, movie. introduction language is a tool which used to communicate and to deliver our ideas. according to raymond williams (1977: 21), language is a definition of human being in the world which always explains something implicitly or explicitly. it is because language is involved in every aspect of human experience, and creates as well as reflect image of that experience. therefore, it is impossible to imagine human being without language. the specific study which studied about language called linguistics. there are many types of linguistics. those are micro linguistics and macro linguistics. in micro linguistics, it consists of phonetics and phonology, morphology, syntax, pragmatics, and semantics. in macro linguistics, it consists of psycholinguistic, sociolinguistics and anthropo-linguistics. all of those branches have specific field to be studied. the branches which studied about speaker’s meaning called pragmatics. according toyule (1996), pragmatics is the study which concerned with the meaning as communicated by a speaker (or writer) and interpreted by a listener (or reader). in addition, pragmatics studies about the language and its context in a community of speech. furthermore, we have to be polite using the language to communicate in a community. the part of pragmatics which focuses on studying about politeness called politeness principle. leech defines politeness as forms of behavior that establish and maintain comity. politeness principle usually used in a school life between teacher and students, between parents and children, between the older and the younger and so on. indeed, after watching the movie kung fu panda 1, the writers found phenomena about the use of politeness principle in kung fu’s circumstance. it makes the writers are interested in knowing more about politeness principle used in the movie kung fu panda 1 and knowing more about the applying of each politeness principle in conversations. therefore, the writers conduct some research questions as follows: 1. what is the type politeness principle used in the movie kung fu panda 1? 2. what is the most and the least maxim usually used in the movie kung fu panda 1? mailto:alfinrosyidha@gmail.com 24 3. how do the figures in the movie kung fu panda 1 use politeness principle in the communication? literature review there are some definitions about pragmatics that can help us to understand it deeply. grundy (2000, p.3) states: “pragmatics is about explaining how we produce and understand such every day, but apparently rather peculiar uses of language.” it means that pragmatics, the study explains us how to produce utterances and comprehend what people say in daily conversation although maybe they use unfamiliar language. levinson (1983, p.9) gives a definition that pragmatics is the study of those relations between language and context that are grammaticalized, or encoded in the structure of a language. this means pragmatics has relation with grammar because what we will say must grammatically correct. thus, this study cause us learn how to make utterances that are right in grammar and the hearer can interpret the meaning. besides, pragmatics is a systematic way of explaining the language use in context. it seeks to explain aspects of meaning which cannot be found in the plain sense of words or structures, as explained by semantics.(moore, 2003). leech (1983, p.11) explains that general pragmatics is abstraction between the study of language in total abstraction from the situation, and the study of more socially specialized uses of language. hence, it is clear that pragmatics is the study about the relation between language and context that are used in the community. from the definitions above, it can be concluded that pragmatics is a field linguistics study which does not only explain about language but also explain how to produce and understand the language use in our real life following the factors that influence the language choice. it teaches us how to apply it in our daily life. politeness principle the politeness principle is a series of maxims, which geoff leech has proposed as a way of explaining how politeness operates in conversational exchanges. leech defines politeness as forms of behaviour that establish and maintain comity. that is the ability of participants in a social interaction to engage in interaction in an atmosphere of relative harmony. in stating his maxims leech uses his own terms for two kinds of illocutionary acts. he calls representatives “assertives”, and calls directives “impositives”.  each maxim is accompanied by a sub-maxim (between square brackets), which is of less importance. these support the idea that negative politeness (avoidance of discord) is more important than positive politeness (seeking concord)  not all of the maxims are equally important. for instance, tact influences what we say more powerfully than does generosity, while approbation is more important than modesty.  note also that speakers may adhere to more than one maxim of politeness at the same time. often one maxim is on the forefront of the utterance, with a second maxim being invoked by implication.  if politeness is not communicated, we can assume that the politeness attitude is absent. leech proposed six types of politeness principle, such as tact maxim, generosity maxim, approbation maxim, modesty maxim, agreement maxim and sympathy maxim, which as follows: 1. tact maxim (a1)  minimize cost to other.  maximize benefit to other. 2. generosity maxim (a2)  minimize benefit to self.  maximize cost to self. 3. approbation maxim (a3)  minimize dispraise.  maximize praise of other. 25 4. modesty maxim (a4)  minimize praise of self.  maximize dispraise of self. 5. agreement maxim (a5)  minimize disagreement between self and other.  maximize agreement between self and other. 6. sympathy maxim (a6)  minimize antiphaty between self and other.  maximize sympathy between self and other. research methodology the approach for studying kung fu panda1 is a descriptive qualitative method. it’s because a qualitative approach is a research procedure that produces the descriptive data in the form of written words. the data sources in this study are the utterances in video movie of kung fu panda 1 which is downloaded from youtube. furthermore, the writers make a field note so that it could be easier to analyze the politeness principle found in the movie. in this case, the researcher conducted observation and transcript analysis. furthermore, to know the frequency of the most and the least politeness principle used in the movie, the writers used quantitative analysis. finding and discussion the data were the scripts of kung fu panda 1 below which analyzed by politeness principle in detail. this research discovered that all types of maxims were violated and they were shown in percentage in the following table. the percentage overview of politeness principle found in kung fu panda 1 as follows: no kind of maxim symbol frequency 𝑿 = 𝑭 𝑵 𝒙𝟏𝟎𝟎% 1 tact maxim a1 10 9,8 % 2 generosity maxim a2 5 4,9 % 3 approbation maxim a3 24 23,5 % 4 modesty maxim a4 11 10,8 % 5 agreement maxim a5 45 44,1 % 6 sympathy maxim a6 7 6,9 % total 102 100 % table above shows that there are 102 utterances of politeness principle in kung fu panda 1 movie. first, there are 10 utterances (9,8%) of tact maxim. second, there are 5 utterances (4,9%) of generosity maxim. third, there are 24 utterances (23,5%) of approbation maxim. fourth, there are 11 utterances (10,8%) of modesty maxim. fifth, there are 45 utterances (44,1%) of agreement maxim. sixth, there are 7 utterances (6,9%) of sympathy maxim. the most or the first maxim which is usually used in kung fu panda 1 is agreement maxim which is up to 45 utterances (44,1 %). here, it showed that the figures in the movie maximize agreement between self and other. besides, the figures also minimize disagreement between self and other. it also shows that in a culture of kung fu, the agreement between master and students is high although the students in the fact disagree with the master. however, because the culture emphasizes the politeness between master and the students therefore the students mostly agree with what the master said to them. the least maxim which is rarely used in kung fu panda 1 is generosity maxim. there are 5 utterances (4,9%) used in the movie of kung fu panda 1. generosity maxim used to minimize benefits to self and maximize cost to self. 26 after discussing about the frequency of the most and the least maxim used in kung fu panda 1, here are some of the finding’s example of politeness maxim found in the movie kung fu panda 1. 1. tact maxim example 1: 00:03:54 – 00:03:56 po:[to customer] oh, careful, that soup is... sharp! (a1) analysis: in that utterance, po was serving his customer who bought a bowl of soup noodle. because po gave attention to his customer satisfying, po warned his customer that the bowl of soup noodle was sharp. in that utterance, the word ‘sharp’ meant ‘hot’. thus, in that utterance, po maximized the benefit of his customer in order to increase the satisfying of his customer. therefore, it included in tact maxim. example 2: 00:16:27 – 00:16:29 tigress: forgive us, master. [she kneels forward and bows. the others follow suit.] we have failed you. (a4) 00:16:30 – 00:16:35 shifu: no. if the panda has not quit by morning, then i will have failed you. (a1) analysis: the second part of the utterances includedinto tact maxim. it was because in that case master shifu maximized the benefit for his students. he chose to take the responsibility of the mistake in choosing po as the dragon warrior to himself rather than to his students. he minimized the cost in taking the responsibility to his students so that later on they did not blame themselves. furthermore, master shifu did not want his students to think that they were failed to become a warrior. 2. generosity maxim example 1: 00:03:39 – 00:03:40 mr. ping: what were you dreaming about? [he puts down the basket and begins chopping vegetables next to po as he listens.] 00:03:41 – 00:03:47 po: what was i... uh... i was dreaming about... [he sees mr. ping listening expectantly, and can't bring himself to say the truth. he glances down at the bowl he's holding.] uh... noodles. (a2) analysis: the utterance above inclined to be generosity maxim. it was because in that part po chose to maximize the happiness for his father by saying that he dreamed about noodle although the fact was he dreamed about kung fu. he did not want to see his father’s sadness if he said the truth. he minimized the happiness for his self because he knew that his father happiness was more important than telling him about the truth dream. example 2: 00:47:58-00:48:01 shifu: our only hope... is the dragon warrior. 00:48:02-00:48:02 tigress: the panda? 00:48:03-00:48:03 shifu: yes, the panda! (a5) 00:48:04-00:48:06 tigress: master, please! let us stop tai lung, this is what you've trained us for! (a2) analysis: in those utterances, they talked about tai lung who escaped from the jail and wanted to revenge to the valley. the destiny to stop tai lung belonged to po. however, tigressasked to shifu that she want to stop tai lung. she and the furious five sacrifice their selves to face tai lung because po did not master the kung fu yet. this utterance belongs to generosity maxim because tigress minimized benefit to self and she maximized the cost to self. 3. approbation maxim example 1: 00:37:00 00:37:01 viper: are you ready? 27 00:37:01 00:37:02 po: i was born ready- 00:37:02 00:37:03 po: ow! oh... 00:37:04 00:37:06 viper: i'm sorry, brother! i thought you said you were ready! 00:37:07 00:37:09 po: that was awesome! let's go again. [salutes](a3) analysis: in those utterances, po talked to viper when they were doing exercise. while doing an exercise, po has to fight with viper who was strong. po could not equalize viper’s power and he hit by viper. although po feel the pain because of viper’s attack, he praise the power of viper. because here po maximize praise to another,it include in approbation maxim. example 2: 00:45:09-00:45:10 po: hope you like it. 00:45:12-00:45:14 mantis:[takes a sip.] this is really good! (a3) 00:45:15-00:45:19 po: [bashful] no, c'mon. you should try my dad's secret ingredient soup. he actually... knows the secret ingredient. 00:45:20-00:45:22 viper: what are you talking about? this is amazing. (a3) analysis: in those utterances, mantis and viper talked to po and told him that the soup that was made by po was delicious. po replied that his noodle was not delicious as what his father made because his father had a secret ingredient. but, viper praised that po’s noodle was delicious without the secret ingredient. therefore, it include in approbation maxim because mantis and viper minimize dispraise to another nad maximize praise to another. 4. modesty maxim example 1: 00:15:58 – 00:16:08 shifu: master, master wait! that flabby panda can't possibly be the answer to... our problem! you were about to point at tigress and that thing fell in front of her! that was just an accident! 00:16:09 – 00:16:11 oogway: there are no accidents. 00:16:27 – 00:16:29 tigress: forgive us, master. [she kneels forward and bows. the others follow suit.] we have failed you. (a4) analysis: in those utterances, tigress talks to master shifu that she had failed him. therefore, one of the furious five was not chosen as the dragon warrior. tigress minimized praise of her self by apologizing to master shifu. she maximize dispraise of herself by telling that she and the furious five has failed master shifu who had trained them well to be the dragon warrior but no one was chosen as the dragon warrior.indeed, it included in modesty maxim. example 2: 00:30:21 00:30:39 po: how's shifu ever going to turn me into the dragon warrior? [he lifts his belly and drops it, causing it to bounce until he stops with his his paw. he sighs.] i mean, i'm not like the five. i've got no claws, no wings, no venom. even mantis has those... [imitating a mantis's front legs] ...thingies. maybe i should just quit and go back to making noodles. (a4) analysis: in that utterance, po talked to master oogway that he did not have any special thing to be a warrior, moreover to be the dragon warrior. here, po maximized dispraise of his self by saying that the only thing he had just flabby belly. furthermore, he minimized praised to his self by saying that he should quit and go back to make noodle because he was not the dragon warrior and his place is not in jade palace. therefore, that utterance included in modesty maxim. 5. agreement maxim 28 example 1: 00:07:06 – 00:07:14 shifu: fly to chorh-gom prison and tell them to double the guards, double their weapons. double everything! tai lung does not leave that prison! 00:07:14 – 00:07:15 zeng: yes, master shifu! (a5) analysis: in that utterance, zeng talked to his master, shifu that he agreed with his master statement to fly to chorh-gom prison and tell them to make double the guards, double their weapons and double everything so that tai lung does not leave that prison.zeng minimized disagreement between his self and master shifu by saying and maximized agreement between his self and master shifu by saying agree to do what master shifu instructed to him.therefore, it include in agreement maxim. example 2: 00:02:10 – 00:02:10 monkey: we should hang out. 00:02:12 – 00:02:12 legendary warrior: agreed. (a5) analysis: in that conversation, it showed that monkey asked legendary warriors to hang out after they defeated the enemies. because all of them were tired after a war, they agreed to monkey’s suggestion to hang out. here, legendary warriors minimized disagreement themselves to another and maximize agreement between themselves and another. therefore, it included in agreement maxim. 6. sympathy maxim example 1: 00:07:23 – 00:07:28 shifu:[he rushes back to oogway.] w-we have to do something. we can't just let him march on the valley and take his revenge! he'll, he'll- 00:07:28 – 00:07:40 oogway:[he looks into the water of the moon pool.] your mind is like this water, my friend. when it is agitated, it becomes difficult to see. but if you allow it to settle, the answer becomes clear. (a6) analysis: in that utterance, ooway saw shifu’s anxiety because tai lung was escaped from prison. then, oogway stated advice to make shifu felt better. thus, in that utterance, ooway trying to settle down shifu’s anxiety in order to make shifu feels better. therefore it included sympathy maxim. example 2: 00:13:41 – 00:13:43 mr. ping: po!? [he appears at the top of the stairs, holding po's apron. he sees po sitting on the fireworks chair.] what are you doing?! [he rushes forward and attempts to blow out the fuse.] 00:13:44 – 00:13:48 po: what does it look like i'm doing?! no, stop, stop! i'm going to see the dragon warrior! 00:13:53 – 00:13:56 mr. ping: but i don't understand. you finally had the noodle dream! 00:13:57 – 00:14:00 po: i lied. i don't dream about noodles, dad! 00:14:03 – 00:14:11 po: i love kung fuuuuuuuuuuuuuuuuuuu!!... 00:14:19 – 00:14:23 mr. ping: oh, come on, son. let's get back to work. (a6) analysis: in that conversation, mr. ping saw po with feeling compassionate because po’s dream about kung fu. then, mr. ping invited po to continue the work and no more daydream. in that utterance showed about mr. ping feeling sadness because he cannot do anything to make po’s dream coming true. he showed his sympathy to his beloved son by asking him to go back to work and continued to live the real world. therefore it included sympathy maxim. http://kungfupanda.wikia.com/wiki/chorh-gom_prison http://kungfupanda.wikia.com/wiki/chorh-gom_prison http://kungfupanda.wikia.com/wiki/monkey http://kungfupanda.wikia.com/wiki/valley_of_peace http://kungfupanda.wikia.com/wiki/moon_pool 29 conclusion pragmatics is the study of the speaker’s meaning. it deals with producing and understanding the language usage in our real life. a specific study in pragmatics, which discuses about forms of politeness of behavior, called politeness principle. there are six types of politeness maxim proposed by leech, such as tact maxim, generosity maxim, approbation maxim, modesty maxim, agreement maxim, and sympathy maxim. the result of the study shows that all politeness maxim is used in the movie with the frequency tact maxim 10 utterances (9,8%), generosity maxim 5 utterances (4,9%), approbation maxim 24 utterances (23,5%), modesty maxim 11 utterances (10,8%), agreement maxim 45 utterances (44,1%), and sympathy maxim 7 utterances (6,9%). according to the data, the frequency of the most used maxim in the movie is agreement maxim which is up to 45 utterances (44,1%). it’s because in a culture of kung fu, students mostly agree with what the master said. they rarely disagree with their master because disagreement shows indiscipline and it is fatal in a relationship between students and the master. agreement maxim used to minimize disagreement between self and maximize agreement between self and other. the frequency of the least maxim used in the movie is generosity maxim in 5 utterances (4,9%). generosity maxim rarely used to minimize benefit to self and maximize cost to self. here, generosity maxim used in order to maximize the happiness of po’s father and done by po himself. generosity rarely used here because the most standing out point in a kung fu circumstance is the obedience between master and students which is showed in the agreement between master and students. references grundy, p. (2000). doing pragmatics second edition. london: arnold. leech, g. (1983). principle of pragmatics. london and new york: longman group limited. levinson, s.c. (1983). pragmatics. cambridge: cambridge university press. rahardi, kunjana, r. 2008. pragmatik: kesantunan imperatif bahasa indonesia. jakarta: erlangga. william, r. 1977. keyword: a vocabulary of culture and society. new york: oxford university press. yule, george. 1996. pragmatics. oxford: oxford university press. journal of pragmatics research vol. 1, no. 1, pp.13-22 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 13 analysis of humor on cartoon comics “be like bro”: pragmatics study anindita dewangga puri faculty of cultural sciences, universitas gadjah mada aninditalucia@gmail.com fx. risang baskara faculty of business, design, and arts, swinburne university of technology rbaskara@swinburne.edu.my submission track: received: 12-02-2019 final revision: 20-03-2019 available online: 25-03-2019 corresponding author: anindita dewangga puri aninditalucia@gmail.com abstract this article aims to identify the types of violation of conversational maxims created by cartoon comic entitled “be like bro” in the english version and also to describe how the humorous situation can be created from those violations. there are two findings in this research. first, those six data show that there is a violation of conversational maxims, which are the maxim of quantity, the maxim of relevance, and the maxim of manner. those six data also show that the humorous situation is creating by incongruent meaning in the conversation and releasing the feeling. keywords: humor, cooperative principles, context, pragmatics introduction one of the linguistic phenomena that have developed in society today is humor. humor is a short story that tells a funny situation that can make the reader laughs because of its entertainment. according to wijana on his book kartun: studi tentang permainan bahasa, humor is a form of the game which is used wordplay that can stimulate human to smile and laugh for those who see it (2003). nowadays, the use of humor is increasing. many types of humor appear in the society such as comic strips, memes, humor in the movies, stand-up comedy, and another humor that can be found around us. as something that can make people laugh, humor also has a function to build a good relationship in society. there is a unique thing that can trigger the appearance of humor in a conversation that is by violating the rules of language use. in this research, the researchers try to analyze a topic related to humor in one of the comic cartoons, be like bro because of the development of the use and the uniqueness possessed by humor itself. the comic cartoon entitled be like bro is already familiar, and it can be found on social media such as facebook. mailto:aninditalucia@gmail.com anindita dewangga puri, fx. risang baskara 14 according to the background of the research, there are two problem formulations in this research. the first research question is: what are the types of violation in cooperative principle that appear in comic cartoon be like bro? moreover, the second is: how can the violation in cooperative principle make a humor situation in comic cartoon be like bro? from the questions we can have two research objectives to be achieved in this research; to find out the types of violation in cooperative principle that appear in comic cartoon be like bro and to explain how the violation in cooperative principle can make a humor situation in comic cartoon be like bro. review of literature several studies have been conducted regarding the object of humor-based research. the first was carried out by suwanto (2012) in his thesis entitled verbal humor analysis of english language (a case study in the how i met your mother comedy series). this thesis discusses the humor situation that occurs in that comedy series and the researcher found that there are linguistic aspects that are used to invite humor situation in this comedy. the result of this study proved that linguistic aspects such as orthographical, phonological, morphological, hyponym, antonym, euphemism, hyperbole, deixis, the connection of intra-sentential elements, the connection of intra-centric elements, and the connection between propositions are the trigger of humor situation. also, there are several violations from the principle of cooperation, the principle of politeness, the principle of irony, and the presupposition that causes a humorous situation. the second study was conducted by triandana (2014) entitled discourse of humor in kill the messenger movie (a case study of stand-up comedy by christ rock). this thesis aims to determine the structure of the humor in stand-up comedy, to find out the aspect of pragmatics that creates humor, to find out language aspects and the function of the humor in stand-up comedy. as a result, there are various structures, and patterns such as one-liners, questions and answers, simple structures, and complex structures are used in this movie. there are also some linguistic aspects such as morphology, syntax, semantics, deixis, and language style that can be factors to create humor situation in the film. in the end, the researcher also finds that solidarity, power, and psychology are the functions that can be found in humor in that movie. according to the explanation from the researches above, this research has a different research object compared with both of the researches. the object of the research taken by suwanto (2012) is comic strips, and triandana (2014) took the film as his research object while this research uses the comic cartoon as the object. furthermore, this research also develops the problem formulations related to the violation of cooperative principle and how those violations. pragmatic theory pragmatic is a branch of linguistics that focuses on the meaning of the speech. levinson (1983:21) defined pragmatics as the study of the relationship between language and its context as a basis to understand the speech which is delivered. another definition of pragmatics is also stated by yule (1996:3-4) which states that pragmatics examines the relation between linguistic forms and the user of the linguistic forms. according to yule (1996), there are for areas in the pragmatic study. first, pragmatics is the study of the meaning behind the speaker’s words. it means that pragmatics try to analyze what is meant by the speaker behind the words expressed. second, pragmatics is the study of meaning in a context. it proves that pragmatics can examine how speakers organize their words according to the context and the situation when they speak. third, pragmatics examines that sometimes speech is not directly expressed by the speaker. the last, pragmatics explains how things can be expressed based on the closeness between the speaker and the listener. journal of pragmatics research vol. 1, no. 1, pp.13-22 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 15 in conclusion from the explanation above, it can be said that pragmatics is the study of the meaning of a speech. by using pragmatic approach, people can learn about the meaning of speech, the assumption that arises from the speech, and the action shown by them when there is a conversation between the speaker and the listener. context context is an essential element in the pragmatic study. a researcher must pay attention to the context in a conversation in doing practical research. according to cutting (2002), there are three types of contexts in the pragmatic study: (1) situational context, this context is related to the time and place where the conversation is taking place, (2) background knowledge context, this context is related to the existing cultural background and also related to individual relations in a conversation, (3) co-textual context, related to the content contained in a text. conversational implicature conversational implicature mainly refers to the collaboration carried out by the speaker and the listener in conducting a conversation. according to yule (1996: 35), it means that in a conventional implicature, sometimes specific intentions are not discussed but are in a conversation. an example of a conventional impression can be seen through the following example: mars: did you do the homework? venus: i was sick last night. based on the brief example above, mars hopes that venus answers the question related to the questions he asked. however, the question is not answered with yes, i did the homework or no, i did not do the homework, but the answers i was sick last night. the sentence i was sick last night shows that venus is not doing her homework because he was sick. therefore, in a conversation, it is expected that the listener can understand the meaning implied in a conversation. the cooperative principle according to grice (in wijana, 2003), four maxims must be obeyed by the participant in the speech act in a conversation. the maxim consists of the maxim of quantity, the maxim of quality, the maxim of relevance, and the maxim of manner. maxim of quantity based on the maxim of quantity, each conversation should contribute as much as possible or as much as the other person needs. examples of maxim quantity are as follows: anthony: george, did you buy the apple juice? george: yes, i bought the apple juice. according to the conversation above, george is very cooperative in responding to the questions from anthony. what became george adequately answered a question from anthony. anindita dewangga puri, fx. risang baskara 16 maxim of quality maxim of quality requires the participants to tell the truth. according to yule (1996), this type demands not to say what you believe to be false and do not say that for which you lack adequate evidence. teacher: why did you finish your homework last night? frans: i needed to take a rest because i was sick last night. based on the conversation, the teacher hopes to find out the reason why frans did not finish his homework last night. during the conversation, frans answered honestly that he had not finished his homework because he was sick. if frans answered the question from the teacher honestly, it means he is not lying and does not violate the maxim of quality. maxim of relevance maxim of relevance requires each participant to make a contribution that is relevant to the issue of the conversation (wijana, 2003: 58). mother: ani, there is a telephone. ani: i am in the restroom, ma'am. if it is observed, the conversation implies that at that time ani could not answer the telephone directly. indirectly ani asked for help so that his mother received the call. according to this example, it can be seen that the maxim of relevance does not only arise from its spoken meaning but also can arise by the implications of the speech. maxim of manner maxim of manner requires that each participant in the conversation should speak directly, not blurred, not excessive, and expected to be coherent (wijana, 2003). alex: john, i like your jacket. where did you buy it? john: thank you. i bought it at implora distro next to our campus. according to the conversation above, john has provided complete information by what was asked by alex. john mentioned the name of the distribution where he bought a jacket, even the location of the distro. therefore, what john said is following the maxim of manner. violation of cooperative principle according to wijana (2003), there are four types of violation of cooperative principle in pragmatic studies: (1) violation in the maxim of quantity occurs when the participant does not provide as much information or as much as needed by the other person. (2) the violation in the maxim of quality occurs when the participants do not say the truth. (3) the violation in the maxim of relevance occurs when the participant does not make relevant contributions in a conversation. (4) the violation in the maxim of manner occurs when the participant speaks in an unclear, too excessive and not coherent. journal of pragmatics research vol. 1, no. 1, pp.13-22 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 17 theory of humor ross in his book language of humor (1998) defined the word humor as something that makes people laugh or smile. humour usually occurs because of violations made by the participants. the definition of humor by ross is also reinforced by a statement of humor by attardo (1994): "many linguists have taken humor as a category which converses any events or objects that elucidate laughter, amuses, or feels to be funny." according to attardo (1994: 47), the situation of humor can be formed because of the violation of the cooperative principle between participants in the conversation. there are several classifications of humor theory according to attardo (1994): incongruity theory this humor occurs because of irregularities or the difference between what is expected and what happens later. based on this theory, the situation of humor can be created because of an understanding of the various kinds of meanings implied by a word, the existence of an ambiguity, and the existence of irregularities in a conversation. hostility theory this humor occurs when one of the speech act participants feels the 'victory' suddenly because the participant of the speech act feels more potent than the other speech act participants. release theory this theory sees humor as something that can trigger one's tension and energy as an effect of the pressure on the situation around or on the mind. through humor, people who feel depressed tend to laugh as hard as they can to reduce their feelings of distress. methodology this research is a qualitative descriptive study in which be like bro cartoon comic data is taken from a facebook account. four hundred twenty-seven photo chronologies are related to the problem of humor, but the researchers only limit the dialogue that occurs between two figures named bro and bro that were uploaded during 2017. the researchers applies pragmatic theory, context, and conversational implicature, to see the situation of real comedy. then the theory of cooperative principle and the theory of violation in cooperative principle are used to see the deviation of the cooperative principle as what happened in the be like bro funny cartoon as well as the answer to the first problem statement. furthermore, the theory of humor will be used by researchers to answer the second problem formulation related to how the violation of cooperative principle can create a humour situation in the comic cartoon. discussion 1. violation of cooperative principle data 1 anindita dewangga puri, fx. risang baskara 18 the comic cartoon was uploaded on april 7, 2017. the situation in the dialogue for this comic cartoon occurred when bro 1 met bro 2. the topic of the conversation between the two was related to information that bro 1 would marry his girlfriend. if there is good cooperation in the conversation, then when bro 2 asks 'when will you get married,' bro 1 should answer explicitly according to the date on which they will marry so that the answer from bro 1 is the answer expected by bro 2. however, the reality is when bro 2 asks "wow. when?" bro 1 replied with "me on march 15 and my girlfriend on august 27". based on this, it can be seen that bro 1 violates the maxim of relevance because bro 1 does not build the same context as the context built by bro 2. the context understood by bro 2 is the date on which both (bro 1 and his girlfriend) will marry, while the answer from bro 1 is the date on which both will get married, but on different dates. that means in reality, both of them have separated, and both will be married to their respective partners. data 2 the comic cartoon was uploaded on february 13, 2017. the situation in the be like bro comic cartoon happened when bro 1 met bro 2. through the short conversation above, bro 1 asked bro 2 what kind of apple brand gadgets bro 2 could buy, according to the amount of money in bro 2's account. if the conversation is built by the principle of the maxim, then the answer that should be raised by bro 2 is an iphone, ipad, or mac book. however, in reality, bro 2 answers "apple juice" where the answer from bro 2 is not by the expectations of questions from bro 1. it shows that the answer from bro 2 violates the maxim of relevance because the answer does not reflect the answer desired by the questioner. also, we can also see that there are other meanings implied by the answers that bro 2 said. when bro 1 asks "with your current account balance, which apple product can you buy?" then bro 2 answers "apple juice." this also confirms that basically the amount of money on bro 2's account is not much, the money can only be used to buy apple juice which is the cost is under rp 10,000, journal of pragmatics research vol. 1, no. 1, pp.13-22 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 19 data 3 the comic cartoon was uploaded on january 21, 2017. the situation that occurred in the dialogue was when bro 1 met bro 2. bro 1 was curious about what bro 2 was doing, so he asked: "hey bro, what's up?" also, bro 2 said "nothing much. they were converting oxygen into carbon dioxide". because bro 1 still did not understand bro 2's answer, he asked again about the purpose of things being done by bro 2, and bro 2 answers "breathing ... dude". based on the short conversation above, there is a violation of the maxim of quantity, because the sentence from bro 2 "nothing much. converting oxygen into carbon dioxide" is too much, making bro 1 unable to capture the intended answer. if bro 2 responded directly to the word "breathing ... dude", then there will be no violation on the maxim of quantity. data 4 anindita dewangga puri, fx. risang baskara 20 the comic cartoon was uploaded on january 15, 2017. the situation occurred when bro 1 met bro 2, and they had a short conversation. through this brief conversation, bro 1 asked bro 2 about what shampoo, soap, and brand lotions used by bro 2 in his daily life. to create cooperation in a conversation, when bro 1 ask "which shampoo do you use?" (and so on), bro 2 should answer explicitly the name of shampoo, soap, and lotion that he uses in his daily life. however, there is a violation of the maxim of a manner in the dialogue. after several times bro 2 answered the question, it turned out that what bro 2 meant was not the name of shampoo, soap, and lotion used. bro 2 only answers "no! mark is my roommate! " at the end of the conversation. it proves that bro 2 has vague, unclear, and not directly to the point of answering the question. besides, the last answer from bro 2 also has no line with the expectations of the bro 1 because, in the conversation, both of them have different concepts. data 5 the comic cartoon was uploaded on january 16, 2017. it told about bro 1 and bro 2 who talked about the date and year of bro 1's birthday. if there was good cooperation in the conversation, then when bro 1 asked "which year?”, bro 2 should answer with the year of his birthday. in reality, bro 2 replied with "every year, bro." this shows that in the conversation, there is a violation on the maxim of relevance because the answer from bro 2 deviated from the context proposed by bro 1, even though bro 2's answer is correct because we celebrate birthdays every year. data 6 journal of pragmatics research vol. 1, no. 1, pp.13-22 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 21 the comic cartoon was uploaded on april 5, 2017. the situation in the conversation occurred when bro 1 met bro 2. both of them had a dialogue about what gift bro 1 should give to his girlfriend. however, the answer made by bro 2 was not in line with the expectation of bro 1. instead, bro 2 offers bro 1 to give his telephone number to the boyfriend bro 1. this of course violates the maxim of manner, because bro 2 should be able to give clear answer for what bro 1 asked. the violation of the cooperative principle can create humor situation the mismatch between what is expected by someone and what happens in the conversation. based on the humor theory that has been described, the violation of cooperative principle can create a humorous situation because of an odd idea or perception between what is expected by someone and the reality that occurs in the conversation. this can be seen in data numbers 1, 2, 4, 5, and 6. the conversations in comic cartoons occur because of the difference between what answers are expected and the reality of the answers in the conversation. for example data number 1. bro 2 asks about the date of the wedding to be held by bro 1 and his girlfriend. logically, the answer given by bro 1 refers to a date on which they will be officially married. however, in reality, the answers given are not in line with the expectations asked by bro 2. the incompatibility of what is expected also occurs in comic cartoons number 2, 4, 5 and 6. feeling release to express something in excess. based on the humor theory that has been described, it is found a comic cartoon where the humor situation is created from excessive feelings towards something. it can be seen in data 3, where bro 2 answers bro 1's question excessively "nothing much — converting oxygen into carbon dioxide". the answer from bro 2 shows how he is very expressive in explaining something, even though bro 2 actually can explain bro 2 through a simpler word, which is 'breathing'. conclusion the results of the current analysis reveal that the violation of the cooperative principle can create a humorous situation. from total six data used in this research, the data number 1,2,4,5, and 6 lead to the mismatch between what is expected by someone and what actually happens in the conversation and it creates humorous situation. it is in accordance with attardo (1994) statement that the humor situation can be create because of the violation of the cooperative principle between participants in the conversation. this research only covers a certain amount of time which was during 2017 and is only limited by conversation conducted by characters bro and bro. further research can be carried out broadly, for example with comic cartoon humor involving more than two participants and in a longer period of time. in addition, this research can also be analysed deeply by examining the function of humor presented in a comic cartoon. anindita dewangga puri, fx. risang baskara 22 references attardo, s. (1994) linguistic theory of humor, berlin and new york, mouton de gruyter. be like bro (2017), facebook, diakses tanggal: 6 juni 2017. cutting, j. (2002) pragmatics and discourse: a resource book for students, london, routledge. levinson, s.c. (1983) pragmatics, cambridge, cambridge university press. ross, a. (1998) language of humor, london, routledge. suwanto, a.a.s. (2012) analisis wacana humor verbal bahasa inggris (studi kasus pada serial komedi situasi how i met your mother), unpublished postgraduate thesis, universitas gadjah mada. triandana, a. (2014) analisis wacana humor dalam film kill the messenger (studi kasus stand-up comedy chris rock), unpublished postgraduate thesis, universitas gadjah mada. wijana, i.d.p. (2003) kartun: studi tentang permainan bahasa, yogyakarta, penerbit ombak. yule, g. (1996) pragmatics, oxford, oxford university press. journal of pragmatics research vol. 1, no.1, 2019 , pp.78-88 doi: http://dx.doi.org/10.1836/jopr.v1i1.78-88 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 78 a discourse analysis on “under the same sun” from scorpions win listyaningrum arifin iain salatiga win.listyaningrum.a@mail.ugm.ac.id doi: http://dx.doi.org/10.1836/jopr.v1i1.78-88 submission track: received: 01-04--2019 final revision: 15-04-2019 available online: 26-04-2019 abstract the song "under the same sun" firstly released in 1993 is a song written by famous rock group music namely scorpions. this group is coming from hannover, germany. though renowned phenomenally as a music group with loud genre but this song is a ballad one because it really tells the story of reallife people in the war zone while citizens of the world just show a little caring concern. the song portraits a common view on the hopelessness of victimized people in war zone who need for sympathy and empathy. otherwise, they get no positive response from other people who live in comfort. this paper is a library research with a descriptive qualitative approach to investigate the discourse analysis of a song lyric. the approach is then used to analyze the data from the song lyrics. the discourse aims at finding the discourse on its grammatical aspect, lexical aspects, situational aspect, and contextual aspect. the study’s discourse analysis on the song lyrics reveals several features. from the grammatical aspect of this song revealed the references in the form of pronoun and demonstrative, ellipsis and conjunction. while in the lexical aspects, it found only two components, namely reps and collocation. the contextual analysis showed the cultural context and the context of the situation. meanwhile, the situational context itself is divided into physical context, epistemic context and social context. keywords: grammatical aspect, lexical aspect, contextual aspect introduction language is an interesting study because its existence cannot be separated from humans who create language as a means of conveying ideas, ideas, intentions, desires, disagreements, and so forth. language is a communication event in which the background can display various conclusions and interpretations. humans as language users involved in a communication can play both as a communicator (speaker or writer) and as a communicant (partner speaker, listener, listener, or reader) as stated by sumarlan (2005: 1). mailto:win.listyaningrum.a@mail.ugm.ac.id http://dx.doi.org/10.1836/jopr.v1i1.78-88 win listyaningrum arifin discourse becomes a general term used in various disciplines, such as critical theory, sociology, linguistics, philosophy, social psychology, and various other disciplines. every discipline and even many experts have their own definition of discourse itself. this makes the discourse has a broad meaning caused by differences in the scope and disciplines that use the term discourse. discourse analysis in a social practice that tends to emphasize textual form, structure, and organization at all levels: phonological, grammatical, vocabulary, and social levels seen in language use. fairclough (1998) emphasizes how discourse analysis seeks to explain the use of language in expressing social reality. this is what causes fairclough's theory of discourse analysis to be called a discourse understanding in a macro perspective. musical discourse in all its diversity opens up infinite possibilities for multidimensional analysis combining social, linguistic, psychological, visual, gestural, ritual, technical, historical, and musicological aspects (aleshinskaya, 2013: 423). cited by aleshinskaya, swales (2009: 14) states that musical discourse is a complex multi-perspective and multidimensional phenomenon, and the exploration of professional genres within musical discourse is a matter of integrating textual and contextual analysis, as the work of genre is to “mediate between social situations and the texts that respond strategically to the exigencies of those situations”. research method this research was a library research that aims at finding the discourse analysis of a song entitled “under the same sun” sung by scorpions on its grammatical aspect, lexical aspects, situational aspect, and contextual aspect. this study applied a descriptive qualitative approach to analyze the data. the data were taken from the song lyrics of “under the same sun”. listening, transcribing, documenting, and analyzing the lyrics of the song were done to meet the following aspects named textual analysis on grammatical aspect and lexical aspect and contextual analysis on cultural aspect and situational aspect. overall, the song "under the same sun" released in 1993 tells the story of how this musical group voiced about the beauty of being together because we live in the same earth. they describe the other parts of the world, outside the united states that is known and developed country in the world, who live a life far referred to as safe and prosperous country. this group also clearly shows how people are reluctant to help others who desperately needed journal of pragmatics research vol. 1, no.1, 2019 , pp.78-88 doi: http://dx.doi.org/10.1836/jopr.v1i1.78-88 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 80 helping hands. they were dazed look of people who died in the morning and nobody approached. they poignantly saw a mother crying and praying for his son who was fighting on the battlefield. they were crushed to see children generation of people who have died in vain. results and discussion “scorpions” is one of phenomenal rock music formed in 1965 in hannover, germany. it is worldwide well-known. the band is one of the rock music group which is very famous and phenomenal. the music group is often put out an album that is represented by wellknown sales singles sold on the market inside and outside the european continent. in fact, the appearance of the album is often anticipated by its fanatic fans worldwide. although this group whose music is upbeat rock genre but the story ideas contained in the song‟ lyrics often hinted at the real story of human life and its surroundings. in fact, these lyrics seem like a ballad that is packaged in a lightweight feel of pop rock and classy. the scorpions began to be known in public in 1980 with its debut of the rock genre entitled "rock you like a hurricane" and several other singles which also exploded in the market such as "send me an angel”, "still loving you", "wind of change", "under the same sun", and other singles. this music group has been awarded as greatest artists of hard rock. the single "rock you like a hurricane" has delivered this musical group as the 100 greatest hard rock songs. unfortunately, after 46 years of work, because of their age, the band decided to dissolve after the formation of a world tour after making of the new album "sting in the tail" on january 24, 2010 ago. the band has sold more than 100 million keeping worldwide. manned by rudolf schenker, a guitarist who also doubled as a vocalist for scorpions in 1965 which was then equipped with the merger of schenker brother named michael and a vocalist named klaus meine in 1969. the debut album in 1972, entitled “lonesome crow”, with the formation of the group coupled with the joining lothar heimberg on bass and wolfgang dziony on drums and uli roth, who was a former guitarist member of the british ufo. roth was an additional player during the tour for album “lonesome crow”. win listyaningrum arifin in 1993, scorpions released the album "face the heat". this rock genre group further highlighted the melodic rock genre that was more subtle and more moderate to gain its fame with the ballad single of “under the same sun" and this followed by the successful single of "wind of change" written in 1990 respectively. successfully outing single ballads, the group also issued a similar single again in 1996 in the album “pure instinct” with the singles "wild child" and "you and i" is back to deliver this band to success. in 2001, through the album acoustica, the band returned with the concept of combining acoustic music. furthermore, in 2004 the group issued an album which unfortunately did not put this group on the ladder of success. however, this group is still listed as a phenomenal musical group which enliven the repertoire of world music. a. textual analysis text can be understood as a series of statements in a structured language. the textual analysis of the song is discourse analysis, which is based internally on the text under review, the lyrics of the song. numbering is done to facilitate analysis and reconciliation. 1. grammatical the song lyrics discourse to see the grammatical aspect usually includes reference, substitution, ellipsis, and conjunction. in the song "under the same sun”, aspects of grammatical that stands out is the reference of first person singular (i), the first plural (we), the second person (you), the third person singular (she, it), and the third person plural (they). reference is also referred to pronouns (my, her, him, our). grammatical aspects presented on this track is demonstrative (although only shown one line only), elipsis, and conjunction. a. pronouns reference sumarlam (2004: 88) states that this reference is one type of grammatical cohesion in the form of certain lingual unit that refers to the other lingual units (or one referent) that precede or follow it. in the song of "under the same sun" written and sung by scorpions, a reference aspect that stands out is the use of pronoun reference and the demonstrative reference. in the lyrics of the song "under the same sun", there are several personal pronoun references act as the subjects i.e. first personal pronoun (i), the first plural pronoun (we), the second personal pronoun (you), the third person singular pronoun (she, it), journal of pragmatics research vol. 1, no.1, 2019 , pp.78-88 doi: http://dx.doi.org/10.1836/jopr.v1i1.78-88 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 82 and the third person plural pronoun (they). personal pronouns can be found on my, her, him, and our. first personal pronoun (i) can be raised in the following lyrics: 1. i saw the morning (1) 2. i saw a mother (4) 3. i saw the evening (13) 4. i saw the children (16) 5. sometimes i think i‟m going mad (19) there is a first person singular possessive pronoun of ”my” bounded with the word "heart" contained in the lyrics "but in my heart it does not change (21). the second personal pronoun (you) and the second personal possessive pronoun (your) contained in the lyrics "do you ever ask yourself? (7). while the third personal singular pronouns of ”it and she” appears in the lyrics of the following: 1. it was shattered by a gun (2) 2. she was praying for her son (5) 3. and does it really matter? (23) the third person singular pronouns as the object of the sentence contained in the following words: 1. “heard a scream, saw him fall, no one cried” (3) 2. she was praying for her son (5). the pronoun of „her‟ here is the possessive pronoun. 3. bring him back, let him live, don‟t let him die (6) 4. why can‟t we get it right (9) next is the first personal plural pronoun found in the lyrics: . 1. why can‟t we get it right? (9) 2. ”‟cause we all live “under the same sun” (9) . 3. we all walk under the same moon (11) 4. we watch the lamb, lay down to the sacrifice (15) 5. we’re losing all we had and no one seems to care (20) 6. we’ve got to rearrange and bring our world some love (22) win listyaningrum arifin 7. we sure could use some love (24) meanwhile there is only one of the first persona plural pronouns act as the possessive pronoun (our) in the lyrics "we've got to rearrange and bring our world some love". furthermore, third personal plural pronoun (they) appears on the lyrics "how they wept, how they bled, how they died" (18). b. demonstrative reference demonstrative reference to english usually shows the designation of places by using this, that, these, those, there, and others. the demonstrative discourse on this song only appears in the lyrics “is there a heaven in the sky? (8)” c. ellipsis ellipsis in this case is the removal of a unit of language for specific purposes that is grammatically considered wrong but does not change the context of discourse. in english, contraction or shortening is often used. here is an example of ellipsis which eliminates a unit of language in the form of removal of auxiliary verb. 1. heard a scream, saw him fall, no one cried (3) this eliminates the first personal pronoun "i" that should be at the beginning of a sentence. 2. fading shadows one by one (14) this sentence removes the third personal singular pronoun of “she” in the lyrics that should be "she was fading shadows one by one" 3. the children of the sun (17) the group is supposed to wear "they were" as the beginning of a sentence. 4. we sure could use some love (24) this sentence removes an auxiliary verb "were" after the word "we" as "sure" is an adjective. it also eliminate the repetition of „we”. it should be “we were sure we could use some loves” meanwhile, shortening or contraction in english appeared in the lyrics of this song. 1. bring him back, let him lie, don‟t let him die (6) don‟t stands for “do not” and it is an imperative sentence 2. why cannot we get it right (9) cannot can be shorthened into can‟t journal of pragmatics research vol. 1, no.1, 2019 , pp.78-88 doi: http://dx.doi.org/10.1836/jopr.v1i1.78-88 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 84 3. "cause we all live" under the same sun "(10) "cause a shortening of the word "because" 4. then why, why can‟t we live as one (12) "cannot" is a condensation of can‟t 5. sometimes i think i'm going mad (19) i'm is a shortening of "i am" 6. we're loosing all we had and no one seems to care (20) we're a shortening of "we were" 7. but in my heart it does not change (21) does not can be shorthened into doesn‟t 8. we've got to rearrange and bring our world some love we've is an abridgement of "we have" d. conjunction sumarlam et al (2003: 32) states that the conjunction is one type of grammatical cohesion by connecting an element and another in the discourse. elements that are coupled can be in the form of lingual units of words, phrases, clauses, sentences, and can also be larger elements in paragraph. the meaning of conjunction also has different meanings according to the purpose of the series. in english there is a causal conjunctions states like „because, if, thus, and so forth. there are also conjunctions that deal with contradictions such as in contrast, on the other hand, however, and so on. within this song, there are a few sentences (lyrics) that apply conjunctions, they are: 1. “cause we all walk under the same moon (10)” the word „cause‟ here performs as both the conjunction for the sentence and also as the ellipsis case. the word also indicates a subordinating connector. 2. "then why, why, cannot we live as one (12) “then” is a connector or conjunction that expresses a sequential sentence. 3. but in my heart it does not change (21) “but” is also a kind of coordinating connector though it represents a contradictory situation for the sentence. 4. and does it really matter (23) win listyaningrum arifin “and” is a coordinating conjunction. 2. lexical in analyzing songs, discourse of song lyrics besides supported by grammatical aspects is also supported by lexical aspects. generally, lexical cohesion can be divided into six types, namely repetition, synonymy, collocation, hyponymy, antonym, and equivalence. sumarlam et al (2003: 35) state that lexical cohesion is a relationship between elements in a semantic discourse to produce a unified discourse between the choice of words and the content of the intended discourse. in this rock ballad song "under the same sun", the lexical concept will only be seen on the side of collocation and repetition. sumarlam et al. (2003: 44) states that collocation is a certain association in using the choice of words that tend to be used side by side. in english, collocation can be arranged from adjectives with prepositions such as good at, similar to, different from, etc. or from verbs with prepositions such as work on, talk about, look at, look for, and so on. a series of words in collocation is also found in a series of other words, for example from nouns with prepositions, prepositions with prepositions, and other sets of words. collocation can cause different meanings in its basic meaning. the word "look" which is matched with the preposition "at" to "look at" will mean seeing. however, the "look" is collated with "for" so that means to look for. collocation is a fixed expression category. on the song "under the same sun", collocation appeared in the following lyrics:: 1. bring him back, let him live, don‟t let him die (6) 2. we watch the lamb, lay down to the sacrifice (15) 3. sometimes i think i „m going mad (19) in the discourse of the song, the form of repetition stands out in the refrain or repetition of the line. in this song refrains are found in the 3rd and 4th lines which are repeated again in the 7th and 8th in full repetition. next is the full repetition of the refrains section on the song "under the same sun" iii. 1. do you ever ask yourself 2. is there a heaven in the sky 3. then why, why, can‟t we live as one journal of pragmatics research vol. 1, no.1, 2019 , pp.78-88 doi: http://dx.doi.org/10.1836/jopr.v1i1.78-88 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 86 iv 1. „cause we all live “under the same sun” 2. we all walk under the same moon 3. then why, why can‟t we live as one meanwhile, the repetition of the words "i saw" appears at the beginning of the lines of i, ii, v, and vi as follows: i. 1. i saw the morning ii 1. i saw a mother iv 1. „cause we all live “under the same sun” v 1. i saw the evening vi 1. i saw the children this kind of repetition is called anaphora repetition. sumarlam et al. (2004: 36) states that repetition of anaphora is the repetition of lingual units in the form of the first phrase or word in each line or sentence. b. contextual analysis on song “under the same sun” there are some contexts that can be analyzed in this song i.e. the cultural and the situational context. 1. cultural context understanding the cultural context as well as the social context of a discourse can be built through an understanding of the analysis of the context discourse externally (sumarlam, ed., 2003). the lyrics of the song "under the same sun" explicitly describe the struggles of people living in a war or conflict country. speakers are so desperate to see the sadness of citizens in the area who demand for security, comfort, and care. from the cultural side, the contained meaning in this song is to create a sense of security, peace for everyone and concern. personally, speakers represent all people who also want equal rights and want to change the chaotic world for victims of war with peace. this interpretation also explains the inference that peace is the key for everyone in describing heaven as ascribed to be something peaceful, beautiful, calm and full of love. 2. situational context a. physical context win listyaningrum arifin based on locational interpretation, the reality of the situation expressed by this song is a country where there is so much suffering caused by war. the topic of the conversation was to tell about the lives of people in areas of war or conflict while in other parts there were many people who were roomy but they did not care about others even though all people created by god in this world stood on one earth. this song tries to cite people who are reluctant to care about others. this is evident in the refrain in the 3rd and 4th stanza which was repeated in full in the 7th and 8th stanzas. iii. 1. do you ever ask yourself 2. is there a heaven in the sky 3. then why, why, can‟t we live as one iv 1. „cause we all live “under the same sun” 2. we all walk under the same moon 3. then why, why can‟t we live as one b. epistemic context in this song it is concluded that the speaker is feeling the hardness of living in discomfort caused by war where everyone is threatened. the people are very vulnerable as victims such as mothers, children, and elders. c. social context in terms of the activity of the participants, the discourse of this song is classified as a monologue discourse (baryadi, 2002). this discourse does not involve speech partners because it only shows the involvement of a speaker who is regretting about the ignorance of people toward other people suffers caused by war or conflict that may harm and take their lives at any time. conclusion the discourse of the song "under the same sun" by scorpions is categorized as a poetry discourse based on its literary and recreational genre (andhani, 2004: 58). this song is an outpouring of speakers about people‟s ignorance towards other people in suffer while they understand that all humans are created in perfect condition to complete each other, to help for any distress, to love, and to protect. by analyzing this song based on its textual analysis on grammatical aspect and lexical aspect and its contextual analysis on cultural aspect and situational aspect, the song revealed journal of pragmatics research vol. 1, no.1, 2019 , pp.78-88 doi: http://dx.doi.org/10.1836/jopr.v1i1.78-88 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 88 the following outcomes. grammatical aspects of this song have been found in the form of personal and demonstrative references, ellipsis and conjunctions. while in the lexical aspect, only two components were found, namely repetition and collocation (word sanding). there are two repetitions of this song, namely full repetition in the form of repetitions of the 3rd and 4th verses repeated in the 7th and 8th verses, and anaphoric repetitions using the words "i saw" at the beginning of verses 1, 2, 5 and 6.. meanwhile, the contextual analysis on this song shows the existence of a cultural context and situational context. the context of the situation itself is divided into physical context, epistemic context and social context. references agnes andhani. (2004). ”yogyakarta” dan ”tak bisa ke lain hati” kla project: analisis wacana lagu ditinjau dari segi internal dan eksternal. bandung: pakar raya. aleshinskaya, e. (2013). key components of musical discourse analysis. research in language, 2013, vol. 11:4. 423-444. doi: 10.2478/rela-2013-0007. baryadi, i. (2002). dasar-dasar analisis wacana dalam ilimu bahasa. yogyakarta: pustaka gondho suli. fairclough, n. (1998). critical discourse analysis: the critical study of language. england: longman group limited. sumarlam dkk. (eds). (2005). teori dan praktik analisis wacana. surakarta: pustaka cakra surakarta. sumarlam dkk. (eds) (2004). analisis wacana iklan, lagu, puisi, cerpen, novel, drama. bandung: pakar raya. scorpions. under the same sun. 2001. swales, john m. (2009). “worlds of genre – metaphors of genre.” in c. bazerman, a. bonini & d. figueiredo (eds.), genre in a changing world (1-16). fort collins, colorado: the wac clearing house. journal of pragmatics research vol. 02, no. 01, (2020) pp.41-49 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index doi: https://doi.org/10.1836/jopr.v2i1.41-49 41 pragmatic reference in elvis gbanabom hallowell's the dining table olusegun oladele jegede department of english and literary studies lead city university, ibadan, nigeria e-mail: jegedeolusegun@yahoo.com *(corresponding author) doi: https://doi.org/10.1836/jopr.v2i1.41-49 submission track: received: -01-02-2020 final revision: 03-04-2020 available online: 06-04-2020 corresponding author: olusegun oladele jegede jegedeolusegun@yahoo.com abstract this study examined the pragmatic references used in elvis gbanabom hallowell's poem, the dining table. the study adopted content analysis as its method. this involved the description and interpretation of referents (words used to refer to people, things and events in a special and indirect way) used in the poem. the poem was critically read and the referents were identified and analysed. the referents were then interpreted and related to the ideologies expressed in the poem. the findings revealed that the poet used referents to point accusing finger to the events of war and the troubles that come with it. this was evident in the deployment of referents such as dinner, tonight, gun wounds, desert tongues, vegetable blood, pepper, scorpions, guests, oceans of bowls, vegetables, tongues, the table, an island, guerrillas, crocodiles, surf, alphabeta, empty palms, switchblades, silence, voices, playground, children`s toys, roadblocks, cup of life, ticks, cracked lips, milk, moon, revolutionary, nile, tributaries, night, lovers of fire, gun wounds, boots, walk. the study concluded that the use of referents in the poem helped to express the brutality and horror of war, suffering, agony, revolution, the dark side of child soldiers, violence and blood bath. above all, pragmatic reference helped to set the gloomy mood and sad tone of the poem. keywords: pragmatic reference, referent, pragmatics, meaning http://e-journal.iainsalatiga.ac.id/index.php/jopr/index https://doi.org/10.1836/jopr.v2i1.41-49 mailto:jegedeolusegun@yahoo.com https://doi.org/10.1836/jopr.v2i1.41-49 olusegun oladede jegede 42 introduction studies in pragmatics have shown that pragmatics deals with the study of meaning in context (jegede and osoba, 2019; wangatiah, ongarora, & matu, 2016; odebunmi, 2006; odebunmi, 2008; idowu, 2005; aremu, 2015; li, 2016). karin (2013) observes that pragmatics gives preference to language use. this has to do with language in actual speech situations used for certain reasons. they are less meaningful outside speech situations. thus, what is important is how language users use referents (what is being refered to) to communicate in oral conversations or in writing to achieve their communicative goals. the context of the speech is also of great importance in pragmatics (gisle and karin, 2011; anne and schneider, 2009; grundy, 2000). this involves the physical location of participants in a conversation, the time of the conversation, the language of communication, the socio-cultural setting, the psychological state of the interlocutors, and the institution of discussion. these features of context are very important to our use and understanding of referents. they help us interpret referents and apply them to our text or speech. the goal of utterance or speaker’s intention, is very important to the interpretation of referents as well. referents are products of the goals of utterances or speaker intention (horn & ward, 2006). in other words, what a speaker wants to achieve with a particular utterance will determine the kinds of referents he will choose. in interpreting referents, shared knowledge, culture, or conventions of participants in communication is very important. the participants must both have a good knowledge of the referents; they must be from the same cultural background and share the same life style. thus, our knowledge of pragmatics is very important to our interpretation and understanding of referents. this study thus examines the pragmatic references used in elvis gbanabom hallowell's poem, the dining table. the referents are identified and interpreted and discussed based on their context of use in the poem studies in pragmatics have revealed that we rely on context when we speak or write, especially when we make reference to something or we talk about things (aboh and uduk, 2016; emike, 2015; john, 2013, 2014; barbara, 2000; hidayat, 2016). one fundamental feature of human language is that we are able to talk about things we can see in our immediate environment or things that are abstract or imaginable (ariel, 2008). the essence of human language is the way utterances relate to things or facts around us (sullivan, 2012; yule, 2002). however, this assertion cannot be said to be true or false because it is not every linguistic sign that has a corresponding object in the real world (carlson, 2006). verbs or prepositions which indicate doings and states do not have direct references. words or phrases that usually depict references are demonstratives and indexical words (grundy, 2000). wangatiah, ongarora & matu (2016) observe that speakers and writers often use journal of pragmatics research vol. 02, no. 01, (2020) pp.41-49 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index doi: https://doi.org/10.1836/jopr.v2i1.41-49 43 one thing to refer to another thing and expect their listeners and readers to make a relationship between the two things. in some instances, some references do not actually refer to anything or anyone at all even though they are meaningful when examined semantically (odebunmi, 2006, 2008). for instance, if you say, 'i like the tall man,' you may be referring to a specific tall man on the one hand or an unspecified tall man on the other hand, but semantically there is no specific person mentioned because there are numerous tall men in the world. mey (2001) explains the philosophy of reference thus: let's suppose i'm in a foreign country, sitting in my hotel room at night. there is a knock at the door. i didn't open the door, but asked: 'who's there?' the visitor answers: 'it's me.' now, what do i do? basically, there are two possibilities. either i recognize the visitor's voice, and then i can decide whether or not to open the door. or i don't, and then i'm in a quandary. what can i do with a voice that refers to a 'me', when i don't know who that 'me' is? since a 'me' always refers to an 'i', and every 'i' is a 'speaking me', the utterance 'it's me,' is always and necessarily true, and hence totally uninformative, when it comes to establishing a speaker's identity. in more technical terms, there is no known referent for 'me' by virtue of the linguistic expression me itself: of the referent of a 'deictic' word such as 'me' changes with the person uttering it. mey (2001) also notes that: 'i can say: 'me who?', or 'who's talking?', or simply repeat my first utterance ('who's there?'), maybe in an irritated tone, or with increased volume. depending on the answer i get, i then decide what to do. if the other person says: 'it's a friend,' i probably will want to know more, as the reference of the indefinite article 'a' is, by definition, left undetermined. if the person says: 'lt's natasha's mother,' and natasha happens to be the name of one of my important contacts, i probably will open the door, especially if i have the additional information available that comes from (possibly) recognizing natasha's mother by her voice. everybody can say i, and whoever says it, points to another object than everybody else; one needs as many proper names as there are speakers, in order to map (in the same way as in the case of the http://e-journal.iainsalatiga.ac.id/index.php/jopr/index https://doi.org/10.1836/jopr.v2i1.41-49 olusegun oladede jegede 44 nouns) the inter-subjective ambiguity of this one ward into the unambiguous reference of linguistic symbols. birner (2013) observes that one of the most prominent issues in the field of pragmatics is that of reference – the question of what it is that a speaker is speaking of when they use an expression that, broadly speaking, picks out some entity. this issue comprises a vast number of sub-issues concerning referents within various possible worlds. he notes that a referring expression is a linguistic expression that a speaker uses in order to enable an addressee to ‘pick out’ something in the world. this is the sort of definition that is frequently given, but it already raises questions. what does it mean to pick something out? and what counts as the world? in the mentalist view, what is picked out is limited to entities in the discourse model, rather than anything in the “actual” world of concrete objects. and the question of what it means to pick out something brings up a morass of issues concerning what it is to know something’s identity, what constitutes a “thing” at all, and how we know when two things are the same. birner (2013) notes that a referring expression is a linguistic form that the speaker uses with the intention that it correspond to some discourse entity and bring that discourse entity to mind for the addressee. a referring expression, then, is a linguistic expression that a speaker uses in referring to something. the thing referred to is called the referent. susan, stein and virtanen (2013) note that in a mentalist framework, the referent is a discourse entity – something that exists within a discourse model, which in turn exists only within the minds of interlocutors. in a referential framework, on the other hand, the referent is an entity in the real world. methods the study is a qualitative research. it adopted content analysis as its design. this involves the description and interpretation of referents (certain words used to refer to people, things and events in a special and indirect way) in elvis gbanabom hallowell's poem, 'the dining table'. although there are many poems with special referents, 'the dining table' is made up of a lot of referents such that virtually every word in the poem has a special usage. the poem was critically perused and the referents were identified and analysed. the referents were then interpreted and related to the ideologies expressed in the poem. results and discussion the poem, the dining table, is a narrative poem in which the poet explains the painful ordeal of his people during the eleven-year sierra leonean war. as a free verse, the poem made it possible for the journal of pragmatics research vol. 02, no. 01, (2020) pp.41-49 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index doi: https://doi.org/10.1836/jopr.v2i1.41-49 45 poet to pour out his experience poetically as he experienced it adopting special referents to disseminate his messages. the experiences in the poem are recollected from the events of the war that occurred in sierra leone years back. the poem is all about war, its pain, and suffering as well as the cause of the war. hence, the poet deploys pragmatic reference to present his thoughts. he uses certain words (referents) which meanings can only be determined in the contexts they are used. the referents are analysed below. extract 1 dinner tonight comes with gun wounds. our desert tongues lick the vegetable blood—the pepper strong enough to push scorpions up our heads. guests look into the oceans of bowls as vegetables die on their tongues. dinner, which is supposed to be a party of people assembled to have dinner together with fun and merriment, is used in conjunction with gun wounds which is a thing of pain. he compares the sierra leonean war to dinner and gun wounds as the meal. so, since it was a every terrible time for them, he calls when it happened tonight which means dark time. such words (referents) refer to the fact that the battle in the dark time comes with a lot of injuries and devastations. he points out that what they expect from the dinner is gun wounds, and injured body filled with blood and heavy pains. the eating of dinner is also compared to the fighting of war, and the meal compared to gun wounds. the only element comparison here is that the two entails the gathering of people. war does not necessary happen in the night, but since night symbolizes darkness, dinner and war can be compared as they both happen in the dark times. the meal (gun wound) lies on their blood-drenched body (desert tongue) causing great pains. the expressions, ‘the pepper’ and ‘scorpions’ explain the fact that the gun wounds cause a very terrible pain like that of a scorpion sting. the referent pepper which is a vegetable, is also compared to blood due to its red colour – an attribute it shares with the blood and the very fact that it creates pain, and that the flow of blood out of injury is accompanied with pain. the referent vegetable refers to human beings who are butchered like vegetables. the word, “tongue” in the same line also refers to human http://e-journal.iainsalatiga.ac.id/index.php/jopr/index https://doi.org/10.1836/jopr.v2i1.41-49 olusegun oladede jegede 46 eyes. here, the poet points out that their dry eyes is as red as pepper. hence, the redness of their eyes is compared to the redness of pepper. the referent guests refers to people who came to see the events of the war and gaze on the effects of the war and also felt the pains too. thus, the poet uses referents such as dinner, tonight, gun wounds, desert tongues, vegetable blood, pepper, scorpions, guests, oceans of bowls, vegetables, and tongues to refer to the terrible incidents that happened during the war and the bad experiences of the citizenry. extract 2 the table that gathers us is an island where guerillas walk the land while crocodiles surf. children from alphabetawith empty palms dine with us; switchblades in their eyes, silence in their voices. when the playground is emptied of children`s toys who needs roadblocks? when the hour to drink from the cup of life ticks, cholera breaks its spell on cracked lips in extract 2, the poet attempts to inform us that the table is actually an island which refers to sierra leone. the guerrillas and crocodiles surf (select) children from alphabeta (tender age, children who are still learning the alphabets) to join them in the fight. and these kids watch as people are slaughtered in their presence. the children have no option but to be silent and take what the day brings. since the war has denied them the childhood privileges of playing with toys, let them play with guns then. the poet emphasizes destruction and pain through the referents especially the suffering of children who were used as fighters in the war and the sadness that creates silent in them as they see no reason to play since their play grounds are now battle grounds. this can also cause psychologically trauma for the children. however, the poet makes reference to this aspect of the war in order to show the level the war got to and its deep effects on the leaders of tomorrow. the referents used in this stanza also show that there is no longer any kind of merriment in the land, for even the dying suffer cholera. the poet thus uses referents such as the table, an island, guerrillas, crocodiles, surf, alphabeta, empty palms, switchblades, silence, voices, playground, children`s toys, roadblocks, cup of life, ticks, cracked lips to describe the situation during and after the war. journal of pragmatics research vol. 02, no. 01, (2020) pp.41-49 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index doi: https://doi.org/10.1836/jopr.v2i1.41-49 47 extract 3 under the spilt milk of the moon, i promise to be a revolutionary, but my nile, even without tributaries comes lazy upon its own nile. on this night reserved for lovers of fire, i’m full with the catch of gun wounds, and my boots have suddenly become too reluctant to walk me. in extract 3 above, the poet affirms his stand on the war. he takes to be a revolutionary, which means, he will fight alongside those who fight to change the status quo. but, he also affirms that this war is meant for those who love violence. that he is tired of the injuries and destructions that the war brings, for even his boots no longer help him to walk again. he uses the flow of river nile as a preamble to his retirement from the gun wounds dinner. the poet does not resent the war for its cause, but for the destruction it brings to the land. notice the first and second lines of the third stanza, ‘under the spilt milk of the moon’. the use of night elements such as moon in the poem is to portray darkness – the time of war. the poet metaphorically refers to the rays of the moon as a spilt milk; he affirms that under any glimpse of light (this light might mean winning) in the war, he will remain a revolutionary. then, he says, that even my nile, the river nile, without suffering anything gets tired of flowing as a river. that is to say he is not leaving the dinner of gun wounds for the lovers of fire because he is afraid, but, because he is tired of the inhumanity and destructions it bears; he is just tired of the war itself. indirectly, he tells us, never to continue a disastrous battle, even when we are winning and still have the strength to conquer. the harm war brings is more that the pride that comes with winning it. even under the sense that they are winning the war, he chooses to stop the fight there to save the land first. this is sacrificial wisdom in display. he overlooks the pride of victory. thus, with referents such as spilt milk, moon, revolutionary, nile, tributaries, night, lovers of fire, gun wounds, boots, and walk, the poet was able to express his opinion on the civil war and his next line of action. http://e-journal.iainsalatiga.ac.id/index.php/jopr/index https://doi.org/10.1836/jopr.v2i1.41-49 olusegun oladede jegede 48 conclusion the poet points accusing finger to the events of war and the troubles that come with it. this is evident with the deployment of the following referents in the poem: dinner, tonight, gun wounds, desert tongues, vegetable blood, pepper, scorpions, guests, oceans of bowls, vegetables, tongues, the table, an island, guerrillas, crocodiles, surf, alphabeta, empty palms, switchblades, silence, voices, playground, children`s toys, roadblocks, cup of life, ticks, cracked lips, milk, moon, revolutionary, nile, tributaries, night, lovers of fire, gun wounds, boots, walk. since the situation surrounding the poem is that of war, the poet uses referents such as tonight to mean darkness, dinner to mean war and gun wounds to refer to food. since war occurs in dark times and dinner is taken in the night, the poet uses the referent tonight to symbolize darkness. also, in the poem, pepper and scorpion refer to pain; the table refers to sierra leone, and fire refers to destruction. these referents are used to express the brutality and horror of war, suffering, agony, revolution, the dark side of child soldiers, violence and blood bath. thus, pragmatic reference helps to set the gloomy mood and sad tone of the poem. references aboh, r. and uduk, h. (2016). the pragmatics of nigerian english in chimamanda ngozi adichie’s novels. journal of language & education, 2(3), 6-13 anne, b. and schneider, k. p. (2009). variational pragmatics: studying the impact of social factors on language use in interaction. intercultural pragmatics 6(4): 425–442. aremu, m. a. (2015). a pragmatic analysis of nigerianisms in the english usage in soyinka’s death and the king’s horseman. the journal of pan african studies, 8(5), 92-114. barbara, a. (2000). presuppositions as nonassertions. journal of pragmatics, 32:1419 1437. birner, b. j., (2013). introduction to pragmatics, united kingdom: blackwell publishing. emike, a. j. (2015). the pragma-crafting theory: a proposed theoretical framework for pragmatic analysis. american research journal of english and literature, 1(2), 21-32 garnham, a. and cowles, h. w. (2006). reference: psycholinguistic approach. brighton, uk: elsevier ltd. gisle, a. and karin, a. (eds.) 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(2013). pragmatics of computer-mediated communication. berlin/boston: de gruyter mouton. wangatiah, i. r. 1, ongarora, d. & matu, p. (2016). political speeches and national integration: a pragmatic analysis of selected political speeches in kenya. multilingual academic journal of education and social sciences, 4(1), 66-76. yule, g. (2002). a study of language. cambridge: cambridge university press. http://e-journal.iainsalatiga.ac.id/index.php/jopr/index https://doi.org/10.1836/jopr.v2i1.41-49 journal of pragmatics research vol. 2, no. 2, pp.97-112 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 97 pondering a global bipa: politeness and impoliteness in verbal interactions jumanto jumanto universitas dian nuswantoro, semarang, indonesia e-mail: ilhamj@dsn.dinus.ac.id emik rahayu universitas dian nuswantoro, semarang, indonesia e-mail: emik.rahayu@dsn.dinus.ac.id doi: https://doi.org/10.18326/jopr.v2i2.97-112 copyright © the author (s) this work is licensed under a creative commons attribution-sharealike 4.0 international license. how to cite: jumanto, j., & rahayu, e. (2020). pondering a global bipa: politeness and impoliteness in verbal interactions. journal of pragmatics research, 2(2), 97-112. doi:https://doi.org/10.18326/jopr.v2i2.97-112 submission track: received: 05-06-2020 final revision: 02-10-2020 available online: 15-10-2020 corresponding author: jumanto jumanto e-mail: ilhamj@dsn.dinus.ac.id abstract this opinionated research article is about politeness and impoliteness in verbal interactions within indonesian interpersonal context. accounts on politeness, camaraderie, distant language, close language, code-switching, and codemixing are elaborated to come to the concept of impoliteness, i.e. rude situations and awkward situations. the interpersonal context here partly elaborates the types of hearer in the aspects of power and solidarity in brown and gilman’s theory (1968), the hearers of which are divided into superiors and close people in this article. elements of both the indonesian distant and close languages are presented, and how rude situations and awkward situations happen due to incompetence or ignorance of the two variants is illustrated. illustrations of the indonesian two variants and code-mixing of the two are given to highlight the rude and awkward situations. all this worldview on the teaching of indonesian to non-native-speakers, i.e. pondering a global bipa (“bahasa indonesia untuk penutur asing” or indonesian for non-native speakers), should be regarded as efforts to mailto:ilhamj@dsn.dinus.ac.id https://doi.org/10.18326/jopr.v2i2.97-112 https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.18326/jopr.v2i2.97-112 mailto:ilhamj@dsn.dinus.ac.id jumanto jumanto, emik rahayu 98 develop as well as to market the indonesian language to the global societies. keywords politeness, camaraderie, impoliteness, distant language, close language, rude situation, awkward situation, incompetence, code-switching, code-mixing, bipa introduction bahasa indonesia or the indonesian language, or indonesian, for short, is a developing language, and thus it is probable to adjust to the necessity or, probably better, demand, of the global users. this necessity or demand indeed invites innovation or invention, in the sense that global users may need to learn indonesian from points of view of the world paradigms on linguistic development. in this context, indonesian may adapt and adopt theories rampant in english whose development has been of contributions from linguists and researchers as well as practical users around the world. theories of politeness are one aspect to consider for elaborating language within social dynamics for verbal and non-verbal communications. as this politeness concerns interactions among people, some aspects of people in broad society, e.g. their power and solidarity, should be taken into account in the interactions. here, types of hearer have come into play, as have been suggested in the grand theory of brown and gilman (1968), whether or not a hearer is superior, subordinate, close, not close, and equal. types or variants of language are consequently elaborated according to this theory of types of hearer. this is for sure. the teaching of indonesian as a foreign language, or more notably termed as bipa – indonesian for non-native speakers – has been carried out for years. in the writer’s observation so far, the teaching has been more directed to random rules of the language, or else, to analyses on informal or formal corpora taken from everyday use of the language. success or failure of that teaching is a matter of probability and relativity. some teachers or researchers have claimed on the former, but others feel on the latter. the others are enthusiastic individuals who are striving or making best efforts to enhance the success of teaching bipa, including all those who are present in the distinguished conference today, we should thank them for this. this endeavor is hopefully fruitful and will echoe the interest in and the charm of bipa throughout the world for the increased importance and the better role of indonesian among the world’s dominant languages. is this working? we do not know for sure yet. but something else probably needs to be done in this elaboration. this something else is what this article is trying to propose. journal of pragmatics research vol. 2, no. 2, pp.97-112 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 99 pondering a global bipa: politeness and impoliteness in verbal interactions is not a big proposition. instead, this is just a trivial contribution to marketing indonesian for the global users. this pondering involves theories of politeness, and more of recent proposal, concerns impoliteness, how rude and awkward situations are probable to happen based on their inappropriate forms of utterances and due to the speaker’s incompetence or ignorance of the forms. rude situations or awkward situations may happen in either situations of not close speakers or circumstances of close speakers. as the word impoliteness suggests, this notion has derived from the word politeness. or, when politeness does not happen, impoliteness takes place. this article is highlighting the two concerns for better care and use by indonesian people as well as foreign speakers trying to learn, speaking and writing indonesian in their vast and various verbal interactions or communications. result and discussion issues on formality, informality, and politeness formality is something serious. formality is ‘when something or someone is serious and correct’ (cald, 2008: 562), or, another previous definition, ‘formality refers to high or strict attention to rules, forms, and convention’ (hornby, 1987), or just ‘attention to rules’ (olpd, 1983). hence, formality suggests three aspects here, i.e. seriousness, correctness, and strict attention to rules, forms, and convention. heylighen and dewaele (1999: 29), mentioning the findings of tannen (1992), distinguish formality as ‘report-talk’ from informality as ‘rapport-talk’, which are the stylistic differences between men and women. they further explain that report-talk functions to present objective information to public, while rapport-talk is ‘private speaking’ and involves conversations among couples or small, intimate groups. in addition to this, a formal style will be characterized by detachment, precision, and ‘objectivity’, but also rigidity and cognitive load; an informal style will be much lighter in form, more flexible, direct, and involved, but correspondingly more subjective, less accurate and less informative (heylighen and dewaele, 1999: 33). politeness is something else serious. the word has derived from ‘polite’, i.e. (1) behaving in a way that is socially correct and shows understanding of and care for other people’s feelings, (2) socially correct rather than friendly (cald, 2008: 1095). from this sole source of definition, politeness suggests socially correct behaviors to show understanding of and care for jumanto jumanto, emik rahayu 100 other people’s feelings. however, other people to consider here may fall into two categories, e.g. not close people and close people, or superiors and subordinates, as brown and gilman (1968) suggest. does politeness have to do with formality? does it have to do with seriousness, correctness, and strict attention to rules, forms, and convention? this is what the author is trying to elaborate in this article. issues on formality and politeness are interesting to bring up together, and that is why linguists and researchers around the world have made accounts on this relationship. among others are worth discussing here below. formality and politeness have been frequently treated as equivalent (sifianou, 2013: 88). however, formality is a multidimensional phenomenon and hard to define, largely because it subsumes many factors including familiarity, seriousness, and politeness (trudgill, 1983; pearce, 2005; in sifianou, 2013: 88). concerning informality, we need to give special account on this. this concept is not easy to define in linguistics. a borrowing from the economy context, the term ‘informal’ was coined by keith hart in his article on informal income opportunities in ghana, while the 1972 ilo report on employment and poverty in kenya was the starting point of the subsequent notoriety of the ‘informal sector’ (bangasser, 2000). in previous accounts, the concept of informality may refer to heterogeneity and inconsistencies, which is realized in terms of: non-observed, irregular, unofficial, second, hidden, shadow, parallel, subterranean, informal, cash economy, black market, unmeasured, unrecorded, untaxed, non-structured, petty production, and unorganized (sindzingre, 2006: 5-2-3). in line with this, kanbur (2009: 1) asserts that informality is a term that has the dubious distinction of combining maximum policy importance and political salience with minimal conceptual clarity and coherence in the analytical literature. furthermore, kanbur adds that the informality literature is vast and its multifaceted nature was “present at the creation” (2009: 1). heintz (2012: 3) also confirms on this issue of informality. he contends that it ‘features prominently in development discourse, accompanied with a vast and growing literature; and in tandem with this, there are growing inconsistencies in the way it is conceptualized and measured’ (2012: 3). heintz proceeds that ‘there is no single approach to defining informality and the definitions used in theoretical and empirical research often lack consistency from one journal of pragmatics research vol. 2, no. 2, pp.97-112 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 101 study to the next’ (guha-khasnobis, kanbur, and ostrom, 2006; in heintz, 2012: 5). hence, however, from these few accounts, we would like to close that formality and informality exist in aspects of life, including aspects of language use. politeness: from face to language use from various theories of politeness (leech, 1983), brown and levinson (1987), spenceroatey (1992), lakoff (1990), fraser and nolen (1981), gu (1990), ide (1989), blum-kulka (1992), arndt and janney (1985), watts (1989), and thomas’ pollyanna hypothesis (1996) as have been explained by jumanto (2014: ii-337), the notion of face has come into important play in language use towards politeness and impoliteness. jumanto provides a working definition of politeness below: “politeness is everything good that has been uttered as well as acted by the speaker to the hearer within a particular context, to maintain their interpersonal face as well as their social face” (2014: ii-337). jumanto (2014), with his theory of distant language and close language, has asserted that language use is a matter of probabilities (2014: ii-346). this assertion has been in line with the tendency of pragmatic viewpoints from goffman’s (1959) positive and negative face, brown and levinson’s (1987) positive and negative politeness strategies, renkema’s (1993) solidarity and respect politeness, and jumanto’s (2006) friendship and politeness. this idea is not alone. another assertion has raised the similar theme. politeness theory has primarily been investigated in face-to-face situations, with some exceptions (herring, 1994; sussman and sproull, 1999; morand and ocker, 2003; duthler, 2006). these exceptions, the author believes, are situation-based, e.g. in crowds in conference meeting breaks, when gossiping in public setting, in doctor-patient consultations, in personal consultations in newspapers or periodicals, or the most recent today, in computer-mediated communications. some computer-mediated communications have been researched relevantly based on the hyperpersonal model by walther (1996). however, utterances in real face-to-face situations are best referred to here in this article, as different forms of utterances can be created in such a way that they will suggest to either politeness or camaraderie. jumanto jumanto, emik rahayu 102 a clear highlight on politeness as elaboration of face into language use has been taken into account by jumanto (2014: ii-337), i.e. the presentation of distant language and close language. distant language refers to distancing politeness to bring respect, while close language refers to closeness politeness to instill solidarity, the formula of which is stipulated in table 1. table 1. types of language with their types of forms of utterances (jumanto, 2014: ii-342) types of language types of forms of utterances distant indonesian language formal utterances, indirect utterances, non-literal utterances close indonesian language informal utterances, direct utterances, literal utterances distant language is usually carefully elaborated and uses safe and common topics, while close language involves contractions, slangs, reverse-ups, changes, taboos, swearing, f-words, and uses any topics, personal and private (ii-337). in his account for distant language and close language in the indonesian context, jumanto (2014) also explains that politeness is maintained when we use distant language and close language eligibly, i.e. to superiors or close people respectively. in this case the so-called code-switching for politeness happens, i.e. whether to use distant language or to use close language in a particular situation that may call. illustrations have been given by jumanto (2014) as follows: politeness: using the distant indonesian language to superiors (1) ‘semoga segera sembuh, bapak budi.’ ‘may you get better soon, mister budi.’ topic: [well-being; health] (2) ‘menurut saya, sebaiknya begini … .’ ‘i think that it is better like this …’ topic: [formal discussion at work] (3) ‘maaf, bapak. saya ijin ke kamar kecil dulu.’ ‘excuse me, sir. may i go to the restroom, please?’ topic: [permission; small-talk] (4) ‘baik, bapak. saya akan segera memeriksanya lagi. terima kasih.’ ‘alright, sir. i will check it out one more time. thank you.’ journal of pragmatics research vol. 2, no. 2, pp.97-112 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 103 topic: [workplace; jobs] (5) ‘jika saya tidak salah, maaf, apakah bapak tetangga baru kami yang dari bandung itu?’ ‘if i am not mistaken, excuse me, are you our new neighbor from bandung, sir?’ topic: [neighborhood; small talk] in the five utterances above, politeness is maintained, as the speakers are speaking to superiors by using a distant language, i.e. formal (1), indirect (2), non-literal (3), formal (4), and indirect (5) respectively. topics covered in this talk are of distant language, i.e common and safe topics, e.g. health, work, jobs, neighborhood. politeness: using the close indonesian language to close people (1) ‘makasih banget bantuanmu, ya sus!’ ‘thanks so much for your help, ok, sus!’ topic: [personal loan to brothers/sisters/friends; others, close] (2) ‘tolong hidupkan ac-nya!’ ‘please turn on the ac! topic: [family or friends gathering] (3) ‘ngapain kamu kok datang terlambat terus?’ ‘why the hell d’you always come late?’ topic: [hang-out appointment; friends gathering] (4) ‘gimana kabarnya susi? sudah hamil lagi, katanya?’ ‘how’s susi doing? rumors have, pregnant again?’ topic: [gossiping; rumored pregnancy] (5) ‘sialan! aku pengin tinju saja orang itu!’ ‘damn! just wanna hit him in the face!’ topic: [swearing; anger; solidarity] in the five utterances above, politeness also happens. in this case, the speakers are speaking to close people by using a close language, i.e. informal (1), direct (2), literal (3), informal, direct (4), and direct, informal, literal (5) respectively. topics covered in this talk are of close language, i.e any topics, personal and private, e.g. loan, gathering, pregnancy, swearing, anger. jumanto jumanto, emik rahayu 104 impoliteness: rude situations and awkward situations politeness has been much talked about in this world of linguistics, and attention has then turned to the new variant, impoliteness. in the same sense, most research to date has focused on more straightforward instances of politeness, and more recently, impoliteness (haugh and culpeper, 2013). interpersonal interactions can also involve mixed messages where features to point towards a polite interpretation are mixed with features to point towards an impolite interpretation (rockwell, 2006; culpeper, 2011). social phenomena of politeness can also be analyzed as social actions or practices such as banter, teasing, jocular mockery, jocular abuse, ritual insults, sarcasm and the like, or as interpersonal evaluations such as mock impoliteness, mock politeness, insecure or manipulative politeness, pushy politeness, underpoliteness, overpoliteness, and so on (haugh and bousfield, 2012). not very apart from the politeness variants above, jumanto (2014), in a simple model of politeness theory, stipulates that impoliteness in using the indonesian language happens when we do not learn the distant language and the close language. when we use the close language to superiors, probably due to our lack of knowledge about distant indonesian language, we are being not polite or we are being rude, or impoliteness happens (ii-345). on the other hand, when we use the distant language to close hearers, probably intentionally due to some interpersonal friction, we are also being not polite or impoliteness (or irony) happens (ii-345). in this situation, we are trying to be distant to close hearers, and, therefore, awkwardness is in the air, and there is usually less harmony between us. in this theory by jumanto (2014) there are two types of impoliteness. the former is called rude situations, the latter is called awkward situations. impoliteness: rude situations this type of impoliteness, in jumanto’s model (2014), happens when we use the close language to superiors, thus rude situations entail. in this case, we use utterances which are informal, direct, and literal to people with bigger power. informal utterances are incomplete, shorter forms, and are not in a good order, and sometimes cut-down, reversed-up, and changed in favor of the speaker (ii-339). examples in the indonesian language are as follows: (1) ‘cepet baikan, ya pak bud!’ (?) ‘better soon, ok, mr. bud!’ (?) journal of pragmatics research vol. 2, no. 2, pp.97-112 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 105 topic: [health wishes to superiors; not close] (2) ‘saya tidak setuju dengan anda.’ (?) ‘i do not agree with you.’ (?) topic: [formal discussion at work with superiors] (3) ‘maaf, pak. saya mau ke wc dulu.’ (?) ‘excuse me, sir. i want to go to the toilet first.’ (?) topic: [permission to superiors] (4) ‘bapak orang beragama? apakah bapak sering ke gereja?’ (?) ‘are you religious? do you often go to church?’ (?) topic: [religion; personal affairs] (5) ‘kenapa anda sampai belum punya anak? 10 tahun perkawinan?’(?) ‘why don’t you have any children? after 10 years of marriage?’ (?) topic: [married without children; marriage] rude situations here happen in the five utterances above, as the speakers are speaking to superiors (usually not close) by using a close language. here, (1) ‘cepet baikan, ya pak bud!’ (informal), (2) ‘saya tidak setuju dengan anda.’ (direct), (3) ‘maaf, pak. saya mau ke wc dulu.’ (literal), (4) ‘bapak orang beragama? apakah bapak sering ke gereja?’ (direct), and ‘kenapa anda sampai belum punya anak? 10 tahun perkawinan?’ (informal, direct), respectively are of close language. speaking to superiors like this, by using topics of close language, is potentially dangerous and is offensive. topics like informal wishes (1), direct disagreements (2), literal private places (3), religion and personal affairs (4), and marriage (5) respectively, are personal and private, thus very touchy to be used to superiors. impoliteness, in this sense, rude situations, inevitably happens. impoliteness: awkward situations this type of impoliteness, also in jumanto’s model (2014), happens when we use the distant language to close people, thus awkward situations entail. in this case, we use utterances which are formal, indirect, and non-literal to people with solidarity. formal utterances are complete, longer forms, and are in a good order (ii-339). examples in the indonesian language are as follows: (1) ‘saya mengucapkan terima kasih banyak atas bantuan anda, ya susanto!’ (?) jumanto jumanto, emik rahayu 106 ‘i thank you very much for your help, ok, susanto!’ (?) topic: [personal loan to brothers/sisters/friends; others, close] (2) ‘ruangannya kok panas, ya.’ (?) ‘it is hot here, isn’t it.’ (?) topic: [family or friends gathering] (3) ‘wah, anda pakai jam karet terus, nih!’ (?) ‘well, you always have rubber time, don’t you!’ (?) topic: [hang-out appointment; friends gathering] (4) ‘bagus banget, anda tepat waktu lagi, ya. pertemuan sudah hampir selesai.’ (?) ‘very good. you are here on time again, sir. the meeting is almost over.’ (?) topic: [informal gathering; irony] (5) ‘apakah anda berkenan menunggu sebentar? (?) ‘would you mind waiting a minute, please?’ (?) topic: [request; irony] awkward situations happen in the five utterances above, as the speakers are speaking to close hearers by using a distant language. here, (1) ‘saya mengucapkan terima kasih banyak atas bantuan anda, ya susanto!’ (formal), (2) ‘ruangannya kok panas, ya.’ (indirect), (3) ‘wah, anda pakai jam karet terus, nih!’ (non-literal), (4) ‘bagus banget, anda tepat waktu lagi, ya. pertemuan sudah hampir selesai.’ (formal, indirect), and (5) ‘apakah anda berkenan menunggu sebentar?’, respectively are of distant language. talking to close people like this, by using topics of distant language, is distancing and awkward. topics like formal thanking (1), indirect request (2), non-literal irony (3), formal, indirect irony (4), and indirect request (5) respectively, are distancing. the speakers are trying to be distant to close people; hence, impoliteness, in this sense, awkward situations, may happen. code-mixing for politeness between close people when code-switching, whether to use distant language or close language, is required for politeness as the situation calls, code-mixing between close people may also happen. cases of confusion due to factors of power and solidarity (brown and gilman, 1968) may interfere verbal interactions between speakers and hearers. in the cases whether a superior is close or a close hearer has power, for example, code-mixing is sometimes used. however, code-mixing in language use, as the terminology suggests, belongs to informality. thus, code-mixing between close people brings the close language, i.e. informal/formal, direct/indirect, and literal/nonjournal of pragmatics research vol. 2, no. 2, pp.97-112 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 107 literal utterances. in this case, use of language still instills solidarity, thus camaraderie is maintained. jumanto (2014: ii-346) has made illustrations on this confusion: (1) ‘aku mengucapkan terima kasih banyak atas bantuanmu, ya sus!’ ‘i thank you very much for your help, ok, sus!’ topic: [code-mixing for thanking] (2) ‘saya tidak setuju dengan rencana kamu, lho!’ ‘i do not agree on your plan, you see.’ topic: [code-mixing for disagreement] (3) ‘wah, kamu ini pakai jam karet terus, sih!’ ‘well, you always have rubber time, you know!’ topic: [code-mixing for irony] (4) ‘apakah anda sudah dengar gosip terbaru? tentang musuhmu itu,lho!’ ‘have you heard the newest gossip, sir? well, about that someone you hate!’ topic: [code-mixing for gossiping; partly joking] (5) ‘menurut pendapat saya: anda hebat sekali! anda nampak macho seperti sylvester stallone!’ ‘i would like to say: that is very great of you, sir! you look as macho as sylvester stallone!’ topic: [code-mixing for giving compliments; partly joking] illustration (1) is a probable situation between a superior to a close subordinate, i.e. using a code-mixing of distant and close language. here the expressions ‘aku’, ‘ok’, ‘sus’, and ‘-mu’ are informal, while the expression ‘mengucapkan terima kasih banyak atas bantuan-’ is formal. meanwhile, illustration (2) is another probable situation between a subordinate to a close superior, i.e. using a code-mixing of distant language and close language. in this context, the expressions ‘setuju’, ‘kamu’, and ‘lho’ are informal, while the expressions ‘saya’ and ‘tidak’ are formal. the whole expression ‘saya tidak setuju dengan rencana kamu, lho.’ itself is a direct utterance, thus used between close speakers. the illustration (3) is also a probable situation between a superior to a close subordinate, i.e. using a code-mixing of distant and close language. though the expressions ‘wah’, ‘kamu’, and ‘sih’ are informal (thus, part of close language), the expression ‘jam karet’ is non-literal, and thus, part of distant language. jumanto jumanto, emik rahayu 108 another illustration (4) is a probable situation between a subordinate to a close superior, i.e. using a code-mixing of distant and close language. though the expressions ‘apakah’, ‘anda’, and ‘sudah’ are formal (thus, part of distant language), the expressions ‘dengar’, ‘-mu’, and ‘lho’ are informal, and thus part of close language. the last illustration (5) is another probable situation between a subordinate to a close superior, i.e. using a code-mixing of distant and close language. here the expressions ‘menurut pendapat saya’ dan ‘anda’ are formal (thus, part of distant language), while the expressions ‘nampak’ and ‘macho’ are informal, and thus, part of close language. the five illustrations above show that as code-mixing happens only between close speakers, awkwardness does not usually happen, and solidarity politeness between them is maintained. camaraderie instills, meaning that friendship is maintained between the close speakers. conclusion all the worldview on the teaching of indonesian to non-native-speakers, i.e. pondering a global bipa, should be regarded as efforts to develop as well as to market the indonesian language for the global speakers. the worldview regards that language use depends on the types of hearer, i.e. superiors or close people, and on the types of politeness, whether to use distant language for respect politeness or to use close language for solidarity politeness. the codeswitching in language use in this case should be done eligibly. this way, politeness is maintained. in cases of incompetence or ignorance in language use to a particular type of hearer, impoliteness may happen. this impoliteness leads to the so-called rude situations or awkward situations. the former happens as the result of using the close language to superiors, while the latter happens as the result of using the distant language to close people. in cases of confusion due to factors of power and solidarity in the hearer, code-mixing may happen. code-mixing suggests informality, thus part of the close language. between close speakers, code-mixing still brings politeness; however, between not close speakers, it may lead to impoliteness. journal of pragmatics research vol. 2, no. 2, pp.97-112 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 109 pondering a global bipa is indeed a set of efforts to apply theories of language use in the modern linguistic societies, where impoliteness, besides politeness which has enjoyed much contribution all over the world, has come into sufficient attention of ours. this way, bipa teaching and learning process overseas is actually developing and potentially promising. acknowledgements i would like to acknowledge all the distinguished people here for contributing their thoughts as well as precious opinions to the linguistic world i have academically lived in. the first group is nine english native speakers: (1) samantha custer (new england, us), john custer (pennsylvania, us), bradford sincock (michigan, us), patricia mary o’dwyer (south ireland, gb), patrick bradley (scotland, gb), simon colledge (london, uk, gb), ian briggs (northern territory, australia), anastasia de guise (new south wales, australia), and katrina michelle langford (victoria, australia). they have inspired me on how a linguist should perform in the linguistic world as well as on how i should learn more to observe people talking and to get real-life lessons for developing the pragmatic world. i would also like to extend my gratitude to the second group of nine indonesian professionals, indonesian native speakers, without whom my linguistic world is not as enough as it is today: (1) putri mayangsari (freelance interpreter, jakarta), ria herwandar (language consultant, jakarta), joseph poerwono (company manager, jakarta), soetanto hoetomo (school manager, jakarta), esther d. tamtama (lecturer, semarang), herni ambarwati (senior secretary, semarang), agus sururi (hotel manager, semarang), didi pribadi (restaurant manager, semarang), and siti subiantari (liaison/guide, jakarta). last but not least, i owe a lot to former linguists as well as researchers, whose works are both significant and helpful for making this article happen. may god the almighty be with and bless them all. jumanto jumanto, emik rahayu 110 references bangasser, p. e. 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(1989). relevance and relational work: linguistic politeness as politic behavior. multilingua , 8 (2-3), 131-166. journal of pragmatics research vol. 03, no. 01 (2021), pp.1-13 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 1 metaphors trump’s discourse ‘lives by’: are they mere pervasive linguistic clichés or persuasive tools? abidi hajer university of sfax, université de route de l'aéroport km 0.5 bp 1169 .3029 sfax sfax, 3029, tunisia tel:21698666788 e-mail: abidihajer23@gmail.com doi: https://doi.org/10.18326/jopr.v3i1.1-13 copyright © the author (s) this work is licensed under a creative commons attribution-sharealike 4.0 international license. how to cite: hajer, a. (2021). metaphors trump’s discourse ‘lives by’: are they mere pervasive linguistic clichés or persuasive tools?. journal of pragmatics research, 3(1). doi:https://doi.org/10.18326/jopr.v3i1.1-13 submission track: received: 27-12-2020 final revision: 05-03-2021 available online: 01-04-2021 corresponding author: abidi hajer abidihajer23@gmail.com abstract the present paper re-addresses metaphor based on conceptual metaphor theory from a critical discourse analysis perspective. the metaphors selected pertain to political discourse, precisely trump’s statements on different occasions and from different sources (twitter, youtube). analyzing metaphors was achieved by recourse to the identification of source and target domains. it has been found that metaphors, albeit multi-functional persuasive tools, on so many occasions, are based on quibbles and clichéd linguistic expressions trajectories. additionally, it has been found that metaphors acquire their effectiveness from contextual and lexical cues, in conjunction with the parameter of recipients’ knowledge. interestingly, in some other cases, implications of metaphors transcended the target of speaker/writer to include some more unexpected dimensions of meaning like acquiring positive implications at the time when negative ones are anticipated, in addition to the fact that they are also a matter of feelings. keywords: critical discourse analysis, conceptual metaphor, donald trump introduction as the 45th president of the united states of america, donald trump has a multi-functional discourse whereby many persuasive tools are strategically deployed in his political discourse among which we can cite metaphors, which are frequently ubiquitous in this discourse type and still are not investigated in tweets as a new discourse genre. this strategic use of metaphor has persuasive and manipulative ends and these two queries are going to be demonstrated in this research. some of these metaphors are endemic to the us president; others are not novel and can happen to be common in everyday life. hence, investing metaphors in political discourse is mailto:abidihajer23@gmail.com https://doi.org/10.18326/jopr.v3i1.1-13 https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.18326/jopr.v3i1.1-13 mailto:abidihajer23@gmail.com hajer a. deemed deliberate irrespective of its prior contextual parameters. in view of this, metaphors, the conceptual metaphor theory has been selected for investigation in this paper. thus, charterisblack contends, that metaphors have the advantage of supporting political positioning and ideology, create a ‘myth’ and trigger emotional effects in so many cases so as to leverage particular emotions (2006, p, 567). interestingly, mio (1997, p. 122) provides a clear categorization of metaphors in the literature. at a first level, metaphors can make political events easily understood and this is, in turn, rewarding for recipients as they feel familiar with them regarding the fact that they relieve tension. at a second level, they can make symbolic representations more reasonable, in other words, when emotion is evoked, logic is circumvented. last but not least, metaphors can stir emotions so as to make the link between logical forms of persuasion. this view is advocated by miller (1976) (cited in forceville, c., & urios-aparisi, 2009, p. 5)who hypothesized that metaphors,are often used in a misleading way whereby the aim is to playupon emotions or to carry upon an argument while opting for distortion or overemphasis. language, then, is the piece of evidence which visualizes thought independently from its conscious or unconscious nature. being extant in language and a real manifestation of it, conceptual metaphor is a widely researched topic which has been tackled from a variety of angles. although they are easy to identify, they seem difficult to define. the underlying mechanisms of metaphors (forceville& urios-apparisi, 2009, p. 3) have been mostly marked with milestone publications of andrew ortony (metaphor and thought) (1977) and lakoff& jhonson (metaphors we live by) (1980). these works switched the view that metaphor is primarily verbal to a predominantly conceptual phenomenon. the article then seeks to answer the following research questions: (1) are metaphors clichéd linguistic expressions or persuasive tools? (2) do lexical cues intervene in the act of persuasion? (3) how manipulative metaphors are? what is the role of cda in uncovering the hidden agenda and ideological drives? to start with, forceville and urios-aparisi consider metaphor a powerful, and necessary phenomenon that has to be studied in both linguistic and psychological theory (1976, p. 18). an interesting view by perrine, (1991) advocates the widespread view of metaphor as essentially a comparison between, or juxtaposition of objects that are literally disparate albeit the exact nature of comparison varies from author to author in relation to the use and understanding of metaphor. an interesting distinction has been made between novel and frozen metaphors (hayenes, 1975, richards, 1936, wheelright, 1966). (the first category constitutes a contribution to the expressive power of language, whereas the second one has become integrated in language (example, head of state). the second old theory pertains to the interaction theory where topic is related to vehicle to come up with a new meaning. these are, also, referred to as the principal subject and the subsidiary subject. features of the principal subject imply statements that apply in the subsidiary subject. journal of pragmatics research vol. 03, no. 01 (2021), pp.1-13 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 3 conceptual metaphor theory: theoretical underpinning in classical theories of language, metaphor was seen as a matter of language not thought and “metaphorical expressions were viewed as mutually exclusive” in everyday language. in classical theory, metaphor was also defined as expressions pertaining to poetry or novels (lakoff, 1993, p. 1). a distinction, according to the author, has to be made between literal and non-literal meaning, which means that there are metaphorical and non-metaphorical concepts as in the example: “the balloon went up” which is not metaphorical. but as soon as it is distanced from concrete physical experience to talk about what is abstract or even emotional, metaphorical understanding is the norm. lakoff observed that five instances prove the existence of metaphors (1993, p.4) and these might be viewed as detrimental in identifying metaphors. the first one is associated with generalizations governing polysemy, that is to say the use of words with related word meanings. the second generalization governs inference patterns, which implies that one conceptual domain is used in another domain. the third is associated with generalizations that govern novel metaphorical language (lakoff& turner, 1989, cited in lakoff, 1993, 4). zooming into the fourth metaphor, the latter is concerned with the generalization governing patterns of semantic change. the last one, however, is connected to psycholinguistic experiments (gibbs, 1990 cited in lakoff, 1993, p. 4). going back to the conceptual metaphor “love is a journey”, in this metaphor one domain of experience is understood in terms of another. the source domain is “journey” and the target domain is “love”. lovers correspond to travelers, the love relationship can be a vehicle, common goals lead to common destinations, and difficulties in relations correspond to impediment to travel. thus, the mapping pertains to that set of correspondences (lakoff, 1993, p. 5) lakoff and turner (2009, p. 1) identify metaphors starting from the conviction that they are so common in everyday language to the extent that they are unnoticeable as in the example “they passed away”. interestingly, metaphors are not a matter of language but of thought and reason as if they were mere linguistic expressions, different linguistic expressions would be ,then, different metaphors (lakoff and jhonson, 1980, p. 3). in tandem with this, metaphor is identified as residing in thought (lakoff & turner, 2009, p. 2). in other words, metaphor is a product of thought. this term in contemporary research is used to refer to cross-domain mappings (lakoff, 1993, p. 2). another definition which unfolds on a more flat conception states that “metaphor is the dream work of language and, like all dream work, its interpretation reflects as much on the interpreter as on the originator” whereby the act of interpretation itself is a work of imagination and this implies, among other things that, understanding metaphor is as creative as the metaphor hajer a. itself (davidson, 1978, p. 31). metaphor relies on novel meanings to establish novel surprising lankness between two or more things (1978, p. 33). this sounds fruitful as it helps understand as best as possible a large number of concepts (kovecses, 2008, p. 173). despite the contributions in the literature, as far as cmt is concerned, steen (2oo4, p. 1297), cited in maalej, 2007, p. 139) has a different and distinct view about metaphor. he, for instance, argues that the reader goal, reader characteristics, and metaphor properties are factors that might either enhance or impede metaphor recognition. this seems to be comprehensive, as a recent view since the factors mentioned are deeply relevant to the study of metaphor. in this connection, lakoff and jhonson (1980, p. 14) associate metaphors with three main clear and distinctive types: structural, orientational and ontological. a far as structural metaphor is concerned, the latter refers to cases where “one concept is metaphorically structured in terms of another” (example: argument is war). on the other hand, an orientational metaphor, according to the authors, “organizes a system of concepts with respect to one another” (1980, p. 14), generally includes orientational or special concepts like “up/down, in/out (example: happy is up, sad is down). finally, ontological metaphors revolve around experiences, things, etc, and these can be categorized, grouped, quantified, and reasoned like metaphors of time, communication, etc, (1980, p. 25). this thorough classification seems to a large extent comprehensive and helps understand the specificity of each which would generate a myriad of analyses and understandings. still in cognitive linguistics, in explaining metaphor, kovecses (2010, p. 4) postulates that metaphor is viewed as understanding one conceptual domain in terms of another and this view, again, corresponds to lakoff and turner’s viewpoints. for example, life is conceptualized as a journey, arguments as wars, theories as buildings, etc. the conceptual domain is, then, identified as any coherent organization of experience. however, the author draws attention to the fact that there is a distinction and a clear-cut line between metaphorical and linguistic expressions. in the same connection, forceville& urios-aparisi (2009, p. 10) have almost a similar view as that of lakoff and turner. understanding metaphor and systematic mappings is, for the authors, unconscious. in explaining the domain of mappings they claim that “where we know a conceptual metaphor, we use the linguistic expressions that reflect it in such a way that we do not violate the mappings that are conventionally fixed for the linguistic community”. this implies that understanding a domain in terms of another inevitably includes a number of fixed correspondences (mappings) between both source and target domains, and thus, knowing conceptual metaphors corresponds to identifying mappings that apply to source and target domains (2009, p. 14). the authors classify metaphors differently according to two major principles: common source domains and common target domains. the first includes the human body, health, illness, buildings and constructions, machines and tools, games and sport, money and economic transactions, cooking and food, heat and cold, light and darkness, forces, movement journal of pragmatics research vol. 03, no. 01 (2021), pp.1-13 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 5 and direction. the second encompasses emotion, desire, morality, thought, society/nation, politics, economy, human relationships, communication, time, life, death, religion, events, actions, etc. on the other hand, elzbieta gorska (2008a, p. 18), in criticism for cmt observed that proponents of latter theory have almost exclusively focused on what is viewed as “purely verbal manifestations of conceptual metaphor”. in view of this, muller and cienki (2009, p. 30,) ,for instance, consider that in addition to verbal metaphors other types of monomodal metaphors encompass pictorical or gestural metaphors which are only realized in visual mode. the theory of multimodal metaphor was, then, developed by muller (2008a, 2008b) and muller and cienki (2009). these metaphors are inherently modality independent and they have to be seen as general cognitive activity as well as capacity which humans have (muller, 2008b, p. 228). interestingly, maria dolores (2016, p. 4) went further to give another interesting claim while assuming that “after a first generation of scholars extended the notion of embodiment to exclude the social and cultural basis of our conceptual and linguistic structures. a more recent framework by fauconnier and turner (1996, 1998) sought to study much of the linguistic data in an attempt to unify the latter and the analysis of metaphor. this framework is referred to as blending theory (bt, henceforth), which shares many aspects of conceptual metaphor theory. actually, both treat metaphor as conceptual rather than linguistic. also, both involve systematic projection of language, imagery, and both propose constraints for this projection, etc. however, they are different in some aspects. whereas ctm established relationships between pairs of mental representations, bt allows more than two. while cmt typically focuses on entrenched conceptual relationships, bt is often concerned with novel conceptualizations (grady, oakley, coulson, 1999, p. 101). critical discourse analysis metaphor, as maalej (2007) contends, has received short thrift in critical discourse analysis. it is customary in cda, precisely in theoretical models like fairclough’s socio-cultural approach (1980) and van dijk’s socio-cognitive approach (1995, 1998) whose emphasis has been put on ideology, power relations, syntax, modality, lexis, etc. in view of this, the argument of charterisblack (2004, p. 243) seems plausible enough to reconsider metaphor in cda. he, in this connection, states that “proposing a discourse model of metaphor based on cmt is to be able to argue convincingly that it encompasses theoretical features, which makes it possible for discourse to work critically regarding its pervasiveness in language, thought, action, etc. on the other hand, hart (2011) studied metaphor from a cognitive linguistic approach while linking it to the issue of immigration solely. additionally, musolff (2012) investigated metaphor and drew attention to how metaphor can contribute to cda. wodak and meyer (2015, p. 18) summarize studies in hajer a. discourse and divide them into two major groups. the first pertains to the deductive one who proposes a closed theoretical framework like the dialectical-relational and the socio-cognitive approaches. the second pertains to inductive approaches whose thrust remain at the ‘meso-level’ while selecting case studies problems and data collection like corpus linguistics approach, social actions approach, etc. in what comes next, a figure that accounts for the previously mentioned claims: figure 1.1. overall research strategies and theoretical background (wodak and meyer, 2015, p. 18) this has been among the triggering factors for the choice of metaphor in the analysis of sentences which pertain to political discourse. in the following section the methodology of cm analysis is going to be accounted for. research method scanty attention has been paid to metaphor in the political arena. actually, it has been remarked that trump’s political discourse would immensely constitute a convenient ground for metaphor selection as these are ubiquitous whether in tweets, videos, media, etc. this mere fact makes political discourse worthy of attention as this discourse type is pervasive in everyday life, be it in media, daily talk and others. given the pervasive nature of metaphors, it was decided that studying them based on lakoff& and jhonson’s theory would contribute to a better understanding of their use in political discourse. in view of this, conceptual metaphor theory (cmt, henceforth) is going to be applied to analyze a number of priori selected metaphors. methods of analysis this study did not look at the study of metaphor from a traditional way while studying metaphor from a cmt. adopting critical studies of discourse and integrating different tools is not novel as some theorists pioneered in this regard. what is novel, however, is the dimensions of journal of pragmatics research vol. 03, no. 01 (2021), pp.1-13 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 7 metaphor analysis which are studied critically and how the ‘other’ is represented cognitively for persuasive and manipulative aims. scholars like fairclough (2017) adopted a critique, explanation and action process opting for change in line with cda’s scope a form of social analysis and aims which support political action and change for a better life. power, ideology and institutions are criticized (2017, p. 12). interestingly, van dijk (2013) looked at discourse from a different perspective based on the belief that discourse plays a role in the reproduction of ideology and thus, a socio-cognitive account has been given. many tools are allowed to be adopted like speech acts, rhetoric, style, narrative structures, etc. one more theory has been adopted by wodak claiming that cda is as discourse as discourse analysis. in view of this, phonological, morphological, syntactic, stylistic, rhetorical strategies, among others can be studied which is not too distinct from van dijk’s view. and thus, she comes to the conclusion that there is no ‘a’ or ‘one’ method of cda (2015, p. 2). as this research deals with small-scale corpus (metaphors) it was decided that qualitative analysis is a suitable choice for the analysis. actually, opting for cmt was triggered by the intriguing components of the theory. in view of this, identifying both source and target domains has been rated comprehensive and viable in delineating these particular domains. interestingly, this same identification is going to reverberate throughout the analysis as its task is not a mere statement of two different trajectories for the sake of practical reasons, but rather, to embrace other discourse dimensions which would impinge upon hearers and/or receivers. the core of the argument is that departing from and by recourse to the two mandatory underpinnings of the cmt (source and target domains) it is expected that the task of the researcher would be based on a clear, well-defined, structured and most of all in-depth and thorough method of analysis. notwithstanding blended theory contribution, cmt constitutes the core of metaphor study as it has established clearly and comprehensively the underpinnings of a novel conception that seems to have a substantial effect in modern research. hence, the process of metaphors is always directed from the source to the target domains. in other words, one experience is understood in terms of another. for instance, the metaphor “build a wall and crime will fall” is built on two domains that have to be identified. the nature of the relationship between source and target has also to be explained, in addition to meaning implications. selection criteria the metaphors that have been selected for analysis have been retrieved from two different sources precisely, twitter and youtube. it should be noted, however, that the number of metaphors does not exceed four. since this small-scale research is basically quantitative, it was viewed that one type of analysis would, to a large extent, fit this study. in a similar vein, the hajer a. metaphors selected are all uttered by the us president donald trump while he is in government (president) in connection to a variety of issues, precisely, immigration, media and corona virus. these metaphors are used in different contexts which have been characterized with tension, divergent views over many overarching issues and extensive media coverage of events. results &discussion the use and meaning of metaphors seems to be dynamic as they are inherently evolutionary. interestingly, metaphors generate meaning, in so many cases, when users change. and thus, they contribute to the development of language and culture. because they are ubiquitous in text and talk, metaphors are not only substantial components of literary texts. it has been stated in the literature that metaphors are part of thought and are resilient in use though not always easy to be understood. the intriguing nature of metaphors has a role in anchoring much of the intended meaning, in many cases coercively. in what comes next, a tweet communicated on january 26, 2019 by donald trump calling for restrictive immigration laws states the following: “build a wall and crime will fall” the source domain in this very metaphor pertains to crime whereas the target domain converges with the act of falling. this orientational metaphor is based on the relation between concepts. crime is perceived as a moving entity which can fall. falling, in this case, or going down is equated with victory. so “down” has a positive implication and does not imply negative action or undesirable outcomes. the wall, once built, would dismantle strength of crimes and anchor peace and safety among the american community. in this connection, the defeat of crime is substantially dependent on building the wall. hence, attributing the act of falling to an abstract entity makes it concrete and easily understood. the implications of this metaphor are viable in how they present crime as a concrete object that can be defeated only if a wall is built. if a wall is not built crime will soar. although this metaphor is not novel as crime is likely to be equated with time in other metaphors, it is creative as it baldly infiltrates and arouses fear, covertly entices the people to revolt, and even draws attention to the precarious condition the border is facing. zooming on the second metaphor, the latter is retrieved from twitter on january 13, 2019 and it states the following: thousands of illegal aliens who have committed sexual crimes against children are right now in texas prison the metaphor above equates immigrants to illegal aliens. the source domain is manifested in aliens and the target domain pertains to immigrants. these are supposed to be fictional beings from another world whose essence is unknown, and thus, frightening. these people are not naturalized citizens of the country they are living in. an illegal alien is, then, an outsider, weird, journal of pragmatics research vol. 03, no. 01 (2021), pp.1-13 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 9 unknown, unfamiliar, and a hypothetical or fictional being from another planet. source and target domains, though not novel as metaphors have a binary and blended dimension. on one hand, illegal immigrants are claimed to be foreigners and this is true as anyone who is not a descendant of an american mother and/or father or not born in the states can be claimed to be a foreigner. on the other hand, ‘alien’ has another implication which embraces the meaning of the unknown, strange, unfamiliar, anonymous, etc. the us president deliberately deployed the term ‘alien’ as it has a two-fold magnitude. this, among other things, makes his discourse more persuasive as it is close to everyday language and easily understood. metaphor, in the above case, has proved to be a vehicle which is loaded with meaning: fear arousal, irony, disdain of the other, hatred, etc. what is also remarkable about this metaphor is how much it targets feelings. it is true that cmt states that metaphor is a matter of thought, but one might also draw attention to how it is a matter of feelings and judgmental attitudes. thought is more likely to govern rational utterances, but one should acknowledge, as well, that thought can generate feelings and reflect them in language. metaphors, therefore, can be claimed to be a matter of feelings, novel and continuously taking an updating trajectory. the previous two metaphors are evidence that they are pervasive in language and persuasive in nature. as to whether they are a matter of linguistic clichés, one might assume that they are constantly updated, reconstructed, non-finite, just like novel sentences which are mere reflections of novel thoughts, many of them are entrenched beliefs. the next metaphor pertains to corona virus; it has been retrieved from the following address: www.youtube.com › watch22 sept. 2020 — speaking at the united nations general assembly, us president donald trump accused china of being responsible for the spread of the ... the metaphor states the following: we have waged a fierce battle against the invisible enemy; the china virus. the source domain corresponds to war and the target domain is manifested in the invisible enemy (the virus). and thus, it can be claimed that viruses are enemies. in view of this, war against the virus, which is an abstract entity, is concretized. a war, for instance, presupposes preparedness, material, equipment, etc. in a war there is a looser and a winner. throughout the war there are expected losses: human, equipment, money, etc. the common target of those who wage the war is to win with the least of losses. however, danger persists as the enemy is invisible and this makes the war’s outcomes unpredictable. although cmt accounts for metaphors of this kind, and despite their pervasiveness, these are persuasive and novel conceptions of wars and enemies. this claim may support the argument that metaphors are infinite and able to generate meaning and even account for and/or mirror http:// www.youtube.com › watch22 sept. 2020 — speaking at the united nations general assembly, us president donald trump accused china of being responsible for the spread of the ... http:// www.youtube.com › watch22 sept. 2020 — speaking at the united nations general assembly, us president donald trump accused china of being responsible for the spread of the ... http:// www.youtube.com › watch22 sept. 2020 — speaking at the united nations general assembly, us president donald trump accused china of being responsible for the spread of the ... http:// www.youtube.com › watch22 sept. 2020 — speaking at the united nations general assembly, us president donald trump accused china of being responsible for the spread of the ... hajer a. thought and feelings. hence, metaphors though entrenched linguistic clichés are always updated and follow novel trajectories in an attempt to generate influence on the public and draw attention to what might unwittingly occur in case of defeat. the notion of victory persists in the tweet communicated on july 1, 2017, which states the following: “i had to beat fake news, and did” the metaphor above concretizes news, and thus, the source domain is war against an enemy and the target domain is fake news (the enemy). the source domain, as it has previously been mentioned, presumably presupposes a winner and a loser. interestingly, the us president claims that he is under the obligation to beat fake news and finally did. the target is presented as an enemy whose existence presupposes the existence of danger and misleading. notwithstanding the representation of the adversary (in a war against the president), news media might acquire its strength from the propaganda administered by the president and thus, the metaphor might fail to gain persuasive ends and meet the argumentative rigor trump looks for. repetitive allegations might work for the benefit of the target despite the fact that they might, as well, become normalized beliefs. what is noticeable is that news media face the president’s claims with resistance, a constant one. whether such a metaphor is purely a product of thought is also questionable. once again, the metaphors conveyed are, in parallel a matter of feelings, subjectivity, value-judgments, etc. this means, among other things, that political discourse is not away from irrational, subjective and even judgmental practices through text and talk. given the aforementioned metaphors, it might be assumed that metaphors, being ubiquitous in text and talk, undergo a process of creation, updating, in a non-finite fashion. for this, the study of metaphors presupposes taking into account, as well, contextual cues, participants and ideological matters in order to decipher meaning and its implications. it is customary that cda’s main objectives are to study power abuse (institutional power, for example), domination, and how discourse can lead to their reproduction in society. and thus, being trans-disciplinary, cda opts for, among other things, showing how people with institutional power and elites use discursive strategies to maintain inequalities like limiting the freedom of others and influencing their minds based on certain strategies (persuasive, ideological, etc). one of the tasks of the analyst in cda is to use some tools like metaphor in both text and talk for the purpose of mitigation and emancipation. hence, the objective is to contribute to ‘righting’ the social ‘wrongs’ with either negative critique or positive critique. negative critique stands solely for the analysis of social ‘wrongs’, however, positive critique refers to how to remedy them. consequently, power relations which are established via ideologies are reflected in language. ideology, as a case in point, has been a factor that is utilized in metaphor to dismantle belief systems, stereotypical images, judgmental views in some cases and new policies relative to a new agenda whose core objective is to restrict or even ban immigration. indeed, anchoring new journal of pragmatics research vol. 03, no. 01 (2021), pp.1-13 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 11 measures with no resilience in the trump era seems to impinge upon language, which is the real manifestation of both thought and feelings. hence, in addition to some linguistic clichés and novel use, metaphors are vehicles that transmit and communicate a whole belief system that fits the republican agenda in the first place. from this standpoint, the metaphor describing immigrants as aliens entails a specific attitude towards this specific group of people with different cultures and backgrounds. the same attitude persists in connection to media, china who is an economic rival and a rising power. as such, sifting through the selected metaphors proved that these are manifold as they are clichéd linguistic expressions and persuasive tools, a product of thought and a reflection of feelings. and thus, it can be assumed that, as a tool deployed in political discourse, metaphor can presumably infiltrate all intended meanings and messages even without mitigation. conclusion this research has been an attempt to further show the relevance of cmt to the analysis of political discourse. it has also approached metaphor from a new discourse genre regarding the dearth of research in this very area of enquiry. it has also attempted to show the links and dimensions of both source and target domains and how these are capable of generating new meaning in language. however, it has come to the conclusion that metaphor is not only a matter of thought but rather a matter of feelings. these constitute, nonetheless, a basic component in metaphors, just like thought. in sum, metaphors are claimed to be an amalgam of thought and feelings as these are not separable, and are an integral part of humans in general and human language in particular. this means, among other things, that metaphors should always be studied with respect to both notions. this research has, therefore, a theoretical contribution. it has attempted to further demonstrate how metaphors can be persuasive tools in contemporary political discourse and how they constitute quibbles to manipulate the public and arouse fear from the other. moreover, by recourse to a critical study of metaphors, it is possible to uncover hidden political agendas and mental representations. finally and for future research, the same discourse genre can be investigated by other tools of analysis like speech acts, deixis, or presupposition. 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(2015). methods of critical discourse studies. sage. introduction research method journal of pragmatics research vol. 02, no. 01, (2020) pp.80-97 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index doi: https://doi.org/10.1836/jopr.v2i1.80-97 80 turn-taking in mata najwa talk show ragu-ragu perpu episode: a conversational analysis firdaus habibi* uin syarif hidayatullah jakarta e-mail:firdaushabibi89@gmail.com didin nuruddin hidayat uin syarif hidayatullah jakarta e-mail:didin.nuruddin@uinjkt.ac.id alek uin syarif hidayatullah jakarta e-mail:alek@uinjkt.ac.id *(corresponding author) doi: https://doi.org/10.18326/jopr.v2i1.80-97 submission track: received: 18-03-2020 final revision: 03-04-2020 available online: 12-04-2020 corresponding author: firdaus habibi firdaushabibi89@gmail.com abstract the present research aims to investigate the key features of turn taking in mata najwa talk show about ragu-ragu perpu (doubtful of rules of law). in addition, the authors propose to describe the use of turn-taking features between speaker to listener in mata najwa talk show. moreover, the authors utilize a qualitative research methodology by applying a descriptive analysis in the research. to collect the data, the authors select the specific types of turn-taking occurred between. in analyzing the data, the authors implemented jacob l. mey analysis theory in which selected the types of turn-taking into several forms. for instance, taking the floor (starting up, taking over, interruption, and overlaps), holding the floor, and yielding the floor. the results indicated that the conversation between seven speakers during the talk show are dominated by interruptions and overlapping. it indicates that 24 utterances express the existence of interruptions, while 16 speakers show the overlapping. moreover, the speakers tend to use several strategies to hold the talk, including verbal fillers, silent pauses, and lexical repetitions. within the http://e-journal.iainsalatiga.ac.id/index.php/jopr/index https://doi.org/10.1836/jopr.v2i1.80-97 mailto:firdaushabibi89@gmail.com mailto:didin.nuruddin@uinjkt.ac.id mailto:alek@uinjkt.ac.id https://doi.org/10.18326/jopr.v2i1.80-97 firdaus habibi, didin nuruddin hidayat, alek 81 context of mata najwa talk show program, the host of the mata najwa tends to apply greetings and questions in yielding the talk to the interlocutors. in conclusion, interruption and overlapping are the two features of turn-taking mostly occurred during the conversation. keywords: conversational analysis, talk show, turn-taking introduction talk show is one of the interesting programs of a television station that explores further about a current issue in the social life. within this context, it presents an in-depth discussion, occasionally followed by a debate, by presenting an individual or several people. dealing with this, edgerly, gotlieb, & vraga (2016) addressed that a talk show is mainly proposed to investigate an updated problem from several individuals’ perspectives who correspond to the case. employing a talk show program, people enable to convey any kind of information, ideas, critics, and experiences of a phenomenon regarding facts and opinions. moreover, to build the orderliness in a talk show, a moderator is needed to lead the ongoing talks and divide the speech portion for each informant in delivering the information. thus, the audiences may notice the different points of view between one speaker to another. therefore, a talk show indicates an interactive conversation delivering a controversial problem or a personal thought. furthermore, the existence of talk show programs in indonesia has been developed widely since the globalization era. it offers an opportunity to people in expressing their critical arguments about a debatable issue that occurred in a few regions in indonesia. also, this kind of tv program promotes an effective way to discover the huge opinions for both pro and contra values to meet the solution. haqqu, hastjarjo, & slamet (2019) explained that the talk show is divided into two kinds in terms of its purposes: a serious discussion and entertainment. notably, a serious discussion is emphasized on crucial topics to be considered, criticized, and solved. for instance, the government regulations, forest fires, president’s election, and so forth. hence, the stakeholders are willing to reconsider the undertaken decisions after listening to the notions from the speakers comprehensively. however, like entertainment talk show is more specified to speak about various casual information, such as experiences, jokes, and gossips. comparing to the serious talk show, the talk show is more cheerful and more enjoyable that affects the audience's sense of entertainment. to conclude, both serious discussion and entertainment are beneficial to gain the information from the speakers about a certain topic of discussion. in light of the importance of the talk show program, the tv stations in indonesia have organized several talk show programs considering the objectives, either to clarify an issue or entertain the audiences. for instance, mata najwa, indonesia lawyers club, kick andy, and journal of pragmatics research vol. 02, no. 01, (2020) pp.80-97 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index doi: https://doi.org/10.1836/jopr.v2i1.80-97 82 hitam putih. from these talk show programs, mata najwa is one of the talk shows aired by trans 7 that still exists from 2009 to present. moreover, it reveals many problems in indonesia in terms of politics, social, culture, and defense. in general, several informants will be gathered to offer a response and a suggestion regarding the issue in the episode. furthermore, to engage the audiences’ attention during the talk show program, najwa shihab as the host of mata najwa presents two different perspectives between pro and contra sides. then, each speaker initiates to speak up about what he/she believes in. consequently, the presence of mata najwa talk show in the tv program may trigger many responses from the audiences, whether agree or disagree with the speakers’ views. those people who agree with the conclusion of mata najwa episode extend their positive responses through social media, including facebook, twitter, and instagram as well. hayat, juliana, & umber (2015) seemed to indicate that the political talk show can develop the young generation’s awareness about political issues and enrich their knowledge of the political process. nonetheless, the individuals show negative responses when the results of the discussion possess a distinct point with them. as explained by gautam (2015) the audiences who contradict the latest information from the program host tend to confirm that the outcomes of the talk show seem bias or incorrect. for instance, one of the controversial decrees issued by the house of the indonesian representative has caused disparate arguments from the general public, academics, and government officials as well. even, groups of people appeared hashtags #kitakpk (we are the corruption eradication commission) and #reformasidikorupsi (the reform in corruption cases) as the proof of their supports towards what has been discussed in mata najwa. based on the linguistic view, the study of a conversational analysis seems relevant to conduct in the present research. the consideration of carrying out the research is based on several rationales. firstly, it is the closest interaction between the host program and informant during the talk show. likewise, it is related to how the informants respond to others who express the opposite meanings. secondly, the conversational analysis contributes in the study of ongoing interaction between one speaker to the interlocutors. it aims to observe how an individual http://e-journal.iainsalatiga.ac.id/index.php/jopr/index https://doi.org/10.1836/jopr.v2i1.80-97 firdaus habibi, didin nuruddin hidayat, alek 83 commits a communication process in a particular period. o’reilly & lester (2019) argued that a conversational analysis points to three components, which are exploring social activities, considering talk-in-interaction, and utilizing the theory of jefferson in transcribing data. to be more specific, it is utilized to investigate the language performances in the communication, in terms of agreeing, rejecting, complaining, and so forth. thus, the interlocutors understand the meaning of the conversation after obtaining the responses. thirdly, a conversational analysis is intended to discover the natural talks and the formal discussion towards the human’s life. for example, investigating the moment when the speaker produces overload information and interrupting the discussion. trena m. paulus et al (2018) asserted that a conversational analysis can be utilized to find out the flow of interaction in participating individuals in the conversation. all of the phenomena in the conversation should be analyzed in-depth to measure a detailed output regarding how a person interacts with the interlocutors in organizing intonation and pauses. therefore, researching a conversational analysis seems possible since the talk show of mata najwa appears to be the popular tv program in indonesia. to obtain the main data of the conversational analysis, the authors focus on perceiving the process of turn-taking in mata najwa talk show. this phenomenon is often found in everyday life when someone carries out a communication. for instance, talking about a particular topic to other fellows and then responding to the statements produced by the interlocutors. to confirm the meaning of turn-taking, ghilzai (2015) noted that it is the process of role transition between speaker and interlocutor after each of them delivers the messages. furthermore, everyone owns a similar opportunity to involve in the conversation, whether asserting opinions, disproving information, or responding talks. besides, corps, gambi, & pickering (2018) suggested that predicting the answers from the speaker is very useful to prepare the proper responses in producing meaningful and fluent turn-taking. in consequence, people can enjoy the conversation through the process of turn-taking. moreover, the talk show of mata najwa seems appealing to analyze because it consists of many interactions between the moderator and the informants and also between a speaker to another. to sump up, turn-taking is the major concern in the present research. the existing studies confirm strong evidences that the issue of turn-taking remains a concerning topic to discuss in the conversational analysis. some researchers have established the importance of turn-taking in a conversation. for instance, in research by khoddamy pour & yazd (2015) turn-taking was believed as a gainful aspect to engage the participants in the communication process, decrease misunderstanding, and abstain from the humiliation. within this context, subiyanto (2017) pointed out that the utilization of the turn-taking process in the journal of pragmatics research vol. 02, no. 01, (2020) pp.80-97 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index doi: https://doi.org/10.1836/jopr.v2i1.80-97 84 indonesian language tends to alternate speakers repeatedly, take turns in communication, and more than one individual talk in a period. despite the usefulness of turn-taking in boosting the conversation has been raised, it has not proceeded completely in classroom discussion because the the the students only acquired a small portion of talks comparing to the teacher’s talk (karasa, 2017) from the presented explanations, the authors intend to conduct research a conversational analysis to overcome the gaps by promoting the turn-taking process in the political talk show of mata najwa. specifically, this research aims to investigate the key features of turn-taking in mata najwa talk show about ragu-ragu perpu (feeling doubtful towards the rules of law). also, the authors propose to describe the use of turn-taking features between the speaker to the listener in mata najwa talk show. finally, researching conversation analysis of turn-taking in mata najwa talk show especially in the episode of ragu-ragu perpu (feeling doubtful towards the rules of law) is interesting even it will be a novel issue in the indonesian context. research method the authors utilized a qualitative research methodology in conducting the research. as explained by ruark & fielding-miller (2016) a qualitative methodology is beneficial for the researchers to obtain the data comprehensively and produce an in-depth analysis. further on, they can gain the detailed information by interpreting the data from observations (rahman, 2016). moreover, the research applied a descriptive analysis by identifying the conversation in mata najwa talk show. to find out the information of the turn-taking process, this research investigated the utterances delivered by six invited speakers and a moderator in the full episode of ragu-ragu perpu which provided by narasi newsroom youtube channel. another point to remember that the talk show was held on thursday, october 5th, 2019 and consisted of four parts within different core points to discuss. besides, the research involved the process of collecting the data by selecting the types of turn-taking occurred between najwa shihab, johnny g platte, arteria dahlan, supratman adi http://e-journal.iainsalatiga.ac.id/index.php/jopr/index https://doi.org/10.1836/jopr.v2i1.80-97 firdaus habibi, didin nuruddin hidayat, alek 85 agtas, prof. emil salim, feri amsari, and jayadi hana as well. likewise, the authors carried out several stages to collect the data of the research. for instance, the authors started to download the video of mata najwa talk show with a duration of one hour for nineteen minutes. then, the video would be watched rigorously by noticing the way each speaker answered the questions from the moderator. furthermore, the authors tried to transcribe all of the information included in the episode of ragu-ragu perpu (doubtful of the rules of law). therefore, the author divided the talks into several key terms of turn-taking to fulfill the objective of this research. to analyze data, the research implemented jacob l. mey (2001) analysis theory in which selected the types of turn-taking into several forms. for instance, taking the floor (starting up, taking over, interruption, and overlaps), holding the floor, and yielding the floor. what is more, certain procedures were followed to specify what kind of turn-taking indicated in mata najwa talk show ragu-ragu perpu (doubtful of the rules of law) episode in terms of marking the expressions, interpreting the codes, writing the findings, and concluding the results of turntaking that had been found in the conversation. results &discussion after analyzing the conversation in mata najwa talk show, particularly in the episode ragu-ragu perpu (doubtful of the rule of law), the authors found several prominent points related to the key features of turn-taking. moreover, providing markers on the sentences was utilized to simplify the process of data analysis. for instance, the symbol (//)was used for interruptions, the symbol ([ ]) for overlaps, the symbol (.) for small pauses, the symbol of ( ) for rise or fall for the intonation (forrester, 2002). also, the authors undertook the codes for the speakers who produced the utterences, such as najwa shihab (ns), jhonny g platter (g), arteria dahlan (a), supratman adi agtas (sa), prof emil salim (pe), feri amsari (fa), and jayadi hana (jh). then, an investigation had resulted certain findings, as follow: key features of turn-taking based on the investigation of turn-taking process in mata najwa talk show, the result indicated that there were various kinds key features of turn-taking. furthermore, the table below showed the number of each type of turn-taking. table 1.1. types of turn-taking in mata najwa talk show no types of turn-taking total 1 taking the floor a. starting up 11 journal of pragmatics research vol. 02, no. 01, (2020) pp.80-97 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index doi: https://doi.org/10.1836/jopr.v2i1.80-97 86 b. taking over 14 c. interruptions 24 d. overlapping 16 2 holding the floor a. verbal fillers 8 b. silent pause 1 c. lexical repetition 4 d. a new start 0 3 yielding the floor a. prompting (greeting) 5 b. giving up 1 c. appealing 0 total 84 the use of turn-taking in mata najwa talk show taking the floor in mata najwa talk show of ragu-ragu perpu (doubtful of the rule of law) episode, the authors discovered some utterences indicating the existence of taking the floor which occured between the moderator to the speaker and the speaker to the others. it played the important role in generating the communication in the turn-taking process. based on the result of the research, at least, there were four types of taking the floor found during the conversation, such as starting up, taking over, interruptions, and overlaps. these features were often produced naturally in the on-going discussion and it would influence the flow of the talks. here were the continued explanation of these three features of taking the floor. starting up within the context of turn-taking, the conversation in a talk show is normally opened by a moderator throughout a hesitant start or a clean start. based on an in-depth analysis, najwa shihab utilized a clean start to initiate the talk show about a doubtful of the rule of law. for instances, it can be clearly seen from the excerpt 1 below. http://e-journal.iainsalatiga.ac.id/index.php/jopr/index https://doi.org/10.1836/jopr.v2i1.80-97 firdaus habibi, didin nuruddin hidayat, alek 87 excerpt 1 ns : baik, jadi sudah jelas. tapi, saya penasaran.apa maksudnya ketua partai nasdem mengatakan tentang impeach? apakah nasdem mengancam presiden? (well, it is clear. but, i wonder. what is the leader of nasdem meaning when he said about the impeachment? does nasdem threat the president?) j : eee..., salah tidak. yang pertama, begini dulu nana ya. eee.... wrong or not. the first thing that should be considered..... furthermore, ns as the host of mata najwa indicated a good starting point through introducing the speakers who represented the political parties and non-political parties. it aimed to familiarize all of them to other speakers and audiences. moreover, the moderator proposed a good preparation in opening the talks without pauses or fillers. on the other word, she mentioned a clean start by the utterences well and but, i wonder. however, the interlocutor responded with a hesitant answer because he seemed to adjust the next ideas that would be delivered. in this case, he produced the utterence eee....before continuing the speech. then, the informant carried out a clarification about the statement of ns on the previous conversation. another format of starting up were found in the conversation between najwa shihab and arteria dahlan. it might be observed from the excerpt 2, as follow: excerpt 2 ns : saya ingin lempar ke bang arteria dahlan. pdip melihatnya seperti apa? bagaimana menerjemahkan ini? i want to give the opportunity to mr. arteria. how does pdip party view this phenomenon? can it be impeached? how can you translate it? ad : yes. pdi perjuangan, partai tua,.... yes, pdip as the oldest party, ........ (the explanation is still continued) in this case, ns showed a different form of starting up from the previous discussion. notably, she started the conversation by offering a statement aimed to give an opportonity to ad in extending his point of view. for instance, uttering a sentence i want to give the opportunity to mr. arteria to expose the next dialog. it provided a confirmatory evidence that the modetarator always utilized a clean start to begin the discussion. in addition, the interlocutor conveyed a clean start which represented his readiness in the conversation. therefore, each speaker in the mata najwa talk show used diverse forms, terms to start of what they were willing to discuss. journal of pragmatics research vol. 02, no. 01, (2020) pp.80-97 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index doi: https://doi.org/10.1836/jopr.v2i1.80-97 88 taking over another type of taking the floor is taking over which related to the response from the interlocutor towards the questions given. regarding to the analysis of the talk show, the authors found a number of strategies in taking over a conversation. the example of taking over could be investigated from the excerpt 3 and excerpt 4. excerpt 3 ns : oke. ketika berbicara, presiden menangkap kekhawatiran itu? okay, when you talked to the president, did he apprehend that worry? pe : beliau menangkap. jadi beliay berkata soal saya adalah semua partai mendukung ruu kpk itu (he apprehended. so, he said to me that all of the parties supported the revision of the decree(the explanation is still continued) excerpt 4 ns : oke bang feri. saya ingin bertanya, beralasan tidak kekhawatiran presiden kalo kita tadi menangkap tadi presiden khawatir tidak didukung oleh fraksi partainya? okay mr feri, i would like to ask, it is reasonable or not, the president are getting worry if he won’t be supported by the fraction parties? fa : sangat, sangat beralasan mbak nana karena hal ini berkaitan dengan hal ihwal kegentingan yang memaksa. it is very reasonable because it is related to the matter of the urgency forces. (the explanation is still continued) based on these two examples, it could be said that the interlocutors answered the questions from the host of mata najwa talk show directly and followed up the information by explaining the continued arguments. it meant that both of them acknowledged what ns asked without decribing an unnecessary idea in the early turn. to be more specific, pe & fa took the turn immediately when they obtained yes/no questions. for instance, did he apprehend that worry? and is it reasonable or not? nonetheless, they did not mentioned yes/no answer towards the question, but they tended to carry on the conversation with the stated utterences, such as he http://e-journal.iainsalatiga.ac.id/index.php/jopr/index https://doi.org/10.1836/jopr.v2i1.80-97 firdaus habibi, didin nuruddin hidayat, alek 89 apprehended and it is very reasonable. in conclusion, they attempted to present the information appropriately regarding the speaker’s curiosity. interruptions the process of turn-taking in mata najwa generated many interruptions between the speaker and the interlocutors. to establish this kind of turn-taking, the author discovered several parts of the conversation which contained the interruptions during the talk show. the following evidences might be looked at from the excerpt 5 and excerpt 6. excerpt 5 pe : karena itu, beliau tidak mau mensahkan duli dan mencari jalan keluar untuk .....// (consequently, he don’t want to establish it and find out a solution to....//) j : untuk mencari jalan, lain lagi prof. yang tadi saya bilang, ada 3 jalurnya to find out a solution, it’s different discussion, prof. as i said before, there are three ways. from the excerpt 5, the evidence showed that the second speaker interrupted the first speaker when he had not completed yet the explanation of the talk. in this case, j tried to align the statement of pe without giving a space to express the comprehensive ideas. to be more specific, j alerted on what pe asserted because the statement was not match to his opinion. looking forward to the expert 5, j argued that the president would be able to establish the degree and would like to find the solution. however, when he maintained the talk, j suddently interrupted the conversation with the rise intonation. therefore, the audiences could not undertand the meaning of pe’s speech fully. excerpt 6 j : yang tepat itu pembuat undang-undang dan daya, bukan partai politik. tapi pembuat undang-undang (.).... the correct one is the former of of the rules, not the power. but, the former of the rule (.)// ns : pembuat undang-undang // the former of the rule...// another form of the interruption investigated in mata najwa talk show program was available on the excerpt 6. it seemed to indicate that the main speaker purposed to tell an information, but the listener was too impressive about the next explanations. as the result, ns journal of pragmatics research vol. 02, no. 01, (2020) pp.80-97 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index doi: https://doi.org/10.1836/jopr.v2i1.80-97 90 interrupted the communication process when j paused the talk for awhile in the middle of delivering the ideas. overlapping overlapping was the ultimate kind of taking the floor analyzed in mata najwa talk show. it happened when both of the speakers took the turn together in the same period. importanly, the authors provided the example of overlapping throughout excerpt 7. excerpt 7 a : selain itu, saya ingin katakan juga kepada yang mendesak-desak presiden. presiden gak usah khawatir. didesak, ditekan, diapakan. gak usah khawatir [seperti peristiwa reformasi 1998) beside that, i would like to say to those people who urge the president. the president should not need to be urged and pushed like [like the reformation era in 1998] ns : [tidak usah dengarkan kata rakyat, dengarkan saja parpol, begitu?] [it means that the president shouldn’t need to listen the societies’ aspiration? should he only need to listen to the political parties perspectives?] the excerpt 7 pointed that there was an overlapping conversation between a and ns in mata najwa talk show. within this phenomenon, ns took the turn to speak even though a still maintained the talk. it happened because ns would respond what had been a said without waiting the complete speaking. also, overlapping was used to measure a’s idea that should be clarified. therefore, both of them spoke together in an equal period without pauses. holding the floor holding the floor was the second strategy of the turn-taking process included in the episode of ragu-ragu perpu (doubtful the rule of law) which carried out in various terms. in this strategy, the speaker tended to keep the turn by utilizing small pause or filler, then holding back the talks. furthermore, it was familiar to use a temporary pause in the middle of the conversation that commonly found in everday life. in order to clear up the analysis of holding the floor in http://e-journal.iainsalatiga.ac.id/index.php/jopr/index https://doi.org/10.1836/jopr.v2i1.80-97 firdaus habibi, didin nuruddin hidayat, alek 91 mata najwa talk show, the authors presented some utterences that emerged during the communication process. it could be searched from the excerpt 8. excerpt 8 ns : lembaga survei indonesia melakukan polling, eeee, bertanya kepada publik apa hasilnya? the survey institution in indonesia carried out a polling, eeee, asking to the public, what was the result? jh : yah, bertanya ke publik itu kan penting. dan kita juga paham bahwa ada pro dan kontra di publik, gitu kan. eeee tetapi kita lihat fenomena yang ada itu, sepertinya eeee, penolakan terhadap revisi uu kpk.... yeah, asking to the public is important thing. i think all of the speakers agree that the voices of public is prominent and we understand about pro and contra between them. eeee... but, the current phenomenon eeee.. is about a denial of the revision. based on the excerpt 8, the two speakers used small pauses to move to another point. in this situation, ns and jh holded their turns by pausing their talks for awhile throughout a particular utterence before continuing the speech. moreover, it could be identified that both of them produced the similar kind of pause, eeee, which was prevalent in indonesian context. comparing to the previous examples, the speakers limited themselves to interrupt when either ns or jh proposed an idea. another evidence was illustrated in excerpt 9. excerpt 9 ns : anda percaya bisa sejauh itu kalau perpu dikeluarkan? do you believe that the serious impact happen if the establishment of rule happen? j : di indonesia ini, politik apa yang tidak bisa. bung karno dijatohkan, pak harto dijatohkan, gusdur dijatohkan. semuanya bisa. in indonesia, what kind of politic that cannot be carried out. bung karno was impeached, mr. harto was impeached, gusdur was impeached. all of the presidents are possible. the excerpt 9 revealed a different strategy to hold the talk. it seemed to indicate that the interlocutor did a repitition of the word impeached for three times in defining the facts. furthermore, it was administrated to convince the audiences about what to be conveyed. although some words were repeated for several times, the speaker still continued the talk. journal of pragmatics research vol. 02, no. 01, (2020) pp.80-97 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index doi: https://doi.org/10.1836/jopr.v2i1.80-97 92 yielding the floor after discussing about taking the floor and holding the floor, the turn-taking process also focused on the process of yielding the floor. in the context of conversational analysis, yielding the floor concentrates to give the full opportunity to the interlocutor to take the turn by responding the statement from the modetaror. furthermore, it might be in the form of greeting, questioning, appealing, and giving up. moreover, the sample of yielding the floor can be scanned from the excerpt 10. excerpt 10 ns : ada sekjen partai nasdem johnny g. platte. selamat malam bang johnny. there is the general secretary of nasdem party, johnny g. platte. good night, mr johnny. j : selamat malam good night. discussion the process of turn-taking is one of the prominent aspects observed in conversational analysis that is closely related to human’s life. it can commonly be investigated in speech, political debate, talk show, academic conference and even daily conversation (ghilzai & baloch, 2016). unconsciously, people have implemented a number of strategies of turn-taking in their communication processes. in a conversation, the individuals sometimes attempt to organize the proper time to speak and to respond, while some others tend to interrupt in the middle of the conversations. as conseptualized by james l. mey (2001), turn-taking can be identified throughout some key features, such as taking the floor, holding the floor, and also yielding the floor. moreover, each of the type possesses a slight difference, but it owns a specific characteristic between one to another. furthermore, a conversation between two people or more is flowed very dynamic. it can be begun with a starting point throughout fillers and small pauses found in the early of speaking. http://e-journal.iainsalatiga.ac.id/index.php/jopr/index https://doi.org/10.1836/jopr.v2i1.80-97 firdaus habibi, didin nuruddin hidayat, alek 93 moreover, to initiate the talk, an individual should give a signal to the listener as an acknowledgement. it aims to break the silences into the interactive communication. koudenburg, postmes, & gordijn (2017) believed that the utilization of starting up can build a smooth social interaction to other people alhough some pauses occured. what is more, the communication is continued to take the portion of the talk from the speaker to the interlocutors. this means that the interlocutor tends to offer the synchronous response regarding the questions asked. importantly, based on the result, the research discovered that the starting up existed eleven times, while the taking over occured fourteen times in mata najwa talk show program. it means that both speakers and interlocutors tend to adjust various strategies to start the conversation and respond the questions. by contrast, the research by anwair (2016) only resulted a few number of starting up and taking over in whole of interation that happened once and three times respectively. thus, the speakers paid a little attention to the starting up and taking over. in addition, the process of communication in mata najwa talk show seems to follow with the existance of interruptions. the findings pointed that the interruptions during the conversation are carried out twenty-four times. it stresses that the talk show is dominated by the intteruption case. tao (2018) argued that the power of interruption often found in the political talk show. however, it also can be observed in an entertainment talk show, including hitam putih and kick andy. furthermore, a research by mohajer & mohd. jan, (2018) revealed that the male speakers employed many interruptions to convey the ideas, compliment the other talks and so forth. by contrast, faizah & kurniawan (2016) proved that the female speakers were dominant to interrupt the conversation rather than male speaker. in fact, both male and female speakers express the interruption utterences in their talks in mata najwa talk show. on the other side, the phenomenon of turn-taking often presented the overlapping in the ongoing interaction. it indicates when the speaker and the interlocutor talk together in a similar time without giving any opportunities to complete the speaking. furthermore, prihastuti & yusuf (2019) reported that overlapping can be divided into two types, which are competitive overlapping and non-competitive overlapping. in its implementation, the competitive overlapping often shows the high volume of the speech with the lauder tone. moreover, it is generally found before one of the speaker finish a talk. on the other hand, the non-competitive overlapping seems more polite rather than competitive overlapping because of no any willingness to compete the speaker’s speech. in addition, wells et al., (2019) informed that the overlapping generally is intended to convey several purposes, which are proposed to collaborate the ideas to the current speaker, represent the respectful to what individuals utter, and complete journal of pragmatics research vol. 02, no. 01, (2020) pp.80-97 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index doi: https://doi.org/10.1836/jopr.v2i1.80-97 94 the speaker’s statements.. based on the research finding, mata najwa talk show program is also dominated by overlapping case. it can be said that most of the overlapping in ragu-ragu perpu episode are produced as competitive overlapping without any proper opportunity to take the turn. also, it aims to collaborate the ideas between one speaker to other speakers. conclusion by using james l. mey theory, it can be concluded that the strategies of turn-taking in mata najwa pointed some evidences. firstly, the conversation between seven speakers during the talk show are dominated by interruptions and overlapping. it indicates that 24 utterences express the existance of interruptions, while 16 lucutors show the overlapping. based on a deeper analysis, the speakers interrupt the conversation because of some cases, such as a incompability ideas to another speaker and a curiosity to the next information. on the other hand , the overlapping mostly happens because another informant are willing to give a clarification to the current speaker’s ideas. secondly, the speakers tend to use several strategies to hold the talk, including verbal fillers, silent pauses, and lexical repetitions. majority of them utilize verbal fillers in the middle of the conversation, such as ya, eee, nah, tapi and so forth. these fillers is familiar with indonesian context which commonly found in everyday interaction. furthermore, they also repeat some words to keep their turn. for instance, dijatohkan (was inpeached), tidak mungkin (impossible), mengapa (why), and kami tau (we know). in the other words, the utilization of fillers and repetitions will facilitate the speakers to organize their speech. thirdly, the process of turn-taking is related to how the speaker gives the opportunity to the interlocuter to take the turn. within the context of mata najwa talk show program, the host of the mata najwa tends to apply greetings and questions in yielding the talk to the interlocutors. moreover, this descriptive qualitative research allows the other researchers to gain their knowledge about how to identify what kind of turn-taking occured within the conversation. http://e-journal.iainsalatiga.ac.id/index.php/jopr/index https://doi.org/10.1836/jopr.v2i1.80-97 firdaus habibi, didin nuruddin hidayat, alek 95 likewise, it enhances the 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(2018). using conversation analysis to understand how agreements, personal experiences, and cognition verbs function in online discussions. language@internet. wells, b., beeston, a. v., bradley, e., brown, g. j., crook, h., & kurtić, e. (2019). talking in time: the development of a self-administered conversation analysis based training programme for cochlear implant users. cochlear implants international, 20(5), 255–265. https://www.youtube.com/watch?v=tet4zctga3c&t=3630s https://www.youtube.com/watch?v=tet4zctga3c&t=3630s journal of pragmatics research vol. 03, no. 01 (2021), pp.46-58 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 46 acts of requesting as realized by english for specific purposes students arif nugroho iain surakarta e-mail: arif.nugroho@iain-surakarta.ac.id nuning wahyu astuti iain surakarta arief eko priyo atmojo iain surakarta doi: https://doi.org/10.18326/jopr.v3i1.46-58 copyright © the author (s) this work is licensed under a creative commons attribution-sharealike 4.0 international license. how to cite: nugroho, a., astuti, n., & atmojo, a. (2021). acts of requesting as realized by english for specific purposes students. journal of pragmatics research, 3(1). doi: https://doi.org/10.18326/jopr.v3i1.4658 submission track: received: 20-01-2021 final revision: 05-03-2021 available online: 01-04-2021 corresponding author: arif nugroho arif.nugroho@iainsurakarta.ac.id abstract the success of language learners’ intercultural communication highly depends on their acquisition of not only grammatical knowledge but also pragmatic aspects of the target language. however, research examining english for specific purposes (esp) learners’ request realization, as a crucial indicator of pragmatic competence, still remains a paucity of evidence. addressing this issue, the present study aims to examine english for specific purposes (esp) students’ most frequently used request strategy and their reasons behind the selected strategy. to this end, 36 esp students of a public university at surakarta indonesia were involved in a descriptive qualitative study. a set of discourse completion test (dct), role-play, and semi-structured interview were employed as a means of data collection. the data were analyzed based on blum-kulka and olshtain’s cross-cultural study of speech act realization patterns (ccsarp) and followed by thematic content analysis for the interview responses. the results depicted that conventionally indirect request were the most frequently used strategy by the students than other strategies, i.e. direct request and non-conventionally indirect request. the semistructured interview further revealed that cultural factors, degree of politeness, and social distance among the interlocutors became the primary reasons of the students’ massive selection of conventionally indirect strategy. these results offer fruitful insights for english language teaching stakeholders as an effort to equip esp students with satisfactory pragmatic and cross-cultural knowledge. keywords: acts of requesting, pragmatics, request strategies, mailto:arif.nugroho@iain-surakarta.ac.id https://doi.org/10.18326/jopr.v3i1.46-58 https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.18326/jopr.v3i1.46-58 https://doi.org/10.18326/jopr.v3i1.46-58 mailto:arif.nugroho@iain-surakarta.ac.id mailto:arif.nugroho@iain-surakarta.ac.id journal of pragmatics research vol. 03, no. 01 (2021), pp.46-58 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 47 introduction successful communication in a foreign language not only depends on the acquisition of sentence structures and grammatical rules of the language but also entails the knowledge of pragmatics and cross-cultural communication. in other words, a successful language learner should master communicative competences that include the ability to understand the language discourse (grammatical competence) and to use appropriate language in a real context of communication (pragmatic competence) (daskalovska et al., 2016; nugroho & rekha, 2020). hence, in the context of english as a foreign language such as in indonesia, english language teaching (elt) classroom plays a crucial role in developing students’ communicative competences (ashoorpour et al., 2014). however, for years elt scholars (güneş & ortaçtepe, 2019; hu, 2014; li et al., 2015) argue that english language teaching is mostly devoted to learn grammatical rules of the language instead of language functions as a means of communication. this becomes a crucial issue since nowadays communicative competence is considered as a twenty-first century skill that should be acquired by language students (haghighi et al., 2019). for this reason, examining efl students’ ability of language functions (e.g. pragmatic competence) becomes an interesting inquiry, particularly in the context of english for specific purposes (esp) where the use the language in an appropriate context is highly required. it is undeniable that the idea of pragmatic competence is derived from the concept of speech acts. as defined by searle (1974), a speech act is an utterance that not only contains an information but also delivers a certain intention (yule, 1996). in global interaction and communications, the utterances implying speech acts that deliver various communicative intentions often take place (sattar et al., 2009). moreover, utterances coming from speakers having different social and cultural backgrounds potentially result in the emergence of different communication styles that convey various meaning and intention (krisnawati, 2011). by this context, it is clear that an english speaker has to get the hang of the knowledge of language use in addition to the grammatical competence to be able to communicate appropriately among different cultures and communication styles. this is in line with the aims of esp teaching that is to fulfill students’ needs of language knowledge and skills (mostly communication skill) to support the development of a future career based on their own fields (nimasari, 2018). therefore, elt classroom should facilitate students’ development of both grammatical competence and pragmatic competence. thuruvan and yunus (2017) stated that all speech acts are having an intention, and catching with the intention might become a problem for some speakers. for instance, an utterance such as “do you have a pen?” is not merely asking if the interlocutor has a pen, but indicates an indirect request to borrow a pen. understanding this kind of meaning behind an utterance is crucial in real nugroho a., astuti n., & atmojo a. 48 context of communication; hence, investigating speech acts of requests is still becoming an interesting inquiry among the scholars (yazdanfar & bonyadi, 2016). the acts of requesting has attracted researchers’ intention since it is considered as a face-threatening act – an act often encountered by the interlocutors in a communication. in understanding speech acts of requests, the cross-cultural speech act realization pattern (ccsarp) by blum-kulka and olshtain (1984) (see table 1) was often employed in some languages such as english, hebrew, and danish. since then, studies examining the request strategies using the ccsarp were conducted in the context of pragmatics and cross-cultural communication (güneş & ortaçtepe, 2019; maros & halim, 2018; sari et al., 2015; yazdanfar & bonyadi, 2016). table 4.1. ccsarp request strategies classification request strategies types examples direct 1. mood derivable: determining semantic meaning of the utterance (imperative). 2. explicit performatives: stating the explicit illocutionary meaning of the utterance. 3. hedged performatives: the illocutionary meaning is modified by hedging expressions. 4. obligation statements: stating the direct illocutionary meaning with obligations. 5. want statements: expressing the desire of the speakers bring me a glass of water. i’m asking you to bring a glass of water. i’d like to ask you to bring a glass of water for me. you should bring me a glass of water. i want you to bring a glass of water for me. conventionally indirect 6. suggestory formulae: containing a suggestion to do. 7. query preparatory: containing references to a preparatory condition such as ability, willingness, and permission to perform an act. why don’t you bring a glass of water for me? could you bring me a glass of water? would you mind to bring me a glass of water? non-conventionally indirect 8. strong hint: holding partial reference of the object required to implement the act. 9. mild hint: no reference is produced, but interpretation is highly possible from the context. i’m very thirsty. a glass of hot water seems delicious in this cold weather. source: adapted from blum-kulka and olshtain (1984) in the context of english as a foreign language in indonesia, studies about speech acts of requests have also been conducted for years. by employing written discourse completion test (dct) with nine situations, susilo (2015) examined how junior high school students expressed their request strategies in english. the results showed that the students employed both direct and indirect request strategies; however, conventionally indirect request was revealed as the most utilized one in the form of willingness and permission. in a similar direction, nugroho (2019) delineated the request strategies employed by indonesian english teachers and the reason behind the selection of such strategies. similar to susilo’s (2015) findings, the results showed that conventionally indirect request was the most utilized strategy. the reason behind the selection was the consideration of situational variables (e.g. social distance, power, and rank of imposition) in journal of pragmatics research vol. 03, no. 01 (2021), pp.46-58 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 49 the communication. more recently, nugroho and rekha (2020) depicted that english department students made use of similar strategy to convey speech acts of requests in english. given the fact that most of the above-mentioned previous studies were conducted with teachers and students coming from english department, the questions that may arise are “what about english for specific purposes students?” “do they convey similar request strategy?” these questions come up because esp students tend to have lower level of language awareness and it may affect the choice of request strategy in english. having a delineation on this issue is crucial to portray a comprehensive understanding about the realization of requesting acts among english language teaching contexts. therefore, the in-hand study is directed to examine esp students’ most frequently used request strategy based on blum-kulka and olhstain’s ccsarp. moreover, their reasons behind the selection of the strategies are also revealed to have a comparison with the previous findings. what else put this study differs from the previous research is that the use of role-play as an effort to collect the participants’ natural request utterances in addition to the written dct. the results contribute as an input enhancement of literature review in the realm of pragmatics and speech acts, particularly in esp context. research method a descriptive qualitative research was employed to portray how esp students realized acts of requesting in english. the data were in the form of request utterances obtained conveniently from 36 esp students (male = 11; female = 25) majoring in management and business at a public university in surakarta indonesia. they were first-year students taking english for management and business as a compulsory subject at the university. their age was between 17 and 20 and the average was 18. this study was administered in the end of semester; thus, the participants had already finish the english lesson. all the 36 participants were asked to provide their responses on a written discourse completion test (dct). moreover, based on their request responses in the dct, 25 of them were selected as participants in the role-play. finally, 6 participants were invited in semi-structured interviews to depict their reasons behind the selection of the request strategies. this study used discourse completion test (dct), role-play, and semi-structured interview as research instruments to collect the data. first, the dct consisting of 12 situations adapted from nugroho (2019) (see table 2) was administered to elicit the request strategies as realized by the participants. each situation contained a description for the participants completed with a blank space where they should write their request utterances as though they were the speakers in real communication as described in the situation, for instance: situation 1: you are doing your school project that should be submitted tomorrow. it’s about 8 p.m. a new neighbor next to your boarding room is playing music loudly. he is about your age and you do not already know him. since you are disturbed with the sounds of the music and nugroho a., astuti n., & atmojo a. 50 cannot concentrate on your work, you want to ask him decrease the volume. how will you convey the request? second, out of 36, 25 participants were considered worthy to involve in the role-play. the roleplay was administered to guarantee the natural responses of request utterances produced by the participants to support the administration of dct. due to the time constraint, the role-play consisted of 6 scenarios adapted from syahri and kadarisman (2007) (see table 2) where the participants should practice conversation containing request utterances by playing the role as described in the scenario. to avoid repetition of request utterances, the participants should take a piece of paper where a scenario was written and it was rolled into coupons. they were assigned to randomly choose some coupons and perform dialogue with their group members before the other participants based on several roles described in the scenario. while listening to the participants’ dialogue, the researchers took notes all request utterances that were spoken by the participants for the purpose of data analysis. an example of scenario in role-play is as follows: scenario 1: you are looking for references at the campus library to do a project given by your lecturer. you have some notes about books and journal articles that you are looking for but you have difficulty in finding the location. so, you want to ask a librarian whom you already know to help you. how will you convey your request? [roles: a student and a librarian] third, a semi-structured interview was administered to 6 participants to reveal their actual reasons of the request strategy selection. it enables the researchers to jump into an in-depth understanding on the phenomenon being studied with a question guidance at hands, but still can go beyond to explore the participants’ answers (yin, 2015). in this stage, the interviews were conducted both in indonesia and english, depending on the participants’ preferences. the interviews last for about 15 to 20 minutes of each participant and being recorded for the sake of data transcription. table 4.2. items of dct and role-play dct role-play scenario 1 scenario 2 scenario 3 scenario 4 scenario 5 scenario 6 scenario 7 scenario 8 scenario 9 scenario 10 scenario 11 scenario 12 asking a new neighbor to turn down music volume asking a person whom do not already know to borrow his pen. asking permission to parents to join a competition held by an overseas university. asking a shop assistant to find a suitable size of t-shirt. asking a student whom do not already know to take a picture of the participants. asking a fellow classmate to borrow a textbook. asking a waiter at restaurant to pass some more water. asking a direction to the participant’s father friend. asking for help to a fellow friend to do a school project. asking a lecturer’s permission to not to join a class to attend a family wedding. asking a direction to a younger teenager to get to a place. asking a neighbor’s car to visit a cousin in a hospital. asking a librarian to find the location of books and other references asking a fellow friend to give a ride home. asking a lecturer to have a consultation on the final paper. asking a fellow friend to accompany watching movie at a cinema. asking an older brother to accompany to go to a grandmother’s house. asking a shoes keeper to find a suitable size. journal of pragmatics research vol. 03, no. 01 (2021), pp.46-58 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 51 source: adapted from nugroho (2019) & syahri and kadarisman (2007) with regards to data analysis, the cross-cultural study of speech acts realization patterns (ccsarp) by blum-kulka and olshtain (1984) was used as the basis of data categorization of the responses obtained from dct and role-play to see the request strategies conveyed by the participants. the results were tabulated by means of percentage using ms. excel to see the distribution of request strategies as employed by the participants across all situations and scenarios. the thematic content analysis was further applied to examine the participants’ reasons in selecting their request strategies. finally, the researchers made classification of the interview data based on the emerging themes and further used as the basis of data conclusion and interpretation. results this section highlights results of data analysis and the interpretation of the results with regards to two primary themes, i.e. english for specific purposes students’ request strategies and reasons behind the selection of the strategies. representative responses of the participants’ are quoted to support the delineation of the findings. several responses in indonesian are translated without altering the meaning to ensure the language efficacy. the request strategies as realized by english for specific purposes students the data in the form of request utterances as realized by 36 esp students by means of dct were varied and comprised all request strategies, i.e. direct, conventionally indirect, and nonconventionally indirect. nevertheless, the findings showed significant different distribution of the requests strategies (see table 3). from 432 request realizations obtained from the dct, 12 (2.8%) of them were classified as data biases, 8 of them were left blank and the other 4 did not reflect request utterances. moreover, table 3 shows that conventionally indirect request (376; 89.5%) in the form of query preparatory (339; 80.7%) was the most-frequently used strategy employed by the esp students to convey their speech acts of requests. the less frequently used strategy was direct request (30; 7.14%) and the least frequent strategy was non-conventionally indirect request (14; 3.3%). table 4.3. distribution of request strategies in dct request strategies n percentage (%) direct 30 7.14 mood derivable explicit performatives hedged performatives obligation statements want statements 14 3 8 1 4 3.3 0.7 1.9 0.2 0.9 conventionally indirect 376 89.5 suggestory formulae query preparatory 37 339 8.8 80.7 non-conventionally indirect 14 3.3 strong hint mild hint 4 10 0.9 2.4 nugroho a., astuti n., & atmojo a. 52 total 420 100 table 3 demonstrates that conventionally indirect becomes the most frequently used strategy to convey requesting acts among the participants in the dct. for instance, when they were asked to deliver a request to a new neighbor who raise the volume of his music in a late night (situation 1), a participant said “could you please lower down your music volume. i have to finish my tomorrow’s school assignment”. another conventionally indirect request was provided by one of the participants in respond to the situation 3 where the participants were required to convey request for their parents to join a competition. he wrote “pardon me mom, i’d like to join a completion but it is held in an overseas university. i need your permission. so, may i join the competition?” in short, request utterances obtained from dct were mostly in the form of conventionally indirect request, with query preparatory as the sub-strategy. as for the utterances obtained from role-play, 25 participants have made 72 request realizations. the results show similar trend to the findings of dct that conventionally indirect request (39; 54.1%) was the most frequently used strategy employed by the participants in roleplay, followed by direct request (31; 43.2%) and non-conventionally indirect request (2; 2.7%). there was an interesting finding that the participants of role-play conveyed significant increase of direct request strategy (43.2%) as compared to the dct responses (7.14%). the possible reason was that indonesian speakers of english might tend to be more direct when having a real context of conversation. table 4.4. distribution of request strategies in role-play request strategies n percentage (%) direct 31 43.2 mood derivable explicit performatives hedged performatives obligation statements want statements 21 1 2 7 29.3 1.4 2.7 9.8 conventionally indirect 39 54.1 suggestory formulae query preparatory 12 27 16.6 37.5 non-conventionally indirect 2 2.7 strong hint mild hint 2 2.7 total 72 100 table 4 presents the participants’ request realizations obtained from the role-play. the conventionally indirect request still became the most frequently used strategy by the participants to deliver requests; however, the number significantly decreased compared to the dct responses. the direct strategy in the form of mood derivable became another alternative for the participants in the role-play to express their requests. for instance, in respond to the situation 1 where they were asked to make a request for a librarian to find the location of a book, one of them said “show journal of pragmatics research vol. 03, no. 01 (2021), pp.46-58 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 53 me the location of this book, please”. another example was a response to the situation 5 in which the participants were to convey request for a shoe keeper to find a suitable size for them, one of them said “find me a suitable size for this shoes, please”. briefly, the responses of role-play shows a surprising result where the number of direct request was significantly increased than the results of dct. the reasons of english for specific purposes students in employing the request strategies the results of data analysis from dct and role-pay obviously show that conventionally indirect request was the most frequently utilized strategy by esp students in conveying requests in english. for this reason, this study was directed to further examine the participants’ intention behind the massive selection of this strategy. moreover, the significant increase of direct requests in the role-play also attracted the researchers’ attention; therefore, the semi-structured interviews involved representative participants who conveyed direct strategy in the role-play to scrutinize this interesting issue. the results of semi-structured interviews with 6 participants reveal the answer of this inquiry. based on the interview responses, there were two main reasons of the participants’ massive selection of conventionally indirect strategy. first, cultural background seemed to be a significant reason of the participants’ selection of conventionally indirect request strategy. the participants stated that they chose conventionally indirect because it was appropriate with the eastern cultural where indonesia as a place they lived belonged to. moreover, they looked at conventionally indirect strategy as a request they commonly encountered in the context of english as a foreign language communication in indonesia at any situation without considering the social status of the interlocutors. they deemed this strategy as the most proper utterances to convey a request across all situations and communication context. as an interview participant said: “ok right. my main reason to use this kind of strategy [conventionally indirect] when i give a request is due to our eastern culture teaches us to do so. hmm… as far as i know from my english teachers and reading some books, when we give a request in english we commonly use “could” or “would” and added with the word “please”. i think that it sounds good and is suitable with our indonesian culture. so, i choose to use this strategy to express my requests”. (int. p2) second, the participants’ selection of conventionally indirect request was significantly affected by the politeness degree. it was clearly related to the cultural factor that they were bounded of the eastern culture where being a polite person is necessary in communicating with anyone, any place, and in any circumstance. the results of semi-structured interviews revealed that the participants tended to be considered as a kind person by speaking politely, including in delivering requesting acts. they also confessed that using conventional indirect request made them comfortable to the interlocutors. as an interview participant said: nugroho a., astuti n., & atmojo a. 54 “…….. and my only intention choosing conventionally indirect strategy is that i want to be seen as a polite person. in my opinion, this model of request is the most polite among other strategies. besides, i feel comfortable to use the word “could” and “would” to deliver my request to other people, whoever the person i speak with and in any place.” (int. p5) in addition, the significant increase of direct request strategy in role-play compared to the participants’ responses in dct has attracted the researchers’ interest. with regard to this, the interview responses showed that the variable of social distance highly contributed to the participants’ selection of direct request in role-play. the participants stated that when having a real communication, they would consider the shortest and easiest strategy to convey requests. they also considered a more direct request when asking a favor to their fellow and close friends, while they would come to a more indirect when requesting a person with higher social status such as parents, teachers, and elder brothers. however, this fact did not apply when they were conveying requests through dct. it becomes an interesting finding. as an interview participant said: “i prefer to use direct request like the sentence “open the door please” when asking my close friends or my little brother. but i will say “could you please open the door” if i talk to my elder brother. this because i feel more respect to my elder brother so i must use more polite words to talk to him.” (int. p1) “yes, i don’t know why i spontaneously use direct request when practicing dialogue and the role i said request to my friends. but i think direct request is more simple, short, and easy to practice. of course if i speak to people who are older than me or having higher social status i prefer to choose indirect strategy and use the words “could” and “please”. (p.6) discussion the data analysis reveals several compelling results related to the two main themes associated to the present study. with regards to request strategies as realized by english for specific purposes students, this study’s result depicts that conventionally indirect with querypreparatory is the most massively used strategy to convey request utterances. however, an interesting finding is revealed that the number of direct request significantly increases when the participants delivering requests through role-play. furthermore, the results of semi-structured interviews indicate that cultural background, degree of politeness, and variable of social distance are proven to be several factors affecting the participants’ selection of request strategy. so, what do the findings imply for us? the massive use of conventionally indirect request indicates that indonesian english for specific purposes students were lack of pragma-linguistic diversity when conveying speech acts of requests. this result accords with the finding reported by nugroho and rekha (2020) that indonesian speakers of english are often trapped in the overuse of auxiliaries “can”, “could”, and “would” when performing acts of requesting. the use of such auxiliaries undeniably provides the speakers an opportunity to have a high level of politeness (jeanyfer & tanto, 2018; krisnawati, 2011; thuruvan & yunus, 2017). however, the results of güneş and ortaçtepe's (2019) inquiry reported that native english speakers conveyed a variety of journal of pragmatics research vol. 03, no. 01 (2021), pp.46-58 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 55 similar expressions to produce requests such as “would you mind to ……..?”, would it be possible to ….?”, and “do you think it will be possible to…....?”. when it comes to this study’s results, we can conclude that indonesian esp students failed to jump into that variety of request expressions. the possible reason for this failure might be due to indonesian elt context often emphasizes the use of modals “can” and “could” in the classroom both by teachers and students when performing requests. moreover, overemphasis on grammatical rules rather than on pragmatic aspect of the language might lead indonesian speakers of english possess limited knowledge of request expressions other than using “can” and “could”. it was further portrayed that the participants’ selection of request strategy was greatly affected by culture, politeness, and social status among the interlocutors. this finding provides empirical enhancement to the results of nugroho (2019) that depicted the involvement of situational variables (e.g. social distance, power, and rank of imposition) as factors influencing the selection of request strategy. it is a common sense that speakers of an international language will brings their cultural identity when interacting with other speakers having different cultural backgrounds (he, 2019). this study proves that a common proverb “learning a language is also learning its culture” is contextually true as to achieve a successful communication requires not only the knowledge of grammar but also the ability to use the language in an appropriate communication context. hence, this study suggests that indonesian learners of english should be equipped with pragmatic competence and cultural awareness to enhance their cross-cultural communicative competence. this study’s results provide several implications for english language teaching. scholars (muthusamy & farashaiyan, 2016; thuruvan & yunus, 2017; yazdanfar & bonyadi, 2016) have come up with a conclusion that pragmatic knowledge is teachable. he (2019) stated that pragmatic competence is developed by a comprehensive acquisition and education process. thus, indonesian elt context is strongly encouraged to foster students’ pragmatic and cultural awareness by designing appropriate teaching activities and trainings. also, the results may remarkably contribute to indonesian speakers of english as fruitful insights to avoid communication breakdown by having familiarity with various strategies to convey acts of requesting. last but not least, researchers whose specialization concerns on speech acts and pragmatic competence may take benefits from this study’s results to conduct similar context of inquiry. conclusion as a conclusion, this study results in an empirical finding that english for specific purposes students convey conventionally indirect as the most frequently used strategy to deliver acts of requesting. another finding depicts that culture, politeness degree, and social distance greatly influence the students’ selection of request strategies. these findings provide practical nugroho a., astuti n., & atmojo a. 56 contribution for developing esp learners’ pragmatic awareness and cross-cultural competence. the authors expect that the results of this study will also have multiple advantages for elt stakeholders and future researchers who share similar issues. notwithstanding the facts, since this study takes a focus on the contextualization of the phenomena being studied, the findings on esp learners’ request strategy may not represent the population of indonesian efl learners in general. therefore, the authors suggest that further research in similar inquiries should be conducted by inviting greater number of participants who share different cultural and education backgrounds as a consistent effort to examine the english learners’ pragmatic and cross-cultural communicative competence. another suggestion for future research is to examine other potential factors that may influence the selection of language learners’ selection of request strategies such as family background, socio-economic background, level of english proficiency, etc. references ashoorpour, b., azari, h., & branch, t. 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(2016). request strategies in everyday interactions of persian and english speakers. sage open, 6(4). https://doi.org/10.1177/2158244016679473 yin, r. k. (2015). qualitative research from start to finish. guilford publications. yule, g. (1996). pragmatics. new york: oxford university press. acts of requesting as realized by english for spec introduction successful communication in a foreign language not research method discussion conclusion journal of pragmatics research vol. 02, no. 01, (2020) pp.50-67 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index doi: https://doi.org/10.1836/jopr.v2i1.50-67 50 persuasion act in the proposal movie gabriella novianty soedjarwo* stiks tarakanita e-mail: novianty.gabriella@gmail.com *(corresponding author) doi: https://doi.org/10.1836/jopr.v2i1.50-67 submission track: received: 17-03-2020 final revision: 03-04-2020 available online: 10-04-2020 corresponding author: gabriella novianty soedjarwo novianty.gabriella@gmail. com abstract the act of persuasion happens anywhere and anytime. when we need a help, we persuade other to do what we need. in order to have a successful persuasion, we apply certain strategy. this pragmatic paper wants to analyse the effective strategies in order to have an effective persuasive acts. pragmatics is chosen as the method since the analysis is about the language used in certain context, in this case persuasion. this paper elaborates how certain speech acts can help the speaker to perform persuasion successfully. besides, the researcher also analyses how the attempts of persuading violate certain maxims stated by grice. the researcher took a movie entitled the proposal (2009) as the data since it shows how the main characters apply certain speech acts and strategies in order to achieve effective persuasion. in this movie, margaret and andrew are trying to persuade each other in order to get different advantages through faking marriage. the researcher takes the dialogue of those two characters as the data. then, the data was analysed using speech act theory, implicature, and language function theory on persuasion. the result of the study is the successful persuasion relies on using appropriate speech act, flouting the maxim of quantity, and applying good persuasive strategy. key words: persuasion, speech act, maxim, strategy introduction in communication, it happens many times that the attempt of those conversations is to make others do what the speaker wants. the forms of persuasive communication are advertisement and speech. robin lakoff as cited by hardin (2010) defines persuasive discourse as the http://e-journal.iainsalatiga.ac.id/index.php/jopr/index https://doi.org/10.1836/jopr.v2i1.50-67 https://doi.org/10.1836/jopr.v2i1.50-67 gabriella novianty soedjarwo 51 nonreciprocal “attempt or intention of one party to change the behaviour, feelings, intentions, or viewpoint of another by communicative means.” it is always interesting that we can figure out how certain act of speech can trigger someone to do something. in this movie, it can be obviously seen how those two characters use certain speech act to show how well they persuade each other. this persuasive attempt of communication agrees to taillard (2000) who believes that persuading someone is performing an act using language. since persuasive act is related to language thus in performing an act of persuasion is also related to certain speech act. the notion “speech act” is proposed at the first time by austin in 1955. from this theory, it is important to take a look at how certain attempt to persuade is closely related to performing certain speech act. this paper wants to find out what kind of language that enhances the successful persuasion. the focus of the study in this paper is how certain speech act and maxim applied in the persuasion can influence the success of the act of persuasion. also the researcher analyses the strategy in having a successful persuasion. speech act theory is a part of pragmatics subject in linguistics. pragmatics is a branch of linguistics which studies the language use, and in particular the study of linguistics communication, in relation to language structure and context of utterances. one of the topics discussed in pragmatics is speech acts. there are two theories of speech act: austin’s and searle’s theory on speech act. how those two theories are related will be discussed further in this session. speech acts are acts performed in uttering expressions. this theory is firstly introduced by john austin in 1962 (verschueren, 1999). austin’s speech act is defined as language is in fact a form of actins (in reaction to logical positivism, which did not accept meaning outside the realm of what could be tested for its truth or falsity. austin concludes that an utterance contains both saying and doing act. there three types of speech act. the first type is locutionary. this speech act is defined as the act of saying something with particular sense and references. the second type is illocutionary. illocutions are what is done in saying something. in other words, this speech act is defined as performing an act in saying something. the last type of speech act is perlocutionary which is defined as performing an act achieved by saying something. perlocutionary effect refers to the effect of the utterance on the hearer; the hearer’s reaction towards the utterance. searle proposes five categories of speech act namely assertive, directive, commissive, expressive, and declaration. the first category is assertive which is defined as expressing belief, journal of pragmatics research vol. 02, no. 01, (2020) pp.50-67 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index doi: https://doi.org/10.1836/jopr.v2i1.50-67 52 making words fit to the world and committing the speakers to the truth of what is asserted. the next speech act is directives. directives speech act has a definition expressing a wish, making the world fit the words and counting as an attempt to get the hearer to do something. the third speech act proposed by searle is commissive. commisive speech act is defined as expressing an intention, making the world fit the words and counting as a commitment for the speaker to engage in a future course of action. the next speech act is expressive which is defined as expressing a variety of psychological states, having no direction of fit between words and world, and simply counting as expressions of a psychological state. the last speech act proposed by searle is declaration which is not expressing any psychological state, making both the words fit the world and the world fit the words, and the point of which is to bring about a change in (institutional) reality. theoretically, searle’s speech act is used to analyse illocutionary speech act proposed by austin. cutting (2002) explained that illocutionary act is the meaningful utterance. he explains more illocutionary force refers to the function of the utterances, the specific purpose that the speaker has in mind. searle’s speech act allows the researcher to know the aim of the illocutionary force. this statement agrees to cutting’s explanation that illocutionary act shows the purpose of the speaker in uttering the words which can be classified into inviting, advising, promising, ordering, excusing, and apologising. another major contribution in pragmatics besides the notion of speech act is grice’s theory of conversational implicature. grice as cited by verschueren (1999) suggested that our contribution in a conversation must be as required as the stage at which it occurs. further, he explains our conversational contribution must be accepted in its purpose and direction of the talk exchange in which we are engaged. related to this conversational contribution, grice proposes four conversational maxims. speakers implicate, hearers infer. a successful communication relies on implicature. what it means by that statement is what a speaker implicates is often quite different from what her words imply or from what a hearer may be expected to take from them. however, it is what the speakers assume that the hearers will draw the appropriate interference from what is said http://e-journal.iainsalatiga.ac.id/index.php/jopr/index https://doi.org/10.1836/jopr.v2i1.50-67 gabriella novianty soedjarwo 53 that makes implicature a rational possibility. the principle of this notion is cooperative principle which states that make the speakers’ conversation contributes such as it is required, at the stage at which it occurs, by the accepted purpose or direction of the talk exchange. there are four general maxims to govern conversation rational interchange, as cited by cruse (2004). the first maxim is maxim of quality. the term maxim of quality means try to make the contribution in a conversation is true. in order to achieve that, the speakers are not supposed to say what they believe to be false and they lack of evidence. the second maxim proposed by grice is maxim of quantity. the term maxim of quality means make the contribution in the conversation as informative as is required. to achieve this maxim, the speakers need to speak in adequate meaning and information. the next conversational maxim is maxim of relation. maxim of relation turns to be very simple. what it means in this maxim is having contribution in a conversation; the speakers need to be relevant. the speakers are expected to give the information which is related to the talk not other information which is out of the context. the last maxim is maxim of manner. in the maxim of manner, the speakers are expected to be perspicuous. what it means by being perspicuous is the speakers need to avoid obscurity of expression and ambiguity. the talk must be brief; avoid unnecessary prolixity and be order. as in the proposal movie the two main characters try to persuade each other in order to achieve their personal goals, it then becomes important to discuss the theory of persuasion in language. rank (1976) as cited in larson (2013, p.29) proposes a persuader’s goal that are “implemented in the strategies he or she chooses, and these strategies are put in place using certain tactics.” rank’s major strategies are for persuaders to intensify certain positive aspects of their product, cause, or candidate, or some negative aspect of the competition (larson, 2013, p.29). this is relevant to what is seen in the movie that margaret tries to convey the positive aspects when persuading andrew to marry her by also revealing some negative consequences when andrew does not follow her desire. another theory on persuasion is stated by smith as cited by haslett (2008), who proposes a contingency rules theory of compliance-gaining. she suggests that persuasive behaviours are selected in term of their anticipated consequences. she argues that “five self-evaluative and adaptive rules govern the selection of persuasive strategies in varied persuasive contexts: selfidentity rules link persuasive strategies to personal values; image maintenance-rules link persuasive strategies to impression-management concerns; environmental contingency rules relate persuasive strategies to concern about the physical well-being of the self and significant journal of pragmatics research vol. 02, no. 01, (2020) pp.50-67 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index doi: https://doi.org/10.1836/jopr.v2i1.50-67 54 others; interpersonal relationship rules relate persuasive strategies to maintaining good relationships with others; and social normative rules link persuasive strategies to norms of appropriate behavior.” combining the theory of speech act with the theory of persuasion as elaborated above, taillard (2000) proved that there is a strong interlink between perlocutionary speech act with persuasion by citing austin (1962), who first developed perlocutionary act using an example of the utterance “he persuaded me to shoot her”. besides, austin also specifies the effects of perlocutionary acts as “certain consequential effects upon the feeling, thoughts or acts of the audience, or of the speaker, or of other persons” (austin, 1962, p.101, as cited by taillard, 2000, p. 147). thus, “the production of cognitive, affective or behavioral effects on an audience by a speaker’s utterance constitutes a perlocutionary act.” (taillard, 2000, p. 147). there have been previous studies which talk about persuasion act. hardin (2010) in his work states that in persuasion, the choice of linguistic forms and strategies indeed determine the success in the persuasion. another previous study is done by taufik in 2014. this study shows that although the act of persuasion belongs to directive speech act, but in fact this attempt is not merely a directive act. he analysed the persuasion act done by the candidates of mayor election in pasuruan, east java. this study reveals in persuasion act in which the purpose is to make other party does what the persuader desires, the persuader also delivers the commissive speech act; the persuader promises to do something in return to the hearer. another previous study being referred in this study is written by altrikriti. he analyses the persuasive speech act done by barack obama in his speeches. he focuses on how the various kinds of speech act is used in order to gain more political power. although persuasion act is a directive illocutionary act in which the speaker wants the hearer performs certain action, in this political speech the mostly used speech act is constative speech act. constative speech ach is defined as the utterance aiming to affirm, answer, attribute, claim, and so on. obama did not use directive so many time since obama wants to show how he is able to answer the citizen’s problem. he also uses a little commissive since he does to want to point out his promises only. through the analysis, the conclusion is the effective strategy, in this case the choice of speech http://e-journal.iainsalatiga.ac.id/index.php/jopr/index https://doi.org/10.1836/jopr.v2i1.50-67 gabriella novianty soedjarwo 55 act, determines the success in the act of persuasion. in this political field constative illocutionary speech act is the best strategy to gain more political power. research methodology this study is the pragmatic study. this study belongs to pragmatic study since this study analyses the language used in the certain context, in this study the context is persuasion. it aims to reveal how to deliver an effective persuasive act. this study takes the data from the movie. the dialogues being analysed are those which contain the act of persuasion of the main characters. pragmatics, as it is explained by verschueren (1999), focuses its study on resource-oriented explorations. in order to do that, the data for pragmatic study are usually in the form of texts, conversations, or discourse in general. further he explains pragmatics as interdisciplinary analysis gives the researcher the insight on how language and human life in general are connected. thus, pragmatic study regards all language used as the meaningful one to construct the meaning in the world. in order to gather the data, the researcher watched the movie and transcript the dialogues which are regarded as the data analysis. the researcher also provides a summary of the movie in order to keep the discussion on the right tract. it is also important to keep in mind how the story is to determine which scenes represent the most suitable data. as the main focus of this study is to analyse persuasion performed in speech acts, the researcher chose the proposal movie as this movie contains a lot of persuasion attempts between the two main characters, margaret tate and andrew paxton. each of the main character has a bargaining power, so they have their own ways in persuading each other. this study elaborates how those two characters finally succeed in performing an act of persuasion. the data to analyse is taken by writing the transcript of the dialogue in the movie. however, not all the scenes are taken. instead, the researcher only focuses on the dialogues which are directly related to the act of persuasion from the characters of margaret tate and andrew paxton. next, the gathered data was analysed using speech act theory, implicature theory, and language functions theory. discussion & result there have been some studies which analysed how certain speech act used by interlocutor in his persuasive act can determines how effective his persuasion will be. this section discusses journal of pragmatics research vol. 02, no. 01, (2020) pp.50-67 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index doi: https://doi.org/10.1836/jopr.v2i1.50-67 56 how the act of persuasion done by margaret tate and andrew paxton can be regarded as a successful act based on the theories employed in this study. to begin with, it is better to have a clear situation in which margaret can come up with the idea of being married to an american man in order to get the green card to stay in american, since she is an immigrant. there have been many cases in which the immigrants, especially those who have gotten a good job or have been determined to stay, choose the “simple and easiest” way to get the permission to stay which is by marrying the local citizen. as it is widely known that marrying the local citizen can make the immigrant get the citizenship of that country especially for women. thus, what margaret is trying to do, she tries to persuade andrew who is an american to marry her, is the ordinary decision to make to get the citizenship. the movie tells a story about margaret who is a successful canadian editor in new york. she has a male assistant named andrew paxton. margaret is a strict superior whose employees are afraid of her. andrew paxton, as her assistant, always tries hard to please her in order to be recognized as the talented editor. however, the conflict arises when an immigration officer comes to margaret's office. margaret is going to be deported since her visa application is rejected and her position will be replaced by bob, an employee whom she has just fired. not wanting to be replaced especially by bob, she tries to persuade the officer by saying to the officer that she is getting married to an american man. her idea of marriage rises when andrew is entering the room while she is having the discussion. at first, andrew rejects the idea of this fake marriage. however, margaret tells him that when bob is a chief, andrew will be fired right away. considering this to happen, andrew agrees to have this fake marriage and he also asks for one condition; he asks margaret to promote him to be an editor. although margaret is reluctant to promote andrew to be an editor, she finally grants his demand since margaret also needs andrew’s help. the movie ends with the real marriage between margaret and andrew. however, as it has been mentioned earlier, this study focuses on how margaret tries to persuade andrew to have the fake marriage and, on the other hand, andrew himself tries to persuade margaret to promote him to be the editor in order to get his help. in this kind of situation, both of them neglect their http://e-journal.iainsalatiga.ac.id/index.php/jopr/index https://doi.org/10.1836/jopr.v2i1.50-67 gabriella novianty soedjarwo 57 position as the boss and the employee since they can use the situation to point the finger to each other. andrew, regardless his lower position than margaret, can make margaret fulfil his demand, while margaret points her finger at andrew for being deported and will cause andrew jobless. after watching the movie and considering what dialogue is support the data, the researcher chose four dialogues to be analysed. the chosen dialogues being analysed in this study show the situation in which both parties, margaret and andrew, want to emphasise the consequences that they will suffer if they do not agree with the demand. through their act of persuasion, it can be clearly seen that they want to be successful in getting the demand or not getting anything at all. here are those four dialogues: dialogue 1 margaret : uh... gentlemen, i understand, i understand... the predicament that we are in. and, um... and there's uh...well. i think there's something that you should know. uh... we're, uh... we're getting married. we are getting married. andrew : who is getting married? margaret : you and i. you and i are getting married. yes. andrew : we are... margaret : getting married. dialogue 2 margaret : relax. it is for you too. andrew : do explain. margaret : they were going to make bob a chief. andrew : so naturally i would have to marry you. margaret : and what's the problem? like you were saving yourself for someone special? andrew : i like to think so. besides, it's illegal. margaret : they're looking for terrorist, not for book publisher. andrew : margaret. margaret : yes? andrew : i'm not gonna marry you. margaret : sure you are. because if you don't marry me, your dreams of touching the lives of millions with the written words are dead. bob is gonna fire you the second i'm gone. guaranteed. that means you're out on the street alone, looking for a job. dialogue 3 andrew : we couldn't tell anyone we work with because of my big promotion that i had coming up margaret : your? andrew : that it would be deeply inappropriate if i were to be promoted to editor. margaret : editor. mmm...hmmm. journal of pragmatics research vol. 02, no. 01, (2020) pp.50-67 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index doi: https://doi.org/10.1836/jopr.v2i1.50-67 58 dialogue 4: margaret : ok. so, what’s gonna happen is we will go up there. we will pretend like we’re boyfriend and girlfriend, tell your parents we are engaged. use the miles for the tickets. i guess i will pop for you to fly first class. but make sure you use the miles. if we don’t get the miles, we’re not doing it. (...) andrew : i’m sorry, were you not in that room? margaret : (...) oh! the thing you said about being promoted? genius! genius. he completely fell for it. andrew : i was serious. i’m looking at a $250,000 fine and five years in jail. that changes things. margaret : promote you to editor? no, no way. andrew : then i quit, and you’re screwed. bye-bye margaret. (...leaving margaret margaret : andrew, andrew! fine, fine. i’ll make you editor. fine. speech act and maxim analysis those four dialogues are going to be analysed using speech act theory, maxims theory, and language function in persuasion theory. by using those three theories, the researcher is going to find out what kind of utterance that is considered as a successful act of persuasion. all meaningful utterances belong to illocutionary speech act. in this illocutionary act, the attempt of the act of the speaker can be categorised into five speech act proposed by searle. persuasion act, as it is defined as an attempt or intention of one party to change the behaviour, feelings, intentions, or viewpoint of another by communicative means by lakoff, it is clear that persuasion belongs to directives speech act. before the analysis on how to deliver the effective persuasive act, the writer is going to explain the felicity condition in this movie. austin, as cited by cutting (2002), defines felicity condition as the context and roles of participants must be recognised by all parties; the action must be carried out completely, and the participants must have the right intention. austin explains further, especially in directive and declarative, the rules applied in the felicity condition are the speaker must believe that it is possible to carry out the action: they are performing the act in the hearer’s best interests; they are sincere about wanting to do it, and the words count as an act. http://e-journal.iainsalatiga.ac.id/index.php/jopr/index https://doi.org/10.1836/jopr.v2i1.50-67 gabriella novianty soedjarwo 59 in this movie, the persuasive act can be included into directive speech act as both parties, margaret and andrew, indirectly ask the other party to fulfil his and her demand. from the dialogues that have been chosen above, both of them have a situation to have an advantage from agreeing with the demand and a disadvantage from disagreeing with the demand. margaret is interested in protecting her position as the chief editor, while andrew is interested in being the editor. facing this situation, both margaret and andrew believe that their act of persuasion will be successful. since, the act of persuasion done by margaret and andrew does not only contain the persuasion but also a promise to get the benefit from the deal, this act of persuasion in this movie can also belong to commissive speech act. as it has been explained earlier, commissive speech act is the act to promise something to the hearer. both margaret and andrew promise to give something in return to each other when the other party agrees to fulfil the demand. as it can be seen from the movie margaret promises andrew to be the editor and andrew promises margaret to marry her. from the dialogue 1, margaret tries to persuade the officer by saying that she is getting married to andrew, who is an american. she expects her marriage to american man will change the officer mind to deport her. she is successful and the officer asks andrew and her to come to the immigration office on the next day. margaret’s perlocutionary speech act can be seen from her attempt to make the immigration officer consider her visa application since she is going to marry to an american man. her speech violates maxim of relation in which she suddenly tells about her marriage though their talk is not about marriage, they are talking about margaret’s visa application instead. further, margaret also violates maxim of quality because in fact she tells a lie about being married with an american man. on the other hand, andrew does not seem to know anything. he is confused why margaret asks him to marry her. he demands an explanation from margaret. they have an argument that can be seen in dialogue 2. it is interesting how margaret and andrew perform different speech acts in persuading each other. in this dialogue 2, margaret uses perlocutionary speech act. she wants to infer that andrew needs her to reach his dreams. so, if margaret is deported and bob replaces her, bob will fire andrew and his dreams are gone. on the other hand, andrew uses illocutionary act in the form of expressive act. he directly expresses his feeling that he will not marry margaret. it seems margaret's speech is more effective in this persuasion because she indirectly threatens andrew using exaggerated statements. here, the maxim of quantity is violated. apparently, margaret could have said that she will lose the job if she is deported, journal of pragmatics research vol. 02, no. 01, (2020) pp.50-67 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index doi: https://doi.org/10.1836/jopr.v2i1.50-67 60 which will be replaced by bob. however, here she uses exaggeration such as “you're out on the street alone, looking for a job” and “your dreams of touching the lives of millions with the written words are dead”. however, in the next scene, andrew changes his speech act. despite his brilliance in using the right situation to persuade margaret, his dialogue is also important to analyse. it is happened when both of them are in immigration office to apply their engagement. in dialogue 3 we can see how andrew answers the question from the immigration officer about the reason why they hide their engagement. he says that the reason they hide their engagement is because he is about to be promoted as an editor and it will be unethical if the other employees know that they are dating. what andrew does in immigration office agrees to persuasive theory stated by smith as cited in haslett (2008) which says social normative rules link persuasive strategies to norms of appropriate behaviour. andrew implies that hiding their engagement needs to be done in order to avoid gossip in the office. another interesting things happened in dialogue 3 is it is obvious that besides applying the right speech act, the situation supports the success of andrew’s persuasion. margaret, in this scene, is faced with the situation in which margaret are supposed to agree to andrew “demand” in front of the officer in order to get the permission to stay. his perlocutionary speech act aims to have a compensation of his agreement to marry margaret by asking to get editor position. in dialogue 3, andrew violates maxim of quantity by exaggerating the situation in which they have to hide their marriage plan. he uses the expression deeply inappropriate which aims to points out exaggeratedly the situation to the immigration officer by using the adverb deeply to modify the inappropriateness. from the speech act and maxim analysis and the classification of the attempt of the persuasive act, it can be seen there are some markers to show the act of persuasion. the marker being referred in this persuasive act here is the characteristic of persuasion act. it has been explained earlier that in order to have a successful persuasion, the persuader needs to apply the appropriate strategy. the most effective strategy in persuasion, it is proven in the movie as well, http://e-journal.iainsalatiga.ac.id/index.php/jopr/index https://doi.org/10.1836/jopr.v2i1.50-67 gabriella novianty soedjarwo 61 is intensifying the positive aspect of the persuader and highlighting the negative consequences if the opponent does not fulfil what the persuader desires. persuasion strategy again in this dialogue 4, andrew’s perlocutionary act can be seen through his utterance saying that he faces the fine and jail punishment. he actually wants to ask margaret to promote him to be an editor. when margaret still refuses his demand, he threatens margaret that he will leave her and margaret will be deported. the difference from those two reasons is the first one andrew focuses on he himself as the “victim” which does not influence margaret to accomplish andrew’s demand. while the second one, andrew puts margaret as the “victim” that margaret will be deported which makes margaret thinks that she really needs andrew’s help thus she will do anything to get the help. after analysing those four dialogues, it can be concluded that the persuasions occur mostly in the form of intensifying the positive aspects of the persuader and highlighting the negative consequences if the opponent does not fulfil what the persuader wants. this is in accordance to rank’s model of persuasion that is a means of self-protection. in this movie’s case, each character tries to protect their position. margaret wants to protect her work visa in america; meanwhile andrew wants to protect his career. the act of persuasion can also be classified based on the purpose of the act itself. as lakoff defines the persuasive as an act of changing other’s behaviour and so on through language, the persuasive act done by margaret tate and andrew paxton can be classified based on those definition. from those four dialogues, the researcher classifies the persuasion act into two categories. the first category is the act of persuasion attempts to change the opponent’s behaviour. it is happened in dialogue 1 when margaret wants to change the officer’s behaviour toward her expired visa. the second category is the act of persuasion has an attempt to change the opponent’s viewpoint. this category can be seen in dialogue 2. in that dialogue, margaret tries to change andrew’s viewpoint about their fake marriage. margaret wants to make andrew believe that their plan will not have such a bad consequences; margaret illustrates that the immigration office will look for terrorist not a book publisher. through the analysis of those four dialogues, another thing needs to highlight is what those two characters, margaret and andrew, are doing during the process of persuasion. from the movie, margaret is the first one who comes up with the idea of having a fake marriage in order to keep her position as an editor in chief. andrew disagrees with her idea at first. however, margaret can persuade him to agree with the idea by exaggerating the situation when bob journal of pragmatics research vol. 02, no. 01, (2020) pp.50-67 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index doi: https://doi.org/10.1836/jopr.v2i1.50-67 62 becomes his boss; andrew will be jobless and cannot be an editor anymore. considering those consequences, andrew finally agrees to help margaret. however, when they both are about to apply for their marriage document to the immigration office, andrew figures out that if they are caught to deceive the immigration office through fake marriage, andrew will be fined and put in jail for helping the foreigner not to apply for visa. seeing this situation, andrew begins to think to make margaret compensate for what he will do for her. so, he also tries to persuade margaret to promote him to be an editor if margaret still wants andrew’s help. not having much time to look for another option, margaret finally agrees with andrew’s demand. from the explanation above, referring lakoff’s definition on persuasion which is he defines as the nonreciprocal “attempt or intention of one party to change the behaviour, feelings, intentions, or viewpoint of another by communicative means.” turns out to be inappropriate to define the persuasion act in the movie the proposal. the analysis result of this study shows that act of persuasion is a reciprocal attempt of communication between margareta and andrew. the way the persuasion in this movie happens to be the reciprocal one in which the attempt of persuasion comes from two parties; margaret who persuades andrew to marry her and andrew who persuades margaret to promote him to be the editor. in this case, both margaret and andrew try to change each other behaviour and viewpoint. from this movie, the most appropriate strategy in persuasion is as what is suggested by rank (1976) as cited in larson which mentions that a persuader’s goal that are “implemented in the strategies he or she chooses, and these strategies are put in place using certain tactics.” rank’s major strategies are for persuaders to intensify certain positive aspects of their product, cause, or candidate, or some negative aspect of the competition. margaret intensifies her ability to make andrew an editor since she is the editor in chief in the office. andrew, on the other side, also intensifies his ability to make margaret get her american citizenship by marrying him. margaret also points out the bad effect that andrew will suffer unless he agrees to margaret’s demand to have a fake marriage. andrew highlights the bad consequence margaret http://e-journal.iainsalatiga.ac.id/index.php/jopr/index https://doi.org/10.1836/jopr.v2i1.50-67 gabriella novianty soedjarwo 63 will suffer which is she will be deported and replaced by bob if she does not want to promote him to be an editor. the rhetoric of persuasion seeing those four dialogues, it can be concluded that the act of persuasion is delivered in certain way of utterances. in dialogue 2 and dialogue 3, in which the if clause is aimed to enhance the attempt of persuasion. grammatically, the if clause, usually it is called conditional clause, shows the condition that will or would happened when the condition is met. however, when if clause is put in certain context, the aim is not just merely showing the possible or the impossible condition to happen, but it carries other function. in this persuasion act, the if clause is aimed to threat the interlocutor if the interlocutor does not fulfil the demand asked in the act of persuasion. as it can be seen in dialogue 2 in which margaret uses if clause to threat andrew to agree with the idea of having fake marriage, margaret wants to threat andrew by giving the condition that will happen if he does not agree to marry margaret. margaret says that andrew will be jobless and he will not be able to fulfil his dream to touch the world through his work. andrew seems to use the same pattern of language, in this case if clause, to threat margaret back. his attempt can be seen in dialogue 3 when they are in the immigration office. andrew says that it would be deeply inappropriate if i were to be promoted to editor. the if clause here shows that andrew indirectly threats margaret to promote him to be the editor if margaret wants to continue having a fake marriage. andrew intentionally says to the immigration officer that they have to keep their engagement as a secret since andrew is about to be promoted as the editor, while in fact he has not been promoted yet. from those two dialogues, it shows that the function of if clause does not just show the possible condition, but it serves a function as a threat addressed to the interlocutor. in this act of persuasion, the if clause is used to enhance the persuasion; if clause is aimed to make the persuasion becomes more urgent to consider. it proves that a certain utterance can serve many function depends on the context in which that expression is uttered. related to context of utterances, in the previous part of this paper it is called a felicity condition, there is one thing mentioned by margaret in dialogue 1 which is interesting to analyse. it is quite surprising why the affirmative sentence we’re getting married spoken by margaret, it can be considered as the first attempt of persuasion which causes to another persuasion to take place, gives such a big effect to the immigration officer to reconsider margaret’s deportation. it has been explained in the early part of the discussion in which journal of pragmatics research vol. 02, no. 01, (2020) pp.50-67 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index doi: https://doi.org/10.1836/jopr.v2i1.50-67 64 marriage is the easiest and the fastest way for the foreigner to get a green card to live permanently in certain country. that is why when margaret tells the immigration officer that she is going to marry an american man, the immigration officer wants to reconsider her deportation issue. if the utterance we’re getting married is spoken in different condition, by the lover to their parents for example, of course the effect will be different from. the parents will be happy to hear that. however, in the movie it can be seen that the immigration officer looks startled since margaret never talks about dating an american man. further, it is obviously that the sentence we’re getting married is aimed to make the immigration officer feel certain that they are really will get married. margaret even repeats that five times. she also interrupts, continue we can say, andrew’s sentence we are... because margaret is afraid andrew will say that they are not getting married, besides this moment she wants to make andrew know that margaret want they to get married. meta-language aspect analysing audio visual source is interesting since the researcher does not only analyse the utterance but also the meta language aspect of that utterances. the first meta language, in this part is suprasegmental features in phonetics, that can be analysed is from dialogue 1, margaret uses rising intonation in the end of the sentence when she says we are getting married in her fourth and fifth times. based on ladefoged (1993), it is hard to predict which word of group of words which has the highest pitch. in general, he adds, the highest pitch word in the intended information delivered to the hearer. usually the affirmative sentence in english is ended with falling intonation, however, if the speaker uses the rising intonation in the end of the affirmative sentence, it means the speaker wants to emphasises that word. in margaret’s speech, she uses the highest pitch in the word married, it menas she wants to emphasis to the immigration officer that she is getting married to andrew. further, she also wants to convince the immigration officer that she is really getting married and to raise the exicetement. another meta language aspect in this dialogue is how margaret in firstly uses many fillers such as uh, um, and well since she has to thinks fast how to postpone his deportation. however, after she gets used to the idea of having fake marriage, she does not use any filler. in this case, http://e-journal.iainsalatiga.ac.id/index.php/jopr/index https://doi.org/10.1836/jopr.v2i1.50-67 gabriella novianty soedjarwo 65 filler indicates uncertainty of the speaker in uttering or delivering her idea. further, she mentions we are getting married five times but in different construction also indicates that she only emphasis that fact of she will get married not to other things which in fact she does not have anything else to say. in her first time, she uses construction we’re getting married and in the rest of her speaking, she uses the full construction we are getting married, even she uses gesture to point to andrew and she herself as the one who will get married. in dialogue 4, andrew also performs a meta language aspect in his utterance in which he purposely leave margaret in the street when margaret does not agree with his demand to promote him an editor. his action of purposely leaving and walking away from margaret is proven to be effective in enhancing his persuasion to margaret. andrew can make margaret is afraid of being left by him and being screwed by the condition. that is why, while andrew is walking away from her, margaret finally agrees to promote him to be an editor, even he can make margaret kneel before him to propose him appropriately. from the analysis, it is proven that meta language takes an important role to enhance the speech act, in this case the act of persuasion. it is likely to happen that the effect of persuasion will not be that great unless the speech act is supported by appropriate meta language, in this case gesture and intonation. conclusion speech acts has a strong influence on the way people persuade. in persuasion, the persuader tries to convince the opponents to do the intended actions. in order to have successful persuasion, one needs to have the appropriate strategies. one of the strategies that occur in the movie is by using indirect speech acts. in the proposal movie, perlocutionary speech act is applied while applying other strategies as well, such as violating maxim of quality, make the persuasion effective. in general, it can be concluded that the persuasive act in this movie is aimed to change behaviour and viewpoint. margaret wants to change the immigration officer’s behaviour, so she won’t be deported. she also wants to change andrew’s viewpoint about having a fake marriage to be something that is beneficial for him as well. andrew has an intention to change margaret’s behaviour, from seeing andrew as an incapable editor, while in fact he is a capable to be one, to seeing andrew as a potential person to be a great editor. the act of persuasion by applying the appropriate strategy is proven to be effective regardless the different social class between the persuader and the opponent. the persuader, it can be seen from the character of margaret, does not need or even do not directly ask the opponent to do the desired action, but by asking it indirectly for example by threatening and journal of pragmatics research vol. 02, no. 01, (2020) pp.50-67 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index doi: https://doi.org/10.1836/jopr.v2i1.50-67 66 pointing out the persuader’s quality that is needed by the opponent, which violates maxim of quantity, is the effective way to be successful in persuasion. in other words, it can be said that the more vocal the persuader is, the less effective his persuasion is. this study also reveals that, in fact, the definition of persuasion from lakoff is inappropriate since the act persuasion can happen in two ways between the persuader and the hearer. the movie the proposal shows this kind of persuasion act as well. the attempt of persuasion does not only come from one party, margaret tate who comes up with the idea of having fake marriage, but also comes from the hearer; andrew paxton who wants margaret to repay what he will do for her. in this situation, the persuasion is a reciprocal communication, not the nonreciprocal one. references altikriti, s. (2016). persuasive speech acts in barack obaman’s inaugural speeches (2009, 2013) and the last state of the union address (2016). international journal of linguistics. 8: 47-66. cruse, a. (2004). meaning in language an introduction to semantics and pragmatics second edition. oxford: oxford university press. cutting, j. (2002). pragmatics and discourse a resource book for students. new york: routledge. hardin, k. j. (2010). trying to persuade: speech acts in the persuasive discourse of intermediate spanish learners in kenneth a. mcelhanon and ger reesink, a mosaic of languages and cultures: studies celebrating the career of karl j. franklin. 155-179. haslett, b. b. (2008). communication: strategic action in context. new york: routledge. horn, l.r & ward, g. (2007). the handbook of pragmatics. oxford: blackwell publishing, ltd. ladefoged, p. (1993). a course in phonetics. los angeles: harcourt brace jovanovich college publishers. http://e-journal.iainsalatiga.ac.id/index.php/jopr/index https://doi.org/10.1836/jopr.v2i1.50-67 gabriella novianty soedjarwo 67 larson, c. u. (2013). persuasion: reception and responsibility, thirteenth edition. ma: wadsworth. taillard, m-o. (2000). persuasive communication: the case of marketing. ucl working paper in linguistics (vol 12). retrieved from http://citeseerx.ist.psu.edu/messages/downloadsexceeded.html taufik, k. s. (2014). the persuasive utterances in a political discourse (the case study of the regent election campaign of pasuruan, east java). international journal of linguistics. 6: 192-208. verschueren, j. (1999). understanding pragmatics. new york: arnold publishers. http://citeseerx.ist.psu.edu/messages/downloadsexceeded.html journal of pragmatics research vol. 2, no. 2, pp.160-176 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 160 trump’s speech about jerusalem: an analysis on persuasive strategies ahmad faiz unipdu jombang faizelf13@gmail.com andi indah yulianti balai bahasa sulawesi selatan andiindahyulianti@gmail.com dwiani septiana balai bahasa kalimantan tengah dwianiseptiana22@gmail.com doi: https://doi.org/10.18326/jopr.v2i2.160-176 copyright © the author (s) this work is licensed under a creative commons attribution-sharealike 4.0 international license. how to cite: faiz, a., yulianti, a., & septiana, d. (2020). trump's speech about jerusalem: an analysis on persuasive strategies. journal of pragmatics research, 2(2), 160-177. doi:https://doi.org/10.18326/jopr.v2i2.160-177 submission track: received: 22-09-2020 final revision: 06-10-2020 available online: 15-10-2020 corresponding author: ahmad faiz faizelf13@gmail.com abstract speaker delivers a speech to achieve the goal indicating the use of persuasive strategies. this research investigates the persuasive strategies used by donald trump on his speech about jerusalem. the aim of this research is to analyze the types of persuasive strategies on donald trump’s speech about jerusalem. jerusalem is a holy place where many beliefs live together such islam, christianity, jews, etc. its territory surrounds palestine and israel, as both have a great rivalry in an old war. donald trump showed his sympathy toward jerusalem through his speech. in influencing hearers, trump’s speech reflected persuasive strategies. persuasive strategies are expressed to influence and change hearers attitude and motives to follow what speaker wants to. this research used qualitative approach. the data analyzed in this research are two speech of trump about jerusalem. the result showed that trump used ethos, logos and pathos. trump mailto:faizelf13@gmail.com mailto:andiindahyulianti@gmail.com mailto:dwianiseptiana22@gmail.com https://doi.org/10.18326/jopr.v2i2.160-176 https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.18326/jopr.v2i2.160-177 mailto:faizelf13@gmail.com ahmad fais, andi indah yulianti, dwiani septiana 161 expressed pathos by showing his perceived intelligence, virtuous character and goodwill to create peace in jerusalem. logos were expressed while trump showed factual information about the role of israel in creating peace in jerusalem. trump mostly expressed pathos to affect hearers’ emotion by creating mildness, giving admiration and confession. therefore, in achieving the goals of his speech, trump intended to persuade hearers by touching their emotion. key words: persuasive strategies, speech, donald trump introduction jerusalem is a holy place where several beliefs and faiths live together. islam, christianity and jews live and do worship in that city (bbc, 2017). its territory surrounds palestine and israel. both countries have been being a great rivalry in an old-world war since 1948 (margolick, 2008). donald trump as the president of usa showed his sympathy toward both a long-world war and it was stated through his political speech. stobbs (2012) considered that political speeches are written with a very great plan and purpose. as the president of usa, trump is the most influential person in the world. his word will always provoke great responses from all people over the world. he showed his remark on his speech about jerusalem on 23rd may 2017. through his speech, he expected the three religions in jerusalem, such as jews, islam and christianity can build peace together. on 6th december 2017, trump declared jerusalem as the capital city of israel. it provoked pros and cons from several leaders of nations over the world. he stated that his claim was to stop the war between israel and palestine, and to achieve peace. through his speech, trump intended to show his power and communicate what he wanted to. speech is one the ways of having communication (soedjarwo, 2020). in having communication, the speaker influences hearer to believe in what he says or doing something that he wants to. alfian, santi, and sari (2019) stated that a good communication depends on how speaker can achieve the goal of what he says. speaker absolutely persuades hearers to achieve the goals of communication. in persuading hearers, speaker can uses persuasive strategies. speaker uses persuasive strategies to influence other people through utterance without doing compulsion. gass and seiter (2010) stated that persuasion is an attempt to influence hearers motives and attitudes. journal of pragmatics research vol. 2, no. 2, pp.160-176 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 162 roberts (2008) stated that aristotle divided persuasive strategies into three ethos, logos and pathos. ethos occurs when the speaker persuades hearer by showing his credibility in doing something. griffin (2012) and lucas (2009) defined ethos as ethical proof which means the way the speaker stated his ability, intelligence, reputation and etc. through his utterance. in the book of griffin (2012), ethos are divided into three characteristics, which means that the speaker might express ethos indicating perceived intelligence, virtuous character, and goodwill. perceived intelligence occurs when speaker persuaded hearers by showing his or her intelligence or competence in doing something. verderber, sellnow, and verderber (2012) stated that audiences are more effectively persuaded by the speaker by showing his or her intelligence or competence through stating his perceived intelligence. virtuous character occurs when speakers intends to persuade hearers by building their trustworthiness. it can be raised when the speaker shows his experiences, motives, and values. the speaker can state that his intention in achieving something and the positive side belongs to him to persuade hearers. in previous research, widyawardhani (2016) analysing rhetoric on trump’s presidential candidacy speech also showed that trump expressed his virtuous character by showing his good character to persuade audiences. goodwill occurs when speaker shows his hope which also becomes hearers hope. griffin (2012) stated that goodwill is when the speaker intended to create a positive judgment from hearers to him. zakariya, chojimah, and nurhayani (2018) analysing rhetorical strategies on sby and jokowi’s speech about the increase of fuel also found that jokowi showed his goodwill by telling his hope to actualize people’s dreams by giving some solutions to increase people’s prosperity. the second type of persuasive strategies is logos. it is expressed to give a logic reason in a speech. griffin (2012) defined logos as a logical proof. it occurs when the speaker presents a logical aspect of the utterance. the logical aspect is in the form of evidence. by presenting evidence, the speaker intends to convince hearers that what he says is reasonable to be received. ghazani (2016) stated that logos occurs when speaker gives rational evidence. the third level of persuasive strategies is pathos. it is expressed when the speaker touches the emotional aspect of hearers through discourse. griffin (2012) stated that pathos is an emotional proof, an interaction between the speaker and hearer through speech involving feeling. emotional aspect is a very important way to get an effective result in influencing people. pathos can be expressed ahmad fais, andi indah yulianti, dwiani septiana 163 by the speaker while showing anger, mildness, confidence, admiration, fear, confession, love or friendship, hatred, pity, and envy. there are previous research analyzed persuasive strategies used by influential speakers. setiawan (2014) analyzed persuasive strategies used by obama on his victory speech in 2012. the result showed that obama mostly used pathos rather than ethos and logos. it indicates that obama persuaded hearers by arousing their emotion. shabrina (2016) analyzed persuasive strategies used by hillary clinton. the result showed that hillary clinton used ethos to show her good image and used pronoun ‘we’ to take hearers as the same position with her. pathos was used by hillary clinton to affect hearers emotion by driving herself as a part of them and logos was used to give logical and factual evidences. nurrosyidah (2016) analyzed persuasive strategies used by jokowi in his political speech. the result showed that jokowi used ethos by telling his reputation, character and knowledge. pathos was used to affect hearers emotion by using figurative language and logos was used by telling factual data, statistic and example. this research was also conducted to analyze the most influential person over the world, that is donald trump. therefore, the aim of this research is to analyze the type of persuasive strategies used by donald trump on his speech about jerusalem research method this research used qualitative approach to get a deeper understanding of a phenomenon. the analysis of qualitative research is in the form of word. its approach is the appropriate method to analyze pragmatic research as to describe and interpret the meaning of a text. miles and huberman (1994) stated that qualitative research deals with the analysis of a social phenomenon through classifying, interpreting, contrasting and etc. the data of this research is trump’s speech about jerusalem. there are two speech analyzed in this research. the first one is trump’s speech about jerusalem on 23rd march 2017 with the title “remarks by president trump at israel museum” (2017). the second one is trump’s speech about jerusalem on 6th december 2017 with the title “statement by president trump on jerusalem” (2017b). the full texts were obtained from www.whitehouse.com. this research used human instrument, that is the writers. peredaryenko and krauss (2013) stated that human instrument is the writer as the instrument in conducting all the process of the analysis of the research. the other instrument is the types of persuasive strategies. journal of pragmatics research vol. 2, no. 2, pp.160-176 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 164 table 1. characteristics of persuasive strategies types of persuasive strategies ethos logos pathos based on table 1, the data is classified into three types of persuasive strategies, those are ethos, logos and pathos. the number of the data is based on the order of the full text of trump’s speech about jerusalem from the first speech and then followed with the second speech. due to the limit of the words, this research analyzed several data only. the data is analyzed and discussed to investigate the types of persuasive strategies used by trump on his speech about jerusalem. results &discussion this research analyzed and discussed the findings of persuasive strategies used by trump on speech i and speech ii. speech i this subchapter analyzed persuasive strategies act in speech i, with the title “remarks by president trump at the israel museum”. table 2. findings of persuasive strategies on speech i no types of persuasive strategies total of findings 1. ethos 9 data 2. logos 3 data 3. pathos 22 data based on table 2, there are 34 findings of persuasive strategies that were expressed on speech i. the findings show there are three types of persuasive strategies were reflected, those are ethos (9 data), logos (3 data) and pathos (22 data). it shows that the findings of pathos were mostly expressed with 22 data found. ahmad fais, andi indah yulianti, dwiani septiana 165 ethos datum 4 this trip is focused on that goal: bringing nations together around the goal of defeating the terrorism that threatens the world, and crushing the hateful ideology that drives it so hard and seems to be driving it so fast. it is a privilege to stand here in this national museum, in the ancient city of jerusalem, to address the israeli people and all people in the middle east who yearn for security, prosperity and peace. datum 4 indicates ethos. the text is categorized as declarative sentence because the speaker gave a statement. ethos was expressed because trump persuaded hearers by showing his credibility. he convinced hearers that by telling the motives of his trip into several goals. by showing the motives, he intended to build hearers’ trustworthiness. therefore, ethos is categorized as virtuous character. datum 12 i make this promise to you: my administration will always stand with israel. datum 12 indicates ethos. the text is categorized as declarative sentence because the speaker gave a statement. ethos was expressed because trump persuaded by showing his credibility in doing something. he promised that he will always support israel. by promising, he intended to build hearers'’ trustworthiness toward his reign. therefore, ethos expressed in datum 12 is categorized as virtuous character. datum 14 today, gathered with friends, i call upon all people — jews, christians, muslims, and every faith, every tribe, every creed — to draw inspiration from this ancient city, to set aside our sectarian differences, to overcome oppression and hatred, and to give all children the freedom and hope and dignity written into our souls. datum 14 indicates ethos. the text is categorized as imperative sentence because the speaker requested something. ethos was expressed because trump persuaded hearers by showing his credibility in doing something. he invited every tribe, faith, and creed to follow him in achieving several goals. it showed that he intended to say that by following him, their hopes would be achievable. therefore, ethos is categorized as goodwill as trump wanted to build positive judgment in achieving their hopes. datum 18 my message to that summit was the same message i have for you: we must build a coalition of partners who share the aim of stamping out journal of pragmatics research vol. 2, no. 2, pp.160-176 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 166 extremist and violence, and providing our children a peaceful and hopeful future. but a hopeful future for children in the middle east requires the world to fully recognize the vital role of the state of israel. (applause.) and, on behalf of the united states, we pledge to stand by you and defend our shared values so that together we can defeat terrorism and create safety for all of god’s children. (applause.) datum 18 indicates ethos. the text is categorized as imperative sentence because the speaker requested something to do. ethos was expressed because trump persuaded hearers by showing his credibility in doing something. through the message stated, he asked all people to make a coalition to achieve several goals. he invited all people to join him to create peace by fighting against terrorism, violence, and extremist. in the last sentence, he stated “together we can defeat terrorism and create safety…”. it showed that by joining him, the hope of creating peace would be reachable. therefore, ethos is categorized as goodwill because trump intended to create positive judgment from hearers to him. datum 22 my administration is committed to pursuing such a coalition, and we have already made substantial progress during this trip. datum 22 indicates ethos. the text is categorized as declarative sentence because the speaker gave a statement. ethos was expressed because trump persuaded hearers by showing his credibility in doing something. he promised that usa under his administration to make a coalition which has made substantial progress during the trip. by convincing hearers, he intended to create the positive side of his administration to build hearers’ trustworthiness. therefore, ethos is categorized virtuous character. datum 23 as i have repeatedly said, i am personally committed to helping israelis and palestinians achieve a peace agreement, and i had a meeting this morning with president abbas and can tell you that the palestinians are ready to reach for peace. datum 23 indicates ethos. the text is categorized is declarative sentence because the speaker gave a statement. ethos was expressed because trump persuaded hearers by showing his credibility in doing something. he promised that he would help israel to achieve peace which can be achieved through having a meeting with president abbas that morning. by stating “personally”, he strengthened the consistency of his promise. it showed that he intended to ahmad fais, andi indah yulianti, dwiani septiana 167 show his positive side and motive in having a meeting with president abbas to build hearers’ trustworthiness. therefore, ethos is categorized as virtuous character. datum 25 but even as we work toward peace, we will build strength to defend our nations. datum 25 indicates ethos. the text is categorized as declarative sentence. ethos was expressed because trump persuaded hearers by showing his credibility in doing something. he talked about his work on creating peace by showing the ability of his administration in building strength to defend the nations. it showed that ethos is categorized as perceived intelligence because trump explicitly talked about his competence in doing something. logos datum 15 earlier this week, i spoke at a very historic summit in saudi arabia. i was hosted by king salman — a very wise man. there, i urged our friends in the muslim world to join us in creating stability, safety and security. and i was deeply encouraged by the desire of many leaders to join us in cooperation toward these shared and vital goals. datum 15 indicates logos. the text is categorized as declarative because the speaker gave a statement for telling information. logos was expressed because trump persuaded hearers by giving logical proof or evidence. he told hearers about what he said in his speech in saudi arabia. on his speech, he invited muslims and many leaders to join him in reaching peace and several goals. in the first sentence, he showed the time signal by saying “earlier this week” to convince hearers that what he said was a true event. it showed that logos is categorized as example because trump gave factual examples. datum 19 israelis have experienced firsthand the hatred and terror of radical violence. israelis are murdered by terrorist wielding knives and bombs. hamas and hezbollah launch rocket into israeli communities where schoolchildren have to be trained to hear the sirens and run to the bomb shelters — with fear, but with speed. isis target jewish neighborhoods, synagogues, and storefront. and iran’s leaders routinely call for israel’s destruction. not with donald j. trump, believe me. (applause.) thank you. i like you too. (laughter.) datum 19 indicates logos. the text is categorized as declarative sentence because the speaker gave statement for telling an information. logos was expressed because trump gave journal of pragmatics research vol. 2, no. 2, pp.160-176 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 168 logical proof or evidence. he talked about the tragedy of several violences attacking israelis from hamas, hezbollah, isis and iran. in the last sentence, he convinced hearers that it would never happen under his administration. it showed that logos is categorized as example because trump gave factual example. datum 27 under my administration, you see the difference — big, big beautiful difference — (laughter and applause) — including the iron dome missile defense program, which has been keeping the israeli people safe from short-range rocket launched by hezbollah and hamas, and david’s sling, which guards against long range missiles. datum 27 indicates logos. the text is categorized as declarative sentence because the speaker gave statement by telling information. logos was expressed because trump persuaded hearers by giving logical proof or evidence. he talked about the power of unity of america and israel under his administration is stronger than ever. he told the fact of the big difference that his program has resulted effective impact such as iron dome missile defense program. he strengthened the difference of the power under his administration by stating “big, big beautiful difference”. it showed that logos is categorized as example because trump gave factual example. pathos datum 2 i’d like to begin my remarks today by sending the thought and prayers of the entire american people to the victims of the terrorist attack in manchester. you know — you’ve all been watching. you’ve seen just a horrible thing going on. i want to send our condolences to the many families who lost their loved ones. datum 2 indicates pathos. the text is categorized declarative sentence because the speaker gave a statement. pathos was expressed by trump to persuade hearers by involving their emotions. he showed his sadness on the tragedy of the terrorist attack in manchester. in the last sentence, he stated that he showed his condolences to the victims and their families. it showed that pathos was expressed by trump to show his condolence. datum 11 through your hardships, you have created one of the most abundant lands anywhere in the world — a land that is rich not only in history, culture, and opportunity, but especially in spirit. ahmad fais, andi indah yulianti, dwiani septiana 169 datum 11 indicates pathos. the text is categorized as declarative sentence because the speaker gave a statement by telling his argument. pathos was expressed because trump persuaded hearers by involving emotion. firstly, he praised jewish people who have supported in building jerusalem by recognizing it as the most abundant land in the world. and then, he praised jerusalem as a land, rich of history, culture, and spirit. it showed that pathos is categorized as admiration. datum 13 in israel, not only are jews free to till the soil, teach their children, and pray to god in the ancient land of their fathers — and they love this land, and they love god — but muslims, christians, and people of all faiths are free to live and worship according to their conscience, and to follow their dreams, right here. datum 13 indicates pathos. the text is categorized as declarative sentence because the speaker gave a statement by telling his argument. pathos was expressed because trump persuaded hearers by involving their emotions. he claimed that israel is not only for jewish people but also for several faiths especially muslims and christians. it showed that pathos is categorized as confession. datum 16 conflict cannot continue forever. the only question is when nations will decide that they have had enough — enough bloodshed, enough killing. that historic summit represent a new opportunity for people throughout the middle east to overcome sectarian and religious divisions, to extinguish the fires of extremism, and to find common ground and shared responsibility in making the future of this region so much better than it is right now. datum 16 indicates pathos. the text is categorized as declarative sentence because the speaker gave a statement by telling his argument. pathos was expressed because trump persuaded hearers by involving their emotions. at the first sentence, he strengthened that conflict must be stopped. and then, he motivated people in middle east to stop the conflict by doing several actions to create a better future. it showed that pathos is categorized as motivation. datum 17 change must come from within. it can only come from within. no mother or father want their children to grow up in a world where terrorist roam free, schoolchildren are murdered, and their loved ones are taken. no child is born with prejudice in their heart. no one should teach journal of pragmatics research vol. 2, no. 2, pp.160-176 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 170 young boys and girls to hate and to kill. no civilized nation can tolerate the massacre of innocent with chemical weapons. datum 17 indicates pathos. the text is categorized as declarative sentence because the speaker gave a statement by telling his argument. pathos was expressed because trump persuaded hearers by involving their emotions. at the first line, he motivated people that a change resulting peace must be started from people inside jerusalem. he strengthened his motivation by repeating “come from within” twice. and then, he emphasized that no people want their children to grow up in a conflict. he even repeated the sentences started with “no” four times. it showed that pathos is categorized as motivation. datum 32 today, in jerusalem, we pray and we hope that children around the world will be able to live without fear, to dream without limit, and to prosper without violence. datum 32 indicates pathos. the text is categorized as imperative sentence as the speaker requested hearers to do something. pathos was expressed because trump persuaded hearers by involving their emotions. he invited people to pray and make hope for their children may have a better life. it showed that pathos is categorized as love. speech ii this subchapter analyzed persuasive strategies act in speech i, with the title “statement by president trump on jerusalem”. table 3. findings of persuasive strategies on speech ii no types of persuasive strategies total of findings 1. ethos 9 2. logos 3 3. pathos 8 based on the table 3, there are 20 persuasive strategies were expressed on speech ii. the findings show that there are three types were reflected, those are ahmad fais, andi indah yulianti, dwiani septiana 171 ethos (9 data), logos (3 data) and pathos (9 data). it shows that the findings of ethos were mostly reflected with 9 data found. ethos datum 36 my announcement today marks the beginning of a new approach to conflict between israel and the palestinians. trump expressed ethos in datum 36. the text is categorized as declarative sentence because the speaker gave a statement. it indicates ethos because trump showed his competence through his actions. he convinced hearers that his announcement would be the start of his action in solving the conflict between israel and palestinians. then, ethos in datum 36 is categorized as perceived intelligence. datum 38 therefore, i have determined that it is time to officially recognize jerusalem as the capital of israel. while previous president have made this a major campaign promise, they failed to deliver. today, i am delivering. datum 38 indicates ethos. the text is categorized as declarative sentence because the speaker gave a statement. ethos was expressed because trump stated the goodwill. at the second sentence, he stated the promise of previous president which has not been achieved yet. then, he strengthened his statement by saying “today, i am delivering” at the last sentence. it showed that he would like to achieve the hope of previous president as what all people expect that was to officially recognize jerusalem as the capital of israel. datum 39 i've judged this course of action to be in the best interest of the united states of america and the pursuit of peace between israel and the palestinians. datum 39 indicates ethos. the text is categorized as declarative sentence because the speaker gave a statement. ethos reflected because trump told the motive of his action. he stated that his action is the best interest in creating peace between israel and palestinians. by strengthening that his action is the best interest, he would like to build hearers’ trustworthiness. therefore, ethos is categorized as virtuous character. datum 43 that is why, consistent with the jerusalem embassy act, i am also directing the state department to begin preparation to move the american journal of pragmatics research vol. 2, no. 2, pp.160-176 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 172 embassy from tel aviv to jerusalem. this will immediately begin the process of hiring architect, engineers, and planners so that a new embassy, when completed, will be a magnificent tribute to peace. datum 43 indicates ethos. the text is categorized declarative sentence because the speaker gave a statement. it indicates ethos because trump told his motive. he e would like to show his consistency in with jerusalem embassy act to move the american embassy from tel aviv to jerusalem. by showing his consistency, he intended to build hearers’ trustworthiness. at the last sentence, he also convinced hearers his action will begin the process of some actions. therefore, ethos is categorized as virtuous character. datum 45 the united states remains deeply committed to helping facilitate a peace agreement that is acceptable to both sides. i intend to do everything in my power to help forge such an agreement. datum 45 indicates ethos. the text is categorized as declarative sentence because the speaker gave a statement. ethos was reflected because trump wanted to build hearers’ trustworthiness. he showed his purpose that united states promised to create peace and he would do used his power to reach it. therefore, ethos is categorized as virtuous character. logos datum 37 yet for over 20 years, every previous american president has exercised the law's waiver, refusing to move the us embassy to jerusalem or to recognize jerusalem as israel's capital city datum 3 indicates logos. the text is categorized as declarative sentence because the speaker gave a statement. logos was expressed because trump told evidence to persuade hearers. he told the failure of the previous president in recognizing jerusalem as israel’s capital city. by stating the year “20 years”, he intended to strengthen that the event was a truth. it showed that he gave a factual example. therefore, logos is categorized as giving example. datum 41 it was 22 years ago that the united states under president truman recognized the state of israel. ever since then, israel has made it capital in the city of jerusalem, the capital the jewish people established in ancient times. ahmad fais, andi indah yulianti, dwiani septiana 173 datum 41 indicates logos. the text is categorized as declarative sentence because the speaker gave a statement. logos was expressed because trump told the historical event when president truman recognized the state of israel. he also told that israel has made jerusalem as its capital city, as jewish people have established. by stating the time signal “22 years ago”, he intended to convince hearers that what he said was the true event. it showed he told the factual example. therefore, logos is categorized as giving example. pathos datum 40 israel is a sovereign nation with the right, like every other sovereign nation, to determine it own capital. acknowledging this as a fact is a necessary condition for achieving peace. datum 40 indicates pathos. the text is categorized as declarative sentence because the speaker gave a statement. pathos was expressed because trump involved hearers’ emotions. he stated that israel is a sovereign city which has the right like other countries to choose their own capital. by saying it, he intended to show his confession on israel. he strengthened that israel has the right choose jerusalem as their capital city. then, pathos is categorized as confession. datum 46 without question, jerusalem is one of the most sensitive issues in those talks. datum 46 indicates pathos. the text is categorized as declarative sentence is the speaker gave a statement. pathos was expressed because trump persuaded hearers by involving their emotional aspect. he stated that jerusalem is one of the most sensitive issues. by stating “sensitive issues”, he wanted to invite all people to focus on the conflict in jerusalem. he intended to calm down the situation to face the high tension in jerusalem. therefore, pathos was expressed by trump to create mildness. datum 50 this sacred city should call forth the best in humanity — lifting our sight to what is possible, not pulling us back and down to the old fight that have become so totally predictable. datum 50 indicates pathos. the text is categorized is declarative sentence because the speaker gave a statement. pathos was expressed because trump persuaded hearers by involving their emotions. he praised jerusalem by stating “sacred city” and “the best in humanity”. by journal of pragmatics research vol. 2, no. 2, pp.160-176 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 174 stating “sacred city”, he implicitly says that jerusalem is a historical place. and by stating “the best in humanity”, he implicitly said that jerusalem is a place which needs to be realized for peace as the portrait of humanity. by praising jerusalem, pathos was expressed by trump to show his admiration toward jerusalem. datum 51 i repeat the message i delivered at the historic and extraordinary summit in saudi arabia earlier this year: the middle east is a region rich with culture, spirit, and history. it people are brilliant, proud, and diverse, vibrant and strong. datum 51 indicates pathos. the text is categorized as declarative sentence because the speaker gave a statement. pathos was expressed because trump persuaded hearers by involving their emotions. he praised middle east by stating “the middle east is a region rich with culture, spirit, and history”. and, in the following sentence, he praised the people of middle east. therefore, pathos was expressed by trump to show his admiration. datum 52 it is time for the many who desire peace to expel the extremist from their midst. it is time for all civilized nations, and people, to respond to disagreement with reasoned debate, not violence. and it is time for young and moderate voices all across the middle east to claim for themselves a bright and beautiful future. datum 52 indicates pathos. the text is categorized as declarative sentence. pathos was expressed because trump persuaded hearers by involving their emotions. he convinced hearers that his action would successfully achieve all people’s dreams. he strengthened it by stating “it is time..” for three times. in the last sentence, he stated that the time has come to claim a bright and beautiful future for all parts of middle east. it showed that pathos was expressed by trump to show his confidence on his action. based on the findings, there are 24 persuasive strategies in speech i and 20 persuasive strategies in speech ii. all types of persuasive strategies were expressed by trump on his speech about jerusalem. trump expressed ethos to show perceived intelligence, virtuous character and goodwill to create peace in jerusalem. logos were expressed while speaker intended to give factual information or logical proof by telling the role of israel in creating peace in jerusalem. ahmad fais, andi indah yulianti, dwiani septiana 175 and the last one is pathos that were expressed while trump involve hearers emotion by creating mildness, giving admiration and confession. conclusion persuasive strategies are expressed by speaker to achieve the purpose with doing any actions. trump used persuasive strategies to persuade hearers on his speech about jerusalem. trump expressed all types of persuasive strategies; those are ethos, logos and pathos. on his speech about jerusalem, he mostly expressed pathos. it shows that trump intended to achieve the purpose of his speech by showing his credibility in doing something, giving factual information and involving hearer’s emotion. the next researcher can do research of pragmatic by analysing persuasive strategies on some influential persons over the world references 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(2018). rhetoric and discourse in political speeches. alphabet, 1(2), 95–102. https://doi.org/https://doi.org/10.21776/ub.alphabet.2018.01.02.02 journal of pragmatics research vol. 1, no.1, 2019, pp.43-61 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index http://dx.doi.org/10.1836/jopr.v1i1.62-77 62 maxim of cooperative principle violation by dodit mulyanto in stand-up comedy indonesia season 4 ahmad ulliyadhi satria raharja pasca sarjana universitas negeri semarang, jawa tengah, indonesia ahmadulliyadhi@gmail.com alfin rosyidha department of english, mangalore university, karnataka, india alfinrosyidha@gmail.com doi: http://dx.doi.org/10.1836/jopr.v1i1.62-77 submission track: received: 29-03--2019 final revision: 07-04--2019 available online: 08-04-2019 corresponding author: ahmadulliyadhi@gmail.com abstract this study focuses on cooperative principle violation done by dodit mulyanto in stand up comedy indonesia season 4 using grice’s theory. grice expressed cooperative principle to suggest that in conversational interaction people work on the assumption that a certain set of rules is in operation, unless they receive indications to the contrary. the aims of this research are to classify the maxims of cooperative principle and to explain how dodit mulyanto violates cooperative principle to raise humor in stand up comedy indonesia season 4. besides, this research is also directed to discover the types of violation maxims, the most dominant violation maxim, and to explain the causes of the most dominant violation maxim in dodit mulyanto’s stand up comedy indonesia season 4. this research is conducted using qualitative method. the sources of data are the 17 videos of dodit mulyanto’s speech during his performance in stand up comedy indonesia kompas tv season 4 by downloading from youtube site. the data are the utterances of dodit mulyanto which considered contain the violation of cooperative principles. the data are collected using the check list instrument and then analyzed based on the violation on each maxim. at the end, the researcher draws the conclusion which is in accordance with the research finding. the results of the analysis shows that all types of maxim were violated; 12 utterances violation maxim of quantity (24,4%), 13 utterances violation maxim of quality (26,5%), 22 utterances violation maxim of relation (44,9%), and 2 utterances violation maxim of manner (4,1%). the most dominant type of violation http://e-journal.iainsalatiga.ac.id/index.php/jopr/index mailto:ahmadulliyadhi@gmail.com http://dx.doi.org/10.1836/jopr.v1i1.62-77 mailto:ahmadulliyadhi@gmail.com journal of pragmatics research vol. 1, no.1, 2019, pp.43-61 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index http://dx.doi.org/10.1836/jopr.v1i1.43-61 63 maxims was the violation maxim of relation because dodit mulyanto delivered too much message, which is unmatched with the topic or changed conversation topic abruptly or did the wrong causality, than is required to raise humor in stand up comedy indonesia kompas tv season 4. keywords: cooperative principle, maxim violation, stand up comedy. introduction the language used in daily life is a unique, arbitrary, and conventional sign system / emblem / speech sound which is used by the public in order to communicate each other. according to longman advanced american dictionary (2007, p. 895), language is a system of communication by written or spoken words which is used by the people of a particular country or area. the language built from the habits and the geographical area where the speakers are living. good language developed based on a certain system and a set of rules were observed by the speakers. originally, the function of language is as a communication tool (bühler (1934) in diessel, 2014, p.3). hence, the language has more specialized function that is for establishing relationships, solidarity, and cooperation within the community, the language had been used to express mind with the feeling so that the listener will able to sense what is discussed about. as a communication tool, the language is used to convey the ideas, feeling, whether real or imagination. the imagination function is usually in the form of art works, including poetry, stories, fairy tales, and jokes. in the jokes, language is used as a communication tool by violating maxims of communication, they are cooperative principle and politeness principle maxim. the linguistics which examines the violations of maxims in communication is pragmatic. pragmatics is the study of language from the point of view of users, especially of the choices they make, the constrain they encounter in using language in social interaction and the effect their use of language has on other participant in the act of communication (crystal http://e-journal.iainsalatiga.ac.id/index.php/jopr/index http://dx.doi.org/10.1836/jopr.v1i1.43-61 journal of pragmatics research vol. 1, no.1, 2019, pp.43-61 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index http://dx.doi.org/10.1836/jopr.v1i1.62-77 64 1985 in kasper 1997). it is clear that pragmatics is the study about relation between language and context that are used in community. the violation of cooperative maxims commonly used in creating humor. the utterances that made by stand up comedian (comic) in stand up comedy indonesia (suci) event on kompas tv –in this case dodit mulyantoshaping a discourse based on a predetermined theme. the discourse is about the problems in society and attractively packaged in humor and tends to give the information in the form of persuasive discourse to the viewers of stand up comedy to provide a solution to these problems. indeed, after the writer, watched the stand up comedy season 4 show, he found some phenomena that make him interested in knowing more about the language of humor used by dodit mulyanto in stand up comedy indonesia season 4 through pragmatic study and to find out how dodit uses the language to raise the humor on his show at stand up comedy indonesia kompas tv. the research questions of the present study are what the maxims of cooperative principle which are violated by dodit mulyanto in stand up comedy indonesia season 4 in order to raise humor and how does dodit violate cooperative principle to raise humor in stand up comedy indonesia season 4. literature review this chapter discusses some related literature that consists of the definition of pragmatics, the theory of cooperative principle, the theory of politeness principle, and the definition of maxim violation. pragmatics there are some definitions about pragmatics that can help us to understand it deeply. grundy (2000, p.3) states: “pragmatics is about explaining how we produce and understand such every day, but apparently rather peculiar uses of language.” it means that pragmatics, the study explains us how to produce utterances and comprehend what people say in daily conversation although maybe they use unfamiliar language. http://e-journal.iainsalatiga.ac.id/index.php/jopr/index journal of pragmatics research vol. 1, no.1, 2019, pp.43-61 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index http://dx.doi.org/10.1836/jopr.v1i1.43-61 65 leech (1983, p.11) explains that general pragmatics is abstraction between the study of language in total abstraction from the situation, and the study of more socially specialized uses of language. hence, it is clear that pragmatics is the study about the relation between language and context that are used in the community. levinson (1983, p.9) gives a definition that pragmatics is the study of those relations between language and context that are grammaticalzed, or encoded in the structure of a language. this means pragmatics has relation with grammar because what we will say must grammatically correct. thus, this study cause us learn how to make utterances that are right in grammar and the hearer can interpret the meaning. besides, pragmatics is a systematic way of explaining the language use in context. it seeks to explain aspects of meaning which cannot be found in the plain sense of words or structures, as explained by semantics.(moore, 2003). from the definitions above, it can be concluded that pragmatics is a field linguistics study which does not only explain about language but also explain how to produce and understand the language use in our real life following the factors that influence the language choice. it teaches us how to apply it in our daily life. pragmatics is relevant with politeness because politeness is a strategy (or series of strategies) employed by a speaker to achieve a variety of goals, such as promoting or maintaining harmonious relations (thomas, 1995, p.157). the politeness principle including its maxims is one kind of the strategies. cooperative principle (cp) the cooperative principle (cp) is proposed by h. p. grice. grice expressed cp to suggest that in conversational interaction people work on the assumption that a certain set of rules is in operation, unless they receive indications to the contrary (thomas, 1995, p.62). when speakers violate any of the maxims lead the addressee or hearer to make what grice calls implicature. those maxims will be explained as follows. http://e-journal.iainsalatiga.ac.id/index.php/jopr/index http://dx.doi.org/10.1836/jopr.v1i1.43-61 journal of pragmatics research vol. 1, no.1, 2019, pp.43-61 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index http://dx.doi.org/10.1836/jopr.v1i1.62-77 66 1. maxim of quantity in this maxim we must (a) make the contribution as informative as is required for the current purpose of the exchange, (b) do not make our contribution more informative than is required (leech, 1983, p.8). those rules mean that the number of utterances used to deliver message must be informative as what is required and does not more or less than it; so that, the information does not boring or disappointing. 2. maxim of quality there are two rules in this maxim, they are: (a) do not say what you believe to be false and (b) do not say that for which you lack adequate evidence (leech, 1983, p.8). the meaning of these rules is clear that the delivered message must be truthful and does not lack suitable evidence. 3. maxim of relation in this maxim, the rule is being relevant (leech, 1983, p. 8). the meaning of “relevant” is the connection between what the speaker says and the addressee hears is related each other. 4. maxim of manner the rules are: (a) avoid obscurity of expression, (b) avoid ambiguity, (c) be brief (avoid unnecessary prolixity), and (d) be orderly (leech, 1983, p.8). it means utterance that is conveyed must be clear. there are two kinds of clarity, clear text and clear message. clear text is constructed by syntax and phonology of the language. then, the clear message is when the sense of illocutionary goal conveyed is understandable. the cooperative principle and the politeness principle have a close relationship because they study about the use of language in communication using a set of principles or maxims to manage it. besides, the politeness principle appears to argue the cooperative principle. the politeness principle says that not all people are being cooperative in a conversation to be polite. maxim violation according to grice (1975) in khosravizadeh & sadehvandi (2011, p.1), a violation takes place when speakers intentionally refrain to apply certain maxims in their conversation to cause misunderstanding on their participants’ part or to achieve some other purposes. http://e-journal.iainsalatiga.ac.id/index.php/jopr/index journal of pragmatics research vol. 1, no.1, 2019, pp.43-61 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index http://dx.doi.org/10.1836/jopr.v1i1.43-61 67 grice (1975, p.45) in tupan & natalia (2008, p.68) gives the criteria of violation of maxims used as distinguished guidelines. here are the guidelines: 1. maxim of quantity violation: a. if the speaker does circumlocution or not to the point b. if the speaker is uninformative c. if the speaker talks too short d. if the speaker talks too much e. if the speaker repeats certain words 2. maxim of quality violation: a. if the speaker lies or says something that is believed to be false b. if the speaker does irony or makes ironic and sarcastic statement c. if the speaker denies something d. if the speaker distorts information. 3. maxim of relation violation a. if the speaker makes the conversation unmatched with the topic b. if the speaker changes conversation topic abruptly c. if the speaker avoids talking about something d. if the speaker hides something or hides a fact e. if the speaker does the wrong causality 4. maxim of manner violation a. if the speaker uses ambiguous language b. if the speaker exaggerates thing c. if the speaker uses slang in front of people who do not understand it. d. if the speaker’s voice is not loud enough. research methodology the word research comes from the verb researching which means investigate or examine. whereas, the term methodology is derived from the word metodos and logos. http://e-journal.iainsalatiga.ac.id/index.php/jopr/index http://dx.doi.org/10.1836/jopr.v1i1.43-61 journal of pragmatics research vol. 1, no.1, 2019, pp.43-61 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index http://dx.doi.org/10.1836/jopr.v1i1.62-77 68 metodos means: way to go to achieve a goal, whereas logos means: science (arikunto, 1990, p.16), so methodology means a science that discuss about the ways of achieving a truth. based on the understanding above, the methodology is a way to search for truths that can be justified scientifically. the approach for studying dodit mulyanto’s utterances in stand up comedy indonesia is a descriptive qualitative method. because, a qualitative approach is a research procedure that produces the descriptive data in the form of written words. the data sources in this study are the utterances of dodit mulyanto in stand up comedy indonesia kompas tv season 4 by downloading from youtube site. furthermore, the researcher felt that the appropriate triangulation to be used in this paper is methodological triangulation. methodological triangulation refers to the need of different instruments in gaining the data. in this case, the researcher conducted observation and transcript analysis discussion the data were the scripts of dodit mulyanto in stand up comedy indonesia kompas tv season 4 below which analyzed by violating cooperative principles of conversation in detail. this research discovered that all types of maxims were violated and they were shown in percentage in the following table. the percentage overview of violation maxims in dodit mulyanto’s stand up comedy indonesia kompas tv season 4. no. types of violation maxims frequency 1. quantity 12 24,5% 2. quality 13 26,5% 3. relation 22 44,9% 4. manner 2 4,1% http://e-journal.iainsalatiga.ac.id/index.php/jopr/index journal of pragmatics research vol. 1, no.1, 2019, pp.43-61 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index http://dx.doi.org/10.1836/jopr.v1i1.43-61 69 total 49 100 % table above shows that there were 49 utterances violation of maxim which were used in dodit mulyanto’s stand up comedy indonesia kompas tv season 4. first, there were 12 utterances (24,5%) violation maxim of quantity. violation maxim of quantity makes the speaker always repeat the same words and does circumlocution or not to the point. second, there were 13 utterances (26.5%) violation maxim of quality. dodit mulyanto violated maxim of quality because it tend to make ironic and sarcastic statement and he said something that he believes to be false. third, there were 22 utterances (44,9%) violation maxim of relation. within the four violation maxims; violation maxim of relation was the most dominant in scripts dodit mulyanto’s stand up comedy indonesia kompas tv season 4. violation maxim of relation makes the speakers always to speak which is relevant. it means that there is a connection between what the speaker says and the addressee hears is related each other. intentionally, dodit mulyanto in stand up comedy indonesia kompas tv season 4 delivered too much message, which isunmatched with the topic or changed conversation topic abruptly or did the wrong causality, than is required to raise humor. therefore, it violated the maxim of relation. after maxim of relation, the most maxim which is used by dodit mulyanto is maxim of quality. here, dodit mulyanto used some jokes that are believed to be false. in addition, dodit also did irony or said sarcastic statements. dodit mulyanto often denied something and distorted information. all those effort are done in order to rise humor which violated maxim of quality up to 13 utterances (26,5%) from 49 utterance which he done. the third maxim which is often dodit mulyanto used to perform is maxim of quantity. he did violated maxim of quantity up to 12 utterances (24,5%). he makes the contribution much of uninformative information as is required for the current purpose of the exchange. he also too much gave information. what he has done is violated maxim of quantity. the last, those were 2 utterances (4,1%) violation of maxim of manner. it showed that violation of maxim of manner was the lowest number in scripts dodit mulyanto in stand up comedy indonesia kompas tv season 4. dodit mulyanto seldom violated the maxim of http://e-journal.iainsalatiga.ac.id/index.php/jopr/index http://dx.doi.org/10.1836/jopr.v1i1.43-61 journal of pragmatics research vol. 1, no.1, 2019, pp.43-61 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index http://dx.doi.org/10.1836/jopr.v1i1.62-77 70 manner because it tends to use ambiguous or violates the utterances that have obscurity. here were some examples of dialogues which violated each maxim. after discussing about the maxim violation done by dodit mulyanto, here are some of the finding examples about the violation of politeness principle and cooperative principle and discussion and the using of maxims violation done by dodit in order to rise humor. 1. violation of maxim of quantity example 1: kentongan itu ada artinya, kalo dipukul sekali “tuk” “ tuk” “ tuk” sedang terjadi peristiwa pembunuhan. ya, serius di desa tu seperti itu. kemudian kalo ada bunyi dua kali “tuk tuk” “tuk tuk” sedang terjadi pencurian, kemudian kalo dipukul bunyinya gini (memukul seperti penjual mie ayam) maaf kentongannya dibajak.[penonton tertawa dan tepuk tangan]. (p.3 l.3-7). translation kentongan has a variety of meanings, if it is hit once "tuk" "tuk" "tuk". it means there is a murder. yes, seriously. that what happen in the village. then, if it is hit twice "tuktuk" "tuktuk" it means the event of theft, then if it is hit like this (knocking such as chicken noodle seller) sorry, the kentongan has been hijacked [the audiences laugh and applause]. analysis this sentence was violated maxim of quantity, the researcher found an unnecessary sentence in the last of the paragraph, the sentence is: “then if it is hit like this (such as chicken noodle seller) sorry, the kentongan has been hijacked”, this information is not required by the audience, but dodit adds this in order to raise humor. example 2: saya makan itu table manner, peralatannya harus lengkap ada sendok, garpu, silet[penonton tertawa] (p.2 l.2-3). translation http://e-journal.iainsalatiga.ac.id/index.php/jopr/index journal of pragmatics research vol. 1, no.1, 2019, pp.43-61 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index http://dx.doi.org/10.1836/jopr.v1i1.43-61 71 i used to eat with table manner, the equipment must be complete: spoon, fork, and blade [the audiences laugh]. analysis this second sentence violated maxim of quantity, the word “blade” in the last of the sentence should not be mentioned or may be replaced with the word “knife”, because a blade is not included in the table manner equipment or not used as tableware, but this kind of violation has raises humor among the audience successfully. the context of his speech is that dodit want to explain about his breakfast. as the javanese family that embrace european culture the breakfast in his family conducted in table manner, but in fact he has mistaken in mentioning the table manner stuffs. 2. violation of maxim of quality example 1: saya itu dilahirkan istimewa, saya dilahirkan secara otodidak, [penonton tertawa] saya lahir bidannya baru datang, jadi saya keluar sendiri [penonton tertawa]. (p.3 l.12). translation i was born specially, i was born autodidactly [the audiences laugh],and when i was born the midwife came late, so i go out alone [the audience laugh]. analysis according to dodit, his born was very special, even he can go out from his mother’s womb by himself. this utterance violated maxim of quality, because he said something that he believe to be false. moreover, no body belief that the baby could go out by himself without any helping from nurse. example 2: saat saya pertama kali stand up, saya tu sangat takut menatap mata penonton, saking takutnya saya menatap mata saya sendiri[penonton tertawa] (p.3 l.1-2). translation http://e-journal.iainsalatiga.ac.id/index.php/jopr/index http://dx.doi.org/10.1836/jopr.v1i1.43-61 journal of pragmatics research vol. 1, no.1, 2019, pp.43-61 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index http://dx.doi.org/10.1836/jopr.v1i1.62-77 72 when i performed stand up for the first time, i was so scared to look atthe audience's eyes, because of fear i looked at my own eyes[the audiences laugh]. analysis the second sentence has violated maxim of quality, it is proofed with the last sentence: “because of fear i looked at my own eyes”. as we know that looking at our own eyes is something impossible. in this case, dodit told the audience something that believed to be false. this was happened when dodit’s perform his second speech and told his experiences during the first performance, he said that he was nervous and feared to look at the audience’s eyes. 3. violation of maxim of relation example 1: kalo pacaran sama pemain biola tu enak, bisa main titanic-titanican –musiknya langsung pakai biola-………… tapi pacar saya biar dipeluk orang lain, lha gimana saya bermain –kalau saya harus meluk pacar saya-? [penonton tertawa] (p.5 l.1-7). translation it is good to go out with a violinist, we can play like in the titanic scene -the music is immediately from the violin-............ but someone will embrace my girlfriend, so how can i play-if i embrace my girlfriend-? [the audiences laugh] (p.5 l.1-7). analysis this sentence violated maxim of relation, it is proved with the first sentence “it is good to go out with a violinist, we can play like in the titanic scene” has no relation to the last sentence “but someone will embrace my girlfriend, so how can i play?” firstly dodit was proud to be a violinist because he can play like in the titanic best scene -when leonardo de caprio hugs his girl from behindand accompanied by his own live music, but in the last he realized that he cannot embrace his girlfriend if he must play violin. example 2: saya ndak boleh ngejar ngejar layangan sama bapak saya, saya tu bolehnya ngejar ngejar kamu…[penonton tertawa] i love u![penonton tertawa](p.1 l.3-4). translation http://e-journal.iainsalatiga.ac.id/index.php/jopr/index journal of pragmatics research vol. 1, no.1, 2019, pp.43-61 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index http://dx.doi.org/10.1836/jopr.v1i1.43-61 73 my father does not let me chase a kite, i was only allowed to chase you...[the audiences laugh] i love you! [the audiences laugh]. analysis this sentence violated maxim of relation, it is approved with the first sentence: “my father do not let me chase a kite” which has no relation with the second sentence: “i was only allowed to chase you... i love you”. in this case, the audience was thinking that dodit’s father didn’t allow him to chase a kite because he afraid dodit will be dirty, tired and looks plebeian. but in fact, dodit answered it because he only allowed to chase a beautiful woman. if the sentence is changed like: my father does not let me chase a kite, because he afraid i will be tired. the sentence doesn’t rise humor effect. the context here is that dodit is trying to be a romantic man like a classic european man who really adhere women by using his own words to flirt the girl. 4. violation of maxim of manner example 1: tau kan presiden kita sukanya baris-berbaris? piyekabare? [penonoton tertawa] iseh penak jamanku tho? [penonoton tertawa] #akurapopo (p.1 l.2-4) translation do you know our former president who loves marching? how are you? [the audiences laugh] is my decade still the best? [the audiences laugh] #i am okay. analysis this sentence made some audience do not understand about who is the president that being told by dodit. hence, this sentence violated maxim of manner. this sentence was found after dodit singing the mars of general election, after singing he explained that the song was created by the president at that time. because the president was a former general of armed forces so the song beat was very fast like a marching soldiers, furthermore he tried to ask the audience who the president was by giving a code sentence. example 2: ………koruptor jahat! (p.7 l.4) http://e-journal.iainsalatiga.ac.id/index.php/jopr/index http://dx.doi.org/10.1836/jopr.v1i1.43-61 journal of pragmatics research vol. 1, no.1, 2019, pp.43-61 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index http://dx.doi.org/10.1836/jopr.v1i1.62-77 74 translation ……..the corruptors are criminals! analysis in the last of his speech, dodit said the sentence above without any reason and without any foreword and makes the audience confused. at the end, the audience laugh at this ambiguity. because this sentence is unclear, so it has violated maxim of manner. the context is when dodit delivers a speech that he was confused with the condition of this nation, then he plays a fast rhythm by his violin and in the last he said the sentence, of course the audiences amazed with his ambiguity. conclusion after conducting research and analyzing the research problems about cooperative principle, it is concluded that dodit mulyanto violates all of the four maxims of cooperative principle: maxim of quantity, maxim of quality, maxim of relation, and maxim of manner. there was found twelve data on the maxim of quantity violation, whereas the maxim of quality violated in thirteen data, maxim of relation is the most frequent maxim to be violated, it is proved by the research finding that it was violated twenty two times. hence, the fewest violation occurred on the maxim of manner which only occurred two times. dodit has violated maxims of cooperative principle in various ways in order to raise humor of the audience. maxim of quantity has violated by dodit mulyanto by adding an unnecessary sentence to his information and those unnecessary additional information succeeds to raise humor. dodit violated maxim of quality by telling lies and saying something that is believed to be false by the audience. whereas maxim of relation violated by dodit by making the speech which is unmatched with the topic or his own statement before. moreover, dodit violated maxim of manner by using ambiguous language. in addition, dodit is doing all of these violations only to raise humor among the audience and not for the other purpose. the violation of cooperative principle is not always become a bad thing in communication. on the contrary, it and may be applied in daily life in order to make a joke, to perform stand up comedy or public speaking, to make teaching method more interesting for http://e-journal.iainsalatiga.ac.id/index.php/jopr/index journal of pragmatics research vol. 1, no.1, 2019, pp.43-61 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index http://dx.doi.org/10.1836/jopr.v1i1.43-61 75 the teacher or lecturer and of course, it may be researched again in depth in order to enrich the knowledge about humor based on linguistic approach. references attardo, s.,& ruskin (1991). linguistic theories of humor. mouton de gruyter. new york. arikunto, s. 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(2003). politeness. cambridge: cambridge university press. http://e-journal.iainsalatiga.ac.id/index.php/jopr/index http://dx.doi.org/10.1836/jopr.v1i1.43-61 journal of pragmatics research vol. 01, no.02, (2019), pp.156-165 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 156 the future and challenge of pragmatics in english language teaching mazulfah iain salatiga mmazulfah@gmail.com submission track: received: 23-10-2019 available online: 30-10-2019 corresponding author: mazulfah mmazulfah@gmail.com abstract this paper demonstrates about the future and challenge of pragmatics in english language teaching. in pragmatics, meaning in communication has an important role and it can be categorized into two elements such as verbal and nonverbal. it depends on various contexts, relationship between utterers, and social factors. in english language teaching, pragmatic is very important because the four language skills in language learning such as reading writing, listening and speaking do not occur in isolation in communicative texts or activities. so through forming a good pragmatic competence for the language learner, should be considered. as english has played an indispensable role in global communication, it is important for english language users, both native and non-native, to use clear, comprehensible and educated english that allows smooth communication and avoids misunderstandings in social interactions. pragmatic competence can facilitate language users to successfully achieve their communicative aims in intercultural communication. consequently, pragmatic elements have noticeable important in communication between speakers because such elements can hinder inaccuracies and misunderstandings during communication so teachers should teach pragmatic competence in language english classes through different activities and tasks. keywords: pragmatics, english language teaching, language competencies. introduction pragmatics is a major study of linguistics that defines the hidden meanings of a writer and speaker towards the conjoining effort of linguistic form. it is stated along with its user. within mazulfah 157 pragmatics the importance is usually given to a contextual meaning. crystal (1997) believes that english becomes a truly global language since t hen it has kept its privileged position among other world languages towards the end of the 20th century. it is estimated that about 1.5 billion people all over the world speak english. according to kachru’s terminology, the inner circle countries are the first and majority group language, the outer circle countries such as india, pakistan, singapore, and nigeria use english as a second language together with other languages as means of international communication, the expanding circle covers an unspecified number of countries which employ english as a foreign language in schools (kachru & nelson, 2001). as held et al., (1999) mention “globalization may be thought of initially as the widening, deepening and speeding up of worldwide interconnectedness in all aspects of contemporary social life” and it is an inevitable process. as richards (2001) states that english is no longer viewed as the property of the english -speaking world but it is an international commodity sometimes referred to as english an international language. one of the important of the pragmatics, in this study is towards a speaker, who wants to convey the contextual meaning towards the hearer according to provided situation. according to the crystal (1987:62-5); pragmatics deals with the factors that manages the language for what we want to choose within the pool of language that could satisfy whenever it is used within a social interaction and its effects on others. therefore, the factors of pragmatics that effect on our selection of grammatical construction are as sound pat-tern, and the meaning which we are producing by presenting the vocabularies through the intended procedure as a way to communicate (crystal, 1987:62-5). therefore, the study of pragmatics is tending to relate it with the meaning of words that people used within their social situations and choice of the words in a context. according to the robin; the field of pragmatics is understood as meaning concerned phenomenon that involves around the different factors of speech situation, (1964:23). leech (1983:13-4), pointed that the pragmatics is a study of meaning and the way to relate that speech with any pro-vided situations, along with an aspect to make a speech in a situation and further it paves a path to determine a core principle that whether it deals with semantic or the pragmatic phenomenon. the more important aspects of pragmatics have indicated that it is the study of journal of pragmatics research vol. 01, no.02, (2019), pp.156-165 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 158 meaning that is related towards speech making situation. within pragmatics, the five vital aspects that are mainly focused have been mentioned below: a addressees or addressers (hearer and speaker) b an utterance in context, leech agreed to say the involvement of relevant utterance in social and physical setting, however, he did emphasizes more on the back-ground knowledge that is related to the context. c leech defines the goals of an utterance as well as the meaning of intention towards uttering it. d the utterance is a form of activity or an act, within pragmatics, the verbal utterance can also be performed like acts to parch needs of a particular situation. e the utterance that is in a form of enclosed verbal acts does tends to identify for sentence or token tagging that in their real sense are not the sentences, but similarly can be the piece of language that classify as short and long single sentence. pragmatics deals with meaning and it involves the fundamental approach to view meaning and its relationship with reality. as it is for the related theories of meaning that view the language itself as systematic to designate many specific things and its symbols. the truth about semantics, which focuses on the meaning of the sentence and its purpose, is to analyze different meaning forms to formal way and it also deals with the surface meaning. however it lacks the contextual definition. in simple terms, the field of semantics deals with the overall structure of sentences and it determines the lexical condition of the content that formulates information of meaning from the other sources to supply it (chapman 2000). a language can even deal with many other instruments, the instrument that is of thought as well as the instrument of social mazulfah 159 action (capone, 2005). therefore, within the scope of pragmatics, the major terms that can be described are as follows: the utterance is described as the physical and clear unit of meaning that gives information in the contribution through; 1) words that are used, 2) structure of the sentence, 3) setting of the conversation within location where it is used, 4) senses of the start in a particular context, 5) to use the gesture in order to covey the meaning. one of the most important things that are from these sources is taken as context utterance and it is provided with background knowledge to convey a message of information towards the other parts of conversation, like of any written text. language competencies language competencies can be classified into sub competencies in the following: grammatical competence: bach man (1990) discusses that grammatical competence consists of the individual’s knowledge of vocabulary, morphology, syntax, and phonology. a) communicative competence: canale & swain (1980) propose an influential model of communicative competence that includes sociolinguistic competence. niezgoda & rover (2001) summarize the sun competencies under this model as follows: grammatical competence: the knowledge of linguistic code features such as morphology, syntax, semantics, phonology; b) sociolinguistic competence: the knowledge of contextually appropriate language use; c) discourse competence: the knowledge of achieving coherence and cohesion in spoken or written communication; d) strategic competence: the knowledge of how to use communication strategies to handle breakdowns in communication and make communication effective. bach man’s (1990) model of communicative competence also provides an inclusive description of the knowledge require d to use language. in addition to the knowledge of grammatical rules, communicative competence consists of the knowledge of how language is utilized to achieve particular communicative goals. he categorizes language competence into organizational competence and pragmatic competence. organizational competence relates to a speakers’ control of the formal aspects of language and is further subdivided into grammatical journal of pragmatics research vol. 01, no.02, (2019), pp.156-165 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 160 competence (vocabulary, syntax, morphology, phonology), and textual competence (cohesion/coherence, rhetorical organization). as noted by niezgoda & rover (2011), pragmatic competence is classified into sociolinguistic and illocutionary competence. pragmatics competence taguchi (2003) mentions that pragmatic knowledge “deals with language use in relation to language users and language use settings.” leech (1983) and thomas (1983) suggest that pragmatics is classified into two components: pragma linguistics and socio pragmatics. pragma linguistics deals with pragmatic strategies such as the use of semantic formulae, routines, and linguistic forms that can serve the purpose of making the communicative act more direct or indirect, softer or more intensified. socio pragmatics relates to social behavior, and the way speakers in a certain community interpret and accomplish a communicative act. as indicated by leech (1983), pragma linguistics refers to the linguistic/grammatical aspects of a language, while socio pragmatics is driven more towards the socio -cultural end of pragmatics. as mentioned by thomas (1995), pragmatics competence means the ability to use language in socially appropriate ways and to interpret both imp licit and explicit meaning according to context. since the mid-1970s, the general purpose of language teaching and assessment concentrates on developing learners’ communicative competence, knowledge of the pragmatics and linguistics aspects of language use to enable students to become proficient in the target language. bach man (1990) supports this approach and describes language ability broadly as “the ability to use language communicatively.” he proposes two models in his model which includes two elements: language knowledge and strategic competence. language knowledge consists of “organizational knowledge” and “pragmatic knowledge.” the pragmatic knowledge he refers to considers the appropriateness of a particular communicative goal (what he calls “functional knowledge”) and the appropriateness of the language use setting (“sociolinguistic knowledge”). ” rose and kasper (2001) develop the concept of communicative ability and summarize the study of pragmatics as “the study of communicative action in its socio-cultural context.” communicative action happen not only when one engages in different types of discourse encountered in social situations (which vary in length and complexity depending on the degree of familiarity between interlocutors, differences in social status, and degree of imposition), but mazulfah 161 also when speech acts (such as requests, refusals, apologies, compliments, and suggestions) are employed. according to bach man and palmer (1996), pragmatic knowledge involves the relationship between utterances, language users, and settings support the views of well-known researchers in the field that came before them. crystal (1985) defines pragmatics as “the study of language from the point of view of users, especially of the choices they make, the constraints they encounter in using social interaction and the effects their use of language has on other participants in the act of communication. teaching ability of pragmatics in esl classes according to several ilp studies on how to teach pragmatics which teachers are interested in. on the basis of both empirical and theoretical studies, awareness -raising is one of an effective approach to the teaching of pragmatics. the purpose of this approach is to develop learners’ pragmatic awareness through classroom application of available descriptive frameworks and research results. it does not attempt to teach specific means of, say, performing a given speech act, but rather attempts to sensitize learners to context-based variation in language use and the variables that help determine that variation (rose, 1994). drawing from research that focuses on the significance of noticing in language acquisition and l1 pragmatics development, schmidt (1993) believes awareness of pragmatic input is considerable for the acquisition of pragmatic competence and in the development of l2 pragmatics. “consciously noticing to the relevant features of input and attempting to analyze their significance in terms of deeper generalization are both highly facilitative.” hence, tasks that focus the learner’s attention on pragmatic forms, functions, and co -occurring features of social context are helpful in developing adult language learners’ ilp. empirical studies in ilp and contrastive pragmatics also indicate that awareness -raising facilitates students in using the pragmatic knowledge they already possess. kasper (1997) discovers that l1 and l2 speakers have access to identical lists of semantic formulae and other pragmatic resources, but language learners underuse universal or l1 pragmatic knowledge. therefore, awareness -raising activities are helpful in making language learners aware of their existing pragmatic competence and encouraging them to utilize the pragmatic resources they already possess. one of the main shortcomings of teaching pragmatics for teachers is that it is so extremely context dependent. no “magic line” will be appropriate for journal of pragmatics research vol. 01, no.02, (2019), pp.156-165 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 162 all contexts, and it is equally unrealistic to attempt to cover all contexts that students could possibly encounter. by being taught to be aware of pragmatics in various contexts, learners can develop the ability to understand pragmatic patterns in new and previous contexts. the importance of pragmatics in elt in english language teaching, pragmatic is very important because the four language skills in language learning such as reading writing, listening and speaking do not occur in isolation in communicative texts or activities. so through forming a good pragmatic competence for the language learner, the following should be considered. 1. the aims of a language course should be designed to meet the needs of the language learner to help them improve their communicative competence. since the primary goal of learning a second language is to provide fluency and accuracy in written and spoken modes of ommunication, first, the language teacher and the learner should notice to design communicative activities which help to develop the communicative competence. stern (1983) summarizes ‘competence’ in language teaching as: the intuitive mastery of the forms of language, the intuitive mastery of the linguistic, cognitive, affective and sociocultural meanings, expressed by the language forms, the capacity to use the language with maximum attention to communication and minimum attention to form, the creativity of language use. obviously, the term competence seeks to develop linguistic and sociolinguistic skills, in order to achieve complete and a c-curate communication for both teachers and learners. 2. several activities are helpful for the development of pragmatic competence. furthermore, they should raise the learners’ awareness of the importance of such competence in the process of acquiring the target language. as mey (1993) indicates, “linguistic behavior is social behavior. people talk because they want to socialize, in the widest possible sense of the world: either for fun, or to express themselves to other humans, or for some ‘serious’ purposes, such as building a house, closing a deal, solving a problem and so on. 3. the language teacher should design the course material to engage learners in the pragmatic, coherent and functional uses of language for communicative purposes. as claimed by erton (1997), “the functional study of language means, studying how language is used. for example, mazulfah 163 attempting to discover what the specific aims that language serves for us and how the members of a language community develop and react to these goals through speaking, reading, writing and listening.” the pragmatic competence of the learner must be well developed; consequently he or she will be able to conduct communication with accuracy. the development of coherence and the ability to react in different situations demonstrate a good level of functional competence. the grammar of the target language should not be taught in isolation with its use. the learned should be able to put his or her knowledge of language into practice. conclusion in english language teaching , the development of pragmatics theories and its disciplinary integration of both are very important at present and the future decades since the four language skills in language learning such as reading writing, listening and speaking do not occur in isolation in communicative texts or activities. through various teaching and learning activities, the development pragmatic competence can be demonstrated and teachers should accept that pragmatic competence is one of the primitive teaching goals. by applying pragmatic competence in english teaching in class, learners can realize various levels of grammars and journal of pragmatics research vol. 01, no.02, (2019), pp.156-165 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 164 functions well in an accurate, fluent, and coherent way and teachers should teach pragmatic competence in language english classes through different activities and tasks. references bach man, l., & palmer, a. (1996). language testing in practice: designing and developing useful language tests. oxford: oxford university press. canale, m., & swain, m. (1980). theoretical aspects of communicat ive approaches to second language teaching and testing. applied linguistics, 1, 1-47. capone, a. (2005). pragmemes (a study with reference to en-glish and italian). journal of pragmatics,37,1355-1371 crystal, d. (1985). a dictionary of linguistics and phonetics (2nd ed.). oxford: blackwell. crystal, d. (1997). english as a global language. cambridge: cambridge university press. erton, i. (2007). applied pragmatics and competence relations in language learning and teaching, journal of lan-guage and linguistic studies , vol.3, no.1, april 2007 held, d., mcgrew, a., goldblatt, d., & perraton, j. (1999). global transformations: politics, economics and culture . cambridge: polity press. kachru, b.b., & nelson, c.l. (2001). world englishes. in a. burns, & c. coffin (eds.), an alyzing english in a g lobal context (pp. 9-25). london and new york: routledge. kasper, g. (1997). can pragmatic competence be taught? nflrc network (6) honolulu : university of hawaii, sec leech, g. (1983). principles of pragmatics. london: longman. mey, l. j. (1993). pragmatics: an introduction. oxford: blackwell publishers. niezgoda, k., & röver, c. (2001). prag mat ic and grammat ical awareness: a function of the learning environment. in k. r. rose & k. kasper (eds.), pragmatics in language teaching (pp.1-12). cambridge: cambridge university press. richards, j.c. (2001). communicative language teaching today. new york: cambridge university press. roever, c. (2010). researching pragmatics. in b. paltridege & a. phakit i (eds.), continuum comparison to research methods in applied linguistics (pp. 240-255). london, new york: continuum international publishing group. mazulfah 165 rose, k. r. (1994). pragmatic consciousnes s-raising in an efl context. rose, k. r., & kasper, k. (eds.). (2001). pragmatics in language teaching . cambridge: cambridge university press. thomas, j. (1995). meaning in interaction: an introduction to pragmatics. london: longman. wardhaugh, r. (1987). languages in competition. dominance, diversity, decline. oxford: ba sil blackwell. yule, g. (1996). pragmatics. oxford: oxford university press. journal of pragmatics research vol. 01, no. 02 (2019), pp.100-117 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 100 gender and age: language use in tv series & the impact to english learning marisa fran lina iain salatiga marisafl@iainsalatiga.ac.id wildan nur hidayat iain salatiga andariwaniiwildan@gmail.com submission track: received: 21-10--2019 available online: 31-10-2019 corresponding author: marisa fran lina marisafl@iainsalatiga.ac.id abstract the purpose of the research is to find out the use of language in tv series in the perspective of gender and age. it is also found the differences and similarities among adult male, female and older people use the non-standard language. this research used a method of descriptive qualitative research, since it analyzes all the script on the tv series. the sample of the study is consisted of 2 parts which are divided into gender and age perspectives based on the underlying theories. the conversations were categorized as: two languages (bahasa indonesia or the original language of the tv series and english as the translation). the dialogs are also divided into standard language and non-standard language among adult males, females and older man (parents). then, the findings of the research shows that labov’s theory is rejected by olive and tara’s dialect in the dialog, but they support the statement of aldous huxley. then, the utterances of olive’s father, it violates downes’s theory who says that between the ages of 25 and 60 people choose standard as opposed to dialectical forms most frequently. besides, by learning this journal, it is hoped that this article can be an example to the young generation early so that they do not participate in the decay of standard language specifically when they use in academic context. keywords: gender, age, tv series, english learning introduction mailto:marisafl@iainsalatiga.ac.id mailto:andariwaniiwildan@gmail.com marisa fran lina, wildan nur hidayat as aldous huxley in two or three graces in the coulmas’s book (p.36) states that “in the eighteen century, when logic and science were the fashion, women tried to talk like the men. the twentieth century has reversed the process”. indeed, nowadays many women speak like men speak. moreover, there is women’s emancipation in which puts women in various position of jobs. it is enable women to interact with others and specifically men, then imitate their speech in order to be more easier to understand in communications. however, it is contradictory with this statement that will be the underlying theory; labov (1990: 210) confirms women tend to choose the standard variants more frequently than men. it is located on chapter 3 of coulmas’s book (gender) page 40. why it is in contrast with the first statement? because here, women’s speech does not change or does not talk like men. the reason is men tend to use non standard language meanwhile women is the otherwise. in detail, men in english speech often reduce when they speaks walking, running, eating, etc so they say walkin’, runnin’ and eatin’. other finding (trudgill: 1984) shows that –in form is mostly used by male rather than female and the higher social status is the lower frequency of using –in form. therefore, this labov’s statement will be used to analyse facts in daily life as the findings of this paper. it is to define whether this statement is in line with the findings or opposed instead. furthermore, the second essential statement that will be applied is adapted from downes (1984: 191) who says that between the ages of 25 and 60 people choose standard as opposed to dialectical forms most frequently (coulmas: chapter 4-age, page 61). according to the coulmas’s book (p.61), as people grow older, their speech becomes less dialectical and converges toward the standard. if it is used in indonesia, it means that people around those ages (adulthood) tend to use standard indonesian rather than non-standard/dialectical indonesian. on the other hand, does this phenomenon always exist in every setting and context? it will be answered after comparing this theory to the facts found. meanwhile, the use of standard language is usually used in english learning context. by studying this article, it is hoped that especially students can learn the style of standard language which they can use in academic context. they also can differentiate between non-standard language specifically slang language and standard language. it is line with rahayu (2015: 1) who says that language is very closely related to the culture of a generation. if the generation journal of pragmatics research vol. 01, no. 02 (2019), pp.100-117 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 102 of this country is increasingly immersed in fading bahasa indonesia, maybe bahasa indonesia will be increasingly staggered in shouldering the burden as a national language and national identity. in such conditions, it is necessary to provide guidance and fertilization to the young generation early so that they do not participate in the decay. the influence of the current of globalization in national identity is reflected in the behavior of people who are starting to leave bahasa indonesia and are accustomed to use slang. at present, it is clear in the community that there is already a lot of use of slang and this is compounded by the indonesian younger generation who are also inseparable from the use of slang. in fact, this young generation uses the most and creates slang in the community. another phenomenon is the language of alay which is often used in social media and daily conversation. shifts in word structure that occurs in the present and it is carried out by many groups to form the emergence of new vocabulary that marginalizes formality in language. the use of bahasa indonesia here means the use of standard language and the use of slang and alay language mean non-standard language that are blooming in youth level nowadays. for those reasons, the writer selects one of tv series in kompas tv namely “malam minggu miko” or “miko’s saturday night” entitled “mobil, olive dan tara” (the car, olive and tara). the writer would like to analyze dialogs and situations seen in the episode using those underlying theories. then, she is going to infer whether those theories support or not toward the findings. theoretical framework standard variants of language most languages have a standard variety; that is, some variety that is selected and promoted by either legal authorities or other social institutions, such as schools or media. standard varieties are more prestigious than other, nonstandard varieties and are generally thought of as "correct" by speakers of the language. the standard varieties are only "correct" in the sense that they are highly valued within the society that uses the language. as ralph harold fasold (2006) puts it, "the standard language may not even be the best possible marisa fran lina, wildan nur hidayat constellation of linguistic features available. it is general social acceptance that gives us a workable arbitrary standard, not any inherent superiority of the characteristics it specifies." additionally, trudgill defines (1999) sociolinguists generally recognize the standard variety of a language as one of the dialects of that language. language and gender language and gender is an area of study within sociolinguistics, applied linguistics, and related fields that investigates varieties of speech associated with a particular gender, or social norms for such gendered language use (tannen: 2006). a variety of speech (or sociolect) associated with a particular gender is sometimes called a genderlect. the difference between women and men language is an approach of equality, it is belonging to different 'sub-cultures' as they have been socialized to do so since childhood. this then results in the varying communicative styles of men and women (tannen 1990). she compares gender differences in language to cultural differences. women are generally believed to speak a better "language" then men do. this is a constant misconception, but scholars believe that no gender speaks a better language, but that each gender instead speaks its own unique language (azizi: 2011). this notion has sparked further research into the study of the differences between the way men and women communicate. language and age based on a research did by argamon, et al. (2007), they reported that their analysis of a great corpus of blog postings to know whether and how writing topic and style different with age and gender of the writer in the blog. pennebaker, et al. (2003) stated that it has also recently been indicated that writing topic and style are beneficial signs of age–linked psychological developments in the aspescts of personality, interests, and feelings. their corpus has over 140 million words of text from randomly chosen blogs by men and women from their adolescents into their forties. by implementing factor analysis and machine learning techniques, they demonstrate here obvious and consistent patterns of age– and gender–related variation in writing topic and style. they find that older bloggers incline to write about externally–focused topics, meanwhile younger bloggers incline to write about more individually–focused topics; http://en.wikipedia.org/wiki/sociolinguistics http://en.wikipedia.org/wiki/applied_linguistics http://en.wikipedia.org/wiki/gender http://en.wikipedia.org/wiki/variety_%28linguistics%29 http://en.wikipedia.org/wiki/sociolect journal of pragmatics research vol. 01, no. 02 (2019), pp.100-117 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 104 changes in writing style with age are much related. perhaps surprisingly, same patterns also characterize gender–related differences in language style. obviously, the linguistic factors that develop in use with age are only applied more by males of any age, and on the contrary, those that lessen in use with age are those applied more by females of any age. thus, their results underline and generalize earlier results on age–linked (pennebaker and stone, 2003;burger and henderson, 2006; pennebaker, et al., 2003) and gender–linked (argamon, et al., 2003; biber, 1994; newman, et al., in press) variation in language use. they suggest that their results are best explained by placing a single factor differentiating internal from external psychological focus that highlights both age– and gender–related variation in language use. preliminary results with these lines were previously shown by the authors in (schler, et al., 2006). correlating age and gender it has not lost the attention that with bit exceptions, the factors and class of words that are used importantly more by younger (older) bloggers are also used obviously more by female (male) bloggers. thus, articles, business, prepositions, internet, religion, and politics are applied more by male bloggers and older bloggers, while auxiliary verbs, conjunctions, conversation, personal pronouns, at home, romance, swearing , and fun are applied more by female bloggers and younger bloggers. there are only 3 exceptions to this pattern: family, applied more by females and by older bloggers; music, applied more by males and by younger bloggers; and, school, for which there is no important difference between male and female usage. the force of this observation is underlined when examining those personal words that show both strong age–linked and gender–linked effects. argamon, et al. (2007:1) considers that the 316 words that are both the 1000 words with highest information got for age and the 1000 words with highest information got for gender. standard language vs slang one of the factors that disturbs the development of bahasa indonesia (standard language) is the influence of "slang". if it's done in spoken language, texting, twitter, or in tv shows, we can still understand. however, apparently, the use of unofficial language in activities marisa fran lina, wildan nur hidayat like writing and speaking is often found in the classroom. on the test answer sheet, in students’ assignment, and in presentations in front of the classes are still used slang language. along with the development of the times, especially in indonesia is increasingly seen the influence given by slang on the use of bahasa indonesia grammar. using slang by the wider community has a negative impact on the development of bahasa indonesia as a national identity now and the future. today, there are already many people use slang and even the younger generation of indonesia is not separated from the use of this slang. even this young generation is more often using slang than using indonesian. for avoiding the use of very popular slang in the community, we should instill love in the nation's generation of bahasa indonesia as the national language. in international relations, bahasa indonesia embodies indonesian national identity. along with the emergence of slang in society, a lot of the impact or influence caused by slang language towards the development of bahasa indonesia as an identity among them is the existence of bahasa indonesia is threatened to be marginalized by slang. effect of globalization in the nation's identity is reflected in the people's behavior that began to leave bahasa indonesia and tend to use slang (rahayu, 2015: 5). standard and non-standard vocabulary in kbbi (official dictionary of standard bahasa indonesia) fourth edition mentioned the meaning of standard is principal; applicable benchmarks for the quantity and quality that determined based on agreement; standard. the standard words are used in standardized contexts, both verbal and writing. while not-standard word is used in not-standard variety. the variety of standard languages can be limited with several points of view, including: (1) standpoint of rigidity, the language used, (2) standpoint of information, and (3) standpoint of user's language point of view. from the point of view language standardization, standard language is good grammar, vocabulary, and the grammar is in accordance with the results of language standardization. from the angle of information view, the standard language is variety of languages used in communicating knowledge. then based on the angle of the user's point of view, variety of standard languages can be limited by variety of languages that commonly used by the most influential speakers, like scientists, governments, society figures, and journalists or reporter. their language is the one considered a variety of standard languages (mulyono in journal of pragmatics research vol. 01, no. 02 (2019), pp.100-117 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 106 chaer, 2011: 5 in setiawati, 2016: 48). dialect the term dialect is from the ancient greek word used in two distinct ways. it refers to a variety of a language that is a characteristic of a particular group of the language's speakers (oxford english dictionary). the term is applied most often to regional speech patterns, but a dialect may also be defined by other factors, such as social class (merriam-webster online dictionary.) according to this definition, any variety of a language constitutes "a dialect", including any standard varieties. a dialect is distinguished by its vocabulary, grammar, and pronunciation. furthermore, a standard dialect (also known as a standardized dialect or "standard language") is a dialect that is supported by institutions. such institutional support may include government recognition or designation; presentation as being the "correct" form of a language in schools; published grammars, dictionaries, and textbooks that set forth a correct spoken and written form; and an extensive formal literature that employs that dialect (prose, poetry, non-fiction, etc.). meanwhile, a nonstandard dialect, like a standard dialect, has a complete vocabulary, grammar, and syntax, but it is usually not the beneficiary of institutional support. miko’s saturday night: the car, olive and tara (malam minggu miko eps. mobil, olive dan tara) miko’s saturday night is comedy series created by raditya dika, which besides he is the major player, he is also the producer, the writer and even the director in the comedy series making. besides raditya dika, this series are also starred by ryan adriandhy and hadian saputra. it is aired weekly on compass tv; there are two episodes in each of views and each of them lasted around 12 minutes. miko’s saturday night shares the experience of a ridiculousness of miko (raditya dika) and her best friend rian (ryan adriandhy) who are always hit by turmoil and dilemmas dealing with girls every saturday night of the week. they both live in a rented house, and had a maid named anca (hadian saputra). every time they want to have a girl is doomed to fail. http://en.wikipedia.org/wiki/ancient_greek http://en.wikipedia.org/wiki/variety_%28linguistics%29 http://en.wikipedia.org/wiki/language http://dictionary.oed.com/cgi/entry/50063104?query_type=word&queryword=dialect&first=1&max_to_show=10&sort_type=alpha&result_place=1&search_id=tfgd-bh8usu-18775&hilite=50063104 http://www.m-w.com/dictionary/dialect http://www.m-w.com/dictionary/dialect http://en.wikipedia.org/wiki/standard_language http://en.wikipedia.org/wiki/standard_language http://en.wikipedia.org/wiki/nonstandard_dialect marisa fran lina, wildan nur hidayat in this episode; the car, olive and tara which has duration 13:24, told us about miko, ryan and anca who have own dating with girls in different setting but still 3 of them are in their each car. miko with olive and olive’s father in his car, ryan and tara in his car, and anca and maimunah in a taxi. they have each absurd story but unfortunately it ended with a fail dating and they must go to the police station because of different cases. miko’s case is alleged of consuming drugs, since olive’s father pretended to show of drugs he bought from drugstore only for making a joke to a policeman when there is a police raid. as a result, miko must test his urine many times until he is dehidrated, to prove that he is free as a drug’s consumer. furthermore, ryan’s case is driving fast on the road because he did not endure with the way tara’s laugh. it is like a pig’s sound. he said that he would rather stay at police station than listen to tara’s laugh. that’s why he drove so fast. the last is anca’s case. he and his girl ride in a taxi that the driver know nothing about roads in jakarta. thus, they were lost in a dangerous place where 2 policemen are shooting at an illegal drugs distributor in front of the taxi. consequently, anca is considered as one of protected witnesses and he must be investigated in the same police station with miko and ryan. it means that again they all three did not enjoy their saturday’s night and failed to have a girl. research method this type of this research is almost similar with a study did by tupamahu (2017: 45). this research is applied descriptive qualitative research. in order to hold the research, all of the conversations were fully selected. the data was collected by online browsing to get the clear script of conversation. the sample of the study is consisted of 2 parts which are divided into gender and age point of views based on the underlying theories. the conversations are categorized as: two languages (bahasa indonesia or the original language of the tv seri and english as the translation). the dialogs are also divided into standard language and non-standard language among adult male, females and older man (parents). the idea of this method is also influenced by a research conducted by al-harahsheh and ahmad (2014: 873). journal of pragmatics research vol. 01, no. 02 (2019), pp.100-117 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 108 results & discussion according to theories discussed above, this section will analyze the facts seen on the tv series “miko’s saturday night: the car, olive and tara”. the first table is showing the data that are compared with labov’s statement (1990: 210), he confirms women tend to choose the standard variants more frequently than men. then, the second one is presented data which is related to downes (1984: 191); between the ages of 25 and 60 people choose standard as opposed to dialectical forms most frequently. table 1.1. labov’s statement in “miko’s saturday night: the car, olive and tara” tv series no. indonesian script (original) indonesian script (the standard language) english script 1. olive: sori ya miko, bikin lo lama nunggu miko: iya gak papa kok nunggunya ga lama cuman 2 jam o: oh,,, ketebalan ga make up gue? m: ah ga, ga ketebelan kok, gue pernah jalan ama cewe yang lebih parah dari pada itu, gue baru jalan 2x, gue udah kena tbc o: tbc? m: iya kata dokter paruparu gue kemasukan bedak olive: maaf ya miko, membuat kamu lama menunggu miko: iya tidak apa-apa menunggunya tidak lama hanya 2 jam o: oh,,, apakah make up-ku terlalu tebal? m: ah tidak, tidak terlalu tebal, aku pernah jalan dengan gadis yang lebih parah dari pada itu, aku baru saja kencan 2 kali, aku sudah terkena tbc o: tbc? m: iya, kata dokter paruparuku kemasukan bedak olive: sorry miko, making you wait me so long miko : it's okay, it is not really long wait, only 2 hours o: oh ,,, is my make up too thick ? m : oh no, that’s not too thick anyway, i ever go with a girl who is more severe than that, i had dates twice, i’d been suffered to tbc o : tbc? marisa fran lina, wildan nur hidayat m : yeah, the doctor said my lungs conceded the powder 2. tara: ryan kok lo cepet banget sih datangnya? gue baru aja selese makan malam ryan: itu ada coklat di bibir lu tara: ooh...hehe iya lupa.. kok lo jemputnya cepet banget sih yan? ryan: ya ga pa pa kalo kita berangkatnya lebih cepet, kita bisa dapet bangku yang lebih enak buat nonton tara: memangnya kita mau nonton apaan sih? stand comedo? comodo? ooh? mau nonton komodo ya? di taman safari??? ya berarti kita mau safari night donk? ryan: bukan-bukan, nih kita mau liat ini nih.. stand up comedy. jd ini ni kayak nglawak gitu, cuma beda, orangnya tu di atas tara: ryan, kenapa kamu sangat cepat datangnya? aku baru saja selesai makan malam ryan: itu ada coklat di bibirmu tara: ooh...hehe iya lupa.. kenapa kamu menjemputnya sangat cepat, yan? ryan: ya tidak apa apa kalau kita berangkatnya lebih cepat, kita bisa dapat bangku yang lebih enak untuk menonton tara: memang kita akan menonton apa? stand comedo? comodo? ooh.. akan menonton komodo ya? di taman safari??? ya berarti kita akan safari night? ryan: bukan-bukan, ini kita akan lihat ini.. stand up comedy. jadi ini itu seperti melawak itu, namun beda, orangnya itu di atas tara : ryan, why do you so fast to come? i've just finished dinner ryan : that's chocolate in your mouth tara : ooh ... hehe i forgot.. why do you pick me up quickly, yan? ryan : yeah it's better if we depart more quickly, we can get a more comfortable seat to watch tara : what will we watch exactly? stand comedo? comodo? ooh .. we will watch the comodo? in the safari park ??? yeah, it means that we will have safari night? ryan: no no, we will look at this .. stand up comedy. so it is like a joke but different, the person is on the stage alone, and speak by himself journal of pragmatics research vol. 01, no. 02 (2019), pp.100-117 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 110 panggung sendirian ngomong sendiri,,, tara: oh gila donk! ryan: aduh pokoknya lu ntar lihat aja deh tara: o.. stand up comedy tu yang kayak ovj tu ya? r: bukan tara: yang kayak ceramah? r: bukan tara: oh.. yang gulat-gulat gitu kan di panggung? panggung sendirian berbicara sendiri,,, tara: ya gila! ryan: aduh pokoknya kamu nanti lihat saja tara: o.. stand up comedy itu yang seperti ovj itu ya? r: bukan tara: yang seperti ceramah? r: bukan tara: oh.. yang gulat-gulat itu kan di panggung? tara : that’s crazy! ryan : anyway you'll see tara : oh stand up comedy is like ovj, isn’t it? r : no tara : that is such speech? r : no tara : oh it’s like the wrestlings on stage? table 1.2. downes’s statement in “miko’s saturday night: the car, olive and tara” tv series no. indonesian script (original) indonesian script (the standard language) english script 1. ayah olive: kok kalian ga ngomong-ngomong sih dari tadi? miko: ga pa pa om ao: ga enak ya sama om? sante aja, om gini-gini gaul lo m: o gitu ya om? ayah olive: kalian tidak mengobrol dari tadi? miko: tidak apa apa, om ao: tidak enak ya dengan om? santai saja, om seperti ini gaul m: o begitu ya om? olive 's father : why do not both of you talk? miko : it's okay, uncle ao : feeling hesitant to me? dont worry, although i am an uncle, but i can be like a cool young man and knowing slang words well m : oh really, uncle? marisa fran lina, wildan nur hidayat ao: iyuuusss hehehehe gitu kan ngomongnya? olive: ih papah alay banget sih ao: eh kemarin, om itu nyoba make skinny jeans m: o gitu om ao: iya, biar gaul kan? m: oh bagus om ao: ga enak tuh. om malah kesemutan ao: terus hehehehe seperti itu kan mengucapkannya? olive: papah berlebihan sekali ao: eh kemarin, om itu mencoba memakai celana jeans ketat m: o begitu om ao: iya, supaya gaul kan? m: oh bagus om ao: tidak enak. om jadi kesemutan ao : and then hehehehe is it correct to say like that? olive : daddy is so excessive ao : uh yesterday, i was trying to wear tight jeans m : oh really, uncle? ao : yes, in order to be a young and cool man, right? m : oh that’s nice, uncle ao : it isn’t nice. i was so numb 2. ayah olive: maaf ya lama nunggu, obat om habis, jadi ya harus beli dulu miko: ga pa pa kok om ao: sekarang mau ke mana? m: habis ni kami mau ke restoran sih om ao: hehe om ikut ya? m: e... ao: iya om ikut.. masak om ga ikut, kamu tega om kelaparan? ayah olive: maaf ya lama menunggu, obat om habis, jadi ya harus beli dulu miko: tidak apa apa kok om ao: sekarang akan ke mana? m: setelah ini kami akan ke restoran om ao: hehe om ikut ya? m: e... ao: iya om ikut.. apakah benar om tidak ikut, apakah kamu tega om kelaparan? olive 's father : i'm sorry for waiting so long, my drugs run out, so i should buy miko : no problem, uncle ao : so where are we going to go now? m : after this we are going to go to a restaurant, uncle ao : hehe i join you, ok? m : e ... ao : yes, i join, are you really? i do not come? you want to put me in a hunger? 3. ayah olive: loh ada apa itu di depan? miko: aduh ada razia om, kita disuruh minggir om ayah olive: ada apa itu di depan? miko: aduh ada razia om, kita disuruh minggir om olive 's father: what is happening in front? journal of pragmatics research vol. 01, no. 02 (2019), pp.100-117 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 112 ao: pingin tahu om ngerjain polisi ga? olive: pah jangan macemmacem deh ao: ah biar seru, biar miko seneng polisi: selamat malam dek m: selamat malam pak p: boleh lihat sim dan stnk nya? p: itu obat apa pak? ao: apa ya? p: pak, itu obat apa pak? ao: apa nih ya?e.. narkoba kali nih p: pak jangan main-main dengan narkoba pak, masalahnya itu kasus serius pak ao: hihihi lucu cucucucu, polisi marah nih yeee, pak polisi marah.... hahaha ciyuuuuus... hahaha ao: ingin tahu om melakukan suatu ke polisi tidak? olive: pah jangan macammacam ao: ah supaya seru, supaya miko senang polisi: selamat malam dek m: selamat malam pak p: boleh lihat sim dan stnk nya? p: itu obat apa pak? ao: apa ya? p: pak, itu obat apa pak? ao: apa ya?e.. narkoba mungkin p: pak jangan main-main dengan narkoba pak, masalahnya itu kasus serius pak ao: hihihi lucu, polisi sepertinya marah ya, pak polisi marah.... hahaha terus... hahaha miko : oh no, there is a raid uncle, we are told to step aside ao: do you want to know me do something to the police? olive : dad, don’t do a funny stuff! ao : ah it will be so exciting so miko will be happy police : good evening, boy m : good evening, sir p : may i see your driving license and the vehicle license? p : what drugs are they, sir? ao : what are they? p: sir, what drugs are they? ao: what are they? uh.. illegal drugs maybe p : sir, do not mess with the illegal drugs, the case is serious. ao : hahaha funny, this policeman seems angry, isn,t he? the police officer is angry .... hahaha and then ... hahaha the first arrow on the table 1.1 shows that olive as a girl in this drama used non standard variants of indonesian language when she spoke to miko, the boy. why it is non marisa fran lina, wildan nur hidayat standard language? because the words that she mostly used are included in jakarta dialect and slang words such as sori ya (the standard is maaf ya-sorry), bikin lo (membuatmu-make you), ga (tidak-no), and gue (saya-i). these words are commonly only applied by youngsters especially in jakarta. according to the theory above about standard language, it is the language taught in school or used in media and published by authorized instutitution or government in a country, so what olive said could not be consider as standard language. additionally, a dialect refers to a variety of a language that is a characteristic of a particular group of the language's speakers and olive’s dialect is considered as a nonstandard dialect which also has a complete vocabulary, grammar, and syntax but it is usually not the contribution of institutional support. this case also occured in the second arrow of the table. tara did not talk to ryan with standard language. she said lo (kamu-you), cepet (cepat-quick), banget (sangat-very), gue (saya-i), selese (selesai-end), nonton (menonton-watch), apaan (seperti apa-like what), donk (expression-no standard word), sih (expression-no standard word), kok (expression-no standard word), tu (adalah-to be), kayak (seperti-such/as), gitu kan (apakah seperti itu-is like that). based on those findings above, it can be seen that labov’s theory (1990: 210) confirms women tend to choose the standard variants more frequently than men, is not able to be proven in these facts. they are contradictory with labov’s statement. olive and tara’s dialect in the dialog are simply similar to miko and ryan’s dialect. on the other hand, they support the statement of aldous huxley “in the eighteen century,when logic and science were the fashion, women tried to talk like the men.” those cases also confirm this theory that no gender speaks a better language, but each gender instead speaks its own unique language (masoud: 2011), so it is not true that women generally speak a better "language" then men do. the second table presents three scenes acted by three and four people. the object that is observed is olive’s father who is around 25 – 60 years old. he is probably in 50’s years old. however by observing his conversation to miko and olive, it is presented non standard language which is not supported by institutions such as government recognition and considered as the "correct" form of a language in schools; published grammars, dictionaries, and textbooks. in the first arrow, he said kok (expression-no standard word), ga (tidak-no), ngomong-ngomong (berbicara-talk to), sante aja (santai saja-easy), gini-gini (seperti ini-like this), gaul lo (gaya http://en.wikipedia.org/wiki/variety_%28linguistics%29 http://en.wikipedia.org/wiki/language http://en.wikipedia.org/wiki/nonstandard_dialect journal of pragmatics research vol. 01, no. 02 (2019), pp.100-117 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 114 anak muda masa kini-youngsters), iyuuuuusss (terus-and then), gitu kan (seperti itu kanis like that), nyoba make (mencoba memakai, trying to wear), biar gaul kan? (supaya seperti gaya anak muda masa kini-in order to be cool youngsters), tuh (expression-no standard word), malah (expression-no standard word). in the second, he said nunggu (menunggu-waiting for) and masak (benar-benar-really). at last, he said loh (expression-no standard word), pingin (inginwant), ngerjain (menjahili-cause trouble), seneng (senang-happy), nih (expression-no standard word), kali (mungkin-maybe), lucucucucucu (lucu-funny), nih yee (expression-no standard word), ciyyuuuuuus (terus-and then). after finding the utterances of olive’s father, it violates downes’s theory (1984: 191) who says that between the ages of 25 and 60 people choose standard as opposed to dialectical forms most frequently (coulmas: chapter 4-age, page 61). in addition, according to the coulmas’s book (p.61), as people grow older, their speech becomes less dialectical and converges toward the standard. in fact, what happened to olive’s father is not in line with this statement too. conclusion to sum up, the two underlying theories (labov and downes) have been rejected by the facts occured in tv series “miko’s saturday night eps. the car, olive and tara”. the gender phenomenon in the tv series prove that women did not tend to choose the standard variants more frequently than men, because the women often used non standard varieties such as the men did. then, the age facts show that between the ages of 25 and 60 people choose non standard language most frequently such as it happened to olive’s father who can talk like modern youngsters. the change of language focuses when people are successful in determining gender, maintaining identity and blurring boundaries. that is why, in daily conversation, gender does not mean wrong but gender that determines identity is also inadequate. hopefully, by learning this journal, the young people can maintain their standard language in academic purpose especially when they learn english in the classroom. marisa fran lina, wildan nur hidayat references al-harahsheh, ahmad mohammad ahmad. 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(2017). sociolinguistic perspective of gender patterns on facebook. sociolinguistic perspective of gender. volume 14,nomor 2,agustus 2017 merriam-webster online dictionary. oxford english dictionary. http://en.wikipedia.org/wiki/variety_%28linguistics%29 http://id.wikipedia.org/wiki/malam_minggu_miko http://www.m-w.com/dictionary/dialect http://dictionary.oed.com/cgi/entry/50063104?query_type=word&queryword=dialect&first=1&max_to_show=10&sort_type=alpha&result_place=1&search_id=tfgd-bh8usu-18775&hilite=50063104 http://en.wikipedia.org/wiki/variety_%28linguistics%29 http://id.wikipedia.org/wiki/malam_minggu_miko journal of pragmatics research vol. 03, no. 01 (2021), pp.59-69 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 59 hedges function in masculine and feminine feature’s language: a pragmatics analysis dinda noor azizah linguistics program of universitas pendidikan indonesia e-mail: dindanoor@upi.edu doi: https://doi.org/10.18326/jopr.v3i1.69-69 copyright © the author (s) this work is licensed under a creative commons attribution-sharealike 4.0 international license. how to cite: azizah, d. (2021). hedges function in masculine and feminine feature’s language: a pragmatics analysis. journal of pragmatics research, 3(1). doi:https://doi.org/10.18326/jopr.v3i1.59-69 submission track: received: 23-01-2021 final revision: 05-03-2021 available online: 01-04-2021 corresponding author: dinda noor azizah dindanoor@upi.edu abstract the purpose of this study is to criticize the gender language features proposed by coates (2013) proposed in lakoff's theory (1975) by investigating speeches expressed by two different genders in interviews. the method used in this research is the descriptive qualitative method. data were analyzed based on the theory of coates (2013) to find language features based on gender and use the taxonomy of the hedging strategy proposed by martin-martin (2008). the results of the research show that male-female language features can be used by the opposite gender by looking at the perspective of the use of hedges and strategies in the concept of speech expressed by gender (male, female). keywords: feature language; gender; hedges; hedging introduction in social life, humans are surrounded by gender knowledge. in the field of linguistics, gender has become a variable in linguistic research. holmes (2008) argues that the term gender is used to distinguish humans based on sociocultural behavior such as speech. besides, tong (2009) states that "there is a fact used by society as the foundation of constructing a masculine and feminine as gender identity" there is a difference between women's speech and men's speech. the relationship between gender and language has been a major issue in sociolinguistics since the early 1970s. men and women have different speech styles. lakoff (via holmes, 2008 p.298) states that the differences in language use between men and women are morphologically different because women are more characterized by linguistic features or forms. in other words, the differences in men's and women's languages include vocabulary, voice, tone, style, and syntactic structure. in general, men's speech is considered logical, concise, and prioritizes important topics. meanwhile, women are considered emotional, full of pleasantries, and talk at length. this statement is supported by lakoff (1975) states that linguistic features are used more by women mailto:dindanoor@upi.edu https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.18326/jopr.v3i1.59-69 mailto:dindanoor@upi.edu azizah d. 60 than men because women express uncertainty more often and have less confidence in conveying speech. moreover, lakoff explained that the linguistic feature often used by women is lexical hedges like you know, i mean, well. most women more often use these linguistic features to express opinions. lakoff supports this statement; he states that "women used more hedging and boosting devices than men.” hedges and boosting are linguistic features that are used to express a lack of confidence or show any expression of uncertainty or tentative sentences. (lakoff, 1975 via holmes, 2008, p. 299). women and men have different language features, coates (2013) developed the theory of lakoff (1975) about language features based on gender, coates characterized women's language features including topic and topic development, minimal responses, hedges, tag questions, and jam session turn-taking model. meanwhile, male language features include topic choices, monologues and playing the expert, questions, verbal sparring, and a one-at-at-time turn-taking model. in the use of hedges contained in female language features, salager-meyer (1997), describes hedges into several different grammatical forms, namely auxiliary verbs model, modal lexical verbs, adjectival, adverbial, and nominal modal phrase, approximator, introductory phrases, if -clauses, and compound hedges. all these taxonomies are used for ways of being more precise in reporting results. hedging may present the true state of the writers' or speakers’ understanding and may be used to negotiate an accurate representation of the state of the knowledge under discussion. in this study, the focus of language features based on gender is hedges. the linguists believe that gender influences the use of hedges. coates (2013) states that hedges such as i think, you know, i'm sure, sort of, perhaps is a form of linguistics used to express uncertainty when speaking. epistemic stance adverbials, including hedges, are related to the certainty, reliability, and limitation of propositional contents (liu and tseng, 2021). the new form that falls into the hedges classification is like, which is usually used by young english speakers. this is used by young speakers as a form of an effort to reduce speaking style. lakoff (1975) states that hedges are "sounding of feminine" and reflect the position of women in society. similar to lakoff, preisler (1986) argues that "linguistic tentativeness signals are correlated of both sex and interactional role, which is either task-oriented or socio-emotional". preisler's data show that although women's language is characterized by the use of assertiveness strategies, this also includes the use of hedges. however, holmes (2008) has a different statement than lakoff and preisler's statement. holmes (1995) stated that hedges are used by women as an act of politeness and solidarity with the interlocutor, rather than as a form of expressing uncertainty when delivering a speech. holmes also argued that speakers use hedges in their speech to make it easier for the interlocutor to understand the speaker's meaning. he also revealed that women use hedges more often than men so that according to him, women are considered more supportive and polite. also, coates (2013) states “when talk does become more personal, it deals with matters such as drinking habits or journal of pragmatics research vol. 03, no. 01 (2021), pp.59-69 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 61 personal achievements rather than feelings. topic choice is not a superficial matter: it has profound consequences for other linguistic choices. hedging, for example, is closely correlated with more personal and/or sensitive topics”. in other words, unlike women, men will use hedges in their speech if the topic or context they are talking about is a matter of personal or sensitive matters. as part of folk linguistics, it has been argued by linguists that women are more polite than men. to test this claim, it is necessary to know about politeness or politeness and how it occurs linguistically in different social lives. brown and levinson (1987) expressed two terms “face" as a form of politeness strategy, namely: negative face as a form of freedom from action and freedom from interference, and positive face as a form of desire to be appreciated by others and to maintain a positive self-image. holmes (1995) indicates that although the politeness theory put forward by brown and levinson (1987) does not cover as broad as they claim, it is proven as a tool to investigate the pragmatic meaning and function of hedges. as is the case with other linguistics strategies, hedges can convey a lack of assertiveness but are also used to promote solidarity and as a negative politeness strategy (tanaka, 2009). brown and levinson (1987) state that "hedges are particles, words, or phrases that modify the degree of membership of a predicate or a noun phrase in a set". according to previous studies, “the fuzzy hedges” was constructed by lakoff, and the main point of hedges is some words that make things ``fuzzy”. in linguistics forms, hedges utilized as a modify a noun phrase or predicate subordinate relationship between expression (wang, 2016). the function of hedges is to avoid making explicit statements and thus sound more polite. hedging devices are useful in expressing opinions while softening them in the process (almusaway, et al. 2019). hedges utilized as a connect tools to the type of the conversation topic, to neutralize the sensitivity of the assertions ((mohajer and jan, 2015). the hedges forms can range from a single lexical item to syntactic structures, which do not ease the task of establishing a definition and hedges can appear alone or in clusters (hassani and razmdideh, 2019). the important thing of hedges lies in the fact that interlocutors expect claims to be warranted in terms of the assessments of reliability they carry, and appropriate in terms of the social interactions they appeal to (hyland, 2000). martín-martín (2008) describes the taxonomy of the hedges function in a socio-pragmatic study as a politeness strategy. he argues that it is unlikely that the hedges function will appear without considering the linguistic and contextual aspects of the situation. martín-martín (2008) classified the hedges function into three strategies, namely strategy of indetermination, strategy of subjectification, and strategy of depersonalization. in the use of language as a linguistic phenomenon, there are differences regarding gender. this phenomenon can be easily analyzed in azizah d. 62 daily conversations, interviews, or in a debate. in events involving the speech, several lexical hedges will appear. therefore, the differences between women and men in speaking will appear in the linguistic features of each gender. on events that involve the speech, several lexical hedges will appear. therefore, the differences between women and men in speaking will appear in the linguistic features of each gender. to be used as references, some researchers have been conducted previously relates studies such as wright and hosman (1983) language style and sex bias in the courtroom: the effects of male and female use of hedges and intensifiers on impression information illustrates that the sex of the witness was related to subjects' evaluations of their credibility and attractiveness when using hedges and when using intensifier. mohajer and jan (2015) in preserving face and the use of hedges in masculine world of men. the research finds that iranian men try to protect their faces by inserting hedges and try to preserve the addresses' faces which is an indication of solidarity by using hedges feature in their interactions. namaziandost and shafiee (2018) in gender differences in the use of lexical hedges in academic spoken language among iranian efl learners: a comparative study constructs that female student had a wide range variation in picking hedges in their speech while male students were not sufficiently productive in picking the hedges. besides, mirzapour (2016) in gender differences in the use of hedges and first person pronouns in research articles of applied linguistics and chemistry illustrate the way male and female use hedges and first person pronoun in study of discourse of research article in applied linguistics and chemistry. also, multifunction of hedges used by english department students: gender role perspective by kholisoh and setiawan (2018) construct that men and women used hedges as a politeness strategy to express uncertainty and sustain interpersonal relationships and based on the preliminary studies, regarding language features according to gender, namely, this research intends to find the functions of hedges in both men and women features language. the objectives of this research are utterances that conveyed in two videos of actors and actresses interviewing about career and personal life. research method the technique used in this data collection is document analysis, which is a systematic procedure for reviewing or evaluating documents in printed or electronic form bowen (2009). this study used the descriptive qualitative method. the way to get data is by watching two videos on the youtube channel first we feast: hot ones with halsey, as a female respondent and first we feast: hot ones with shawn mendes, as a male respondent. first we feast: hot ones is a show hosted by sean evans who interviews musicians and actresses about his career life. then the data is analyzed and classified according to the language features of lexical hedges according to salager-meyer (1997) and the hedges strategy based on martín-martín (2008) from gender respondents in the two videos. journal of pragmatics research vol. 03, no. 01 (2021), pp.59-69 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 63 results & discussion table 5.1 .lexical hedges as fillers features female malefillers like 40 61 well 4 you know 14 4 i mean 5 2 probably 2 3 actually 1 1 just 5 22 total 71 93 table 5.2. lexical hedges as lexical verb features female malelexical verb it seems 1 i think 2 4 total 2 5 table 5.3. lexical hedges as modal auxiliary verbs features female malemodal auxiliary verbs would 1 could 1 total 2 the number of female and male respondents who used lexical hedges was quite different. total women expressed hedges as much as 73 hedges while men hedges as many as 100 hedges. male respondents tend to use the lexical hedge in their speech. the following is a table that describes the tendency of halsey (h) as a female respondent and shawn mendes (sm) as a male respondent in using the hedges strategy in his speech which was taken from the video footage first we feast: hot ones. like table 5.4. the use hedges ‘like’ in female respondent h: “…...kind of like twinkle or drops…....” data hedges strategy strategy level function like (adjective) indetermination approximator table 5.5. the use hedges ‘like’ in male respondent sm: “…...you got to go to vancouver, victoria island and you can rent a boat for like $45…....” data hedges strategy strategy level function like (adjective) indetermination approximator azizah d. 64 in their speech, halsey and shawn mendes used the word hedges 'like'. in this case, both respondents try to reduce the uncertainty in their speech so that it is accepted by listeners. the use of hedges 'like' is usually more often used by women to express a personal opinion or avoid a commitment. however, in this context, halsey and shawn mendes describe hedges 'like' as an indetermination strategy that serves as an invitation to other people or listeners to agree with their speech and to indicate an unwillingness to make a proposition clearer and more comprehensive. well table 5.6. the use hedges ‘well’ in female respondent h: “well…for us it’s like a putting thing in a track” data hedges strategy strategy level function well (adjective) subjectification introductory phrase you know table 5.7. the use hedges ‘you know’ in female respondent h: “i love shawn mendes, you know....” data hedges strategy strategy level function you know (phrase) subjectification introductory phrase table 5.8. the use hedges ‘you know’ in male respondent sm: “……i was obsessed with youtube cover you know how people covering whatever top pop songs...” data hedges strategy strategy level function you know (phrase) subjectification introductory phrase in their speech, both respondents used hedges in the phrase 'you know'. in this case, both halsey and shawn mendes try to get the audience's attention. besides, they use hedges you know which have a level function of subjectification strategy to convince listeners to hear the truth from a proposition spoken by halsey and shawn mendes by opening the listener's emotional state which aims to demonstrate the same knowledge. i mean table 5.9. the use hedges ‘i mean’ in female respondent h: “…i mean it’s supposed to involve some batches….” data hedges strategy strategy level function i mean (phrase) subjectification introductory phrase table 5.10. the use hedges ‘i mean’ in male respondent sm: “i was on tour with the biggest artists in the world, i mean, my song was taking off…” data hedges strategy strategy level function i mean (phrase) subjectification introductory phrase in their speech, both halsey and shawn mendes use hedges in the phrase 'i mean'. similar to the use of 'you know' hedges, in this case, both respondents try to grab the listener's attention. to convince listeners to believe the truth of a proposition put forward by both halsey and shawn mendes. probably table 5.11. the use hedges ‘probably’ in female respondent h: “probably the funniest thing about new jersey is the people….” data hedges strategy strategy level function probably (adjective) indetermination epistemic modality journal of pragmatics research vol. 03, no. 01 (2021), pp.59-69 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 65 table 5.12. the use hedges ‘probably’ in male respondent sm: “yes it’s probably true but it’s annoying…” data hedges strategy strategy level function probably (adverb) indetermination epistemic modality both halsey and shawn mendes use hedges 'probably' as a form of indetermination which functions as an epistemic modality. both of them use this to cover up uncertainty in a proposition conveyed by each respondent. actually table 5.13. the use hedges ‘actually’ in female respondent h: “i actually get nervous when my album came out…” data hedges strategy strategy level function actually (adverb) indetermination approximator table 5.14. the use hedges ‘actually’ in male respondent sm: “i actually thought about it…” data hedges strategy strategy level function actually (adverb) indetermination approximator both halsey and shawn mendes use hedges "actually" in their speech. as with hedges ‘probably’, both of them mention the word to cover up doubts in a sentence conveyed by both respondents. just table 5.15. the use hedges ‘just’ in female respondent h: “….my boyfriend and i just seeing each other….” data hedges strategy strategy level function just (adverb) interdetermination approximator table 5.16. the use hedges ‘just’ in male respondent sm: “….you just see the staff walking around.…” data hedges strategy strategy level function just (adverb) interdetermination approximator in both halsey and shawn mendes' speech, the use of the hedges' just 'is conveyed by both of them to shorten the proposition that both halsey and shawn mendes uttered to cover up an unwillingness to say more. it seems table 5.17. the use hedges ‘it seems’ in male respondent sm: “it seems fine” data hedges strategy strategy level function it seems (phrase) depersonalization agentless passive in the speech conveyed by shawn mendes, there is a hedge 'it seems' which indicates that the strategy is conveyed to reduce the variable existence of a proposition by using passive construction which aims to relieve the speaker from expressing more propositions in his speech. azizah d. 66 i think table 5.18. the use hedges ‘i think’ in female respondent h: “…i think i’ve burnt away.…” data hedges strategy strategy level function i think (phrase) subjectification personal pronoun + cognitive verb table 5.19. the use hedges ‘i think’ in male respondent sm: “….i think i can’t control anything.…” data hedges strategy strategy level function i think (phrase) subjectification personal pronoun + cognitive verb the speech conveyed by both halsey and shawn mendes is a strategy that aims to signal that what they are conveying is a subjective or personal opinion. with this hedges strategy, halsey and shawn mendes indirectly engage listeners to be involved in the current communication situation. would and could table 5.20. the use hedges ‘would’ in male respondent sm: “she would like to expect burst…” data hedges strategy strategy level function would (word) indetermination epistemic modality table 5.21. the use hedges ‘could’ in male respondent sm: “….the best thing i could do is pull random people” data hedges strategy strategy level function could (word) indetermination epistemic modality hedges 'would' and 'could' conveyed by shawn mendes in this speech, he expressed his belief to do something. in other words, shawn mendes uses this strategy to provide an estimate on an aspect that will occur in a particular context. table 5.22. recapitulation of the number of hedges strategies used by both genders hedges strategy feminine masculine total frequencies frequencies indetermination 48 89 137 subjectification 25 10 35 depersonalization 1 1 figure 5.23. percentage differences of the use of hedges strategy in two gender based on the analysis of the two first we feast videos, it produces different trends and hedges strategies. shawn mendes as a male respondent tends to use hedges compared to halsey as journal of pragmatics research vol. 03, no. 01 (2021), pp.59-69 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 67 a female respondent. the two respondents used different hedges strategies with different frequencies. shawn mendes used hedges indetermination strategy as much as 89 strategies, subjectification as much as 10 strategies, and depersonalization as much as one strategy. meanwhile, halsey used indetermination strategies as many as 48 strategies, subjectification as 25 strategies. indetermination is the dominant strategy in the use of hedges in propositions, both expressed by shawn mendes and halsey, to obscure a proposition to avoid face-threatening acts. then, the hedges subjectification strategy ranks second in this case. subjectivation is used by both shawn mendes and halsey. by using this strategy, speakers have a relationship with both positive politeness and negative politeness so that the content of the propositions spoken by the two genders is based on their beliefs and provides the opportunity for their listeners to participate in the chat. furthermore, the depersonalization strategy was only spoken by shawn mendes. using this strategy, shawn mendes ignores personal attributes in his proposition and engages the listener to participate in the proposition so that the proposition in his speech appears objective and acceptable to the listener. the constant use of hedges that conveyed by both participants is an indication of negative politeness strategies that aims to maintain the speaker’s territory (brown and levinson, 1987 in tanaka 2009). conclusion based on the results of the analysis and findings, it shows that men have a higher frequency than women in using hedges and their strategies. although lakoff (1975) and coates (2013) state that hedges are a feature of women's language and coates also states that men use hedges on personal or sensitive topics as described in the literature review section, in reality sometimes this does not happen. this is not only seen from the context of what is being discussed but other aspects such as the type of speech or the strategy for using hedges as discussed in this study. thus, this study can conclude that the language features based on gender are not always based on the gender stereotype dimensions of the speakers themselves, in other words, men can use women's language features and vice versa by looking at the factors that influence it such as the strategies being used, voice quality or non-verbal cues, and the culture and environment that influence them. these factors can be used as a reference for further research. in addition to the features of the language of women hedges, other features of gendered language also need further research that can be discussed in relation to cultural differences, communities and so on. azizah d. 68 references almusaway, e. r., al-hassnawi, h. d., thamir, m. j., & info, a. 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(1983). language style and sex bias in the courtroom: the effects of male and female use of hedges and intensifiers on impression information. southern speech communication journal, 48(2), 137–152. https://doi.org/10.1080/10417948309372559 hedges function in masculine and feminine feature’ introduction research method conclusion 97 journal of pragmatics research vol. 3, no. 2 (2021), pp.97-107 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index impoliteness of directive speech acts in online indonesian language learning laili etika rahmawati1*, nurul hidayat2, andra kurniawan3 universitas muhammadiyah surakarta1 2, universitas sebelas maret3 *corresponding author email: laili.rahmawati@ums.ac.id doi: http://dx.doi.org/10.18326/jopr.v3i2.97-107 copyright © the author (s) this work is licensed under a creative commons attribution-sharealike 4.0 international license. how to cite: rahmawati, l., hidayat, n., & kurniawan, a. (2021). impoliteness of directive speech acts in online indonesian language learning. journal of pragmatics research, 3(2). doi:https://doi.org/10.18326/jopr.v3i2.97-107 submission track: received: 01-03-2021 final revision: 21-05-2021 available online: 01-10-2021 corresponding author: laili etika rahmawati laili.rahmawati@ums.ac.id abstract this study aims to describe the impoliteness of directive speech acts in online indonesian language learning. the data collection technique in this study used the observation, note, and record technique. the object of this research was the analysis of directive speech act impoliteness. the data analysis technique used in this study was a data triangulation model. the study results indicate an impoliteness of directive speech acts on indonesian language learning conducted by the teacher. the teacher unintentionally performed impoliteness on the directive speech acts. the first data found that the teacher asked all the students to pay attention impolitely. the second data showed that the teacher as a speaker prohibits students from taking attendance. the third data showed that the teacher used the impolite directive speech acts when saying the utter "unnecessary" and "you pay less attention" to the students who forgot to attend the class. the data (3a) above includes the impoliteness of the directive speech act of the requesting because it does not contain politeness elements that can smooth speech. data (4a) the teacher asks students who are not members to leave the whatsapp group, but the teacher does not use soft sentences. data (5a) stated that the teacher instructs the students to cut the paper using a cutter and make lines on it . next, the data (5b) stated the teacher asks students to look at the learning material using impoliteness directive speech acts. data (5c) stated that the teacher instructs students not to forget to fill the attendance. data (6a) stated the teacher asks students to join the google classroom but does not use polite sentences. the data includes the directive speech act of the requesting marked with the word beg. data (7a) teachers require students to have sufficient quotas when participating in learning indonesian online. keywords: impoliteness, directive speech acts, online learning http://dx.doi.org/10.18326/jopr.v3i2.97-107 https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.18326/jopr.v3i2.97-107 98 introduction learning indonesian language in schools is currently being carried out online due to the coronavirus pandemic, which has yet to be handled. supriatna (2020) stated that the coronavirus, which first detected at the end of 2019, has yet to be handled entirely. the coronavirus that has hit this country has brought many changes to all indonesian society sectors. one of the sectors which most affected is the education sector. learning that was originally offline, now and then, has turned into online. dewi (2020) stated that online learning is the use of internet networks in the learning process. kahfi (2020) explains that media use can be considered attractive for interactive distance learning to arouse and inspire students' enthusiasm for learning. still, in its implementation, there are many obstacles due to poor communication between teachers and students. according to anugrahana (2020), online learning has become an interesting topic during the coronavirus pandemic. the learning process in the pandemic faced many problems, so solutions are needed to get a better education. in carrying out online learning, teachers have done things such as ordering, asking, inviting, begging, offering, prohibiting, inviting, suggesting, and charging students to carry out what they are told. all of these things are called directive speech acts. prayitno (2017) stated that directive speech acts basically to produce the effect of the actions taken by the speech partner. the use of directive speech acts conducted by the teacher greatly influenced the students' responses. pérez hernádez & ruiz de mendoza (2002) have provided evidence that interactional aspects like politeness, optionality, speaker's relative power status, and degree of speaker's willingness are essential interpretations of several instances indirect requests. according to tu & mcisaac (2002), online or online communication will be different from off-network communication according to students 'understanding skills; if students' understanding is insufficient, proper communication will be difficult. there is much impoliteness of directive speech acts conducted by the teacher when implementing indonesian language online learning. in fact, the teacher did a lot of impoliteness in directive speech acts when online learning occurs in the whatsapp group of teachers and students. even though the teacher gave instructions or directions, they could influence student responses. khair (2018) stated that learning indonesian language is essentially giving lessons to students about sound and correct indonesian language skills following their goals and functions. in achieving this, learning indonesian online must be carried out optimally. the impoliteness of directive speech acts in the education area from an early age must be eliminated. fhitri (2018) revealed that impoliteness causes the target (speech partner) to feel uncomfortable. the directive speech acts actually could be carried out both directly or indirectly. 99 anyone could produce the impoliteness of directive speech acts at any time and anywhere. impoliteness can occur in every environment, such as school, work, community, and government environments. impoliteness is behavior that is face-aggravating in a particular context (locher & bousfield, 2008). impolite behavior, therefore, may be seen in terms of non-politic inappropriate behavior or non-polite behavior, which goes well beyond merely breaking socially-established norms and practices. impoliteness comes about when (1): the speaker communicates face-attack intentionally, or (2) the hearer perceives and/or constructs behavior as intentionally face-attacking, or a combination of (1) and (2) (mugford, 2008). mai (2017) revealed the infinitival complements of rude words such as eavesdropping, interrupting, pointing, ignoring, and declining, actions that relate to unwarranted impositions or exclusions, other words, sociality rights. language impoliteness will follow because humans can only speak the language, and humans are creatures with thoughts, hearts, feelings, and emotions. this emotion is what often causes language impoliteness in various communications, including forbidden language. indonesian language teachers should be able to use the correct directive speech acts well, but not all indonesian language teachers can do it. the fact is that there still a lot of impoliteness in directive speech acts committed by indonesian language teachers to their students. in the following discussion, we will discuss some impoliteness of directive speech acts carried out by indonesian language teachers. an example of impoliteness in asking is "for students who are remedial to do this problem. students who do not have a daily grade yet, contact my personal network". things like that affect student responses because in the messages delivered by the teacher in the whatsapp group there are no words of greetings children or say hello from the teacher to greet the students. communication most basically stands for the exchange of information (be it ideational or relational), "mediation" describes the fact that there is a technological means that is employed to communicate, and, finally, "computer" specifies that the means of mediation is related to technology, such as computers/internet, mobile phones, video conferencing, etc. in addition, it is useful to distinguish between synchronous means (e. g., chats) and asynchronous means (e. g., blogs, fora) of computer-mediated communication and to investigate both the situation and the technical factors that influence language practices (locher, 2010). the current condition of the coronavirus pandemic requires the appropriate and wellbeing teachers in such matters, teachers encouraged to innovate in changing face-to-face learning patterns into non-face-to-face learning patterns. the obstacle, in this case, is the obstacle experienced by teachers amid this coronavirus pandemic. at the same time, learning is carried out online and cannot be carried out face-to-face in the classroom. this condition requires teachers to innovate in the learning process, especially online (in the network). according to hanum (2013), online learning or e-learning is a form of learning model facilitated and supported by the use of information and communication technology. the solution 100 during the pandemic is to find solutions using network-based learning. in the end, teachers are required to be innovative in using online learning models. online learning methods do not require students to attend the class. instead, students can access the learning process through the internet media. online network or online electronic learning, and some call it online learning is a learning activity that utilizes networks (internet, lan, wan) which consider as a method of delivery, interaction, and facilities and is supported by various other forms of learning services. indonesian language learning is divided into four language skills: listening, reading, speaking, and writing. in achieving these four aspects, the lesson must be implemented by using online learning media. finally, the indonesian language teachers must make better methods during this corona pandemic so that these four aspects can be adequately achieved. research method this study uses a qualitative approach. the qualitative design of this research is narrative research. the procedures for implementing this research consist of studying one or two individuals, gathering data through collecting their stories, reporting individual experiences, and chronologically ordering the meaning of those experiences (creswell et al., 2007). sudaryanto (2015) says that the qualitative approach method is an approach method that is solely based on facts or phenomena that empirically live in the speakers. therefore, what is produced or recorded is in the form of data, as is it. the data in this study are related to directive speech acts which contain elements of impoliteness in indonesian language learning. the data collection of the impoliteness of directive speech acts was found at some whatsapp group on senior high schools conducted by the indonesian language teacher. in this study, the researcher used two data sources, namely primary and secondary data sources. the primary data source in this study is the impoliteness of directive speech acts in indonesian language learning through the whatsapp group and google classroom conducted by the teacher. primary data sources were obtained directly by how the researcher entered the whatsapp group for the class of teachers and students in indonesian subjects. the secondary data source is obtained through intermediaries media or other sources such as youtube channels. the data in this study were collected using several techniques, including the observation technique. according to sudaryanto (2015), the listening technique is an activity of listening to structures in writing. in the context of this study, the researcher listens to data on the indecency of directive speech acts in learning indonesian language online. the listening technique was used to identify the data on the researcher's impoliteness of directive speech acts through the whatsapp group during the indonesian subjects conducted. the researcher also used the recording technique to record the impoliteness of directive speech acts in the whatsapp group. it was performed by recording or taking screenshots to obtain the data. finally, the note-taking technique was used to 101 record the form of directive speech act impoliteness in learning indonesian language online obtained through listening and note-taking techniques so that the researcher transcribed it into his language. data analysis began by reviewing the available data. the observations that have been carried out are then written in observation techniques, recording techniques, and note-taking techniques. the next step is analyzing the data carried out by the referential methods of change and equivalents whose determinants are part of the language concerned. the validity of the data in this study used the triangulation method. data triangulation involves using different sources of information to increase the validity of a study (guion, 1969). in this study, the researcher used the data triangulation method. the available data were obtained from the whatsapp groups of students and teachers. the data were sorted to fit the context impoliteness of directive speech acts in indonesian language learning online. results & discussion speech acts performed in the utterance of a sentence are, in general, a function of the meaning of the sentence. the meaning of a sentence does not in all cases uniquely determine what speech act is performed in a given utterance of that sentence, for a speaker may mean more than what he actually says. still, it is always in principle possible for him to say exactly what he means. thus, the study of the meanings of sentences and the study of speech acts are not two independent studies but one study from two different perspectives (searle, 1969). wijana (2021) stated that the speech act concerns any act of language speakers when delivering utterance. concerning its category, it can be classified based on two criteria, i.e., focus and function of speech act. there are three types of speech act classification based on the focus. they are locutionary act (the act of saying something), illocutionary act (the act of doing something), and perlocutionary act (a speech act intended to affect anyone). meanwhile, syah et al. (wijana, 2021) concentrated their study on using various directive speech act subcategories such as pleasing, requesting, asking, etc. these subcategories are very close to the directive speech act that would be the object of this study. according to prayitno (2017), directive speech acts are divided into 5 (five), including begging, asking/requesting, ordering, requiring, and prohibiting. impoliteness of directive speech acts in learning indonesian online has occurred a lot during this corona pandemic. language impoliteness relates to the use of language that is not good and not in accordance with manners. impoliteness in directive speech acts primarily occurs through the whatsapp groups of teachers and students. the teacher consciously or unconsciously acts as well as impolitely directive speech acts. suyanto & jihad (2013)argue that a professional teacher is a teacher with a unity of integrity and 102 personality. the experienced teachers must also have good personalities and passions in the world of education. the kinds of impoliteness of directive speech acts are various, such as asking/requesting, begging, ordering, inviting, welcoming, and prohibiting. teachers in implementing teaching indonesian language online are required to be familiar and kind to their students. suyanto & jihad (2013) argue that teachers must always control their emotions when teaching students. the teachers sometimes do impoliteness of directive speech acts unconsciously. several impolitenesses of directive speech acts occurred in indonesian language learning online in several senior high schools. rahmatilah et al. (2017) stated that indonesian language learning is one of the general subjects. students have excellent and correct indonesian language skills and can live with the indonesian language and literature according to the situation, language goals, and experience level. learning online is learning that utilizes internet technology. online learning is a form of distance learning or more commonly abbreviated as pjj. every teacher has his/her way of carrying out online learning; some use whatsapp group, google classroom, and schoology. the teacher in delivering learning materials uses those media. the language used by the teacher in communicating with students through those media greatly affects students' interest in learning. sugiarti et al. (2017) reveal that language plays an essential role in the lives of all components of society. humans use language as a tool to communicate. we often encounter language in the life community, i.e., at work meetings, meetings at the village office, and in the school environment. the use of language, especially during the learning process in the classroom, the teachers and the students often use official or formal language. the use of language in communication in the community and schools usually includes polite and impolite language. interaction between speakers and listeners during a conversation or communication occurs mutually. the viewer or listener usually acts as the recipient of the information. soon after receiving the information, the listener then understands the information to react to perform speech acts or become speakers. on the other hand, the speaker who previously acted as an information giver after conveying the information would become the listener. likewise, teachers and students in carrying out communication or conversations, there is always reciprocity in communicating. in this study, several directive speech acts include asking/requesting, prohibiting, offering, welcoming, ordering, begging, and requiring. the direct speech below is conveyed by the teacher as a speaker to the students as speech partners. the impoliteness of directive speech acts of asking/requesting the impoliteness of directive speech acts of asking/requesting is a speech act that implies asking the speech partner to be given something requested by the speech partner. therefore, the 103 directive's speech act of request aims to get something from the speech partner. examples of impoliteness in directive request (asking) speech in indonesian language learning through online by the teacher can be seen in the first data. (1a) “waktu pembelajaran setiap harinya dari pukul 07.00-14.00. tolong diperhatikan semuanya” (do study every day start from 07.00-14.00. please pay attention to all!) (1b) “tolong yang bisa menghubungi nuri, tolong infokan hal ini padanya” (please who can contact nuri, please inform her about this) data (1a) and (1b) are examples of impoliteness directive speech acts asking/requesting. data (1a) the teacher demanding all students pay attention to the implementation time of indonesian language lessons start from 07.00 to 14.00. how to convey a message is classified as impoliteness because it does not call students “friends” or “children” which can be polite messages delivered to students. data (1b) is also the same as data (1a); that is, neither use the words friends or children to convey messages to students. the impoliteness of directive speech acts of prohibiting directive speech acts impoliteness of prohibiting is an action from the speaker to the speech partner not to do something that the speaker or teacher does not desire. examples of impoliteness directive speech acts prohibiting the learning of indonesian language online include the following. (2a) “tidak perlu, itu artinya kamu kurang memperhatikan ketentuan-ketentuan yang sudah bu endah tetapkan” (no need, that means you ignore the provisions that mrs. endah has set). this data includes the impoliteness of directive speech acts because the teacher as a speaker prohibits students from taking attendance. the words "tidak perlu (no need)" dan "kamu kurang memperhatikan (you don't pay attention)" as if snapped at the students who forgot to do attendance. the impoliteness of directive speech acts of offering directive speech acts impoliteness of offering in learning indonesian language online, namely, directive speech acts aiming to offer speech partners to choose according to their wishes. still, the way the teacher communicates is not in accordance with the rules of good manners or the teacher is considered not polite. examples of impoliteness in the speech act of the directive giving the offer below are taken from the whatsapp group of indonesian teachers and students, are as follows. (3a) “begini saja, untuk kutipan cerpen bisa kamu tuliskan nomor paragraf dan nomor kalimat” (tell you what, for a short story quote, you can write the paragraph number and sentence number) 104 the data (3a) above includes data on impoliteness of the directive asking for speech acts because it does not contain elements of politeness that can refine speech, such as mentioning names or providing greeting words such as children. instead, the teacher offers students to write down paragraph numbers and sentence numbers. the impoliteness of directive speech acts of welcoming impoliteness of directive speech acts as expressions of allowing or giving subtle instructions in learning indonesian through online aims to ask the speech partner to obey something the speaker wants. the following shows the impoliteness of the speech act of the directive allowing or giving orders to other people taken from one of the schools that implements indonesian language learning online: (4a) “yang bukan anggota mohon untuk keluar” (non-members allowed to leave the group) data (4a) is an example of impoliteness in directive speech acts in the form of allowing or giving orders carried out by teachers as speakers to students as speech partners. for example, the teacher asks students who are not group members to leave the whatsapp group, but the teacher does not use soft sentences. the impoliteness of directive speech acts of ordering impoliteness of directive speech acts in words containing commands or giving orders in learning indonesian online, namely impoliteness by teachers as speakers in providing orders to students as speech partners. examples of impoliteness in directive speech acts that contain command words or giving orders in learning indonesian language online are as follows: (5a) “motong kertas pakai cutter yang rapi. digarisi” (cut paper using a neat cutter. make lines) (5b) “kok sama gimana to? dicermati dong” (how come it's the same? please pay close attention) (5c) "jangan lupa absen" (don't forget to give presence list) data (5a), (5b), and (5c) are examples of the impoliteness of directive speech acts in the form of commanding expressions. data (5a) is that the teacher gives students orders to cut paper using a cutter and draw neat lines. data (5b) is that the teacher asks students to look at the material on a predetermined day. data (5c) the teacher instructs students not to forget to give presence. all of this data is included in the impoliteness of directive speech acts in learning indonesian online because the sentences conveyed by the teacher are considered less subtle and the teacher does not 105 use children's greeting words or call out students' names to give the greeting sentences delivered to students. the impoliteness of directive speech acts of begging directive speech acts of begging aim to ask for something but in a more respectful manner. in learning indonesian language online, data is found that contains impoliteness in the directive begging as follows. (6a) “mohon gabung kelas di google classroom dengan kode naxm7wn” (please join classes in google classroom with code naxm7wn) this data includes the impoliteness of directive speech acts because the teacher begs students to join the google classroom but does not use polite sentences. the data consists of the speech act of the requesting directive marked with the word beg or please. directive speech acts of impoliteness of requiring according to waljinah, et al. (2019), the directive demands speech act, which aims to ask earnestly or loudly for the speech partner to do what the speaker wants. (7a) "pastikan kuota cukup" (make sure the quota is sufficient) the above data includes directive speech acts of require, but the data is not polite. teachers need students to have sufficient quotas when participating in learning indonesian language online. conclusion based on the results of research at sma (senior high school) a and sma b, and sma c, it was found that data of impoliteness of directive speech acts were (1) asking/requesting, (2) prohibiting, (3) offering, (4) welcoming, (5) command/ordering, (6) begging, and (7) requiring. data (1a) and (1b) are examples of the impoliteness of the directive asking speech act. data (1a) the teacher requests all students to pay attention to the implementation time of indonesian language lessons from 07.00 to 14.00. data (2a) the teacher as a speaker prohibits students from taking attendance. the words "tidak perlu (no need)" and "kamu kurang memperhatikan (you are not pay attention)" as if yelling at the students who forgot to do attendance. data (3a) above includes the speech act impoliteness of the directive asking because it does not contain elements of politeness that can refine speech. data (4a) the teacher asks students who are not members to leave the whatsapp group, but the teacher does not use smooth sentences. data (5a) the teacher instructs students to cut the paper using the cutter and make lines. data (5b) the teacher asks students to look at the material. data (5c) the teacher instructs students not to forget to attend. data (6a) the teacher 106 asks students to join the class in google classroom but does not use polite sentences. the data includes the speech act of the requesting directive marked with the word beg. part of the seventh data (7a) stated that the teacher required students to have sufficient quotas when learning indonesian language online. references anugrahana, a. 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(2021). on speech acts. journal of pragmatics research, 3(1), 14–27. https://doi.org/10.18326/jopr.v3i1.14-27 journal of pragmatics research vol. 02, no. 01, (2020) pp.68-79 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index doi: https://doi.org/10.1836/jopr.v2i1.1-68-79 68 speech acts in efl classrooms danin christianto* real equivalent english e-mail: nikolausdaninchristianto@gmail.com *(corresponding author) doi: https://doi.org/10.1836/jopr.v2i1.68-79 submission track: received: 18-03-2020 final revision: 03-04-2020 available online: 06-04-2020 corresponding author: danin christianto nikolausdaninchristianto@gmail.com abstract speech act is a functional unit in the form of an act which helps humans understand or accomplish things with words in communication. this research was aimed to find out and analyse the types of speech acts which were performed by teachers and students in english as a foreign language (efl) classrooms. the researcher employed the speech act theory from cruse (2000) to analyse and interpret the research results. qualitative research was applied in this research due to the data source was from the teaching and learning activities in naturalistic environments in english classrooms. the subjects of this research were teachers and students in real equivalent english classrooms. the results showed that there were three types of speech acts found in the interactions between the teachers and students, namely locutionary act, illocutionary act, and perlocutionary act. locutionary act was performed when teachers and students uttered expressions with no certain intentions. illocutionary act, on the other hand, was performed when the expressions contained certain intentions to listeners. perlocutionary act was performed when the listeners showed responses and acted as feedback to the speakers’ utterances. by conducting this research, the researcher hopes that it can give more insights to readers regarding to the study of speech act theory in pragmatics field. keywords: english as a foreign language (efl) classrooms, speech acts, real equivalent english, teachers and students. mailto:nikolausdaninchristianto@gmail.com https://doi.org/10.1836/jopr.v2i1.68-79 http://e-journal.iainsalatiga.ac.id/index.php/jopr/index https://doi.org/10.1836/jopr.v2i1.1-68-79 danin christianto 69 introduction language is one of the important devices which is used by almost every human being to build a communication to each other. according to aitchison (2003), language can be used to “communicate feelings and emotions”, which means that language has various functions instead of only for talking. humans are similar to other primates, meaning that they are able to convey emotions through gestures, screams, sobs, and grunts, for example. o’grady, dobrovolsky, and katamba (1989) states that language is “a system of communication, a medium for thought a vehicle for literacy expression, a social institution, a matter for political controversy, and a factor in nation building” (p. 1). besides, language can allow human beings to learn and adapt to changing circumstances far more quickly than would be achieved by evolution (poole, 1999). in short, it can be concluded that language is very important since it makes any kinds of communications possible. in language, there are many various structures or systems within. some say that the systems are quite complicated due to their complexity and wide range of language units and components. there are four basic units which are needed to use language, mainly sound, word, sentence, and meaning. linguists tend to study each unit which then is divided into separated fields. first, the field which studies sound is called phonetics and phonology. second, the field which studies word is morphology. third, the field which studies sentence is syntax. last but not least, the field which studies meaning is called semantics. all of those units are required in the language usage as they can build communications. there is, however, one more field in linguistics which is considered into the study of meaning as well. this is called pragmatics. pragmatics is one of the outer linguistic ring branches which tries to study the meaning in context or speaker’s meaning. as stated by yule (1996), that pragmatics is “the study of speaker meaning as distinct from word or sentence meaning” (p. 133). this means that this field deals with how speakers use language in ways which are unpredictable from linguistic knowledge alone (aitchison, 2003). in a narrow sense, it deals with how listeners arrive at the intended meaning of speakers. this is similar to fromkin, rodman, and hyams’ (2017) definition, which states that “pragmatics is the study of how context and situation affect meaning” (p. 498). there are a lot of various things which can be researched in pragmatics. one of them is the use of speech act. journal of pragmatics research vol. 02, no. 01, (2020) pp.68-79 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index doi: https://doi.org/10.1836/jopr.v2i1.1-68-79 70 speech act, in pragmatics, is a part of communication which can be defined as an action which is performed by the use of an utterance to communicate. dawson and phelan (2016) define speech act as “actions that are performed only through using language” (p. 710). it means that speech act describes the use of speech which emphasise the speaker’s intention or goal in producing an utterance. there are broad ranges of things which can be analysed from speech acts. previous researchers had conducted various research of it with different contexts. in this research, the researcher would like to analyse the use of speech acts in english as a foreign language (efl) classrooms. the reason why the researcher wanted to conduct research on speech act is because there are a lot of things which can be analysed from interactions and utterances, especially in english classrooms. the speech act in the classrooms involve all verbal utterances which is employed as a medium in classroom communication. researching speech acts in the teaching and learning process is known as discourse analysis. due to the issue, this research focused on classroom interactions during the teaching and learning process in real equivalent english of yogyakarta. real equivalent english is a private english course which was established in 2003 by a businessman named ir. handojo mawardi and his assistants named daniel batey and moniq van devard. the english course was built to give an alternation in teaching english by using native english speakers as the teachers. the purpose of this course is to be a colleague in introducing english to the society without putting aside the development of other aspects, and to create a condusive, healthy, and enjoyable learning environment for students. currently, there are various programs which are offered in this course in order to help learners develop their english skills based on their needs, namely real egp (english for general purposes: kids, teens, adults), real conversation (teens, adults), real business, real toefl pbt, real toefl itp, real toefl ibt, ielts, toeic, gre, sat, and gmat (christianto, 2019). http://e-journal.iainsalatiga.ac.id/index.php/jopr/index https://doi.org/10.1836/jopr.v2i1.1-68-79 danin christianto 71 previously, there were several research on linguistic pragmatics which mainly focused on the use of speech acts in different contexts. the first one was the research from jakob (2018) in his article entitled “speech acts in efl classroom at islamic senior high school (man) 1 sinjai”. the research was aimed to observe the use of speech acts by teachers and students in their interactions in efl classroom. the results showed that there were three types of speech acts which were found in the interactions between the teachers and students, namely locutionary act, illocutionary act, and perlocutionary act. locutionary act was performed by the teachers when they were greeted by students. illocutionary act was found when the teachers asked the students to read some paragraphs in the book. lastly, perlocutionary act was committed when the teachers asked the students to be quiet since it was in the classrooms. second, the research which was entitled “an analysis of directive speech act found in ‘koi mil gaya’ movie” was conducted by fitria (2019). another speech act analysis was done here, focusing more on finding out the types of directive speech acts and which directive speech acts were more frequently used in “koi mil gaya” movie. qualitative methodology, as well as documentary study, was employed to analyse and interpret the collected data. the results of the study were 246 utterances of directive speech act were produced by the characters in the movie. the forms of the directive speech acts were found in utterances which contained words, phrases, clauses, and sentences. aside of that, the research also showed that the movie contained three aspects, namely command, request, and suggestion. in command, there were 165 data or 84,18%. in suggestion, there were 20 data or 10,20%. in request, there were 11 data or 5.61%. therefore, it was concluded that the most frequent type of directive speech act was in command. third, the speech act research was conducted by basra and thoyyibah (2017) in their research entitled “a speech act analysis of teacher talk in an efl classroom”. here, the researchers attempted to find out the speech act classification which was mostly used by an efl teacher while teaching. the research was classified into case study research which involved an english teacher who was teaching in an efl classroom. it used searle’s taxonomy of speech act classification as the instrument. the findings of the research showed that the frequency each classification was found as the following: 70% for directive, 21% for representative, 6% for expressive, and 3% for commissive. directive speech acts were used mostly by the teacher for the teacher applied the principle of communicative language journal of pragmatics research vol. 02, no. 01, (2020) pp.68-79 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index doi: https://doi.org/10.1836/jopr.v2i1.1-68-79 72 teaching. the use of directive speech act made implication towards the improvement of students’ productive skills. thus, the researchers concluded that the choice of the speech act classification would determine the teaching approach. fourth, the research was done by merdana, seken, and putra (2013) in their research entitled “an analysis of speech acts produced by elementary school teachers and students to facilitate teaching and learning at sdn pringgasela east lombok”. it was aimed to describe, analyse, and explain types, functions, instructional functions of speech acts produced, and politeness strategies employed in the classroom. teachers and students became the subjects of the research. the data of the research were collected through observation, interview, and note taking which then were analysed by following miles and huberman’s (1994) interactive cyclical model. as the results, the researchers found that teachers produced more utterances (72,59%) than students did (27,41%). fifth, the research was conducted by altikriti (2011) in the article entitled “speech act analysis to short stories”. in the study, the researcher aimed to analyse the types of speech acts from three different short stories. the speech act theories from sadock (1974) and green (1975) were employed to support the findings of the research. the results showed that there were two types of speech acts found in each short story, which were direct speech act and indirect speech act. they were divided into three parts; text one, text two, and text three. in text one, there were 99 (47%) direct speech acts and 1 (0,47%) indirect speech act out of 212 utterances. in text two, there were 56 (44%) direct speech acts and 1 (0,78%) indirect speech act out of 127 utterances. lastly, in text three, there were 142 (0,46%) direct speech acts and 0 (0%) indirect speech act out of 212 utterances. in conclusion, the researcher realized that the use of speech acts fluctuated in both quantity and type from one writer to another and from one theme to another. based on the explanation above, the researcher aimed to investigate two problems, mainly the types of speech acts which were used by teachers and students and the functions of http://e-journal.iainsalatiga.ac.id/index.php/jopr/index https://doi.org/10.1836/jopr.v2i1.1-68-79 danin christianto 73 the speech acts produced by the teachers and students. through this research, the researcher hopes that it can give more insights to readers concerning to the study of speech act theory in pragmatics field. research method in this research, the researcher employed qualitative research methodology. this methodology uses description rather than number in terms of interpreting data and results. dörnyei (2007) says “qualitative research involves data collection procedures that result primarily in open-ended, non-numerical data which is then analysed primarily by nonstatistical methods” (p. 24). this means that qualitative research study things in their natural settings which attempt to make sense of phenomena in terms of the meanings that people bring to them. generally, it is begun with assumptions, a worldview, the possible use of a theoretical lens, and the study of research problems inquiring into the meaning individuals or groups ascribe to a social or human problem (creswell, 2007). the method which was applied in this research was case study. according to ary, jacobs, sorensen, and razavieh (2010), “case study is a type of ethnographic research study that focuses on a single unit, such as one individual, one group, one organisation, or one program” (p. 29). this research attempted to find out and analyse the types of speech acts which were performed by teachers and students in english as a foreign language (efl) classrooms. the researcher would observe the utterances and recorded them naturally. the data of this research were utterances which were produced by teachers and students in efl classrooms in real equivalent english yogyakarta. there were three steps which were done by the researcher in collecting the data. the first step which the researcher did was recording the interactions between teachers and students for three meetings in classrooms. the second step was the data collected were transcribed in the form of audio. the last step was the researcher analysed and compared the speech acts occurred within the interactions in the classrooms. to analyse the types of speech acts, the researcher employed the theory from cruse (2000) as the main theory to relate the results with it. results & discussion journal of pragmatics research vol. 02, no. 01, (2020) pp.68-79 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index doi: https://doi.org/10.1836/jopr.v2i1.1-68-79 74 in this section, the researcher discussed about the results of the research which focused on analyzing the types and functions of speech acts between teachers and students employed in english as a foreign language (efl) classrooms which were situated in real equivalent english course, yogyakarta. based on the observations, the researcher found out that there were three types of speech acts, namely locutionary act, illocutionary act, and perlocutionary act. each result was elaborated as below. a. locutionary act locutionary act is an act of which the speaker produces utterances which contain certain noises, certain words in a certain construction, and utterances with a certain sense and a certain reference (cruse, 2000). the researcher found two examples of locutionary act which were used in the interactions in the classroom. data 1 teacher: “hello, farrel. what happened? why do you look so sad?” student: “what happened on you actually?” teacher: “’what happened to you’, not ‘what happened on you?’” student: “okay, miss!” from data 1 above which was taken from the fourth meeting of the transcription., it can be seen that the teacher performed a locutionary act when she asked “hello, farrel. what happened? why do you look so sad?” to her student. the teacher performed an action to ask farrel, one of her students, about his condition. the utterance that she produced, thus, contained literal meaning to communicate with the students. aside of that, the researcher also found another example of the use of locutionary act as below. http://e-journal.iainsalatiga.ac.id/index.php/jopr/index https://doi.org/10.1836/jopr.v2i1.1-68-79 danin christianto 75 data 2 teacher: “how is life?” student: “i’m great! and you?” teacher: “i’m fine, too. thank you. now, stefi, can you please take the impact on english textbooks in the library?” data 2 showed another example of the use of locutionary act, which indicated that the teacher asked the students’ condition by saying “how is life?”. such an utterance contained a communicative meaning when the teacher gave a greeting to the students. literally, the utterance does not need a reply from the students. b. illocutionary act illocutionary act is an act which has social functions of what are said by speakers. there are several types of acts which are considered as illocutionary act, namely bequeathing, promising, and ordering (cruse, 2000). the data below showed the results of the use of illocutionary act in real equivalent english classroom. there were two examples which were found in the interaction between the teacher and students in the classroom during the teaching and learning process. data 3 teacher: “first, we are going to talk about giving directions. so, the first thing that we will discuss is the directions”. student: “okay!” from data 3 above, it can be seen that the teacher employed an illocutionary act by saying “first, we are going to talk about giving directions. so, the first thing that we wil discuss is the directions”. the expression was used by the teacher in order to convey her intention that the first thing they were going to learn was about directions. also, this expression contains a journal of pragmatics research vol. 02, no. 01, (2020) pp.68-79 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index doi: https://doi.org/10.1836/jopr.v2i1.1-68-79 76 social function which can be used to give a command to someone. another example can be seen as below. data 4 teacher: “have a sit, please. feli, please take your friends’ work on my table”. student: “no problem, miss”. in data 4, the teacher asked the students to sit down by saying “have a sit, please”. this kind of expression has a certain intention as a command to the students to have a sit. therefore, it is considered as illocutionary act since it contains a social function within the expression. aside of that, the expression of “feli, please take your friend’s work on my table” also contains a social function within and it was employed by the teacher to ask one of the students to submit her friends’ work to the teacher’s table. thus, this is also categorised as illocutionary act. c. perlocutionary act perlocutionary act is considered as an act which is employed in order to produce a further effect for the hearer. acts like persuading someone to do something, or getting them to believe in something are the common examples of perlocutionary act (cruse, 2000). also, this act has a social function in the utterance and feedback by the listener as a response to what the speaker says. there were two examples of the use of perlocutionary act which were found during the teaching and learning process in the real english classrooms. the examples are as below. data 5 teacher : “alright, shannon and farel, please come to the front of the class”. http://e-journal.iainsalatiga.ac.id/index.php/jopr/index https://doi.org/10.1836/jopr.v2i1.1-68-79 danin christianto 77 students : (preparing to come to the front of the class) according to data 5 above, the teacher asked the students to come to the front of the class by saying “alright, shannon and farel, please come to the front of the class”. such an expression is considered as a perlocutionary act since the students did what the teacher said. there was a response from the listeners to do what was commanded by the speaker. thus, the example of perlocutionary act can be seen in data 5 above where the students gave a response by preparing themselves to come to the front of the class. another example of the use of perlocutionary act is like below. data 6 teacher : “khomey, you know how to ride a motorcycle, don’t you? please tell and show us how to do it in front of the class”. student : (coming to the front of the class and pretending as if he was riding a motorcycle). in data 6 above, the teacher asked one student to come to the front of the class by saying “khomey, you know how to ride a motorcycle, don’t you? please tell and show us how to do it in front of the class”. in this expression, there was a certain intention that the teacher would like her student to do the thing that she had said. she gave the command and then the student started to do it, which was pretending to ride a motorcycle. therefore, the expression is classified as a perlocutionary act as it has a particular intention within the expression and the listener. conclusion speech act is an important mean which can be used to recognize or understand various utterances meanings such as apology, greeting, request, complaint, invitation, compliment, or refusal. in classrooms, particularly, speech act plays an important role since the proper use of it can make the teaching and learning process run well. interactions between teachers and students contain a lot of different types of speech acts. from the research which had been conducted by the researcher in real equivalent english classrooms, it was found that there journal of pragmatics research vol. 02, no. 01, (2020) pp.68-79 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index doi: https://doi.org/10.1836/jopr.v2i1.1-68-79 78 were three types of speech acts employed by the teachers and students, namely locutionary act, illocutionary act, and perlocutionary act. first, the example of locutionary act was when the teacher was greeted by the students since the teacher’s expression did not have any particular intention. second, the example of illocutionary act was when the teacher asked one of her students to have a sit because it contained a certain intention. lastly, the example of perlocutionary act was when the teacher asked one student to perform how to ride a motorcycle in front of the class. this case was different to illocutionary act as the listener gave a feedback which was considered as a response to what the speaker had said. this kind of research is addressed to teachers and students in order to build better perspectives on the use of various speech acts and their examples. through this research, there are some things that the researcher wishes regarding the use of speech act. the first one is that the researcher hopes that by studying this research, classroom communications and interactions become better during the teaching and learning process. the second one is that the researcher hopes that there will be another speech acts research which is conducted quantitatively since this research is considered as qualitative. the last one is that this research can help language learners or linguists who are willing to study further about speech acts, particularly in the linguistic pragmatic field. references aitchison, j. (2003). teach yourself: linguistics. london: hodder & stoughton, ltd. altikriti, s. f. (2011). speech act analysis to short stories. journal of language teaching and research, 2(6), 1374-1384. ary, d., jacobs, l. c., sorensen, c., & razavieh, a. (2010). introduction to research in education (8th ed.). belmont: wadsworth. basra, s. m. & thoyyibah, l. (2017). a speech act analysis of teacher talk in an efl classroom. international journal of education, 10(1), 73-81. http://e-journal.iainsalatiga.ac.id/index.php/jopr/index https://doi.org/10.1836/jopr.v2i1.1-68-79 danin christianto 79 christianto, d. (2019). teachers' perceptions on the use of the communicative language teaching approach in the english classrooms. international journal of indonesian education and teaching, 3(1), 90-101. creswell, j. w. (2007). qualitative inquiry & research design: choosing among five approaches (2nd ed.). thousand oaks: sage publications, inc. cruse, d. a. (2000). meaning in language: an introduction to semantics and pragmatics. new york: oxford university press. dawson, h. c. & phelan, m. (2016). language files: materials for an introduction to language and linguistics (12th ed.). columbus: ohio state university press. dörnyei, z. (2007). research methods in applied linguistics: quantitative, qualitative, and mixed methodologies. oxford: oxford university press. fitria, t. n. (2019). an analysis of directive speech act found in “koi mil gaya” movie. journal of pragmatics research, 1(2), 89-99. fromkin, v., rodman, r., & hyams, n. (2017). an introduction to language (11th ed.). singapore: cengage learning, inc. jakob, j. c. (2018). speech acts in efl classroom at islamic senior high school (man) 1 sinjai. journal of language and literature, 18(1), 20-27. merdana, seken, k., & putra, n. a. j. (2013). an analysis of speech acts produced by elementary school teachers and students to facilitate teaching and learning at sdn pringgasela east lombok. jurnal pendidikan bahasa inggris indonesia, 1(43), 1-11. o’grady, w., dobrovolsky, m., & aronoff, m. (1989). contemporary linguistics: an introduction. new york: st. martin’s press. poole, s. c. (1999). an introduction to linguistics. new york: palgrave. yule, g. (1996). pragmatics. oxford: oxford university press. journal of pragmatics research vol. 2, no. 2, pp.113-126 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 113 speech act analysis of madurese wedding ceremony in kalidandan village, pakuniran, probolinggo anwari university of muhammadiyah kudus anwari@umkudus.ac.id doi: https://doi.org/10.18326/jopr.v2i2.113-126 copyright © the author (s) this work is licensed under a creative commons attribution-sharealike 4.0 international license. how to cite: anwari, a. (2020). speech act analysis of madurese wedding ceremony in kalidandan village, pakuniran, probolinggo. journal of pragmatics research, 2(2), 113-126. doi:https://doi.org/10.18326/jopr.v2i2.113-126 submission track: received: 25-07-2020 final revision: 02-10-2020 available online: 15-10-2020 corresponding author: anwari anwari@umkudus.ac.id abstract pragmatics is the study of those relations between language and context that are grammaticalized, or encoded in the structure of language. this study aims to describe kinds of speech act especially locutionary act, illocutionary act, and perlocutionary act of madurese wedding ceremony in kalidandan village, pakuniran district, probolinggo regency. the results of this study showed that illocutionary act of madurese wedding ceremony in kalidandan village, pakuniran district, probolinggo regency has various kinds of speech act, 1) direct speech act; 2) indirect speech act; 3) literal speech act; 4) non-literal speech act; 5) direct literal speech act; 6) indirect literal speech act; 7) direct non-literal speech act; and 8) indirect non-literal speech act. keywords: speech act, kinds of speech act, and madurese introduction language is a system of sound used by humans to communicate and social interaction each other (jendra, 2009). (bawa, 2004) stated that language is an expression system that expresses thoughts, feelings, and psychomotor speakers of a language. thoughts, feelings, and mailto:anwari@umkudus.ac.id https://doi.org/10.18326/jopr.v2i2.113-126 https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.18326/jopr.v2i2.113-126 mailto:anwari@umkudus.ac.id anwari 114 human psychomotor produce the product of culture and it includes the convention and tradition of the use relatively linguistic elements, it makes a group to talk, behave in social contexts and situations between one group and another (foley, 1977). language used in contexts where speakers use language so they can communicate to understand text, context, and patterns or structure of the text (yule, 1996). in this case, there is an assumption that every language has a meaning based on context of situations. no speech or utterance occurs without context of situations. therefore, pragmatics is intended to be studied of how these intensions are realized through linguistic form the meaning of language is very closely related to mode. however, each language has its own identity and uniqueness like pronunciation and accent. one of the uniqueness is manifested in the speech of madurese wedding ceremony at kalidandan village, pakuniran, probolinggo. the speech occurs in several sequences, namely engagement speech, pre-wedding speech, wedding speech, and post-wedding speech. each speech contains different purposes depending on the context of situation. the variety of mode, functions, and meanings is determined based on the use of language through context of the speaker’s situation. madurese in kalidandan, pakuniran, probolinggo are madurese who live in java. generally, madurese is a language used by the speakers as means of daily communication both residing in madura, surroundings of small islands and overseas. madurese occupies around fifteen million speakers in indonesia (fetrina rahma dewi, 2010). based on linguistics point of view, madurese are grouped into five main dialects, namely 1) bangkalan dialect; 2) sampang dialect; 3) pamekasan dialect; 4) sumenep dialect; and 5) kangean dialect. apart from madura itself, madurese is also used in probolinggo. one of the uses is used in kalidandan village, pakuniran district, probolinggo regency. the use of madurese has the variety mode of communications. the madurese of kalidandan are totally 1.125 speakers. they communicate with madurese in their daily life as it a mother tongue to interact with others. in addition, madurese often found in social activities, such as in educational institution, arts, customs, and ritual. the use of madurese is a means that can be understood by speakers and hearers. they have a direct relationship who provide a description of values, traditions, and culture. many speeches produced text and context in social communication (hodge, 1988). there are two speeches that generally found in every culture and tradition, namely wedding speech and burial speech. one of the speeches used by madures in kalidandan village is journal of pragmatics research vol. 2, no. 2, pp.113-126 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 115 wedding speech. in general, the speech act of madurese wedding ceremony in the city and village especially in kalidandan are the same. it has sequence speech in communication, namely engagement speech, pre-wedding speech, wedding speech, and post-wedding speech. a study done by licea-haquet et al., (2019) stated that language comprehension involves the recognition of speech acts. the term speech act refers to what a speaker intends to accomplish when saying something. holtgraves (2008) demonstrated that english speakers can automatically recognize speech acts, and proposes that this allows an efficient (good-enough) processing of conversation turns. other studies have found that speech act recognition requires cognitive process like executive functions, theory of mind, and empathy. however, there are few studies that have empirically investigated which are the cognitive functions needed for speech act recognition in healthy adults. the aim of this work was to study if spanish speakers automatically recognize speech acts, and if this recognition is related to intellectual ability and other cognitive functions. he examined the question using the methods described by holtgraves (2005, 2008). first, he translated and adapted the scenarios, and selected those that were better understood. then, we designed two experiments to test the automatic recognition of speech acts. participants underwent a battery of psychometric and cognitive tests. he found significant differences in reaction times between control and experimental scenarios, which indicates that spanish speakers automatically recognize speech acts. a measure of intellectual ability, as well as the ability to reason about mental states of others, predicted in part the ability to recognize speech acts. in addition, lipson et al., (2019) stated that illocutionary act of na gok batak toba wedding ceremony found 42 illocutionary acts namely 16 representative speech acts, 17 direct speech acts, 7 expressive speech acts, and 2 declarative speech acts. meanwhile, a study done by laily nur zahrina, (2016) showed that the marriage ceremony of the watmuri community found directive speech acts, the act of recited speech in the family gathering procession commonly called kabotkit. the second, directive speech act in the marriage ceremony procession enter the usual called the bebetu. the third, the procession of marriage ceremony took the girl from her house is called kalabasa. the last is paying that the treasure commonly called by kesit. the four processions in traditional ceremonies of marriage have of use of directive speech acts, namely command and petition. the speech act is important to study especially madurese in kalidandan, pakuniran, probolinggo because they have some variety of communication in their daily life. one of them is speech act of wedding ceremony. the speech anwari 116 act of madurese wedding ceremony in kalidandan, pakuniran, probolinggo has utterance role. it has relationship between text and context. it means that the speech wedding ceremony has a unity structure which refers to form and content of the message. it has a discourse that refers to the text structure, namely opening, body, and closing. simultaneously, these structures constructed meaning to describe language functions and its goals. therefore, this research aims to describe kinds of speech act especially locutionary act, illocutionary act, and perlocutionary act of madurese wedding ceremony in kalidandan village, pakuniran district, probolinggo regency. research method this research is qualitative research which is to describe the nature, circumstances, and linguistic form of the use madurese. qualitative research is the research to carry out of natural setting or context of an entity (moleong, 2004). the data of this study is primary data, namely oral data in the field through madurese speech wedding ceremony in kalidandan village, pakuniran, probolinggo. data were collected by listening technique, it means that the researcher directly listened to the use of madurese that used by the speakers. (tarigan, 1983) stated that listening is an activity to obtain information and understand meaning of communication that delivered by speakers through speech. listening is basically considered as equivalent to observe in social research (sudaryanto, 1993). this technique is supported by recording and transcribing data. therefore, the language used by madurese recorded and grouped into kind of speech. results &discussion speech acts are communicative activities achieved in relation to the speaker's intention and the hearer's interpretation in a certain situation under certain social conventions. theories of speech acts usually deal with pragmatic meanings generated by speakers' utterances as well as the effects of these utterances on the hearer's part. in other words, most speech act frameworks examine those types of things speakers do in uttering sentences and to a great degree the way the hearer reacts or executes the speaker's intention. speech act theory attempts to explain how speakers use language to accomplish intended actions and how hearers infer intended meaning from what is said (tsoumou, 2020). journal of pragmatics research vol. 2, no. 2, pp.113-126 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 117 many authors have proposed several classifications for speech acts, all of which take off from austin's (1962) seminars and lectures. austin is usually regarded as a pioneer in developing a fresh-start theory of speech acts and laying down the three influential components of an utterance: locutionary, illocutionary and perlocutionary acts, on which most authors have subsequently based their models (searle, 1969, 1975; yoschitake, 2004; weigand, 2010). a locutionary act is an actual utterance; an illocutionary act is the force behind the utterance; and a perlocutionary act is the effect of an utterance on the listeners. john searle extended austin's concept of speech acts and elaborated on the speech act theory by identifying the conditions that are necessary for the realization of speech acts. for example, to promise, the speaker needs sincerity and intentionality; to declare the marital union of two partners, a priest or a judge must be present. hence, the successful performance of a speech act depends on whether the constituent conditions are fulfilled and realized in a contextually appropriate manner. searle also proposed an illocutionary acts classification that includes: assertive acts, by which the speaker says how something is; directive acts, by which the speaker tries to get the hearer to perform some future action, such as requesting and warning; commissive acts, by which the speaker commits to some future course of action, such as pledging and promising; expressive acts, which allow the speaker to articulate his or her psychological state of mind about some prior action, such as apologizing and thanking; and declarative acts, which require non-linguist institutions, such as christening or sentencing (licea-haquet et al., 2019). in general, speech acts are divided into three types of speech, namely locutionary act, illocutionary act, and perlocutionary act (austin, 1962); (searle, 1977); and (leech, 1983). the locutionary act is the actual production of an utterance, the illocutionary act is the intention of the speaker, the action performed by uttering a certain sentence. it is characterized by the illocutionary force, or the intended socially valid verbal action. the same proposition can convey different illocutionary forces and perform different actions in particular contexts, this is because locutionary and illocutionary acts are independent. the perlocutionary act is the actual effect produced by a speech act, like persuading, convincing, scaring, and getting someone to do or to realize something (licea-haquet et al., 2019). anwari 118 locutionary act locutionary act is performing the act of saying something (leech, 1983). this speech act links the topic with information in expression. the locutionary act is similar to the relationship of principle with predicate or topic with explanation in syntax or subject-predicate and topic-comment (nababan, 1987) or propositional act (searle, 1977). the locutionary act of madurese wedding ceremony in kalidandan village, pakuniran, probolinggo can be seen below. #delem pernikahan pastenah benyak cobeen se koduh eyadepin kalaben saber ben jek nuroten nafso, nikah reah tak segempang mabelik tanang. dalem pernikahan reah mun bedeh selokah tambein lokah jiah, jek sajen palokah sarah# ‘turning a marriage, there must be many problems that must be dealt patiently and not to indulge in lust because turning marriage is not easy as flip hands. if one gets injury treat it, do not add any more damages’ the data above was spoken by religious authority to inform something that in marriage there must be many problems that must be dealt patiently and not to indulge in lust because turning marriage is not easy as turning hands. if one gets injury treat it, do not add any more damages. illocutionary act illocutionary act is performing an act in saying something (leech, 1983) or the act of doing something (i. d. p. dan m. r. wijana, 2011). this illocutionary act is also said to be an expression to state a statement, offer, promise, question, and so on. the illocutionary act of madurese wedding ceremony in kalidandan village, pakuniran, probolinggo can be seen below. #delem pernikahan pastenah benyak cobeen se koduh eyadepin kalaben saber ben jek nuroten nafso, nikah reah tak segempang mabelik tanang. dalem pernikahan reah mun bedeh selokah tambein lokah jiah, jek sajen palokah sarah# ‘turning a marriage, there must be many problems that must be dealt patiently and not to indulge in lust because turning marriage is not easy as flip hands. if one gets injury treat it, do not add any more damages’ journal of pragmatics research vol. 2, no. 2, pp.113-126 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 119 the speech above is not only informs something but also to do something. in this case, the speaker tends to order both of them to jointly guard the deficiency of their household, ugliness, and disgrace for other people. perlocutionary act perlocutionary act is performing an act by saying something (leech, 1983) or the act of affecting someone (i. d. p. dan m. r. wijana, 2011). this speech act has an influence or perlocutionary force for the hearer. this effect can be intentionally or unintentionally created by the speaker. the data of madurese wedding ceremony in kalidandan village, pakuniran, probolinggo can be seen below. #delem pernikahan pastenah benyak cobeen se koduh eyadepin kalaben saber ben jek nuroten nafso, nikah reah tak segempang mabelik tanang. dalem pernikahan reah mun bedeh selokah tambein lokah jiah, jek sajen palokah sarah# ‘turning a marriage, there must be many problems that must be dealt patiently and not to indulge in lust because turning marriage is not easy as flip hands. if one gets injury treat it, do not add any more damages’ the speech above is not only contains locutionary and illocutionary act but also perlocutionary act which is affects act. it means that this speech expects them to foster their household with responsibility and hopefully they get sakinah, mawadah, warahmah. kinds of speech act the discussion about kinds of speech act is urgently discussed based on modes of the speech act that can be analyzed through utterances. austin (1962) classified the speech act into five types, namely 1) verdictives: estimating, calculating, and expecting; 2) exercitives: establishing, choosing, ordering, appealing, advising, and warning; 3) commissives: announcing and promising; 4) behabitives: apologizing, congratulating, praising, grieving, condemning, and challenging; 5) expositives: answering, refuting, acknowledging, describing, guessing, and postulating. searle (1979) divided the types of speech act into five, namely 1) representative: stating, reporting, showing, and mentioning; 2) directive: ordering, asking, demanding, suggesting, and anwari 120 challenging; 3) commissive: promise and swear; 4) expressive: apologize, thank, criticize, and complain; 5) declaration: decide, baptize, canceling, prohibit, permit, and forgive. leech (1983) classified the speech act into four types, namely 1) assertive: affirm, allege, assert, forecast, predict, announce, and insist; 2) directive: ask, beg, bid, command, demand, forbid, recommend, and request; 3) commissive: offer, promise, swear, volunteer, and vow; 4) expressive: apologize, commiserate, congratulate, pardon, and thank. levinson (1983) classified the speech act into five types, namely 1) representative: state and end; 2) directive: asking and asking questions; 3) commissive: promise, threaten, and offer; 4) expressive: thank, apologize, welcome, and congratulate; 5) declaration: excommunicate, sentence, and baptize. yule (1996) also divided the speech act into five types, namely 1) declaration: describe; 2) representative: affirm, conclude, and explain; 3) expressive: hurt, like, dislike, enjoy, and grieve; 4) directive: order, ask for, and suggest; 5) commissive: promise, threaten, and refuse. bach (1999) divided the speech act into five types, namely 1) constative: state, accuse, announce, answer, connect, acknowledge, classify, agree, establish, think, deny, refute, dispute, show, debate, introduce, inform, ask, strongly, predict, arrange, report, and determine; 2) directive: giving advice, warning, ask, plead, fire, forgive, prohibit, direct, order, permit, demand, advocate, and appeal; 3) commissive: approve, bet, guarantee, invite, offer, promise, swear, and offering self; 4) acknowledgment: apologize, grieve, congratulate, greeting, thank, accept, and refuse. i. d. p. wijana (1996) developed the opinions of austin (1962), searle (1977), leech (1983), levinson (1983), yule (1996), and bach (1999). wijana divided the speech act in detail into eight types, namely 1) direct speech act; 2) indirect speech act; 3) literal speech act; 4) nonliteral speech act; 5) direct literal speech act; 6) indirect literal speech act; 7) direct nonliteral speech act; 8) indirect nonliteral speech act. this study refers to wijana’s concept because it is relevant to be used to analyze the speech modes of madurese wedding ceremony in kalidandan village, pakuniran, probolinggo. journal of pragmatics research vol. 2, no. 2, pp.113-126 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 121 direct speech act direct speech act is utterances that have the same meaning with the speech mode, such as interrogative mode to ask question, declarative mode to inform or tell something, and imperative mode to order or command (i. d. p. wijana, 1996). #de’ka tretan halili gi. oreng tokar mun bedeh masalah jek nukolan gi! empean secara adet islam pajet pon tak teppak, secara atoran nagereh empean bedeh hukumah. manabi abinih oreng binik nyakek’en ka selakek, selakek nyakek’en ka se binik bedeh atornah mangken gi. jek sampek nukol walaupun bellis ngak napah empean. laen bik lambek, mun lambek ngucak maceplos sebinik potong sobung napah skaleh. keng mun semangken, alampet etuntut empean bisah, enggi. jek sampek engak genikah gi! ben se nomer duek, jek pang-gempang ngucak’an pesa gi! pesa, talak, cerai nikah gi. walaupun empean delem kabedek’en seneng jek sampe ka ateh. ben senomer tellok, bejengah padeh jegeh gi! lima bektonah nika gi! dedih, mun lima bektonah empean ajegeh, ejegeh bik allah, enten sementara rejekenah insya allah tak kerah e paposang. keng mun tokar, gi pasteh bedeh, keng kor jek jerajein, gi. jek sampe ujung-ujungnya perceraian, gi. nik-sekonik pesa, nik-sekonik ngambul, tak lebur te, gi. napapole empean compok’en semmak nikak, lem malem tokar elang empean tak etemmuh ten. gi, koduh reng seppo dibik nika pon# ‘to tn. halili, if you have problems with your wife, do not be large-handed as like hitting her. legally of islamic customary you will be wrong and also this country has regally rule of law. now there are rules for husband hurts wife also wife hurts husband. do not let you hit your wife even you are very angry with her. it is different from the past, beating wife to bruises and fracture it is nothing law. but now, it is just blister, you will be dealing with the law. do not do it, please! number two, do not say divorce easily you are joke. do not let it be in your heart! number three, please keep your prayers together! so, if you keep your five prayer times, you will be guarded by god, god willing he will not complicate your sustenance. there must be quarrels and noise but do not make it as the sustainable problems. do not let it divorce ending. do not ever say divorce, please! bygone is not a good thing. moreover, your house is near with your wife’s house. do not make bygone as solution. halili’s parent should be as someone who joins controlling your son’ the speech above is direct speech act which conducted by imperative where the speaker gets bridegroom to not be large-handed as like hitting her. legally of islamic customary you will be wrong and also this country has regally rule of law. so, the speaker suggests that if there is a problem in their household, better it is solved in a subtle way without any violence. second, the speaker begs the bridegroom not easily say divorce because it affects ugliness for others anwari 122 family. third, the speaker asks them to keep their prayers and the speaker addresses them, god will keep their sustenance if they keep their prayers. indirect speech act indirect speech act is utterances that have the different from meaning with the speech mode. for instance, imperative is conducted by interrogative and so on. it means that it is used to be polite (i. d. p. dan m. r. wijana, 2011). #oreng abinih meloloh tak lebur ben oreng alakeh meloloh yeh tak lebur kiah# ‘married-divorced is not good things’ the speech above is indirect speech act where it is a declarative mode but this speech means asking. the speaker asks them as they do not easily say divorce. to solve problem is not divorce ending so that the speaker expects them to remind and provide correction each other. literal speech act literal speech act is utterances that have the same meaning with the spoken mode (i. d. p. dan m. r. wijana, 2011). #mun lambek pokok’en gun torok ocak, soro alakeh yeh alakeh, soro abinih yeh abinih, tak taoh se etemmuh sapah. mun steah kan enjek jet lah etemmuh kadek, se toah gik tak taoh se ngudeh lah taoh kadek# ‘our lives are not the same as life right now. we were told to get married with parents’ choice, we obeyed it even though we did not love and know who they were. it is different from teenagers this present. they find their own choices as we just grant it much’ the speech above is literal speech act where it contains statement that teenagers this present is different from at last who obeys on parents’ preferences. as the parent, speaker cannot decide their willingness without parents’ force. her children decided their preferences with whom he/she is married. now speaker just grants what would like they have to. non-literal speech act non-literal speech act is utterances that have different meaning or contrary from the spoken (i. d. p. dan m. r. wijana, 2011). #sala bileh lah. langsungah akabin beih mareh jek anunah jet lah# journal of pragmatics research vol. 2, no. 2, pp.113-126 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 123 ‘we were wrong at last. it has just been married of right away’ this speech has a contrary meaning with the spoken due. the speaker suggests hearer that she got her children to be married off at the beginning when they got engagement. the illocutionary act of this speech is the speaker felt disappointed and ashamed because her son does not come home from the woman’s house. right now, he has been being as the subject of public discussion. in this case, they do not have consideration of attitude and behavior. they are living together without marriage intercourse. direct literal speech act direct literal speech act is a combination speech between direct speech act and literal speech act. literal speech act is utterance that literally expressed with the same mode and meaning (i. d. p. dan m. r. wijana, 2011) #mun bedeh konlelakon edinnak, poko’lah jek gukseguk dekyeh senyuroah# ‘if there are some activities to work, do not hesitate to ask him back up you’ this speech has the same mode and meaning with what speak for. it means that the speaker instructs the hearer to not hesitate to ask her son helping some activities related to working in family. indirect literal speech act indirect literal speech act is utterance expressed with unusual sentences mode of the speaker intention but it has literally meaning with what speaker utterances for such as imperative is expressed by asking and so on (i. d. p. dan m. r. wijana, 2011). #setoah padeh setuah yeh dekyeh, padeh jek dematdeih mun reng ngudeh yeh jet lah laen bik se toah, se toah reh jet lah mareh ngudeh, yeh lah neng-neng dekyeh# ‘we are as parents should not listen what people say about our children. our life is different from now and we had ever experienced it’ this speech is constructed by an imperative sentence. the illocutionary act of this sentence is the speaker gets hearer to be patient dealing with the bad news toward their children. the speaker expect hearer to be patient hearing bad news about them who judged as no morals, attitude, and behavior because they often stayed out before getting married. anwari 124 direct non-literal speech act direct non-literal speech act is utterance expressed by a sentence with a purpose of accordance speech but it does not have the same meaning as the words is conducted by speaker (i. d. p. dan m. r. wijana, 2011). #benni dekremmah, mun steah kan tana celleng, jek apola# ‘realize please that the ground is still black right now’ this speech showed that the speaker expresses a declarative sentence to inform something, namely the ground is still black right now. on the other hand, this sentence means request. it means that the speaker beg hearer to postpone wedding party because she does not have money. the speaker expects hearer to understand her situations and conditions. indirect non-literal speech act indirect non-literal speech act is utterance expressed by different mode and different meaning from the sentence spoken (i. d. p. dan m. r. wijana, 2011). #abekalnah gik ngangguyeh taonan. dinah rah mun gun anak’en lah tak mole jek rukeburuh, sanmisan nyareh tadinan senyaman. can oreng nyareagin anak’en ben kedik bedeh budinah! ngucak kok, apanah senyareaginah anak neng bik bekalah roah# ‘engagement needs years times. understand please if recently our children have not gone home. let me find a nice day and date of their wedding later. people said to me that they got me to find someone’s opinion. “it is afraid of having bad ending”. i told them that no need to find other’ opinion because my son lived with his girl’. this speech showed that the speaker expressed a sentence with different mode and different meaning from speaker’s goal. the speaker declared something to hearer that people reported their children’s relationship. people considered that their children’s relationship were outside of behavior and religious law because their children were often living and staying together. however, the illocutionary act of this speech is asking hearer to marriage them immediately because it is feared that she gets pregnant under married. the expected action of this speech is his children can be married immediately so that they do not abusive and embarrassing. journal of pragmatics research vol. 2, no. 2, pp.113-126 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 125 references austin, j. l. 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(2020). analysing speech acts in politically related facebook communication. journal of pragmatics, 167, 80–97. https://doi.org/10.1016/j.pragma.2020.06.004 anwari 126 weigand, edda, 2010. dialogue: the mixed game. john benjamins publishing company, amsterdam/philadelphia. wijana, i. d. p. (1996). dasar-dasar pragmatik. andi. wijana, i. d. p. dan m. r. (2011). analisis wacana pragmatik, kajian teori dan analisis. yuma pustaka. yoschitake, masaki, 2004. critique of j. l. austin's speech act theory: decentralization of the speaker-centered meaning in communication. kyushu communication studies 2, 27e43 (communication association of japan kyushu chapter). yule, g. (1996). pragmatics. oxford university press. journal of pragmatics research vol. 1, no. 1, pp.30-42 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 30 the analysis of declaration of illocutionary acts of the korean-english drama “i hear your voice” endang sartika, sari marzuqoh, khoirul majid iain purwokerto e-mail:endangsartika.ens@gmail.com submission track: received: 01-01-2019 final revision: 20-03-2019 available online: 27-03-2019 corresponding author: endang sartika e-mail: endangsartika.ens@gmail.com abstract this study deals with the types of declaration of illocutionary acts in the korean-english drama “i hear your voice”. the objectives of this study are (1) to find and classify the utterances in the english subtitle of the korean drama entitled “i hear your voice” that belongs to declaration of illocutionary acts, (2) to analyze the implication of the declaration of illocutionary act found in the korean english drama “i hear your voice”. this research applies descriptive qualitative method. the objects of this study are english subtitles of the drama in episode 8 to 13 which is containing the utterances of declaration of illocutionary acts. the researcher found 40 declaration of illocutionary act utterance which is divided into five types of declaration of illocutionary acts and the dominant types was sentencing. for specific result, the researcher provided the percentage in detail; resigning (5%) in 2 data, demising (12,5%) in 5 data, naming (17,5%) in 7 data, appointing (20%) in 8 data, and sentencing (45%) in 12 data. the implication of the result of this research toward english language teaching is that this research could be authentic material by teachers or lecturers to teach pragmatic especially about speech acts. key words: declaration, illocutionary acts, speech acts. introduction language is the most important thing in the society. language enables people to communicate, cooperate and get along each other. language is a system used by the people to gain information. through the language, the humans are able to communicate properly. the language makes the interaction happened. however, common people make interaction and communication unstructured, but still the most important is that their speech can be understood and accepted by others. george yule (1996:47) also said that in the effort to express and asserting himself, people are not only produce grammatical structure sentences, but they also produce or show actions in mailto:endangsartika.ens@gmail.com journal of pragmatics research vol. 1, no. 1, pp.30-29 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index endang sartika , sari marzuqoh, khoirul majid that language. therefore, there is always a meaning behind the speech utter by people. it is called speech act. speech act is an action which is used to make such as; requesting, informing, commanding and questioning (cahyono, 1994:224). according to austin, the sentences are not only utilized to utter something, to give direction to other, but also are utilized to do something actively (cahyono, 1995:223). the sentences cannot be used to respond true or false statement. sentence and utterance stated by austin are called performatives. moreover, austin in levinson (1983:236) cited by cahyono (1995:224) classified speech act to be three parts and the parts are implemented at the same time. first, locutionary act is a locution a word or sentence based on meaning and the reference, sometimes is called speaker’s utterance. second, illocutionary act is a statement, offering, promise, and other utterance or performative expression directly, sometimes is called speaker’s intention. on the basis searle’s categories of illocution act, searle defined to some parts. third, perlocutionary act is an affect that is produces by hearer because utterance sentence and reaction from that, or sometimes is called hearer’s reaction. the effect such as; persuade, deceive encourage, irritate, frighten, amuse, inspire, impress, distract, relieve tension, embarrass, attract attention and bore. based on searle there are five categories of illocutionary act they are; representative, directive, commisive, expressive, and declaration. declarative is a speech act that changes the reality in accord with the proposition of the declaration. representatives are the types of speech acts that commit the speaker in believing something to be truth. directives are the expressions in order to direct the hearer to do something such as; suggesting, commanding, or order something. commissives are the expressions used by the speakers to commit themselves to do some future actions such as; promising, threatening, refusing, and pledging. and the last is declarative which is speech act used to announce something clearly and have direct change to the world through certain utterances (yule, 1996:53-54). according to leech (1983: 105), declarations are illocutionary whose successful performances bring about the correspondence between the propositional content and reality e.g. journal of pragmatics research vol. 1, no. 1, pp.30-42 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 32 resigning, demising, christening, naming, excommunicating, appointing, sentencing, etc. yule (1996:53) inserted that this kind of speech acts can change the world via utterance. example: priest: i pronounce you husband and wife referee: you’re out! jury foreman: we find the defendant guilty in using a declaration the speaker changes the world via word. this kind of speech act is very special and used in very special circumstances which the expression used to change the world via utterances. this kind of speech acts are really rarely to be used, because only by a certain institutional role and in a specific context. the table below gives a brief understanding about the relationship between speech act types and language functions, which was following searle’s though (yule 1996:53-55) table 1 the general function of speech act according to searle speech act type direction of fit s= speaker x= situation representative make words fit the world s believe x directive make the world fit the world s wants x commisive make the world fit the words s intend x cxpressive make the words fit the world s feels x declaration world change the world s cause x george yule. 1996. pragmatics. p 54-55 based on the above explanation, the researcher interested to find and analyze the declaration illocutionary acts on fiction literature to give more understanding about illocutionary act. the researcher chooses the korean-english drama entitled “i hear your voice” to analyze the declaration of illocutionary acts found on the conversation in this drama. the researcher chooses the english subtitle of korean drama “i hear your voice”, because the themes in this drama are about crime, judges, and law. there are many utterances including the declaration of illocutionary acts. the researcher would like to present the reason chooses this drama as the object of the study. according to searle cited by leech (1991:105-106), stated that declaration illocutionary act is “a very special category of speech acts; they are performed, normally speaking, by someone who is especially authorized to do so within some institutional framework (classical examples are judges sentencing offenders, ministers of religion christening journal of pragmatics research vol. 1, no. 1, pp.30-29 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index endang sartika , sari marzuqoh, khoirul majid babies, dignitaries naming ships, etc). the person who makes a declaration uses language as an outward sign that some institution (social, religious, legal, etc) action is performed”. considering, searle’s statement above, the researcher interesting in conducting this research which focuses on a very special category of speech act, which is only can be performed by a special person in a special circumstances. i hear your voice is a korean drama which is told about the crimes, judgments, and court. the actors in this drama also act as lawyers, prosecutors, judges and police which people who have special authorized to do so within some institutional frameworks and make a declaration uses language as an outward sign that some institution actions were performed. therefore the researcher interested in conducting analysis in the research entitled “the analysis of declaration of illocutionary acts in the korean english drama “i hear your voice”. research methodology in this research, the researcher used descriptive qualitative research method. qualitative research method is defined as a research procedure which produces descriptive data in the form of words written or spoken of the person (bogdan and taylor 1975:5 in moleong 2002:3). according to arikunto (2010:3) descriptive research is the study intended to investigate the situation, condition, circumstances, events, and other activities, and the result presented in the form of the research report. the objects of this research was the english subtitled on the korean drama entitled “i hear your voice”, which limited on utterances in the english subtitle on the korean drama entitled “i hear your voice” including the declaration of illocutionary acts. the researcher took six episodes of eight teen episodes of the drama that are from 8th to 13th episode. the researcher took those episodes because on those episodes focused on one case that was indicated there were many declaration utterances. this research was held in november 13th to december 5th, 2013. in this research the primary data source was taken from utterances found in the english subtitle on the video of the korean drama entitled “i hear your voice”. the data focused on the declaration of illocutionary acts. the video of this drama was downloaded from dramacrazy.eu in the internet. this drama was using korean with running english subtitle. the running english journal of pragmatics research vol. 1, no. 1, pp.30-42 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 34 subtitle from this drama was the primary data in this research. the primary data was taken by transcribing the running english subtitle from the video which was downloaded from dramacrazy.eu, which was the web made especially for the korean drama lovers around the world. in addition, the researcher used english drama script of “i hear your voice” as secondary data to support the primary data. the data are collected through some steps, they are observation, transcribing and documentation. the researcher did observation by watching the videos of the korean drama entitled “i hear your voice” to help find and select the declaration of illocutionary utterances. this method was used to help the researcher conduct this research as the supporting materials and data because the drama script that the researcher had was not complete. as a result, the researcher decided to support this research by doing observation to find the declaration utterances in this drama. the observation that the researcher did was watching the movie. after doing observation by watching the videos of drama i hear your voice, the researcher transcribed the english subtitles of this drama. this activity was done to help the researcher conducting the written data as the primary data of this research. transcription is process to encompass the talk, time, nonverbal actions, speaker and the hearer, the researcher transcribed the english subtitle from the korean drama by determining the speaker, the hearer and the time. the writer typed the transcription in the table form consist of episode, time, name of the speaker and the dialogue. the researcher also held documentation by underline and highlight the utterances found in the transcription to find the variables that have been defined that is declaration utterances. if there is appears declaration utterances the researcher highlight or underline those utterances. the data were analyzed by selecting and categorizing the utterance of declaration of illocutionary act found in the korean drama “i hear your voice”. the researcher selected the utterance in the korean-english drama entitled “i hear your voice” that includes declaration illocutionary acts. the researcher leaved out the other utterances. the researcher classified the utterance based on the forms of declaration of illocutionary act whether resigning, demising, christening, naming, excommunicating, appointing, sentencing, declaring war, and firing from employment. journal of pragmatics research vol. 1, no. 1, pp.30-29 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index endang sartika , sari marzuqoh, khoirul majid discussion the researcher analyzed the utterances in this drama which were performed by those people who have authorization to declare something which can change the world via their utterances. the judges, lawyers, prosecutions and police are people who have that authorization to do so, they can declare someone guilty or innocent, and declare someone became the suspect of the crime or witness. in this drama the researcher found many declaration utterances which were uttered by those institutional people such as sentencing, appointing, resigning, naming, and demising. type of declaration illocutionary act in the drama i hear your voice, the researcher found many kinds of declaration utterances presented as well in the table below: table 2 type of declaration of illocutionary act no type of declaration number percentage 1. resigning 2 4,8 % 2. demising 3 7,3 % 3. naming 7 17,01 % 4. appointing 10 24,4 % 5. sentencing 19 46,3 % total 41 100% the above table was presented the result of the data. it could be seen that there are 38 utterances of declaration of illocutionary act which divided into five categories. it was consist of 2 utterances of resigning, 3 utterances of demising, 7 utterances of naming, 8 utterances of appointing and the highest nominal of the declaration of illocutionary act was sentencing which was consist of 18 utterances. 1. resigning resigning is expression used to declare someone resigns from their job. in this research the researcher found 2 utterances that belong to the types of declaration of illocutionary acts that is resigning. the researcher found in 9th and 14th episode of the drama. journal of pragmatics research vol. 1, no. 1, pp.30-42 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 36 table 3 resigning declaration no. episode time utterance 1. 9 00:38:07 lawyer jang: “attorney cha gave up his position as a public defender.” 2. 14 00:12:19 lawyer uhm: “i can never be a lawyer in this circumstance. i can’t” total: 2 2. demising demising is expression used to declare someone demis or death. in this research the researcher found 5 utterances that were the types of declaration of illocutionary act that is demising. the researcher found in 8th, 9th, 10th, and 12th episode of the drama. table 4 demising declaration no. code (episode) time utterance 1. 8 00.00.11 reporter: “around 11.00 last night, at a chicken restaurant myeong woldong, seongmo city, a fire broke out from an known cause. the fire, after partially burning the restaurant, causing property damage which the fire department estimated at 5,4 million won, was extinguished in 15 minute. in the accident, the 52 years old owner, ms.eo choon shim died.” 2. 9 00:41:18 reporter: “last night, around 9, at a fishing area in yoen ju, a left hand severed from a corpse was found so the police have started their investigation. looking at the fingerprints on the hand, the owner of the hand is mr. min, who is on the wanted list.” 3. 12 00:50:41 directur yang: “prosecutor, something big happened. the fruit store owner, moon seong nam, who was called in for witness, in an accident yesterday night. she was dead.” total: 3 3. naming naming is expression used to declare something name or naming something. in this research the researcher found 7 utterances that be one of the types of declaration illocutionary acts that is journal of pragmatics research vol. 1, no. 1, pp.30-29 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index endang sartika , sari marzuqoh, khoirul majid naming. the researcher found in 9th, 10th, and 13th episode of the drama presented in the table below: table 5 naming declaration no. code (episode) time utterance 1. 9 00:21:31 police 2: “i think its smoke bomb. like the ones used to kill the cockroaches.” 2. 10 00:05:54 reporter: “dismembered left hand found at fishery. body seems to have been mutilated following the murder. murder suspect of the “left hand” case arrested. took shelter for a year in a farming village.” 3. 10 00:25:10 lawyer cha gwang woo: “about park soo ha’s case…how about we make this into a case of trial by jury?” 4. 10 01:04:16 lawyer shin: ‘it’s going to the same way as hwang dal jong’s case went 26 years ago. how despicable. even the case’s nickname is the same. the left-hand murdered case.” 5. 13 00:13:34 lawyer jang: “the case is attempted murder for stabbing an assaultive husband.” 6. 13 00:13:51 park soo ha : hey, what’s with “bloody crap” while eating. “bloody crap”. you could just say that you’re going 7. 13 00:42:18 park soo ha : is it dog food again? total 7 4. appointing appointing is expression used to declare someone accepted for a job. the researcher in this research found 8 utterances of declaration illocutionary act in episode 8th, 10th, 12th, and 13th. those utterances were categorized into one of the types of declaration illocutionary act that was appointing. the data of appointing utterances presented in the table below: table 6 appointing declaration no. code (episode) time utterance 1. 8 00.01.04 judge 2: “has the suspect been charged with arson?” judge 1: “yes, did you know that the case has been assigned to our court?” the judges 1: “exactly, why, of all places, does it have to be us? the incident was in seongmo city.” the judges 3: “it seems this is jurisdiction of the defendant’s residence and the requested a transfer.” journal of pragmatics research vol. 1, no. 1, pp.30-42 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 38 2. 8 00.13.54 the judge 1 “we don’t know yet if he killed her mother or not! we will know that only after the trial. i fully understand you’re in a difficult position. however, this is not a matter which you have the liberty of choice. for this kind of situation, public defenders are changed with exclusive responsibility. and you’re that exclusive public defender, lawyer cha.” lawyer cha: “then, please change to lawyer shin. i will personally request it of lawyer shin.” the judges 1: “that would be difficult too”. 3. 8 00.14.22 lawyer cha: “why?” the judges 1: “min joong gook requested us to assign you as his lawyer” 4. 10 00:08:24 lawyer jang hye sung: “a public defender was requested. i’m park soo ha’s public defender. so, i’m also going to the inspection of the scene.” 5. 10 00:13:44 lawyer jang hye sung: “suddenly why are you being like this? you’re the prosecutor of this case.” 6. 10 00:43:42 prosecutor seo do yeon: “i’m the public prosecutor for this case, prosecutor seo do yeon. i stand here today to assist you to make judgment. in order to help you understand this case, i’ve prepare a presentation. (showing unusual presentation)” 7. 10 00:31:25 lawyer cha gwang woo: “yes, i was also assigned to park soo ha’s case. since i don’t have an office, i’m going to borrow one here.” 8. 12 00:09:02 lawyer cha: “i’ll do it. park soo ha’s lawyer. i said i’ll be his lawyer.”. 9. 13 00:28:19 prosecutor cho: “prosecutor seo, hwang dal choong’s case has been passed down to me” 10. 13 00:36:14 jang hye sung: “so, you want hwang dal choong’s case as a jury trial with me?” total: 10 5. sentencing sentencing is an utterance that used to state that someone is to have a certain punishment. in this drama from chapter 8 to 13 the researcher found 17 sentencing declaration and 2 others from chapter 16 and 18. those data of sentencing utterances presented in table below: table 7 sentencing declaration no. code (episode) time utterance 1. 8 00.23.44 prosecutor seo do yeon: journal of pragmatics research vol. 1, no. 1, pp.30-29 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index endang sartika , sari marzuqoh, khoirul majid “therefore, defendant min joon gook is charged, under penal code article 250 pursuant to section 64, with arson and homicide by arson.” 2. 8 00.38.38 lawyer shin :” so, you’re going out? as a witness on the min joon gook case? “tiffany” hwang dal joong :” yes, at the next court session, i’m going out as a witness.” (00.38.44) lawyer shin :” why are you going out as a witness? for the prosecution’s side? didn’t you said that min joon gook was a good person?” 3. 9 00:09:19 the judges 1: “defendant min joong kook was indicted for murder as follows : on june,9,2012in myeongwondong, sangmoo city at eo choon shim’s chicken restaurant, he struck the victim with a blunt instrument rendering her unconsciousness. after which, he started the fire to camouflage it as an accident. therefore, he would have acted differently if he had really wanted to murder. so, there is enough doubt to mitigate the charges against the defendant. according to the law, if there is reasonable doubt of the guilt, then the court must find the defendant innocent. the fundamental principle in criminal procedure being that decision must be made in favor of the defendant. therefore, per law of court, section 325, the defendant is acquitted.” 4. 9 00:38:07 lawyer jang hye sung: “min joong kook has been charged for attempted murderer and retaliation.” 5. 9 00:42:08 lawyer jang: “i’m jang hye sung, a public defender. i’m park soo ha’s guardian.” police: “you should have been a proper guardian. he killed a person.” if we have that much evidence, it doesn’t make sense that the criminal is park soo ha? (00:42:26) 6. 10 00:01:24 police: “i can’t. he confessed that he killed him with his own hands. how can i let go a criminal? he might be pretending to have lost his memory. we’ll do this according to the law. we’ll file for an arrest warrant, and when it is issued, he will be detained unconditionally.” ( 00:01:50) 7. 10 00:11:19 lawyer jang hye sung: “don’t take of the masked, please! he’s still in the position of an accused.” 8. 10 00:44:18 prosecutor seo do yeon: “in this case the victim, min joon kook, murdered the father’s defendant park soo ha 11 years ago. even after min joon kook was released from jail, he stalked the defendant and last year, he injured the defendant. the defendant, bearing a grudge against the victim, around at journal of pragmatics research vol. 1, no. 1, pp.30-42 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 40 23:00 hours on jully,22nd, 2012, met the victim at big fish fishery in yeon joo city and killed him. and, he dismembered the body, it is believed that he hid the body parts in the river.” 9. 10 00:45:24 prosecutor seo do yeon: “in accordance with article 250 and 161 of the criminal law, the prosecution is charging the murder, destruction and mutilation of the corpse, and concealment of the body.” 10. 10 01:04:45 lawyer cha: “yes, there is one suspect that matches up with all the evidence. min joon kook.” 11. 11 00:06:36 the judge 1: “finally, in regard to this case’s charge, we cannot view that there is no evidence beyond reasonable doubt, and in this situation, when doubtful, following the great principle of criminals suits that defendant’s there’s no choice but judge so. as such, in accordance with latter part of the criminal code 325, the defendant… is not guilty.” 12. 12 00:12:24 hwang dal jong: ‘thank you. if it wasn’t for you, lawyer shin, i wouldn’t even have anyone to sign me out.” 13. 12 00:08:17 prosecutor seo: ‘because we weren’t looking for him. as of now, we have to start looking for him. director yang. send moon suk nam a letter summoning her as a witness” 14. 12 00:51:43 prosecutor seo: “starting from now, we are stating that min joon kook is alive. get min joon kook on the wanted list.” 15. 13 00:01:41 lawyer jang hye sung: “hey, you stupid. that’s a later problem. seo do yeon said she won’t look into your case any further. so, you are not a defendant,” 16. 13 00:11:01 detective kang : “what’s wrong with hwang dal choong? as soon as he was released he stabbed a person, and now he’s come looking for you” 17. 13 00:23:32 prosecutor seo: “criminal code article 250 paragraph 1 is applicable. under the provisions of article 250, the defendant is charged with attempted murder.” 18. 16 00:03:06 judge 1: “we will start the verdict for the case 2013 1354 hwang dal joong. the result of the jury verdict deviates from existing jurisprudence and our opinion, it cannot be said that it is completely incorrect. as such, in accordance with the criminal law 328-1-1, the prosecution is dismissed.” 19. 18 00:56:55 judge 1: “all the crimes he has committed was for revenge, to cover up those crimes, he has killed innocent people. he cover it up by making it look like an accident with his extremely cruel ways. however, the victim doctor woo forged the documents making the reason the defendant’s wife die. the defendant life sentence” total: 19 journal of pragmatics research vol. 1, no. 1, pp.30-29 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index endang sartika , sari marzuqoh, khoirul majid conclusion after analyzing the data of declaration of illocutionary act, the researcher accomplished to the conclusion as follows: a. in the korean-english drama “i hear your voice”, in episode 8 to 13 found 40 utterances of declaration of illocutionary act. those utterances classified into five categories that are resigning, demising, naming, appointing and sentencing. from 40 declaration utterances were found there are 2 utterances of resigning it was 5% from 100% total, 12,5% consist of 5 utterances of demising, 17,5% consist 7 utterances of naming, 20% consist of 8 utterances of appointing and 45% consist of 18 utterances of sentencing. b. the result of this research can be implicated on the english language teaching. the teachers can use this research as an authentic material to teach pragmatic especially about speech acts. in addition, the result of this research able to used to teach about the expressions. those are expression of resigning, demising, naming, appointing, and sentencing. after analyzing the data and discussing the result, the researcher give some suggestions as follows: a. english teacher the researcher hopes the english teacher can use this study as the authentic material to teach speech act. b. english department students the researcher hope this research could be one of references in studying speech act especially to give more understanding about declaration illocutionary act as one of the part of illocutionary categories by searle. c. the future researcher this research could be one of the references in studying speech acts and for the other researcher, the researcher advice to use the title or topic, but which has not been conducted yet, such as types of locutionary acts, types of perlocutionary acts, or other types of illocutionary acts. journal of pragmatics research vol. 1, no. 1, pp.30-42 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 42 references anisawati,eka (2012). speech act analysis in opera van java (ovj) dialogue in episode “bima kawin”. stain salatiga. graduating paper. arikunto, suharsini. 2010. prosedur penelitian “suatu pendekatan praktis”. jakarta: rineka cipta. austin,j.l (1967). how to do things with words. cambridge: harvard university press. cahyono, bambang yudi. 1995. kristalkristal ilmu bahasa. surabaya: airlangga university press. handayani, jati (2012). the study of speech acts the “body of lies” the movie. salatiga: stain salatiga. graduating paper. heitler, david (2005). teaching with authentic materials. longman: pearson education. kasiran, moh (2010). metodologi penelitian kualitatif-kuantitatif. malang: uin –maliki press. l. mey,jacob (1998). concise encyclopedia of pragmatics. uk: elsever science ltd. l.mey,jacob (1993). pragmatics. usa: blackwell l.mey,jacob (1994). pragmatics an introduction. london: basil blackwell leech,geoffrey (1991). principles of pragmatics. new york: longman inc. moleong, lexy. j (2002). metodologi penelitian kualitatif. bandung: pt remaja rosdakarya. parker, frank (1986). linguistics for non-linguistics. london: taylor & francis ltd. schiffrin, deborah. 1994. approaches to discourse. usa: blackwell published. searle, john r. 1969. speech act: an essay in the philosophy of language. london: cambridge university press. sukardi. 2008. metodologi penelitian pendidikan. jakarta: pt bumi aksara. tamo, daniela (2009). the use of authentic materials in classrooms. lcpj 2009. vol 2. no. 1. retrieved monday, november 18, 2013, 12:50:36 pm at http://www.lcpj.pro yule, george. 1996. pragmatics. new york: oxford university press. 152 journal of pragmatics research vol. 04, no. 02, (2022) pp.152-166 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index a cross-cultural pragmatics study of request strategies and politeness in javanese and sundanese permas adinda chintawidy master's program in linguistics, faculty of humanities, airlangga university, surabaya, indonesia e-mail: permas.adinda.chintawidy-2021@fib.unair.ac.id ni wayan sartini master's program in linguistics, faculty of humanities, airlangga university, surabaya, indonesia e-mail: ni-wayan-sartini@fib.unair.ac.id doi: https://doi.org/10.18326/jopr.v4i2.152-166 copyright © the author (s) this work is licensed under a creative commons attribution-sharealike 4.0 international license. how to cite: chintawidy, p., & sartini, n. (2022). a cross-cultural pragmatics study of request strategies and politeness in javanese and sundanese. journal of pragmatics research, 4(2). doi: https://doi.org/10.18326/jopr.v4i2.152-166 submission track: received: 28-07-2022 final revision: 01-09--2022 available online: 02-09-2022 corresponding author: permas.adinda.chintawidy2021@fib.unair.ac.id abstract this study aims to examine and compare request strategies and politeness of two groups of native speakers from two different ethnic groups in indonesia, i.e., javanese and sundanese. the data were collected by using discourse completion task (dct) with 60 participants from 30 javanese (east java) and 30 sundanese (west java) speakers. the data were analyzed by using the classification of request strategies by blum-kulka et al., 1989) and social contexts in terms of social power, social distance, and degree of imposition by brown and levinson (1987) to reveal the levels of directness and politeness of request employed by each group of speakers. the result of this study indicates that direct strategy in the form of mood derivable and conventionally indirect strategy in the form of query preparatory are two request strategies that are mainly employed by both javanese and sundanese speakers. in particular, javanese speakers employ a more direct strategy than sundanese speakers. however, the patterns of request strategies employed by javanese and sundanese speakers in most social contexts are similar. in addition, both groups of speakers can also adapt to the situations and employ appropriate requests to the hearer. therefore, politeness and appropriateness in requests employed by each group of speakers in their dct responses can reflect the local wisdom of each culture. keywords: requests; social contexts; politeness; javanese; sundanese mailto:permas.adinda.chintawidy-2021@fib.unair.ac.id mailto:ni-wayan-sartini@fib.unair.ac.id https://creativecommons.org/licenses/by-sa/4.0/ mailto:permas.adinda.chintawidy-2021@fib.unair.ac.id mailto:permas.adinda.chintawidy-2021@fib.unair.ac.id 153 introduction indonesia is known as the world’s largest archipelago which consists of around 17,000 islands with diverse cultures and ethnicity. based on the latest data from central bureau of statistics in 2010, there are 1,331 ethnic groups in all over the country. the data from population census in 2010 also shows that the largest ethnic group in indonesia is javanese, with a proportion of 40.05 percent of the total population, and the second largest ethnic group is sundanese with 15.50 percent. furthermore, other ethnic groups have a proportion with less than five percent of total population (central bureau of statistics, 2015). due to the diversity of ethnic groups in indonesia, it is beneficial to study more about ethnicity, particularly by focusing on the linguistic aspects of it. according to scholars from several academic fields, including linguistics, ethnicity is a social construct (fought, 2006). it is different from race which is commonly associated with biologically based diversity as can be observed in people’s physical attributes (bobo, 2001, in fought, 2006). cohen (1978, in fought, 2006) defines ethnicity as a collection of cultural identifiers based on ancestry which are used to categorize people into groups that can determine the degree of inclusivity and exclusivity of the membership. linguistically, people who belong in an ethnic group share the same language which can indicate their inclusivity in the group as well as their cultural expression. there are two possible relationships between language and culture; (1) “linguistic determinism” in which language structure and/or behavior may influence how members of a group perceive the world, as suggested by whorfian hypothesis, or (2) “linguistic relativity” in which varieties of language that people use can reflect their regional, social, ethnic origins, and also their gender, as opposed to the previous statement (wardhaugh & fuller, 2015; ottenheimer & pine, 2019). in other words, based on linguistic relativity, cultural background of people in a particular group or society can influence how they use the language and communicate with others, whether they are aware of it or not. in terms of communication, a particular society has their own cultural norms and values which may be different from one another. this can be studied further either by using cross-cultural pragmatics or intercultural pragmatics. however, these two concepts are frequently misunderstood and used interchangeably. kecskes (2016) argues that cross-cultural pragmatics examines the variations and patterns when speakers of different languages and cultures using their own languages, while intercultural pragmatics is as a relatively new field which concerned in how speakers of various native languages and cultures interact when using a shared language. in order to analyze the language use of two groups of native speakers from two different ethnic groups, such as javanese and sundanese, conducting a study of cross-cultural pragmatics is more appropriate since it focuses on contrasting different groups when using their own languages. wierzbicka (1991) states that the fundamental principle of cross-cultural pragmatics is how people communicate differently in various societies and groups reflects diverse cultural values. she 154 further states that a variety of independently developed cultural values and cultural goals can be used to explain the varying language use and communicative strategies. therefore, it is essential to understand how the language is used of different cultures to avoid misunderstandings or any pragmatics failure. specifically, kecskes (2016) states that cross-cultural pragmatics explores various characteristics of language use to compare different cultures, such as speech acts, behavior patterns, and language behavior. in other words, the focus of cross-cultural pragmatics are the communicative differences based on cultures, situations, and interactions. speech act is one of the most prominent and crucial theories in pragmatics. speech acts are ways to perform many social functions by using speech, such as apologizing, requesting, thanking, accepting or refusing invitations, and many others (cohen, 2010). this theory was firstly introduced by austin (1962) who categorized this theory into locutionary, illocutionary, and perlocutionary acts. locutionary act is the literal meaning of the utterance, illocutionary act is speaker’s intention or meaning behind the utterance, and perlocutionary act is the effect of the utterance to the hearer. this theory was later developed by his successor, searle (1976), who classifies illocutionary acts into five major categories, namely representatives, directives, commissives, expressives, and declarations. searle (1976, in almujaibel & gomaa, 2022) first mentioned speech act of request in 1975 by stating that request is a type of directive speech acts that aims to get the hearer to do something. speech act theory is closely related to politeness which is reflected in face-threatening acts, such as apologies, complaints, requests, and thanking (blum-kulka et al.,1989). request is classified as face-threatening act by brown and levinson (1978) in which both speaker's and the hearer's faces of the are threatened. when the speaker makes a request, he or she interferes the hearer's right from freedom of action and freedom from imposition (blum-kulka and olshtain, 1984). based on politeness theory, different social context may affect the use of certain strategies of speech act. specifically, making a request is often influenced by three social factors, namely social power, social distance, and degree of imposition (brown & levinson, 1987). blum-kulka and olshtain (1984) created a project named the cross-cultural speech act realization project (ccsarp) that has become the fundamental framework to analyze speech acts in pragmatics, especially apology and request. in analyzing requests, they divide units of analysis that consist of three segments; address term(s), head act, and adjunct(s) to head act. the head act is the focus of analysis or “the minimal unit which can realize a request” (blum-kulka et al., 1989, p. 275). based on the ccsarp, analysis of requests’ head act is classified into three levels of directness, namely (1) direct strategy, or the most explicit strategy, which is marked syntactically, such as imperatives, performatives, and hedged performatives; (2) conventionally indirect strategy, which requires contextual preconditions as conventionalized in a certain language; and (3) nonconventionally indirect strategy, or the least direct strategy, which requires the hearer to interpret the request (blum-kulka & olshtain, 1984; blum-kulka et al, 1989). 155 table 1. the request strategies by blum-kulka et al., (1989) no. levels of directness types of request strategies examples 1. direct a. mood derivable/imperatives open the window. b. explicit performatives i’m asking you to open the window. c. hedged performatives i’d like to ask you to open the window for me. d. obligation statements you should open the window. e. want statement i want you to open the window. 2. conventionally indirect f. suggestory formulae why don’t you open the window? g. query preparatory could you open the window? would you mind to open the window? 3. non-conventionally indirect h. strong hints it's very hot in here. i. mild hints what a sunny day! over the years, there have been a lot of studies concerning various types of speech acts. in particular, recent studies related to speech act of request mostly describe the patterns of request strategy in the same language and examine pragmatic competence employed by english as second or foreign language (esl/efl) learners (hashemian & farhang-ju, 2017; megaiab et al., 2019; lenchuk & ahmed, 2019; nugroho & rekha, 2020; nugroho et al., 2021). meanwhile, there is a limited number of recent studies focusing on request strategies employed in different languages from different cultures, especially local cultures in a specific country. some of the studies regarding this have been carried out by hilbig (2009), tawalbeh and al-oqaily (2012), yazdanfa and bonyadi (2016), balman et al., (2020), and almujaibel and gomaa (2022). to bridge the gap from studies above, the present study is designed to investigate a topic of cross-cultural pragmatics which has not yet been sufficiently explored. therefore, this study aims to examine and compare request strategies and politeness of two groups of native speakers from two different ethnic groups in indonesia, i.e., javanese and sundanese. the research questions that guide this study are: 1. what types of request strategies do javanese and sundanese employ? 2. what are the similarities and differences of request strategies and politeness employed by javanese and sundanese speakers? 3. what cultural values which are reflected in the way javanese and sundanese employ speech act of request and politeness? research methods this study employed mixed methods since it combined qualitative and quantitative approach. the qualitative approach was used since it aims to analyze and interpret data in order to explore attitudes, behaviour, and experiences of a specific group of people (dawson, 2002). in this study, the groups of people being explored are javanese and sundanese speakers in using requests. the quantitative approach was used to calculate the frequencies and percentages of the request strategies 156 employed by both javanese and sundanese speakers based on the results from online questionnaires in the form of discourse completion task (dct). participants there were 60 participants who took part in this study. the participants were 30 javanese speakers and 30 sundanese speakers. the javanese participants were those who live in east java area (surabaya, sidoarjo, malang, and jember), while the sundanese participants were those who live in west java area (bandung, cimahi, bogor, and sukabumi). the age range was between 1845 years old. procedures the data of this study were collected by using a discourse completion task (dct) adopted from the ccsarp by blum-kulka and olshtain (1984). according to rose et al., (2020), discourse completion tasks (dct) provides participants with a situation and/or prompt, allowing them to response in a variety of ways (oral, written, or cloze). dcts are frequently used to investigate pragmatic competence, particularly specific speech acts, such as requesting, complaining or apologizing. they also claim that dcts are effective data collection tools because the researcher can manipulate the language and its relation to particular aspects of the situation or prompt, as in social contexts which consist of power relations, social distance, and imposition (brown & levinson, 1987). in this study, all of the participants were required to fill in the online dct by responding to five situations in google forms provided by the researcher. data analysis first, after the data had been collected, all of the requests were initially identified by dividing each request structure into address term(s), head act, and adjunct(s) to head act (blum-kulka and olshtain, 1989). the focus of analysis was the head act which contained request strategy. example 1 (in javanese): “aku arep nyilih bukue, aku lali ora nggawa buku.” (“i want to borrow your book, i forgot to bring mine.”) in example 1, there is no address term. the head act is “aku arep nyilih bukue” or the request, and the adjunct to head act is “aku lali ora nggawa buku”. example 2 (in sundanese): “neng, bantuan mamah nyeuseuh acuk lantaran ieu meni seueur pisan.” (“dear, help me to wash clothes because there are so many.”) in example 2, the address term is “neng”, the head act is “bantuan mamah nyeuseuh acuk” or the request, and the adjunct to head act is “lantaran ieu meni seueur pisan”. second, the head acts were processed by using quantitative method to calculate the frequencies and percentages of the use of each request strategy based on the classification of direct strategy, conventionally indirect strategy, and non-conventionally indirect strategy suggested by blum 157 kulka and olshtain (1989). third, the patterns of request strategies from both groups of participants were compared to identify the similarities and differences. fourth, the findings were discussed based on brown and levinson’s (1987) social contexts (social power, social distance, and degree of imposition) in each situation. fifth, the overall findings were also discussed to reveal the cultural values from each group of speakers, or javanese and sundanese cultures, which were reflected in the use of request strategies. finally, the conclusion was made. results and discussion this chapter presents the results based on the data analysis by using the classification of request strategies by blum-kulka et al., (1989) in five different situations to 60 participants from 30 javanese and 30 sundanese speakers by using discourse completion task (dct). each situation is distinguished based on social contexts in terms of social power, social distance, and degree of imposition (brown & levinson, 1987) between the interlocutors to reveal the levels of directness of request employed by each group of speakers. the findings are presented in tables and chart which are followed by the discussion based on each research question. the request strategies employed by javanese and sundanese speakers in each situation situation 1: you are a lecturer who is teaching in a class. you want to ask your students not to use cell phones during class. how do you say it? table 2. distribution of frequencies and percentages in situation 1 strategies javanese sundanese f % f % mood derivable 30 100% 30 100% explicit performatives 0 0% 0 0% hedged performatives 0 0% 0 0% obligation statements 0 0% 0 0% want statements 0 0% 0 0% suggestory formulae 0 0% 0 0% query preparatory 0 0% 0 0% strong hint 0 0% 0 0% mild hint 0 0% 0 0% total 30 100% 30 100% table 2 presents the strategies employed in a situation where a lecturer whose social power is higher (+power) requests something to students whose social power is lower (-power), with no social distance (-distance) because they know each other, and low degree of imposition (imposition). based on the frequencies and percentages on table 2, it is obvious that in this situation both javanese and sundanese speakers use direct strategies in the form of mood derivable (100%). examples of direct strategies – mood derivable: javanese speakers (js): (1) cah, hapene ojo digawe wektu perkuliahan iki yo. (you can’t use your cellphone during this class.) sundanese speakers (ss): 158 (2) teu kenging muka hp salila di kelas ieu. (you can’t use your cellphone during this class.) situation 2: you are a student. you want to ask your teacher to take a follow-up exam. how do you say it? table 3. distribution of frequencies and percentages in situation 2 strategies javanese sundanese f % f % mood derivable 0 0% 0 0% explicit performatives 0 0% 2 7% hedged performatives 4 13% 3 10% obligation statements 0 0% 0 0% want statements 1 3% 2 7% suggestory formulae 0 0% 0 0% query preparatory 25 83% 23 77% strong hint 0 0% 0 0% mild hint 0 0% 0 0% total 30 100% 30 100% table 3 presents the strategies employed in a situation where a student whose social power is lower (-power) requests something to teacher whose social power is higher (+power), with no social distance (-distance) because they know each other, and low degree of imposition (-imposition). based on the frequencies and percentages on table 3, the most preferred strategy by both groups of speakers is conventionally indirect strategy in the form of query preparatory; javanese (80%) and sundanese (77%). the second most preferred strategy is also the same in both groups of speakers, which is direct strategy in the form of hedged performatives; javanese (13%) and sundanese (10%). examples of conventionally indirect strategy – query preparatory: js: (1) kulo bade tanglet, bu. nopo kulo bisa melu ujian susulan nggih, bu? (i want to ask something, ma’am. can i take a follow-up exam, ma’am?) ss: (2) punten, pak/bu. abdi tiasa ngiringan ujian susulan? kamari abdi teu damang. (excuse me, sir/ma’am. can i take a follow-up exam? i was sick yesterday.) examples of direct strategy – hedged performatives: js: (3) ngapunten, pak/bu, kulo mboten iso ngikuti ujian. kulo bade njaluk ujian susulan, pak/bu. (excuse me, sir/ma’am. i couldn’t take the exam. i’d like to take follow-up exam, sir/ma’am.) ss: (4) pak, punten ngawageul. upami kersa, abdi bade ngiringan ujian susulan. (sir, i’m sorry for interrupting. if it’s possible, i’d like to take follow-up exam). situation 3: you are working on an assignment with your friend. your pen has run out of ink and you want to borrow your friend's pen. how do you say it? 159 table 4. distribution of frequencies and percentages in situation 3 strategies javanese sundanese f % f % mood derivable 15 50% 8 27% explicit performatives 1 3% 0 0% hedged performatives 0 0% 1 3% obligation statements 0 0% 0 0% want statements 0 0% 0 0% suggestory formulae 0 0% 0 0% query preparatory 14 47% 21 70% strong hint 0 0% 0 0% mild hint 0 0% 0 0% total 30 100% 30 100% table 4 presents the strategies employed in a situation where someone asks his/her friend to do something. hence, the social power between them is equal (=power), with no social distance (distance) and low degree of imposition (-imposition). in this situation, javanese and sundanese speakers do not prefer the same strategy. based on the frequencies and percentages on table 4, javanese speakers mostly use direct strategy in the form of mood derivable (50%), while sundanese speakers mostly use conventionally indirect strategy in the form query preparatory (70%). moreover, the second most preferred strategy by javanese speakers is use conventionally indirect strategy in the form query preparatory (47%), and by sundanese is direct strategy in the form of mood derivable (27%). examples of direct strategy – mood derivable: js: (1) rek, nyilih bulpen po’o, bulpenki entek tintane. (bro, borrow your pen. my pen has run out of ink.) (2) nginjeum pulpen, euy. (borrow your pen.) examples of conventionally indirect strategy – query preparatory: (3) rek, bolpenku entek. iso nyilih bolpen siji ra? (bro, my pen has run out of ink. can i borrow one?). (4) punten. tinta pulpen abdi seep. kenging nambut pulpen teu? (excuse me. my pen has run out of ink. can i borrow your pen?) situation 4: your best friend visits your house for having lunch together. you want to ask him/her to clean up afterwards. how do you say it? 160 table 5. distribution of frequencies and percentages in situation 4 strategies javanese sundanese f % f % mood derivable 22 73% 23 77% explicit performatives 4 13% 1 3% hedged performatives 0 0% 0 0% obligation statements 0 0% 0 0% want statements 0 0% 0 0% suggestory formulae 0 0% 0 0% query preparatory 3 10% 6 20% strong hint 1 3% 0 0% mild hint 0 0% 0 0% total 30 100% 30 100% table 5 presents the strategies employed in a situation where someone asks his/her best friend to do something. the social power between them is equal (=power), with no social distance (-distance) and low degree of imposition (-imposition). based on the frequencies and percentages on table 5, the most preferred strategy by both groups of speakers is the same, which is direct strategy in the form of mood derivable; javanese (70%) and sundanese (77%). however, the second most preferred strategy is the different. javanese speakers still use the direct strategy in the form of explicit performatives (13%), while sundanese speakers use conventionally indirect strategy in the form of query preparatory (20%). examples of direct strategy – mood derivable: js: (1) tulung ewangi ngresiki. (please help me clean this up.) ss: (2) hayu urang beberes heula. (let’s clean this up.) example of direct strategy – explicit performative: js: (3) mas, aku nyuwun tulung diiwangi ngresiki siso panganan iki yo. (bro, i’m asking you to help me clean this mess, okay.) example of conventionally indirect strategy – query preparatory: ss: (4) punten. tiasa ngabantosan abdi ngabersihkeun ieu teu? (excuse me. can you help me to clean this up?) situation 5: you are on vacation. you want to ask other visitors to take your picture. how do you say it? 161 table 6. distribution of frequencies and percentages in situation 5 strategies javanese sundanese f % f % mood derivable 1 3% 1 3% explicit performatives 7 23% 0 0% hedged performatives 2 7% 2 7% obligation statements 0 0% 0 0% want statements 0 0% 0 0% suggestory formulae 0 0% 0 0% query preparatory 20 67% 27 90% strong hint 0 0% 0 0% mild hint 0 0% 0 0% total 30 100% 30 100% table 6 presents the strategies employed in a situation where someone asks a stranger to do something. the social power between them is equal (=power), with social distance (+distance) because they do not know each other and a low degree of imposition (-imposition). based on the frequencies and percentages in table 6, both groups of speakers mostly use the same strategy which is conventionally indirect strategy in the form of query preparatory; javanese (67%) and sundanese (90%). the second most preferred strategy by both groups of speakers are the same, but in different types. javanese speakers use direct strategy in the form of explicit performatives (23%), while sundanese speakers use direct strategy in the form of hedged performatives (7%). examples of conventionally indirect strategy – query preparatory: js: (1) permisi, saget motokaken kulo sadhilit? (excuse me. can you take a photo of me just for a while?) ss: (2) punten. tiasa pangmotokeun abdi teu? (excuse me. can you take a photo of me?) example of direct strategy – explicit performative: js (3) kulo njaluk tolong fotono, mas/mbak. (i’m asking you to take a photo of me.) example of direct strategy – hedged performative: ss: (4) punten ngawageul. upami kersa, hoyong nyuhunkeun tulung pangmotokeun abdi. (sorry for interrupting. if it’s possible, i’d like to ask your help to take a photo of me.) 162 the similarities and differences of request strategies and politeness employed by javanese and sundanese speakers figure 1. distribution of overall request strategies by javanese and sundanese speakers based on the figure above, there are two types of strategies which are mostly employed by both javanese and sundanese speakers, namely mood derivable (direct strategy) and query preparatory (conventionally indirect strategy). particularly, query preparatory is also mostly employed by the participants in balman et al.’s (2020) study. in relation to this, trosborg (1995) argues that many linguistic studies regarding politeness claim that query preparatory strategy is the universal method of making requests since it is appropriate in various situations, distances, and relations. therefore, it can reduce the face-threatening act by not making it as an obligation to the hearer. on the contrary, none of speakers from both groups employ obligation statements (direct strategy), suggestory formulae (conventionally indirect strategy), and mild hint (indirect strategy). javanese speakers mostly employ direct strategies consisting of mood derivable, explicit performatives, hedged performatives, and want statements with total percentage of 58%, and conventionally indirect strategies which consist of query preparatory with total percentage of 41%. conversely, sundanese speakers mostly employ conventionally indirect strategies which consist of query preparatory with total percentage of 51%, and direct strategies which consist of mood derivable, explicit performatives, hedged performatives, and want statements with total percentage of 48%. based on these findings, it can be said that javanese speakers are more direct than sundanese speakers. each situation used in the dct shows both javanese and sundanese speakers employ various request strategies. low degree of imposition in all situations are the same, but the social power and social distance are different. both groups of speakers mostly employ the same request strategies in situation 1, 2, 4, and 5. in situation 1, they mostly employ direct strategies from someone in higher social power to lower social power. these findings are also found by almujaibel and gomaa (2022) in kuwaiti arabic and british english speakers. in situation 2, they mostly employ conventionally indirect strategies from someone in lower social power to higher social power. in this type of situation, indirect speech acts are preferred to reduce the threat, prevent the risk of losing face, and maintain the conversational interaction (hashemian & farhang-ju, 2017). in situation 4, both javanese and sundanese speakers mostly employ direct strategy to a close friend who have equal social power and no social distance. in situation 5, both groups of speakers 45% 8% 4% 0% 1% 0% 41% 1% 0% 41% 2% 4% 0% 1% 0% 51% 0% 0% 0% 20% 40% 60% mood derivable explicit performatives hedged performatives obligation statements want statements suggestory formulae query preparatory strong hint mild hint jawa sunda 163 mostly employ conventionally indirect strategies when requesting something in low imposition to a stranger. however, the responses in situation 3 are various. in situation 3, javanese speakers mostly employ direct strategy to a friend or someone in equal power with no social distance, while sundanese speakers mostly employ conventionally indirect strategies. from overall findings, the patterns of request strategies employed by javanese and sundanese speakers in most social contexts are similar, the only difference is in the interaction or context between friends. the cultural values reflected in the speech act of request as previously stated, the principle of cross-cultural pragmatics is examining how cultural values are reflected in the way people communicate in each of their groups by using their own languages. in other words, cultural values in a particular group or society can affect how the members of the group use the language. hence, the appropriateness of speech acts is influenced by the use of different request strategies employed by speakers from different cultures based on certain cultural values and social norms (almujaibel & gomaa, 2022). based on the analysis of this study, it can be seen that javanese and sundanese cultural values are reflected in the speech acts of request employed by the speakers in their responses. according to nuryatiningsih and pandanwangi (2018), javanese language contains politeness values in terms of friendliness and respect. these values can be observed in one of the characteristics of javanese language, namely undha usuk or the speech level system, that reflects some local wisdom in javanese culture, such as andap asor (humble), empan papan (adaptable), aja dumeh (not arrogant), and tepa saliro (tolerant). in social interaction, sasangka (2004, in nuryatiningsih and pandanwangi, 2018) explains that unggah-ungguh basa or language rules in javanese language should be applied by the speakers based on situational context (formal and/or informal) and social context (social power, social distance, and social status). therefore, the politeness of speech acts in javanese can be realized by employing unggah-ungguh in the appropriate contexts. meanwhile, sundanese language in general contains politeness values as expressed in “someah hade ka semah” meaning “being nice and friendly to guests” and “hade tata, hade basa" meaning “using the appropriate language can show good attitudes and respect” (nugraha, 2017). these values can also reflect local wisdom in sundanese culture, “silih asih, silih asah, silih asuh”, which means “caring, guiding, guarding each other” (susanti & koswara, 2017). in social interaction, there are language rules in sundanese language, undak usuk basa or the speech level system, that should be applied based on the social context, such as social power, social distance, and social status (yudibrata et al., 1990 in sudaryat, 2014). as a matter of fact, sundanese’ speech level system is highly influenced by javanese because mataram kingdom had been inhabiting the land of sundanese in the 17th century for 55 years (sudaryat, 2014). hence, there are a lot of similarities in javanese and sundanese languages. 164 based on the responses from javanese and sundanese speakers in this study, most of the speakers employ conventionally indirect strategies to show politeness in certain social contexts. for example, in situations that require request from someone in lower social power to higher social power, and between two people who do not know each other which shows social distance. besides, speakers tend to use more indirect request strategies to save the hearer’s face. as haddad (2017) explains, politeness can change the request's level of directness and reduce imposition by preventing or minimizing the face-threatening act. based on the responses in other social contexts, most of the speakers from both groups can also adapt with the situations and employ appropriate request to the hearer. for example, in situations that require request from someone in higher social power to lower social power, and from friend to friend. in addition, the use of word “ngapunten” in javanese and “punten” or “hapunten” in sundanese which mean “excuse me”, or “i’m sorry” in most of the beginning of the requests employed by both groups of speakers can also signify politeness in both cultures. finally, the appropriateness in employing speech act of request can contribute to maintain the social harmony in the society as expected by the local wisdom of each culture. conclusion based on the analysis of this study, it can be concluded that direct strategy in the form of mood derivable and conventionally indirect strategy in the form of query preparatory are two request strategies which are mostly employed by both javanese and sundanese speakers. in particular, javanese speakers employ more direct strategy than sundanese speakers. however, the patterns of request strategies employed by both groups of speakers in most social contexts are similar, because they mostly employ the same request strategies in four out of five situations in dct. in cross-cultural pragmatics, it is stated that cultural values and social norms can affect the language use by people in a particular group or society, including the politeness and appropriateness in making requests. therefore, these are reflected in the responses of both groups of speakers by employing request strategies appropriately based on the social contexts. furthermore, this can also reflect the local wisdom of each culture. for example, by using indirect request strategies in some contexts, or saying “ngapunten” or “punten” before making requests which are widely accepted by both cultures as a politeness marker. for further research, it is suggested to conduct 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(2015). an introduction to sociolinguistics: seventh edition. west sussex: john wiley and sons, inc. wierzbicka, a. (1991). cross-cultural pragmatics: the semantics of human interaction. new york: mouton de gruyter. yazdanfar, s., & bonyadi, a. (2016). request strategies in everyday interactions of persian and english speakers. sage open journal, 6(4), 1-11. https://doi.org/10.1177/2158244016679473 https://doi.org/10.32996/ijllt.2019.2.4.20 https://doi.org/10.18326/jopr.v3i1.46-5 https://doi.org/10.1017/s0047404500006837 https://doi.org/10.1177/2158244016679473 122 journal of pragmatics research vol. 04, no. 02, (2022) pp.122-136 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index presupposition in the mystery and thriller film of “escape from pretoria” haryati english departement, univesitas pamulang indonesia e-mail: haryati.safa@gmail.com doi: https://doi.org/10.18326/jopr.v4i2.122-136 copyright © the author (s) this work is licensed under a creative commons attribution-sharealike 4.0 international license. how to cite: haryati, h. (2022). presupposition in the mystery and thriller film of “escape from pretoria". journal of pragmatics research, 4(2). doi:https://doi.org/10.18326/jopr.v4i2.122-136 submission track: received: 09-07-2022 final revision: 10-08-2022 available online: 20-08-2022 corresponding author: author haryati.safa@gmail.com abstract presupposition itself has been a cause of the diversity of interpretations since presupposition sticks to utterances, sometimes unsaid clearly, that will provide implied meanings based on the context that is being talked about. the purposes of the study are to investigate three major points: the kinds of presupposition, their functions, and the percentage of each presupposition in the mystery and thriller film script of “escape from pretoria” by francis annan. this research used a qualitative method to analyze the obtained data. the observation is also used to collect data in which data are obtained from film scripts. the writer applies yule’s theory (1996) to analyze the presupposition kinds, halliday’s theory (2003) to analyze presupposition functions, and subana’s formula to gain the percentage of each presupposition. as a result, there were 177 presuppositions obtained in the film script, with 166 existential presuppositions (93.8%), six factive presuppositions (3.4%), four lexical presuppositions (2.2%,) and one counterfactual presupposition (0.6%). from 177 presuppositions, the data were classified into 23 regulatory functions (13.0%), 2 interactional functions (1.1%), 57 representational functions (32.2%), 79 personal functions (44.6%), 1 imaginative function (0.6%), 4 instrumental functions (2.3%) and 11 heuristic functions (6.2%). therefore, the dominant presupposition is existential, and the dominant function of presupposition is personal. keywords: film script of escape from pretoria, pragmatics, presupposition introduction language users need to interact in social context; it means they have the capability to influence other people in conversation to establish and maintain the relationship. to detect many things in interaction, people usually use analytical devices in which analytical devices are the mailto:haryati.safa@gmail.com https://creativecommons.org/licenses/by-sa/4.0/ 123 methods that are used to analyze the messages, meanings and assumptions which come from senders. interactional meanings in communication are dealt with pragmatics. according to yule (2010, p.3), “pragmatics deals with the study of meaning as communicated by a speaker or a writer and interpreted by a listener or reader”. pragmatics is closely related to the utterances that either speakers say to listeners or the writers write through characters’ utterances that try to deliver to the readers. pragmatics is chosen in this research because pragmatics has run essential factor in communication since the language becomes a tool in human interaction to convey people’s mind. rizqy & ardy (2020) summarize it discusses when people deliver something; it could be understood by other people in order to reach out successful communication. therefore, people should know how to utilize the language and how people correlate the context and and the meaning in social interaction. the successful communication can occur when the senders send messages to receivers then the receivers give the right feedbacks. clearly, the listeners or writers must be able to interpret meanings, catch the messages or values from those utterances, and exceedingly that utterances contain presupposition triggers. presupposition influences the listeners or readers to get the meanings, messages or values or even ulterior motives in conversation either from scripts or direct conversations. thus, pragmatics is dealing with presupposition too to meet comprehension of implied meanings that are conveyed by senders to receivers. having known implied meanings from implicit assumptions, people are supposed to know presupposition, kinds of presupposition and functions of presupposition. hudson (2000, p.321) declares that “a presupposition is something assumed (presupposed) to be true in a sentence which asserts other information.” huang (2007, p.2) highlights that “one of the language studies in pragmatics is studying about an assumption, and that assumption is called presupposition”. verbs of sentences can propose the implied meanings of presupposition which suppose something of complete thought in sentences (saeed, 2005). moreover, murillo & yeh (2021) describe the importance of having known the presupposition; they also highlight the failure of rhetoric of the president’s speech relating the presupposition, where he produced many inaccurate and vague utterances that impress the multiple presupposition and reflect the failure of his leadership. this is the reason why people must know the presupposition. people must deeply analyze their interlocutors' utterances before giving feedback, especially since utterances contain presupposition triggers. this also happens when people watch film where the presupposition sticks on that film in communication. implicit assumptions from characters' utterances containing presupposition triggers cause many problems for viewers in catching the meanings, messages and values from the film in conversation. furthermore, people have difficulty concluding the critical perspectives in the film or even just outline the ulterior motives exceedingly in mystery and thriller film from characters' utterances which contains presupposition triggers. how viewers could understand the film, if they don't know the implied meanings from presupposition triggers in film. how viewers could convey and spread 124 the positive vibes from the messages and values in film, if they don't know the contexts from characters' utterance which contains implicit assumptions in conversation. how viewers could understand the critical perspectives, if they don't know the ulterior motives from conversations in film. it happens because there is a lack of knowledge about the presupposition triggers and kinds of presupposition in every single conversation in the film. therefore, they are unable to catch the meanings, messages, values as well as critical perspectives in the film. siahaan & mubarak (2020) highlight there were 3 types of presupposition found in the guardian news, namely existential presupposition, lexical presupposition and counterfactual presupposition. kristy, deliana & harefa (2020) also found 6 types of presupposition were used in the character’s utterances of the movie script. thoyyibah (2017) reveals that the most frequently used presupposition trigger in both varieties of oral discourse was existential. relatedly, ambrosio binalet, ferrer, & yang (2015) investigated the children’ utterances which results the existential presupposition in higher percentage. oktoma & mardiyono (2013) found that there are 219 presuppositions which cover all kinds of presuppositions. liang & liu (2016) focus on the analysis how hilary clinton applied the presupposition trigger in her speeches to achieve her political campaign. they only found the words and meaning which deliver ambiguous presupposition. moreover, setyowati & lubis (2020) discovered the advertisements also presents several language functions: referential, emotive, conative, and poetic, but the advertisements they analyzed do not present any phatic and metalingual language functions. the previous researchers didn’t explain what the functions of kinds of presupposition that stuck on guardian news, movie script, oral news and written online news discourse and short story. based on the reviewed literature, several gaps have been identified. they didn’t explain the functions of language in which presupposition resided in those research objects; however, having known the language function is also necessary for language users since the function of language in general is used to state, to express, and to convey the ideas, feelings, facts or purposes to other people. therefore, the study aims to analyze not only the kinds of presupposition, the meanings and the percentage, but also the language functiosn used in order to readers are able to find out more comprehension what speaker intend to deliver. having known the language function of presupposition is also crucial to determine the rate of comprehension of viewers in watching the film. the types of presupposition based on yule (2006), there are 6 types of it which are based on the indicators of presupposition that depict probability of the presupposition itself. existential presupposition is undertaken to the certain entities names existence in assumption which is taken on by speakers in form of noun phrase which is considered to be present. it refers to name of something. presupposition of existential can be in form of noun phrase or possessive constructions. factive 125 presupposition is considered to be true assumption that refers something because of the existence of verbs. those verbs are “count”, “make sense”, “matter”, “know”, “regret”, “realize”, “be glad”, “be sorry”, “resent”, “find out”, “discover”, “see”, “notice”, “be aware that” and “be proud that”. lexical presupposition uses words of “stop”, “again” and “still”. these words are taken to presuppose other meanings. this presupposition is unstated concept in which the speakers or writers present the assumption is able to act as if another meaning. structural presupposition is closely dealt with certain structure uses. the structures themselves are associated with wh-question constructions. the assumption is presented in that structure which is necessarily true or considered as true by speakers or writers, then the listeners or readers get and perceive information from that statement in utterances or sentences. non-factive presupposition is not true assumption sticks on this presupposition that refers something because of the existence of verbs. those verbs are “dream”, “imagine” and “pretend”. counter-factual presupposition is presented either in the if-clause or not which presupposes something in only untrue utterance at the time of it. it is in contrast to the facts. it presupposes untrue information. language functions arwood (2011) language functions allow language users to produce the cultural varieties, and they normally apply language to represent their values, needs, attentiveness, excitement, and desires. people generally know that functions of language is to share the information and to convey something; sometimes, they inform indirectly or directly; hence, they should have the ability to interpret the meaning in order to run the conversation (armstrong & ferguson, 2010). similary, setyowati & lubis (2020) describe people basically know the reasons why they use language: to give and recieve the information. ambrosio et al (2015) assume that children with their utterances use language to share facts and their comprehension of what they have obtained; therefore, it is categorized as informative language function. halliday (2003) classifies several initial functions of language: regulatory means is undertaken to control of others’ behavior in order to do something. it deals with commanding / persuading / requesting over other people to commit the things that speakers want/aim/wish toward listeners. interactional means is concerned with relationship of social to develop or ease the interaction process in communication among people. it is aimed to relate or interact to other people. representational is for exchanging the information or conveying the facts. it deals with relaying or requesting information. personal is concerned with expression of personal matter of oneself to around the world. it could be expressing the feelings or emotions of people. it can depict the personal preference or identity. it can be used to state the facts or opinions or even speakers’ reaction toward something. imaginative is dealt with imagination or imagery system. it is used for creating the ideas or imagery worlds. it is also undertaken to tell the stories and fairy tales or even jokes. instrumental is concerned with what people need. it is assumed to obtain something. it can be services or goods. it is used to express the preferences or choices to 126 other people as well. heuristic is dealing with question and answer. it is for exploring or learning the environment that is usually committed by children in using language. thus, children use this language to gain knowledge which is basically about running commentary. research method this research used descriptive qualitative methods. mckinney (2013) stated “qualitative method presents the result of analysis in the form or words or produces descriptive data in the form of words written or spoken of the person. data of research were derived from the utterances of characters and sentences of narrator’s speech (narrator told something in the film, those speeches would be presented in sentences in the script) that contained presupposition triggers. the data source of research was from the mystery and thriller film script of “escape from pretoria” by francis annan. the film script was downloaded from the imsdb. imsdb stood for the internet movie script database which provided thousands of movie scripts freely. the steps for collecting data were organized as follows. the writers downloaded the film and the script, watched the film thoroughly while paying close attention to narrator’s speech and characters’ utterances that contain presupposition triggers to find out some details of information to support the research, read and observed the kinds of presupposition which were based on yule’s theory that were derived from the character’s utterances and sentences of narrator’s speeches in that film which contained presupposition triggers, collected the selected potential data by noting down those data after observing the script. continuously, the writers categorized the selected potential data to determine the kinds of presupposition by yule’s theory, then they interpreted the meanings and functions of presupposition which were based on halliday’s theory. after categorizing the kinds, describing the meaning, and having known the functions, the writers determined the dominant presupposition and dominant function of presupposition which were based on subana’s formula. the writer used formula which was based on subana’s formula in which each type of both presupposition and function of presupposition would be presented in percentage. according to subana (as cited in oktoma & mardiyono, 2013, p.79), “frequency of relative cumulative (fk rel) is frequency of cumulative (fk) per frequency of total (∑f) which is multiplied by 100%”. fk rel = fk x 100 (∑f) 127 results & discussion table 4.1. description of utterance, kinds and language function of presupposition no. sentences or utterances timestamp kind of presupposition language function of presupposition 1 visitor's room. it's a round tip. [01:28:43] existential personal 2 it's a round tip. [01:28:45] existential personal 3 my god. [01:30:03] existential personal 4 well, we don't have any other choice! [01:31:27] existential personal 5 alright, tooth fairy. [01:19:22] existential imaginative 6 we wanted to join the ongoing struggle for a democratic and free south africa not based on racial discrimination. [00:01:45] existential instrumental 7 i like my cells clean as a plate. [00:12:57] existential instrumental 8 we need civilian clothes. other stuff. [00:51:09] existential instrumental 9 ok. workshop key. [01:28:33] existential instrumental 10 you want to make a key with pencil and drawing paper? [00:23:43] existential heuristic 11 not much peace and harmony among you white mandelas, huh? [00:24:35] existential heuristic 12 is make a really complex key, then get it to reach a keyhole on the other side of a steelpanel, three-inch-thick iron door to which we have totally no access? [00:31:24] existential heuristic 13 what's happening with her visa? [00:37:40] existential heuristic 14 how is your son? [00:38:36] existential heuristic 15 are you still in charge of the movie closet? [00:53:38] existential heuristic 16 you have some sort of auditory problem? [01:07:05] existential heuristic 17 you are quite the little housewife, aren't you? [01:11:15] existential heuristic 18 are you my conscience? [01:15:24] existential heuristic 19 but maybe all you white south africans are the same, huh? [01:15:38] existential heuristic 20 i don't know he's sick. [00:39:07] factive representational 21 yeah, i saw that, cheese dick. he's not on garden duty. [00:48:48] factive representational 22 you know, your look is very intense, jenkin. [00:28:27] factive personal 23 it doesn't matter if it's 100. [00:51:04] factive personal 24 we all know your decision to fly your flag from behind your prison bars. [01:15:16] factive personal 25 anything short of escape is a pact with the devil himself, you know that! [01:15:27] factive personal 26 ok. let's go again. [00:38:50] lexical regulatory 27 stop shouting. [00:37:56] lexical regulatory 28 they rejected it again. [00:37:41] lexical representational 29 are you still in charge of the movie closet? [00:53:38] lexical heuristic 30 she wishes you "happy fifth wedding anniversary". [00:37:47] counterfactual representational datum 1 “visitor's room. it's a round tip. [01:28:43]”, (annan, 2020, p.163). from above part of script, the presupposition trigger is “a round tip”. it means that it presupposes to “a round tip” as the name of entity. the kind of this presupposition is existential because there is the existence of entity of “a round tip” which indicates noun phrase as 128 presupposition trigger. the function of this presupposition is personal. by reason of this presupposition deals with personal’s opinion / reaction toward something. datum 2 “it's a round tip. [01:28:45]”, (annan, 2020, p.163). from above part of script, the presupposition trigger is “a round tip”. it means that it presupposes to “a round tip” as the name of entity. the kind of this presupposition is existential because there is the existence of entity of “a round tip” which indicates noun phrase as presupposition trigger. the function of this presupposition is personal. by reason of this presupposition deals with personal’s opinion / reaction toward something. datum 3 “my god. [01:30:03]”, (annan, 2020, p.164). from above part of script, the presupposition trigger is “my god”. it means that i exist and have god. the kind of this presupposition is existential because there is possessive construction right there as presupposition trigger. the function of this presupposition is personal. by reason of this presupposition deals with personal’s opinion / reaction toward something. datum 4 “well, we don't have any other choice! [01:31:27]”, (annan, 2020, p.164). from above part of script, the presupposition trigger is “any other choice”. it means that it presupposes to “any other choice” as the name of entity. the kind of this presupposition is existential because there is the existence of entity of “any other choice” which indicates noun phrase as presupposition trigger. the function of this presupposition is personal. by reason of this presupposition deals with personal’s opinion / reaction toward something. datum 5 “alright, tooth fairy. [01:19:22]”, (annan, 2020, p.162). from above part of script, the presupposition trigger is “tooth fairy”. it means that it presupposes to “tooth fairy” as the name of entity. the kind of this presupposition is existential because there is the existence of entity of “tooth fairy” which indicates noun phrase as presupposition trigger. the function of this presupposition is imaginative. by reason of this presupposition is dealt with imagination or imagery system. “tooth fairy” describes the imagination world. datum 6 “we wanted to join the ongoing struggle for a democratic and free south africa not based on racial discrimination. [00:01:45]”, (annan, 2020, p.141). from above part of script, the presupposition triggers are “the ongoing struggle” and “racial discrimination”. it means that it presupposes “the ongoing struggle” and “racial discrimination” as the names of entity. the kind of this presupposition is existential because there is the existences of entity of “the ongoing struggle” and “racial discrimination” which indicate noun phrases as 129 presupposition triggers. the function of this presupposition is instrumental. by reason of this presupposition is concerned with what people need. it is assumed to obtain something. datum 7 “i like my cells clean as a plate. [00:12:57]”, (annan, 2020, p.144). from above part of script, the presupposition trigger is “my cells”. it means that i exist and have cells. the kind of this presupposition is existential because there is possessive construction right there as presupposition trigger. the function of this presupposition is instrumental. by reason of this presupposition is concerned with what speaker needs. it is assumed to obtain something. datum 8 “we need civilian clothes. other stuff. [00:51:09]”, (annan, 2020, p.154). from above part of script, the presupposition trigger is “civilian clothes”. it means that it presupposes to “civilian clothes” as the name of entity. the kind of this presupposition is existential because there is the existence of entity of “civilian clothes” which indicates noun phrase as presupposition trigger. the function of this presupposition is instrumental. by reason of this presupposition is concerned with what speaker needs. it is assumed to obtain something. datum 9 “ok. workshop key. [01:28:33]”, (annan, 2020, p.163). from above part of script, the presupposition trigger is “workshop key”. it means that it presupposes to “workshop key” as the name of entity. the kind of this presupposition is existential because there is the existence of entity of “workshop key” which indicates noun phrase as presupposition trigger. the function of this presupposition is instrumental. by reason of this presupposition is concerned with what speaker needs. it is assumed to obtain something. datum 10 “you want to make a key with pencil and drawing paper? [00:23:43]”, (annan, 2020, p.147). from above part of script, the presupposition trigger is “drawing paper”. it means that it presupposes to “drawing paper” as the name of entity. the kind of this presupposition is existential because there is the existence of entity of “drawing paper” which indicates noun phrase as presupposition trigger. the function of this presupposition is heuristic. by reason of this presupposition is dealing with question and answer. question mark indicates the speaker asks something to the interlocutor. datum 11 “not much peace and harmony among you white mandelas, huh? [00:24:35]”, (annan, 2020, p.148). from above part of script, the presupposition trigger is “white mandelas”. it means that it presupposes to “white mandelas” as the name of entity. the kind of this presupposition is existential because there is the existence of entity of “white mandelas” which indicates noun phrase as presupposition trigger. the function of this presupposition is heuristic. by reason of this 130 presupposition is dealing with question and answer. question mark indicates the speaker asks something to the interlocutor. datum 12 “is make a really complex key, then get it to reach a keyhole on the other side of a steel-panel, threeinch-thick iron door to which we have totally no access? [00:31:24]”, (annan, 2020, p.149). from above part of script, the presupposition triggers are “a really complex key”, “the other side of a steel-panel” and “three-inch-thick iron door”. it means that it presupposes to “a really complex key”, “the other side of a steel-panel” and “three-inch-thick iron door” as the names of entity. the kind of this presupposition is existential because there are the existences of entity of “a really complex key”, “the other side of a steel-panel” and “three-inch-thick iron door” which indicate noun phrases as presupposition triggers. the function of this presupposition is heuristic. by reason of this presupposition is dealing with question and answer. question mark indicates the speaker asks something to the interlocutor. datum 12 “what's happening with her visa? [00:37:40]”, (annan, 2020, p.150). from above part of script, the presupposition trigger is “her visa”. it means that she exists and has visa. the kind of this presupposition is existential because there is possessive construction right there as presupposition trigger. the function of this presupposition is heuristic. by reason of this presupposition is dealing with question and answer. question mark indicates the speaker asks something to the interlocutor. datum 14 “how is your son? [00:38:36]”, (annan, 2020, p.151). from above part of script, the presupposition trigger is “your son”. it means that you exist and have son. the kind of this presupposition is existential because there is possessive construction right there as presupposition trigger. the function of this presupposition is heuristic. by reason of this presupposition is dealing with question and answer. question mark indicates the speaker asks something to the interlocutor. datum 15 “are you still in charge of the movie closet? [00:53:38]”, (annan, 2020, p.155). from above part of script, the presupposition trigger is “the movie closet”. it means that it presupposes to “the movie closet” as the name of entity. the kind of this presupposition is existential because there is the existence of entity of “the movie closet” which indicates noun phrase as presupposition trigger. the function of this presupposition is heuristic. by reason of this presupposition is dealing with question and answer. question mark indicates the speaker asks something to the interlocutor. datum 16 “you have some sort of auditory problem? [01:07:05]”, (annan, 2020, p.156). 131 from above part of script, the presupposition trigger is “some sort of auditory problem”. it means that it presupposes to “some sort of auditory problem” as the name of entity. the kind of this presupposition is existential because there is the existence of entity of “some sort of auditory problem” which indicates noun phrase as presupposition trigger. the function of this presupposition is heuristic. by reason of this presupposition is dealing with question and answer. question mark indicates the speaker asks something to the interlocutor. datum 17 “you are quite the little housewife, aren't you? [01:11:15]”, (annan, 2020, p.159). from above part of script, the presupposition trigger is “the little housewife”. it means that it presupposes to “the little housewife” as the name of entity. the kind of this presupposition is existential because there is the existence of entity of “the little housewife” which indicates noun phrase as presupposition trigger. the function of this presupposition is heuristic. by reason of this presupposition is dealing with question and answer. question mark indicates the speaker asks something to the interlocutor. datum 18 “are you my conscience? [01:15:24]”, (annan, 2020, p.160). from above part of script, the presupposition trigger is “my conscience”. it means that i exist and have conscience. the kind of this presupposition is existential because there is possessive construction right there as presupposition trigger. the function of this presupposition is heuristic. by reason of this presupposition is dealing with question and answer. question mark indicates the speaker asks something to the interlocutor. datum 19 “but maybe all you white south africans are the same, huh? [01:15:38]”, (annan, 2020, p.161). from above part of script, the presupposition trigger is “white south africans”. it means that it presupposes to “white south africans” as the name of entity. the kind of this presupposition is existential because there is the existence of entity of “white south africans” which indicates noun phrase as presupposition trigger. the function of this presupposition is heuristic. by reason of this presupposition is dealing with question and answer. question mark indicates the speaker asks something to the interlocutor. datum 20 “i don't know. he's sick. [00:39:07]”, (annan, 2020, p.151). from above part of script, the presupposition trigger is “know”. it means that he is sick. the kind of this presupposition is factive because there is existence of “know” verb as presupposition trigger. the function of this presupposition is representational. by reason of this presupposition states information. datum 21 “yeah, i saw that, cheese dick. he's not on garden duty. [00:48:48]”, (annan, 2020, p.153). 132 from above part of script, the presupposition trigger is “saw”. it means that he's not on garden duty. the kind of this presupposition is factive because there is existence of “saw” verb as presupposition trigger. the function of this presupposition is representational. by reason of this presupposition states information. datum 22 “you know, your look is very intense, jenkin. [00:28:27]”, (annan, 2020, 149). from above part of script, the presupposition trigger is “know”. it means that the look is very intense. the kind of this presupposition is factive because there is existence of “know” verb as presupposition trigger. the function of this presupposition is personal. by reason of this presupposition deals with personal’s opinion / reaction toward something. datum 23 “it doesn't matter if it's 100. [00:51:04]”, (annan, 2020, p.154). from above part of script, the presupposition trigger is “matter”. it means that if it's 100. the kind of this presupposition is factive because there is existence of “matter” verb as presupposition trigger. the function of this presupposition is personal. by reason of this presupposition deals with personal’s opinion / reaction toward something. datum 24 “we all know your decision to fly your flag from behind your prison bars. [01:15:16]”, (annan, 2020, p.160). from above part of script, the presupposition trigger is “know”. it means that decision to fly flag from behind prison bars. the kind of this presupposition is factive because there is existence of “know” verb as presupposition trigger. the function of this presupposition is personal. by reason of this presupposition deals with personal’s opinion / reaction toward something. datum 25 “anything short of escape is a pact with the devil himself, you know that! [01:15:27]”, (annan, 2020, p.160). from above part of script, the presupposition trigger is “know”. it means that anything short of escape is a pact with the devil. the kind of this presupposition is factive because there is existence of “know” verb as presupposition trigger. the function of this presupposition is personal. by reason of this presupposition deals with personal’s opinion / reaction toward something. datum 26 “ok. let's go again. [00:38:50]”, (annan, 2020, p.151). from above part of script, the presupposition trigger is “again”. it means that those people did the same thing before. the kind of this presupposition is lexical because there is existence of “again” word as presupposition trigger. the function of this presupposition is regulatory. by reason of this presupposition deals with requesting over other person to do something. 133 datum 27 “stop shouting. [00:37:56]”, (annan, 2020, p.151). from above part of script, the presupposition trigger is “stop”. it means that that person shouted before. the kind of this presupposition is lexical because there is existence of “stop” word as presupposition trigger. the function of this presupposition is regulatory. by reason of this presupposition deals with requesting over other person to do something. datum 28 “they rejected it again. [00:37:41]”, (annan, 2020, p.150). from above part of script, the presupposition trigger is “again”. it means that they rejected the same thing before. the kind of this presupposition is lexical because there is existence of “again” word as presupposition trigger. the function of this presupposition is representational. by reason of this presupposition states information. datum 29 “are you still in charge of the movie closet? [00:53:38]”, (annan, 2020, p.155). from above part of script, the presupposition trigger is “still”. it means that you were in charge of the movie closet before. the kind of this presupposition is lexical because there is existence of “still” word as presupposition trigger. the function of this presupposition is heuristic. by reason of this presupposition is dealing with question and answer. question mark indicates the speaker asks something to the interlocutor. datum 30 “she wishes you "happy fifth wedding anniversary". [00:37:47]”, (annan, 2020, p.150). from above part of script, the presupposition trigger is “wishes”. it means that you are unhappy for fifth wedding anniversary because you are in prison. the kind of this presupposition is counterfactual because it presupposes something in contrast to the fact, “wishes” word presupposes untrue information. the function of this presupposition is representational. by reason of the speaker in sentence tells to interlocutor information, so there is transfer of information from speaker to interlocutor. table 4.2. percentage of kinds of presupposition no. kind of presupposition percentage 1 existential 63.33% 2 factive 20 % 3 lexical 13.33% 4 counterfactual 3.33 % 5 structural 0 % 6 non-factive 0 % total 100 % from above detail calculation, it can be concluded that the percentage of existential presupposition is 63.33% in the script. the percentage of factive presupposition is 20 % in the script. the percentage of lexical presupposition is 13.33% in the script. the percentage of counterfactual presupposition is 3.33 % in the script. the percentage of both structural presupposition and nonfactive presupposition are 0 % in the script as the script utterances do not present any structural and 134 non-factive presuppositions. it is in line with siahaan & mubarak (2020) who investigate the types and the dominant preposition in guardian news and reveal the existential presupposition mostly appear on the news. in contrast, khalili (2017) highlights presupposition can be assumed as the people thinking process to the invisible meaning; he also found the dominant type of preposition is counter factual. furthermore, bonyadi and samuel research (2011), they found non-factive verbs and nominalization as the dominant presupposition employed table 4.3. percentage of kinds of language function no. kind of language function percentage 1 regulatory 6.6 % 2 interactional 0 % 3 representational 13..3 % 4 personal 26.7 % 5 imaginative 3.3 % 6 instrumental 13.3 % 7 heuristic 37 % total 100 % from above detail calculation, it can be concluded that the percentage of regulatory function is 6.6 % in the script. the script dies not present any interactional language function. t. the percentage of representational function is 13.3 % in the script. the percentage of personal function is 26.7 % in the script. the percentage of imaginative function is 3.3 % in the script. the percentage of instrumental function is 13.3 % in the script. the percentage of heuristic function is 37 % in the script. davies (2007) claims language users use language to deliver messages in communication in order to meet their purposes. each purpose of what speakers said to listeners or what writers wrote to readers can be called as a language function. implied meaning from presupposition also has a purpose which depicts something in implicit assumption. language function of presupposition determines the rate of comprehension of viewers in watching the film. moreover, utterances of characters are not stated clearly in the conversation, in the same time that film contains mystery that will cause double concentration. thus, it can be concluded that the rate of comprehension in watching film is influenced by the rate of understanding the language function, especially the function of presupposition that follows to influence the viewers in watching the film. haliday (2013) agrees heuristic language function focuses on question and answer. it is for exploring or learning the environment that is usually committed by people in using language. the utterances in the script are led by heuristic language function that have intensity on question and answer. in contrast, susianthi, muliawan, & suarjaya (2021) assume that language function will vary depending on the context; the found the interactional language function is the leading expression employed during conversation. conclusion from the research purposes, the conclusion can be described that the film script of ‘escape from pretoria’ delivers many presuppositions: existential, factive, lexical, counterfactual which presupposition of existential places the most dominant one. however, the scripts do not present any 135 structural and non-factive presupposition. furthermore, the scripts present 6 language functions: regulatory, representational, petsonal, imaginative, instrumental, and heuristic. the dominant language function found is heuristic; it could be expressing question and answer. it can also depict the personal preference or identity; it can be used to state the facts or opinions or even speakers’ reaction toward something. the research relates not only the types and meaning of presupposition but also the use of language functions. relating presuppositions with language functions is necessary to do since each purpose of what speakers say to listeners or what writers wrote to readers should be brief in communication. in addition, the writers extend more why the language users use language: to deliver messages in communication in order to meet their purposes, to state, and to convey the ideas, feelings, facts or purposes to other people or reader. moreover, the research can be further expanded by distinctive other theory, methodology and data source. references ambrosio, y.m. binalet, c. ferrer, r. & yang, j. 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(2006). the study of language. oxford: oxford university press journal of pragmatics research vol. 2, no. 2, pp.144-159 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 144 compliment responses of the main characters in indonesian and american movies rindang widiningrum universitas kristen satya wacana rindang.widiningrum@uksw.edu doi: https://doi.org/10.18326/jopr.v2i2.144-159 copyright © the author (s) this work is licensed under a creative commons attribution-sharealike 4.0 international license. how to cite: widiningrum, r. (2020). compliment responses of the main characters in indonesian and american movies. journal of pragmatics research, 2(2), 144-159. doi:https://doi.org/10.18326/jopr.v2i2.144-159 submission track: received: 22-04-2020 final revision: 06-10-2020 available online: 15-10-2020 corresponding author: rindang widiningrum rindang.widiningrum@uksw.e du abstract movies can be said as a reflection of real life. this study is aimed at finding the compliment responses by the main characters in two movies. the movies are 'mars met venus' and 'hitch'. the data were taken from the utterances of the main characters, both are male and female, that were considered as compli1ments' responses. the topics of the compliments in those two movies are appearance, ability, personality, and possession. the finding resulted in this research showed that there were 20 compliment responses found in those movies. there are silent, return, questioning, reassignment of praise, explaining, shifting to other topics, appreciation, and agree. in 'mars met venus, there are silent (3 times), returns (3 times), questioning (3 times), reassignment of praise (1), and explaining (1). while in 'hitch', there are shifting to other topics (4 times), appreciation (1), explaining (1), questioning (2 times), and agree (1). based on those, it can be concluded that questioning (25%) got the highest percentage, then shifting to other topics (20%), silent (15%), return (15%), explaining mailto:rindang.widiningrum@uksw.edu https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.18326/jopr.v2i2.144-159 mailto:rindang.widiningrum@uksw.edu mailto:rindang.widiningrum@uksw.edu rindang widiningrum 145 (10%), agree (5%), reassignment of praise (5%) and appreciation (5%). questioning as the highest percentage in these movies shows that the person being complimented needs more explanation about the compliment. in comparison, there are similarities and differences from those movies. those differences are the reflections of different cultures represented by the two movies. keywords: pragmatics, movie, compliment response. introduction different societies usually have a different style of communication. wardhaugh (2006) said that society is an association of people with the same purposes. according to trosborg (2010), east and west societies have a different character. for example, in western culture, one of the characters is 'individualism' or 'it's none of my business' (wierzbicka, 2003). so, different cultures can make the way people speak in a different way also. to see the differences, it can be seen from the movies, since movies are a reflection of daily life. compliment as one kind of utterance happened in society. a compliment is 'a class of speech acts which can be characterized in terms of the following semantic component: i want to say something good about you.' (wierzbicka, 2003: 136) here in this study, the focus is compliment response. besides that, the compliments are taken from two movies with the same theme, those are 'mars met venus' from indonesia and 'hitch' from america. the main characters of each movie are a couple, so there are compliments and also responses in those movies that can be analyzed. there were some researches about compliments, one of them is razi (2013). in this study, the researcher conducted a contrastive study about compliment responses among australian english and iranian persian speakers. the data were taken from discourse completion tasks given to a group of iranian university students. the result that there were some differences between english and persian speaker in relation to compliment response. another study was done by sucuoglu and bahcelerli (2015). the study aimed at assessing compliment responses of native and non-native turkish. the participants were six native and six non-native turkish elt students. by doing discourse completion tasks, the results showed that there were significant differences in responding to compliments between native and non-native turkish elt students. journal of pragmatics research vol. 2, no. 2, pp.144-159 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 146 the study that was conducted here is different from those previous studies, furthermore, discourse completion tasks were not done in this study. the aim of the study is to compare the main characters of the movies 'mars met venus' and 'hitch' about their responses toward their partners' compliments. in comparing, it is to find the similarity and also the difference between the way people responses to compliments. the movies were used as the reflection of our surrounding as mentioned by mahmood (2013). according to him, " cinema is the most complex and powerful art form … help us to better understand our own lives …" from this opinion, it can be said that we can reflect ourselves through movies. the importance of doing the study is for people to find out that different cultures can also mean a different way of speaking. since this study is focusing on the compliment response, so it is necessary to find out the different ways of giving responses to compliment between those two cultures reflected in the movies. by knowing the differences, hopefully, people will know how to respond to a compliment given by other people from different societies. pragmatics and intercultural pragmatics one of the definitions about pragmatics is 'pragmatics is the study of the relations between language and context that are basic to an account of language understanding' (levinson, 1983: 21). it can be said that pragmaticss discuss the utterance in context, which is different from semantics, that can discuss meaning without context. every data in pragmaticss analysis needs to include the context. since pragmaticss is very closely related to context, so different countries, different languages, and of course different utterances are common things that can be seen in our surroundings. for example, one of the causes that english is different from polish in expressing a request is because of the 'polite pessimism' that is one of the characteristics of anglo saxon culture (wierzbicka, 2003). compliment response there are many kinds of compliment responses. a compliment here can be characterized into: 'i want to say something good about you' (wierzbicka, 2013). according to pomerantz (1978) in wierzbicka (2003), there are some theoretical construct: 'agreement' and 'disagreement', 'upgrades' and 'downgrades', and 'referent shifts'. below is the illustration of each category: rindang widiningrum 147 1. agreement a: x b: i think the same. 2. disagreement a: x b: i don’t think the same 3. upgrades a: x is good b: x is very good 4. downgrades a: x is very good b: x is good 5. referent shifts a: i want to say something (y) about x b: i want to say it (y) about something other than x. while wierzbicka (2003) also tries to elaborate pomerantz category. she made 6 categories, those are: 1. upgrades a: i think x is good b: i think the same i would say x is very good 2. contrastive opposites a: i think x is very bad b: i don’t think the same i think x is very good 3. scaled-down agreement a: i think something about you is very good b: i think the same i think it is good i don’t want to say: very good 4. downgrades a: i think your x is very good journal of pragmatics research vol. 2, no. 2, pp.144-159 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 148 b: i don’t think the same i wouldn’t say it is very good because something about it (y) is not good 5. reassignment of praise a: a praises b b: b praises other than self 6. returns a: a compliments b b: b compliments a besides that wierzbicka (2003) in her book, also mention about: ‘appreciation’ (a: i think that something about you (your x) is very good; b: thank you). research method this research is a comparative study, in which the result will be the identification of what is common and what is shared across contexts (hammond, 2013). it can be a comparison between countries, or just simply compare within the same country but across time. in this study, the researcher compared the compliment response between indonesia and america, so it is between the two countries. by comparing those two movies from different countries, the similarity and differences can be reflected from them. the two movies that the researcher used were 'mars versus venus' (indonesia) and 'the hitch' (america). those two movies are chosen because, in those movies, there are many compliments found and also the theme of those movies is the same, that is romance. in the following paragraphs, the summary of those two movies is provided. the first one is 'mars versus venus'. there are two people who are dating for 5 years, their names are kelvin and mila. then they planned to make vlog (video blog) that is meant to be their documentation of their long journey in having the relationship. in making the video, they asked their friend to record it. in the process of making the video, the story also goes back to the time when they first met until now. what upset mila, is for 5 years dating with her, she has never been introduced to kelvin's family in padang. so, mila went to jogjakarta with her friends to take a break. one day, she got called from her mom that kelvin and his family were there in rindang widiningrum 149 mila's house in jakarta, and they do video calls. mila was so happy and decided to come home to jakarta to meet them. finally, they got engaged. the second one is 'the hitch'. there is a man named alex hitch, and his job is like a consultant, helping guys who have difficulty in starting a relationship, by giving tips, information about the girl that they liked and create an opportunity for them to meet each other. then there is a woman named sara melas, a journalist in a newspaper. both of them met and liked each other. then sara found out the real job of hitch, and she felt that it was wrong and decided to leave hitch. hitch tries to convince her that, his job only creates an opportunity for a man and a girl to meet and know each other. finally, they get together again. there are some steps in the procedure of data collection. first, the researcher looked for american and indonesia movies with the same genre and theme. besides, the compliments are a must to be found in those movies. after getting the movies, the next step is to watch those movies, in order to find the compliment response as the focus of the study. the responses then are classified based on the categories. and finally, the last process before analyzing the data is 'coding'. this is to make the analysis process easier. the procedure of data analysis is the next one after the data is being coded. the similarities and differences in those two movies were to be found by comparing the compliment responses using wierzbicka's theory. after that, the discussion of the similarities and differences were made to know deeper about them. the last one is to make a conclusion based on the analysis. results & discussion the sources of the data are from movies. since the movies are going to be compared, so they must be in the same genre and the same theme. of course, one movie should be in english and the other in indonesia. the titles of the movies are: ‘mars met venus’ in indonesia and the other is ‘hitch’ which is in english. the genre of the movies is romance and the theme is about a man and a woman who are dating each other. the data taken from the movies are compliments from the two main characters of each movies mila and kelvin from ‘mars met venus’ and sara and hitch from ‘hitch’. other compliments from other characters from the movies were not included in this study. there are 11 compliments from the indonesian movie, while in ‘hitch’, there are 9 compliments found. journal of pragmatics research vol. 2, no. 2, pp.144-159 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 150 classification from the data were based on the gender. here is the classification: table 1. compliment response classification ‘men met venus’ compliments towards (topic) male female appearance silent (2) return (4) questioning (5) reassignment of praise (11) ability explaining (1) questioning (9) returns (6) returns (10) personality silent (3) silent (8) questioning (7) possession compliments found in this movie are about appearance, ability, and personality, whereas compliment about possession cannot be found here. in this table, it can be seen that the compliment response can be grouped into 5 categories, i.e. return, reassignment of praise, silent, questioning, and explaining. silent here meaning that the person did not say and do anything after receiving the compliment. questioning and explaining are when the person received the compliment, he or she questions or explains it to the person giving the compliment. there are 3 silent, 3 return, 3 questionings, 1 reassignment of praise, and 1 explaining. it can also be seen from that table that the male often gives compliments to his partner since the female produces more compliment responses than males. table 2. compliment response classification the hitch compliments towards (topic) male female appearance shifting to other topics (1) appreciation (4) shifting to other topics (2,6) ability explaining (3) shifting to other topics (5) questioning (9) personality possession agree (7) questioning (8) from the table above, it can be seen that most of the responses are shifting to other topics. in this movie, compliments found are about appearance, ability, and possession. no compliment is found in the category of personality. the compliment responses from the table are 4 shifting to other topics, 1 appreciation, 1 explaining, 2 questioning and 1 agree. from the table also can rindang widiningrum 151 be seen that the male often gives compliments to his partner since even though it slightly different. the compliment responses were produced more by a female rather than a male. below is the description of the data based on theme. 1. appearance it can be seen that the most favorite topic for a compliment is about other's appearances. in 'mars met venus' there are 4 compliments from the male character to the female character. the female character (mila) also responds differently in each compliment, those are, by being silent, returns, questioning, and the reassignment of praise. here is one example of the compliment by kelvin (the male character) to mila. the context is in the restaurant, where kelvin was taking a picture of mila who was eating in front of him. then, there is a sexy woman passing by and kelvin looks at the woman for a while. extract 5 (mars met venus) mila: sexy an mana sama aku? (which one is sexier?) my translation kelvin: ya, kamulah sayang. (you, darling.) mila: masak sih? (are you sure?) in this context, mila is questioning kelvin's compliment by asking the question. probably because there is one moment when kelvin looks at the other girl while mila is sitting in front of him. people will pay attention to something more attractive, so it is natural that mila questioning the compliment. it is also probably because she is jealous. move to 'hitch', there are also 4 compliments about appearance, but divided into male and female. the male character (hitch) response toward the compliment is shifting to other topics, while the female character (sara) response toward the compliments are appreciation and shifting to other topics. here is one example of sara's response, when hitch said, that she is beautiful. the context is when both of them are ready to go to work and want to say goodbye. extract 4 (hitch) hitch: beautiful girl. sara: thank you. the response is 'thank you' which means that sara appreciates hitch's compliment by saying thank you. journal of pragmatics research vol. 2, no. 2, pp.144-159 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 152 2. ability in this topic, there are 4 compliments found, 2 each from mila and kelvin with different responses. kelvin's responses toward mila's compliment are explaining and returns, while mila's responses toward kelvin's compliment are questioning and returns. below is the extract from the movie, where mila gave a compliment to kelvin. the situation is in the restaurant, where they have an appointment with their friend. mila said that their appointment is at 4 p.m. so, kelvin came at 4, but then actually the appointment was at 5 p.m. so, kelvin had to wait for about 1 hour and while waiting, he drew something in his scratch book. extract 1 (mars met venus) mila: ngganggur apa? kamu ini melukis bagus lagi. (doing nothing? you draw beautifully) my translation kelvin: ini, aku pakai sayap-sayap. (here, i use wings) in this extract, mila gave a compliment to kevin's drawing. in return, kelvin explained about his drawing in response to mila's compliment. he gave more description of his drawing. in the other movie, there are 3 compliments found, 2 for sara, in which she shifting to other topics and questioning, and 1 compliment for hitch, in which he responses with explaining. here is one example of sara's compliment to hitch. at that time, early in the morning, hitch came with breakfast while sara was still waking up. extract 3 (hitch) sara: oh god, you are a morning person, aren't you? hitch: well you know, like what i always tell my clients, begin each day, as if it was on purpose. to sara, the morning starts at 10 a.m., so she seemed to surprise and give a compliment to hitch, that he is a morning person. the response from hitch is by giving an explanation of what he always tells his clients about waking up in the morning. so, hitch needs to explain to sara, that this is his habit of waking up early as it is always mentioned to his clients. rindang widiningrum 153 3. personality no compliment about personality in ‘hitch’ the movie but, there are 3 compliments found from the indonesian movie. the compliments are divided into 2 compliments from mila to kelvin, and 1 compliment from kelvin to mila. the responses are the same, that has remained silent, but in one compliment, kelvin questioning mila’s compliment. this is the extract. the context at that time was when they were being asked by their friend, who is the most romantic between the two of them. extract 7 (mars met venus) mila: ya, kelvin lah. ya nggak, ya nggak? (kelvin, of course. are you?) (sambil senyum-senyum melihat kelvin) looking at kelvin with smiling. my translation. kelvin: kok jawabnya sambil gitu sih. (why did you answer that way?) in that extract, mila answered their friend’s question with a smile on her face. kelvin thought that by answering the question with smiling, it means that the answer is not really sincere. that is why he is questioning mila’s compliment. even though, mila said that kelvin is more romantic than her. 4. belonging in this topic, the compliments were only found in the movie ‘hitch’ and only done by sara. the compliment responses from hitch are agreed upon and questioning. below is one example from hitch’s response toward sara’s compliment about hitch’s house. the context of the conversation is at that time, sara came to hitch’s apartment for the first time. extract 7 (hitch) sara: wow, so this is it. hitch: yeah, this is it. sara gave compliments while looking around at the house and hitch agree with the compliment by saying ‘yeah’ and repeating sara’s comment. based on table 1, table 2 and data description in the previous part, there are similarity and differences in the compliments’ responses. the explanation will be in the following points. journal of pragmatics research vol. 2, no. 2, pp.144-159 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 154 1. similarity without looking at the topics, in those two movies, there is 'questioning' in the compliment's response. in the indonesian movie, there are 3 questionings (extract 5, 7, 9) and in the other movie, there are 2 questionings (extract 9, 10) as the complement response. another interesting thing from those movies is, when talking about ability, males tend to explain more, when their partners giving compliments about their ability. it can be seen from extract 1 (mars met venus) and extract 3 (hitch). extract 1 (mars met venus) context: in a restaurant, while waiting for mila, kelvin draws a picture. then mila gave a compliment for the drawing. mila: … kamu ini melukis bagus lagi. (you draw beautifully) kelvin: ini aku pakai sayap-sayap.(here, i use wings) extract 3 (hitch) context: when sara wakes up in the morning, hitch came with breakfast. sara: … you are a morning person. hitch: well, you know. like i always tell my clients, begin each day … from both extracts, it can be seen that both male characters from the movies, gave the response to the compliments by explaining. in the indonesian movie, kelvin explains more about the detail of his drawing, while hitch telling sara, about what he always tells his clients about waking up in the morning. another similarity that can be found, is questioning from female characters from both movies as the response of their partner's compliments about their ability. here is the sample: extract 9 (mars met venus) context: when kelvin was asked by his friend, what is his favorite food that is made by mila. rindang widiningrum 155 kelvin: …mi goreng jumbo kornet, telur, keju, susu. aduh meninggal. kamu udah jarang masakin. (…fried noodle with canned corned beef, egg, cheese, milk. wow, death (fantastic). you rarely cooked that.) my translation mila: gitu doang (only that?) kelvin: kamu tuh kayak erwin gutawa yang bikin mi goreng enak gitu. (you are erwin gutawa (music composer) who made a delicious fried noodle) in the extract above, mila was questioning kelvin's compliment. the questioning makes kelvin needs to explain or clarify the compliment. furthermore, the explanation can be another compliment for mila. extract 10 (hitch) context: hitch tried to convince sara to believe and listen to him. sara was on the way to go somewhere to meet her sister. hitch: … and there's only one person that makes me feel i can fly. that's you. sara: so, you kindda like me? both female characters in the movies are questioning their partners' compliments. mila questioning kelvin's compliment about the fried noodle, on the other hand, sara questioning hitch's compliment by giving questions. here, sara also needs an explanation or clarification from hitch concerning his compliment. so those are the similarities that can be drawn from the data collected. 2. differences many differences can be seen from those two movies. here 2 differences are going to be discussed in the following sections. a. topic in this part, based on table 1, it can be seen that both appearance and ability are discussed in both movies. in 'hitch' the main characters don't talk and give a compliment about personality, which is different from the indonesian movies. mila and kelvin gave compliments about their partner's personality, and give responses with silent (3, 8) and questioning (7). interestingly, mila and kelvin didn't give a compliment about 'belonging', but sara gave a journal of pragmatics research vol. 2, no. 2, pp.144-159 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 156 compliment about hitch's apartment. the response from the compliments is agreed (7) and questioning (9). b. kind of compliment response in 'mars met venus' there are 'silent' (extract 2, 3, 8), 'returns' (extract 4, 6, 10), and 'reassignment of praise' (extract 11) as the response of their partner's compliments, while we cannot find those responses in 'hitch' the movie. for example, in extract 11, where mila puts on makeup on her face and kelvin gave compliment for that. extract 11 (mars met venus) kelvin: kamu dandan? (did you put makeup on your face?) my translation mila: iya (yes) kelvin: mubazir amat, cewek cantik dandan. (it's useless, a beautiful girl puts on makeup on her face) mila: ah, kamu bisa saja. cantik, namanya juga cewek. (well, you. beautiful is for a girl.) kelvin said that it is useless when the girl is already beautiful and then put on make-up on her face. here, mila responds to the compliment by saying that as girls, they are beautiful. on the other hand, we cannot find 'shifting to other topics' (1, 2, 5, 6), 'appreciation' (4), and 'agree' (7) in 'mars met venus' because those responses only can be found in 'hitch'. for example, in extract 6 (hitch), sara came to hitch's apartment after hitch recover from his allergic to seafood. extract 6 (hitch) hitch: well, aren't you a sight for sore eyes? sara: i believe this belongs to you. (handed hitch's shirt to him) hitch said that sara is a sight for him, as we know that his eyes were sore at that time. here, sara shifts the topic and ignores the compliment. she talks and gives back hitch's shirt that she brought from home. rindang widiningrum 157 conclusion this paper aims to find out and compare the compliment response of two movies 'mars met venus' and 'hitch'. in 'mars met venus, there are silent (3 times), returns (3 times), questioning (3 times), reassignment of praise (1), and explaining (1). while in 'hitch', there are shifting to other topics (4 times), appreciation (1), explaining (1), questioning (2 times), and agree (1). from the data found in this research, it can be concluded that questioning with 25% got the highest percentage. after that, the others can be described as follow: shifting to other topics (20%), silent (15%), return (15%), explaining (10%), agree (5%), reassignment of praise (5%) and appreciation (5%). the topics that are mostly discussed in giving compliments are appearance and ability. this is in line with what chen said in trosborg (2010), that the topic of the compliments falls into two broad categories: appearance and/ or possession and ability and/or accomplishment. while manes and wolfson (1983) study in trosborg (2010), mention that woman receive more compliments than men and women's response toward compliments are more geared toward social harmony than men. in these movies, the male receives 8 compliments while the female receives 12 compliments. in responding to the compliments in these two movies, females tend to shift to another topic, questioning or silent. on the other hand, males tend to question the compliment, apart from other responses. in this paper, the compliment response of characters in those two movies is varied. it can probably base on the character's personality and also based on the culture. take for example, 'appreciation' as the compliment response. here, sara (a female character from 'hitch') responds the compliment from hitch, by appreciating. pomerantz in wierzbicka (2003) mentions that 'appreciation' is the preferred anglo-saxon strategy. so, it can be concluded that complement response is different in every country as reflected in those two movies, and one of the reasons is because of a different culture. this research has its limitation, so for the next research the number of movies can be added and the kind of speech act can be others than compliments. journal of pragmatics research vol. 2, no. 2, pp.144-159 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 158 references agnieszka, cyluk. 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(2009). a contrastive study of compliment responses among australian english and mandrian chinese speakers. journal of pragmaticss, 325-345. trosborg, anna, ed. (2010). pragmaticss across languages and cultures. berlin: walter de gruyter gmbh & co kg. wardhaugh, ronald. (2006). an introduction of sociolinguistics. oxford: blackwell publishing. wierzbicka, anna. (2003). cross-cultural pragmaticss: the semantics of human interaction (second edition). new york: mouton de gruyter. yin, robert k. (2011). qualitative research from start to finish. new york: the guilford press. yule, george. (2006). pragmatik. trans. indah fajar wahyuni. yogyakarta: pustaka pelajar. 147 journal of pragmatics research vol. 3, no. 2 (2021), pp.147-159 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index integrating politeness principles and strategies in counselling technique: a phenomenological study syafryadin syafryadin 1 * universitas bengkulu, indonesia *corresponding author email: syafryadin@unib.ac.id doi: http://dx.doi.org/10.18326/jopr.v3i2.147-159 copyright © the author (s) this work is licensed under a creative commons attribution-sharealike 4.0 international license. how to cite: syafryadin, s. (2021). integrating politeness principles and strategies in counselling technique: a phenomenological study. journal of pragmatics research, 3(2). doi: http://dx.doi.org/10.18326/jopr.v3i2.147-159 submission track: received: 17-06-2021 final revision: 03-09-2021 available online: 06-09-2021 abstract politeness is an important academic topic. an action must be taken to prevent rudeness. as a result, this study investigates how counseling techniques can modify students' behavior to be more courteous by implementing politeness tactics and concepts. furthermore, the purpose of this study is to determine why counseling strategies may alter students' perspectives. the research was conducted using a phenomenological study using an observation checklist and interview guideline. the instruments were triangulated for validity. data collection, data condensation, data display, and conclusion were all used in the data analysis. the findings revealed that counselling technique could have an impact on the outcome. the findings revealed that counselling technique had the ability to change students' conduct to become more polite. the students used negative politeness methods to consult with the instructors during its execution. furthermore, students used all of the politeness standards, including the tact principle, generosity principle, modesty principle, approval principle, compassion principle, and agreement principle. in summary, the counseling strategy could be employed to help pupils with their behavioral issues keywords: politeness principles, strategies; counselling technique, phenomenological study mailto:syafryadin@unib.ac.id http://dx.doi.org/10.18326/jopr.v3i2.147-159 https://creativecommons.org/licenses/by-sa/4.0/ http://dx.doi.org/10.18326/jopr.v3i2.147-159 148 introduction politeness is still an important issue of research since 10 or 15 years ago. politeness is a form of good attitude to apply in our life. however, it can cause a conflict if the people broke the rule of politeness. according to brown and levinson (1987), politeness is a fundamental thing in using a language based on social context that used to maintain the success of communication in a society. besides, politeness could guide the positive character of the speaker in behaving toward someone because it shows the respect between communicant and communicator. the problems that occurred in a society whether in the world and in indonesia, many students still disobey politeness rules in interacting to other people or older person, especially this issue happens between students to the teacher or students to lecturers. based on the observation, many students did not know how to be polite to the lecturer when texting to the lecturer. in this part, students did impoliteness texting to lecturers, such as deciding time by her or himself, force lecturer to consult and did not write the name. one of the alternative solutions to change the behaviour of the students is counselling because counselling technique is a technique that can be used to assist the students become better understanding about the theory and practice (stone, 2005). the purpose of counselling technique is to give awareness about core values that lead the students to the real actions or alter the students’ attitude. this counselling technique is expected to cope the students’ problems in terms of politeness. many researchers had conducted the research on politeness topic. those researches could be classified into three main themes namely politeness types, politeness principle and the effect of culture and linguistic choice on politeness. some researchers aimed to analyse the types of politeness strategies whether in oral or written form, such as speech, novel, movie and teaching process. the results showed that politeness strategies occurred in those forms namely positive politeness, negative politeness, bald on record, off-record politeness strategies. however the dominant part is depended on the form whether written or spoken (safitri, mujiono, herawati, 2015; ryabova, 2015; rosari, 2016; nailah, 2016; eshghinejad & moini, 2016; kravchenk & pasternak, 2016; marlina & selfia, 2016; syah, et al., 2017; kamlasi, 2017; agbaglo, 2017; putri, et al., 2018; pratiwi, et al., 2018; marlina & sibarani, 2018; nur & rosa, 2019; meiratnasari, et al., 2019; mahmud, 2019; kuzhevskaya, 2019). other studies identified politeness principles in their research. their findings were almost same about obey the rules of politeness and break the rules of politeness principle. for example, in their research occurred politeness principle, such as generosity, modesty, approbation, agreement, sympathy, and tact principle), but it also broke the principles (elmianvar & kheirabadi, 2013; karim, 2016; liu, 2017; samsi, 2018; mufliharsi & pratiwi, 2019; ruantika, 2019; rosyida, et al., 2019). furthermore, there were researchers who wanted know the effect of culture and linguistic choice on politeness strategy. the results showed that culture, linguistic choice has an impact on 149 the way of people to another people, and it influences the level of politeness and its strategy (ghounane, mortad, rabahi, 2017; fitriah & hidayat, 2018). referring to problems and relevant studies, the current research has a distinction from the previous ones because the current study wants to rise the issue of impoliteness that happens to the students by training or mentoring the students to be more polite to whom they speak. surely, this research is opposite to the previous studies that only identified and analysed the types of politeness strategies and principle and effect to the culture. therefore, this research aims to portrait the students’ and lecturers’ counselling technique experience on politeness during journal consultation. the research questions are (1) how counselling technique change students’ impoliteness to be politeness in doing journal consultation? (2) why counselling technique could change students’ attitude to be politeness in doing journal consultation? politeness politeness is one of the pragmatics aspects that show the attitude of the speaker. moreover, politeness will guarantee the relationship among speakers because it will keep the relation among interlocutors. politeness is in relation to the social lives. it will also save the speakers’ face (yule, 1996). thus, in my poin of view, politeness is a attitude that can be done by speaker or listener. this will lead the speaker or listener to have social value in the society. it means that it will keep the relationship among speakers. types of politeness strategies according to yule (1996), there are several types of politeness. those are positive politeness, negative politeness, bald on record and off the record. firstly, a positive politeness strategy is one of the politeness strategies that lead the speaker to achieve a common goal, even friendship via expressions. in this strategy, the speakers’ relation is close. see the example 1. example 1 a: how about letting me use your rule? b: hey, my bro, i‘d appreciate it if you’d let me use your rule? secondly, negative politeness strategy is one of politeness strategies that show the save the face of the speaker. in this strategy, there is a gap between the speaker 1 and speaker 2. the example can be seen in example 2. example 2, a: could you lend me a ruler? b: i am sorry to bother you, but could i ask you for a ruler or something? off record is one of the strategies in which the statements are not directly addressed to other speakers. the example can be seen in example 3. 150 example 3, a: uh, i forgot my ruler b: hmmmm, i wonder where i put my pen. bald on record is one of the strategies that the statement of the speaker is directly addressed to another speaker. the example can be seen in example 4. example 4, a: give me a ruler b: lend me a ruler politeness principle according to leech in chaer (2010), there are six politeness principles. those are tact, generosity, approbation, modesty, agreement, sympathy. the first, tact principle is one of the principles that show the wise of speaker to say and give benefits to the speaker. for example, you know i really do think you ought to sell that old car. it’s costing more and more money in repairs and it uses ip far too much fuel. the second, generosity principle is one of the principles that minimize benefit to self and maximize cost to self. for example, it is not my business really, but you look so much nicer in the green hat than in the pink one. if i were you, i would buy that one. the third, modesty principle refers to appreciation. it means that the speaker tends to show respect by saying praises to the communicant. according to watts (2003), modesty can be defined as one of the principles that minimize dispraise to others. for example, dear my brother, i would like to thank to you because you have helped me. the fourth, modesty is almost the same as approbation. in this principle, the speaker reduces dispraise of self and maximizes praise of self. for example, well done! what a wonderful painting! i hope i can do it the same. the fifth, agreement principle is a principle that reduces disagreement between self and others. for example, i know we haven’t always agreed in the past and i don’t want to claim that the government acted in any other way than we would have done in power, but we believe the affair was essentially mismanaged from the outset. the sixth, sympathy is a principle that minimizes the antipathy and increase the sympathy to others. for example, despite very serious disagreements with you on a technical level, we have done our best to coordinate our efforts in reaching an agreement, but have so far not been able to find any common ground. in short, those politeness principles were important to be known and implemented by speakers. it is because if we have known the politeness principle, it will cause good relationship between one speaker to another speaker. counseling technique counseling technique is a technique that assists someone to solve their problems. stone (2005: 85) defined counseling technique as an ongoing process for development. he also added that counseling is one of the elements of the coaching, where coaching as means to increase the 151 performance of the people. the communication process is one of the keys of the counseling because the communication as tool for the counselor and client to negotiate. in this case, it can be analogy for student and lecturer. there are three practices that becomes the communication as means of counseling. those are (1) communicate openly, directly, and honestly, (2) practice active listening, (3) probe and question. the first, communicate openly, directly and honestly means that everything must be communicated by the lecturer to students if the students have problem. the second, practice active listening refer to creating small discussion with the students in which the lecturer listen the students’ problems and vice versa the students listen to the lecturer advices. the third, probe and question mean that the lecturer as a counselor (in this context) investigated the student by asking the open ended question to find out the information of the problem and what is really happening to the student. research method qualitative research is a research type that explains about the phenomenon and phenomenological study is one of kinds of it. thus, a phenomenological study with observation checklist and interview guideline was employed to conduct the research. the phenomenology study is a research design that describes and interprets an experience by determining the meaning of the experience by the people who have participated in the event (ary, jacobs, sorensen, & razavieh, 2010: 471). there were two lecturers and fifteen students who became participants of this study because only two lecturers who guided students to do consultation about journal and only 15 students who wanted to submit their final paper to journal in period of september in one of the journals in english education study program, university of bengkulu. moreover, the sampling technique used purposive sampling because the researcher aimed at looking the experience of lecturers in changing the students’ impoliteness to be more polite during consultation. the research ethic was undertaken by getting permission to the head of study program. surely, the validation of interview guideline and observation checklist was undertaken by doing triangulation to enhance the trustworthiness. the instruments were made based on the indicator of politeness principle and strategies. the procedures of data collection were (1) contacting the head of study program and participants of the research to participate, (2) gathering the data through an observation, (3) interviewing several students about the counseling technique to change their behaviors, (4) interviewing lecturers in relation to the topic of the research, (4) achieving the data of interview and observation. the qualitative data were analyzed by using a theory adopted from miles, huberman, saldana (2014). the steps of data analysis were data collection, data condensation, data display, and conclusion. the first, data collection refers to the data were obtained by the researcher from 152 instruments. the second, data condensation means that the data gathered were selected and focused based on the research objectives. hence, the researcher opted the transcript of the interview and observation sheet that relates to answer the research questions. the third, data display is a data that been organized and displayed to support the research. in this stage, instruments results (interview transcript and observation checklist) were deeply analyzed to strengthen the findings of the research. the fourth step is a conclusion. the researcher concluded the data analysis from the data reduction until data display. this stage was essential to know whether the data analysis had answered the research questions or not. results and discussion results how counseling technique change students’ impoliteness to be politeness in doing journal consultation? to answer the first research question, the researcher used an observation checklist and interview. based on the observation checklist for lecturer and students, the researcher found that lecturers had used a counseling technique in improving the students’ politeness. in the first meeting of the consultation about english journal, the lecturer did not use a counseling technique; they just check the template and the content of journal directly. after looking at the students’ behavior that did not show the politeness to the lecturers, the lecturers altered their technique during consultation, the lecturers did not only mentor, but also counsel the students. referring to observation checklist, lecturers explained the theory of principle of politeness and politeness strategies. hence, students knew the theory. the students’ responses were good. the students understood and implemented the theory in the next meeting. the students’ texted the lecturers in politeness way. the screen can be seen in following figure 1 and figure 2. figure 1. before using counseling 153 figure 2. after using counseling based on figure 1, it shows the student did not indicate the politeness when texting to the lecturer because the students did not greet, did not write the name, write thanks. as a result, the lecturer did not know who texted. directly, it broke the politeness principle. moreover, in the second screenshot, the student directly decided the time to consult about journal. this may be impolite because the student seems to force the lecturer to meet, even though the student write their name, greet, and say thank. however, in figure 2, the students had changed their behavior after the lecturers gave counseling to the students. the lecturers informed polite principle and politeness strategies, such as positive, negative, bald on record, and off the record politeness strategies. thus, students could understand the politeness. in figure 2, it can be seen that, the students used politeness strategy namely negative politeness, for instance, the students greet (assalamualaikum), the content of the message is good, write “thanks” to the lecturers (terima kasih atas pengertiannya). referring to the observation checklist, the lecturers had applied the counseling technique, and the students also had implemented the politeness principle and politeness strategies during the consultation to the lecturers. the students used a negative politeness strategy to consult with the lecturers. moreover, the students followed politeness principles, such as tact principle, generosity principle, modesty principle, approbiation principal, sympathy and agreement principle. for more details, the examples of students’ and lecturers’ conversation can be seen in table 1. table 1. conversation between lecturer and students politeness principles conversations accepted/ broken tact principle conversation between lecturer (l) and student (s) s: pak, saya sudah merevisi yang kemarin. ini pak hasil revisinya mohon untuk dicek kembali. l: okay. ini sudah bagus, namun ada beberapa hal yang harus diperbaiki lag bagian findings and references. based on the conversation, the students followed the tact principle because the student did not cut the lecturer’ explanation and still silent to hear it. the student is also polite. the principle accepted 154 modesty principle l: okay. kamu harus revisi dulu lagi ya beberapa catatan sir. s: ya sir. terima kasih. saya akan segera merevisi. based on the conversation, students showed their modesty to the lecturer by saying thank to the lecturer. the principle accepted approbiation principle l: …ini kamu revisinya banyak. kamu harus kerja keras untuk perbaiki background sampai references. s: iya sir. maaf sir. insya allah saya akan memperbaikinya referring to the conversation, student received the correction or feedback with good attitude. he did not reject the comment of the lecturer principle accepted generosity principle s: assalamualikum l: waalaikumsalam s: how are you,sir? l: i am fine. what about you? s: i am fine too sir. l: have a sit! s: thank you sir. sir, i am andini. i have revised my article sir. based on the conversation, the students showed the generosity by saying “assalamualaikum”, thank you”. the lecturer also showed it by responses in polite way and asks the student to sit. principle accepted agreement principle l: kamu harus revisi lagi artikel kamu ini, research methodology, findings, discussionnya masih banyak yang kurang. bisa ya? s: siap sir. bisa. l: good. s: sir, nnt misalnya kalau saya udah revisi, kira kira kapan saya bisa dating lagi sir untuk revisi l: hmm.. besok bisa jam 10 ke kantor ya. s: siap sir. terima kasih sir. the conversation showed the accepted agreement principle because there is agreement between lecturer and students in terms of revision and schedule in doing consultation. principle accepted why counseling technique could change students’ attitude to be politeness in doing journal consultation? to answer research question number 2, the researcher used an interview to several students to know their reasons about counseling technique that can change their attitudes to be more 155 politeness. for more details, the interview transcript and the analysis could be seen in excerpt below. excerpt 1 researcher : why counseling technique could change your behavior to be more polite? students 1 : hmm…i think this counseling is very useful for me to change behavior because counseling technique could give me a lesson about how to behave to the lecturer, and other people. referring to excerpt 1, the student’s reason is the counseling technique could change their behavior because counseling is very useful for him/her and counseling can give a lesson about behavior excerpt 2 researcher : why counseling technique could change your behavior to be more polite? students 2 :the reason eee the counseling technique could change my behavior because in counseling technique, the lecturer guide me to know the good role model in behaving. based on excerpt 2, the reason of student 2 shows the benefits of counseling technique where, the student is guided by the lecture in good behavior. besides, the lecturer also becomes the role of students in behaving during a journal consultation. excerpt 3 researcher : why counseling technique could change your behavior to be more polite? students 3 : i think counseling technique helps me a lot about how to behave to the lecturer or another person because in counseling technique, the lecturer explains to me about the importance of politeness. in excerpt 3, the reason of the student 3 is a counseling technique that could help the student how to be polite to the lecturer. besides, in counseling technique, the lectuer tells about the importance of politeness. excerpt 4 researcher : why counseling technique could change your behavior to be more polite? students 3 : eeee because in counseling technique gives a lesson for me about the way we behave to another people. and if i do mistakes in behaving, the lecturer as a counselor could correct my attitude because attitude is more important than intelligence. in excerpt, the reason is almost the same as the other students; this counseling technique has a benefit to treat the student to be more behave. 156 excerpt 5 researcher : why counseling technique could change your behavior to be more polite? students 3 : because counseling technique could teach me the way i behave to other people. in excerpt 5, the student’s reason is that counseling technique could teach and help the student to behave to other people. discussion based on the findings, the discussion of this study comprised of the counselling technique that change students’ impoliteness to be politeness in doing journal consultation and the reason counselling technique change students’ attitude to be more politeness in doing journal consultation. firstly, the implementation of counselling technique to the students during journal consultation could give an impact on students’ behaviour. in counselling technique, the students are taught about politeness theory that involves politeness principle and strategy. the students implemented the politeness strategies in doing journal consultation. the students used negative politeness strategies because students did a consultation to the lecturer, where the lecturer is the older person than the students. besides, the students respected the lecturer during consultation from the beginning until the end of the consultation. the use of negative politeness is in line with the theory by yule (1996) who stated that negative politeness is one of the strategies where there is a gap among speakers. in the other words, the gap means that the speakers have different status namely as a lecturer and a student. moreover, this finding is supported by relevant studies which researched on politeness. the results of their research showed that dominant strategy used is a negative politeness because negative politeness strategy because this strategy could give more respect to the people (marlina & sibarani, 2018; nur & rosa, 2019; meiratnasari, et al., 2019; mahmud, 2019; kuzhevskaya, 2019). another first finding was the obey of politeness principle by the students. in this aspect, students have applied the politeness principle in doing conversation to the lecturers, hence the flow of the conversation and politeness happened among speakers. this politeness principle is important to keep the relationship among interlocutors. as ruantika (2019) stressed that politeness principle must be obeyed to have a good attitude in doing a conversation. by knowing the politeness principle, the students know the rules in behaving especially speaking to another speaker. secondly, the reason counselling technique could change the students’ behaviour. based on the interview, most of the students stated that counselling technique could alter their attitude to be more polite because in counselling technique, they got many inputs about rules of politeness and politeness strategies. moreover, the lecturers always gave good role model for the students. it means that the lecturers showed good example in behaving to other people either in terms of speaking or gestures. thus, the students could imitate the lecturers’ good attitude. this finding is 157 in line with stone (2005) who stated that counseling technique is a technique that could help the people to change their behavior. conclusion overall, counselling technique could influence the students’ behaviour to be more polite. in its implementation, the students had applied negative politeness strategies to consult with the lecturers. 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(2003). politeness. new york: cambridge university press. journal of pragmatics research vol. 1, no.1, 2019, pp.43-61 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index http://dx.doi.org/10.1836/jopr.v1i1.43-61 43 co-occurences of kok and other markers in colloquial jakartan indonesian rika mutiara esa unggul university rika.mutiara@esaunggul.ac.id doi: http://dx.doi.org/10.1836/jopr.v1i1.43-61 submission track: received: 27-03--2019 final revision: 01-03--2019 available online: 03-04-2019 corresponding author: rika.mutiara@esaunggul.ac.id abstract this study analyzes discourse marker (dm) kok (why) in colloquial jakartan indonesian. co-occurences of markers are noticeable features. it focuses on examining the emotive and textual functions of the cooccurences of kok and other markers. this study applied corpus methods. it was found that there are 7 markers co-occur with kok namely lho, eh, oh, lha, wah, ah, and ih that always appear on the left side of kok. only dm sih occurs on the right side. in emotive functions, the co-occurrences were used to show shock, disappointment, and disgust. three markers might occur together in one utterance which cause more complex senses. some utterances with kok appear repeatedly in the form of questions. it seems that in questions with kok, the speakers feel more curious and demand more responses. in textual functions, the speakers use the co-occurrences to raise a topic, emphasize, demand answers, and negotiate. moreover, it was also used when the speakers have just noticed something and tried to make the interlocutors notice. keywords: discourse marker, co-occurrence, emotive function, textual function introduction indonesian is a national language of indonesia which is an archipelago that has many local languages. as a national language in such country, indonesian has some local variations. one of the variations is colloquial jakartan indonesian. this variety is spoken in jakarta, the capital city of indonesia. as the capital city, people with different local languages come to jakarta. the jakartan indonesian might be influenced by the local languages. the influences http://e-journal.iainsalatiga.ac.id/index.php/jopr/index http://dx.doi.org/10.1836/jopr.v1i1.43-61 http://dx.doi.org/10.1836/jopr.v1i1.43-61 mailto:rika.mutiara@esaunggul.ac.id rika mutiara 44 can be in the aspects related to discourse. in colloquial language, discourse marker (dm) is a feature that distinguishes colloquial language from formal spoken language and written language. its meanings, moreover, might change from one situation to the other ones (aijmer, 2014). therefore, studying the utterances in dialogues to see the context is necessary. dm is a part of pragmatic marker. dms occur to create meaning as a whole by joining several elements in discourse. they are used by the participants in discourse to make the optimum sense of their utterances are delivered (schiffrin, 2003). they, moreover, guide the listeners to make interpretation based on the message they heard (han, 2011; schiffrin, 2003). fraser (1996, p. 169) mentioned that dm is a type of pragmatic marker that “signals the relationship of the basic message to the foregoing discourse.” according to biber, johansson, conrad, & finegan (1999, p.1046) it is “loosely attached to the clause and connected with ongoing interaction.” as it carries discourse functions, it represents how the speakers manage the discourse in conversation in order to deliver and understand meanings. it is also defined as “a syntactically heterogeneous class of expressions which are distinguished by their function in discourse and the kind of meaning they encode” (blakemore, 2004, p.221). from all definitions, it can be seen that dms contribute to meaning making. some studies focused on the functions of dms. wang (2011) studied dms ano in japanese and nage in mandarin chinese. they function to develop close relationship among speakers. the dms are used as a politeness strategy in which the speakers reduced the potency of his own or interlocutor’s faces threatening acts. it is a part of speakers’ ways to show emotions with considering the effects to the interlocutors. in addition, they were also used when the speakers found sameness with their interlocutors. furthermore, they give color to the nature of conversation. fischer in schiffrin (1987) mentioned they influence turn taking system and the flow of information in conversation. dms do not only affect the coherency of discourse but also influence the relationship among the speakers (furman & özyürek, 2007). they might occur in transition. besides, they appear to show how speakers and hearers involved in the message (biber, et al., 1999). as carrying emotive functions, dms show stance (aijmer, 2014; han, 2011; hiramoto, 2012). according to biber & conrad (2003), stance carries feelings and assessment. thus, the speakers try to make others understand what they feel and think about even though they do not directly use content words to express feelings. journal of pragmatics research vol. 1, no.1, 2019, pp.43-61 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index http://dx.doi.org/10.1836/jopr.v1i1.43-61 45 textual functions mean how dms are applied to organize texts such as in making the listeners pay attention to the messages that are going to deliver, marking structure of the texts, setting up boundary, and switching topics (aijmer & rühlemann, 2015). dms are used to make coherence in discourse (schiffrin, 1992). they are applied to make the texts make sense and easily to be understood. the study of dms in catalan and spanish has similarity to the present study (cuenca and marin, 2009). it discussed the co-occurences of two markers. however, the term cooccurrence in this study is different from the one in the present study. it refers to two or more words occur as a chunk in cuenca and marin’s study while, in the present study, it was used to define as a word(s) that occur together within the span of four words to the left and right. the previous study explored the functional category of discourse markers and distributional properties. it was found that two or more markers might co-occur. sneddon (2006) also studied dms in colloquial jakartan indonesia. the dms are deh, dong, kan, kek, kok, loh, mah, masa, nah, nih, tuh, sih, ya/yah, and yuk. the discussion of the co-occurences in sneddon’s work is limited. it only gives some examples of what dms cooccur with other dms. according to him, the function of co-occurences is to build connection among speakers in conversation. most examples given in his work were not given in wider chunk of dialogue. furthermore, the context of the utterances must be considered. it did not consider how the co-occurences carry functions particularly textual and emotive functions. besides, the co-occurences that were investigated are only the dm and dm. co-occurences to other markers such as interjections have not been studies. the present study gives contribution on the study of co-occurences of dm kok and other markers (dms and interjections) especially in their textual and emotive functions. one of the dms in colloquial jakartan indonesia is kok. kamus besar bahasa indonesia (kbbi) which is an indonesian-indonesian dictionary published by the government gives two definitions for kok. the first one is as a word that functions to emphasize and strengthen speaker’s intention. the second one, it is a synonym of mengapa and kenapa (why). as a synonym of mengapa and kenapa, when the speakers use kok, they ask for http://e-journal.iainsalatiga.ac.id/index.php/jopr/index http://dx.doi.org/10.1836/jopr.v1i1.43-61 https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&cad=rja&uact=8&ved=0ahukewj45-3zho3wahukjjqkhu23aewqfggumae&url=https%3a%2f%2fwww.amazon.com%2fcorpus-pragmatics-handbook-karin-aijmer%2fdp%2f1107015049&usg=aovvaw2y-v5qgpkeot49k5jjomkm rika mutiara 46 reasons from other participants in the dialogue. they expect explanation to answer their questions. schiffrin (2003) mentioned that dms have cognitive, expressive, textual, and social functions in a discourse. from dms, speakers’ thought and emotion that are not delivered directly by using content words can be realized. moreover, it gives views on how the speakers construct dialogue in such a way to deliver their ideas. the speakers also consider their relationship with the listeners and tried to manage it in social interaction. for the case of kok, it was found that kok tends to occur with other markers in utterances. as we have shown before, the position of the other markers can be on the left or right side of kok. in addition, their co-occurrences tend to be with other markers that carries exclamation in meaning such as wah (anonymous, 2017). words that carry exclamation are called as interjections such as oh, yeah, and wow. interjection is a type of pragmatic marker (aijmer, 2014). like dm, its occurrences can be structurally independent. in addition, they carry speakers’ emotions (biber, et al., 1999; fraser, 1996; neal, 2014;). neal (2014, p. 251) stated they “connect utterances to foregoing talk, they act as tags, they fill pause, they signal listener responses, and assessments, all in addition to expressing strong emotion.” oh shows speakers’ participation in discourse. by producing oh they sign they receive information. furthermore, oh that occurs in the question demands more detailed information from the ones that gave the information (schiffrin, 1993). thus, it plays roles in creating the texts and showing emotions. the findings are much related to the textual and emotive functions. for the case emotive function, the nature of dms and interjections enable them to do so. besides, it seems that the construction of co-occurences of kok and other markers carries functions related to the way the speakers construct the dialogues. it is about the textual function of dms. intriguing by the findings, this study sought to answer the research questions as follows: 1). what are the emotive functions of the co-occurences of kok and other discourse markers? 2). what are the textual functions of the co-occurences of kok and other discourse markers? research method the present study applies corpus methods in discourse analysis. in doing so, quantitative considerations are counted. it produced results that give description and explain phenomena that is investigated in discourse (partington in thornbury, 2010). the use of journal of pragmatics research vol. 1, no.1, 2019, pp.43-61 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index http://dx.doi.org/10.1836/jopr.v1i1.43-61 47 corpus study to analyze dms is recognized as an effective way because dms are lexis that can be obtained easily by using the corpus tool. lists of concordance lines of dms can be provided. furthermore, it can shed light on how speakers use dms in order to optimize the sense of the message to be understood by the listeners (rühlemnann, 2010). this study is limited only to emotive and textual functions and these functions are possible to be examined by a corpus method. as a study that applied corpus methods, first, the corpus was built by compiling the data from childes (child language data exchange system). the size of the corpus is around 370,000 words. next, the collocates of kok were investigated. based on the wordlist of the collocates, the words that belong to dms were selected. close examination of the concordance lines was conducted to see the textual and emotive functions of the cooccurrences. results & discussion it was found that markers on the left side of kok are lho, eh, oh, lha, wah, ah, and ih. on the right side, there is only sih. only lho and sih that belong to the classification of dms of colloquial jakartan indonesian by sneddon (2006). lha was not included in the classification. however, it is considered to be a dm in this study because its function and meaning almost similar to lho. the dms, therefore, are lho, lha, and sih while the interjections are eh, oh, wah, ah, and ih. their co-occurences with kok carry the sense of exclamation. the cooccurences occur in statements and questions. all of them function to show that the speakers feel shocked and surprised. lho and kok in this co-occurrence, kok appear in the questions. they can appear as chunks. furthermore, they can be separated by some words such as in lho itu bekas jeruk kok and lho dia kok. lho functions to show surprise (sneddon, 2006). when lho and kok co-occur, it makes the speakers asked for reasons with surprise. in addition, the speaker used it when he negotiated his idea in order not do particular action. (1) a: burungnya kan kesian ditembak bird kan pitty shot http://e-journal.iainsalatiga.ac.id/index.php/jopr/index http://dx.doi.org/10.1836/jopr.v1i1.43-61 rika mutiara 48 b: (b)urung apa? bird what a: kalo yang terbang, jangan ditembak, kesian if which fly don’t shot pitty b: (b)urung, (b)ur(ung), (ger)eja bird bird church a: burung, burung gereja jangan ditembak, kesian bird bird church don’t shot pitty b: tembak aja shoot just a: lho, kok ditembak? dm dm shot b: galak tapi fierce but a: it’s pitty to shot the bird. b: which bird? a: if the bird is flying, don’t shoot, it’s pitty. b: sparrow. a: but fierce. a: don’t shoot sparrows. it’s pitty. b: just shoot. a: how come it was shot? b: it’s fierce. a felt shock because he requested b not to shot from the beginning. he produced two imperative utterances that requested b not to shot the bird. he also gave reason why he made such instruction. nevertheless, b still kept his intention to shot. through the question lho, kok, ditembak, a wonder why b persisted to do the action. in another case, lho kok occurs as one phrase in one utterance. in the dialog below, the participants are a child and an adult. the adult is called as om (uncle). (2) a: om okki, om okki, ambil sendok dong! uncle o uncle o take spoon dm b: ya, ambil sendiri dong, tuh. journal of pragmatics research vol. 1, no.1, 2019, pp.43-61 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index http://dx.doi.org/10.1836/jopr.v1i1.43-61 49 dm take alone dm dm a: aaah. exc b: lho kok? dm dm a: uncle okki, uncle okki, please take a spoon for me. b: please, do it by yourself. a: ah. b: how come? through lho kok, b questioned a’s response to his instruction. like in the first dialogue given as the example, the speakers that produced lho kok made imperative utterance before he produced lho kok. in this dialogue, it can be seen when the speaker said ya, ambil sendiri, dong. the sense in the dialogue tends to be imperative. lho kok is not only a response to an utterance but it can be a response to an action that was seen by the speaker as in the following dialogue. (3) a: oke deh, maen cukur-cukuran deh. okay dm play shave dm b: kompornya beresin ya? stove tidy.up dm c: eh, liat! exc look b: lho, kok digunting? dm dm cut a: okay, let’s play, pretend we do shaving. b: should we tidy up the stove? a: hey, look. b: how come did you cut it? speaker c asked other participants in the conversation to look at him. after that, b questioned about it by saying lho, kok digunting? it is not only language produced but also http://e-journal.iainsalatiga.ac.id/index.php/jopr/index http://dx.doi.org/10.1836/jopr.v1i1.43-61 rika mutiara 50 the sudden actions done by the other participant that created situation in which b shows shock. feeling of shock in speaker’s question can be accompanied by the feeling of disappointment as can be seen in the following dialogue. (4) a: lho, kok rumahnya kosong? dm dm house-nya empty b: rumahnya mau dimasuki oleh binatang. house will enter by animal a: yah, kosong. dm empty a: how come was the house was empty? b: the house will be entered by animals. a: oh no. empty. b gives a reason to a’s question. after hearing it, a mentioned again the emptiness of the house with disappointing tone. lho kok might occur in sequences showing how intriguing the phenomenon for the speaker. a produced lho kok twice in one speaking turn. by doing this, a has questions in his mind. as a response, b does not give reason to answer a’s question. he gives other information that might be helpful to answer a’s questions. (5) a: lho, kok, cuman begini? lho, kok, ngga ada ininya? dm dm only like.this dm dm not be this-nya? b: tapi ini ada pelurunya, tante. but this be bullet-nya aunt a: how come it is just like this? how come it is missing? b: but it has the bullet, aunt. in another dialogue, the sequences of lho kok was produced by both speakers. a repeated lho kok two times in his first utterance. then, a and b produced one question with lho kok. from the utterance lho kok, the speakers said that that it should not be like this. (6) a: lho… lho kok ada tiga? lho, kok ada empat? dm dm dm be three dm dm be four b. lho, kok banyak? dm dm many journal of pragmatics research vol. 1, no.1, 2019, pp.43-61 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index http://dx.doi.org/10.1836/jopr.v1i1.43-61 51 a: lho, kok ada empat? dm dm be four b: tu, dua, … one two a: how come there are three things? how come there are four things? b: how come there are many? a: how come there are four? b: one, two, … . none of the speakers answered the dialogue. they only questioned. it seems that the questioning sense is stronger in this dialogue. in the other dialogue, lho kok occurs with wah which is an interjection. it forms wah lho kok. after asking for the reason, speaker a asked the person that did it. then, he questioned the reason again. in this question, he did not produce wah and loh. kok occurs without any markers because the speaker was not as shocked as when he produced the first question. in the first utterance, he produced three questions. the first and the last questions talk about the same issue. (7) a: wah, lho, kok miring ni? dm dm dm slanting this a: siapa sih yang mutusin , kok miring? who dm which break dm slanting b: oh, karena dimasukin ke kardus. dm because put into box a: wow. how come it is slanting? who broke it? how come it was slanting? b: oh, because it was put into the box. three questions that occur in one speaking turn show that it makes the tone of the dialogue becomes more questioning. the participant observed the object and it led him to produce questions related to the objects. eh and kok http://e-journal.iainsalatiga.ac.id/index.php/jopr/index http://dx.doi.org/10.1836/jopr.v1i1.43-61 rika mutiara 52 co-occurences of eh and kok can be in a statement or question. in the following example, it occurs in a question. they discussed about the train such as experience and where the train is. then, b asked questioned. he asked the question which begins with eh … kok. eh … kok shows that he just noticed new thing. he made it as the topic that he would discuss and tried to make the others notice. through his question, speaker a raised new topic about the train. in this question, he used the word tapi (but) which shows contrast. he contrasted what he found about the train that the train does not move with his concept that the train should move. (8) a: kereta api. ya kan om oki. train dm dm uncle o b: iya, bener, kok tau, mamas? emang pernah …? yes right how come know m actually ever c: kan … dm a: pernah naik ever take c: kalo kalo … if if a: pernah liat kok ever see dm c: kalo if a: di stasiun at train.station b: eh, tapi kok ngga bisa jalan ya? exc but dm not can work dm d: eeh. exc. a: train. is it right, uncle oki? b. yes, that’s right. how come you know it, mamas? actually … ? c: yeah … . a: i took it journal of pragmatics research vol. 1, no.1, 2019, pp.43-61 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index http://dx.doi.org/10.1836/jopr.v1i1.43-61 53 c: if …. , if … . a: i saw it, you know. c. if … . a: at the train station. b: anyway, but how come it cannot work? d: yeah. eh and kok also occurs in a statement. as a statement, the function of kok is to emphasize. therefore, it makes others notice particular facts that would be said by the speaker. it can be said as speaker’s way to emphasize his utterance. a complained about his aunt that did not want to help. as a response to this complain, c (aunt) made a realized why she did it. (9) a: cepet, cepet. masuk rumah semua! masuk rumah! masuk rumah! hurry hurry come house all come house come house b: ayo cepet. come on hurry a: wa, tante! bantuin dong! aah, tante nih nggak mau bantuin. exc aunt help dm dm aunt dm not want help c: eh, yang maen kamu kok. dm which play you dm a: hurry, hurry. come to the house, all. come to the house. come to the house. b: come on. hurry. a: aunt, please help. ah, aunt is not willing to help. c: hey, it is you that play. oh and kok the co-occurences can be seen in the form of questions and statements. in the example below, the co-occurrence is in the question. oh is closed to the information given in discourse. (10) a: tante, ni sosis sisanya dari sekolah. aunt this sausage rest-nya from school http://e-journal.iainsalatiga.ac.id/index.php/jopr/index http://dx.doi.org/10.1836/jopr.v1i1.43-61 rika mutiara 54 b: oh, kok enggak dimakan di sekolah? oh how come not eat at school a: satu udah dimakan di sekolah. one already eat at school a: aunt, here is/are (a) leftover sausage(s) from the school. b: oh, how come you didn’t eat it at the school? a: i ate it one at the school. b gave response to the information given by a. when the speaker used oh, she just knew the information because the speaker told her. oh also functions to notice that the speaker paid attention to the interlocutor. it is in line with the functions of oh mentioned by schirffrin (1993). based on the information given, b asked a question using kok. a did not directly give the reason. he added another information that can be used by b to guess. as a statement, oh and kok occurs in the following dialogue. oh is a response to b question. however, the response was not given directly after the question. there is an utterance produced by a before a answered the question. in this dialogue, speaker a did some actions. she was able to answer the question after doing this action. oh … kok in the following example shows that the speaker has just known particular fact and emphasize the fact. (11) a: tante, bety mo pipis dulu ya. aunt b want pee early dm b: oh iya. bisa nggak pipis sendiri? oh yes can not pee alone a: ah, ininya dilepas. ex this free c: yah. dm a: oh bisa kok itu. oh can dm that a: aunt, bety wants to pee first. b: yes. can you pee alone? a: ah, it should be opened. c: oh, no. journal of pragmatics research vol. 1, no.1, 2019, pp.43-61 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index http://dx.doi.org/10.1836/jopr.v1i1.43-61 55 a: oh, it worked, you know. lha and kok a shows his wonder by using lha kok. instead of giving reason to a, he asked a question too. a asked again but in this question, he did not use lha. this case is similar to the cooccurences of lho and kok. lha did not appear because it is not the first time for him to know it. in the first question, it was the first time for her to realize the fact. then, he questioned it with lha kok. in the second question, speaker c gave explanation as a response. (12) a: lha kok ada kacang? dm dm there peanut c: yang satu lagi mana? which one again where a: kok ada kacang? dm there peanut b: mana? ya udah tambahin kacang juga nggak pa pa, enak. which okay add peanut also not.problem yummy a: what. how come there are peanuts? c: where is the other one? a: how come there are peanuts? b: which one? okay. it’s not a problem to add peanuts. yummy. in another dialogue, the speaker produced two questions in one utterance. in the first question, lha occurs with kok. however, in the second question, it occurs without lha. this is still in line with the case in the previous dialogue where the speakers produced two questions with kok. kok occurs with lha in the first question. however, it appears without any other dm in the second one. (13) a: lha kok gambar semua ni? dm dm picture all this a: ni kok nggak ada gambarnya kayak ini? this dm not be picture like this b: oh, nggak ada. ini juga nggak ada. http://e-journal.iainsalatiga.ac.id/index.php/jopr/index http://dx.doi.org/10.1836/jopr.v1i1.43-61 rika mutiara 56 oh not there this also not there a: what. how come all are pictures? how come it doesn’t have a picture like this? b: there aren’t any. this one also doesn’t have. b did not give reasons. he only emphasized the point that a mentioned. he also made the last statement to show that the same case also happens. in the dialogue below, a produced question with kok based on his observation. then, b gave a response. a asked another question with a different topic. in this question, kok occurs with lha. (14) a: eh, bikin setan aja deh. exc make devil just dm b: bikin setan? make devil c: (s)etan di hutan, kalo malem-malem. devil at forest if night b: ni malem-malem ni ceritanya. this night this story-nya a: iya. kok begitu sih? yes dm like.that dm b: nanti dulu, belom jadi. later before not.yet become a: lha kok, eee, setannya terbang? dm dm exc devil-nya fly b: terbang. fly a: hey. let’s just make devil. b: make devil? c: devil is at the forest at night. b: let’s say it is night. a: how come it is like this. b: later. it hasn’t been finished. a: how come devil flies. b: fly. journal of pragmatics research vol. 1, no.1, 2019, pp.43-61 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index http://dx.doi.org/10.1836/jopr.v1i1.43-61 57 the case here is different from the case previously discussed. in this case, kok without dm occurs first. it happens differently because in this case, the speaker asked for two different things. wah and kok kok that occurs with wah gives sense of wonder. wah … kok is an expression of wonder of what c saw. it triggered his curiosity that led him to produce a question with kok. there is no response towards c’s question. a switched the topic. then, c gave a response to a new topic. (15) a: ni mamas bikin anjing. this mamas make dog b: tuh. that c: he em. dm a: setan devil c: wah, setannya kok kayak cacing? exc devil-nya dm like worm a: ini rumputnya. this grass-nya c: apa tuh, rumput, mas? what that grass m a: now, mamas is making a dog. b: that one. c: yes. a: devil c: wow. how come the devil is like a worm? http://e-journal.iainsalatiga.ac.id/index.php/jopr/index http://dx.doi.org/10.1836/jopr.v1i1.43-61 rika mutiara 58 a: this is the grass. b: what is it? is it grass, mas? in another dialog, there are two questions in a speaking turn. it is only the second question that used kok. even though the first question did not use kok (ini mana ini?), the sense of questioning is still strong in the utterance that creates the nuance of questioning in the dialogue. (16) a: ini mana ini? wah, ini kok copot? this which this dm this how.come detached b: harus dua tapi, nggak boleh. must two but not can a: where is it? wow, how come it is detached? b: but, it must be two. it can’t be. in this case, there is no reason given to answer a’s question. ih and kok when ih occurs with kok, there is a sense of questioning with negative feeling that makes the speaker felt horrific. in the following dialogue, the negative feeling is dirty because the hair should not be there. (17) a: tuh ada tissue. that there tissue b: heh? what a: pake tissue, ya? use tissue dm c: ih, kok ada rambut sih? exc how.come be hair dm a: that is a tissue. b: eh? a: use a tissue, don’t you? c: how come the hair is there? in the other case, the negative feeling is shame. a did self-talking in which he asked a question and express what he felt. the other speakers did not give a response. b talked about new topic. then, c responded to this new topic. journal of pragmatics research vol. 1, no.1, 2019, pp.43-61 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index http://dx.doi.org/10.1836/jopr.v1i1.43-61 59 (18) a: ih, ce(lana), celananya kok gitu? dm pants-nya pants-nya how.come like.that? a: ih, malu. om okki malu. dm ashamed uncle o ashamed. b: diminum, mas okki. drink mas okki c. iya, bu. yes ma’am a: yuck. the pants. how come the pants like that? yuck. uncle okki, i am ashamed. b: have a drink, mas okki. c: yes, ma’am. sih and kok sih is the only dm that occurs on the right side of kok. in the questions, sih plays a role to make the dialogue smooth and emphasize the focus of questions (sneddon, 2006). kok can occur in the beginning of the sentence after the addressing term. in the following example, kok occur after the addressing term, ma. ma means mama (mother). (19) a: ma, kok nggak ada kulitnya sih? ma how.come not be skin-nya dm b: kulitnya susah dong. skin-nya hard dm a: ma, how come it doesn’t have a skin. b: the skin is hard. in the dialogue above, a asked her mother, a person that must be respected based on local culture. based on participants’ relationship, a tried to smooth the question by using sih. the question used kok which demand an explanation. to make it less demanding, the speaker used sih. in another case, kok occurs in the middle of the sentence. b responded by mentioning the issue that was mentioned by speaker a before he gave the reason. (20) a: si atan kok nggak keliatan sih? http://e-journal.iainsalatiga.ac.id/index.php/jopr/index http://dx.doi.org/10.1836/jopr.v1i1.43-61 rika mutiara 60 dim atan how.come not seen dm b: nggak keliatan, atan di bawah. not see atan at under a: how come i didn’t see atan? b: i didn’t see him. atan is on the ground below. the co-occurrences of sih and kok in the two dialogues above emphasize the focus of the questions to the listeners. by doing so, the speakers directed the listener to get the focus of the questions. thus, the listeners would give more relevant information to answer the questions. it is in line with what was mentioned by han (2011) that dms are intended by the speakers to the make the listeners interpret the messages correctly. conclusion in terms of emotive functions, the co-oocurences carry the expressions of shock and surprise. it is also possible that expressions of disappointment and horrific gives nuance to the dialogue. the speakers concern towards particular issues and have curiousity about the issues. it led them to the make questions with the co-ccurences of kok and other markers. two questions with kok might be produced in one utterance. one of them might carry cooccurences of kok and other markers whereas the other one has only kok. in terms of textual functions, the co-occurences play roles to address new topics, show information that is taken and given, make the other participants notice about particular issues, and smooth the dialogues. references aijmer, k. & rühlemann, c. (2014). corpus pragmatics: laying the foundations. in k. aijmer & c. rühlemann, in corpus pragmatics: a handbook. cambridge: cambridge university press. anthony, l. (2014). antconc (version 3.4.3) [computer software]. tokyo, japan: waseda university. downloaded from http://www.laurenceanthony.net/ blakemore, d. (2004). discourse markers. in l. horn & g. ward (eds.), in the handbooks of pragmatics (pp. 221-240) malden: blackwell publishing. biber, d., johansson, s., conrad, s. & finegan, e. (1999). longman grammar of spoken and written english. london: longman. child language data exchange system. (n.d.). retrieved from http: http://childes.talkbank.org/browser/index.php?url=eastasian/indonesian/jakarta/ fischer, k. (n.d.). discourse markers, turn−taking, and the semantics−pragmatics interface. https://nats-www.informatik.uni-hamburg.de/~fischer/rspfischer.pdf fraser, b. (1996). pragmatic markers. pragmatics, 6 (2), 167-190. https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&cad=rja&uact=8&ved=0ahukewj45-3zho3wahukjjqkhu23aewqfggumae&url=https%3a%2f%2fwww.amazon.com%2fcorpus-pragmatics-handbook-karin-aijmer%2fdp%2f1107015049&usg=aovvaw2y-v5qgpkeot49k5jjomkm https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&cad=rja&uact=8&ved=0ahukewj45-3zho3wahukjjqkhu23aewqfggumae&url=https%3a%2f%2fwww.amazon.com%2fcorpus-pragmatics-handbook-karin-aijmer%2fdp%2f1107015049&usg=aovvaw2y-v5qgpkeot49k5jjomkm http://www.laurenceanthony.net/ https://lib.atmajaya.ac.id/default.aspx?tabid=52&pbit=%22blackwell+publishing%22 https://nats-www.informatik.uni-hamburg.de/~fischer/rspfischer.pdf journal of pragmatics research vol. 1, no.1, 2019, pp.43-61 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index http://dx.doi.org/10.1836/jopr.v1i1.43-61 61 furman, r. & özyürek, a. (2007). development of interactional discourse markers: insights from turkish children’s and adults’ oral narratives. journal of pragmatics, 39 (10), 1742-1757. doi:10.1016/j.pragma.2007.01.008 han, d. (2011). utterance production and interpretation: a discourse-pragmatic study on pragmatic markers in english public speeches. journal of pragmatics, 43, 2776–2794. doi:10.1016/j.pragma.2011.04.008 hiramoto, m. (2012). pragmatics of the sentence-final uses of can in colloquial singapore english. journal of pragmatics 44, 890-906. doi: 10.1016/j.pragma.2012.03.013 kamus besar bahasa indonesia. (2016). retrieved from https://kbbi.web.id/ mutiara, r. (2017). particle kok in child language: stance and positions. in yanti (ed.), celebrating corpus tools. proceedings of the the 4th atma jaya conference on corpus studies (pp. 11-15). jakarta, indonesia. neal, n. (2014). interjections. in k. aijmer & c. rühlemann, in corpus pragmatics: a handbook. cambridge: cambridge university press. rühlemnann, c. (2010). what can a corpus tell us about pragmatics?. in a. o’keeffe & m. mccarthy, in the routledge handbook of corpus linguistics. new york: routledge. schiffrin, d. (1987). discourse markers. cambridge: cambridge university press. schiffrin, d. (1992). discourse markers. cambridge: cambridge university press. schiffrin, d. (2003). discourse markers: language, meaning, and context. in d. tannen, d. schiffrin, & h. e. hamilton, in the handbook of discourse analysis. oxford: blackwell publishing. sneddon, j. (2006). colloquial jakartan indonesian. australia: the australian national university. thornbury, s. (2010). what can a corpus tell us about discourse?. in a. o’keeffe & m. mccarthy, in the routledge handbook of corpus linguistics. new york: routledge. wang, y. (2011). a discourse-pragmatic functional study of the discourse markers japanese ano and chinese nage. intercultural communication studies xx, 41-61. http://e-journal.iainsalatiga.ac.id/index.php/jopr/index http://dx.doi.org/10.1836/jopr.v1i1.43-61 https://kbbi.web.id/ https://lib.atmajaya.ac.id/default.aspx?tabid=61&id=326341&src=a https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&cad=rja&uact=8&ved=0ahukewj45-3zho3wahukjjqkhu23aewqfggumae&url=https%3a%2f%2fwww.amazon.com%2fcorpus-pragmatics-handbook-karin-aijmer%2fdp%2f1107015049&usg=aovvaw2y-v5qgpkeot49k5jjomkm https://lib.atmajaya.ac.id/default.aspx?tabid=52&prang=o%e2%80%99keeffe%2c+anne https://lib.atmajaya.ac.id/default.aspx?tabid=61&src=k&id=42661 https://lib.atmajaya.ac.id/default.aspx?tabid=52&pbit=cambridge+university+press https://lib.atmajaya.ac.id/default.aspx?tabid=61&src=k&id=42661 https://lib.atmajaya.ac.id/default.aspx?tabid=52&pbit=cambridge+university+press https://lib.atmajaya.ac.id/default.aspx?tabid=52&pbit=%22the+australian+national+university%22 https://lib.atmajaya.ac.id/default.aspx?tabid=52&prang=o%e2%80%99keeffe%2c+anne journal of pragmatics research vol. 03, no. 01 (2021), pp.14-27 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 14 on speech acts i dewa putu wijana universitas gadjah mada e-mail: putu.wijana@ugm.ac.id doi: https://doi.org/10.18326/jopr.v3i1.14-27 copyright © the author (s) this work is licensed under a creative commons attribution-sharealike 4.0 international license. how to cite: wijana, i. (2021). on speech acts. journal of pragmatics research, 3(1). doi: https://doi.org/10.18326/jopr.v3i1.14-27 submission track: received: 18-01-2021 final revision: 05-03-2021 available online: 01-04-2021 corresponding author: i dewa putu wijana putu.wijana@ugm.ac.id abstract this paper is intended to give insights to the readers about development of speech act theories which include categories, characteristics, validities, and strategies. the research begins with the classification of speech acts done by some experts and continues with description of characteristics and validities carried out especially by austin and searle, and ends with speech act strategies developed by parker and riley, using examples taken from indonesian, javanese, balinese, and english, four languages that the writer masters relatively well. most of indonesian, balinese, and javanese data together with their context are created intuitively as a native or nearly-native speaker while some english utterances are created and the others extracted from pragmatic text books used as references in this study. research findings show that there are various types of speech acts, and each speech act has its own validity conditions. among them, illocutionary acts constitute the focal point of pragmatics’ studies. the description shows that every expert of pragmatics uses different categories in classifying illocutionary acts, and the kinds of strategies used to express them. keywords: pragmatics, speech act, speech act strategy. introduction a speech act is any kind of act possibly done by a speaker in expressing an utterance. there are at least three kinds of acts, i.e. locutionary, illocutionary and perlocutionary acts. the first concerns with the act of saying something, the second with the act of doing something, and the last with the act of affecting someone. in pragmatics, the kinds of acts performed by the speaker are determined by contexts of utterance, which include speech participants, spatiotemporal setting of mailto:putu.wijana@ugm.ac.id https://doi.org/10.18326/jopr.v3i1.14-27 https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.18326/jopr.v3i1.14-27 mailto:putu.wijana@ugm.ac.id journal of pragmatics research vol. 03, no. 01 (2021), pp.14-27 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 15 the utterance, and the intentions underlying the interlocution. accordingly, one utterance can be used to express different speech acts. for examples, indonesian utterance handuk saya di mana? ‘where is my towel?’ can be used to perform a speech act of questioning in a situation where the speaker wants to know where he has dropped the towel. and, it can also be used to perform a directive speech act with the intention to indirectly ask someone to bring him the towel because he wants to take a bath. on the other hand, various kinds of utterances can be used to perform the same speech acts. for instance, utterances like aku sibuk ‘i am busy’, aku banyak pr ‘i have a lot of homework’, pamanku akan datang ‘my uncle will come’, aku lelah sekali ‘i am very tired’, etc. can be used to perform an act of refusal. this paper is motivated by the increased number of students in the department of linguistics who wishes to write working papers, theses, even doctoral theses by choosing the area of pragmatics as their study objects. however, their knowledge about speech acts is still very superficial. in fact, speech acts constitute one of the profound aspects or topics discussed in this study area. in other words, it is absolutely impossible to study pragmatics without having an adequate knowledge about speech acts. the problem is getting more complicated because every linguist has different insights about speech act matters mainly concerning its category, classification, and strategy. accordingly, this paper wants to briefly discuss about this matter using cases or examples found in four languages the writer adequately and sufficiently masters, i.e. indonesian, balinese, and javanese, and english through instances exemplified by the text books used as references. the discussion will focus on three main aspects: speech act category, speech act classification, and speech act strategy. this study will hopefully complete the speech act studies that have been carried out by several scholars so far, such as a research done by tutuarima et al. (2018: 122-131) concerning the way speech acts are expressed, their classification and the dominance of directive and expressive speech acts found in the movie entitled “london has fallen”. basra & thoyyibah (2017: 73-81) conducted a research on the classification of speech acts used by efl (english as a foreign language) teachers and recommended the use of directive speech acts dominantly among any other ones in foreign language teaching activities. praditya et al. (2014: 1-10) investigated the use of speech act categories found in the conversations between habibie and ainun in the film entitled habibie and ainun (2012). without any clear reason, the research finding shows that the use of representative speech acts is the highest in number compared to the other categories. focusing on research seminar wijana i. 16 interlocution, kamariah (2017: 145-178) found the questioning and answering acts as the dominant category in such type of occasion. syah et al. (2017: 300-315) concentrated their study on the use of various directive speech act subcategories and their strategies found in one of tv one’s talk show program “satu jam lebih dekat”. the study is able to reveal many kinds of directive speech act subcategories, such as pleasing, requesting, asking, etc., and the strategies used to perform the acts covering bald on record, positive and negative, and bald off record as well. traditionally, language, the human verbal means of communication, is used by the speaker to say something in order to make the other person or individuals understand what they intend to communicate. however, in the more contemporary linguistic theories, new insights about language use have developed. scholars nowadays view that a language is not merely used for saying or communicating something but can also be elaborated for doing something or affecting someone. all of these three aspects are respectively labelled locution, illocution, and perlocution, and consequently, there are three types of acts, i.e. locutionary act, illocutionary act, and perlocutionary act (parker, 1986; austin, 1962) that might exist in any verbal locution. the intention (external meaning) delivered through locutionary act is the easiest to identify, one through illocutionary act is more difficult, and one through perlocutionary is the most difficult. nonetheless, in the development of speech act theory, all languages’ linguistic uses are intended to perform different acts in different speech situations (parker and riley, 2012, 32) in which stating and asserting are included in one type of illocutionary acts. in pragmatic theory, one kind of speech act can be performed by various types of utterances and contrarily one type of utterance can be used to express many kinds of speech acts. for example, in indonesian, a speaker with the intention of asking someone to bring a drink can utter saya haus sekali ‘i am really thirsty’; tolong, aku dibawakan minuman ‘help me, to bring me a drink’; wah, saya lelah sekali sampai berkeringat jalan 10 km ‘oh, i am very tired, my body is sweaty after having walked for 10 kilometres’; kowe isa njupukke aku wedang ‘could you bring me a drink’; etc. meanwhile, the indonesian utterance saya mengantuk ‘i am sleepy’, depending on its contextual situation, can be used to mean ‘i will go to have some sleep’, ‘you may go home now’, ‘i want you to make me a glass of coffee’, ‘we’d better stop the discussion now’, etc. this fact indicates that the physically identical utterances may get different responses because of various speech acts they may deliver in any verbal interaction. for example, the javanese utterance iki jam piro? ‘what time is it? can be answered ‘it is seven o’clock’ if it is uttered by someone who needs information about time. it can also be responded by ya, aku tak mangan dhisik ‘yes mum, but i would have my breakfast first’ in the context of a mother asking her son to go to school but the son has not had his breakfast yet. or, it is answered with ya ‘yes’ or journal of pragmatics research vol. 03, no. 01 (2021), pp.14-27 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 17 does not get any response if it is uttered by a boarding house owner to a boy who, until too late at night, was still visiting his girlfriend. therefore, based on the discontinuities of the speaker’s utterance and the utterance used to respond to the person whom they speak with, there are indications that interlocutor’s speech is pragmatically underlined by various cultural assumptions shared by them. these facts show that pragmatic studies play an important role in order to comprehend better verbal human interactions. pragmatic studies allow people to interpret what speakers mean in a particular context, and how the context influences what is said. this study also helps to understand how listeners can make inferences from what is said in order to arrive at an interpretation of the speaker’s intended meaning (yule, 1996: 3). as far as the inferences are concerned, they must involve the ability of the speakers to identify what kind of speech act the speaker utters or intend to imply in every interlocution, or what kind of act the interlocutor performs in every utterance delivered in a given interaction. research method utterances exemplified in this paper are obtained from various languages. indonesian examples are created intuitively from my ability to use this language as my native and national language which i use in various occasions, mainly in formal situations or in communicating with ones who do not master javanese and balinese in informal speech situations. as a native speaker of indonesian, i actively master this language both written and oral, and i am able to produces unlimited utterances. based on this proficiency, the indonesian data together with its contextual usage are intuitively created. the same procedure is carried out in creating balinese utterances while the javanese data collecting procedure is slightly different. the grammaticality of javanese created data are first tested empirically with some javanese speakers. some of english utterances are created intuitively with the help of english dictionary (hornby, 2015) and indonesian-english dictionary (echols and shadily, 2003), and the others are taken from pragmatic and sociolinguistics text books used as references. to identify what kind of speech act the utterances perform, they are analyzed using contextual methods by perceiving the addresser and addressee, spatiotemporal setting of the interlocution, and other possible speech situations. all data are presented in orthographical transcription. wijana i. 18 results & discussion the following sections will respectively discuss more detail about various kinds of speech category, their linguistic characteristics and validity conditions, and strategies used to deliver. speech act category speech act concerns with any kind of act possibly performed by language speaker when delivering utterance. with regard to its category, it can be classified on the basis of two criteria, i.e. focus and function of speech act. these two criteria will be described in the following sections. speech act classification based on focus speech act can be differentiated based on its focus into three types. if a speech act is focused on the utterance delivered by the its speaker, it is called locutionary act (the act of saying something). in this matter, the act performed is identical with the meaning and mode of the utterance used to express. consider for example the following balinese sentences: da jemaka pipis tiyange! ‘do not take my money’, nyen nyemak pipis tiyange ‘who took my money’, ake sing nyemak pis caine ‘i did not take your money’, etc. for expressing locutionary acts, these sentences are respectively used to say command, i.e. to forbid someone from taking the speaker’s money; to ask someone for seeking information about anybody who has taken his money; to inform the addressee that he did not take the addresser’s money. these three utterances have the same intentions with the modes of the sentence used to express, and the meaning of lexical items used to construct the utterances have the same meaning with what the speaker intends to. therefore, locutionary acts have the least pragmatic impact in the interlocutions. unlike locutionary act, illocutionary one is focused on the kinds of act possibly performed by the speaker of an utterance (the act of doing something). the acts being performed contextually depend on various external factors, such as who the speaker are talking to, where, when, and to what end. as such, the balinese utterance like ken pipis tiyange? ‘where is my money’ in different context of situations is doing various actions, such as questioning, asking the addressee to return the debt or loan, asking the addressee to give him a money, etc. based on the assumption that every conversation is built by cooperative principles between the interlocutors, when the question ken pipis tiyange? is uttered to someone borrowing the speakers’ money, the illocutionary force is not questioning but, instead, directing the addressee to return the money he had borrowed. however, if this utterance is expressed to his parents who have saved the money, the illocutionary act of questioning seems more appropriate. finally, perlocutionary act is a speech act intended to affect anyone. an indonesian utterance like ayah ani di rumah ‘ani’s father is at home’ might be used by the speaker to affect the interlocutor for delaying his intention to visit his girl friend. in spite of the intention to inform journal of pragmatics research vol. 03, no. 01 (2021), pp.14-27 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 19 the product being advertised, the indonesian utterance of a beauty soap “lux” sabun kecantikan bintang-bintang film ‘the soap of movie stars’, might also simultaneously be used to affect the addressees’ attitude for purchasing the product. illocutionary act as the centre of pragmatic study as mentioned above, utterances containing locutionary acts that deliver intentions which are identical to the forms and meanings the linguistic constructions used to express. therefore, such kinds of utterance have no or very little significance to the pragmatic problems. on the other hand, perlocutionary acts are still very difficult to study for what the speakers want to affect, and how the utterances influence the interlocutors are not easy to identify. these facts bring consequence that, up till now, illocutionary acts and everything related to them are still becoming the focus of attention of pragmatic studies. the different categories of illocutionary act are based on communicative functions of the utterance. in illocutionary perspectives, every utterance contains pragmatic forces which enable the addressees to infer what the speaker is directly, explicitly, as well as implicatively doing through its utterance, instead of just saying something. with regard to illocutionary act, every expert has different taxonomies in classifying its category. austin (1962, 150-163) differentiates verdictives, exercitives, commissives, and behabitives, and expositives (see also wardhaugh, 1986, 276-277). verdictives are specifically used for giving of a verdict, estimate, grade, or appraisal. exercitives are typified for exercising of powers, rights, or influences, such as found in appointing, ordering, warning, or advising. commissives are typically used for promising, and committing one to do something. behabitives are acts commonly used for apologizing, congratulating blessing, cursing, or challenging. finally, expositives are ones exploited for making utterances fit into an argument or exposition. meanwhile, kreidler (1998, 176-194) classifies speech act into: assertive, performative, verdictive, expressive, directive, and phatic (see also wijana, 2010, 94-99). assertive speech act is an illocutionary act used to tell what the speakers know or believe whose mainly function is to inform, such as i say that i voted for aaronson in the last election, we declare that most plastics are made from soy beans, etc. performatives are ones used to bring about the state of affairs they name. these speech acts are considered valid if spoken by appropriate people to perform the acts. for example, the act of marrying, i pronounce you husband and wife is only valid if it is uttered by a catholic priest or other people of having right to do so. verdictives are speech acts functioned to make judgment about the acts of the addressee, such as ranking, assessing, appraising, condoning, wijana i. 20 etc, for example i thank you of helping me with the home work; i congratulate you for the highest mark in the general linguistic exam, etc. expressive utterances are ones exploited by the speakers to make assessments of the acts of themselves, for example i acknowledge that i did not do what i should have done. whereas the verdictives involve what the addressees have done, the expressive acts do what the speakers feel. directive utterances are those intended the addressees to perform an act or to refrain it, for example i order you to bring the provision, do not hesitate to consult your problems, etc. commissive utterances are ones which commit the speaker to do the action expressed within them, such as tomorrow i am coming on time, i will be there, etc. at last, phatic utterances are those used by the speakers to establish rapport between the same community members, such as how are you, nice to meet you, etc. finally, speech act taxonomy proposed by searle (1976) consists of 6 types of illocutions. those are representative, directive, question, commissive, expressive, declaration (see parker & riley, 2012). representatives are utterances used to describe state of affairs, such as the following indonesian utterances dia memiliki 5 buah rumah ‘he has five houses’, made berasal dari bali ‘made is from bali’, etc. this category includes the acts of stating and asserting, such as bali consists of 8 regencies; denying, such as saya tidak mau pergi ke sana ‘i do not like to go there’; confessing, such as saya mengambil uang itu ‘i stole the money’; admitting, such as dia memang pandai ‘he is really clever’; notifying, such as listrik akan padam mulai pukul 10.00 s.d 12.00 ‘the electricity will be out from ten up to twelve’; concluding, such as jadi, dia yang melakukan semuanya ini ‘so, he did all of these’; predicting, such as hari ini pasti hujan ‘it will rain today’. directives are all types of utterance expressed to ask the addressees to do or to not do something held in the utterance. this illocution category includes requesting, such as expressed by the following javanese utterances: pak, tukokno aku es krim ‘dad, please buy ice cream for me’, ordering, such as sesuk bangun esuk-esuk ‘tomorrow, wake up early’, forbidding, such as ungsum rendeng ojo dolanan ning kali ‘in rainy season, don’t go to the river’, warning, such as nek prestasimu elek, tak ganti ‘if your performance is bad, i would replace you’, advising, such as kowe kudu okeh istirahat ‘you must take much rest’, suggesting, such as gawa bojomu ning australia ‘take your wife to come along to australia’, insisting, nganggo pendekatan ini nek pengin isa ‘use this approach if you want to be successful’, recommending, such as wacanen buku-buku pragmatik ‘read books on pragmatics’, etc. questions are illocutionary acts intended for asking something to the addressees. this category includes asking, inquiring, etc. javanese utterances such as sopo kui ‘who is he?’, bojone saka ngendi? ‘where does his wife come from?’, aku pengin ngerti jenenge bojone ‘i want to know what her husband name is’, etc. seem fit to be categorized into this type. this journal of pragmatics research vol. 03, no. 01 (2021), pp.14-27 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 21 category is included in directive by searle related to the answer required by the speaker (see also dardjowidjojo, 2003, 99-107). commissive acts are ones intended to commit to do something. indonesian utterances such as tunggu sebentar saya akan kembali setengah jam lagi ‘please wait, i will be back in 30 minutes’, saya akan mengganti setiap barang yang pecah ‘i will replace every broken goods’, etc. this kind of act includes promising, vowing, offering, betting, pledging, and so on. expressive speech acts are found in utterances used to expressed emotional states of the speakers. balinese sentence such as tiyang ngidih pelih ‘i beg your pardon’, tiyang ngaturang suksma ‘i express my thanks’, selamat nggih ‘congratulation!’, etc. this acts include apologizing, thanking, condoling, welcoming, etc. declarations are all utterances that are used by the speakers for changing the status of some entity, such as expressed by the following indonesian expressions: kamu keluar ‘you are out’ uttered by an umpire in soccer match, akan saya baptis anak ini dorothea ‘i baptize this child dorothea’, kamu saya tahan ‘i arrest you’. this kind of speech act includes appointing, proclaiming, baptizing, surrendering, etc. because of these disperse classifications, it is important for the researchers to consistently use one of them, or try to combine them to achieve a better or more comprehensive formula. linguistic characteristics and validity of speech act allan (1986, 10) states that speaking is a social activity. in this activity, anyone involved should mutually recognize that certain conventions govern their actions and their ways of using language, as well as their interpretation of the utterances that the speakers are talking to. each participant is responsible for his/her all actions and language use and any kind of violation they made in language interchange. this communicative presumption clearly indicates that there are also certain conventions to be obeyed by speech participants in order for their utterances to be reasonably comprehended in every interlocution. as far as speech act is concerned, the utterances constructed should syntactically and pragmatically be characterized by the following criteria: 1. the subject must be filled by first person and the verb must be in the present tense, such as i promise that i won’t be late. meanwhile, utterance like i promised that i would not be late does not constitute a performative utterance because it contains past tense verb ‘promised’. the same rule applies to john promises that he won’t be late that contains third person (john) wijana i. 22 subject. with regard to indonesian, and most of local languages in indonesia, even the utterance should express present or future action, the verbal form might be the same because tense matters are not grammatically constructed, yet lexically by adverb of time or it is just implied. so, the indonesian utterance such as saya akan membaca buku itu ‘i will read that book’ is a performative act, while saya sudah membaca buku itu and dia membaca buku itu are not, even though the verbal forms do not change. in addition, because of linguistic individuality of indonesian, and several local languages in indonesia in which different focus of asian languages in one hand, and western languages on the other (dardjowidjojo, 1986, 57-70), performative utterances can be expressed in passive voice, for example indonesian sentence akan saya ambil buku itu, lakar kajemak bukune ento, arep tak jupuk buku kui which all mean ‘i will take that book’. these passive sentences seem more appropriate to perform speech act than their active equivalents. 2. besides the syntactic characteristics outlined above, in order to be considered valid or felicitous, utterances expressing performative actions should have the following sincerity and felicity conditions: a. the person and circumstances must be appropriate. for example, in order to be valid, the following indonesian sentences kamu keluar ‘you are out’, akan saya nikahkan saudara dengan putri saya ‘i will marry you with my daugther’, dengan resmi pertemuan ini saya nyatakan dibuka ‘i declare that the meeting is officially opened’ must take place respectively in football match, wedding ceremony, and conference or seminar by an umpire, daughter father, and university rector or faculty dean, etc. b. all speech participants must have appropriate intentions. without sincerity, the act of forgiving and apologizing expressed in the following javanese utterances could be infelicitous: ya kowe tak ngampura ‘yes i will forgive you’, sesuk aja kok baleni ‘please don not do that again’, aku njaluk ngapura, ya? ‘i beg you pardon’. c. the speakers must believe that they can perform the action. for example the balinese utterance such as yadyapin joh 10 kilo, tiyang lakar majalan kemu ‘although it is far about 10 kilos, i will go there by walking’ will be a felicitous utterance if it is expressed by a normal individual. otherwise, it will not be felicitous if it is expressed by a limp person. in indonesian song lyrics, there are a lot of expressions like gunung yang tinggi kan kudaki ‘i will climb the high mountain’, laut yang luas akan kuseberangi ‘i will cross the wide ocean’, etc. these felicitous violations are intended to gain hyperbolic effects and intensify the depth of the speaker’s love. d. the speaker must predicate a future action. the action must be one the has not been executed, instead of one that has already done. the javanese sentences tak lunga ah, ‘i journal of pragmatics research vol. 03, no. 01 (2021), pp.14-27 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 23 will go (now)’, takenteni kowe neng kene ‘i will wait for you here’, etc are all predicating future actions. however, aku wingi ngenteni kowe ning kene ‘yesterday i was waiting for you here’ and aku wis lunga menyang omahe ‘i have been to his house’ do not constitute performative acts because they do not predicate future actions but the past ones. e. the speakers must predicate an act of themselves, instead of others. for example, the indonesian utterance like saya berjanji bahwa saya akan datang tepat waktu ‘i promise that i will arrive on time’, as long as it is expressed with sincere intention, constitutes a felicitous performative action because it predicates the speaker’s action. however, saya berjanji pasti dia akan datang tepat waktu ‘i promise that he certainly will arrive on time’ is not felicitous because it predicates the action of another person. speech act strategy as part of rhetoric, either textual or interpersonal, pragmatics is essentially a branch of linguistics that concerns with the strategies available for the speakers to choose in different speech situations (leech, 1983, 15). the choice of strategies is strongly influenced by various sociocultural factors and communicative intentions of the speakers to the person or people they are speaking with. those factors can simply be measured based on three dimensional ratings, i.e. distance rating, power rating, and rank rating (brown & levinson, 1978; wijana 1996, 64-66). these three ratings are respectively determined by degree of intimacy, social and economy status of the speaker and the addressee, and emergency state of the speech act. thus, the communicative competence the speakers have will determine which strategy they would choose in speaking with the intimates, the person of higher or lower status, as well as in conversing in formal or less formal situations. all these facts in turn will manifest various kinds of utterance with different politeness or degrees of formality representations. the various modes of utterances essentially reflect the strategy chosen by the speaker in different speech situations. the speech strategies can be classified into various categories based on several criteria. those strategies are explicit and nonexplicit strategy, direct and indirect strategy, literal and nonliteral strategy, and expressed and implied strategy. all of these will be described as follow: explicit and nonexplicit strategy in formal speech situation, explicit strategy is often found through indonesian utterances like saya menyatakan engkau bersalah ‘i states that you are guilty’, saya mengakui bahwa soal wijana i. 24 itu memang sulit ‘i admit that the problem is really difficult’, etc. these two utterances explicitly show their performative verb, i.e. menyatakan ‘to state’ and mengakui ‘to admit’. all of these utterances constitute explicit speech strategy. however, in less formal interactions, the first clauses are often deleted, and only the subclause uttered by the speakers, engkau bersalah ‘you are guilty’ and soal itu memang sulit ‘the problem is really difficult’. the types of act represented by the formal and less formal style are the same, yet the strategies exploited are different, i.e. between explicit and nonexplicit strategy. direct strategy and indirect strategy syntactically, mode of sentence can be differentiated into three categories, i.e. declarative, interrogative, and imperative. declarative sentences are used by the speaker to declare or announce something to the addressee. interrogative sentences are ones exploited by the speaker to ask or to seek information from the addressee. meanwhile, imperative sentences are ones used by the speaker to order or command the addressee to do something. in case of directive utterances expressed using imperative sentence, the strategy used by the speaker is called direct strategy for there is a direct correspondence between the syntactic forms of the utterance and the kind of act wanted to be expressed by the speaker. for example, silakan datang ke rumahku! ‘please come home’ is a direct speech act if this sentence is used to invite the addressee. apakah rumahmu di solo? ‘is your house at solo?’ is also a direct act if it is used by the speaker to get information about the speaker’s domicile. aku punya beberapa rumah ‘i have several houses’ also constitutes a direct act if it is used by the speaker to give the addressee information about the number of house the speaker has. for more polite speaking, the utterance handukku di jemuran ‘my towel is on the clothe line’ and di mana handukku ‘where is my towel’ are exploited by the speaker to order or command the addressee. the speech act strategy chosen by the speaker belongs to indirect strategy for the sentence modes used to express are matched with the type of speech act the speaker intends to perform. according to parker and riley (2012, 38-39) utterance like and you are… is an indirect speech act strategy because the sentence is conventionally used to perform an act of questioning who are you?. yes-no question like do you have time? is also considered to perform indirect illocutionary act because it is intended to represent another type of question (information question) what time is it? literal and nonliteral strategy generally speaking, utterances are commonly used to convey meanings in accordance with the literal meanings of the linguistic structure constructing them. for example, javanese utterances journal of pragmatics research vol. 03, no. 01 (2021), pp.14-27 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 25 suaramu apik ‘your voice is beautiful’, pacarmu bagus ‘your boy friend is handsome’, and gitaranmu luar biasa ‘the way you play guitar is extraordinary’, etc are delivered respectively to admire that the addressee has a beautiful voice, a good looking boyfriend, and an excellent guitar play. the speech strategy in which the literal meaning of the utterance is matched with the semantic intention the speaker wants to express is called direct strategy. in contrast, for communicating tease and insult, the speaker might also use the last three utterances above for bearing intentions which are totally opposed with their literal meaning. the illocutionary act strategy performed by the speaker is called nonliteral strategy. javanese speakers often use this kind of strategy in various speech acts, such as admiring, ordering, prohibiting, etc. this speech phenomenon in local term is called ‘ngelulu’. expressed and implied strategy another way to speak more politely to the addressee can be carried out by constructing utterances containing implicatures. in this matter, the speaker does not make direct prohibition, denial, command, order, request, etc., but constructing ones which can be inferred that the response given are bearing such intentions though implicatively. thus, the javanese response ungsum udan, lho ‘it is rainy season’ is an implicative response of a mother in order to refuse her young boy request playing in the river. rainy season implies flood that might endanger the child safety. so, this answer is an implied strategy used to deny the child’s request. ning kene polisine galak-galak ‘in here the policemen are very strict’ could be an implicative advice given to the addressee for always beware of obeying driving rules if s/he does not want to be caught because of traffic violations. so, utterances like aja lunga ning kali ‘do not go to the river’, or aja melanggar aturan ‘do not violate (traffic) regulation’ are the expressed strategies for those javanese implicative utterances. conclusion pragmatics is one of the most complicated branches of linguistics to study and one of the topics which has such characteristics as speech acts. in speech act, the types and categories are not solely determined by the expressed forms, but by the focus, function, and strategy as well. a certain intention can be expressed by different forms, and one form can be exploited to deliver various intentions. in other words, intentions or the speaker meanings do not have their root in linguistic structures even though structures are used as point of departure to every interpretation of wijana i. 26 intentions meant by the speakers. because locution is regarded not important in pragmatics, and perlocution is also still very difficult to understand, illocution becomes the focus of attention of this study. as far as the illocutionary acts are concerned, the taxonomy of speech act existing in a language can be classified based on the functions and delivery strategies. the former will yield representative, directive, questioning, commissive, expressive, and declaration, while the later will result various strategies, i.e. explicit and nonexplicit, direct and indirect, literal and nonliteral, and expressed and implied. finally, the development shows that speech act theories and all related issues tend to be more and more complicated in the future. references allan, keith. (1986). linguistic meaning. vol. 1. london: routledge & keagan paul. austin, j.l. (1962). how to do things with words. oxford: clarendon press. basra, sri meiweni & luthfiyattun thoyyibah. (2017). “a speech act analysis of a teacher talk in an efl class room”. international journal of education. vol. 10, no. 1. bandung: universitas pendidikan indonesia. pp. 73-81. brown, p & s. levinson. (1978). “universals in language usage: politeness phenomena”. questions and politeness: strategies in social interaction. e.n. goody (ed.). cambridge: cambridge university press. dardjowidjojo, soenjono. (1986). “bentuk pasif sebagai cermin pikiran bangsa”. pusparagam linguistik dan pengajaran bahasa. bambang kaswanti purwo (ed.). (pp. 57-70). jakarta: arcan. dardjowidjojo, soenjono. (2003). psikolinguistik. jakarta: obor. echols, john m. & hassan shadily. kamus indonesia-inggris. jakarta: gramedia pustaka utama. hornby, a.s. (2015). oxford advanced learner’s dictionary. oxford university press. kamariah, a. (2017). “types of speech acts used in research seminar”. elite: english and literature journal. vol.1, no.1. makassar: alaudin state islamic university.pp. 145-178. kreidler, charles w. (1998). introducing english semantics. london: routledge. leech, geoffrey. (1983). principles of pragmatics. london: longman. parker, frank. (1986). linguistics for non-linguists. london: francis and taylor ltd. parker, frank & kathryn riley. (2012). linguistics for non linguists. singapore: pearson. praditya, i made dwi jaya, i nyoman adi jaya putra & luh putu artini. (2014). “an analysis of speech acts in the conversations between habibie and ainun in the film entitled habibie and ainun 2012” . e-journal program pascasarjana universitas pendidikan ganesha. vol. 2. singaraja: program studi bahasa inggris universitas pendidikan ganesha. pp. 1-10. journal of pragmatics research vol. 03, no. 01 (2021), pp.14-27 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 27 searle. john, j.r. (1976). “the classification of illocutionary acts”. language in society. (pp. 124). cambridge university press. syah, nur ainy, sumarlam & d. djatmiko. (2017). “the politeness of directive speech acts in satu jam lebih dekat”: pragmatic approach”. prasasti journal of linguistics. vol. 2, no. 2. surakarta: program studi s3 linguistik pasca sarjana universitas sebelas maret. pp. 300315. tutuarima, zulva, nuraeningsih & rusiana. (2018). “an analysis of speech act used in london has fallen movie”.vision: journal for language and language learning. volume 7. no. 2. semarang: uin walisongo. pp. 122-131. yule, george. (1996). pragmatics. h.g. widdowson (ed.). oxford university press. wardhaugh, ronald. (1986). an introduction to sociolinguistics. oxford: basil blackwell. wijana, i dewa putu. (1996). dasar-dasar pragmatik. yogyakarta: andi. wijana, i dewa putu. (2010). pengantar semantik bahasa indonesia. yogyakarta: pustaka pelajar. how to cite: wijana, i. (2021). on speech acts. jo introduction speech act category speech act classification based on focus illocutionary act as the centre of pragmatic study linguistic characteristics and validity of speech speech act strategy explicit and nonexplicit strategy direct strategy and indirect strategy literal and nonliteral strategy expressed and implied strategy conclusion 29 journal of pragmaticss research vol. 04, no. 01, pp.29-40 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index pragmatics principles of english teachers in islamic elementary school gumarpi rahis pasaribu stit al-ittihadiyah labuhanbatu utara gumarpi19@gmail.com sholihatul hamidah daulay uin sumatera utara medan sholihatulhamidah@uinsu.ac.id putra thoip nasution uin syarif hidatullah jakarta thoipputra123@gmail.com *corresponding author email : gumarpi19@gmail.com, . doi: https://doi.org/10.18326/jopr.v4i1.29-40 copyright © the author (s) this work is licensed under a creative commons attribution-sharealike 4.0 international license. how to cite: pasaribu, g., daulay, s., & nasution, p. (2022). pragmatic principles of english teachers in islamic elementary school. journal of pragmatics research, 4(1), 29-40. doi:https://doi.org/10.18326/jopr.v4i1.29-40 submission track: received: 13-12-2021 final revision: 01-02-2022 available online: 02-02-2022 corresponding author: gumarpi19@mail.com abstract this qualitative study presents the research results on pragmatics politeness in the language of english teachers in islamic elementary schools. the problem formulation of this research focuses on what and how pragmatics politeness is in the language of english teachers in islamic elementary schools. the objectives of this study are (i) to describe the form of pragmatics speech in the language of english teachers; (ii) to describe the tools used in using pragmatics politeness in the teacher's language, english. the research approach used is qualitative research. data were collected from various communication events in teaching english in the classroom between teachers and students by participating in observation techniques, notetaking/recording techniques, and interviews. structurally, the various sub-illocutions were delivered with one core speech unit alone or with a combination of core speech (ti) and supporting speech units (td) in the mailto:gumarpi19@gmail.com mailto:sholihatulhamidah@uinsu.ac.id mailto:thoipputra123@gmail.com mailto:gumarpi19@gmail.com https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.18326/jopr.v4i1.29-40 30 form of asking questions, commanding acts, and opening speech units (tb) in the form of greetings. pragmatics politeness speech acts of english teachers and students are generally expressed in imperative sentences (active and passive), declarative sentences, and interrogative sentences. second, the tools of pragmatics politeness in the language of english teachers in islamic elementary schools found in the speech of the teaching process can function as an action stimulator, a request for approval of the action, an invitation. keywords: politeness, pragmatics, islamic elementary school. introduction in the 21st century classroom, language teachers are facilitators of student language learning and creators of productive classroom settings in which students can develop the skills in the language learning process. in that case, one of today's principles in language learning is the focus on learning and the learner. however, the real classroom, sometimes, by using technology, shows us that the language learning process has been dehumanized to a certain extent. (risang, 2017) stated that teachers in the 21st century are technology. (brown, 2004) stated that the learners inside the 21st century have created up in a fast‐paced automated world and are easily blocked out of the traditional lecture-based homeroom. inquiring about, conveying, and working from home worldwide by methods for personal computer (pc) or personal digital assistant (pda) can be a no brainer for them. long-range interpersonal communication goals are just as incredible as their learners' substance. language awareness is nearly language and conscious insight and affectability in language learning, teaching, and use. for outline, language awareness issues consolidate examining the advantages that can be resolved from making incredible data around vernacular, an insightful comprehension of how language works, and how people learn and use language (ellis, 2002). in linguistics, there are two studies, namely the study of language structurally and functionally. in this case, the most appropriate study to see the conversations of teachers and students in learning at mis al-afkari medan, pragmatics studies is a study of the intent behind the speech of a speaker and interlocutor that is bound by context. in line with this study of pragmatics, experts explained that semantic pragmatics is a context-bound study of language. in the study of pragmatics, various linguistic features that are bound by context can be found, including social context, time, place, atmosphere, education, and culture. this pragmatics study concerns aspects of the intent behind someone's speech. therefore, speech context is powerful in understanding the meaning of speech in communicating. therefore, conversations between teachers and students in learning indonesian use various elocutionary, illocutionary, and perlocutionary speeches acts and contain various meanings behind the speech. related to the study of the intention behind this speech, pragmatics studies meaning about speech situations. referring to this opinion, the role of the speech context greatly determines the intention of the speech in a conversation. 31 polite behavior is quite famous and has become the center of attention of international and national researchers. several studies related to javanese polite behavior have been carried out. errington (1998) examines the structure and style of language related to ethics, etiquette, and politeness in javanese society from a semiotic and ethical perspective. there is also smith-hefner (1998), which examines the symptoms of politeness related to the habits of javanese women. however, pragmatics politeness in the language of islamic elementary school english teachers has not been studied in more depth and detail, especially for language teaching in elementary schools. the conversation between teachers and students in learning is fascinating. it can be seen that the interaction of teachers and students has a positive impact on the communication atmosphere in the classroom. the function of language as a communication tool is essential. indonesian as a communication tool has four aspects of language skills, namely listening, speaking, reading, and writing skills. these four skills cannot be separated in daily communication. the second thing is what pragmatics politeness is and how it is used in the language of english teachers in islamic elementary schools. so far, research on politeness in education has not explored data carefully. this is what underlies researchers to conduct a study of the pragmatics politeness of english teachers in islamic elementary schools. most of which both teachers and students have cultural backgrounds. this study of pragmatics politeness in the language of english teachers in islamic elementary schools is part of a pragmatics study. this section discusses some of the theoretical concepts relevant to the study's direction in this research. in general, the study of pragmatics was pioneered in the 1930s by morris, carnap, and pierce, who argued that pragmatics is part of semiotics, namely the science of signs. experts give the limitations on pragmatics studies so far have varied. however, most experts define pragmatics as the study of meaning about context. horn and ward (2007: xi) define pragmatics as 'the study of those context-dependent aspects of meaning which are systematically abstracted away from in the construction of content and logical form.' construct logical content and form'). mey (1993:42) states that pragmatics is the study of conditions of human language uses as the context of society determines these. pragmatics is an extensively asked about range in historical background, language acquisition and language learning and educating, and one of the targets of the common european framework of reference for languages, with a specific place on handy and sociolinguistic capacities, for example, the data of contents or structures of connection, the ability to supervise cooperation, to characterize fitting talk acts or the data and use of social and social markers. (delahhaie, 2018). pragmatics focused on the appropriateness of utterances in different sociolinguistic contexts. unlike pragma linguistic knowledge that the teacher or the textbooks can easily provide are given, socio-pragmatics knowledge demands the students' adequate knowledge of the language and its culture. in this case, the teachers should increase the students' awareness of what they know already and encourage them to use their universal or transferable l1 pragmatics knowledge in l2 32 contexts by providing them pragmatics-oriented materials and activities, such as authentic language samples, role-play, and the model dialogue (altarawneh, 2020). a culture-specific science that studies the cultural elements of communities; for, intercultural factors hinder learners' language proficiency due to cultural differences between the native and target language (gunduz, 2019). those elements which are covertly expressed throughout linguistic knowledge and communication can be divided into two parts (1) linguistic elements engraved in the grammar, such as lexical and syntactic elements (verbal elements); (2) non-grammatical elements, such as kinesics and proxemics (non-verbal elements). a sub-branch of pragmatics is concerned with culture-specific studies. it uncovers the culture-specific background of language learning involving social or sociolinguistic dimensions, like using the rules of speaking. (kachru & smith., 2009) politeness principle politeness principle is a complement to interpersonal rhetoric that is necessary to be able to fully explain the relationship between the proportional meaning and the pragmatics power of speech that appears, for example: a: you invited kaulan and syarqawi? (1) b: yes, i invite kaulan.(2) viewed from the cooperative principle, utterance (2) implies disobedience to the maxim of quantity because b does not provide sufficient information. however, from a semantic point of view, this information is not sufficient because the proposition formed in b's utterance is only limited to 'i invite anton', and there is no proposition that informs about 'is ali invited too'. regarding the symptoms of using language like this, grice (1975) suggests that b tries to communicate non-proportionate meanings called implicatures, i.e., meanings that are conveyed but not said. so, from the behavior of speaking b above, an implicature can be drawn, namely: 'but i did not invite ali, actually b was able to provide complete and complete information regarding his invitation to kaulan and syarkawi. why did b choose to inform ali's fate regarding the invitation through implicatures instead of implicatures? the most plausible reason is that b decided to be polite towards his addressee or a third party, kaulan. thus, b prefers to comply with ps to maintain social harmony with his partner or third party. this kind of language use phenomenon is related to language politeness behavior. leech's theory of politeness leech's theory of politeness (1983) is based on a cost-benefit scale. this profit and loss statement is manifested in the maxims of politeness. so, politeness is understood as an effort to minimize losses and maximize the benefits of the speaker cooperation of grice (1972). 33 in summary, the politeness maxims reflect the scales of (1) cost and benefit, (2) criticism and praise, (3) agreement and disagreement, and (4) sympathy and antipathy. besides the politeness theory, there is also a speech act which is the smallest unit in communication. the speech act is 'the basic or minimal units of linguistic communication,' namely the basic or most minor communication units (searle, 1969:16). so in searle's view, the smallest unit of communication is not a word or sentence as in the view of adherents of formal linguistics, which traditionally views that sentences always contain propositions that are true or false. in pragmatics, statements are not only 'constant' but also 'performative' in the sense that the speaker does not just say something but he 'does something' (austin, 1962). when someone says 'i promise to buy clothes for you' or 'i'm sorry for what happened, then he doesn't just say a series of words, but he does an act of promise or an act of apologizing. austin calls these utterances performative, and verbs such as 'to promise' or 'to apologize' are called performative verbs. austin's thinking was further developed by searle (1969) who clarified three aspects of speech acts, namely locutionary act, illocutionary act, and perlocutionary act. according to searle, everyone who speaks in a communication event simultaneously performs actions, namely (1) reciting words or sentences (utterance act/locutionary act), (2) referring (referring) to the subject in the speech as well as stating something related. the subject (predicating) in the sentence/speech that is pronounced, after referred to as the propositional act, (3) means something such as ordering, asking, asking, and the like contained in the spoken speech, called the illocutionary act (searle, 1969: 23-25). the classification of speech acts, according to searle (1969) is as follows: declaration this speech act includes words or expressions that can change the world and state of affairs. some of the verbs related to this speech act are bet, declare, baptize, resign, declare to stop doing something. representative this speech act is related to stating what the speaker believes to be true. some of the verbs related to this speech acts are to describe, claim, suspect, urge, predict. commissive these speech acts are related to words that bind speakers to take action in the future. the verbs associated with this speech act are promised, offer, threaten, refuse, swear, and volunteer. directive this speech act includes actions where the words used aim to make the speech partner do something. some of the verbs related to this speech are commanded, beg, invite, forbid, and suggest. expressive these speech acts are related to actions in which the words express what the speaker feels. some of the verbs associated with this speech are apology, praise, congratulate, pity, regret. 34 in addition to searle, kreidler (1998) has a reasonably clear concept of the differences in each category of existing speech acts. although there are differences in terms and the number of categories of speech acts in his classification, it is substantively not much different from searle. the types of kreidler speech acts can be condensed as follows: assertive this speech act aims to provide information or present facts, data, what is currently existing or what has existed, and what is currently or has happened. assertive statements are true or false so that they can be verified or falsified by speakers or other people. the conditions for the feasibility of this speech act include, among other things, that the report must be feasible, the speaker is bound to the truth of the information he makes. the speaker considers the speaker's report to be accurate. various verbs related to this speech act have the following characteristics: focus on announcing, declaring, revealing, explaining, suggesting, indicating, mentioning, connecting, reporting, proclaiming. focus on the truth of speech such as strengthening, guaranteeing, maintaining, swearing, betting, testing, claiming, convincing, certifying. focus on the speaker's commitment or involvement in what is reported, such as emphasizing, hinting, implying, intimate. performative this speech act has the main characteristic of bringing about changes in world conditions (the state of affairs). the utterances that contain these speech acts are usually sentences with the subject in the first person i or we and use the verb' present tense'. the eligibility conditions for this speech act include, among others, the speaker has the authority to make performative utterances. the time, place, and environment must be appropriate. the speaker recognizes the speaker's authority and the appropriateness of the event. examples of verbs are baptized, bid in an auction, place a bet, fire, marry off, declare, inaugurate, nominate, make an arrest. verdictive speakers carry out this speech act to make an assessment or judgment of the actions of the speaker or other people. eligibility conditions include: there is a possibility of action occurring. the ability of the speaker to act is present. the sincerity of the speaker in teaching verdicative actions. the speaker believes that the speaker is sincere. verbs related to these speech acts are divided into (a) actions that are seen as positive, namely praising, congratulating, appreciating; (b) actions that are seen as negative, namely: accusing, suspecting, criticizing, blaming, criticizing, berating; and actions that are seen as beneficial to the speaker, such as being grateful, being indebted. 35 directive this speech act is an utterance that makes the addressee or not perform an action that is 'future' (prospective). eligibility conditions include (1) the action has the feasibility to be carried out, (2) the speaker can act, (3) for orders, the speaker acknowledges the speaker's authority, (4) for requests, the speaker has 'hope that the request will be granted. and (5) for suggestions, speakers must make an assessment. the utterance is in the form of a sentence containing the second person pronoun \ and as the doer of the action. this speech act includes three types of actions, namely: commands, such as ordering, forbidding, demanding; supplications, such as asking, interested in, pleading, wishing; and suggestions such as suggesting, preferably, advising. expressive this speech act is an utterance that comes from the speaker's actions. eligibility conditions include: the feasibility of the action. the speaker's ability to act. the sincerity of the speaker speaks sincerely, and the speaker believes it. this speech act is related to verbs such as admitting, confessing (guilty/sinful), apologizing, denying, boasting/boasting because it is the speaker's acknowledgment of his past actions (retrospective). commission this speech act is an utterance that binds the speaker to take any action that will occur in the future (prospective), as stated. the feasibility includes (1) the speaker can take action according to his promise and intends to fulfill it, and (2) the speaker has confidence in the speaker's ability and sincerity in doing so action. examples of verbs that are included in the speech act are promising, agreeing, offering, refusing, swearing, asking. fatis this speech act is contained in a speech intended to maintain a sympathetic and close relationship between members of the community with the same cultural background. eligibility conditions include: (1) speakers and addressees know or practice the same social habits, and (2) speakers and addressees are well acquainted with forms of phatic expressions that have been commonly used in certain social situations to maintain social harmony in their culture. the utterances that contain these speech acts include, among others: greetings of meeting and farewell, polite expressions such as 'thank you, 'you're welcome', polite formal conversation (polite chitchat) about the weather, a person's health, or other things that are common and expected in a society and typical phrases used to congratulate, etc. this study examines the pragmatics politeness of the english language teacher, who has a teaching background in islamic elementary 36 schools. to capture the meaning of language politeness behavior meant, researchers need qualitative data in the form of notes with detailed, complete, and in-depth sentence descriptions and do not rely on data in the form of numbers. data were analyzed with all riches. his character is full of nuances of meaning and is as close as possible to the original form as at the time of recording (sutopo, 2006). research method library research is a research design to develop an educational product, such as curriculum, syllabus, textbooks, instructional media, modules, and assessment instruction. it is used to develop and validate the product that has been designed in education product. the research approach used in this study is a qualitative descriptive approach to describe the english teacher expressing polite speech to his partner in a communication event. so, the focus of this research is pragmatics politeness related to the delivery of english speech acts by english teachers with students in islamic elementary school classes, not the cultural behavior of english teachers as a whole, borg and gall (2003). as mentioned in the background of the problem, this research targets are english teachers and first-grade islamic elementary school students. the english teacher is part of the educators who teach english at the islamic elementary school mis al-afkari batang kuis deli serdang. the research data that have been collected are (1) various units or series of oral utterances containing pragmatics politeness used by english teachers in teaching in the classroom, (2) different words, phrases, or clauses used to communicate with students in teaching english in the classroom. the data collection techniques used in this study include: observation, recording of the interaction process that occurs when the teacher uses english to communicate with islamic elementary school students, interviews to obtain data about things that underlie polite behavior. pragmatics of the english teacher, especially the use of speech in learning interactions in the classroom, and confirming the temporary conclusions generated through analysis of pragmatics politeness in english in the classroom (patton, 1980). the technique of checking the validity of the data is intended to obtain information that can be accounted for, the researcher uses several techniques, namely (1) the persistence of the researcher, as this qualitative research is fixed, which means that from the beginning the researcher has been given the direction that has been given by the questions formulated as research problems. to obtain data on pragmatics politeness in the english language teacher's language along with the context, the researcher conducted intensive observations and recordings of the verbal methods used by the english teacher when carrying out acts of ordering, asking, inviting, or advising/suggesting. there are four types of triangulation in qualitative research, namely (1) 37 triangulation of data sources, (2) triangulation of researchers, (3) triangulation of methods, and (4) theoretical triangulation (patton, 1980). the four types of triangulation techniques used in this study are triangulation of data sources and triangulation of data collection methods. researchers in the field carried out the data analysis technique simultaneously with the data collection process. at each end of the observation activity, the researcher conducted a preliminary analysis on each data unit in the form of conversational texts that were successfully captured and carried out by following the principles of miles and huberman's (1984) analysis model. the application of the analysis of the miles and huberman (1984) model is carried out with steps of reducing data, presenting data, and drawing conclusions or verification. data reduction was carried out when the researcher got a recording of the conversation of an english speaker in the process of collecting data on observation activities in the field. the netted data was transcribed and further reduced by sorting out pragmatics politeness conversations and set aside. the systematic process to build the empirical basis of design, development, and evaluation to create the instructional and non-instructional products and tools. (richey & klein, 2005). results & discussion after completing the data analysis, the researcher found that pragmatics politeness utterances in the english language teacher of islamic elementary school grade 1 can consist of (1) the form of pragmatics politeness speech in the language of english teachers in islamic elementary schools consisting of core speech and supporting speech, the form of the core speech based on the framework of kreidler (1998) and searle (mey, 2001), (2) the standard units of speech that make up the overall structure of pragmatics politeness in the english teacher's language which has a specific function. from the results of data analysis, it was found that pragmatics politeness in the language of the english teacher can contain pragmatics speech acts. each utterance in the language of the english teacher in islamic elementary schools is described in detail as follows: speech that contains acts of order the act of commanding pragmatically can be defined by the criterion of implying an attitude that student intends to or intends for the teacher to take any action for teacher interest after the said action occurs. the action of ordering is prospective, not retrospective (kreidler, 1998). second, the speech participants who were fully involved in implementing t were pt. meanwhile, the teacher is the beneficiary of t's action. meanwhile, the student is the beneficiary of the teacher's action. next, an order has a very high chance of success because its implementation does not have to depend on a condition or approval from the teacher. the student can force the teacher to carry out his orders as the student wants because the student has a higher authority than a teacher in the perspective of this connection, 38 if it is viewed from the number of standard units or parts that compose it, pragmatics utterances containing acts of commanding or ordering can have various formal forms of two speech units. part 1 teacher: sing with the children... student :(sing together) a,b,c,d,f,g,h,i,j,k,l,m,n,o,p,q,r,s,t,u,v,w,x,y,z teacher : sing once again, my students!! student :(singing again) a,b,c,d,f,g,h,i,j,k,l,m,n,o,p,q,r,s,t,u,v,w,x ,y,z part 2 teacher: my students follow after me... chicken student: chicken teacher: snakes student: snakes speech containing the act of asking the act of asking implies the student's attitude (want to) for the teacher to do an action t for the student's benefit. teacher: before we continue the lesson, do you still remember some songs that have to do with ab. about a,b,c,d,f,g,h,i,j,k,l,m,n,o,p,q,r,s,t,u,v,w,x,y,z .(ask to remember) student: sing teacher: okay, how was the song yesterday? speeches that contain acts of inviting from a pragmatics perspective, inviting is almost the same as the act of asking, especially when viewed from the attitude implied by both parties. both the act of requesting and asking to suggest that the student wants (want to) for pt to take action t. this can also be seen in the implementation aspect of t's action. teacher: let's open our subject by reading basmalah together, student : "bissmillahirrohman nirrohim.." teacher: "come on, students, open page 34". speeches that contain opening actions / greetings teacher: "previously, assalamualaikum warohmatullahiwabarokatuh..". student: "waalaikumsalam warohmatullahi wabarokatuh..." 39 speech that contains the act of asking questions teacher: okay, do you still remember the names of yesterday's animals? student: still sir teacher: chicken student: chicken teacher: snake student: snake teacher: bird student: bird conclusion based on the two problems that are the focus of the study, the conclusions drawn from the research findings are as follows: the speech acts of pragmatics politeness in the language of the english teacher at the islamic elementary school include seven speech acts, namely (1) commanding speech acts, (2) requesting speech acts, (3) inviting speech acts, (4) asking speech acts, ( 5) the speech act of greeting, (6) the speech act of advising, (7) the speech act of asking for approval, each of these illocutions can be expressed in one or more units. when viewed from the grammatical mode, politeness speech acts in the english language teacher are generally coded in the core speech unit, which can be imperative sentences (active and passive), declarative sentences, and interrogative sentences. thus, it can be briefly concluded that the form of pragmatics politeness speech in the english language teacher has many varieties, both in terms of the sub-illocutionary it contains and the number of speech units in the overall structure of the speech. the diversity of pragmatics politeness structures in the english teacher's language seems closely related to speech efforts to achieve communication goals, namely conveying meaning effectively and maintaining social relations among speech participants. references altarawneh, m. (2020). a useful guide to the teaching and testing of pragmaticss in the efl / esl classroom. may 2015. austin, j.l. (1962). how to do things with words. oxford: clarendon press. borg, w. r., & gall, m. d. (2003). educational research (seventh edition). in educational research: an introduction (7th ed.). brown, d. h. (2004). teaching by principles; an interactive approach to language pedagogy 40 second edition (p. 246). delahaie, j. (2018). sociopragmatics competence in ffl language teaching towards a principled approach to teaching discourse markers in ffl. july, 1–30. errington, j.j. (1988). structure and style in javanese: a semiotic view of linguistic etiquette. philadelphia: university of pennsylvania press. ellis, e.m. (2002). language awareness and its relevance to tesol. 3198, 1–23. grice, h.p.(1975). logic and conversation. new york: academic press. gunduz, n. 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(1969). speech acts. cambridge: cambridge university press. patton, m.q. (1980).qualitative evaluation methods. beverly hills, ca: sage publication. mey, kachru.y& e. smith, l.e. (2009). cultures, contexts, and world englishes. 136–138. 131 journal of pragmatics research vol. 3, no. 2 (2021), pp.131-146 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index impoliteness addressed to different genders and their responses in the kitchen nightmares, a tv reality show a. dzo'ul milal 1 *, angga cahya pramono 2 english department, faculty of arts and humanities, uin sunan ampel surabaya, indonesia 1 2 *corresponding author email: dzoulmilal@uinsby.ac.id doi: http://dx.doi.org/10.18326/jopr.v3i2.131-146 copyright © the author (s) this work is licensed under a creative commons attribution-sharealike 4.0 international license. how to cite: milal, a., & pramono, a. (2021). impoliteness strategies addressed to different genders and their corresponding responses. journal of pragmatics research, 3(2). doi:https://doi.org/10.18326/jopr.v3i2.131-146 submission track: received: 13-03-2021 final revision: 11-06-2021 available online: 01-10-2021 *corresponding author: a. dzo’ul milal dzoulmilal@uinsby.ac.id abstract this paper reveals the impoliteness strategies addressed to different genders and their corresponding responses. the data source is the video transcript of a tv reality show, the kitchen nightmares season 6 episode 2 for substantial and technical considerations. as it contains impolite expressions, abundant data can be gained to clarify the focal points. the subjects are the host and male and female participants in that show. this study uses a descriptive qualitative approach. in collecting the data, the researcher identifies the utterances containing impoliteness and their responses in the transcript. then, they are classified and compared to discover the impoliteness strategies and their responses related to gender differences. it is discovered that, in this show, the types of impoliteness strategies addressed to male addressees are not different from those to female participants. regarding responses, it is found out that male participants respond to the impoliteness differently from the females. it can be concluded from the show that gender difference is not effective as recipients of impoliteness, but it is operative as producers of the response towards impoliteness. keywords: entertainment, gender, impoliteness, responses to impoliteness mailto:dzoulmilal@uinsby.ac.id http://dx.doi.org/10.18326/jopr.v3i2.131-146 https://creativecommons.org/licenses/by-sa/4.0/ 132 introduction conflict that is inherent in the plot of human life is thought-provoking and one of its sources is impoliteness. culpeper (1996) claims that impoliteness may result in social conflict and disharmony. studying impoliteness can imply that we deal with one of the roots of the problems that underlie the emergence of conflict. as a consequence, understanding impoliteness may be contributive to or can be beneficial for conflict resolution. studies have been conducted focusing on impoliteness used in direct or indirect communication or interaction. shofyah (2015), for example, analyzed the use of impoliteness strategies by the movie characters and the other character’s responses toward the impoliteness. the study used a movie entitled easy. in this study, she found all types of impoliteness performed by the main character. meanwhile, for the response toward impoliteness, she found the movie characters’ responses toward the impoliteness were accepting face attack and offensive countering. in the field of entertainment shows, hadi (2020) conducted his research in analyzing impoliteness strategies in ufc press conference between conor mcgregor and khabib nurmagomedov. he analyzed the impoliteness used by conor mcgregor and the responses uttered by khabib nurmagomedov by connecting the use of impoliteness with entertainment factors. he found four types of impoliteness strategies performed by connor mcgregor and all types of responses given by khabib nurmagomedov. he claimed that entertainment factors affect the use of impoliteness in the sense that impoliteness strategies were used to make the show more interesting because impoliteness became the source of conflicts. conflict is one of the factors that produce entertaining effects. the researcher also found that three generic factors existed in mcgregor’s utterances. aprilliyani et al. (2019) analyzed the use of impoliteness in instagram comments. the data of their study were the comments in the accounts of habib rizieq and felix siauw. in that study, they analyzed the haters’ comments in both accounts. they investigated the impoliteness used by male and female users. the result of this study revealed four kinds of impoliteness strategies used by the users. sarcasm or mock impoliteness was the highest number that appeared in the comments. the researchers concluded that there was no significant difference between male and female users using impoliteness strategies. aydinoglu (2013) investigated the politeness and impoliteness strategies in geralyn i. horton’s plays. he also compared the use of impoliteness and its response used by male and female characters in the play. his study concluded that male characters uttered impolitely more than the women. it implied that men were more impolite than women. furthermore, his study showed that women were more exposed to impoliteness than men. regarding the study of impoliteness, jumanto (2020) had the opinion that impoliteness takes place in either rude situations or awkward situations. he further explains that impoliteness happens in rude situations 133 when close language is used to superiors, whereas awkward situations when distant language is used to close people. despite those previous studies, it has not been conclusive as to whether gender is determinant to whom impoliteness strategies are addressed and if their corresponding responses given by male and female are significantly different. therefore, in this research, the researchers focused to investigate the use of impoliteness toward different genders and whether the responses are constrained by gender differences in the tv reality show, the kitchen nightmares. studies on pragmatics topics need to consider contexts (levinson, 1983; yule, 1996; birner, 2013). in this study, the researchers tried to explore the use of impoliteness in the context of the tv reality show, the kitchen nightmares. in this tv-show, it was told that gordon ramsay (henceforth called ramsay), the host, traveled throughout america to find and repair or give a new breath to restaurants that were almost bankrupt or dying. ramsay, the presenter or the host, provided input and scathing criticisms to the restaurant owner about changing the restaurant to be better from the concept of the food being served. scathing criticism and comment in this tv-show were used by the host actually to motivate restaurant owners so that their restaurant could run well again. culpeper (1996) defines impoliteness as a means to attack the hearer's face in contrast to politeness strategies proposed by brown & levinson (1987). every type of politeness has an opposition model called impoliteness strategies. impoliteness as the communication strategy to attack the hearer’s face causes social conflict and disharmony. this is quite contrasting from the politeness strategies, which is designed to promote harmony and avoiding social disruptions (culpeper et al., 2003). culpeper (2005) also asserts that to be identified as impolite, the act must be performed intentionally to attack the hearer’s face and the hearer must perceive or construct behavior when they receive the attack. impoliteness is divided into five types: bald on record impoliteness, positive impoliteness, negative impoliteness, sarcasm or mock impoliteness, and withhold politeness. all of these strategies are in opposition with the politeness model of brown & levinson (1987) except sarcasm. mock impoliteness or sarcasm is a type of impoliteness inspired by leech’s irony model (1983). as impoliteness is realized in an interpersonal communication, and communication may happen with gender differences, it is important to discuss language and gender. women and men speak differently (plug et al., 2021). the study of language and gender was first introduced by lakoff (1973). women are more polite than men because of the marginality and powerlessness of women. lakoff (1973:45) states, “the marginality and powerlessness of women is reflected in both the ways women are expected to speak, and the ways in which women are spoken of.” he also states that women are more polite because of their social status in the sense that women have a secondary status in society. furthermore, the study about language and gender comes to a similar 134 conclusion (holmes, 1995; mills, 2005). they conclude that impoliteness is more frequently done by men than women. according to mills (2003), women are more caring and sympathetic than men. besides, rather than competitive, women are more cooperative than men. it can also be inferred that women are likely to avoid conflict because of their powerlessness, and the language they use can be a reflection of their powerlessness. on the other hand, mills (2003) also emphasizes that stereotypically, male masculinity is described with candor and assertiveness. that makes men more likely to be impolite than women. women who have powerlessness and differences in social status tend to show their awareness of face which is characterized by hesitation or uncertainty. she also mentions that women tend to use negative politeness to show excessive respect when an interlocutor is a man. the use of impoliteness is influenced by some factors such as the role of women in society and the different approaches of women and men to life. according to tannen (1990), men reckon their world as a battlefield. it means that men try to achieve and maintain something. however, women assume their life as a negotiation for achieving closeness and support. women’s world demands support from the other. it can be the reason why women are more polite than men. considering the relation of politeness or impoliteness and gender differences, it seems that the above discussion only views men and women as the performers of the acts rather than the recipients of the acts. a question arises whether impoliteness strategies are used similarly or differently when the speech is addressed to different genders and whether the corresponding responses are also similar or different based on genders. this research examined impoliteness strategies performed by ramsay to male and female participants and the responses given by male and female participants toward ramsay's impoliteness. before analyzing the use of impoliteness, its situational context is presented here. kitchen nightmares is a tv reality show hosted by one of the popular british celebrity chefs, gordon ramsay. his full name is gordon james ramsay, born on november 8 th ; 1966, in johnstone, scotland. biography.com editors explain that he left his athletic career and became a famous chef in london, england. he started to enter the television industry with the show kitchen nightmares, which was a success in the first season. ramsay is also successful in his own restaurant business and has received 16 michelin stars for several of his restaurants. he also managed to expand his business to dubai. ramsay started his entertainment career in 1996 with his appearance as a judge on the competitive bbc cooking show master chef. subsequently, he got the opportunity to host two tv shows called hell’s kitchen and kitchen nightmares. his brilliant career brought him the opportunity to be a judge at masterchef and master chef junior events. also, ramsay has written more than 20 books. its various businesses consolidate into gordon ramsay holdings limited. (https://www.biography.com/personality/gordon-ramsay) https://www.biography.com/personality/gordon-ramsay 135 in this episode, ramsay headed to denver, colorado, the united states to visit a pizza restaurant. this restaurant is a family business that was on the verge of bankruptcy or failure. ramsay tried to find something wrong and save this restaurant from bankruptcy. the interest of this episode was that it contained a conflict between ramsay as the consultant and pete as the restaurant owner. ramsay is famous for being a chef who likes to throw criticism and scathing comments if the food does not match his taste. he does not hesitate to say that the food is disgusting. in this episode, ramsay's impoliteness happened because he tasted really bad food, and because of the restaurant’s owner named pete who was very stubborn. more details about the research subjects are presented in the method. research method in this present research, the researchers used a qualitative descriptive approach. it is descriptive in the sense that it merely revealed the existing phenomena, namely the use of impoliteness strategies and their corresponding responses produced by the research subjects and there was no interventional treatment to bring about the data. the research subjects were ramsay as the host and the male and female participants of kitchen nightmares reality show, season 6 episode 2. ramsay, the addressor, was the source of the data of impoliteness. in this event, he was a consultant having greater power and higher social status; whereas the addressees, the male participants, pete, josh, and gabe, and the females, paulette and celestina, as the clients being powerless and having lower social status were the sources of the data of responses towards the impoliteness. this episode was taken as the data source because it contained sufficiently abundant data of expressions indicating impoliteness strategies and their corresponding responses. the data were in the form of verbal utterances of ramsay that contained impoliteness and that of other participants’ responses toward the impoliteness. to collect the data, first, the youtube video (https://www.youtube.com/watch?v=1zxrzdqrpm8&t=1268s) was transcribed cautiously and validated by rechecking it several times. the transcript was, then, scrutinized to identify the impoliteness strategies and their responses, and given some codes, i.e. the initials of the impoliteness strategies (e.g. bri = bald on record impoliteness, pi = positive impoliteness, ni = negative impoliteness, smi = sarcasm or mock impoliteness, wp = withhold politeness) and their responses (e.g. afc = accepting face attack, oc = offensive countering, dc = defensive countering, nr = no response). for data analysis, the data of impoliteness were classified according to their types, and so were their corresponding responses. then, the data were compared inter-genders. finally, the data were concluded and findings were described. https://www.youtube.com/watch?v=1zxrzdqrpm8&t=1268s 136 results the findings are presented about the impoliteness strategies addressed to males and females, and then, about their corresponding responses given by male and female contestants. types of impoliteness toward males and females this part presents the use of impoliteness addressed to male and female participants uttered by ramsay in the kitchen nightmares. it was revealed that four types of impoliteness strategies were used to males, namely bald on record, positive, negative, and sarcasm or mock. bald on record impoliteness is the strategy most frequently used, followed by negative impoliteness and positive impoliteness. sarcasm or mock impoliteness was found only twice. it implied that to males, the impoliteness tended to be direct and clear face attacks. to females, on the other hand, the impoliteness strategies used were bald on record, positive impoliteness, negative impoliteness, sarcasm or mock, and withhold politeness. bald on record impoliteness according to culpeper (2005), bald on record impoliteness is an act intended to attack the hearer’s face in a brief, direct, and straightforward way. this type of impoliteness strategy is addressed to both males and females. (1) ramsay: and do you think your husband is selling the best pizza in denver? paulette: no, i don't. ramsay: you know there’s a huge mistake on the awning because i think you just cooked me the worst pizza in denver. pete: i disagree with you. the sentence in boldface expresses bald on record impoliteness because ramsay criticized bluntly, openly in front of the public by saying, “you just cooked me the worst pizza.” uttering explicitly that the result of someone’s work was the worst was embarrassing. that was a direct and harsh face attack. ramsay performed bald on record impoliteness by using direct, brief, and concise face attacks because he declared and gave scathing criticism openly that pete cooked the worst pizza in denver. this type of impoliteness was also addressed to females as found in the following excerpt. (2) ramsay: what is that behind your head? paulette: that's a hologram. ramsay: freaking me out. paulette: you know what, a lot of people are afraid of that. that's a clown. ramsay: oh god. how long's that been about? paulette: oh probably 15 years. ramsay: whose idea was that? that's rude! paulette: that's mine. (laugh) 137 ramsay: oh my god. in that excerpt, ramsay’s saying “freaking me out” expressed an open disagreement and made the addressee feel ill. questioning, “whose idea was that?” intimidated the owner of such an idea of putting a holographic clown in the restaurant. “that's rude!” also implied a direct and succinct face attack on paulette who had the idea. those expressions were bald on record impoliteness because they openly attack the face of the addressee. positive impoliteness positive impoliteness is a communicative strategy used to damage the hearer’s positive face. the positive impoliteness is realized among others by using inappropriate identity markers and showing disinterestedness (culpeper, 2005). this is addressed to both males and females. (3) ramsay: okay, great, and you have that in 1985? pete: march 10th of 85, it was monday we open up. ramsay: you know your dates well for an old boy. pete: an old boy? ramsay: you know old-boy is like a charming old man. in this excerpt, ramsay used the phrase an old boy to refer to pete. that is an inappropriate identity marker because pete is not a boy. the semantic feature of a boy is minus old. saying “an old boy,” ramsay insulted pete because it implied that pete’s biological age is old but his mental age is just like a boy. the phrase old boy is an impolite expression as an attack on pete’s positive face. this type is also addressed to females. its realization is showing disinterestedness as found in the following excerpt. (4) ramsay: so celestina! oh, the dough so thick. why? i mean it's just like a lot of bread it's like a bargain in that. celestina: umm that's our thin crust. ramsay: that's the thin crust? celestina: uhumm. ramsay: stop! celestina: (laugh) celestina said she served a thin crust but ramsay denied that it was thin because the dough was quite thick. when celestina was about to explain, ramsay said, “stop” to her. that order posed a positive face attack because it implied ramsay was disinterested although paulette was just about to explain. ramsay’s being disinterested even before celestina explained was impolite because it attacked paulette’s positive face. 138 negative impoliteness culpeper (1996) mentions negative impoliteness is aimed at damaging the hearer's negative face wants. this impoliteness strategy, among others, is realized in the form of associating the other with negativeness and scorning or ridiculing. this is also used to address males and females. (5) ramsay: pete, you're in denial that's the problem. you cannot just continue going through their system of failure that you're just. you're not getting anywhere, you're just going further backward, and it's not making anybody happy. it's not giving your wife and your family a bit of freedom. it's just feeding your ego. pete: i don't know what you say. ramsay: you're sinking! you've taken everyone else on the boat with you. pete: no, i'm not. it can be seen from the dialog that ramsay associated pete with a sinking boat and that pete drowned himself and his family. ramsay means that if pete continued to feed on his ego, his restaurant would become bankrupt. ramsay’s mentioning a sinking boat and drowning all passengers associated with the bankruptcy of pete’s restaurant and members of his family was a hard talk to pete and considered impolite because it was associating pete with negativeness. that is a kind of negative impoliteness. there is also negative impoliteness addressed to females as shown in the following fragment. (6) celestina: you all done with that? ramsay: yeah thank you, darling. celestina: no problem. ramsay: and this one of the worst urine samples you could ever give. celestina: (laugh) thank you. the dialogue shows that after tasting the pasta dish at pete's restaurant, ramsay found that the pasta had a lot of excess water. such excess water was compared with the worst urine samples. comparing the pasta with the worst urine was kind of scorning and ridiculing. ramsay attacked celestina’s negative face because he despised and ridiculed her. sarcasm or mock impoliteness according to culpeper (2005), sarcasm or mock impoliteness is the face attack performed by the speaker indirectly. it was discovered that mock impoliteness or sarcasm was uttered several times by ramsay to male as well as to female participants. it can be identified by the use of sarcasm or irony by which the speaker utters the opposite meaning of what is intended. (7) ramsay: wow, (laugh) are you nuts? do you have any idea how many pieces get ordered on a sunday just in the football season? pete: we did open that sunday in 86. ramsay: congratulations! 86. so how’s that affect the business closed two days a week sunday and monday. 139 paulette: nobody knows we’re open, i mean we're closed in the afternoon. knowing that on the weekends, pete closes his restaurant on sundays to watch football, ramsay uttered his sarcasm. ramsay thought that pete’s closing the restaurant on sundays was a bad idea because there was a good sale on weekend. that ramsay congratulated pete indicated a mock or sarcasm for pete because by congratulating, ramsay meant to despise him. that is a kind of impoliteness because mocking means attacking the face indirectly. the realization of sarcasm or mock impoliteness to female participants can be seen in the following dialogue. (8) celestina: here we go. the meatball hero ramsay: jesus. the meatball hero. wow, and how would you, would you eat them? celestina: umm, i guess you approach that very huge fill. when celestina served a menu called meatball hero, ramsay's first impression of the dish was not good because the appearance of the menu is quite large and unattractive. when ramsay asked celestina how she would eat such a meatball, he wanted to mock her. ramsay's real point was that the food was not attractive because of its appearance and its portion. he did not say it directly, but by asking her how she would eat such food. mocking is an impoliteness strategy by which the addressor attacks the addressee’s face indirectly. withhold politeness withhold politeness is defined as the face attack that happens when there is no politeness when it is expected by the hearer (culpeper, 2005). this type of impoliteness was found only addressed to females, and no data were found to be addressed to males. (9) ramsay: and this one of the worst urine samples you could ever give. celestina: (laugh) thank you. ramsay: holy crap. celestina: thank you. ramsay: horrible. the excerpt shows that when ramsay commented negatively on the pasta by comparing it with the worst urine, celestina’s response was accepting the face attack by saying thanks. that ramsay did not respond to celestina’s twice thanks is an expression of withholding politeness, in which celestina had expected her thanks to being responded to, but she accepted a face attack and was trying to take the criticism. not responding to what is expected is a kind of impoliteness. males and females’ responses toward impoliteness response toward impoliteness is the reaction that is given by the hearer to impoliteness strategies. according to culpeper et al. (2003), there are four types of responses to impoliteness 140 strategies. those are accepting face attack, offensive countering, defensive countering, and no response. in this section, the responses given by male and female participants to ramsay's impoliteness are presented. it was found that all types of responses, i.e. accepting face attack, offensive countering, defensive countering, and no response existed in participants' utterances. however, the results show a significant difference between genders in the use of responses to impoliteness. it was discovered that the offensive countering type was used most by male participants, especially by pete. meanwhile, the accepting face attack response type had the highest frequency used by female participants. the findings show that there was a difference in responses towards impoliteness given by males and females. offensive countering was the type of response most often used by male participants, whereas accepting face attacks was most frequently given by females. no data were found about the use of offensive countering made by females. it means that this type was only done by males. offensive countering according to culpeper et al. (2003) offensive countering happens when the hearer responds face attack with face attack. this type of response is used by the hearer when the s/he disagrees or is mad at the impoliteness addressed to him/her. also, when using this type of response, the speaker tries to save her/his face from losing face or minimizing the possibility of losing face. this type of response was given only by male participants and no data indicated that it was given by females. (10) gordon: pete, you're in denial that's the problem. you can not just continue going through their system of failure that you're just, you're not getting anywhere you're just going further backward, and it's not making anybody happy. it's not giving your wife and your family a bit of freedom. it's just feeding your ego. pete: i don't know what you say. gordon: you're sinking! pete: (sigh) in the above dialogue, ramsay was talking face to face with pete about pete's ego that denied the criticism. ramsay gave pete a little advice if he wanted his restaurant to survive bankruptcy, pete should leave away from his ego in running the restaurant. what ramsay said was clear and straight to the point. however, the response given by pete showed that he rejected ramsay's face attack by explicitly ignoring, “i don't know what you say.” it indicated that pete was offensively encountering ramsay’s talk by explicitly rejecting ramsay’s attack. that is a realization of offensive countering to respond to impoliteness. 141 accepting face attack accepting a face attack is a response to impoliteness in which the speaker accepts or agrees with the face attack addressed to him/her. that is due to the relative power the speaker has over the hearer (culpeper et al., 2003). the researcher found several utterances by male participants that contain this type of response, but for efficiency, one is exemplified. (11) ramsay: you mention on the menu that everything's fresh and homemade like mama did. pete: so it’s first made. josh: i don't think the ingredients are required as fresh anymore. ramsay attacked the participants’ faces by saying that the slogans on the menu books were different from reality. the speech was addressed to pete, josh, and gabe as chefs and co-chefs at the restaurant. a different response was uttered by pete and josh in the above dialogue. pete used the defensive countering response type, while josh accepted the facial attack by confirming that the ingredients were not fresh as he thought they did not need to be so. the researchers found several times that female participants used accepting face attacks in response to impoliteness. it is the type of response most often used by female participants. (12) ramsay: and this one of the worst urine samples you could ever give. celestina: (laugh) thank you. ramsay: holy crape. celestina: thank you. ramsay: horrible. the situation in which the hearer accepts a face-threatening act can also be indicated by an unwillingness to continue talking about a topic. apart from being silent, to minimize the face attack, the hearer can also show humility. the nature of humility was shown by celestina to minimize the consequences of the facial attacks that she received. in the above dialogue, celestina responded to ramsay's impoliteness by saying thank you. this was not intended to express gratitude, but rather not to prolong the conversation, thus stopping the face attacks. defensive countering another type of response toward impoliteness is called defensive countering. bousfield (2008) states that defensive countering is the response to impoliteness which is performed by the hearer to defend his/her face from face attack. the hearer might try to explain or tell the truth to the speaker. this response uttered without any face attack was done by both males and females. (13) ramsay: why you close on sunday? pete: sunday? ramsay: yes pete: cause i wanna watch a football. ramsay: wow, (laugh) are you nuts? do you have any idea how many pieces get ordered on a sunday just in the football season? pete: we did open that sunday in 86. 142 when pete said that he closed his restaurant on weekends because he was going to watch a soccer match, ramsay was surprised because he thought that closing the restaurant at the weekend or during football season was a wrong decision. ramsay's face attack occurred when he asked how much profit he would have made if he opened his restaurant during the football season. pete was aware of the face threat from ramsay's words. so, he tried to come up with an explanation in which he hoped that the answer would minimize the face attack. thus, defensive countering was used by pete by giving some explanation to clarify the point of the face attacks. defensive countering was also done by females to counter the impoliteness of the speaker by giving some reasonable explanation. (14) ramsay: so celestina! oh, the dough so thick. why? i mean it's just like a lot of bread it's like a bargain in that. celestina: umm that's our thin crust. ramsay: that's the thin crust? celestina: uhumm. ramsay: stop! celestina: (laugh) ramsay: wow, seriously? celestina: a lot of people get upset with me for that, when they ask for the thin crust and i bring them the thin crust. (laugh) ramsay commented on the dough he thought was quite thick. celestina replied that it was the thin crust pliers she had at the restaurant. celestina tried to explain that the restaurant had a thin crust like the one ramsay saw. ramsay used bald on record impoliteness but celestina's response was explaining to maintain her face. celestina's response certainly aimed to defend herself from losing face. at the end of the dialogue, celestina also explained that she always served dough like that to the customers. no response the last type of response toward impoliteness is called no response. no response is defined as the response when the hearer is being silent when the hearer receives impoliteness strategies (bousfield, 2008; bousfield & miriam, 2008). culpeper et al. (2003) add when the hearer has no opportunity to respond to impoliteness is one factor that affects the use of this response. this was given by males as well as females. (15) ramsay: the pizza is not good. pete: i’m still gonna disagree with you i really will i'm sorry but i am. ramsay: i need some fresh air. pete: oke, sir. ramsay: fuck me. pete: (no response) 143 in that dialogue, ramsay was frustrated by pete's stubbornness which made him need fresh air and calm his mind. ramsay vented his frustration by using positive impoliteness, namely using the swear word, fuck me. pete gave no response because he knew that ramsay had to put his mind at ease. by giving no response, pete did not want to continue his argument with ramsay. giving no response was used by females indicating that she accepted a face attack. it is used by the hearer because s/he does not want to respond or does not have a chance to respond. (culpeper et al., 2003). (16) ramsay: holy crape. paulette: that’s ridiculous. ramsay: it's like the pizza (indistinct) denver. paulette: yeah. ramsay: shit. paulette: (no response) ramsay's utterance above contained a positive impoliteness by using the swear word shit. there are two types of responses that paulette used in the above dialogue, namely accepting face attack and no response. by saying yeah, paulette accepted ramsay's face attack. at the end of the dialogue, paulette did not respond to ramsay’s impoliteness of using swear words because she wanted to maintain her face by being silent or giving no response. discussion this study was conducted to describe the use of impoliteness and its responses taking gender differences into account. the context was a tv reality show, the kitchen nightmares season 6 episode 2, where ramsay, the host, who was a cooking expert and a culinary business consultant, was the performer of the impoliteness acts and male and female participants, the restaurant owner and his assistants, as the consultees, were the recipients of and respondents to the impoliteness acts. viewing that setting, the social relationship between the two parties, the host and the male and female participants, was that the host had higher status and power, and the situational context was a coaching clinic. as a tv show, furthermore, it must have entertaining purposes. the findings revealed that impoliteness was performed by the consultant, as the host of the show, to the clients, while the responses were given by the clients, as the participants of the show towards the impoliteness addressed to them. it was discovered that there was no difference between the use of impoliteness addressed to males and that to females. this was complementary to aydinoglu’s study (2013), in which aydinoglu compared the quantity or frequency of the use of impoliteness addressed to different genders, this present study focused on the types of impoliteness strategies that were performed by the speaker addressed to different genders. concerning the use of impoliteness in the conversation between the host and the participants, the researchers concluded that power relations took place in the performance of 144 impoliteness to male and female participants in the data. power can be indicated by domination over others (fairclough, 1998). culpeper (1996) also states the difference in power between the speaker and the hearer might cause impoliteness to occur in the interaction. he further asserts that the speaker who has more relative power has more freedom to be impolite. this assumption is evidenced in ramsay's impoliteness in that he has the freedom to throw reproaches toward the participants because he had access to give criticism as a part of the entertainment. this is in line with rahmawati et al. (2021) who found that impoliteness existed in teachers’ (as power holder) directive acts. secondly, it was inferred that entertainment factors were quite likely to affect ramsay's use of impoliteness. this is consistent with culpeper’s claim that impoliteness can be entertaining (culpeper, 2005). the result of this study showed that impoliteness strategies were the tool of entertainment in the tv show. this is in line with hadi’s findings (2020) that impoliteness was connected with entertainment as was used by mc gregor against nurmagomedov. it was concluded that the exploration of human weakness was displayed in this tv show. by giving the criticism through impoliteness, the show director was successful in creating conflicts among the characters, thus making the plot more fascinating. regarding the types of impoliteness strategies used by the host which were not different when it was addressed to different genders, it could be resolved as follows. although the data source of this study was a tv reality show, where the real personality of the actors might still give color to the performance including the use of language expressions, as an entertainmentbased tv show it was acceptable that actors are requested to play based on scripts or invented stories. therefore, to strengthen his character and to make the plot more fascinating because of conflicts enacted by impoliteness, it was reasonable that ramsay was directed to perform as many impolite acts as possible. that was regardless of the gender differences of the addressees. concerning the responses given by male and female participants to respond to impoliteness, it was found there was a significant difference in the use of the responses given by different genders. male participants often performed offensive countering. according to tannen (1990), men consider their world as a battlefield. in such a battle, men try to achieve and maintain something. the findings of this study reflect tannen's assumption about how men approach their life. tannen's assumption was reflected in pete's responses toward ramsay in that pete tried to contradict and give offensive countering against ramsay’s impoliteness. meanwhile, female participants were more likely to use the accepting face attack. such a finding was in line with mill's assumption that women are more cooperative than competitive and their linguistic behavior is likely to avoid conflict as their reflection of their powerlessness (mills, 2003). in sum, it can be inferred that gender affects the use of responses toward impoliteness. the findings implicate that the study that relates language to gender, including the use of impoliteness, needs to be comprehensive in the sense that gender should be taken into 145 consideration not only as a determinant factor for language producers but also for language recipients. this is in line with accommodation communication theory (gallois, ogay, & giles, 2006) which says that language should be adjusted according to the addressees’ characteristics. this also agrees with the participant feature as one of the contextual indexes in pragmatics (yule, 1996) which encompass not only addressors but also addressees. conclusion in the context of this research, where the data source was the kitchen nightmares, a tv reality show, it was discovered that the use of impoliteness to male and female participants was a bit different in the types of impoliteness strategies performed to male addressees, i.e. bald on record, positive, negative, and sarcasm or mock impoliteness, while to female participants, there were five types, namely bald on record, positive, negative, sarcasm or mock impoliteness, and withhold politeness. regarding responses, it was revealed that the difference was significant in that male participants used all types of responses, i.e. accepting face attack, offensive countering, defensive countering, and no response, while the female participants only used three types of responses, namely accepting face attack, defensive countering, and no response. this difference was underlain by the different nature of the genders, in the sense that a male is more assertive and offensive while a female is submissive and defensive. since the data in this study were obtained from a tv reality show, the findings are likely to be specific to such a context. to verify such findings to be generalizable to broader circumstances, furthermore, it is recommended that future research is conducted by taking wide-ranging natural social settings in which impoliteness is performed. as the data in this study were obtained mainly by scrutinizing the video transcript, to interpret the speaker’s intention in using impoliteness appropriately, moreover, it is suggested that, in future research, data collection also use multiple techniques, such as interviews of the subjects and questionnaires. references aprilliyani, v, hamzah, & wahyuni d. 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(1996). pragmatics. oxford: oxford university press. https://www.researchgate.net/profile/sara-mills-2?_sg%5b0%5d=iovyqfiocx5djbws1gyx9u-9kjfm2mnlrtpec91r5f3ems3ygkhai59phi5ku21bh4zs62o.o1ydl1fevnafeoys8pgv5lwr0hig6fns9rdbs3jn2fjaod7q8qv_ghophuvskjgm1dmx2tsvy_uraa_n8qskca&_sg%5b1%5d=0almrboy946dnqpg5jwhpq4mn8hzdw0nwcnwcfb9vhj1jcs_zi73bw_ipaxmhyq3a6cvuks.sp7z-fyrbkf-tpw5gtlukdysazuq4vvcxkgokqzzzm7f6eqvdo7sevoi-3slhop0iogawogjpj0y5eh517yria https://www.researchgate.net/deref/http%3a%2f%2fdx.doi.org%2f10.1515%2fjplr.2005.1.2.263?_sg%5b0%5d=dodntadb6mhhddl0kzwaxi-o0kaxabtebxc_qbrigswsp7bnplb4gjt7r-xlyaj1aibfdun5pafrhqz-xi1fwr5akq.ccpp_uk5uhvhn-fuz3g47sedtur3pzn0pgx4l2buspajd1bgeyt9bxb_c7ehm6tsfro6qnovtsgohwao4ch7cq https://www.rcommunicationr.org/index.php/rcr/article/view/77 137 journal of pragmatics research vol. 04, no. 02, (2022) pp.137-151 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index flouting maxim in “the hundred-foot journey movie”: an opportunity to improve students’ intercultural literacy leilya sari yustika universitas negeri surabaya leilya.21005@mhs.unesa.ac.id slamet setiawan universitas negeri surabaya slametsetiawan@unesa.ac.id pratiwi retnaningdyah universitas negeri surabaya pratiwiretnaningdyah@unesa.ac.id doi: https://doi.org/10.18326/jopr.v4i2.137-151 copyright © the author (s) this work is licensed under a creative commons attribution-sharealike 4.0 international license. how to cite: yustika, l., setiawan, s., & retnaningdyah, p. (2022). flouting maxim in “the hundred-foot journey movie”: an opportunity to improve students’ intercultural literacy. journal of pragmatics research, 4(2). doi:https://doi.org/10.18326/jopr.v4i2.137-151 submission track: received: 06-07-2022 final revision: 24-08-2022 available online: 01-09-2022 corresponding author: author leilya.21005@mhs.unesa.ac.id abstract facing the advancement of the technology era, there is increasing awareness about integrating intercultural communicative competence in the english language teaching process. because many people from diverse cultural backgrounds talk in english, students should acquire that competence to compete globally. to produce appropriate conversation, grice proposes four maxims that should be obeyed, called cooperative principles. however, because of a cross-cultural situation, someone can flout the maxim as part of communication. therefore, the present study discusses the type and the reason for flouting maxims done by the characters in a movie which is a good learning medium to teach in a classroom. furthermore, this study wanted to explore the cause of why the movie could be an opportunity for the teacher to increase students’ intercultural literacy through the english teaching and learning process. the data gathered from the movie script and the character’s behavior in a cross-cultural situation will be analyzed through content and thematic analysis. the result showed the figures of the movie flouted the maxim of quantity, quality, relevance, and manner. humor intention, conviviality, enmity, elaborate explanation, prestige, mocking, and stating opinion were found in the movie as the characters’ motivation why they flout the maxim. the movie had an opportunity to improve students’ intercultural literacy by studying the characters’ communication and behavior. it contained understanding, competence, attitude, participation, and language that could equip students in improving their intercultural literacy. mailto:leilya.21005@mhs.unesa.ac.id mailto:slametsetiawan@unesa.ac.id mailto:pratiwiretnaningdyah@unesa.ac.id https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.18326/jopr.v4i2.137-151 138 keywords: flouting maxim, intercultural literacy, movie study introduction as one of the competencies that students need to learn in the english classroom, intercultural communicative competence still lacks to be acquired in the teaching and learning process. many teachers focus on the student’s competence in english skills such as listening, reading, writing, and speaking without integrating it with cultural learning which is very important for the students to be acquired in the globalization era (siregar, 2016). even some teachers only focus on grammar learning because of their poor competence in english skills (marcellino, 2015). meanwhile, facing the advancement of technology era that forces the students to be in a multicultural society, it is demanded to enrich the students with intercultural literacy. these days, it is really easy to reach other people that come from different languages and cultures, so improving intercultural literacy while learning english as a language for communication cannot be ignored in the english teaching and learning process (wang, jiang, fang, & elyas, 2021). intercultural communicative competence means that someone has the competence and behavior effectively and appropriately shown in a cross-cultural situation (deardorff, 2015). grice categorizes some manners that indicate communication appropriately happens. they are maxim of quality, quantity, relevance, and manner (sari & afriana, 2020). theoretically, the message in communication can be ideally delivered to the interlocutor if obeying those maxims. however, especially in a cross-cultural situation, the interlocutors can flout or violate the maxim. normally, what is happened next is failed communication, but sometimes the flouting and violating of maxims still can create good communication to show socio-cultural aspects, interest, power, humor, etc. (detrianto, 2018; marlisa & hidayat, 2020; nuzulia, 2020; rahmastra & sosiowati, 2018). the interlocutor still can get the message or points the speaker wants to deliver in the communication. it is interesting to be studied because the skill of intercultural communicative competence can be the motor of flouting maxim communication. it is appropriate to the study by tehseem, zulfiqar, & badar (2021) which studies the relation between power and politeness in political discourses looking from an intercultural point of view. after analyzing three videos interview, the result shows that there is a saving face indicated by the politician to be accepted in society. looking from an intercultural perspective, it can be seen that the level of politeness and power control is conversely. the stronger someone has power especially here in the political realm, the lesser someone shows his/her politeness. while in the classroom setting, a study by prabawa (2020) reveals through his study about flouting maxims done by tertiary level students in the teaching and learning process. the results show that the students flout the maxim of quality and manner in the classroom. they often lie when they should give information 139 other than that they answer yes/no questions with unnecessary explanations when they should just answer shortly. the aspects of intercultural competence such as attitude, knowledge, and skills can elaborate together to success the cross-cultural communication (deardorff, 2015). it can help the interlocutors in having good understanding, tolerance, and relation in the midst of possibility to misunderstand, prejudice or stereotype in the society. so, when flouting maxim happened, an intercultural person can catch the message or meaning in a verbal or non-verbal interaction appropriately and effectively either as a speaker or a hearer. the goal of communication can be achieved even though the interlocutors flout what they are talking about. looking at the previous studies that many of them only talk about flouting maxim without relating it to intercultural communicative competence, there should be more attention to fulfilling the gap about it because there is still a lack of study exploring how flouting maxim relates to the intercultural perspective. therefore, the present study will discuss the type and the reason for floating maxims to happen in a movie which is a good learning medium in a classroom. moreover, this study wants to explore how the flouting maxim in the movie can be an opportunity for the teacher to increase students’ intercultural literacy through the english teaching and learning process in the classroom. cooperative principle and flouting maxim to understand people’s communication, grice creates a theory that can explain how communication can succeed. according to him, communication should follow four maxims as a regulation to have successful communication (sari & afriana, 2020). the first maxim is about quantity which wants the communication between interlocutors to obey the effectiveness in replaying one’s utterance. the speaker should not give too much information that is not required. it can affect the purpose of the communication if there is unnecessary information given. the second one is a maxim of quality. the information that is given in communication should be true. if the speaker is not sure about the information that wants to share or s/he thinks that it is false information, grice believes the speaker should not reply to the interlocutor to avoid misunderstanding between them (tanaka, 2018). the next maxim is about relation. in having communication with an interlocutor, the statement should be relevant to what the communication is about. talking about other things and avoiding what is talking about can invite misconceptions in understanding the message in the communication. that is why being relevant in communication is important to have effective communication. the last one is maxim of manner. it is a maxim that wants the speaker to talk clearly when giving information. it can be seen from the speaker’s effort to avoid using ambiguity and vagueness when replaying the interlocutor. other than that, the conciseness and order in giving information is also important to make the communication between interlocutors clear (putri & apsari, 2020). however, sometimes those maxims cannot maximally be applied in 140 communication. because of some factors someone can violate or flout the maxim in communication. theoretically, the information will be misunderstood if the communication does not agree with the cooperative principle. but, what makes it interesting is the communication which is still understandable on some occasions. the flouting maxim happens when the speaker does not fulfill the cooperative principle, instead of saying something unnecessary, irrelevant, unclear, and unreliable statement to the interlocutor (guo & liu, 2019). there will be hidden meaning under the statement that the hearer should translate to catch the message. for example, flouting the maxim of quantity occurs when the speaker tells very little or too much information in the conversation. a study by giriyani & efransyah (2020) shows the flouting of four maxims in an animated movie entitled up! they find that in flouting the maxim of quantity, the movie images it through the inconsistency and repeated sentences to be said at one time by the characters. meanwhile, for the maxim of quality, there are some categories when someone flouts it. they are hyperbole, irony, meiosis, and the last is a metaphor. nuzulia (2020) explains through her article that hyperbole means that someone says more than needed with more spices to make it sound extraordinary or even bad. irony can be said to insinuate when someone says something that is not the truth. the utterances have opposite meanings to the real condition. meiosis is used when someone wants to express something that has more fine words to be said, it can be said as an indirect expression, while metaphor means analogically comparing something in one sentence. the next is about flouting the maxim of relation. when someone flouts this maxim, s/he tends to give irrelevant information in the conversation. however, it is not like changing the actual topic to another and making it irrelevant. the speaker still hopes that the hearer will catch the hidden meaning the speaker tries to say. the last one is flouting the maxim of manner. the speaker who flouts that maxim utters or states ambiguous, unclear, and not in sequence answers. so, the hearer needs more time to catch the hidden meaning the speaker has made (marlisa & hidayat, 2020). intercultural literacy heyward (2004) proposes a multidimensional model of intercultural literacy. it is about to what extent one’s intercultural literacy has been enhanced. it contains five aspects. they are understanding, competencies, attitudes, participation, and the last is language. understanding means someone has good awareness of another culture in the aspect of social-cultural, knowledge, and cultural beliefs and information. while competencies talk about tolerance, flexibility, empathy, openness, adaptive, and ethnic-relative views someone needs to have. deardorff (as cited in spitzberg & changnon, 2009) also explains this competence through her intercultural pyramid model. to be an intercultural person, there is desired internal and external outcome as the action when someone faces a cross-cultural situation. that outcome wants the person to be adaptive, flexible, empathize, and have an ethnic-relative view, so he/she can communicate through verbal or non-verbal communication effectively and appropriately (deardorff, 2015). 141 moreover, the attitude aspect completes intercultural literacy. this aspect wants the person to have deep respect when interacting with others. other than that, the person can emerge the second identity in his/her mind and not be closed from having interaction with other people. that is the part of openness in the competence aspect. next is about participation. that person should dive into the second culture whether it is in friendship or work relationships. the important thing is that person can live a relationship with another culture. the last thing that has been discussed is language. to have good intercultural literacy, the knowledge and ability to use the second language should be fluent and complete in the range of vocabulary and language structure (heyward, 2002). the model of intercultural literacy shows the process of acquiring intercultural literacy from being ethnocentric to being ethnic-relative in viewing the world through a cross-cultural situation context (shliakhovchuk, 2019). it can become the map for the students to learn and experience being an intercultural person. so, they will be more aware of how far they have acquired intercultural literacy. additionally, it can help the teacher to track the students’ intercultural literacy amid the teaching and learning process as well. research method by using descriptive qualitative method, this study would analyze a movie entitled the hundred-foot journey by steven knight. it was considered to take part in this study because it contained a cross-cultural situation between indian families and french society with a story about the culinary realm as the background. it was suitable for the present study which wanted to investigate a movie rich with intercultural encounters. the data was collected from the characters’ utterances and observations of verbal and nonverbal communication that happened in the movie to answer the purpose of the study. the researcher transcribed the characters’ utterances especially when they were in a cross-cultural situation. other than that, the researcher took notes about the characters’ behaviors as well. after collecting the data, it was analyzed using content and thematic analysis to know the type, the reason, and the explaining the chance why the movie had an opportunity to enhance students’ intercultural literacy. for the first, the researcher gathered the entire data source by writing the characters’ utterances before doing the next step – coding the data. the researcher would code it with the type of flouting maxim and through thematic analysis. the data would be made into some themes to answer the research questions. after interpreting the data by blending it with some previous studies to strengthen the discussion, the researcher concluded it. 142 results &discussion table 1. flouting maxims founded from the movie quantity quality relevance manner a: you mean kitchen porter? b: no, cook. my family has run restaurants in india for many years. my greatgrandfather fed soldiers during the time of the british raj. but now we have come to try our luck in europe. me and my family. a: he's cooking with hay. b: what? why hay'? a: he's cooking with hay. b: is he cooking for a horse? a: i can clean my own wall. b: the outer wall is not your wall. technically, it belongs to the village. ask the mayor. i know, because i had the clever plan to have it raised many feet so nobody could see your restaurant. a: i'm glad that our brakes failed here. maybe brakes break for a reason. b: what do you mean? a: and why exactly are you leaving london? b: i found in england that the vegetables, they had no... had no soul. no life. (hyperbole) a: so, uh, what is all this? b: that's just some cold things we had in the larder. (meiosis) a: the old man who bought the place is insane. he will last about as long as it takes to dry-cure a good winter ham. (metaphor) a: you know, i saw that indian guy buying things in the convenience store. his cart was full of cat food. they don't even have a cat. i guess it was for the curry. (metaphor) a: mmm. what is this? b: it is an oven. a: oven? it's not a drum? to play? b: no. tandoor oven for chicken tikka. sometimes small children. (hyperbole) a: what are you accusing me of? b: i'm not accusing you of anything. i'm saying you're smart. it's good. (irony) a: how much? b: papa, no. you will not barter. we will just pay the rate like normal people. a: mayor. you're not at the town hall. b: madame mallory, good morning. a: have you even asked the boy what he wants? b: you deliberately seduced him! you seduced his mind, with your awful, tasteless, empty sauces! a: how is he doing? b: well, why don't you cross the road sometime and try one of his dishes? a: what do you mean? b: what am i going to do? a: i'm a cook. b: you mean kitchen porter? a: how much are they asking? b: you must understand that a property of this size in this village would be very expensive. well, i heard you asked for a discount in claude's hotel. a: what? where? b: he's gone crazy. a: why is she not happy? b: she has one, she wants two. a: the specials, they will change from day to day. b: well, curry is curry, is it not? table 1 contains four kinds of flouting maxims found in the character in the movie. there are many characters there, but it is just some of them flout the maxim in the conversation specifically in the cross-cultural situation when the french meet an indian family. the maxim of quality is found 143 as the most flout by the characters. many of them talk using metaphor, so sometimes the meaning of their utterances is not clear enough to capture the aim of the conversation as the theory of cooperative principle. however, in this movie, the characters still can understand each other. there are four kinds of flouting quantity maxims. they are hyperbole, metaphor, irony, and meiosis. hassan: what are you accusing me of? marguerite: i'm not accusing you of anything. i'm saying you're smart. it's good. that conversation is categorized as a flouting maxim of quality called irony. in this conversation, hassan who has been invited to work in madam mallory’s restaurant has made marguerite envy because she knows about the incredible cooking skill hassan has. hassan can exceed her soon. meanwhile, she endeavors to be the chef of cuisine in that restaurant. she feels angry, but she chooses to say that hassan is a smart person as her expression to offend hassan in good words. asahi (2019) categorizes this irony as contextual irony. the reason is that some requirements are fulfilled. they are about the ironic utterance and the contradiction or correspondence between the interlocutors. in this context, marguerite says something that contradicts her feeling so there is an ironic situation created to respond to it. an ironic situation here is a situation where the speaker has the belief to criticize someone for his/her action. marguerite wants to criticize hassan for that. she assumes that hassan has betrayed her to have a channel to work in madame mallory’s restaurant. the other one is flouting the maxim of quantity. it is observable that there are six points categorized as flouting the maxim of quantity. those flouting is founded on the cross-cultural situation between french and indian cultures. it is categorized as a flouting maxim of quantity because there is not enough information given in the conversation so it can cause misunderstanding or confusion for the hearer (ibrahim, arifin, & setyowati, 2018). the speaker is expected to not give too much or too little information in the conversation. in this movie context, there is too little information given by madame mallory when having a cup of tea with mr. kadam. hassan who has become famous in france cuisine is pictured on the front cover of a magazine with the big headline “hassan kadam, the boy from the gutter, is going towards his third star.” mr. kadam is confused by the word gutter and asks madam mallory. however, she does not give enough information to mr. kadam. she says it as the literal meaning, so she makes him misunderstand the reality that happened. meanwhile, yule (as cited in ibrahim et al., 2018) thinks that communication should agree on three things such as “as you probably know”, “i will not bore you with all the details” and “to cut a long story.” it can avoid the speaker to flout the maxim of quantity and reach the goal of communication more effectively. the flouting maxim of relevance is also found in some conversations in the movie. it is a condition when there is something irrelevant to answering the previous conversation. it makes the interlocutor confused and cannot catch the message of the communication (giriyani & efransyah, 2020). from the movie, it can be seen that there is a flouting maxim of relevance found. one of 144 them can be found at the beginning of the movie when kadams’ family has to stay overnight in the village. when mr. kadam asks about the price, mansur directly says that mr. kadam is prohibited to do barter as payment. meanwhile, when mr. kadam asks about the price, his son should answer it with numbers to make mr. kadam understand. mansur’s answer can insult his father and lead to misunderstanding with the other who is a french listened to it. the last floating is the maxim of manner. a conversation should contain order, clear, and unambiguous ways to achieve effective and appropriate communication (marlisa & hidayat, 2020). it can be seen through a conversation between madame mallory and mr. kadam in a sale house setting. madame mallory gives an ambiguous answer when she is asked about the price of the house. she does not answer it by saying the price, but she asks something ambiguous that can insult mr. kadam. therefore, it is categorized as flouting the cooperative principle. the interlocutor can misunderstand the message and lead to hate. it can be seen from a study by qasim, akram, & masroor (2015) who find that a character can flout or violate the maxim because of hate feeling toward other characters as madame mallory does to mr. kadam. the characters’ motives in flouting the maxims when characters flout the maxim, some reasons can be found in the conversation and interaction between the characters in the movie. flouting a maxim is the way the characters deliver some messages either with bad or good intentions to the interlocutor. so it is observable that the character does that on purpose. some reasons found are humor intention, conviviality, enmity, elaborating explanation, prestige, mocking, and stating an opinion. mansur tries to have a lively conversation with madame mallory when she asks about the function of the tandoori oven which seems weird to her because she has never seen it before. mansur says that sometimes it is not for chicken only but also for small children. it sounds hyperbole for madame mallory, so she shows a weird expression to respond to it even though mansur means it as humor to melt the situation. pradita (2013) explains in her article that humor in pragmatics study is not created from linguistics aspects only but also from cultural components. flouting the maxim is one of the ways to produce humor. based on the movie is made by flouting the maxim of quality by saying hyperbole words. even though the difference in culture between french and indian makes the goal of mansur to make humor and melt the situation is not accepted by madame mallory. convivial intention can be found in the conversation between marguerite with kadams’ family when she helps them after a car accident. hosting her guest with some food, she tries to be kind to strangers she just met by becoming a friendly person. she does not want to be known as a bad person. so she answers mr. kadam’s question by saying that it is just cold things from the ladder. this attitude concurs with communicative purpose parallel with social objective (sabila, wahyuni, vianca, & amalia, 2021). related to the social and cultural aspect of communication, marguerite’s utterance is aimed to respect people from another culture. in the first meeting, being 145 an arrogant person is not appropriate in a social community because it is not respectful behavior so it can create a negative perception. this is a kind of politeness that is done to respect others. meeting new people in the building in front of her restaurant, madame mallory is curious and asks mr. kadam about his goal. however, when mr. kadam asks about the building’s price, because of her hate for the new competitor who even comes from another culture she shows it through an irrelevant statement saying that mr. kadam cannot afford to buy it because he is poor. this kind of reason is caused by an enmity attitude built from the difference in cultural background. the unwillingness of madame mallory to be open with the new immigrants who become her neighbor makes her skeptical of the new condition. it proves that someone should determine attitude as the first stage of knowing others such as respect, openness, and tolerating ambiguity (spitzberg & changnon, 2009). if there is no stated attitude on the first, there will be no willingness to use skill and enrich the knowledge. more explanation is needed to elaborate on the hearer’s understanding of a certain topic. however, sometimes it is categorized as flouting the maxim because the speaker says too many or too few words unnecessary for the interlocutor to hear (giriyani & efransyah, 2020). it can be said that without an extended explanation, the answer can be accepted and it can maximize inappropriate answers. it can be seen through the interaction between mr. kadam and madame mallory when she cleans mr. kadam’s wall from vandalism created by her worker. even though mr. kadam just says one sentence which asks for madame mallory to stop her activity, she answers it with too many words trying to save her prestige which always has conflict with mr. kadam. it is the same as found in novika (2018) that says a lie categorized as a flouting maxim can be used to save prestige as like madame mallory lies by saying unnecessary information respond to mr. kadam. mocking is one of the expressions common to do in society. it is aimed to make the hearer get down because of the inappropriate utterances (nuringtyas & ariatmi, 2018). in the movie, it can be seen in madame mallory’s conversation with hassan. when she asks for the menu for the restaurant which will be open on saturday night, hassan tries to explain friendly about what will be on the menu. there are many indian foods to be chosen there, but because of her lack of knowledge of indian food, added to her enmity attitude, her comment stated about indians only having ordinary curry sounds inappropriate say. it is aimed to make hassan give up and heat the situation. the last reason the character flouts the maxim is about stating an opinion. madame mallory advises mr. kadam to come to her restaurant if he misses his son. rather than just asking whether he is doing well or not, it is better if he comes and tastes his son’s incredible cuisine. even though categorized as flouting the maxim of relevance by saying irrelevant answers, mallory’s advice is understood by mr. kadam and finally, he can taste the incredible cuisine from his son. it makes him realize his son’s competence in the culinary realm, especially in french cuisine. mallory who has opened her opinion about the new neighbor in front of her has led to the internal desired outcome such as ethno-relative view, empathy, adaptability, and flexibility so it achieves effective and 146 appropriate communication (deardorff, 2011). it is marked by the piece brought after hassan joins her restaurant and makes her dive more into the indian culture. flouting maxim in the chance to improve intercultural literacy four flouting maxims found in the movie are done from a cross-cultural situation that happened between french and indians that sometimes misunderstand and heat the situation with an enmity attitude. however, flouting maxim does not only cause by negative perception but it can be by positive acceptance of the interlocutor (vergis, 2017). those two things can create flouting maxims for different purposes that have been explained in the previous topic. there are some indicators detected in intercultural literacy students should have to be literate person in the topic of intercultural competence. they are understandings, competencies, attitudes, participation, and the last is language (heyward, 2002). enriching students with specific and deep cultural knowledge is one important step to enhancing students’ intercultural literacy (deardorff, 2015). their literacy should be built from good knowledge about their own culture or others. so they can use that information as a bullet to building effective and appropriate communication. by flouting the maxim, the teacher can teach the students for some cultural information – indian and french – through the movie such as the tradition, food, language, and many other cultural things embedded in the movie. either positive or negative behavior can be a lesson for the class to raise their awareness and what they should and should not do when facing a cross-cultural situation. for example, a statement from jean pierre said that he sees kadams’ family buying things in the market, but he says it is cat food and it must be for the curry. this hate statement can trigger the students to seek more about another culture before criticizing it because from the movie it is proved that a hater will be a hater forever. there is no advantage in being a hater. the lack of cultural knowledge jean pierre has leads him to be not aware of intercultural communication in society. because in the movie, madame mallory who is a hater in the beginning becomes a very respectful person after being open to knowing more about another culture, india. it is not a country that just has ordinary curry but it is a country with thousands of flavors to explore more. enhancing students’ awareness of understanding another culture is needed to build students’ intercultural literacy. that awareness can be built from students’ competence in facing a crosscultural situation – attitude – before acknowledging them with cultural information either from their own culture or the other culture (barret, byram, lázár, mompoint‑gaillard, & philippou, 2014). the instance can be found in the conversation between hassan and the immigrant officer. when hassan is asked the reason why he leaves london and comes to france he answers that the vegetable in london has no soul. this thing is considered an increasing students’ awareness of intercultural literacy because it has an example for the students on how to be an open and tolerant people. facing the ambiguity that happened because of the unexpected answer, the immigrant worker does not show a bad attitude toward hassan. it is built from a good attitude in respecting others with differences. 147 students can learn how to respect others from the flouting maxim condition that happened in the movie. teachers can stimulate and assess it through group discussion, students’ performance, or a test to see how far students acquire themselves with intercultural literacy (deardorff, 2016). through the movie, it can be concluded that cross-cultural situation is found through interaction in society such as the immigrant case. with the advanced technology era, cross-cultural information is getting easy to be found in social media interaction which facilitates global encounters for people around the world. the use of a second language that is agreed with interlocutors is needed to facilitate this interaction (rao, 2019). a movie can give examples to the students of how a cross-cultural situation happened in real life. the use of english which is not seen in native-speakerism can give insight to the students in appreciating the world of englishes because the movie draws on an indian and a french using english for their communication (seargeant, 2016). so, students will not learn about the cultural things and aspects of intercultural competence only but also how to participate and increase their awareness global communication by using english to bridge the communication. however, the use of the movie cannot be separated from the teacher’s role in facilitating the students to learn english. teachers cannot just let the students to watch the movie without triggering them with some discussion of performances that is related to the movie in building their intercultural literacy. the teacher can support the students by giving them space to talk in a global environment using english to maximize their intercultural literacy (kartikasari, retnaningdyah, & mustofa, 2019). therefore, the flouting maxim in the movie has a chance to develop students' intercultural literacy because it contains aspects students need to enhance their intercultural literacy. however, the movie is not enough to support the learning activity in the classroom, the role of the teacher is very important to facilitate students in learning english skills while integrating them with intercultural literacy. the movie can give examples and lessons for the students but it needs more practice to assess the students’ intercultural literacy (chaya, 2022). conclusion as a movie contained cross-cultural interaction, there are flouting maxims that can be found in the movie as a part of the interaction. the characters of the movie flout the maxim of quantity, quality, relevance, and manner. they flout the interaction because of some reasons. humor intention, conviviality, enmity, elaborate explanation, prestige, mocking, and stating opinion are found in the movie as the characters’ motivation why they flout the maxim. even though some flouting is caused by negative perceptions such as enmity attitude because of the difference in culture, there are some scenes found that flouting maxim can be caused by positive perceptions of some characters. flouting maxims in the movie have an opportunity to enhance students’ intercultural literacy. however, it can be said that the flouting maxim on the other movie or resources can give a similar result. it is considered from the setting of the movie which has a cross 148 cultural setting. the movie has the aspects students have to acquire in intercultural literacy such as understanding, competence, attitude, participation, and language. students can watch the movie to see the example of the application of intercultural literacy in a cross-cultural situation. other than that, they can discuss it through classroom activities with friends. however, this study still lacks to observe the students’ performance in intercultural literacy related to the use of a movie as learning media in english language teaching. it will be better for further study to discuss the impact of using movies on students to enhance their intercultural literacy. references asahi, s. 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(2017). the interaction of the maxim of quality and face concerns: an experimental approach using the vignette technique. journal of pragmatics, 118, 38–50. https://doi.org/10.1016/j.pragma.2017.07.009 wang, x., jiang, l., fang, f., & elyas, t. (2021). toward critical intercultural literacy enhancement of university students in china from the perspective of english as a lingua franca. sage open, 11(2), 21582440211027544. https://doi.org/10.1177/21582440211027544 journal of pragmatics research vol. 01, no. 02 (2019), pp.118-138 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 118 the analysis of politeness strategey used by the main character of novel the sun also rises widyastuti iain salatiga widyastuti.jati@yahoo.com submission track: received: 21-10—2019 available online: 30-10-2019 corresponding author: widyastuti widyastuti.jati@yahoo.com abstract the objective of this research is to explore politeness strategies used by the main characters in novel “the sun also rises”. the analysis is based on the utterances of the main characters. the researcher analyzed the utterances in order to find out the types of politeness strategies used by the main characters. in this research, the researcher used descriptive qualitative by using documentation and observation method of collecting data from the novel. from the analysis of the novel, showed that the main character in the sun also rises applied the types of politeness strategies, namely bald on record, positive politeness, negative politeness and off record. the main characters also revealed the factors affecting the characters’ politeness in speaking, namely language style, register and domain, slang and solidarity, language and gender in their conversation. keywords: politeness strategy, character, the sun also rises introduction reading literature work, especially reading novel can give many advantages to the readers. besides finding moral value, novel can stimulate imagination of the readers. the most important thing in reading the novel is the readers study language. language is a tool which used to communicate and deliver our idea. raymond william (1977:21) stated that language is definition of human being in the world which always explains something implicitly and explicitly. it is because language is involved in every aspect of human experience, and creates as well as reflect image of that experience. the specific study that studied about language called linguistics. there are many branches of linguistics, one of them is pragmatics. yule (1996) stated that pragmatics is the mailto:widyastuti.jati@yahoo.com widyastuti study which concerned the meaning as communication speaker (or writer) and integrated by a listener (or reader). so pragmatics studies about the language and its context in community of speech. communication is the way to communicate with other people. communication has many kind of utterances. one of them is expressive utterance. expressive utterance is used to express a psychological for example for sympathy, condolences, pleasure, gratitude for thanks, regret for apologies, congratulation. politeness is behavior that establish and maintain comity. politeness principle is part of pragmatics that focuses on studying about politeness. politeness is one of crucial skills for the twenty first century because it is used in daily conversation. as civilized human beings we should certainly think about we uttered, to whom human beings we should certainly think about what we uttered, to whom we uttered or who our partners. it is necessary for us to say polite sentence .novel is still needed in studying conversation about communication skills especially about politeness. according to holtgraves (2002: 38) politeness as a technical term, a theory construct evokes as a means of explaining link between language use and social context. therefore it is important to learn politeness strategies in order to know how to treat other people well and keep someone’s feeling. by learning politeness strategies people will get their conversation run well and smoothly. the researcher focus on novel entitled the sun also rises. it deals with a group of aimless expatriates in france and spain. they were members of the cynical and disillusioned post world war i lost generation, many of whom suffered psychological and physical wounds as a result of the war. the generation of men who took part in the world war i was forever deprived of moral, emotional, spiritual and physical values. jake barnes and lady bret ashley were the main characters, typify this generation. this novel is an excellent source since it has various utterances which can be the main source and object to be analyzed. the researcher focuses on the main characters’ utterances in the forms of social behavior involving language. the writer analyzes the politeness strategies used by the characters in novel the sun also rises since it is interesting to reveal the different ways among the characters interaction by means of communication, especially in the use of politeness strategies and the factors affecting speaking politeness. literature review journal of pragmatics research vol. 01, no. 02 (2019), pp.118-138 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 120 pragmatics pragmatic is the study of meaning that is using non-linguistics knowledge by considering the intension of the utterance, the context and social word. pragmatics is the study of language usage (levinson, 1983). therefore, pragmatics covers both context-dependent aspect of language structure and principles of language usage and give a little attention to linguistic structure (levinson, 1983:9). pragmatics also defines the way of people use language to communicate in conversation based on context of situation. people use direct, indirect imperative speech and other kind of speech to make a good conversation with the hearer. to get a successful conversation, the speaker and hearer have to be careful with all the words that will be said. the hearer will get or interpret what the speaker says as well as possible therefore the conversation run well. politeness according to holtgraves (2002: 38) politeness as a technical term, a theory construct evokes as a means of explaining link between language use and social context. therefore it is important to learn politeness strategies in order to know how to treat other people well and keep someone’s feeling. being polite is not a matter of saying “please” and “thank you” (holmes, 1995, p. 296). a polite person makes others feel comfortable. being linguistically polite involves speaking to people appropriately in the light of their relationship to others. the basic concept adopted in this research is politeness developed by brown and levinson (1987). they assume that each participant is endowed with what they call face, which is developed into negative face and positive face. face is the positive social value a person effectively claims for himself by the line others assume he has taken during a particular context. face, in a sense, is one’s situated identity but it is not a specific identity (e.g., sophisticated). meanwhile, brown and levinson (1987) define face as the public self-image that every member wants to claim for himself. one's negative face includes claims to freedom of an action and freedom from imposition. one’s positive face involves the needs for social approval or the want to be considered desirable by at least some others. brown and levinson (1987) define politeness as rational behavior aiming at the strategic softening of face threatening acts. a face threatening act (fta) is a threat to a person’s face. face threatening acts, according to brown and levinson (1987) are widyastuti acts that by their nature run contrary to the face wants of the intended hearer and/or of the speaker. it is in line with yule (1996, p. 61) that ftas are acts which threatens the positive or negative face of the hearer. the speaker, in some ways, threatens the self-image of the hearer. the acts are usually done verbally. for example, if someone asks to borrow money, he is potentially imposing on the person’s and so threatening his negative face. conversely, if someone’s apologize to other, he will be threatening his positive face since he is acknowledging having imposed on the person and asking for acceptance of this. it can be concluded that politeness concerns how people maintain interpersonal relationship and involves speaking to participants in order to make a good relationship politeness strategies some acts are threatening to face and require softening, language users try to develop politeness strategies to reduce face loss. brown and levinson (1987, p. 92) categorize politeness into four (4) politeness strategies; bald-on record, positive, and negative politeness and off record. each strategy will be presented as follows. bald-on record according to brown and levinson (1987) bald-on record is used in different situations since speakers can have different motives in doing the face threatening acts. they also state that bald on record is the form maximally efficient communication. this strategy is ranked as the most direct strategy. it refers to the expression of an act in the most direct way. it requires no effort from the speakers to reduce the impact of the ftas. bald-on-record is likely to shock people to be addressed, embarrass them, or make them feel a bit uncomfortable. “take some more coffee” or “do sit down” are the examples of bald on record. moreover, the speaker can ask the hearer to do something, for example, “pass me the book!” the strategy can shock the hearer, therefore this type of strategy is usually used when the speakers and hearers have known each other very well and are very comfortable in their environment, such as close friends and family members. bald-on record is one strategies in brown-levinson politeness principle that in short is the imperative sentence. so direct imperative sentence is very clear example of the use of bald on record. the following are the sub strategies of bald-on record politeness strategy. 1) strategy 1: great urgency or desperation 2) strategy 2: speaking as if great efficiency is necessary in journal of pragmatics research vol. 01, no. 02 (2019), pp.118-138 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 122 attention getters 3) strategy 3: task-oriented or paradigmatic form of instruction 4) strategy 4: sympathetic advice or warning 5) strategy 5: granting permission for something 6) strategy 6: invitations 7) strategy 7: welcoming 8) strategy 8: greetings and farewells positive politeness holtgrave (2002) state that positive politeness is an approach based strategy. positive politeness confirms that the relationship of both speakers and hearers are friendly and expressing group reciprocity to minimize the distance among them. according to brown and levinson (1987) this strategy attempts to attend the hearers’ interests, needs, wants, and goods. positive politeness addresses the positive face wants of the interaction ants or desire of connection. in brown and levinson’s view, positive politeness is assumed to be less polite than negative politeness. the important function of positive politeness is to share some degrees of familiarity with the hearer. it can be considered as the code or language of intimacy. this can be accomplished in various ways, for example, the use of joking and familiar terms of address. “honey”, “luv”, and “sister” are the examples of the use familiar terms of address used in group identity makers. the following are the sub strategies of positive politeness strategy. 1) strategy 1: notice, attend to a hearer (her or his interests, wants, needs, goods) 2) strategy 2: exaggerate (interest, approval, sympathy with hearer) 3) strategy 3: intensify interest to a hearer; making good story, draw the hearer as a participant into the conversation. 4) strategy 4: (use in-group identity markers); address form, in-group language or dialect, jargon or slang, contraction and ellipsis. 5) strategy 5: seek agreement; repetition – agreement may also be stressed by repeating part or all of what the preceding speaker has said 6) strategy 6: (avoid disagreement); token agreement, pseudo-agreement, white lies, hedging opinions. 7) strategy 7: presuppose/ raise/ assert common ground; gossip, small talk, point-of-view operations, presupposition manipulations. 8) strategy 8: joke 9) strategy 9: assert or presuppose speaker’s knowledge of and concern for hearer’s wants. 10) strategy 10: offer, promise 11) strategy 11: be optimistic 12) strategy 12: include both a speaker and a hearer in the activity 13) strategy 13: give (or ask for) reasons 14) strategy 14: assume or assert reciprocity 15) strategy 15: give gifts to a hearer (goods, sympathy, understanding, cooperation) negative politeness widyastuti according to brown and levinson (1987: 131) negative politeness as “the heart of respect behavior” and it is “more specific and focused.” the function of this strategy is to minimize imposition on the hearers. it aims at the realization of solidarity. therefore, it automatically assumes that there might be some social distances or awkwardness in the situation. using hedges or questions is one of the examples of negative politeness strategy. “can’t we go together?” is the example of minimizing imposition. negative politeness as repressive action address to addressee’s negative face. he wants to have his freedom of action unhindered and his attention unimpeded. brown and levinson (1987:132211) state that there are 10 sub strategies of negative politeness strategy. 1) strategy 1: be direct 2) strategy 2: do not assume /presume hearer i. 3) strategy 3: be pessimistic about ability or willingness of a hearer to comply to any acts imposed on him. 4) strategy 4: minimize the imposition 5) strategy 5: give deference. 6) strategy 6: apologize; admit the impingement, indicate reluctance, give overwhelming reasons, beg forgiveness. 7) strategy 7: impersonalize a speaker and a hearer; per-formatives,. 8) strategy 8: state the fta as a general rule 9) strategy 9: nominalize to distance the actor and add formality 10) strategy 10: go on record as incurring a debt, or as not indebting a hearer. off record brown and levinson (1987) state that off-record or indirect strategy is done to let speakers figure out the unclear communicative intention. it indicates if the speakers want to avoid their responsibility of doing face threatening acts, they can employ the strategy and let the hearers interpret the intended message. off-record simply means the statement when one’s saying is not directly addressed to the other or ‘hints’. “uh, i forgot my umbrella”, means that the speaker wants the intended hearer to lend an umbrella. the meaning of the statement is not directly stated by the speaker and therefore the addressee needs to interpret the meaning. in other words, off record strategy is an indirect politeness strategy where the speaker says something that can be interpreted in many ways by the hearer, depends on hearer’s interpretation. the following are the sub strategies of off record politeness strategy. 1) strategy 1: give hints 2) strategy 2: give association clues 3) strategy 3: presuppose 4) strategy 4: understate 5) strategy 5: overstate 6) strategy 6: use tautologies 7) strategy 7: use contradictions 8) strategy 8: be ironic 9) strategy 9: use metaphors 10) strategy 10: use journal of pragmatics research vol. 01, no. 02 (2019), pp.118-138 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 124 rhetorical questions 11) strategy 11: be ambiguous 12) strategy 12: be vague 13) strategy 13: over-generalize 14) strategy 14: displace hearer 15) strategy 15: be incomplete, use ellipsis. factors affecting someone’s politeness according to spolsky (1998) identifies four factors which affect people’s politeness. there are language and gender, language styles, registers and domains, slang and solidarity. those four factors determine the use of language concerning politeness between speakers and hearers. here is the explanation for each factor: language and gender spolsky (1998) states that both men and women share differences in vocabulary. as for children, they tend to pick women’s and men’s talk as social stereotypes. they assume women’s talk has something to do with home and domestic activities, whereas men’s talk is associated with the outside world and economic activities. language styles a speaker is usually aware of the hearer. people can choose to speak formally or informally according to the person they are addressing. spolsky (1998), states that people can consciously choose how they try to use language by applying formal or informal expressions to people that they address. according to spolsky (1998) when one speaks formally, he is engaged in favored and educated norms of their society because he is able to use his language well. thus, spolsky (1998) also states the importance of language style is to represent the speaker’s sense of identity. registers and domains spolsky (1998) emphasizes that people with particular occupation may create terms for new concepts. people who work at mining environment will be different from people who work at geology in terms of language. each group can develop terms which may not be familiar for people who do not keep up with the other environment. thus, a register is a variety of language involving roles and statuses, which is used in certain situations. social situation is also a key to determine politeness in speaking. spolsky (1998) states that there is a typical domain which widyastuti defines the way people speak in terms of social situation. further, he states that domains are named usually for a place or an activity in it. two common domains are home and work. slang and solidarity spolsky (1998) mentions that slang is used as special kinds of intimate or in-group speech. slang has social functions as a sign of identity membership and solidarity among people who use it. spolsky (1998), further, explains that solidarity has a major impact on language. people tend to show group solidarity to others by applying the same language use, such as accent or word choice. the importance of language in establishing social identity is also shown in the case of slang. slang is a kind of jargon marked by its rejection of formal rules and its marked use to claim solidarity. slang regularly transgresses other social norms, making free use of taboo expressions. the use words like ‘fuck’ and ‘shit’ in public media has become a sign of revolt, depending on one’s point of view. method the researcher used descriptive qualitative methods. sugiyono (2017:14) states that qualitative research is data in the form of words, schemes, and images. the researcher used qualitative research as the design since the researcher explains the character education descriptively and displays the findings data in terms of words rather than numbers. qualitative researchers tend to investigate “the quality of relationship, activities, situations, or material” where those four elements as what another type of research is doing. in conducting qualitative research, there are several methods that can be applied. some of them are content analysis, case study, and discourse analysis. the researcher used discourse analysis as the method in accomplishing this research. taylor (2001) loosely defines discourse analysis as “the close study of language in use”. primarily, potter and wetherell (2001) state discourse analysis espouse the principle that people construct versions of their social world through the instrumentality and functionality of language. discourse analysis is more concerned with the analysis of texts and/or utterances within specific socio-cultural context and indicates a method of data analysis that can tell researchers about the discursive construction of a phenomenon (willig, 2008). specifically, this method focuses on a power, domination and construction, and reproduction of power in texts and journal of pragmatics research vol. 01, no. 02 (2019), pp.118-138 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 126 conversations, language in social contexts, and interactions (cohen, manion, & morrison, 2011). the use of discourse analysis for this research was due to the focus of this study which was analyzing the types of politeness strategies and the factors affecting someone in speaking politeness. since this study dealt with language use in social interactions, discourse analysis was considered as the most appropriate method for this study. having analyzed the novel, the researcher categorized the main characters’ utterances into four potential types of politeness strategies proposed by brown and levinson (1987). each utterance in the novel was put into each category to help the researcher in analyzing the data. after categorizing the characters’ utterances, the researcher identified each utterance to find the factors affecting the characters’ politeness in speaking. the researcher employed the theory proposed by spolsky (1998) related to politeness factors in speaking. then, the researcher provided explanations on the main character’s utterances presented as the examples and associated the findings. discussion bald -on record used in novel the sun also rises. the subtype of bald-on record politeness used by the main characters were great urgency or desperation, speaking as if great efficiency is necessary in attention-getters, taskoriented or paradigmatic form, sympathetic advice or warning, invitation, greeting and farewell. the following are the results and discussion of bald-on record politeness strategy. dialogue 1 jakes barnes was in his room, he felt tired and pretty rotten. brett came in the room and sat on the bed. “darling,” she said. “do you want me to send him away?” “no. he’s nice” “i’ll send him away” “no, don’t” (the sun also rises, page 48) widyastuti the conversation showed that jake barnes revealed bald record strategy, number 1, and maximizing efficiency in an urgent situation. bald-on record politeness strategy is applied because jake barnes didn’t want brett asked the count to go away that time. he used “no, don’t” showed that he was in urgent situation. dialogue 2 jake barnes was in paris, he went to café in montparnasse. at the bar he met his friends robert cohn, a writer and harvey stone. “he always get me sore,” cohn said. “i can’t stand him”. “i like him” i said. “i’m fond of him. “you don’t want to get sore at him.” “i know it,” cohn said. he just gets on my nerves.” “write this afternoon?” “no. i couldn’t get it going. it’s harder to do than my first book.” (the sun also rises ,page 39) in this conversation, jake barnes (i) uses bald-on record number 2 speaking as if great efficiency is necessary in attention getters. “write” means the speaker speaks as if maximum efficiency were very important and the word “write” is used to give attention to hearer in order to hear what the speaker said. dialog 3 when jake barnes took bath, he heard the door-bell pull. when he went to the door, he saw bret and the count mippipopolous who was holding a great bunch of roses. “i don’t know whether you like flowers, sir,” the count said :but i took the liberty of just bringing these roses” “here, give them to me” bret took them. “get me same water in this, jake” (the sun also rises, page 47) the conversation above showed that brett ashley revealed bald-on record strategy number 3, task-oriented utterance. brown and levinson (1987) state that this strategy is used to give a task to a hearer. brett ashley directly asked jakes to get some water . the researcher found a lot of subtype number 3 in this novel. journal of pragmatics research vol. 01, no. 02 (2019), pp.118-138 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 128 dialog 4 when jake barnes got into bayonne, he met they met a man and his wife who were going on to la negresse to watch bull-fights in biarritz. “well, i hope you have lots of luck,” he said “be careful about those bull-fights” “may be we’ll see you at biarritz” (the sun also rises, page 75) brown and levinson (1987: 98) state that in doing fta, the speaker conveys that he or she does care about the hearer. in the conversation above showed that jake barnes revealed baldon record strategy number 4, sympathetic advice or warning. he wanted to warn the man to be careful because bullfights was dangerous. the word ”careful” was used to give attention to what the man was doing so that he did not have a damage from bullfights. dialogue 5 jakes barnes and bill were on the boulevard. a taxi passed, someone in it waved, then banged for the driver to stop. “this is bill gorton, lady ashley” “i say, i’m just back. haven’t bathed even. michael comes tonight.” “good. come on and eat with us, and we’ll all go to meet him” (the sun also rises, page 63) the conversation showed that bill gorton used bald-on record politeness strategy subtype 6. he wanted to invite lady brett ashley to eat with them. dialogue 6 jake barnes came to robert cohn’s room before leaving the room he said good bye to his friend. “solong jake,” he said “you’ll shake hands, won’t you” “sure. why not?” “well,” i said “see you in the morning” widyastuti the dialogue above showed robert cohn and jake barnes (i) applied bald-on record politeness strategy number 8, in this case farewell. although jake barnes was angry with robert cohn and robert cohn apologized when jakes left the room he said good bye. positive politeness according to brown and levinson (1987) positive politeness is a redress directed to the positive face, the want to be approved, accepted and desired. this type is usually found to minimize the distance between speaker and hearer. the novel “the sun also rises” revealed the subtypes of positive politeness strategy, i.e. exaggerate (interest, approval, sympathy with hearer), intensify interest to hearer ;making good story, draw the hearer as a participant into the conversation, seek agreement, avoiding agreement, promise, include both a speaker and hearer in the activity. the result and discussion of positive politeness strategy were as follows. dialogue 7 brett and jake barnes (i) danced in montmartre. the count was sitting at the table smoking and looked at them. when the music stopped, they walked over to the table and the count stood up. “very nice,” he said. “you looked very , very nice” “don’t you dance, count?” “no. i’m too old” (the sun also rises , page 55) the dialogue showed that the count used positive politeness strategy number 2, exaggerate (interest, approval, sympathy with hearer). he exaggerated jake barnes and brett’s dancing. the word “very, very nice” implied that jakes barnes and bret had amazing dancing. dialogue 2 bill and mike came to jake barnes room. they told him about robert cohn and bret ashley. “you know,” mike went on, “brett was rather good. she is always rather good. i gave her a fearful hiding about jews and bull-fighters, and all those sort of people, and do you know what she said: “ yes. i’ve had such a hell of a happy life with the british aristocracy!” (the sun also rises, page 169) journal of pragmatics research vol. 01, no. 02 (2019), pp.118-138 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 130 the conversation above showed that mike depicted positive politeness strategy number 3, intensify interest to hearer, making good story, draw the hearer as a participant into conversation. by using the words “ you know”, mike wanted intensify the interest of jake barnes by making good story about brett. dialogue 3 jake barnes met brett ashley in the bar, they told about robert cohn. “how are you jake?” “fine” brett looked at me. “i say,” she said “ is robert cohn going on this trip?” “yes, why?” “don’t you think it will a bit rough on him?” “why should it?” (the sun also rises, page 71) the conversation above showed that brett ashley used positive politeness strategy number 5, seek agreement. the sentence “don’t you think it will a bit rough on him” above showed that brett ashley said a comment about robert cohn that will be a bit rough if he went to the trip. and she wanted jake agreed with her. dialogue 9 jake barnes and georgette went into restaurant, they talked about paris. “no, i don’t like paris. it’s expensive and dirty” “really? i find it so extraordinarily clean. one of the cleanest cities in all europe” (the sun also rises, page 18) the conversation above showed that actually jake barnes disagree with georgette but he used positive politeness strategy number 6, avoid disagreement. the sentence “really? i find it so extraordinarily clean. one of the cleanest cities in all europe” showed that jake barnes avoid disagreement that paris is dirty. dialogue 10 widyastuti jake barnes ( i ) accompanied brett ashley to meet count mippipopolous in a bar on the boulevard raspail paris. when the count was buying champagne, jake barnes left them because he got a rotten headache. “well, where will i see you?” “anywhere around five o’clock” “make it the other side of town then” “good. i’ll be at the crillon at five” “try and be there,” i said. “don’t worry,” brett said. “i’ve never let you down, have i?” (the sun also rises, page 27) the conversation above showed that brett ashley depicted positive politeness number 10 and 11, promise and being optimistic. brett had intention to fulfill jake barnes want by saying “i’ll be at the crillon at five”. she was optimistic that jake barnes believed she never let him down by saying “i’ve never let you down, have i?”. the utterances of brett made jake feel comfortable. dialogue 11 jake barnes and his friend was in hotel, on the stairs they met montoya, their friend. they wanted to see pedro romero, a bull-fighter. “come on,” said montoya. “do you want to meet pedro romero?” “fine,” said bill. “let’s go see him” (the sun also rises, page 135) the conversation above showed that bill applied positive politeness number 12, including both speaker and hearer in activity. bill wanted jake barnes and montoya see pedro romero together so he used “let’s” negative politeness the negative politeness strategy is less than bald-on record and positive strategy applied by the main characters in novel the sun also rises. the subtype of negative politeness which were revealed by main character are be direct, do not presume/assume hearer, being pessimistic, apologizing., journal of pragmatics research vol. 01, no. 02 (2019), pp.118-138 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 132 dialogue 12 jake barnes and brett ashley walked across the wet grass, then they sat on the stone. brett was so anxious because she wanted to meet pedro romero, the bull-fighters although jake barnes was her true love. “oh, darling, please stay by me. please stay by me and see me through this.” “sure” (the sun also rises page 153) the dialogue above showed that brett ashley applied negative politeness, strategy number 1, be direct. because brett was so anxious, she asked jakes barnes to accompany her and actually she wanted jake barnes helped her to look for pedro romero. brett fell in love with him. dialogue 13 brett ashley came to jake barnes’s room. actually they loved each other, but jake barnes was hurt in the war. he was impotent. “ can’t we go together?” “no that would be a hell of an idea after we’d just talked it out.” (the sun also rises page 49) the dialogue above showed that jake barnes applied negative politeness, strategy 3, being pessimistic. although they love each other, they couldn’t live together. when jake barnes said “can’t we go together?” he knew that brett would refuse it. dialogue 14 robert cohn felt very sorry because he hit jake barnes. he accused jake barnes to go with brett. bill told him that actually brett has gone with pedro romero, the bull-fighter. cohn felt so sorry, so wanted to meet jakes barnes to apologize. “i’m sorry, jake. please forgive me” “forgive you, hell” “please, forgive me jake,” (the sun also rises page 161 ) widyastuti from dialogue above showed that robert cohn revealed negative politeness, strategy 6, apologize. he wanted to apologize to jake barnes by saying i’m sorry, jake. please forgive me”. it means that he was very sorry hit jakes because he was jealous with him. off record brown and levinson (1987) state that off record is a communicative act which contain not only one particular intention. so off record strategy is indirect politeness strategy. when the speaker says something, it can be interpreted in many ways by the hearer, depends on the hearer’s interpretation. the main characters in novel the sun also rises revealed the subtype of record strategy, i.e. give association clues, understate, use contradiction, be ironic and use metaphor. the result of discussion off record politeness strategy as follows. dialogue 15 jakes barnes (i ) accompanied brett in hotel, before entered the hotel they said good bye. “good-night brett,” i said. ”i’m sorry you feel rotten” “good night jake, good night darling. i won’t see you again” we kissed standing at the door. (the sun also rises, page 17) the dialogue above showed that brett ashley depicted off record politeness strategy number 2, give association clues. when brett said “i won’t see you again” actually she wanted always with jake, because he was her true love. but because off jake’s impotent, she couldn’t live with him. dialogue 16 before going fishing jake barnes (i ) and his friend, bill had breakfast at the inn. they talked about the profession of jake as newspaper man after being a soldier in the war. “no,” i said “ i just had an accident,” “never mentioned that” bill said (the sun also rises, page 96) journal of pragmatics research vol. 01, no. 02 (2019), pp.118-138 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 134 the dialogue above showed that jake barnes depicted off record politeness strategy number 4, understate. jake barnes told to bill that he just an accident. actually in the war he was hurt that made him became an impotent man. dialogue 17 jake barnes and bill talked everything during their breakfast at the inn. “you are a hell of good guy. anybody ever tell you, you were a good guy?” “i’m not a good guy” “listen. you are a hell a good guy, and i’m fonder of you than anybody of earth” (the sun also rises page 97) from the dialogue above showed that jake barnes depicted off record politeness strategy number 7, use contradiction. jakes barnes said that he was not a good guy, but actually he was good guy, as bill said,” listen. you are a hell a good guy, and i’m fonder of you than anybody of earth” dialogue 18 after the fiesta of bullfighting was over, bill and jakes barnes parted at the station, the went in through the gate of the train. “so long, fella” bill said “so long, kid!” (the sun also rises page 192) from the dialogue above showed that jake barnes depicted off record politeness strategy number 8, be ironic. jake barnes called bill “kid”, it means that jakes said the opposite of he means. kid means male term of address, used with other male. dialogue 19 when jake barnes was reading, robert cohn came and sat on the chair in front of him. “this is a comfortable café,” he said “did you have a good night, jake?” “i slept like a log” (the sun also rises page 84) widyastuti from the dialogue above showed that jake barnes depicted off record politeness strategy number 8, use metaphor by saying “i slept like a log” it means that jakes barnes slept very well. factors affecting the characters’ politeness in speaking language styles, registers and domains, slang and solidarity, and language and gender are factors that affect people in speaking politeness (spolsky, 1998). in this research, the researcher found the factors affecting the main characters’ politeness in speaking in novel the sun also rises were language and styles, registers and domains, and slang and solidarity. the followings are the discussion of each factor. language and gender spolsky (1998) states that both men and women share differences in vocabulary. the analysis has shown that novel the sun also rises reflect gender and power dynamics through the manner authors use language, in their characters. man did not have domination, it showed from brett utterances to jake barnes “come on let’s dance” brett said, “let’s go” said brett, “do give me a cigarette. even brett refused when pedro romero asked her to grow her hair that made her more womanly “he wanted me to grow my hair out. me with long hair. i look so like hell”. the feminist movement has been going on for years and gender issues have become topical the world over. this in turn reflects on the nature and stature of women in society. . language and styles the novel contained informal expressions in the characters’ utterances. according to spolsky (1998) people can consciously choose how they try to use language by applying formal or informal expressions to people that they address. further, spolsky (1988) states that one’s is likely to conform to the favored and educated norms of the society if the situation is more formal and he or she is giving more attention to the language. simply put, language style refers to different degree of formality. the characters’ utterances in the novel “the sun also rises” contained only informal expressions. most of the dialogue in the novel are located in restaurant, bar or hotel. they talked with their friends that they know well but to keep their friendship and respect to each other they used politeness strategy. journal of pragmatics research vol. 01, no. 02 (2019), pp.118-138 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 136 registers and domains a register is a variety of language most likely to be used in a specific situation and with particular roles and statuses involved (spolsky, 1998). a register is marked by choices of vocabulary and of other aspects of styles. besides, domain is named usually for a place or an activity. spolsky (1998) states that register and domain belong to social situations which are also a key to determine politeness in speaking. the conversations or the activities of the main characters in the novel mostly took place in the restaurant, bar and hotel. the topic of the conversation was mostly about the war, writing and fiesta. most of the time, the conversations took place in the bar, they were drinking, dancing and talking about fiesta. they were a group of aimless expatriates in france and spain. they are members of the cynical and disillusioned post world war i lost generation, many of whom suffer psychological and physical wounds as a result of the war. their conversations would run such as “you are happy, all right”, “happy hell”, “come on, jake, have a drink, “you are a rotten dancer, jake. michael’s the best dancer i know” “good night darling, i won’t see you again: the rolerelationship included some veteran in world war i, they lived aimless by drinking and dancing. war and love were the common topic of the conversation. slang and solidarity slang is important in establishing a social identity. spolsky (1998) states that slang is used as special kinds of intimate or in-group speech. solidarity was represented by bill when he gave jake barnes a compliment about his kind as good guy when jake felt hopeless. he gave a compliment by saying, “you're good guy, and i’m fonder of you than anybody on earth” it showed that he fully motivated that jakes barnes was a good man. jake barnes used slang when they parted in the gate to the train. “so long , fella”, “so long old kid” . cohn said “he always gets me sore”by choosing the form of language associated with a specific group, for examples fella, guy (fellow), old kid (male term of address, used with other male), get me sore (get mad) the characters were making a claim to be counted as a member of the same group. in this novel the readers could many words “hell”, it belong to slang because it is a kind of jargon marked widyastuti by its rejection of formal rules and its marked use to claim solidarity. their conversations between jakes barnes and bill were mostly related to war, fishing and bull-fighting. there was power connection in their relationship. they were still engaged in the same topic and situation. the tendency to use positive politeness strategies, emphasizing closeness between speaker and hearer, can be seen as slang and solidarity. . conclusions the first research result showed that the types of politeness strategies used by the main characters in the novel the sun also rises were bald-on-record (direct), positive politeness, and negative politeness and off-record (indirect). the second research result showed that the factors affecting the characters’ politeness in speaking were language and styles, registers and domains, and slang and solidarity and language and gender. the types of politeness strategies and the factors affecting the main characters politeness were related. the main characters of the novel “the sun also rises” were affected by four factors when they revealed the four types of politeness strategies. although the main characters of the novel are aimless and immoral people but they have politeness strategy to make others feel comfortable. bibiliography brown, p., & levinson, s. c. 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(1996). pragmatics. oxford: oxford university press. 167 journal of pragmatics research vol. 04, no. 02, (2022) pp.167-178 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index the pragmatics and semiotics analysis of vinyl record cover art they fell from the sky's album decade sigied himawan yudhanto sekolah vokasi, universitas sebelas maret, surakarta, indonesia e-mail: sigiedhy@staff.uns.ac.id faizal risdianto universitas islam negeri salatiga, indonesia e-mail: faizalrisdianto@iainsalatiga.ac.id doi: https://doi.org/10.18326/jopr.v4i2.167-178 copyright © the author (s) this work is licensed under a creative commons attribution-sharealike 4.0 international license. how to cite: yudhanto, s., & risdianto, f. (2022). the pragmatics and semiotics analysis of vinyl record cover art they fell from the sky's album decade. journal of pragmatics research, 4(2). doi: https://doi.org/10.18326/jopr.v4i2.167-178 submission track: received: 01-07-2022 final revision: 01-09--2022 available online: 03-09-2022 corresponding author: sigied himawan yudhanto sigiedhy@staff.uns.ac.id abstract in this study, the researchers focus on the meaning of the decade album cover from they fell from the sky music band. this was chosen because the artwork used is quite attractive and has this study uses qualitative research with a descriptive method. the analysis was carried out using the semiotic theory of roland barthes and the pragmatics theory of john searle. this study aimed to determine the meaning contained in the cover design of the decade album. this research shows that between context signs and visible signs, there is a relationship where the two synergize in the title. the band, namely "they fell from the sky," by using a skull image that uses an astronaut costume in an iconic, denotative, and connotative symbolizing "death," a form of death because "falling from the sky" so the message to be conveyed is to publish the decade album which for ten years or "a decade" like struggling until astronauts in outer space experience death as if falling from the sky. the astronaut's skull artwork entitled in indonesian "binasa" ("perish" in english) which is the basis of the decade album cover design, also strengthens this interpretation. keywords: album cover, semiotics, pragmatics. mailto:sigiedhy@staff.uns.ac.id mailto:faizalrisdianto@iainsalatiga.ac.id https://creativecommons.org/licenses/by-sa/4.0/ mailto:sigiedhy@staff.uns.ac.id 168 introduction the cover of a music group album product is sometimes loaded with implied meanings, even though the function of the album cover is actually as a tool to promote the sales of the album product, whose content is aligned within the genre of the music. the term "album cover design" is imagined as where visual art meets the music."at that time, it was also realized that an album cover does not only function to protect the cassette or l.p.s in it; another function is to convey or communicate the vision and identity desired by the recording artist and record label and also to show the artistic side of an album and represent the atmosphere of the album. colors, images, and compositions can communicate the design personality through many design elements and principles, including logos on brands, packaging colors, fonts, images, shapes, lines, textures, and other graphic design elements (oladumiye & ebenezer, 2018, p. 02). whatever the genre of music, the album is designed by a designer in the corridor of form following the sense of enjoyment. when the album cover is made, it will become the hallmark of the album. so that it will present the emotions and moods that the artist wants his listeners to feel and is an essential component in music branding (dorochowicz & kostek, 2019, p. 02). the designer interprets what the band wants, starting from the parameter that the album design must also be accepted by the market and compete when displayed with other album cover designs whether the album is able "to sound" the feeling of the artists. the study of the history of album covers is a theme that is quite widely analyzed. some elements, such as iconography, liner notes, and artwork, on the album design represent the identity of the cover design. (vad, 2021, p. 12). this is where a in depth-study of the album cover is conducted and examines the shifting myths and messages in the sociocultural context that shape the ones found in the album cover design. the object of the study is the cover design on the vinyl record album of a u.k. band called they fell from the sky (tffts). the band was formed in 2008 and only released their first album in 2021 (cockrell, 2021) for the physical form of the album; they only released vinyl records. the physical condition of a vinyl record album cover determines the size, dimensions, and materials; the cover design on a vinyl record is a medium for expression measuring 33 x 33 cm with a 12-inch l.p. size. (herdyanto, 2019) the cover design on vinyl record media is quite significant, considering the album is printed in physical form. the artwork on the album's front cover will be analyzed using pragmatic and semiotic studies, which are correlated in concluding the verbal and visual meaning. 169 figure 1. decade album cover image on a vinyl record source: invicta magazine pragmatics is the study of the intent behind the speech of a speaker and interlocutor bound by context, which is to translate and identify the meaning of the text. at the same time, a designer or artist is the bearer of the sign; the design process itself creates friction between the designer's ideology and, in brief given so that communication occurs in the form of 'individualistic subjectivism', volosinov considers that the individual human mind is the most critical place for language in taking language itself into a type of aesthetic activity, with the natural consequence that all speech acts are individual, creative and non-reproducible. (crowley), 2018, p. 39). the terminology of 'abstract objectivism' means that when it includes elements that are among the possibilities of pragmatics utterances. linguistic utterances can be interpreted directly according to the meaning of the locutionary or indirectly impact the recipient due to the power of the illocutionary forces. in this context, intentionality, the speaker can manipulate with a sense of speech showing the transparency of the speaker's intention. the meaning of an open or hidden expression is when the recipient understands it immediately or interprets it only through paraphrasing (wąsik, 2017, p. 476). pragmatics is the study of meaning concerning speech situations. pragmatics is a branch of linguistics that studies language structure externally; that is, the linguistic unit is used in communication (wijana in damayanti, 2019, p. 47). visuals on the album will be interpreted with semiotic studies; semiotics is a system to form/find meaning about social phenomena (crossman & sarbari, 2021, p. 54). visual signs guide the interpretation of what happens according to possible scripts and contribute to framing characters, fairy tale worlds, and sequences of events (merminod & burger, 2018, p. 10). research method the method used in this study is qualitative, which describes the subject matters to be then narrated in depth about the object of study based on the data obtained supported by the theory of pragmatic semiotics study of speech acts or speech acts from the theory of john austin and searle 170 illocutionary acts. the hidden meaning of an utterance is figurative meaning with its connotation in the corridor of sociocultural context, while the semiotic analysis used to examine the object is the visual semiotic theory of roland barthes based on the development of saussure's theory where theoretically placing linguistics in semiotics it is difficult to avoid adopting a linguistic model in exploring sign systems, 'signification can be understood as a process; it is an act that binds the signifier and the signified, an action whose product is the sign' whose two compositions are the signifier and the signified (barthes in chandler, 2017, p. 14). verbal information strengthens the interpretation of the changing object of the sign (pfutzenreuter & chiachiri, 2017, p. 309). qualitative content analysis is a method for studying the meaning contained in the message body. this is done by systematically classifying and organizing the content of the communication into categories that describe the message's topic, theme, and context. (williamson et al., 2018, p. 461) the success of qualitative research depends on how the observer can describe the structure of the studied object. the album cover of this research is contained in the visual form of the work, which includes visible or visual signs, visual elements, and the intrinsic value of the vinyl record album they fell from the sky. the analysis helps to reveal how the various semiotic modes are systematically arranged in creating meaning and how they facilitate the communication of the knowledge structure and the underlying ideology (wong, 2019, p. 110) so that the course of this study can find the myth in question. result & discussion the physical form of the cover on the vinyl record product they fell from the sky was designed by a designer who uses the initials cranenoir; the image base can be found on the online portfolio platform with the title "binasa" (indonesian) or "perish (english) (2013). the artwork is a visual of a skull head wearing clothes and emphasizes the attributes of an astronaut's helmet with a black background. the astronaut's dominant color is green and measuring 4073 x 4073 pixels. the artwork is used as the basic design of the vinyl record cover after transforming from green to greyscale and given abstract ornaments in the form of boxes and rectangles with glitches and transparent accents. on the right is the band name they fell from the sky, and on the left is the text of the album's title that reads "decade." the pragmatic study will examine the two writings: the band's name and the album's title. 171 figure 2. artwork titled "binasa" (indonesian) or "perish" (english) (left) and "decade vinyl record album cover" (right) source: deviantart.com and punktastic.com pragmatics meaning the first meaning is as a medium to express the message. the message expression found is a study of the relationship between language and the context that underlies the explanation of the meaning or understanding of language. this view shows three critical aspects in the album cover image: language, context, and knowledge of the rock band "they fell from the sky" and the title of the album they released after ten years, namely "decade."` historically, the rock band name of they fell from the sky had its genesis way back in 2008 when it was formed from an eclectic mix of artists; they worked to do one thing: rocking hard. a song "crush this world" demo was recorded, but circumstances turned against them, and they disbanded, leaving only the demo as a legacy. the unique name of they fell from the sky music band has no clear literal sense since it can not be easily and clearly understood as the reference to the personal pronoun of the word "they." still, in the figurative or pragmatic sense, the words they fell from the sky described the meaning of some of the terms used on the album cover as distortions of the acronym of their band name, namely "tfftstffts." during an interview session with soundphere magazine (smith, 2021), jason, the drummer, said that the word "tfftstffts" if spelled like the sound of an airplane cockpit computer device which semiotics contains a metaphor between human relations with life or their time. sociocultural life, especially in the super busy city of london, england, where the band originated, was eroded by fast-paced and tiring activities. the sentence "the fell from the sky" is the mirror or reflection of complicated, busy modern people's life that needs relief and a way of escaping bittering reality. from the perspective of searle in levinson (1983: 240), this can be categorized as the type of representatives speech acts. representatives are speech acts that the utterances commit the speaker to the truth of the expressed proposition. the utterances are produced based on the speaker's observation of certain things then, followed by stating the fact or opinion based on the observation. when someone says, 172 "she's beautiful," the speaker can state the sentence based on the fact or give their own opinion about a person's physical condition. it also states what the speaker believes to be the case or not. statements of fact, assertions, conclusions, and descriptions are all examples of the speaker representing the world because they think it is. for example, when someone says, "the earth is flat," it means the speaker's assertions about the earth. the speaker has an opinion that the earth is flat. some speech can note representatives speech act verbs, such as: remind, tell, assert, deny, correct, state, guess, predict, report, describe, inform, insist, assure, agree, claim, beliefs, and conclude. then the word "decade" refers to the temporal deixis when more than ten years later or "a decade," however, the they fell from the sky music band has been resurrected, rising from the dead with an entire album. this may have never heard people listen to the demo every once in a while, and wonder what could have been. either way, music lovers won't be expecting this record, and according to musicians, it is more than a welcome surprise – it's a masterclass in post-hardcore (kenworthy, 2021). semiotics interpretation verbal signs visual signs headline: they fell from the sky astronaut the body text: decade skull table 1. verbal signs versus visual signs formal analysis the visualization of the decade vinyl record cover is dominated by dark colors even though it contrasts with the red color used. the design is catchy, like a movie poster. the placement of album cover area is placed horizontally by applying an element of symmetrical balance so that it can seem solid even though the composition looks less balanced; this can be seen from the placement of the headline on the top left and the ornament. emphasis on 173 what stands out is the visual element of the astronaut's skull head in the middle with a larger size than the other elements. in addition, using a black sky texture as a background can strengthen the emphasis of the point of view element and make the public immediately focus on the astronaut's skull head element. the relevance of the visual and verbal elements displayed is a combination that fits the punk rock music genre performed by the they fell from the sky music band. interpretations verbal signs signifier they fell from the sky signified punk-rock music band signifier decade signified the displayed theme of the album visual signs signifier the skull of the astronaut signified the dead astronaut table 2. signifier & signified versus verbal and visual signs hermeneutic code hermeneutic code is seen in verbal signs, namely typography. continued through the title of the album decade, which is an affirmation of the first verbal sign that can be interpreted as connoting that the band they fell from the sky conveys a message about the struggle to publish their first album since the band was formed in 2008, utilizing the design that comes from a stale image entitled "binasa" or "perish" in english. then, it is interpreted the icon on the visual sign on the album cover. then several questions arose, such as the real meaning and interpretation of the image of the skull of the astronaut. semantic code the semantics on the decade album cover can be seen in the stage aspect of a band's journey to survive in the european music industry. this can be seen from the connotation meaning of the skull astronaut image. these elements are associated with visual signs regarding the connotations of the band's struggles. 174 symbolic code "they fell from the sky" by using a skull image wearing an iconic astronaut costume, symbolizing the struggle to publish the first album for more than a decade, finally collecting several singles with a total of 10 tracks, namely 1. dry, 2. crush this world 3. the line 4. can't think of anything 5. take or leave it 6. mantrap 7. the joy of hindsight 8. one more obstacle 9. staring at the sun 10. birth of stars. the ten tracks have gone through various selections to be featured on the decade vinyl cover album. cultural code the cultural aspects of rock music, where rock music is often present with messages of resistance to the established system in society, including criticism of political democracy in government which is considered full of falsehood and transactional relationships. like what they fell from the sky did in voicing criticism of the environment around them through the songs they created. narrative code the narrative code contains a story about the connotation meaning of rock music lovers; in this case, they fell from the sky urges new listeners to consider listening to their music first. the visual discussion of the vinyl record album cover of the band they fell from the sky is analyzed by looking at the denotative and connotative meanings: denotation visually, the album cover is dominated by black. the illustration of an astronaut's skull seems dark with the texture of the sky's darkness behind it. the visual tone depicts sadness as well as success, even though success is obtained by death. there are design elements. a) color. the dominant colors are black, gray, and red; black is a color that gives strength, metal, as well as anger, according to the genre of music being carried. b) shape. this album cover takes the form of several objects such as astronauts, skulls, and space conditions that depict silence, infinity space, and the horrors of the universe beyond earth life. c) space. the space on the album cover has a space composition with a center balance type where the right and left positions are equal. d) contrast. the album cover has a balanced contrast so that even though it is dominated by black, it doesn't overpower the other color elements; even in saturation, there is no over-highlight. e) texture. this album cover has a reasonably light texture so that it is enough to give an overview of outer space f) the typography or the shape of the letters in the words "they fell from the sky" and "decade" uses the same font type, namely a sanserif type called helvetica, one of the most popular fonts in 175 the world and widely used by global brands. sanserif-type fonts give the impression of being bold, solid, and not wordy. connotation furthermore, connotation analysis is the heart of interpretation. (blom in hilander, 2021, p. 397) the cover of the vinyl record album they fell from the sky has various interpretations, including: a) the astronaut's skull artwork with no facial expressions depicts only one state of adversity, death, and the power of survival. b) abstract ornament of rectangular boxes and red dotted lines depicts sophistication and minimalism in music technology which is also an additional instrument in mixing music. c) the essential thing in this album cover is to inform the importance of protecting the environment so that the earth remains beautiful and comfortable. the album cover contains the band's name, "they fell from the sky" which has a symbolic representation of the band's name. "their" diction is the five band members, namely colin duran (vocalist), dave draper (guitarist), lee erinmez (bassist), oly edkin (guitarist), and finally jason bowld (drummer). the psychological atmosphere they carried out is the value of beauty, fun, survive, caring, and a symbol of struggle. these words slightly describe the meaning of some of the symbols contained in the album cover are distortions of the acronym of their band name, namely tfftstffts. in an interview with soundphere magazine (smith, 2021), jason the drummer said that the word "tfftstffts if spelled would sound like from the cockpit computer tool, semiotically there is a metaphor between human relations with life. sociocultural life, especially in the metropolitan city of london where the band originated, was filled with hectic, busy, and vice versa, mostly filled with stressful activities. this means that every business will still take time to work on, depending on how humans take care of it. icons denotation connotations astronaut space travel greatness skull the dead struggle rectangle box technology modern era dotted line technology sophisticated black color rage, real badass death, struggle red color rage, real badass struggle gray color rage, real badass solid, modern table 3. the relation between denotation and connotation conclusion the cover has a meaning related to the contents of the album, the visual form of an album will be interesting because of the combination of text and illustrations used even though it is not mandatory. however, the composition is very influential in designing an album cover. the aesthetic aspects of the design are made following the intent of the theme, concept, and even the title of the album. it indicates that the album cover also functions as a product of visual communication design. 176 finding meaning in the text and images contained on the vinyl album cover entitled decade from the band name they fell from the sky was studied using two methods, namely pragmatics and semiotics. the meaning of the title/writing on the album is analyzed using pragmatic analysis and conceptualizing the first two aspects of the speech and the second on the situation. at the same time, the album image uses roland barthes' semiotic axis, namely grouping markers and signifiers, denotative signs, and connotative signs. therefore, it can be found the myth contained in the album cover; based on the analysis of contextual signs and visual signs contained on the cover of the band's decade album from they fell from the sky; it can be concluded that between context signs and visual signs, there is a relationship where they synergize in the band's title, namely "they fell from the sky." by using an image of a skull that uses an astronaut costume in an iconic, denotative, and connotative symbolizing "death", a form of death due to "falling from the sky," the message to be conveyed is to publish the decade album, which for a decade or ten years period, is like struggling until astronauts in outer space experience death as if people fell from the sky. the astronaut's skull artwork entitled "binasa" (indonesian) or "perish" in english, which is the basis of the decade album cover design, also strengthens this interpretation. apart from being an attraction for consumers to buy, the album also serves as a messenger about the band's struggles in releasing their works. based on the context of the genre of music they offer is not for everyone's ears. background, myth, or culture is very influential if it is related to the meaning contained in each design work. the album design presented is a visual symbol or form representation of the reality of the work that is designed according to the speaker's brief and the designer's creations according to the context. references chandler, d. 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(2013). binasa [vector digital illustration]. https://www.deviantart.com/cranenoir/art/binasa-373489161 journal of pragmatics research vol. 3, no. 2 (2021), pp.160-172 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 160 a survey of infringements of gricean maxims in some precautionary inscriptions on medicine packets rosarri c. mbisike *1 department of english, faculty of arts, lagos state university, lagos, nigeria *corresponding author email: rozchin2005@yahoo.com doi: http://dx.doi.org/10.18326/jopr.v3i2.160-172 copyright © the author (s) this work is licensed under a creative commons attribution-sharealike 4.0 international license. how to cite: mbisike, r. c. (2021). a survey of infringements of gricean maxims in some precautionary inscriptions on medicine packets. journal of pragmatics research, 3(2). doi: http://dx.doi.org/10.18326/jopr.v3i2.160-172 submission track: received: 04-082021 final revision: 04-09-2021 available online: 06-09-2021 corresponding author: rosarri c. mbisike rozchin2005@yahoo.com abstract in communication, participants are expected to cooperate through observing a set of maxims. nevertheless, some communicative instances reveal that there are cases of unintentional non-observance of the maxims, which grice (1975) categorized as “infringing a maxim”. these instances of infringements call for attention to the extent that they could cause breakdown in communication. in this regard, the aim of this paper is to investigate some cases of infringements of the maxims in selected precautionary inscriptions on some medicine packets, with the objective to examine how such messages are interpreted. the theoretical framework adopted for this research is based on gricean pragmatics. the method for this research is qualitative and its paradigm is interpretive. the data were collected from some packets of medicine sold in some pharmacy shops in lagos, nigeria. one of the major observations made in the course of this research is that, out of the four classes of the gricean maxims, only the maxim of quality was not infringed in any precautionary inscription in the data. this result may be justified by the reason that precautionary inscriptions on medicine packets should be carefully couched in truth, so as not to jeopardize the health of the patients. further studies on various cases of infringements in diverse aspects of communication are strongly recommended. keywords: precautionary inscriptions; communication; pragmatics; maxims; infringements introduction the notion of interpretation is vital to comprehension of messages. essentially, the interpretation of utterances involves making the right inferences and appropriate assumptions. it is only when utterances are correctly interpreted that communication can be successful. in this http://dx.doi.org/10.18326/jopr.v3i2.160-172 https://creativecommons.org/licenses/by-sa/4.0/ http://dx.doi.org/10.18326/jopr.v3i2.147-159 journal of pragmatics research vol. 3, no. 2 (2021), pp.160-172 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 161 connection, the relevance of accurate interpretation of precautionary inscriptions on medicine packets cannot be overemphasized, particularly being that drugs must be handled with absolute caution, to get the right results, as well as prevent mishaps. interestingly, earlier studies on medicine information leaflets had been focused on evaluating the informative values the leaflets convey (griffin and griffin, 1996); establishing readability of the leaflets (bradley et. al, 1994, auta et. al, 2011); and examining the discourse forms and functions contained in the medicine leaflets (yusuf and odebunmi, 2011). generally, these studies emphasized the need for effective communication in conveying medicine information. as noted by grice (1975), participants are expected to cooperate in communication, through observing a set of maxims, which he categorized as: maxim of quantity, maxim of quality, maxim of relation, and maxim of manner. however, there are many occasions in which participants fail to observe the maxims, through different ways as noted by grice (1975), which could be by flouting a maxim, violating a maxim, opting out of a maxim, or infringing a maxim. of these types of non-observance of the maxims, ‘flouting a maxim’, which is an intentional type that generates implicatures, has been the dominant type that has occupied the works of several researchers in the field of pragmatics. nevertheless, some communicative instances reveal that there are cases of unintentional non-observance of the maxims, which grice (1975) categorized as “infringing a maxim”. these instances of infringements call for attention to the extent that they could lead to a breakdown in communication. in this regard, the focus of this study is directed at the precautionary inscriptions on medicine packets, with the aim to investigate some cases of infringements of the maxims, which pose problems with correct interpretation of the inscriptions. essentially, in order to prevent problems that may arise from wrong interpretation of precautionary inscriptions on medicine packets, it is vital to investigate the level of information contained in some precautionary inscriptions on medicine packets, with the objective to examine instances of infringements of the gricean maxims contained in the precautionary inscriptions, and also determine how such messages could be interpreted correctly. the theoretical framework adopted for the analysis of infringed maxims contained in the precautionary inscriptions is hinged on the gricean notion of pragmatics. pragmatics deals with the study of language in use. [see, stalnaker (1972), kempson (1975), and levinson (1983).] in other words, pragmatics is concerned with the study of language in relation with the context of performance. mey (2001:6) notes that: communication in society happens chiefly by means of language. however, the users of language, as social beings, communicate and use language on society’s premises; society controls their access to the linguistic and communicative means. pragmatics, as the study of journal of pragmatics research vol. 3, no. 2 (2021), pp.160-172 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 162 the way humans use their language in communication, bases itself on a study of those premises and determines how they affect, and effectualize, human language use. hence: pragmatics studies the use of language in human communication as determined by the conditions of society. invariably, pragmatics deals with utterance interpretation within a particular context. sperber and wilson (1981:28) point out that “an adequate pragmatic theory should incorporate a general account of the processing of conceptual information in a context, and a particular account of whatever special principles and problems are involved in the processing of information that has been intentionally, and linguistically, communicated.” this proposition is based on the theory put forward by h.p. grice (1975), in which he points out that in all communication there is a general agreement of cooperation between a speaker and a hearer, which he called the cooperative principle (cp). [see, kempson (1977), leech (1983), levinson (1983), thomas (1995), yule (1996), verschueren (1999), mey (2001), mbisike (2001), huang (2007), akmajian et. al. (2012).] the cooperative principle the cooperative principle, propounded by grice (1975), provides us with a framework within which we derive an explanation of how speakers succeed in using sentences(s) of language to communicate information that is unspecified by the literal meaning of the sentence(s) in question. the cooperative principle subsumes a set of maxims that specify the conventions that should govern participants in a conversation. the maxims, in other words, represent an attempt to account for how conversations are construed by participants in different speech situations. the maxims are thus presented as follows: maxim of quantity: make your contribution as informative as is required (for the current purposes of the exchange). in other words, do not make your contribution more informative than is required. maxim of quality: do not say what you believe to be false. this is to say that you should not say that for which you lack adequate evidence. maxim of relation: be relevant. let your message be well related to, or connected with, the topic of discourse. maxim of manner: be perspicuous. thus, let your message be clear by avoiding obscurity and by avoiding ambiguity. as much as possible, make your message brief, as well as orderly. the above maxims show that the cooperative principle suggests that communication is essentially a co-operative endeavor governed by specifiable conventions. however, unlike journal of pragmatics research vol. 3, no. 2 (2021), pp.160-172 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 163 linguistic rules, the maxims are often not observed. for instance, many people tell lies and some people make irrelevant statements. moreover, speakers sometimes break these rules (maxims) deliberately and blatantly in order to convey some extra information that is in accordance along with the cooperative principle and which they assume that the hearers can work out. this extra information is what grice called conversational implicature. [see, kempson (1977), levinson (1983), thomas (1995), verschueren (1999), mey (2001), mbisike (2001), huang (2007), akmajian et. al. (2012).] in essence, this non-observance of the maxims calls for further discussion, as presented below. non-observance of the maxims grice (1975) points out that there are several circumstances when people fail to observe the maxims. he notes four ways of failing to observe a maxim: flouting a maxim, violating a maxim, opting out of a maxim, and infringing a maxim. however, some linguists added a fifth way of failing to observe the maxims, namely, suspending a maxim. [see, keenan (1976), thomas (1995).] each of these cases of non-observance of the maxims is discussed below. flouting a maxim grice (1975) notes that a ‘flout’ occurs when a speaker blatantly fails to observe a maxim in his utterance, with the deliberate intention to prompt the hearer to work out a meaning which is different from, or an extra meaning to, the expressed meaning, thereby, generating an implicature. thus, flouting a maxim generates an additional meaning called an implicature. grice (1975) classified implicature into two types, namely, conventional implicature and conversational implicature. [see, kempson (1977), sadock (1978), levinson (1983), thomas (1995), yule (1996), verschueren (1999), mey (2001), mbisike (2001), huang (2007), akmajian et. al. (2012).] thus, a speaker flouts the maxims of quantity by blatantly providing either more or less information than is required for the situation. moreover, in the case of flouting the maxim of quality, the speaker conveys a message which is blatantly untrue, or for which he or she lacks adequate evidence. in the same vein, the maxim of relation (‘be relevant’) is flouted by putting up a response that is out-rightly unrelated to the topic of discourse. in addition, the maxim of manner is flouted by failing to be clear, lack of brevity as required, and lack of order. however, being that the interlocutors operate on the belief that, as a rule, the maxims will be observed, it is important to note that in each of the cases of flouting a maxim; it is the obvious breaking of a maxim that prompts the deductive process of working out an implicature. consider the following example: john is a lion. this utterance flouts the maxim of quality by expressing an untruth, but on the contrary, the speaker implies something that is true. it is a metaphorical expression and it involves a non-linguistic knowledge of the world for the hearer to interpret it. journal of pragmatics research vol. 3, no. 2 (2021), pp.160-172 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 164 grice’s ‘implicature’ provides us with a natural explanation of the interpretation of metaphor. in order to interpret this utterance in accordance with the cooperative principle, the hearer must assume that the speaker is conveying extra information other than the literal meaning of the sentence. definitely, the speaker is not saying that ‘john’ is an animal, rather, since ‘lion’ is a large, strong and courageous animal, called ‘the king of beasts’, the hearer will then deduce that the speaker implies that ‘john is a very brave man’; which is the conversational implicature of the utterance. thus, the concept of implicature provides us with an explanation of utterance interpretation. this interpretation was realized based on the assumption that in conversational interaction, interlocutors are guided by certain rules, which help to uphold the cooperative principle and thus prevent breakdown in communication. violating a maxim grice (1975) defines ‘violation’ as the unostentatious non-observance of a maxim. he points out that if a speaker violates a maxim, he or she “will be liable to mislead” (1975: 49). the unostentatious violation of a maxim generates intentionally misleading implicature. thomas (1995: 74) notes, “pragmatically misleading (or potentially pragmatically misleading) utterances of this sort are regularly encountered in certain activity types such as trials, parliamentary speeches and arguments. so regularly do they occur, in fact, that they could be seen as the norm for this type of interaction, and be interpreted in that light by participants.” opting out of a maxim grice (1975) points out that a speaker ‘opts out’ of observing a maxim by indicating unwillingness to cooperate as the maxim requires. thomas (1995: 74 75) notes that “examples of opting out occur frequently in public life, when the speaker cannot, perhaps for legal or ethnic reasons, reply in the way normally expected. on the other hand, the speaker wishes to avoid generating a false implicature or appearing uncooperative. examples of such cases could include a priest, counselor or even an investigative journalist refusing to relay information given in confidence, or a police officer refusing to release the name of an accident victim, until the victim’s relatives have been informed.” infringing a maxim grice (1975) points out that a speaker ‘infringes’ a maxim when he, with no intention of generating an implicature and with no intention of deceiving, fails to observe a maxim. thomas (1995: 74) notes “the non-observance stems from imperfect linguistic performance rather than from any desire on the part of the speakers to generate a conversational implicature.” he also highlights that instances of infringing a maxim can be generated by foreign speakers or children who lack full mastery of the language. moreover, thomas (ibid) points out that adult native journal of pragmatics research vol. 3, no. 2 (2021), pp.160-172 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 165 speakers can infringe maxims when their speaking (or writing) performance is somehow impaired due to drunkenness, excitement or simply because the speaker is constitutionally incapable of speaking clearly. furthermore, apart from having an imperfect linguistic performance, other factors that could make speakers to infringe the maxims could be cognitive impairment, nervousness and lack of knowledge of the topic (hanifah, 2013: 138). interestingly, there had been earlier studies on infringing the maxims, some of which depict infringements used in conversations (osunbade and adeniji, 2014), as well as in comic strips (ambarsari, 2016). nevertheless, in infringing the maxims, the speaker or writer unintentionally fails to observe the maxims due to inadequate capabilities and weak comprehension of the language. essentially, it is this type of non-observance of the maxims that is the concern of this study, with focus on the instances of infringements of the gricean maxims contained in some precautionary inscriptions on some medicine packets. research method the method of this research is qualitative and its paradigm is interpretive because it interprets and decodes all aspects of infringements contained in the inscriptions on some medicine packets, being the data for the study. the data were collected from some packets of medicine sold in some pharmacy shops in lagos, nigeria. in the interpretive paradigm, the researcher opts for content analysis for identifying the infringed maxims contained in the precautionary inscriptions on the medicine packets. in the content analysis, the data are examined and interpreted in order to elicit meaning, obtain comprehension, and eliminate complexities from the texts, to enhance uncomplicated interpretation of the precautionary inscriptions on the medicine packets (bowen, 2009; baig et al. 2021). in this connection, content analysis was conducted in which the data were interpreted with relevance to the objective of the study. the precautionary inscriptions were examined in the light of the observance of the gricean maxims and the cases of non-observance, particularly, the cases of infringements, were detected. however, recommendations to resolving the cases of infringements were also provided in the discussion. data analysis this section deals with an analysis of some extracts of precautionary inscriptions on some medicine packets, with the objective to examine the cases of infringements of the gricean maxims. both the target inscriptions and their co-texts are presented for the analysis. the analysis is categorized based on the classes of the maxims, as discussed below. journal of pragmatics research vol. 3, no. 2 (2021), pp.160-172 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 166 infringement of the maxim of quantity in the process of observing the code of brevity while passing information, certain essential information is left out in some precautionary inscriptions. this omission usually creates ambiguity, thus encumbering the reader with the task to figure out the appropriate meaning of the inscription. below are instances of such cases of lack of adequate information, which thereby infringe the maxim of quantity. dr. meyer’s vitamin b-complex high potency store below 30c. keep away from light. the precautionary inscriptions above are contained on the packet of dr. meyer’s vitamin b-complex high potency. however, the inscription: “keep away from light”, infringes the gricean maxim of quantity, by not providing adequate information on the referent “light”. what kind of ‘light’ does the writer refer to? is it light from the sun or from electricity? the reader is left to infer what kind of ‘light’ the writer means. in this case, it is the contexts that will help the reader interpret the precaution correctly by calculating the effects the light from the sun and the light from electricity could have on the medicine, respectively. on this basis, the reader may figure out that the ultra violet rays from the sun light may adversely reduce the potency of the medicine, which is not the case with electricity. thus, the reader will interpret the precaution to mean that the medicine should be kept away from direct light from the sun, in order to retain the potency of the medicine. this interpretation could only be realized through deductions, whereby the reader, on noticing the lack of adequate information concerning the referent ‘light’, could resort to the contexts to make sense of the precaution, in spite of the inadequate information it contains. however, the inadequate information that the precaution contains was intended neither to generate any implicature nor to deceive the reader, because such actions are not expected of medicine producers, who will not toy with lives; rather it is a case of infringing the maxim of quantity, through an unintentional lack of adequate information. nevertheless, this precautionary inscription could be adjusted as follows: ‘keep this medicine away from direct sunlight’. gestid suspension store protected from light. keep the bottle tightly closed. keep all medicines out of the reach of children. journal of pragmatics research vol. 3, no. 2 (2021), pp.160-172 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 167 the precautionary inscriptions above are contained on the packet of gestid suspension. nevertheless, the inscription: “keep all medicines out of the reach of children”, infringes the maxim of quantity by not providing any justification for the directive. across the globe, children are generally seen as inquisitive and curious, without being conscious of danger. these traits predispose children to much risk, because they may want to try out whatever they discover. therefore, this precaution requires stipulating that adults should not endanger the lives of children by exposing drugs to them; rather they should carefully keep all medicines away from the contact of children, in order not to stir up the curiosity of children to ingest the drugs, which could be very risky. in this connection, this precautionary inscription could be adjusted as follows: ‘to avoid risk, keep all medicines out of the reach of children’. primpex co-trimoxazole paediatric suspension keep all medicines out of the reach of children. protect from light. shake well before administration. the above precautionary inscriptions are contained on the packet of primpex cotrimoxazole. however, the inscription: “shake well before administration” infringes both the gricean maxim of quantity and the maxim of manner, respectively. the maxim of quantity was infringed by not providing adequate information on what to “shake”. is it the patient that should shake before drinking the medicine, or just the bottle that should be shaken, or the liquid content in the bottle that should be shaken? it is the contexts that will help the reader deduce the direction of the word “shake”. through deductions, the reader will infer that what the patient needs to shake well is the liquid content. thus, despite the infringement, the reader will interpret the direction of the word “shake” to be on the liquid content, which needs to be shaken, to blend well, for higher efficacy in treating the patient. on the other hand, the maxim of manner was infringed by being obscure through lexical complexity reflected in the word: “administration”, which should be replaced with the simpler alternative word: ‘use’. in this regard, the precautionary inscription could be adjusted as follows: ‘shake the liquid content well before use’. infringement of the maxim of relation the use of general terms that are remotely connected with the message being conveyed creates vagueness in the text. this lack of use of specific lexical items that are relevant to the message infringes the maxim of relation, as depicted in the examples below: journal of pragmatics research vol. 3, no. 2 (2021), pp.160-172 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 168 chloramphenicol “mca” eye drops for external use only the above precautionary inscription is contained on the packet of chloramphenicol “mca” eye drops. in this precaution: “for external use only”, the gricean maxim of relation is infringed by the use of the lexical item “external”, which refers to things situated ‘outside’. it is only a resort to contexts that will help the reader deduce the relation between the lexical item “external” and the medication, by observing that eye drops could only be applied on the eye, which is located on the outer part of the human body. in addition, eye drops could be used irrespective of whether the patient is indoor or outdoor; and it is not to be ingested. to that extent, the reader will, through deductions, associate the word “external” with the outer body parts. this association will help the reader infer that the relevance of the word “external”, in this case, is that the medication is meant to be used only on the eyes, whether indoor or outdoor. thus, this precautionary inscription could be adjusted specifically as follows: ‘for use only on the eyes’. ciprotab 500 each soft gelatin coated tablet (soflet) contains: ciprofloxacin hydrochloride usp equivalent to ciprofloxacin 500mg excipients approved colours are used. dosage: as directed by the physician. store below 30 o c. protect from direct sun light. respect the prescribed doses. the precautionary inscription above is contained on the packet of ciprotab 500. in the highlighted precaution: “respect the prescribed doses”, the gricean maxim of relation is infringed by the use of the lexical item “respect”, which denotes ‘to regard’, ‘to esteem’. the word, ‘respect’, usually refers to deference and value ascribed to human beings, such that the reader of the precaution would have to work out the relevance of ‘respect’ in that inscription. it is only a resort to contexts that will help the reader deduce the relation between the lexical item “respect” and the medical prescription, by observing that prescriptions should be valued with strict adherence, in order to prevent over dosage or under dosage of the medication. in this connection, the reader will, through deductions, associate the word “respect” with the following directives: ‘adhere to’, ‘keep to’, and ‘obey’. this association will help the reader infer that the relevance of the word “respect”, in this case, is that the prescription is meant to be journal of pragmatics research vol. 3, no. 2 (2021), pp.160-172 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 169 heed to, in order for the patient to get the right result. thus, this precautionary inscription could be adjusted as follows: ‘keep to the prescribed doses’. infringement of the maxim of manner in making lexical choices, complexities should be avoided as much as possible. complexities create obscurity in the message being conveyed and thereby infringe the maxim of manner, as portrayed in the examples below. antifungal, antibacterial, anti-inflammatory, and antipruritic skineal cream keep out of reach of children. avoid contacting eyes. read package insert before using. the above precautionary inscriptions are contained on the packet of skineal cream. however, the inscription: “read package insert before using” infringes the maxim of manner by being obscure through the expression: “package insert”. complexities must be avoided, particularly in every expression that is connected with medicines. the word ‘leaflet’ is a simpler and clearer alternative. clarity of expression is necessary for one to get the full benefits of the medication. thus, in order for the readers to get the required information that will enhance the treatment and recovery of the patient, the writers of precautionary inscriptions should avoid obscurity. to this extent, the above precautionary inscription could be adjusted as follows: ‘read enclosed leaflet before use’. amatem softgel forte (artemether 80mg + lumefantrine 480mg) dosage: as directed by the physician or as per the insert on the other hand, chart given below. the precautionary inscriptions above are contained on the packet of amatem softgel forte. however, the inscription: “as per the insert” infringes the maxim of manner by being obscure through the expressions: “as per”, as well as, “the insert”. obscurities must be avoided, especially in every expression that is associated with medicines. the lexical items: ‘as stated in’, together with, ‘the enclosed leaflet’, respectively, are simpler and clearer substitutes. clarity of expression is vital for one to gain sufficiently from the medication. therefore,in order for the readers to get the required information that will quicken the treatment and recovery of the patient, the writers of precautionary inscriptions should avoid obscurity. in this connection, the above precautionary inscription could be adjusted as follows: ‘as directed by the physician or as stated in the enclosed leaflet or chart given below’. journal of pragmatics research vol. 3, no. 2 (2021), pp.160-172 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 170 results and discussion the analyses of all the extracts above show that the precautionary inscriptions contain instances of infringements of three classes of the gricean maxims, respectively; being the maxim of quantity, the maxim of relation and the maxim of manner. however, the infringement of the maxim of quantity was predominant. this predominance may be due to upholding the maxim of manner that advocates brevity. nevertheless, essential information should not be compromised. interestingly, the maxim of quality is the only maxim that was not infringed in any precautionary inscription in our data. this result may be justified by the reason that precautionary inscriptions on medicine packets should be carefully expressed in truth so as not to jeopardize the health of the patients. invariably, the infringement of the gricean maxims saddles the reader with the task of deducing the necessary information that was not provided in the precautionary inscriptions, thus, exposing the reader to the risk of wrong interpretation of the message being conveyed. therefore, providing adequate and appropriate information is paramount in getting the right direction, and consequently, the right result from the medication. conclusion this research has been engaged with an investigation of the cases of infringements of the maxims underlying the precautionary inscriptions on some medicine packets collected as the data for this study. the occurrences of the infringements, consequently, pose problems with arriving at correct interpretations of the precautionary inscriptions on the medicine packets. the study was also concerned with determining how the infringed precautionary inscriptions could be interpreted correctly. in this connection, the study concludes that in order to arrive at the correct interpretation of the precautionary inscriptions on medicine packets, the precautions should be couched carefully, without infringing the gricean maxims, by avoiding complexities, obscurities, vagueness and ambiguities. the implications of this research findings for the scientific field, particularly the pharmaceutical sphere, is that infringed precautionary inscriptions could cause wrong interpretation of the message and any mistake in the readers’ interpretation of the precautions could be disastrous, since the products have to do with health. therefore, the messages contained in precautionary inscriptions should be very clear and direct. to this extent, further studies on various cases of infringements in diverse aspects of communication are strongly recommended. journal of pragmatics research vol. 3, no. 2 (2021), pp.160-172 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 171 references akmajian, a. et al (2012). linguistics: an introduction to language and communication. 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(eds.) the english compendium. vols. 3 & 4. a publication of the department of english, faculty of arts, lagos state university, lagos, nigeria. pp. 167 – 187. mey, j. l. (2001). pragmatics: an introduction (second edition). malden, massachusetts: blackwell publishing. journal of pragmatics research vol. 3, no. 2 (2021), pp.160-172 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 172 osunbade, n. and adeniji, a. (2014). “information-based infringements and implicit meanings in conversations in select recent nigerian novels”. in international journal of humanities and social science, vol 4, no. 5(1). pp. 144 – 151. sadock, j. m. (1978). “on testing for conversational implicature.in cole, p. (ed.) syntax and semantics, vol. 9: pragmatics. new york: academic press. sperber, d. and wilson, d. (1981). “pragmatics”. in cognition, vol. 10. pp 281 – 286. stalnaker, r. (1972). “pragmatics”. in davidson, d. and harman, g. (eds.) semantics of natural language. lordrocht. pp 380 – 397. stanley, j. (2000). “context and logical form”. in linguistics and philosophy, vol. 23. pp 391 – 424. thomas, j. (1995). meaning in interaction: an introduction to pragmatics. london: longman. verschueren, j. (1999). understanding pragmatics. new york: arnold. yule, g. (1996). pragmatics. oxford: oxford university press. yusuf, y.k. and odebunmi, a. (2011). “the discourse of information leaflets of medicines”. ibadan journal of english studies, vol. 7. pp 21 – 39. journal of pragmatics research vol. 02, no. 01, (2020) pp.1-25 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index doi: https://doi.org/10.1836/jopr.v2i1.1-25 1 pragmatic features of the speech act of compliment in a turkish tv drama mohammad hossein keshavarz* girne american university north cyprus e-mail: keshavarz22@gmail.com yasemin çetereisi near east university north cyprus email: yaseminadil@hotmail.co.uk gulay asit girne american university north cyprus email: gulayasit@gmail.com *(corresponding author) doi: https://doi.org/10.1836/jopr.v2i1.1-25 submission track: received: 01-01-2020 final revision: 02-04-2020 available online: 06-04-2020 corresponding author: mohammad abstract research on the speech act of compliment is abundant; however, studies on the characteristics of compliments in turkish, in general, and in turkish tv dramas, in particular, are scarce. therefore, to fill this research gap, the present study set out to investigate the use of compliments in a popular turkish soap opera. to achieve the purposes of this research, thirty-two episodes of a tv drama called sahra were selected at random to be viewed and analysed while focusing on the topics, functions, and characteristics of compliments with reference to the role of gender. four main topics and functions, http://e-journal.iainsalatiga.ac.id/index.php/jopr/index https://doi.org/10.1836/jopr.v2i1.1-25 mailto:keshavarz22@gmail.com https://doi.org/10.1836/jopr.v2i1.1-25 mohammad hossein keshavarz, yasemin çetereisi, gulay asit 2 hossein keshavarz keshavarz22@gmail.com and two major characteristics of turkish compliments emerged from the analysis of the data. similarities and differences were also found in the use of compliments in turkish and other languages. the findings may have implications for research on speech acts, in general, and complimenting behaviour in tv dramas, in particular. keywords: turkish compliments; tv drama; elaboration; exaggeration; gender introduction compliment is a universal speech act that is frequently used in daily interactions of people in different cultures. as the expression of admiration or approval, compliments serve a variety of functions including admiring the addressee’s beauty, appearance, performance, and personality traits. they can also be used simply to open a conversation and establish communication. for example, it is quite common to compliment on a stranger’s child in a park as “what a cute baby!”. this could be considered a phatic communion whose purpose is to indicate the willingness of the speaker to establish communication with the addressee, and not necessarily expressing a fact. manes (1983) views compliments from a cultural perspective and compares it to a window “through which a society as a whole or an individual in particular can view what is valued by a relevant culture” (p.97). in the same vein, keshavarz (2015) argues that “compliments are universal in the sense that each and every culture has some ways of admiring and praising the positive attributes of its members, but the nature and frequency of compliments vary from culture to culture” (p. 40). similarly, wolfson (1983) asserts that “compliments differ cross-culturally not only in the way they are structured but also in their distribution, their frequency of occurrence, and the function they serve” (p.87). holmes (1986) also highlights the values of doing research in this area by stating that “research in complimenting behaviour will clearly prove a fruitful and fascinating area of pragmatics and sociolinguistics” (p. 505). interest in the complimenting speech act goes back to the 80s when some pioneering studies were conducted in this area (e.g., holmes, 1986, 1988; manes & wolfson, 1981; manes, 1983; wolfson, 1983). since then, compliments and compliment responses have received a great deal of attention from researchers in different parts of the globe. in fact, recent publications show that interest in this speech act has not faded away yet (e.g., al-mansoob, patil, & alrefaee, journal of pragmatics research vol. 02, no. 01, (2020) pp.1-25 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index doi: https://doi.org/10.1836/jopr.v2i1.1-25 3 2019; boroujeni, domakani, & sheykhi, 2016; eslami, jabbari, & kuo 2015; farenkia, 2013; furko & dudas, 2012; monjezi, 2014; morales, 2012; negargar, 2015; salgado & witten, 2019; saifi & sultani, 2017; salgado & witten, 2019; sawadogo, 2018; shokouhi & rezaei, 2015). the topic of compliments may vary from culture to culture. for example, “in american culture it is quite normal to directly compliment on the wife of one’s acquaintance, e.g., your wife is very beautiful!, while in the middle-eastern culture, in most cases, such a compliment may create problems for both the complimenter and the complimentee” (keshavarz, 2015, pp. 4041). baek (1998) also states that topics of compliments are related to cultural norms and values and functions of compliments serve as the reflection of culture. topics of compliments have traditionally been classified into three main categories, as follows: 1. appearance/possessions: you look smart today. 2. performances/skills/abilities. your presentation was impressive. 3. personality traits: i wish i were as talented as you are. from the point of view of politeness, compliment is normally considered as a facesaving speech act since by paying a compliment the speaker emphasizes the addressee’s positive face, given that it is a natural desire to be liked and admired by others (cf. brown & levinson, 1987). compliments can also be flattery when the speaker is not sincere about the compliment s/he gives. that is, the speaker intends to achieve something, such as a favour, through exaggerating on the object of compliment or unduly praising a quality of the addressee. exaggeration was, indeed, one of the themes that emerged from the data of the current study, as will be discussed in the following sections. with regard to the structure of compliments, a large-scale pioneering study was conducted by manes and wolfson (1981) with a corpus of 686 compliments in american english. the population of their study consisted of speakers representing different dialects of american english. their study yielded nine syntactic patterns that are highly structured and formulaic, as shown in table 1. table 1. compliment syntactic patterns _______________________________________________________________ no. syntactic patterns example sentences http://e-journal.iainsalatiga.ac.id/index.php/jopr/index https://doi.org/10.1836/jopr.v2i1.1-25 mohammad hossein keshavarz, yasemin çetereisi, gulay asit 4 _______________________________________________________________ 1 np is/looks (really) adj your blouse is/looks (really). 2 i (really) like/love np) i (really) like/love your car. 3 pro is (really) (a) adj np that’s a (really) nice painting. 4 you v a (really) adj np you did a (really) good job. 5 you (really) v (np) adv you really handled that situation well. 6 you have (a) adj np! you have beautiful eyes! 7 what (a) adj np! what a lovely baby you have! 8 adj np! nice game! 9 isn’t np adj! isn’t your child gorgeous! _________________________________________________________________ source: manes & wolfson, 1981, p. 20, with some modification. the first three patterns are considered the main syntactic formulae, with the rest as being the subcategories. the formulaic nature of compliments in english, both syntactically and semantically, has been confirmed by other researchers including holmes (1988), knapp, hopper, and bell (1984), and wolfson (1983). in fact, manes and wolfson’s (1981) data showed that 85% of compliments fell into the first three formulae. holmes (1988), who replicated manes and wolfson’s study in new zealand, also discovered that 78% of the compliments in her study contained one of the three main formulae that were found in the american english data. in a follow up study, wolfson (1983) found that in two-thirds of all adjectival compliments in her study only five adjectives were used namely nice (22.9%), good (19.6%), pretty (9.7%), beautiful (9.2%), and great (6.2%). similar to wolfson and maines’ study, creese (1991) analyzed naturally-occurring compliments in england and the usa. the population of her study consisted of teachers from university of pennsylvania and a school in london. in this cross-cultural study, creese investigated compliment topics, syntactic patterns, compliment responses, and lexical predictability. the results of her study revealed some differences between british and american participants, i.e., the british complimented more, and the preferences in the use of syntactic categories differed in the two groups. as she explains, two major differences emerged. “one was that more than 314 of my data fell into just two syntactic formulas and the other was that, of these, the most frequent was category 2 "i (really) like/love np" rather than category 1 "np is/looks (int.) adj." (creese 1991, p.17). journal of pragmatics research vol. 02, no. 01, (2020) pp.1-25 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index doi: https://doi.org/10.1836/jopr.v2i1.1-25 5 with regard to the role played by gender in complimenting speech act, two widely cited large-scale studies have been conducted, one by herbert (1990) in america, and the other by holmes (1988) in new zealand. apart from some differences in the frequency of the patterns used by men and women, the two studies yielded similar results with regard to formulas used by both genders. the general conclusion was that women exchange compliments more than men do. women were also found to make more frequent use of the personal pronoun ‘i’ in paying compliments. that is, they use the syntactic formula i like/love np (e.g. i love your garden!) far more than men do. this finding was consistent with the results of duan and guo’s (2009) study in china. additionally, holmes (1988) found that women use the syntactic pattern what (a) (adj) np! (e.g., what a lovely baby!) more frequently than men, while men preferred the short pattern (int) adj (np) (e.g. good job!). with regard to the relation between the topic of compliments and gender, holmes (1988) states that the frequency of compliments given and received by women on appearance is higher than those used by men. this finding was supported by further studies (herbert 1990; holmes 1995), which implies that women are more active in complimenting behaviour, particularly with regard to appearance. according to coates (1993), there is the potential for miscommunication between members of the two sexes. she maintains that gender-based research studies on complimenting speech act play a significant role in helping male and female members of a community to become familiar with each other’s communication styles thereby reducing the likelihood of miscommunication. in fact, this call adds to the justification of the present study which focuses on the role of gender in compliment speech act in turkish. a number of studies have compared english compliment and compliment responses with other languages. in an interesting study, lorenzo-dus (2001) investigated compliments and compliment responses by british english and spanish speakers. the participants were university students studying in cardiff (uk) and valencia (spain). the results of lorenzo-dus’ study showed that in order to avoid self-praise, both groups used compliments on targets such as talent and intelligence. an interesting finding of this study was the use of humor for returning a compliment. however, a difference between spanish speakers and british speakers was that http://e-journal.iainsalatiga.ac.id/index.php/jopr/index https://doi.org/10.1836/jopr.v2i1.1-25 mohammad hossein keshavarz, yasemin çetereisi, gulay asit 6 spanish speakers constantly asked interlocutors to repeat the compliment. monjezi (2014) also conducted a research on the effect of gender and proficiency level of iranian efl learners on the selection of topics of compliment and compliment response strategies. she found that both gender and proficiency level had an effect on compliment topics and responses, with gender having a greater role. in another study, yu (2005) compared american and chinese compliments with regard to direct versus indirect strategies in giving compliments. the results of this study indicated that americans used more direct strategies than chinese participants, however the difference was not significant. in a similar study, farenkia (2013) investigated compliment strategies by canadian and cameroonian university students. the study revealed that canadian participants used direct strategies more than cameroonian students. with regard to the nature of compliments, nelson, elbakary, and albatal (1993) investigated egyptian and american complimenting behavior, using questionnaires and interviews. the findings of their study revealed that “both egyptian and american compliments tend to be adjectival; both frequently compliment personal appearance; egyptian compliments tend to be longer than american compliments and contain more comparatives, references to marriage and metaphors” (p. 293). they also found that americans tended to use more compliments than egyptians. another difference was with regard to topics of compliments: while americans tended to compliment on skills and performance egyptians complimented on personality traits more often; however, both groups were in favour of direct versus indirect compliment strategy. some studies have also been conducted on turkish compliments. ruhi (2006), for example, carried out a study on turkish compliments with reference to the theory of politeness and conversational maxims. ruhi (2006) stated that “people will show individual variation both in the principles that guide their (non-)linguistic behaviour and in their style of relational work but that there are conventions shared in communities of practice. for example, some individuals may have a tendency to deflect credit attributions in compliments, … while others may prefer to accept the credit to a greater extent” (p. 96). şakargil and çubukçu (2012), on the other hand, conducted a study on topics and formulae of turkish and english compliments. they classified topics into four categories: possession, appearance, performance, attribute and skill. they found that turkish compliment formulas were more descriptive than the english ones. another journal of pragmatics research vol. 02, no. 01, (2020) pp.1-25 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index doi: https://doi.org/10.1836/jopr.v2i1.1-25 7 difference between english and turkish compliments was that americans used a wider range of compliments than turkish speakers. regarding sample size, holmes (1986) concludes that “patterns of complimenting behaviour in particular contexts or social groups can be investigated using smaller samples” (p.505). this seems to be particularly true with qualitative research, similar to the data of the present study. tv dramas tv dramas or soap operas have been defined as “dramatic serial programs that are concerned with domestic crisis, often featuring little action but much sentiment” (lambert & allen, 1985, cited in lambertz & hebrok, 2011, p. 40). lambertz and hebrok (2011) state that “soap operas deal with thoughts and practical experiences of everyday life” (p. 40). according to soukup (2016), “soap operas have held a place of interest both in popular broadcasting and in communication research for over 70 years” (p. 1). on the significance of tv dramas, ahmed (2012) asserts that “the purpose of television is to inform, educate and entertain its viewers” and it has “a profound and persuasive impact on its viewers, particularly women” (p.10). the reason behind this is perhaps the fact that women, particularly housewives, have more time to watch tv programs in particular soap operas as the most popular television genre. the first author’s observation shows that women in iran, even in villages and remote areas, follow different tv dramas, in particular turkish soap operas, through satellite viewing with great interest, while men are more interested in discussing socio-political and economic issues. the reason for the popularity of soap operas amongst women, according to ahmed (2012), lies in the fact that they portray “problems and issues pertaining to women” (p.1) and in particular changes in the life style of women represented by characters in the dramas. this is in line with gannon’s (2009) assertion that soap operas, which have a large audience have an impact on society. http://e-journal.iainsalatiga.ac.id/index.php/jopr/index https://doi.org/10.1836/jopr.v2i1.1-25 mohammad hossein keshavarz, yasemin çetereisi, gulay asit 8 informal observation of the first author shows that satellite tv dramas have influenced the life style of women in iran, especially with regard to fashion and dress. however, such observations need to be supported by empirical research. some studies show that that soap operas to a large extent reflect real life situations as well as cultural changes in the life style of people, and in particular gender roles (ahmed, 2012; brunsdon, 2000; doherty, 2008). for example, the british soap opera east enders, which has been an on-going television sitcom for many years, highlights how women are portrayed in the british society. gannon (2009) also mentions the turkish soap opera noor, which reflects real life situations and cultural values. this soap opera is very popular in the arab world, and in particular it has had a significant impact on saudi women with regard to their perception of men. ahmed (2012) also mentions that the developing countries have been influenced by soap operas in which issues such as divorce and marital problems have been addressed. he adds that “soap opera's concern with the everyday lives of everyday people and their problems, big and small, appears to be one of the main reasons why this genre is so popular” (ahmad, 2012, p.2). cevik (2014) studied soap operas from a different perspective. she examined the role of turkish tv dramas “as a cultural diplomacy tool within the context of identity and the social implications that are prompted by these media exports” (p. 78). in other words, she claims that turkish soap operas, which are particularly very popular in middle-eastern countries, have become a non-governmental tool for representing turkish culture to the outside world. from a pedagogical perspective, rose (2001) carried out a research on american films which were used to measure the validity of using films for teaching compliments. the results of this study revealed that the language used in films represents the illocution of language, i.e., pragma-linguistic features. negargar (2015) also conducted a descriptive study comparing the greeting speech act in a persian soap opera hamsayeha ‘neighbors’ and an english soap called ‘desperate housewives’ in order to identify probable differences between the use of greeting in these two soap operas in terms of the level of formality, structure, and frequency. similarly, behnam and amizadeh (2011) did a comparative study of english and persian tv interviews with regard to the use of compliments and compliment responses. they found both similarities and differences between the complimenting behavior of english and persian speakers on tv. journal of pragmatics research vol. 02, no. 01, (2020) pp.1-25 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index doi: https://doi.org/10.1836/jopr.v2i1.1-25 9 since studies on turkish compliments, in general, and in films and soap operas, in particular, are scarce, the current study aims to fill this research gap and investigate the characteristics and use of complimenting behavior in a popular turkish tv drama, with emphasis on the role of gender. the present study seeks to address the following issues: 1. common topics and functions of turkish compliments; 2. main characteristics of turkish compliments; 3. the role of gender in complimenting speech act in turkish; 4. similarities and differences between turkish and english compliments. method materials and procedure the material for this study is derived from a popular turkish tv drama called sahra. to provide readers with the background of this turkish soap opera some information about the drama and its main characters seems necessary. as a typical turkish soap opera, sahra is also shown in neighboring countries like iran, jordan, and iraq. it is dubbed into local languages or shown with subtitles. sahra was filmed in two countries: turkey (istanbul) and morocco. the drama’s main theme, as summarized below, is love, betrayal and revenge. sahra is the daughter of a wealthy and distinguished businessman, mr. fahri, who adores her daughter and considers her as his most precious asset in life. sahra lost her mother when she was young. she studied abroad and when she returned home (turkey), she was appointed as the head of her father’s company. then, she married a middle-class man, sinan, who settled into the rich life. sinan has a daughter (lara) from his former wife. lara hates sahra because she thinks sahra is the cause of her parents’ divorce. mr. fahri made his son-in-law, sinan, the most authoritative person in his company after his daughter. shortly after, sahra and sinan had a daughter, who brought further happiness to their life. sahra has a step-sister, nil, who was jailed for killing her husband. when she was released prison, she realized that she had lost everything in favour of sahra, who had control of her father’s company. therefore, she wanted to take revenge and obtain http://e-journal.iainsalatiga.ac.id/index.php/jopr/index https://doi.org/10.1836/jopr.v2i1.1-25 mohammad hossein keshavarz, yasemin çetereisi, gulay asit 10 everything sahra had. hence, the return of nil was a turning point in sahra and sinan’s life. another major character is mithat who wants to take revenge on nil for the death of his half-brother. later he joined sahra to help her with her revenge as well as his own, but in the process, he fell in love with sahra. one day, after receiving an anonymous phone call, sahra went home and found her step-sister, nil, in bed with her husband; consequently, she immediately decided to get divorced. thus, she left everything behind and went to morocco, where sinan followed her to apologize. nil used her friend melek (whom she had made friends with in jail) to kill sahra in morocco. melek planned to kill sahra in a tragic car accident. everyone thought that sahra had died; therefore, nil functioned as the step-mother to lara and ipek (sinan and sahra’s children). however, sahra miraculously escaped death and upon recovering from serious injuries she returned to turkey under the false name salma to seek revenge against her husband and her step-sister. this was the start of a major drama. thirty-two episodes of this soap opera were selected at random and watched a few times in order to identify compliments given by the characters in the drama. then, the data were analyzed qualitatively, focusing on characteristics of turkish compliments and the role played by gender in the complimenting speech act. altogether 48 compliments were given by the characters in the tv drama. for each category of compliments only a few examples from the data are given in order to save space. in the following excerpts, first the original turkish sentences are given, followed by literal translation, and then idiomatic english translation. in the literal translation, morphemes are separated by dashes (-). also the following abbreviations are used to save space: past t= past tense pct= present continuous tense pt= present tense qm=question marker results & discussions topics of turkish compliments appearance: the most frequent topic that emerged from the analysis of the data was compliments on the addressee’s appearance, as the following examples illustrate. sahra’s au pair complimenting her on her wedding dress: journal of pragmatics research vol. 02, no. 01, (2020) pp.1-25 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index doi: https://doi.org/10.1836/jopr.v2i1.1-25 11 sen bugüne kadar gördüğüm en güzel gelinsin, seni bir kuğu gibisin you today until see-i most beautiful bride-you, you a swan like-pt-you you’re the most beautiful bride i have ever seen, you are like a swan. it should be noted that in turkish culture swan signifies beauty; therefore, comparing a woman to a swan is a compliment in turkish. her aunt also gives the following compliment: ah sahra, tıpkı bir melek gibisin. ah sahra, just as one angel like-pt-you ah sahra, you look just like an angel. (in turkish culture female complimentees are sometimes compared with heavenly creatures in order to accentuate the compliment). in answer to sahra’s question (how are you?), sinan says: sana bakarken kötü olmak mümkün mü? you-to look-while bad be-to possible-qm? is it possible to be bad while looking at you? commenting on a gift he has received from sahra, mithat says: tıpkı senin gibi, zarif, şık ve göz kamaştırıcı. just as you like, elegant, stylish and eye daze-pt-it. it looks like you, elegant, stylish, and dazzling. yemin puts a shawl over nil’s shoulders while looking at her dress and says: aslında sen ne giysen sana çok yakışıyor. actually you what wear you-to very befit-pct. actually whatever you wear looks good on you. hatta benim pijamalarım bile sana yakışıyor. even mine pyjamas-my even you-to befit-pct-it. even you look good in my pyjamas. http://e-journal.iainsalatiga.ac.id/index.php/jopr/index https://doi.org/10.1836/jopr.v2i1.1-25 mohammad hossein keshavarz, yasemin çetereisi, gulay asit 12 it is worth mentioning that this compliment is culture-specific as it is highly unlikely for such a compliment to be given to a woman in the western culture. in fact, it may be considered an insult by the female complimentee. ability/skill or performance: the second most frequent topic of compliment in the current soap opera was the addressee’s ability/skill and performance, as shown in the following examples. pelin’s boss, sahra’s father, gives the following compliment on her ability and performance: ah, pelin geldi. benim çalışkan genel müdür yardımcım. ah, pelin came. my hard-working general principal assistant-mine. ah pelin has come. she is my hard-working general secretary. mithat commenting on salma’s turkish: türkçe’yi bir i̇ranlıya gore şaşırtıcı derecede iyi konuşuyorsun. turkish-the an iranian-to by surprising level good speak-pt-you. you speak turkish surprisingly well for an iranian. sinan compliments on mithat’s performance: bu beni ikinci şok edişin. raporlara baktım ve kusursuz görünüyorlar. this me-to second shock the way-you. reports look-pastt-i and perfect look-they this is the second time you’ve shocked me. i looked at the reports and they look perfect. salma commenting on mithat’s ability: mithat çok yeteneklidir. mithat very talent/capable-is. mithat is very capable/talented. an interesting observation here is that comparison of these compliments with those on appearance shows that they are shorter than the latter. this may be due to the fact that when people compliment on appearance, especially when the complimentee is a female, they are likely to exaggerate hence longer compliments. functions of compliments journal of pragmatics research vol. 02, no. 01, (2020) pp.1-25 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index doi: https://doi.org/10.1836/jopr.v2i1.1-25 13 admiration: the function of both types of compliments explained above (those on appearance and ability/performance) is admiration whose purpose is to achieve certain pragmatic functions, such as gaining a favour or winning the heart of the addressee, particularly when the complimentee is a woman, as is the case in most compliments in this study. in such cases, the complimenter praises the beauty, appearance or ability/skill of the complimentee, sometimes in a flattery and exaggerated fashion, as illustrated above. opening/sustaining a conversation: the second function that emerged from the data was using compliments to open or sustain a conversation (wolfson, 1983; billmyer, 1990), as illustrated in the following compliments: in a scenario, melek answers the door, and hakan gives a compliment on melek’s dress, the purpose of which was simply to open a conversation: melek bu elbise sana çok yakışmış. melek this dress you-to very befit. this dress really looks lovely on you, melik. in another scenario, sahra and mithat are exchanging gifts at their home before new year’s eve and at the same time they exchange compliments to keep the flow of conversation going. sahra: beğendin mi? like-you-past t-it qm? did you like it? (referring to the gift) mithat: çok! tıpkı senin gibi; zarif, şık ve nefes kesici. a lot! just as-you like; elegant, smart and breath take. a lot! it looks like you; elegant, smart and breath-taking. mithat: hayatıma girerek, hayatımı, evimi aydınlattın ve şimdi life-my-to enter, life-my, home-my brighten+past t-you and now sabahları uyanmak için bir sebebim var. morning wake up for one reason-mine have. by coming into my life, you’ve brightened my life, my home, and now i http://e-journal.iainsalatiga.ac.id/index.php/jopr/index https://doi.org/10.1836/jopr.v2i1.1-25 mohammad hossein keshavarz, yasemin çetereisi, gulay asit 14 have a reason to wake up in the morning. frequency of the topics of compliments although this study is qualitative by nature, it was decided to obtain the frequency of topics of compliments in order to compare them with the results of other related studies. table 2 displays the frequency of topics of compliments. table 2. frequency of occurrence of topics of compliments __________________________________________________ topic no. % __________________________________________________ appearance 35 73 ability/skill& performance 13 27 __________________________________________________ total 48 100 as table 2 illustrates, appearance enjoys the highest frequency (73%) in the complimenting behaviour of turkish characters in the soap opera for the reasons that will be explained in the following section. appearance in this study includes beauty, clothes, body parts (e.g., eyes), and comparison of the complimentee with supernatural beings such as angels. the next most frequent category is ability/skills and performance with 27% of occurrence. next, the percentages of the interaction between gender and topics of compliments were obtained, as presented in table 3. table 3. interaction between gender and topics of compliment ______________________________________________________________________ topic f-f m-f f-m m-m ______________________________________________________________________ appearance 20 68.60 11.40 0 ability/performance 7.70 15.40 53.83 23.07 in order to compare these results with those of similar studies on the interaction between gender and compliments, a similar table provided by sun (2013, p. 216), summarizing the journal of pragmatics research vol. 02, no. 01, (2020) pp.1-25 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index doi: https://doi.org/10.1836/jopr.v2i1.1-25 15 findings of gender-based research (e.g., herbert, 1990; and holmes, 1988, 1995), in particular holmes’ (1988) study, is presented in table 4. table 4. interaction between gender and topics of compliments ____________________________________________________________________________ topic f-f m-f f-m m-m ____________________________________________________________________________ appearance 61% 47% 40% 36% ability/skill/performance 20% 44% 35% 32% ________________________________________________________ source: sun, 2013, p. 216 comparison of the two tables yields interesting results. as can be seen, there are similarities and differences between the two tables. first of all, appearance is the most frequent topic of compliments for both genders in the two tables; however, the distribution of compliments between and across gender is different in the two tables. in table 4, the majority of compliments on appearance (61%) were given by women to women; whereas, in the present study (table 3), the highest percentage (68.60%) is attributed to compliments given by male to female characters. similarly, in table 4, 40% of compliments on appearance are given by women to men while this percentage is very low in the current study (11.40%). the reason for this discrepancy lies in the fact that in turkish culture there seems to be a tacit restriction on women’s complimenting on men’s appearance; whereas, in the english-speaking culture it is quite normal for women to compliment on the appearance of men. another major difference between the two tables is that in table 4, 36% of compliments on appearance are exchanged between men; whereas, in the present study there was no compliment on appearance between male characters in the tv drama as it is not customary for men in turkish culture to compliment on other men’s appearance. however, women in this study did compliment on other women’s appearance (20%). there are also differences with regard to the second topic namely ability and performance, with reference to gender. in sun’s table, 44 per cent of men’s compliments are on women’s ability and skill. in contrast, in the present research the percentage of men’s compliments on http://e-journal.iainsalatiga.ac.id/index.php/jopr/index https://doi.org/10.1836/jopr.v2i1.1-25 mohammad hossein keshavarz, yasemin çetereisi, gulay asit 16 women’s ability/skill is much lower (15.40%) than the percentage of women’s compliments on men’s ability/skill (53.83%). there is also a difference between women to women compliments on ability and skill (20% in sun’s study versus 7.70% in the present study). similarly, the percentage of men to men compliments on ability in sun’s study was 32% while in the present research it was 23.07. the main characteristics of turkish compliments the qualitative analysis of the data led to the emergence of two major characteristics of turkish compliments namely elaboration and exaggeration. elaboration: with regard to the first characteristics, it appears that in turkish culture compliments are normally long and elaborate. that is, the speaker first sets the scene and paves the ground then s/he pays a compliment. a couple of examples from the data illustrate this elaborate and complex style of complimenting in turkish, as follows. complimenting on the beauty of a female character, a male character says: i̇nsan hergün bir prensesle karşılaşmıyor, değil mi? özellikle kel, şapkalı human everyday one princess-with meet-not-he/she, right-qm? especially bald, hat-with birini beklerken (bir erkek olan iş ortağını kastederek), ve aniden güzel someone wait-while (a man become work partner refer), and suddenly beautiful bir kadın size doğru yürüyor. one woman you-to ahead walk-pct-she. a person doesn’t get to meet a princess every day, right? especially when you’re expecting a bald, hooded man (referring to a male business partner), and suddenly a pretty lady like you walks in. while dancing with salma, mithat says: aslında güzel kadınlarla konuşmakta zorlanmam aksine zevk alırım actually beautiful ladies-with speak-to problem-no-i contrary enjoy take-i, ama siz... aklımı öylesine karıştırıyorsunuz ki söyleyecek söz but you…mind-mine such confuse-you that say-will word bulamıyorum. bir insanın içine işleyen güzelliğin sırrı ne? journal of pragmatics research vol. 02, no. 01, (2020) pp.1-25 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index doi: https://doi.org/10.1836/jopr.v2i1.1-25 17 find-can’t-i. one human’s into activate beauty-the secret what? actually, i normally don’t have any problem speaking to ladies. on the contrary, i enjoy doing so, but you are perplexing my mind; i can’t find the right words to express myself. what is the secret behind the beauty that takes over a person? in this example, the complimenter does not give a compliment directly without an introduction. instead, he first provides some background information by saying “actually, i normally don’t have any problem speaking to ladies”. then, he explains his difficulty in finding the right words to speak to this particular woman being awed by her beauty, in order to accentuate the compliment. the pragmatic function of such an elaborative compliment is to win the heart of the woman he is speaking to by using flattery compliments. this seems to be just the opposite of the common trend in english-speaking communities. that is, speakers of english normally use direct strategies in giving compliments, employing a small number of syntactic patterns. for example, manes & wolfson (1981) found that the naturally-occurring compliments in their study are extremely formulaic speech acts since a very small set of syntactic patterns and lexical items constitute the great majority of compliments in their large-scale study consisting of 686 compliments. this finding is in line with holmes’s (1986) study in new zealand consisting of 517 compliments. jucker, schneider, taavitsainen, and breustedt (2008) also state that “compliments are highly routinized and formulaic” (p. 274). similarly, yu (2005) reports that the american participants in his study used direct strategies of giving compliments in the majority of cases (91.1%). the same trend was found to be the case with regard to canadian students, who share the same language and similar culture with americans. that is, in a study, farenkia (2013) investigated compliment strategies by canadian and cameroonian university students. it was revealed that canadian participants used more direct compliment strategies than their cameroonian counterparts. on the other hand, the frequent use of indirect compliments by cameroonian students in the same study is in line with the findings of the present study, perhaps due to cultural similarities. owing to the elaborate and descriptive nature of turkish compliments, they tend to be lengthier than the english ones. as mentioned above, manes and wolfson (1981) found that americans follow a limited number of formulaic patters and lexical items, such as adj np! http://e-journal.iainsalatiga.ac.id/index.php/jopr/index https://doi.org/10.1836/jopr.v2i1.1-25 mohammad hossein keshavarz, yasemin çetereisi, gulay asit 18 (nice job!), np is/looks adj’(it’s wonderful)’, or you (really)v(np) adv (you treated him nicely). as can be seen, such patterns are rather brief and rigid. in contrast, as illustrated above, turkish compliments mostly consist of more than one clause or sentence. similar to the findings of the present study, şakargil and çubukçu (2012) found compliment formulas in turkish to be descriptive. nelson, elbakary, and albatal (1993) also discovered that “egyptian compliments tend to be longer than american compliments and contain more comparatives, references to marriage and metaphors” (p. 293). the use of indirect and elaborate compliments in the present study is consistent with negargar’s (2015) finding that “iranians tend to use expressions that are less direct, more polite, potentially less clear, longer, and with more complex structures” (pp. 56-57). based on the results of these studies, which confirm the findings of the present research, it can be concluded that elaborate and descriptive compliment speech act is a feature of the middle-eastern culture. exaggeration: another characteristic of turkish compliments is exaggeration, as evident in the following compliments. in answer to feyza’s offer for a drink, nihat says: elinizden zehir olsa içerim. hand-your-from poison even drink-pt-i i would drink even poison that comes from your hand. mithat compares sahra to an angel and says: kanatlarını nereye sakladığını bir bulabilsem wings-the where hide-you one find-could if i could find out where you hide your wings. yemin compares nil to a flower: bu havuzdaki tek eksik çiçek sensin. this pool-in only missing flower you+pt you’re the only flower that is not in the pool (referring to a swimming pool full of flowers and surrounded by lit candles on the sides, prepared by yemin to impress and please nil). it seems that the female complimentees are aware of the exaggerated compliments given to them as the following exchange illustrates. journal of pragmatics research vol. 02, no. 01, (2020) pp.1-25 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index doi: https://doi.org/10.1836/jopr.v2i1.1-25 19 mithat: bu güzelliğe inanamıyorum. this beauty believe-can’t-i i can’t believe in this beauty sahra: abartıyorsun! exaggerate-pct-you! you’re exaggerating! contrary to this finding, widely-cited studies on english speakers’ complimenting behaviour (e.g., herbert, 1990; holmes, 1986, 1988, 1995; jucker et al., 2008; knapp, hopper, & bell, 1984; maines, & wolfson, 1981; wolfson, 1983; yu, 2005) reveal that native speakers tend to avoid using elaborate and exaggerated compliments by giving direct and short compliments, such as well-done!, nice game!, and a brilliant presentation!. the role of gender the analysis of the data shows that in the majority of cases male characters in the turkish soap opera gave compliments to females, as illustrated in table 3. altogether, female characters received 68.60% compliments on appearance from men and gave only 11.40% compliments to them. this is in stark contrast with the findings of some other studies (herbert, 1990; holmes, 1988, 1995; duan & guo, 2009; sun, 2013) indicating that women are more active in complimenting behaviour than men. the reason for the low percentage of females’ compliments on men in the present study seems to be due to cultural restrictions, as explained above. the finding of this study is also in contradiction with matsuura’s (2004) study in which “american females indicated a significantly greater likelihood to give compliments than american males” (p. 164) while in the present study the reverse was true. with regard to the interaction between gender and topics of compliments, the findings of holmes’s (1988) study, which was supported by further studies (herbert, 1990; holmes, 1995), revealed that women exchange compliments on appearance of the addressee more than men do. on the contrary, women in the present study were mainly the recipient of compliments on appearance and they rarely gave compliments on men’s appearance for the cultural reasons explained above. http://e-journal.iainsalatiga.ac.id/index.php/jopr/index https://doi.org/10.1836/jopr.v2i1.1-25 mohammad hossein keshavarz, yasemin çetereisi, gulay asit 20 a good proportion of compliments given by men to women (44%) in holmes’ (1988) study were on ability or skill; whereas, in the present study such compliments had low frequency compared to compliments on appearance (15.40%), compared to 68.60% on appearance. another interesting finding with reference to gender is that male to male compliments had very low frequency in the data, as displayed in table 3 (23.07% on ability/skill and none on appearance). yet another finding of this study with regard to gender differences is that female characters’ compliments were much shorter than those given by their male counterparts, as the data presented above shows, a few of which are repeated bellow for the sake of illustration. mithat çok yeteneklidir. mithat-very-talent+be-pt mithat is very talented. harika görünüyorsun. amazing – look+pct +you. you look amazing. çok düşüncelisin. very thoughtfull-pt-you. you’re so thoughtful. with regard to the topics of compliments, the results of the present study indicated that appearance of the complimentee was the most frequent topic (73%). this finding supports göregenli’s (1997) assertion that in turkish culture people are concerned with the way they look. in the same vein, nelson et al. (1993) found that both egyptians and americans frequently compliment on personal appearance. the finding is also consistent with the result of knapp et al.’s (1984) study confirming that in their american data, compliments on the addressee’s appearance and performance (i.e., abilities and skills) enjoyed the highest frequency. holmes (1986) also found that the vast majority of compliments in her study (81.3%) were on appearance, ability/performance, with “appearance 50.7%, and ability/performance 30.6%” (p. 496). ability/skill and performance enjoyed the second highest percentage (27%) in the present study. however, the results of the current research are in stark contrast with those of şakargil and çubukçu (2012) with regard to topics of compliments, despite the fact that both studies deal with turkish compliments. in their study, the most frequent topic was possession, with journal of pragmatics research vol. 02, no. 01, (2020) pp.1-25 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index doi: https://doi.org/10.1836/jopr.v2i1.1-25 21 appearance being in the third position. the reason for this discrepancy seems to be the fact that şakargil and çubukçu considered clothes as possession, while in present study they are included in appearance since people buy nice clothes to look good, not just to possess them. as mentioned before, in turkish culture people are concerned with the way they dress and look (göregenli, 1997). another factor that has affected the differences in the results of the two studies is that in şakargil and çubukçu’s (2012) research, unlike the present study, features such as haircuts were not treated under the category of appearance, while we believe they should be. in fact, this is consistent with the views of other researchers in the field regarding items of appearance (see, e.g., cordella, large, & pardo, 1995; herbert, 1989; manes & wolfson, 1981; matsuura, 2004; sun, 2002; wolfson, 1983). conclusion compliments seem to play a vital role in face-to-face interactions in turkish culture, and presumably in any other culture as they are the most obvious face-saving speech act. compliments appeal to people’s positive face needs since it is part of the human nature to be admired by others. for this reason, people in most communities, especially women, do care about their appearance. thus, it is not surprising that, as the results showed, appearance was the most popular topic of compliments by turkish speakers in the present study. it seems that in turkish culture admiration is used to create a harmony in communication with others. the fact that many studies, as mentioned before, have shown that appearance is a popular topic of compliment point to the universal need of people to be admired. another conclusion that can be drawn from the findings of the present study is that elaboration and exaggeration are two features of the turkish culture in so far as complimenting behaviour of people is concerned. the implication of this finding for non-turkish citizens, such as tourists, is that familiarity with such features may prove helpful in preventing culture misunderstanding and enhancing intercultural communication. limitations considering the small sample size (only one soap opera), it is not realistic to consider the results of the present study as definitive, rather they can only be indicative of certain trends in http://e-journal.iainsalatiga.ac.id/index.php/jopr/index https://doi.org/10.1836/jopr.v2i1.1-25 mohammad hossein keshavarz, yasemin çetereisi, gulay asit 22 complimenting behavior in the turkish culture. to achieve more validity and wider generalizability, more soap operas need to be examined and analyzed in future research in the light of compliment speech act. another limitation of the study is that it was restricted to a turkish soap opera. future studies may consider comparing turkish soap operas with those in other languages, in particular english. references ahmed, a. 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(2002). a study of gender differences in compliments and compliment responses in chinese context. unpublished ma dissertation, school of foreign studies, anhui university. wolfson, n. (1983). an empirically-based analysis of complimenting in american english. in n. wolfson & e. judd (eds.), sociolinguistics and language acquisition (pp. 82-95). rowley, ma: newbury house. yu, m. c (2005). sociolinguistic competence in the complimenting act of native chinese and american english speakers: a mirror of cultural value. language and speech, 48(1), 91– 119. http://e-journal.iainsalatiga.ac.id/index.php/jopr/index https://doi.org/10.1836/jopr.v2i1.1-25 mohammad hossein keshavarz, yasemin çetereisi, gulay asit 26 journal of pragmatics research vol. 03, no. 01 (2021), pp.70-85 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 70 speech acts found in english tourism slogans used in indonesia giyatmi pendidikan bahasa inggris universitas veteran bangun nusantara giyatmi85jimmy@gmail.com purwani indri astuti pendidikan bahasa inggris universitas veteran bangun nusantara ratih wijayava pendidikan bahasa inggris universitas veteran bangun nusantara doi: https://doi.org/10.18326/jopr.v3i1.70-85 copyright © the author (s) this work is licensed under a creative commons attribution-sharealike 4.0 international license. how to cite: giyatmi, adtuti p., & wijayava r. (2021). speech acts found in english tourism slogans used in indonesia. journal of pragmatics research, 3(1). doi: https://doi.org/10.18326/jopr.v3i1.70-85 submission track: received: 23-11-2020 final revision: 04-03-2021 available online: 01-04-2021 corresponding author: giyatmi giyatmi85jimmy@gmail. com abstract the research aims at describing the types and functions of speech acts in the tourism slogan in indonesia. there has already been much research on tourism slogan, but only a few studies focusing on linguistics. to broaden the study of tourism slogan from linguistics perspective, the research focuses on the speech acts in the tourism slogans. it belongs to descriptive qualitative research by focusing on the phenomena of tourism slogans in society. the data of the research are tourism slogans of some cities in indonesia found on the internet. the technique of data collection used is content analysis. the technique of data analysis consists of data reduction, data display, and verification. there is no data reduction in this research. data is displayed in the table and the last step data is analyzed based on the problem statements. the researchers found 31 data of tourism slogans. there are 4 types of speech acts in tourism slogans namely representative speech acts (13 data), directive speech acts (7 data), commissive speech acts (3 data), and expressive speech acts (8 data). the researchers find 3 functions of speech acts in the tourism slogan such as giving information about the history of the city, nickname of the city, hope or idea of the city (19 data), asking (7 data), and promising (5 data). the findings show that there is a tendency to be very simple in the slogans found. besides, the slogans come with an exclusive appeal by emphasizing the effective component in the message.. keywords: tourism, slogans, speech acts. mailto:giyatmi85jimmy@gmail.com https://doi.org/10.18326/jopr.v3i1.70-85 https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.18326/jopr.v3i1.70-85 mailto:giyatmi85jimmy@gmail.com mailto:giyatmi85jimmy@gmail.com journal of pragmatics research vol. 03, no. 01 (2021), pp.70-85 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 71 introduction indonesia is known as an archipelago country with more than 17,000 islands in south east asia. besides, indonesia is blessed with various natural resources. furthermore, having many islands makes indonesia rich in cultural resources as well like languages, dances, customs, and traditional clothes. both the natural and cultural resources can give benefits to the indonesian government if they are well managed. one of them is by empowering the tourism potency of the island (setiawan, 2015). even though all the management of tourism in indonesia is under the ministry of culture and tourism in jakarta, the government allows the local governments to manage their tourism potency. based on the central statistics agency (biro pusat statistic), there are only twelve provinces in indonesia that are visited by domestic and foreign tourists. those provinces are bali, west java, central java, east java, dki jakarta, west sumatera, lampung, south sulawesi, south sumatera, banten, and north sumatera .whereas, there are still many other provinces especially east indonesian provinces with their cultural and tourism potency that can be introduced to attract a great number of domestic and foreign tourists (rh, 2011). there are many marvelous tourism resorts in east indonesian provinces such as west papua with raja ampat, south east sulawesi with wakatobi island. the provinces blessed with the exotic natural beauty hopefully can give contribution for the national income. it becomes a new challenge for the local government to promote and market their tourism potency (setiawan, 2015) one way to promote the tourism potency is by creating tourism slogan dealing with a city or a province. the main objective of tourism image design is to raise tourists’ knowledge of the destination, to enhance local tourism's competition, and to encourage regional tourism expansion (chen&zhu,2016). huadhom&trakulkasemsuk (2017) write that tourism slogan is a verbal media used in transforming meaningful message so that in advance it can persuade the tourists to visit certain tourist destination. tourism slogan can be used to create national branding (gali, camprubi & donaire, 2016). it happens the same way of tourism slogan of a city. creating a tourism slogan of a city hopefully can create the city branding so that it can attract tourists to visit the city. promoting local tourism is as important as promoting national tourism. tourism slogans have an important role in promoting it. tourism slogan can be an effective way to promote tourist destinations and enable the consumers to receive and remember the information of it (huang&lin,2017). one of tourism slogans used successfully in tourism marketing is the slogan of new york, namely i love new york in 1970. after that many tourist destinations tried to create such kind of slogans to attract public interest (huang&lin,2017) giyatmi, astuti p., & wijayava r. 72 some of us perhaps are familiar with solo the spirit of java, enjoy jakarta, jogjakarta never ending asia. they are examples of tourism slogans of some cities in indonesia. these tourism slogans hopefully can be a brand image for the city or province, so that the slogan must be informative, memorable, and marketable. there are still many other slogans such as bali simply the world’s best island, sparkling surabaya, semarang the amazing java, however, only few people know about those slogans. slogan usually uses text form in the marketing and advertising (doyle in huang&lin, 2017). slogan is a memorable word, phrase or sentence used to advertise a person, a group, a product (alsari & rosa, 2013). supphellen and nygaardsvik in (huang&lin,2017) mention that slogan is short phrases that communicate descriptive and persuasive information huadhom&trakulkasemsuk (2017) conclude that slogan is a kind of ads that can be phrases or short sentence (in syntactic form) and functions to convey the identity, image and goodness of a certain company, product, service and organization to the consumers. in short we can say that a slogan is one of language phenomena since a slogan uses language (words, phrases, and sentences) as its media. in addition, a slogan can be used as a means of communication because a slogan carries message for the readers or listeners or consumers. as a means of communication involving the speaker (the slogan maker), the listener and the messages, a slogan can be a form of speech act. speech act is introduced firstly by austin. actions performed via utterances are generally called speech acts (yule,1996). speech act belongs to pragmatics study in which there is particular intentional purpose beyond what the speakers say through their words, phrases, and sentences (hidayat, 2016). an utterance with speaker’s intention which can give effect on the listener is a speech act (laosrirattanachai & panyametheekul, 2018). (alkitri, 2011) writes that speech act happens when the speakers try to achieve their intended actions through a language and when the listeners try to deduce the intentional meaning of the speakers. there is an action that can be performed through an utterance in slogan. a slogan can be used to ask someone to do something, for example enjoy jakarta can be interpreted as requesting people to visit and enjoy jakarta. a slogan, as a speech act, consists of locution, illocution, and perlocution level. austin in (chiluwa, 2007) defines three kinds of act in an utterance. first is the locutionary act that is defined as the act of saying utterance using the grammar, phonology and semantics of the language, second is the illocutionary act that is defined as the intended meaning of certain utterance such as promise, command, criticism, greeting, declaration, and so on, third is the perlocutionary acts which happen when the utterance said achieves certain feedback or effect such as embarrassment, fear, confusion, enjoyment, or amusement. the locutionary act is the act of saying something, the illocution act is the act of doing something, and the perlocutionary is the journal of pragmatics research vol. 03, no. 01 (2021), pp.70-85 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 73 act of affecting something (wijana, 1996). drid writes that the locutionary act refers to the literal meaning of the utterances expressed through lexico-grammatical component (drid, 2018). meanwhile, the illocutionary act is the performative level of the speakers’ utterances with intended meaning. the illocutionary acts can be ordering, apologizing, naming, thanking, warning, etc. in which the term speech acts actually refer to them. the perlocutionary act refers to the utterances leaving on impact on the listeners. enjoy jakarta is in the locution level when it is only said or written without any intention. however, enjoy jakarta with requesting meaning shows that the slogan is in illocution level. it is in the perlocution level when enjoy jakarta can give effect to the listener (the society) so that many locals and foreigner tourists visiting jakarta. speech acts can be classified into five, i.e. declarative, representative, expressive, directive and commissive yule (1996), searle in (laosrirattanachai & panyametheekul, 2018). declarations are those kinds of speech acts that change the world via their utterance (yule,1996). in this speech act, the speakers’ utterances change the world or the situation through the words they use in their utterances. searle in (laosrirattanachai & panyametheekul, 2018) defines that declaration is utterances with formal state giving expeditious impact. the speakers must have a particular role, be in a particular context so that they can perform a declaration appropriately. for example i now pronounce you husband and wife. the declaration of husband and wife in a marriage ceremony can only be appropriate if it is spoken by the priest. (wardani, 2018) mentions that declaring, baptizing, firing from employment, hiring, and also asserting belong to declaration speech act. representatives or assertive are those kinds of speech of speech acts stating what the speaker believe to be the case or not (yule, 1996). searle in (laosrirattanachai & panyametheekul, 2018) defines representative speech act happens when the speakers utterances is the truth of the world around the speakers. in this speech act, the speakers use the words in their utterances that fit the world (of belief). there are some examples of representative speech acts such as statement of fact, conclusion, description, and assertion. the example of representative is it is a bright day. the speaker describes the day as a bright day based on the situation in that day. asserting, stating, concluding, boasting, describing, and suggesting belong to representative speech acts (wardani,2018). expressive are those kinds of speech acts that state what the speaker feels. the speaker makes the words they use in utterances fit the world (of feeling). searle in (laosrirattanachai & panyametheekul, 2018) states that when the speakers express the utterance relating to the psychological condition refers to expressive speech acts. statement of pleasure, pain, likes, dislikes, joy or sorrow are included in expressive speech act. the utterance with expressive speech giyatmi, astuti p., & wijayava r. 74 act is congratulation! this expression states the happiness of the speaker for someone’s success. expressive speech acts relate to some expression with some psychological states such as greeting, thanking, apologizing, complaining, and congratulation (wardani, 2018). directives are those kinds of speech acts that speakers use to get someone else to do something (yule,1996). searl in (laosrirattanachai & panyametheekul, 2018) states that directive speech act happens when the speakers’ utterance tries to get the listeners do something. in this case, the speaker wants someone to do some actions. those expressions can be as order, request, command and suggestion such as give me a cup of tea. (wardani, 2018) mentions some expressions that belong to directive speech acts such as requesting, advising, commanding, challenging, inviting, daring, and entreating. commissives are those kinds of speech acts that speakers use to commit themselves to future action. they express what the speaker intends. searle in (laosrirattanachai & panyametheekul, 2018) writes that commissive speech act happens when the speakers’ utterances deal with an action in the future. (wardani, 2018) writes that expressive speech acts can be seen in the form of promising, pledging, threatening, vowing, and offering. the writers feel interested to analyze the tourism slogans found in indonesia from linguistics perspective. the research aims at describing types of speech acts and its function found in the english tourism slogans used in indonesia. there have already been studies on tourism slogans, however, most of them focus on business, marketing, and advertising and only few focus on linguistics (hudhom&trakulkasemsuk, 2017) the studies are (1) papp-vary in 2010 has a research on slogans with logo, a combination of verbal and visual communication techniques in branding country tourism, (2) pike in 2004 has a study on destination branding position slogans based on the key terms used in each slogans (huadhom&trakulkasemsuk, 2017). in addition, papp-vary et.al (2018) find out that the classification of tourism slogan of countries includes the name of the country, geographical units, the use of the word discover, beautiful, wonderful, nature, and happiness. there are some examples of studies of tourism slogans focusing on linguistics. khan in 2014 studies tourism slogans to identify the most used theme as art marketing through word play in tourism slogans (khan,2014). huadhom and trakulkasemsuk in 2017 have a research on tourism slogans focusing in linguistics especially in the syntactic features of tourism slogans. this study emphasizes on the syntactic structures in 100 tourism slogans found in online media. based on the finding, it can be seen that noun phrase are the most dominant used in tourism slogans then simple declarative sentence. the most dominant form of np is adjective (modifier) and a noun (head). meanwhile the most common sentence is declarative sentence which is used to make a statement (huadhom &trakulkasemsuk,2017). in addition malenkina and ivanov in 2018 have a journal of pragmatics research vol. 03, no. 01 (2021), pp.70-85 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 75 research on the official tourism websites of the seventeen spanish autonomous communities for destination management, marketing as well as branding to find the linguistic strategies used (malenkina & ivanov, 2018). the research shows that the target tourism discourse is used inform the tourist but the main function is to persuade them, thus need to maximize the language in the tourism promotion. another study done by gali, camprubi and donaire, in 2016 aims at examining the characteristics of 150 tourism destinations around the world in the level of national, regional and local (gali, camprubi & donaire, 2016). the findings show that there is a tendency to be very simple in the slogans found. besides, the slogans come with an exclusive appeal by emphasizing the effective component in the message. to broaden the study of tourism slogan from linguistics perspective, the research focuses on the speech acts used in the tourism slogans research method this research belongs to a qualitative research since this research describes the phenomena of the use of english in indonesian tourism slogans. the data are the tourism slogans in some websites on the internet especially those deal with tourism slogan such as https://travel.kompas.com/read/2017/06/15/040500927/arti.di.balik.logo.baru.10.daerah.wisata.di.i ndonesia?page=all, https://www.goodnewsfromindonesia.id/2017/06/17/inilah-logo-baru-10destinasi-wisata-indonesia, http://official-irfan.blogspot.com/2010/06/slogan-untuk-promosipariwisata.html . the data are only the tourism slogans using english, so the writers do not use the tourism slogan in indonesian. the writers feel interested to analyze the tourism slogans found in indonesia from linguistics perspective. the research aims at describing types of speech acts and its function found in the english tourism slogans used in indonesia. the technique of data collecting used in this research is content analysis. after that the researchers classified the data found based on the lingual form of the tourism slogan, the researchers analyze the slogans deeply dealing with the content of the tourism slogans found in the internet. the technique of data analysis consists of data reduction, data display, and verification. the writers do not reduce the data during the research. then the data are displayed in the table and described in narration. after that, the data are verified. to verify the data, the researchers use theory triangulation. results &discussion types of speech act used in tourism slogans the writer found 31 data of english tourism slogan. the data are classified based on types of speech acts. the classification can be seen in the following table; https://travel.kompas.com/read/2017/06/15/040500927/arti.di.balik.logo.baru.10.daerah.wisata.di.indonesia?page=all https://travel.kompas.com/read/2017/06/15/040500927/arti.di.balik.logo.baru.10.daerah.wisata.di.indonesia?page=all https://www.goodnewsfromindonesia.id/2017/06/17/inilah-logo-baru-10-destinasi-wisata-indonesia https://www.goodnewsfromindonesia.id/2017/06/17/inilah-logo-baru-10-destinasi-wisata-indonesia http://official-irfan.blogspot.com/2010/06/slogan-untuk-promosi-pariwisata.html http://official-irfan.blogspot.com/2010/06/slogan-untuk-promosi-pariwisata.html giyatmi, astuti p., & wijayava r. 76 table 6.1.types of speech acts in tourism slogans based on the table it can be seen that there are four kinds of speech acts that can be found in the english tourism slogan used in indonesia. they are representative, directive, commissive and expressive. representative speech acts the representative slogan used in this slogan deals with the description and fact about the cities, provinces, and islands using the slogan. there are 13 data classified into representative speech acts. the examples of representative slogans that have been found are; solo the spirit of java, pontianak: the city of equator, palembang the city where culture and river meet in harmony. figure 6.2. logo of solo literally solo the spirit of java means that solo becomes the spirit or the soul of java. solo is a small city in central java. however, solo, has a big influence in the development of javanese culture. there are two famous palaces in solo, namely kasunanan palace and mangkunegaran palace. besides, there are many traditions that are still kept up to now such as the celebration of sekaten (the celebration of prophet muhammad’s saw birth in javanese culture), celebration of 1st muharam (the celebration of islamic new year). those things lead solo as the spirit of java. figure 6.3. logo of pontianak pontianak: the equator city of indonesia, the classification of the slogan into representative speech act is based on the fact that pontianak is the city of equator. pontianak is the capital city of no types of speech acts numbers 1 representative 13 2 directive 7 3 commissive 3 4 expressive 8 total 31 journal of pragmatics research vol. 03, no. 01 (2021), pp.70-85 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 77 west kalimantan province. pontianak is one of the cities in indonesia where the equator line passes across it so that is why pontianak is called the city of equator. figure 6.4. logo of palembang the slogan says palembang the city where culture and river meet in harmony. palembang as the capital city of south sumatera is well-known for its musi river (sungai musi). the 750 km length river divides palembang into two, namely seberang ilir and seberang ulu. musi river is also known as batanghari sembilan (nine rivers). the musi river in palembang is the estuary of several rivers such as the komering river, ongan river, lematang river, and rawas river. there is a famous iconic bridge called ampera bridge above it. this river has been the main transportation since the kingdom of srivijaya time up to nowadays. palembang is not directly adjacent to the sea, however, the streams in this city enable the merchants’ ships from tionghoa and middle east to come several areas in the city easily. the trading activity contributes to the cultural acculturation of the merchants from tionghoa and middle east with the local people (melayu people). palembang has become a melting pot of melayu culture, tionghoa culture and middle east culture. directive speech acts it deals with asking someone to do something. the writers found 7 slogans belonging to directive speech act. those slogans belong to directive speech acts because the slogans’ ends are to ask the readers to do what the slogans say. the slogans use imperative sentence to show the directive action. most the slogans are started with infinitive verb such as come, explore, enjoy, and experience. figure 6.5. logo of bangka belitung giyatmi, astuti p., & wijayava r. 78 come and explore bangka belitung, this slogan asks the readers to come and explore bangka belitung. bangka belitung islands are two small islands that previously belong to palembang province. bangka belitung islands are famous for the beautiful beaches with granite stones. besides, bangka belitung islands are also well-known with their culinary. even in 2008, there was a phenomenal film adapted from a best-seller novel entitles laskar pelangi (rainbow troops) made in belitung island. this movie can raise the popularity of this island. figure 6.6. logo of bogor this slogan requests the readers to visit bogor every day. bogor is a city belongs to west java province and it is known as kota hujan (city of rain) for its high rainfall there. bogor offers many tourism attractions such as bogor botanical garden, (kebun raya bogor), bogor presidential palace (istana bogor), deer breeding centre (pusat penangkaran rusa). besides, there is a famous natural tourism in puncak. puncak become a very busy tourist resort on weekdays and holiday. figure 6.7. logo of lombok lombok: experience the wonders, this slogan asks the readers to experience the wonders that can be found in lombok. lombok is an island in west nusa tenggara, indonesia. tourism is important income for lombok. lombok island has many beautiful beaches such as senggigi, gili trawangan. lombok is also famous of sasak tribes. there is the second highest volcano in indonesia, called rinjani mount. on top of it, there is a crater lake known as segara anak with water as blue as the sea water. even, lombok is predicted as the new bali. lombok has marvelous nature beauty and culture. lombok has volcanoes, waterfall, coral garden, pristine beaches, plantations, festivals, temples, and an atmosphere similar to bali 20 years ago (2019, august 15). journal of pragmatics research vol. 03, no. 01 (2021), pp.70-85 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 79 commissive speech acts it deals with some commitment to the future. commissive speech acts found in this research mostly deal with promises. there are 3 slogans classified into commissive speech acts, such as banda aceh the spiritual destination city, padang your motherland and jogjakarta never ending asia. figure 6.7. logo of padang padang, your motherland, this slogan promises that padang will always be the motherland for everyone visiting it. padang is the capital city of west sumatra in indonesia. padang with its beauty, hospitality, and delicious food will give comfort for everyone staying there as if they are in their motherland. figure 6.8. logo of aceh banda aceh, the spiritual destination city. banda aceh is the capital city of aceh (now nangroe aceh darussalam) in indonesia. aceh province itself is known as serambi mekah (the veranda of mecca), a name that is full of religious nuance, faith and devotion to islam. mecca is the holy city for moslem people. aceh is given that name for some reasons. aceh was the first gateway where islam came to indonesia and aceh was the terminal for all indonesian moslem giyatmi, astuti p., & wijayava r. 80 who wanted to perform haj in mecca in the past time. before performing their haj, they had to spend six months staying in bandar aceh darusalam (the previous name of banda aceh capital city). besides, there was the first islamic kingdom found in aceh, called samudra pasai kingdom (2020, januari 19). so aceh has been well-known for its spiritual nuance since the old time. nowadays, banda aceh as the capital city of nangroe aceh darussalam promises that it will become spiritual tourist destination for everyone. expressive speech acts it deals with slogans used to express feeling about something. there are 8 slogans belonging to expressive speech acts such as the sparkling surabaya, lampung: exotic and marvelous adventure, bali simply the world’s best island. most of them have something to do with admiration on the certain place (town, province, and island). figure 6.9. logo of surabaya sparkling surabaya is a slogan belonging to surabaya as the capital city of east java in indonesia. it is the second largest city in indonesia after jakarta. surabaya government tries to create surabaya as a comfort, safe and environmentally friendly city for everyone. surabaya offers a clean and green modern city. as a modern city, surabaya tries to provide complete public facilities so that everyone staying in surabaya feels enjoyable. besides, there are several city parks in the city so that everyone feels cool and comfort there. those are several efforts to make surabaya sparkling. figure 6.10. logo of bengkulu journal of pragmatics research vol. 03, no. 01 (2021), pp.70-85 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 81 wonderful bengkulu 2020, the slogan is classified into expressive speech act because it consists of expression of admiration. sumatra is one of islands in indonesia. sumatra consists of 10 provinces and one of them is bengkulu. it is located in the southwest coast of sumatra. most people know that sumatra is only about saman dance from nangroe aceh darussalam, toba lake in north sumatra, gadang house in west sumatra, ampera brigde in musi river in palembang south sumatra, school for elephants in lampung. however, only few people bengkulu, the other side of sumatra. apparently, there are some wonderful places in bengkulu such as panjang beach, isolation house for ir. soekarno (the 1st president of indonesia), the fortress of marlborogh. there is a famous flower that becomes the icon of bengkulu, i.e. rafllesia arnoldi. it is a species of flower in the parasitic genus rafflesia arnoldi which produces a very strong and horrible odor of decay flesh functions of speech act used in tourism slogan there are three functions of english tourism slogan used in indonesia such as: table 6.11. functions of speech acts no function numbers 1 giving information (historical information, name, future dream, location) 19 2 asking 7 3 promising 5 total 31 giving information the slogan may use as a media to give some information. the researchers found 19 data of slogan for giving information. those data then can be classified based on the content of the information, such as; historical information, nickname, future dream,, and location. historical information can be found on the slogan from several towns such as palembang the city where culture and river meet in harmony (palembang), makasar: historic port for spices and sailing ships (makasar), colourful medan (medan), the spirit of java (solo), semarang : the amazing of java (semarang), sumenep the soul of madura, wonosobo the soul of java. all the slogans give the readers information dealing with the history of the towns. makassar: historic port for spices and sailing ships, this slogan is closely related to the historical fact about makassar. since the 14th century makassar, previously is known as ujung pandang was known as a busy sea port. many merchants’ ships from china, india sailed to makassar for trading. in 16th century spanish and portuguese made makassar as their entrance port during their sailing to find spice island (https://awesomehttps://awesome-indonesia.blogspot.com/2012/07/makassar-historic-port-for-spices-and.html giyatmi, astuti p., & wijayava r. 82 indonesia.blogspot.com/2012/07/makassar-historic-port-for-spices-and.html). the use of the historical fact is to revive the greatness of the old time. some tourism slogans are used to give information about the nickname of several places (the city, town, province, and island), such as pontianak: the equator city of indonesia and pekalongan world’s city of batik. both slogans indirectly refer to the nickname of the two cities. pontianak is known as kota kathulistiwa (the city of equator). pontianak is situated in the 0 degree of north latitude. there is a katulistiwa monument built in siantan, the city in the north of pontianak. this monument is one of the most visited tourism destinations in pontianak. meanwhile, pekalongan has already been known as the city of batik in indonesia. hope and idea of a city also can be used in a slogan. it can be found in the slogan of several cities such as sparkling surabaya, wonderful riau, majestic banyuwangi, stunning bandung: where the wonders of west java begin, bali simply the world’s best island, magnificient samarinda, pangandaran golden visage, wonderful bengkulu, pacitan the paradise of java and lampung exotic and marvelous adventure. the slogans are about the hopes and ideas that the city want to reach especially those that have something to do with tourism. for example, bali simply the world’s best island, this slogan is closely related to the hope to make bali as the best island in the world. the world has already recognized bali for its nature beauty and its unique culture so that there are many tourists visiting bali. however making bali as the best island in the world hopefully can increase more tourists visiting bali. sparkling surabaya aims at informing that surabaya want to be a sparkling city to attract tourists’ attention. to do so the government of surabaya launched sparkling surabaya in 2006. asking there are 7 data of slogans functioning to ask someone to do something. the slogans functioning for asking are come and explore bangka belitung, enjoy jakarta, batam, experience it, lombok: expereince the wonders, banten: come and enjoy here, visit bogor every day, enjoy ternate. all the slogans ask the audience to do something. it is reflected in the use of the verb used in the slogan such as experience, come, explore and visit. promising five tourism slogans function as promising. the slogans are banda aceh: the spiritual destination city, padang your motherland, manado: the land of smiling people, jogja never ending asia, and gorontalo: the hidden paradise. they give some promises or offer something to the visitors if they visit the city. the examples of the slogans functioning as promising are manado: the land of smiling people and gorontalo: the hidden paradise. the slogan of manado: the land of smiling people promises that manado is the city where the friendly people with the beautiful smiling live in. it means that when the visitors visit manado https://awesome-indonesia.blogspot.com/2012/07/makassar-historic-port-for-spices-and.html journal of pragmatics research vol. 03, no. 01 (2021), pp.70-85 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 83 they will be very grateful because of its smiling people. hopefully it can attract their visiting to manado. another example is gorontalo: the hidden paradise. the slogans promise that by visiting gorontalo, the visitors will find and enjoy the beauty of gorontalo which is compared to that of paradise. gorontalo is one of the cities in sulawesi province which is very well-known for gorgeous beaches, marvelous sea park. those are just like the hidden paradise especially for those who fond of diving and marine tourism. conclusion tourism slogan is one way that can be applied to introduce and promote the tourism potency belongs to a town or country. hopefully, the domestic and foreign tourists will be eager to visit them. as one of the countries having many tourism attractions, having tourism slogan for each towns is very necessary. as one of language phenomena, a slogan has several items to be analyzed from linguistics perspective such as its speech act. having analyzed the tourism slogans found in indonesia, the researchers concludes that (1) there are 4 types of speech acts used in tourism slogan, namely representative speech acts, directive speech acts, commissive speech acts, and expressive speech act, (2) there are 3 functions of speech acts used in tourism slogans, namely giving information dealing with the historical background, name, and hopes of certain town. the other functions are asking and promising. the 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(n.d.). awesome indonesia. retrieved august 24, 2017, from https://awesome-indonesia.blogspot.com/2012/07/makassarhistoric-port-for-spices-and.html https://www.kompas.com/skola/read/2020/01/19/160000069/mengapa-aceh-dijuluki-kota-serambi-mekkah-?page=all https://www.kompas.com/skola/read/2020/01/19/160000069/mengapa-aceh-dijuluki-kota-serambi-mekkah-?page=all https://www.kompas.com/skola/read/2020/01/19/160000069/mengapa-aceh-dijuluki-kota-serambi-mekkah-?page=all https://www.kompas.com/skola/read/2020/01/19/160000069/mengapa-aceh-dijuluki-kota-serambi-mekkah-?page=all https://www.kompas.com/skola/read/2020/01/19/160000069/mengapa-aceh-dijuluki-kota-serambi-mekkah-?page=all https://awesome-indonesia.blogspot.com/2012/07/makassar-historic-port-for-spices-and.html https://awesome-indonesia.blogspot.com/2012/07/makassar-historic-port-for-spices-and.html speech acts found in english tourism slogans used introduction research method conclusion yule, g. (1996). pragmatics. oxford: oxford univer 107 journal of pragmatics research vol. 04, no. 02, (2022) pp.107-121 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index students' politeness to lecturers in whatsapp application measured using leech maxim netty nurdiyani* politeknik negeri semarang, indonesia e-mail: netty.nur@polines.ac.id sasongko politeknik negeri semarang, indonesia e-mail: sasongko@polines.ac.id *corresponding author e-mail: netty.nur@polines.ac.id doi: https://doi.org/10.18326/jopr.v4i2.107-121 copyright © the author (s) this work is licensed under a creative commons attribution-sharealike 4.0 international license. how to cite: nurdiyani, n., & sasongko, s. (2022). students' politeness to lecturers in whatsapp application measured using leech maxim. journal of pragmatics research, 4(2), 107-121. doi:https://doi.org/10.18326/jopr.v4i2.107-121 submission track: received: 01-02-2022 final revision: 04-04--2022 available online: 05-04-2022 corresponding author: netty nurdiyani netty.nur@polines.ac.id abstract this study aims to describe student politeness in communicating or sending messages to lecturers through the whatsapp application. this research needs to be carried out to obtain an overview of the application of politeness principles used by students in communicating. this research is descriptive qualitative research with instrumental case studies, the instrument used is maxim leech. the source of this research data is student texts sent to lecturers. the research data are sentences, phrases, or words that contain aspects of politeness by leech's politeness principles. data retrieval uses the note-taking method, while data analysis uses the high method. the basic analysis technique is a technique for direct elements that sorts text into several categories of data forms, namely sentences, clauses, phrases, and words. the results of this study indicate that all politeness maxims are not used by students in sending student whatsapp messages to lecturers. . from the six maxim leech principles, five of them are used by students in communication. the five maxims are tact maxim, approbation maxim, modesty maxim, generosity maxim, and agreement maxim. of the five maxims used, the modesty maxim is most widely used compared to the other maxims. this shows that the politeness of students in a humble attitude exceeds other politeness. research on student politeness can still be developed both in theory, methodology, and the depth of the discussion keywords: politeness, whatsapp, online learning https://creativecommons.org/licenses/by-sa/4.0/ 108 introduction the policy of the minister of education and culture during this pandemic is to "prioritize the health and safety of students, educators, education staff, families and communities" (kemdikbud, 2020). based on education policies during this pandemic, some learning is done at home (94% of students in the yellow, orange, and red zones). learning in universities, in all zones, continues to do online learning for theoretical courses. likewise, practical courses should be conducted online as far as possible or at the end of the semester if it is not possible to do it online. thus, lecturers will conduct learning from home using electronic devices and students receive learning from their respective homes by the stay-at-home recommendation. learning from home includes work from home (wfh). even though it's nothing new, during this pandemic, wfh has become an option to share various things, including learning. online learning causes changes in communication patterns (putri & irwansyah, 2020). previously, communication was done face to face or verbal communication in the classroom. oral communication like this is assisted by body movements, gestures, facial expressions, or supra-segmental elements (chaer, 1994) the elements mentioned above are very helpful in offline classroom learning (offline). meetings in the classroom that are supported by gestures, intonation, facial expressions are very helpful for students to understand the message of the teacher/lecturer (alawamleh et al., 2020). the explanation of the material will be supported by the teacher's movements. with this gesture, it is possible for students to better understand the material presented because students can develop imagination and creation (kirk & lewis, 2017; roth, 2001) the imagination and creations they develop are based on the lecturer's movements that appear to support the idea or explanation. the use of electronic devices, especially mobile phones or smartphones or cellular. is becoming increasingly common in everyday life. since the pandemic spread. a smartphone is widely used. this tool is no longer only used for two-way communication or limited circles, but more widely. people easily carry out conversations or negotiations using cellphones (eshghinejad & moini, 2016). this includes the use of mobile phones in communication between teachers and students, between lecturers and students. mobile phones have an important role in communication between them (hershkovitz et al., 2019). especially during this pandemic, cell phones have an important role. the pandemic has changed the way people communicate (choi, 2021). from offline lectures to online lectures. from meeting in person to using electronic devices. in daily life, people become accustomed to using this tool. its use is not limited by space. the teaching and learning process can be done anywhere as long as there is a signal. this flexibility of use causes students to like the use of cell phones as a learning and communication tool (ahmad, 2020). as long as there is a signal, the willingness to learn can be realized by putting aside the location (adedoyin & soykan, 2020; susah sinyal, siswa ini pilih belajar online di pinggir jalan, 2020). learning by the roadside, in the trees, at the terminal, in the waiting room of the 109 hospital is not an obstacle to participating in teaching and learning activities. the teaching and learning process can also be carried out at home with the assistance of other people, such as parents. in online learning, lecturers and students are not in the same place. they are separated by distance. although not close together, communication is expected to run well and smoothly. there was a reciprocal response between the two sides. communication will be smooth if each communicant understands the norms of politeness in interaction. each party understands the other's position. the use of polite language will keep the communication going. on the other hand, communication will falter if there is a refusal to use language from the other party. the refusal can occur from the politeness problem of one of the communicants (sumarna, 2015). politeness is defined as a strategy to avoid conflict (leech, 1993). although politeness is not universal, it can be measured based on certain parameters. research on student politeness to lecturers has been carried out by several researchers (eshghinejad & moini, 2016; febianto et al., 2019; trisnawati & fussalam, 2020). even though they both analyze student wa messages to lecturers, the focus of their analysis is different. likewise, the theory used to analyze is also different. two researchers explicitly show the theory used in their research. they both analyze the politeness strategies used by students’ in communicating with lecturers. ((eshghinejad & moini, 2016; trisnawati & fussalam, 2020). meanwhile, febianto et.al. (2019) analyzes politeness from another perspective. his research is called student ethics analysis. he peeled the language of student politeness from the structure, style of language, and other aspects outside of linguistic problems. the results of the research on student politeness strategies that have been carried out show that students use positive politeness strategies in communication with lecturers. (trisnawati & fussalam, 2020). notice/attend to the receiver’s needs, intensify interest in the receiver, in-group identity markers, etc. negative politeness strategies are used in terms of hedging, be pessimistic, minimize the imposition, etc., meanwhile, the politeness strategy research conducted eshghinejad & moini (2016) in iran shows that there is no difference in politeness between male and female students. (eshghinejad & moini, 2016). taking into account these politeness studies and the results presented, it shows that this research needs to be carried out because the theories used are different. the analysis of politeness strategies is based on the theory of yule and brown and levinson. the parameter used to analyze this research is the leech theory. these principles are expressed in the maxims of wisdom, generosity, praise, humility, approval, and sympathy (kunjana, 2005; leech, 1993). this research on student language in whatsapp (wa) aims to determine the application of leech's politeness principles when students communicate with lecturers. it is hoped that the results of this study can be input for lecturers or policymakers to continue to control student ethics, especially in communicating in whatsapp. 110 the discussion of politeness was proposed by several linguists. brown and levinson (brown & levinson, 1987) developed a politeness theory with the concept of saving face (face-saving view). this face save can be positive or negative. this positive face-saving refers to the desire to be approved while negative face-saving refers to the desire to determine oneself. this face concept is the basis for politeness theory (yule, 1996). politeness is based on closeness, intimacy, the social distance between the speaker, the relative power of the listener over the speaker, and the position of the listener to the speaker (brown & levinson, 1987; rodman, 2001; senowarsito, 2013). brown and levinson's concept is based on the concept developed by erving goffman (goffman & presentation, 1990). in this concept, there is an assumption that politeness is a behavior to prevent the speaker and the speech partner from hurting. things that are unpleasant to be accepted by feelings must be avoided. avoiding conflict in this communication is a hallmark of politeness. conflict should be avoided in communication because politeness is the main thing in the universal use of language. the purpose of this courtesy is to establish pleasant communication between the two parties. communication is made with politeness if in the interaction there is no element of telling others to do according to the wishes of the speaker, nor looking at other people as inferior. polite attitude or behavior will give other people the opportunity to make choices in acting (chaer & agustina, 2010). leech views that politeness can be measured in four politeness scales, namely the costbenefit scale, optionality scale, indirectness scale, authority scale, and social distance scale (leech, 1993). the leech politeness scale measures the costs and benefits, the number of choices conveyed by the speaker, the direct or indirect rating of the speech intent, the relationship between the social status of the speaker and the speech partner, and the distance between the speaker and the speech partner. this politeness scale can be used to measure the use of language in social communication. one of them is measuring the level of politeness of students in sending messages via wa in leech's view a politeness utterance can be classified into six interpersonal maxims, namely (1) tact maxim, (2) generosity maxim, (3) approbation maxim, (4) modesty maxim, (5) agreement maxim, (6) sympathy. what is meant by maxims are linguistic rules in language communication, namely the rules governing actions, language use, and interpretations related to the interlocutor. one can interpret the politeness of the interlocutor based on the maxims conveyed by leech. leech's politeness principle can be described as follows. tact maxim/wisdom maxim. tact maxim is a maxim related to wisdom to reduce the speaker's benefit to himself and maximize the benefit for the other party or speech partner in the speech event. thus, speakers who can benefit the other party are said to have complied with the principle of politeness. generosity maxim/maxim of generosity. in practice, the speaker will maximize the loss to himself and minimize the benefit to himself. the maxim of generosity is a maxim of generosity that 111 places the addressee as an honorable person. this respect for the other party is done by reducing the benefits for the speaker and maximizing the benefits for the other person/partner. approbation maxim / maxim of appreciation. the maxim of appreciation is a maxim that shows respect for the speech partner. in this case, the speaker does not demean or ridicule other people. in this maxim, the speaker elevates the speech partner with words of praise. by respecting others, speakers are considered to behave politely. modesty maxim / maxim of simplicity. in the modesty maxim, speakers are expected to be humble by reducing self-praise. speakers reduce arrogance or self-aggrandizement. humility and simplicity can be used as a measure of a person's polite attitude. this maxim requires that the speaker does not place self-respect. agreement maxim/maxim of consensus. this maxim reduces the discrepancy between self and others or maximizes the discrepancy between self and others. the speech participants build compatibility in speaking activities. if there is a match, it can be said that the speaker and the speech partner are polite. the requirement for this maxim is to maximize the congruence between the speaker and the hearer and avoid the discrepancy between them sympathy maxim. this maxim is a maxim that expects speech participants to maximize sympathy between one party and another. here the speaker enlarges sympathy for the other party. the emphasis on sympathy shows that antipathy between the speaker and the hearer can be detrimental. including this antipathy attitude, for example, cynicism, mocking, looking down on others. research method this research is called descriptive qualitative research because of several characteristics as a flexible and dynamic data collection process based on facts (creswell, 2013; lincoln & guba, 1985; sugiyono, 2007; sutopo, 2006). during the research process, researchers can carry out the data collection process while conducting data analysis. data reduction is sometimes done to select data that fits the required information. the characteristics that limit qualitative research are descriptive, inductive, intuitive, ethnographic, view the researcher as an instrument, and the use of purposive sampling (nurdiyani, 2020; santosa, 2017; sutopo, 2006). the use of qualitative descriptive methods in this study will be able to provide broad elaboration possibilities for the data obtained. it is hoped that the qualitative descriptive method this study will be able to provide wide elaboration possibilities for the data obtained. by providing extensive elaboration, in-depth information will be obtained from the data. in-depth information will provide a complete picture of the application of student politeness maxims in wa messages to lecturers. the data obtained are then narrated so as to clarify the understanding of the information. 112 the source of research data is student wa messages sent to lecturers. thus, the research location is the lecturer's cellphone. the research location fulfills the main elements, namely setting, actor or participant, event or occurrence (santosa, 2017; spradley, 1980). the three elements in determining the location are fulfilled in this study, namely: the location is the cellphones of the lecturers that have been determined; the actors/participants are students who send wa, and events are events that are conveyed by students via wa to each lecturer. if in the previous section it was stated that the source of the research data was wa messages, the data for this research were sentences or clauses, phrases, and words used by students in the wa messages. data acquisition is done by using the method of listening then the data is recorded/notetaking. in social research, this listening method is equated with the observation method (sudaryanto, 1993). note-taking is a technique. it is an advanced technique of the listening method to record the data obtained. the data from this research are stored in the computer. this study only analyzes students' language forms in wa. however, additional information is needed to determine the event that caused the message to be written. the qualitative category in this study is based on the fact that what is analyzed are documents, events, and interpersonal communication. the message text in wa is the document in this study. the incident is the content of student messages asking for information or providing information to lecturers. sending student messages to lecturers is an act of interpersonal communication or interaction between participants. with these characteristics, content analysis can be used as a method, in this case spradley’s theory (spradley, 1980). according to him, there are four steps in content analysis research, namely domain, taxonomic, componential analysis, and cultural values. domain analysis is carried out in the early stages of research to identify facts that can be categorized as data and not data. characterization of the data is carried out in more detail by classifying the data in the category area according to the situation. the domains in this research are for example lecturers and students. the taxonomic analysis is an organization based on natural categories based on existing theories. for example, here the theory of leech's politeness principle is used as the basis for categorization. componential analysis is used to relate data in component domains and taxonomies. analysis of cultural values is an analysis to find the pattern of the relationship between the results of the componential analysis and the use of language. to determine the linguistic category, the data were analyzed using the basic technique for direct elements (bul) or the segmenting immediate constituency technique. this technique is used to divide the lingual unit of data that supports the direct elements forming the lingual unit (sudaryanto, 1993). this analysis will provide results in the form of lingual units which will be identified and classified into the category of leech's politeness principles. the lingual units obtained can be in the form of sentences or clauses, phrases, or words. 113 results &discussion research results from the data sources, 7 groups of samples can be collected which are then coded. giving the code according to the data source. the existing data are then classified according to leech's politeness principle. this tabulation of data is used to determine the frequency of each category of politeness principles. with this tabulation, it is hoped that the research results will be easier to explain and understand table 1. politeness category table number maxim source of data 1 2 3 4 5 6 7 ∑ 1 tact (+) 8 5 5 9 3 1 1 32 (-) 2 generosity (+) 1 1 (-) 3 approbation (+) 3 1 11 9 10 34 (-) 4 modesty (+) 6 3 10 18 6 4 18 65 (-) 4 4 5 agreement (+) 4 4 1 15 10 1 2 37 (-) 6 sympathy (+) (-) table 1 is a table about politeness leech category. leech’s politeness principles are divided into six categories namely tact maxim, generosity maxim, approbation maxim, modesty maxim, agreement maxim, and sympathy maxim. there is the amount of data that shows the student’s politeness/behavior in the wa messages. however, the sympathy maxim was not used by students; only 5 maxims are used. there are seven data sources which are numbered 1-7. the table shows that the positive modesty maxim was uses 51 times. then the agreement maxim used 37 times. furthermore, the approbation maxim is used 34 times. tact maxim used 32 times. the least used is generosity maxim which only used once. all the maxims mentioned are positive politeness. negative politeness found in modesty data. there are 4 data which used by number 4 of data source. . to the other maxims, there is no negative form of politeness. this study indicates that students mostly use the principles of tact maxim, approbation maxim, modesty maxim, and agreement maxim. the modesty maxim is used by students 51 times. this maxim is also the most widely used by students in communicating with lecturers. in the second place, students mostly used the agreement maxim 37 times. the implementation of this principle is related to the attitude of the speech participants not to take advantage of themselves. in this study, the application of the principle of politeness was used by students with sentences. the following are the results of the analysis of each of these maxims. 114 in the discussions, each example sentence is numbered according to the data source and data. for example, the (1/1) is data number 1 prof the first source. next example, (4/9) is data number 9 from the fourth data source. so on. 1. tact maxim. the maxim of wisdom is the most widely used maxim in student wa messages sent to lecturers. the following is an example of a wa message that is categorized as a tax maxim. (1) untuk waktu konsul bisa nya kapan ya pak ? (i/1) when will the consult time be held, sir? in this interaction, it seems that students take a position to benefit their lecturers. in example (1), the student gives the opportunity to the lecturer to determine the time for his consultation. thus, the advantage is in front of the lecturer. students give benefits to lecturers by ignoring/reducing the benefits to themselves. this means that students will adjust their consultation time based on the lecturer's decision. students must take the time to follow the lecturer's decisions. tact maxim in this wa message is used by students, for example by providing options that benefit the lecturer, for example in the following sentences. (2) …mohon arahan, surat kami antar ke mana pak, ke kantor atau ke rumah bapak (i/9) …please give me directions, where will we deliver the letter, sir, to your office or your house (3) mohon maaf, mengganggu waktunya (2/1) sorry for interrupting your time (4) bu is bersedia bimbingan hari apa ya bu? (2/1) bu is, what day are you available for guidance, ma'am? (5) insya allah kami bisa menyesuaika waktunya … (2/5b) insya allah, we can adjust the time … 2. generosity maxim. this is a maxim of generosity or generosity. the maxim of generosity can be found when there is respect by fully giving benefits to others. in this study, there is only one data related to the generosity maxim. that's the data. (6) … jika iya saya buatkan link gmeet nya bu (4) … if it is possible, i'll make a link for the game, ma'am in this data, students offer to open the google meet link as a lecture medium. previously, students asked about the party who would open the learning link, lecturers or students. but then, it was continued, that some lecturers were opened by students' links. here is the full text of the generosity maxim example. (6a) maaf, bu apakah ini link nya dari kami? excuse me, ma'am, is this link from us? (6b) ada beberapa dosen yg linknya dari kami bu, jika iya saya buatkan link gmeet nya bu 115 there are several lecturers whose links are from us, ma'am, if so, i'll make a link to the gmeet, ma'am sentence (6a) is not a generosity maxim. this sentence can be categorized as an agreement maxim because it contains/wants an agreement from the speech partner. after an agreement was reached, the student then offered to open the link for the lecture (sentence 6b). the reason for this is that there are several lecturers whose lecture links are also opened by students. 3. maxim approbation. approbation maxim is the use of speech by giving appreciation to the speech partner. such appreciation, for example, does not mock, criticize, or demean other parties. in this study, students show appreciation to the lecturer with the following sentences. (7) saya meminta bapak untuk menjadi dosen pembimbing (1/14b) i ask you to be a supervisor (8) konfirmasi kesediaan bapak menjadi prioritas utama kami (1/15) confirmation of your willingness is our top priority (9) saya sampun mengirim tugas (1/16) i have (sampun) sent an assignment (10) …mohon arahannya bu (3/5c) … please guide me ma'am (11) baik bu terimakasih informasinya bu (4/14) alright ma'am, thanks for the information ma'am sentences (7-11) can be categorized as approbation maxims. these five sentences realize the respect of students to lecturers. however, the word "ask" is not appropriate to use because the position of students is not on the same level as the lecturer. the use of the word "beg" is more appropriate for students to use to lecturers. the use of the word "priority" can be used as an indicator of approbation because it places the lecturer as the main thing. the diction "sampun" is the word "krama inggil/ the highest honorific form of javanese" from the javanese language. the student's choice can be assessed that the student placing the lecturer in a higher position than himself. the phrase “please guide” also shows that students give appreciation to lecturers by placing the lecturers higher than themselves. a thank you note shows respect as well as respect for the interlocutor/lecturer. 4. modesty maxim. in modesty maxim, the speaker is humble by reducing self-praise. this maxim requires/expects the participant to be humble. examples of data obtained are as follows. (12) mohon maaf bu, izin menyampaikan, mahasiswa atas nama khoirul hidayat belum melakukan presentasi, (7/9) sorry ma’am, i ask permission to inform, on behalf of khoirul hidayat has not made a presentation, (13) mohon ketersediaannya untuk mengecek proposal kelompok kami pak. (1/7) please, check our group proposal, sir. (14) permisi bu, ijin menyampaikan bu, ibu tibatiba keluar dari gmeet bu (4/39) excuse me, ma'am, permit me to inform you, ma'am, that you suddenly left gmeet 116 the students' wa messages to the lecturers above imply the students' humility / humility. the use of the word "sorry, excuse me, permit (: permission)" implies humble politeness. humility is a simple attitude, not self-exalted, not arrogant. these words can minimize unwanted bad conditions or eliminate hostility. the use of these words is usually at the beginning of the speech/message as in the example sentences (12-14). in these examples, it can be seen, its use is at the beginning of the sentence. this can be intended so that what is conveyed in a wa message does not offend or cause displeasure in the recipient of the message. in maxim modesty, there is data that shows student impoliteness. examples of these data are as follows. (15) saya ingin menyerahkan file. untuk presentasi nanti, soalnya saya terlambat menyerahkan ke teman saya untuk dijadikan 1 file (5/1) i would like to submit a file. for the presentation later, because i was late in submitting it to my friend to be included in 1 file (16) …. ijin bertanya bu, untuk pagi ini ada pertemuan melalui gmeet atau tidak ya bu? (5/2) excuse me, ma'am, for this morning is there a meeting through gmeet or not, ma'am? (17) … aku buatin link nya bu (5/4) i will make the link for you, ma'am sentences numbers (15-17) can be categorized as sentences that do not have politeness. the three sentences have differences in the category of impoliteness. sentence (15) is considered impolite because it does not use preface or greeting words first 5. agreement maxim. the principle of consensus is in second place used by students to their lecturers. this principle was used by students 37 times. this consensus principle is used to obtain agreement between lecturers and students. lecturer and student consensus, for example, is an agreement on the time of the teaching and learning process, an agreement on the time of guidance, and so on. the occurrence of an agreement indicates the application of the principle of politeness in the interaction. in this study, the form of consensus data can be exemplified. (18) tetap dikumpulkan berarti ya pak? (2/4c) does that mean it is still being submitted, sir? (student questions) [iya, dikumpulkan (jawaban dosen)] [yes, submit it (lecturer's answer)] the speech in conversation (18) shows an agreement between the lecturer and the student. at first, it was the students who opened the conversation with questions to seek agreement between the two parties. lecturers provide answers that agree with the opinions/questions raised by students. if there is an answer that is by the question, it can be stated that in the speech there is an agreement, agreement, or match. if so, in the speech there is politeness. in this consensus text, the form of student speech is in the form of interrogative sentences. the use of this interrogative sentence is intended to seek consensus with the lecturer. the form of 117 agreement in this data relates to the agreement on lecture time, guidance, assignment collection time, lecture system. the following are examples that students use in their messages to reach an agreement (19) …mungkin habis zuhur, apakah ibu bisa? (5/6b) ...maybe after zuhur (mean: afternoon), can you do it (20) apakah bapak berkenan menjadi dosen pembimbing kelompok saya (1/5) are you willing to be my group supervisor (21) …waktunya seperti biasa atau mengikuti kalender ramadhan ya bu (7/5) ...as usual schedule or following the ramadan schedule, ma'am (22) apakah presentasi dilakukan minggu depan bu? (6/9) is the presentation done next week, ma'am? 6. sympathy maxim. this maxim relates to feelings of sympathy for the other party. in this study, the use of the sympathy maxim was not found. the absence of the sympathy maxim may occur because the lecturer does not communicate or events that trigger the emergence of this maxim. for example, the sympathy maxim will appear when an accident occurs by saying, "i wish you get well soon" or "condolences". because these things do not happen, this maxim is not found in the data. research discussion the development of the use of smart phone has developed and increased. however, historically, the use of cell phones was prohibited by most teachers because they were considered distracting (thomas et al., 2013). things that are considered disturbing, for example, the use of cell phones can affect students' concentration in learning because they will occasionally look at the phone. the sound of the telephone ringing can also interfere with the seriousness of the class is studying the subject matter. however, in its development, hp has benefits in providing education. furthermore, in his research, (thomas et al., 2013) stated that 69% of the teachers studied thought that hp had benefits for students in doing school assignments. moreover, with the many devices and applications built into it, hp further increases engagement, motivation, and productivity. one application that is widely used in education/teaching is whatsapp (tragant et al., 2020). in later developments, even wa applications can be combined with communication technology so that they become efficient devices (calvo & carbonell, 2017). in teaching/education during this pandemic, wa plays an active role in establishing communication between students and lecturers. this application connects both parties to establish closeness in the teaching and learning process. students and lecturers send messages to each other via wa to request or provide information. the ongoing communication can be run well because of the student's politeness values. this polite attitude/behavior can be used as an indicator of the existence of social distance between them (westbrook, 2007). the relationship between lecturers and students is distant because each has a different stance. however close they are, there will still 118 be a different position between the two parties. a close relationship between a teacher or a lecturer refers to the closeness to the friendly attitude of the lecturer or the attitude of the teacher who pays attention to his students (maulana et al., 2014). however, the closeness and intimacy still pay attention to the acceptable politeness between them (brown & levinson, 1987). in electronic media such as email, sms, and whatsapp, politeness is a priority aspect (bunz & campbell, 2004; eshghinejad & moini, 2016; flores-salgado & castineira-benitez, 2018). in various types of communication, whether to convey something or ask someone else to do something, it is necessary to use polite language. the use of polite language is the application of politeness norms in various communities and cultures. included here is the community in learning: there are students, students, and teachers or lecturers. within each of these communities, there is the application of mutually agreed norms. even though the agreement was not written down, each party stands in their respective position so that communication will be enjoyable. the results of this study indicate that students use language that is by the theory of politeness. even though they communicate online with their cellphones using the whatsapp application, this does not reduce their politeness to lecturers. vocabulary and structure used are considered to elevate the second party, namely the lecturer. apologies, ask for permission, thank you, ma'am, which is generally used at the beginning and end of the word to realize this attitude. although sometimes these words can be found in the middle of the message sentence. in general, the results showed students' politeness in their messages. the occurrence of deviations in these messages is understandable considering that students come from environments that have different language habits. differences in language habits can cause differences in politeness in word choice and sentence structure (joo, 1999). so, diction or sentence structures that are considered polite by students can be considered not to comply with leech's politeness principles. conclusion the purpose of this study was to analyze the language of the students of the semarang state polytechnic electronics study program in wa messages sent to lecturers. in this study, the following conclusions can be drawn. in sending wa, students will open and close messages sent with applicable linguistic expressions. some students will introduce themselves before delivering the content of the message. this speech act expresses the polite attitude of students to lecturers. this polite attitude is realized in the maxims of tax maxim, approbation maxim, modesty, and agreement maxims which show the politeness of students in communicating with lecturers. in essence, in each of these maxims, there is a humble attitude from students as speakers to lecturers as speech partners to establish smooth communication. 119 unnoticed by the students, leech's principles of politeness were applied to them in messages sent to lecturers, although not all of these principles could be found. the application of the politeness principle is spread across 5 categories of leech's 6 politeness categories. there is one category that students do not use in their messages, namely maxim sympathy. maxim generosity is used only once by students. with these results, it seems that there is a need for coaching students to increase generosity. however, besides that, it is necessary to develop students' courage to express the feelings of generosity that are actually in their hearts. with data sources, data, and methods of analysis, this research can still be further developed both from theory, methodology, and depth of material. references adedoyin, o. b., & soykan, e. 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(2007). chat reference communication patterns and implications: applying politeness theory. journal of documentation, 63(5), 638–658. https://doi.org/10.1108/00220410710827736 yule, g. (1996). pragmatics. oxford university press. journal of pragmatics research vol. 03, no. 01 (2021), pp.28-45 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 28 sociopragmatics competence in the characteristics of banyumas community blakasuta erwita nurdiyanto fakultas ilmu budaya, universitas jenderal soedirman e-mail: erwita.nurdiyanto@unsoed.ac.id gita anggria resticka fakultas ilmu budaya, universitas jenderal soedirman e-mail: gita.resticka@unsoed.ac.id doi: https://doi.org/10.18326/jopr.v3i1.28-45 copyright © the author (s) this work is licensed under a creative commons attribution-sharealike 4.0 international license. how to cite: nurdiyanto, e., & resticka, g. (2021). sociopragmatics competence in the characteristics of banyumas community blakasuta. journal of pragmatics research, 3(1). doi: https://doi.org/10.18326/jopr.v3i1.28-45 submission track: received: 24-01-2021 final revision: 05-03-2021 available online: 01-04-2021 corresponding author: gita anggria resticka gita.resticka@unsoed.ac.id abstract banyumas people have characteristics and personalities that can be observed through the use of language. this is seen in terms of lexical peculiarities, tone of speech and grammar structure. banyumas language is used as the identity of banyumas people who are blakasuta (cablaka, thokmelong, outspoken). with this identity, it can be described how the sociopraragmatics competence of banyumas people. this sociopraragmatics competency is related to the ability of banyumas people to use language in accordance with certain social contexts or certain social conditions.which are understood by speakers and identify models of communication competencies in banyumas people who are blakasuta. the purpose of this study was to uncover the characteristics of blakasuta used in banyumas community and identify the forms of speech resulting in daily communication. this research is qualitative descriptive research using sociopraragmatics approach. the method of data collection uses observation techniques by interviewing directly to the informant. the results of this study show that the characteristics of banyumas people who are blakasuta can show the sociopraragmatics competence of banyumas people in speech. banyumas community communication patterns can be identified from the form of speech action, type of speech action and speech action strategy in each communication process. this cannot be separated from the cultural characteristics of banyumas people. pragmatics competence relates to the cultural principles underlying the way banyumas people communicate, namely the principle of respecting others and the principle of avoiding open conflict to maintain a harmonious relationship. keywords: sociopragmatics, blakasuta, banyumas mailto:erwita.nurdiyanto@unsoed.ac.id mailto:gita.resticka@unsoed.ac.id https://doi.org/10.18326/jopr.v3i1.28-45 https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.18326/jopr.v3i1.28-45 mailto:gita.resticka@unsoed.ac.id journal of pragmatics research vol. 03, no. 01 (2021), pp.28-45 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 29 introduction one of the functions of language is as a tool to communicate used by the community in interacting and identifying themselves (swann & deumert, 2018). in the communication process can run smoothly if speakers and speech partners know each other and master the language that automatically also knows about the culture that develops in the community (sumarsono, 2014). the javanese dialect of banyumas is one of the variations of the language used in the banyumas district. banyumas is a heterogeneous society influenced by economic, social, and cultural factors. the use of local people's language is influenced by the environment around a person living and the limited knowledge he has (prabowo & mulyana, 2018). the existence of variation or variety of languages is one of the main problems in sociolinguistic studies. the existence of such variations is based on external factors that affect speech events (chang, 2011). context in speech events, in this case who speaks, to whom speaks, in what atmosphere the conversation is conducted, what becomes the subject matter and what is the purpose of the conversation (trentman, 2017). these are the factors that can determine the variety of language usage in the community, especially the banyumas community. in connection with this, there are forms of language variations that are variations of language based on the user and usage (a. dan l. a. chaer, 2004). the variety of languages based on the user is the banyumas community as a bilingual society by mastering the first language, namely the banyumas javanese dialect and the national language that is indonesian as the second language. banyumas language shows the identity of the banyumas and is an identity used to reflect their knowledge, worldview and ideas. language variation based on its usage related to its use, usage or function (rokhman, 2003), (beaulieu, woll, french, & duchemin, 2018). the focus of this research is the use of the daily language of banyumas people who have blakasuta characteristics. the selection of the object of this study began from a thought that the language used in the daily communication of the blakasuta banyumas community has a distinctive form and characteristics. such peculiarities for example exist in the way or style of speech and immortality in the form of his actions. when observed, the peculiarities of forms of speech as an oral discourse have a blessing compared to speeches produced by javanese speakers elsewhere. the purpose of this research is to uncover the characteristics of blakasuta used in banyumas community and further identify the forms of speech action produced in daily communication. in revealing the nature of language, especially the use of banyumas language, it will bring satisfactory results when based on pragmatics understanding, namely how it is used in communication. therefore, this study cannot be released from a pragmatics point of view. thus, the study or study of blakasuta identity in banyumas community will use sociopragmatics approach as a combination of sociolinguistic and pragmatics. http://e-journal.iainsalatiga.ac.id/index.php/jopr/index nurdiyanto e. & resticka g. 30 the priority in this study is the disclosure of blakasuta characteristics in the use of language used by the banyumas community as a system of verbal interaction among its speakers in the community. banyumas people who have competence and performance related to the use of javanese dialect banyumas. competent is the ability that the language user has about his language, while performance is the act of language or the use of the language itself in the actual circumstances in society. (a. dan l. a. chaer, 2004) refer to both as communicative competence, namely the ability to speak or the ability to use language in accordance with the functions and situations and norms of language use in the context of the situation and its social context. another priority obtained in this study is related to pragmatics studies that by revealing the characteristics of the banyumas community that blakasuta can also know the factors that influence in the selection of forms of language and speech in social interactions and the effects arising from the choice of speech. this starts from the assumption that the characteristics of the blakasuta banyumas society are very related to the use of its famous language in a way of speaking frankly and as is. furthermore, the choice of forms of speech in the daily speech used by the people of banyumas can be influenced by the situation of speech (wajdi, 2013). another assumption is that with the egalitarian cultural background of banyumas people, the speakers in interacting will always maintain the image of their opponents and at the same time the image of themselves so that they will use various strategies of language politeness. the use of language cannot be separated from the culture of the speakers. the javanese dialect of banyumas is used as the first language of banyumas people to show the egalitarian culture of banyumas people and what it is in communicating with other speakers. this is in line with the opinion (paryono, 2003) which says that language can show identity, and the personality of the speaker from which the speaker comes. it can be said that the most prominent identity and owned by the people of banyumas is the javanese dialect of banyumas. banyumas dialect javanese or also called ngapak language is considered as a fringe language, coarse language, and less prestigious language (prabowo & mulyana, 2018). in javanese dialect banyumas contained noble cultural values as the identity of the people of banyumas. one of the identities of banyumas people is to speak frankly, as is and not hide anything to anyone and at any time in banyumasan language. this way of speaking frankly is known as blakasuta. (paryono, 2003) etymologically the word blaka comes from the ancient javanese language 'balaka' and in sanskrit 'walaka' which has the meaning of frankly, honestly, straight, without being covered up, while the word suta has the meaning of child. so, it can be said that blakasuta has the meaning of speaking frankly like a child who is still innocent, innocent and what it is. blakasuta also has the meaning of speaking as is between the birth and the inner and not using pleasantries (cablaka, thokmelong, outspoken). the characteristic of banyumas people who thokmelong is one of the famous term by speaking as is between the birth and the inner there is nothing covered up and indirectly shows that the language is rude. the distinctive language characteristics of banyumas people have been attached journal of pragmatics research vol. 03, no. 01 (2021), pp.28-45 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 31 since time immemorial and tend not to be able to distinguish which language is normal or coarse language. the form of the coarse language lingual unit can be basic words, translated words and phrases. the function of this language is emotive to explain anger, disappointment, hate, annoyance and others. the use of coarse language is usually used in low social society that often does not pay attention to aspects of unggah-ungguh, for example on the use in markets, terminals, and places where young people are looking for entertainment. the use of language in this form of expression is usually used by the people of banyumas to criticize, but does not cause offense to the criticized. in every communication in people's lives should be able to pay attention to his speech so as not to cause conflict (nurjamily, 2015). this is very reasonable, because the harsh language often spoken by the people of banyumas has referent to animal names, professions, certain circumstances, types of food, dirt and others. it is expected that in every communication process, speech or way of speaking and in presenting yourself must always show respect for others in accordance with their degree and position, this is related to the strategy of language politeness (nur & rokhman, 2017). the use of language in banyumas society can indirectly show how the pattern of association in banyumas community. this is in line with that stated by (nadar, 2009) that in daily communication in certain communities there are rules that can determine the pattern of association in a society. speech events in a particular community are social events concerning those who speak in one particular situation and place (tobing, 2015). this speech event is basically a series of a number of speech actions that are organized to achieve a goal. (yule, 2006) states that basically when someone says something, he actually also cracks down on something. if the speech event is a social symptom, then the act of speech is an individual symptom of a psychological nature and its sustainability is determined by the speaker's language ability in dealing with certain situations. if in the event of speech is more seen in the purpose of the event, but in the act of speech is more seen in the meaning or meaning of action in his speech. speech actions and speech events are two symptoms contained in one process, namely the communication process (a. chaer, 2007). formally, based on its mode, sentences are distinguished into news sentences (declarative), question sentences (interrogative), and command sentences (imperatives). if a news sentence is enabled conventionally to say something, a question sentence to ask and a command sentence to order, invite, plead, then the act of speech formed is a direct speech act. furthermore, if the command is conveyed with a news sentence or a question sentence so that the person who is commanded does not feel himself ruled, then it is called an indirect speech act. there are also other acts of speech that are literal speech act that means the same as the meaning of the words that make up it and non-literal speech act that is the act of speech that means not equal to or contrary to the meaning of the words that make up it (wijana, 2006). http://e-journal.iainsalatiga.ac.id/index.php/jopr/index nurdiyanto e. & resticka g. 32 this research is essentially related to the cultural characteristics of banyumas people that are realized in the politeness of language. in this case the use of language cannot be separated from the speaker culture (nurjamily, 2015). the use of banyumas language in speaking greetings and communicating with fellow banyumas people will be identified by using a socio-realistic approach as a combination of sociolinguistic and pragmatics. sociopragmatics is a study that focuses its study on language use, not language usage, in a cultural society in certain social situations. this sociopragmatics study is related to sociology and pragmalinguistics in this case grammar especially related to transformational generative linguistic paradigms (prayitno, 2017). sociopragmatics explains the strategy of communicating language users in an effort to maintain and maintain social relations in society. in this case it explains how the people of banyumas show differences in speech in an effort to apply the principle of manners (tobing, 2015). research on the use of language in banyumas community is not a preliminary study, but there has been research that has the same object. studies focusing on the use of language have been conducted by several researchers, among others (paryono, 2003) with the findings of the study, namely the uniqueness of the sound system of vowels and phoneme consonants, syllables that are longer than standard javanese and uniqueness in affixation. the javanese dialect of banyumas is the single most representative cultural symbol to identify generality and represent local cultural resistance to cultural penetration from outside banyumas. research with the same object was also found in the study (wijana, 2005) found that the lack of awareness of parents today in the process of learning children's language related to the mother language. the attitude of language defense must be preserved by speakers who live in multilingual communities. in addition, another uniqueness is that the javanese dialect of banyumas is a reflection of the identity of the speaker community which is famous for its egalitarian and blakasuta culture. a similar study was conducted by (trianton, 2016) who concluded that the language system in the banyumas cultural context became the final bastion of cultural identity defense. furthermore, in the research (prabowo & mulyana, 2018) the javanese dialect of banyumas is included in the coarse language that can take the form of basic words, words and phrases with certain referents. the use of the banyumas dialect in social media has also been identified by (pawestri, 2020) in this case stating that the banyumas cultural community uses ngapak dialect as comedy-themed content. based on several previous studies, researchers are interested in uncovering the characteristics of blakasuta in banyumas community by using sociopragmatics studies. the sociopragmatics study in this study relates to the language study of banyumas people who have blakasuta characteristics. in this study not only related to the purpose of speech, but also must pay attention to the social aspects behind the emergence of speech. this is in line with the opinion (saddhono, 2012) which states that sociology prioritizes not only the language, but also the social environment that supports the language. in different cultures, banyumas people have an journal of pragmatics research vol. 03, no. 01 (2021), pp.28-45 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 33 egalitarian culture. the resulting forms of speech can also have different values, either in terms of civility or the way of action. in banyumas multilingual society shows the difference of social system so that in the resulting speech will pay attention to the purpose and situation where and how the speech exists as consideration of factors that affect speech. based on the background above, the problem formulation in this study is how the sociopragmatics competence of banyumas people are blakasuta. this sociopragmatics competency relates to how banyumas people use language in accordance with certain social contexts or certain social conditions. furthermore, what is the model of communication competence in banyumas community that blakasuta. in this case pragmatics competence is implied in the sociolinguistic competence that is the ability to use language in accordance with the social cultural rules that underlie the use of language or the rules underlying the acceptance of the use of speech in relation to the components of communication. in different cultures, a speech action will have a different value either in terms of civility or the way it is interrupted by the culture of the speaker. language problems in this study can be based on differences in social systems by paying attention to the intent and situation in which and how the speech exists, as a consideration of factors that affect speech. in this case, what is interesting to discuss is the peculiarity of the language of oral discourse with blakasuta characteristics owned by banyumas people. research method this study uses a qualitative descriptive approach. qualitative descriptive approach is a research procedure that produces descriptive data in the form of written or spoken words from people and observable behavior (moleong, 2008). sociopragmatics studies are studies that focus their studies on the use of language in a particular society. the focus of this research is banyumas dialect javanese language community which has blakasuta identity. the resulting speech cannot be separated from the social factors of both the speaker and his speech partner. the use of banyumas language that blakasuta is a form of speech that has many peculiarities in the form of language both terms and vocabulary and a way of speaking that has its own peculiarities. with regard to sociopragmatics research that studies language in relation to society, data and research subjects are required of more than one individual person. the method of data collection in this study uses observation techniques by interviewing directly to informants. this research informant is a multilingual banyumas community that mastered banyumas dialect javanese as the first language and has blakasuta characteristics in the use of language used in daily communication. with this blakasuta feature that can finally identify the sociopragmatics competence of banyumas javanese speaking community. the context in this sociolinguistic study is the banyumas dialect http://e-journal.iainsalatiga.ac.id/index.php/jopr/index nurdiyanto e. & resticka g. 34 javanese community which in the use of the language is often coded and mixed with other languages. data collection techniques use free-to-read techniques and recording techniques. the steps taken in data analysis are in accordance with the context to find the type and function of a speech action with the help of understanding theories of speech and implicature . furthermore, this study not only focuses its studies on speaker meaning, but also sociolinguistic studies that rely only on language variations in community groups, especially banyumas people. the importance of this study of the speaker's intentions is associated with the view of life or a particular ethnic group and the study of the intent of the speaker associated with a particular social society into a place of sociopragmatics studies. results &discussion characteristics of the blakasuta banyumas community banyumas people as native speakers of the banyumas dialect javanese language has a uniqueness in terms of the use of the language that has a standard that is seen from the unique sound system of vowel phonemes, consonant phonemes, syllables that are longer than standard javanese and uniqueness in the affixation shown in the form (-aken) and passive second persona. another uniqueness related to the use of more interesting language is seen from the identity of the speaker community that has the character of egalitarian culture and blakasuta. egalitarian is the equation of degrees in every human being. every human being has the same degree before god regardless of position, wealth, lineage, ethnicity, race, class etc., except because of the attitude of each individual. etymologically, the word egalitarian comes from the french 'egalite’ or ‘egalitaire' meaning equal or no difference. the egalitarian culture of banyumas society is the attitude in which everyone in the human group who shares the common territory and has organized themselves for survival and preserves the way to live independently without any difference in degrees and levels. in this case the culture of egalitarian society is in line with universal values upheld by human beings who are in accordance with their nature as human beings. in addition, the egalitarian people of banyumas will always be social standing equally high sitting equally low, in line, mutual respect, mutual love, willing to sacrifice, be democratic and can enjoy their rights as a society. egalitarian is a tradition that does not distinguish its social status hierarchically and traditions that have a cablaka culture that is always open people or outspoken. the characteristics of blakasuta or cablaka are already attached to the people's javanese dialect of banyumas. this needs to be preserved as an effort to maintain its own culture and also as an antidote to the influx of cultures from outside that are not always in accordance with the culture of the local people. this affects the use of language in banyumas society. banyumas people are famous for their language born from an egalitarian culture in which they recognize the equality of their members or citizens. it can be said that the identity of the community can be recognized from the language journal of pragmatics research vol. 03, no. 01 (2021), pp.28-45 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 35 mastered by the participants of a particular community entity. a language has a reciprocal relationship with the existence of an ethnicity. through the existence of language, can be traced the existence of certain social culture. in the context of egalitarian banyumas society, banyumas language, identity and culture are closely related to the changing progress of society. the javanese dialect of banyumas is the single most representative cultural symbol to identify generality. the use of banyumas language represents local cultural resistance to cultural penetration from outside banyumas. in other words, culture will influence the use of language by a group of people based on pragmatics parameters that are the relationship of speakers and opponents of speech and social status. the egalitarian attitude of the banyumas community, one of which is shown by the use of the javanese dialect of banyumas is a representation of local cultural identity. the banyumas dialect of javanese is considered by other people to be coarse, fringe, has no language level, and the use of the language does not regard the status or cablaka. the use of banyumas language that is cablaka (cablak) is related to the ethics of language that can give rise to the strength of solidarity of the banyumas community that distinguishes between banyumas java and other javanese and gives birth to the principle of harmony, safety and tranquility. the way of speaking without tedheng aling-aling or outspoken is one form of egalitarian attitude of banyumas society that keeps each individual away from the attitude of feudalistic that places the position, rank and treasure as the determinant of social relations. in sociolinguistic studies that examine language in its position in social and situational contexts, cablaka karakater is a cultural code in specific communication. this can be seen in the context of the daily association of banyumas people who do not only present the honesty of facts in real terms. the branching of the banyumas community in its speech is not only enough to identify the data and facts spoken with the dialect that is the javanese dialect of banyumas. however, the speeches of the banyumas people who cablaka realized in the form of speech with a loud and loud voice (cowag), in speaking shows seriousness but funny (mbloak), in speaking tends to be as good or as they want (dablongan), the speeches also contain humor, dagelan and often act silly (mbanyol or ndagel). silly behavior in banyumas society is usually manifested in actions such as jahil (penjorangan) and also often appear vulgar words 'saru' but solely intended to be funny and joking (semblothongan, glewean, ngomong brecuh). the characteristic of being silly and insinuating each other is one of the behaviors and habits of daily life in the people of banyumas (herususanto, 2008). the character of the society that is cablaka (as it is), mbanyol (funny) and blakasuta has the characteristics of speaking frankly and as is and not hiding anything. the consequences of speaking frankly and as is can cause a negative impression of the people outside banyumas. http://e-journal.iainsalatiga.ac.id/index.php/jopr/index nurdiyanto e. & resticka g. 36 people in areas outside banyumas or outside the speakers of banyumas javanese dialect feel that banyumas language is seen from the outside such as lack of impression, ethics, too straightforward even seems insolent. furthermore, the people of banyumas also like to spread speeches that are not really needed in certain talks or also called glogok sor. the use of banyumas language is a unique, cool and rich banyumas cultural identity. in fact, in a marginal position, banyumas people feel proud of their culture, but on the other hand they feel inferior especially when compared to the culture in the cultural center (jogja-solo) which is considered as the original form of javanese cultural character. the javanese dialect of banyumas is considered as a 'fringe' language that indirectly in terms of politics and culture of banyumas people is considered to have no high cultural character. however, the identity of banyumas culture attached to native speakers are also seen to be preserved when communicating with outside communities or when in other regions, because the person feels that they have a sense of belonging and are affiliated with the culture. stereotype is a characteristic of ngapak language that has been well known by other javanese people. the characteristic of speaking like a person who is fighting, this straightforward, steady and firm tone as one of the uniqueness of banyumas language. however, this stereotype is commonplace and does not make them minder as native speakers of the banyumas dialect of javanese. another uniqueness seen from the wealth of the lexicon is that not all of them can be interpreted in indonesian. variations of speech acts used in the context of daily speech of banyumas people in general use ngoko language. banyumas people prefer to use ngoko language that seems innocent or what it is. ngoko language holds more egalitarian principles or equality. forms of speech in banyumas society are not distinguished by status. with banyumas language will realize a close relationship, creating harmony in fellow members of cultural entities. the choice of ngoko language is influenced by banyumas' geopolitical position among javanese cultural politics. this is also the same as stated by (trianton, 2016) that the choice of banyumas language among the three strata of javanese language is the manifestation of banyumas resistance to the influence of power and penetration of culture from outside. the people of banyumas prefer to be independent in their attitude and speech. banyumas also rejected the attitude of feudalism, hegemony and influence of certain social strata, especially the social classes formed in the palace circle. banyumas language as a representation of cultural resistance to outside cultural domination called 'anti-language'. anti-language is a term to refer to the specific language used by the dominated people. the representation of banyumas people's identity by using the javanese dialect of banyumas is seen in several social media platforms such as video content, caption writing, dagelan, literary works in the form of fiction or poetry and others. the use of language in these content can be used as the cultural identity of certain communities (khotimah, 2017). one of the famous is the typical art of banyumas humor commonly referred to as dagelan. dagelan is one of the traditional roots that is part of the character of banyumas society and is one of the oldest forms journal of pragmatics research vol. 03, no. 01 (2021), pp.28-45 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 37 of oral literature in banyumas. this affects the form of speech used by the banyumas people that is different from the people outside banyumas. from this characteristic shows that banyumas language can reflect the character that prioritizes the traceability. forms, types and strategies to act in banyumas community speech is an important aspect of sociopragmatics studies. strong speech acts act on something and or do not act on something, one of which relies heavily on the form and strategy of speech. this form and strategy of speech acting plays an important role in the process and events of communication. in fact speech contains action. so, the speech not only has a mere formative verb but there is always the desired action behind the speech. the smallest elements in communication are speech acts such as stating, apologizing, giving orders, explaining, and congratulating. in the use of language in the community it is expected that in speaking, all acts of horns are always observed so as not to cause conflicts. each speech can have a specific meaning. a speech is not always a direct representation of the meaning of its elements. the forms of speech spoken by speakers are motivated by specific purposes and objectives. in this relationship, various forms of speech can be used to express the same intent. on the contrary, various intentions can be expressed in the same speech. (wijana, 2006) said that in the pragmatics study, talking is a goal oriented activity. in this case speech is a form of verbal action, for example in the sentence below. (1) apa rambutmu wis ora kedawan ? aren't your hair too long? the above example can be interpreted as a question or can also be interpreted as an order. in this relationship can be confirmed there is a fundamental difference between sentence and utterance. the act of speech in the sentence (1) is included in the act of indirect speech. the speech has the intention to say indirectly that your hair is long and indirectly ordered that the hair be cut. in that context, it can have the meaning of insinuating or criticizing but in the use of language is not spoken directly. therefore, in expressing criticism, speakers from banyumas cultural background who blakasuta will express their criticism indirectly and not frontally. the speeches produced in the use of language in banyumas community vary greatly. other speech variations as seen in the following sample data. (2) rambute wis dawa, cukura ! long hair, cut it! the above speech, the form of the sentence is the sentence command (imperative). the above speech is included in the direct speech act, because formally the sentence mode is an order sentence that directly instructs the opponent. in the example of speech (2), the intention of governing is conveyed by the command sentence that is in accordance with his mode in this case http://e-journal.iainsalatiga.ac.id/index.php/jopr/index nurdiyanto e. & resticka g. 38 ordering or commanding his opponent to cut his long hair. this direct speech is based on the fact that conventionally the command sentence is functioned in accordance with its mode of order or rule. in speech (2) is also included in the literal speech act. the act of speech is an act of speech that has the same meaning as the meaning of the words that make up it is informing that the hair is long. so it can be said that speech (2) is included in the direct literal speech act that is the act of speech expressed with the same mode of speech and meaning with the intention of equalization. next look at other examples in the sentence form below. (3) rambutmu wis dawa. your hair is long the above speech, the form of the sentence is a news sentence (declarative) and included in the direct speech act. the speech has a real meaning or meaning and serves to express the information directly because the mode is a news sentence. conventionally, news sentences are used to preach or inform something. however, when the speech (3) is spoken by a mother to her son, the sentence (3) may be an indirect disclosure of the sentence (2) 'rambute wis dawa, cukura !'. from example (3) it can be assumed that to speak politely, the act of governing can be expressed with a news sentence or a question sentence so that the person who is commanded does not feel himself ruled. if this is the case, then the speech (3) is also included in the indirect speech act. speeches spoken indirectly usually can’t be answered directly, but must be implemented immediately the intentions implied in it. speech (3) which is indirectly used to rule or tell opponents to cut their hair, can’t be answered directly but must be with the provision of information. the speech above also has the same meaning as the meaning of the words that make up it is to inform that the hair is long. so it can be said that speech (3) is included in the indirect literal speech act that is the act of speech expressed with a sentence mode that does not correspond to the purpose of the equivalent, but the meaning of the words that make up it in accordance with what the speaker intended. in this act of speech the intention of governing is expressed with the sentence of the news. the use of language in banyumas society is also seen in the data below. (4) apa suara tv sing lirih kuwe ora krungu ? can the sound of a slow tv be heard? in the data above shows the form of question sentences (interrogative). the speech is included in the direct speech act, in this case it has the true meaning or meaning and serves to ask directly because the mode is the question sentence. however, if the speech (4) is spoken by a person in a certain context such as a father's speech to his child, then the sentence (4) may be an indirect disclosure that is included in the indirect speech act. it can be said that the example of the above speech can indirectly express an order, in this context that is a father's command to his child that the volume of television voice is asked to be reduced. furthermore, in the sample data (4) shows that the speech is included in indirect non-literal speech act. indirect speech is not literal is the act of speech expressed with the mode of sentence and the meaning of the sentence that is not in journal of pragmatics research vol. 03, no. 01 (2021), pp.28-45 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 39 accordance with the intention to be expressed. in this case, to have a child turn down the volume of the television, a father can express it using a commanding sentence. another thing to know is that the question sentence mode cannot be used to express indirect speech is not literal. in connection with this, there is a variety in speech used by the banyumas community as seen in other data as in the following example. (5) klambimu apik, koh nice shirt, really. data (5) has a news sentence mode (declarative) that is the mode in accordance with the intention of speech. however, the words in the data above do not have the same meaning as the meaning of the speaker. in this case, the intent of the ruling is expressed by the sentence of the command and the intention of informing using the sentence of the news. it can be said that, the data (5) above is included in the non-literal direct speech act that is the act of speech expressed with the mode of sentences that correspond to the meaning of the speech, but the words that make up it do not have the same meaning as the meaning of the speaker. with direct speech is not literal in the data above, means that the opponent's shirt is not good. in the data shows that in the analysis of speech is not what is said that is important, but how to say it. based on the analysis of the above data, the following schemes use sentence mode in relation to the continuity of banyumas community speech. table 3.1. sentence mode in relation to the continuity of banyumas community speech mode speech actiondirect speech indirect speech question sentence preach / inform rule descriptive sentence asking for something rule command sentence rule the results of this study are based on differences in social systems by paying attention to the intentions and situations in which and how speech exists as a consideration of factors that affect speech. in banyumas community that has blakasuta identity, the resulting speech is in the form of direct speech act. conventionally it shows that news sentences are used to preach something (information), questioning sentences to ask something, and command sentences to express orders, solicitations, requests or requests. in addition to direct speech actions, the resulting speeches also have the same meaning as the meaning of words that make up it (literal speech act) or can also be in the form of nonliteral speech act that is a speech act that means not the same as or contrary to the meaning of the words that make up it. so it can be said that the identity of the people of banyumas blakasuta (outspoken, thokmelong, cablaka), the type of speech that is produced is a direct speech act that can be expressed literally (direct literal speech act) and direct nonliteral speech act. http://e-journal.iainsalatiga.ac.id/index.php/jopr/index nurdiyanto e. & resticka g. 40 furthermore, with regard to the disclosure of criticism, speakers from javanese cultural backgrounds in this case the blakasuta banyumas people are likely to continue to express their criticism directly and frontally. the use of such language is not intentional and results in hostility but is the innate nature of the blakasuta. although the identity of blakasuta is inherent as the identity of the people of banyumas, it does not mean that in communication and interaction does not always keep the opponent's statement and at the same time his image. when a person communicates a discourse, his cultural background will also form the form of speech he made. in communicating, the people of banyumas who are blakasuta always pay attention to the speech is spoken according to the purpose of the conversation, the situation in which and how the speech exists. in this case it is using a variety of language politeness strategies. it can be said that how speakers can speak politely is very related to their cultural background (widyastuti, 2019). it is also motivated by one of the typical characteristics of banyumas people who blakasuta as a harmonious collective society that has a feeling of shame and strong self-image care. the feeling of shame and strong guarding of self-image to create a harmonious atmosphere can be realized by holding the principle of harmony between peoples. this shows that there are two rules that determine the pattern of association in banyumas community. first, in every situation people should behave in such a way that it does not cause conflict called the principle of harmony. the second rule, demanding that people in the way of speaking and carrying themselves always show respect for others in accordance with their degrees and positions called the principle of respect. both principles are normative that determine the concrete forms of all interactions. with regard to the speech spoken in daily communication, it is expected that in speaking, in all its actions are always observed the reactions of all the audience and that it always applies in such a way that there can’t be conflicts (jegede, 2020). in the culture of banyumas society, everyone should be careful in situations where opposite interests face each other. in javanese culture, especially banyumas people, one used to hide their differences and pretend in an effort to avoid conflict. javanese people are known to have a habit of pretending to be 'etok-etok' to avoid conflict by not showing their true desires. this nature is considered natural, because javanese culture is more concerned with how harmonious atmosphere and harmony can be maintained. pillars means eliminating signs of tension in society or between individuals so that social relations remain aligned and well, the essence of harmony is to avoid open conflict. this is different from the people of banyumas who in every communication, always say what they are and speak frankly and do not use pleasantries. furthermore, in different cultures, an act of speech will have different values either in terms of impressionism or the way the speech is told in the culture that is underlying speakers. in this case, the habit of pretending that is not the original characteristic of banyumas people, usually aims to avoid conflict by not showing their true desires directly. it also aims to create the principle of harmony to maintain a harmonious life. journal of pragmatics research vol. 03, no. 01 (2021), pp.28-45 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 41 in acting, it is necessary to select strategies, especially in order to maintain the face of speech partners and or other interaction participants. it requires prudence in acting speech. things to note are how different status or power between speakers and speech partners, how social distance between speakers and speech partners, how relative weight of disclosure in the community concerned (faiz, yulianti, & septiana, 2020). the strategy of banyumas community in this case can be seen from the delivery technique that can be identified as direct speech and indirect speech. furthermore, in the principles of communication that are grateful in a society is a form of politeness. however, the level of maxim usage on the principle of speech is different from the cultural groups of each other. in banyumas community, blakasuta is identified as having a form of speech strategy in a straight line (as is) without using any form of small talk. in addition, it also speaks in a way frankly by using a form of small talk in the form of negative impressions that refer to one's desire so that his actions are not disturbed by others. (6) arep mlaku-mlaku mall ya ? want to go for a walk to the mall ? in the data (6) is a form of speech in a way frankly by using these pleasantries is one form of strategy form of non-continuity. in other words, this speech is one way to soften the ilokusi power so that the impact of speech is not as hard as the recommended speech impact without further ado. pragmatics awareness of banyumas society the development of pragmatics awareness or linguistic decency is an important part of the process of language socialization (hassall, 2012), (chang & ren, 2020). the use of good and polite language involves pragmalinguistic competencies (linguistic forms, meanings, contexts) and sociopragmatics competencies that require sensitive to social variables (age, familiarity, differences in power between speakers and interlocuctors and obtain the ability to vary linguistic elements based on contextual variables. in the communication process, speakers and speech partners can communicate smoothly because they have the same background knowledge of something spoken. in each speech it is assumed that there is cooperation between speakers and speech partners and has a specific purpose. in addition, the speaker hopes that his speech partner with his communicative ability can capture the intentions he expressed. speech is a goal oriented activities. in this case it states that in a reasonable speech, the speaker shall be responsible for all deviations committed. banyumas is a multicultural bilingual society. the use of language in banyumas community has different language characteristics than others. the appearance of distinctive forms of words can be influenced by non lingual factors or factors outside of language. in this case, the understanding of the components of speech is very important, because the linguistic codes used as the object of this research can be interpreted by observing and paying attention to social and http://e-journal.iainsalatiga.ac.id/index.php/jopr/index nurdiyanto e. & resticka g. 42 cultural contexts. in this case pragmatics awareness is understood in the second language learning especially related to the awareness of the sociopragmatics domain (chang, 2011). pragmatics awareness is influenced by aspects of language itself and the nature of consciousness and its role in the learning process. in this case the view of language as a form of social action in aspects of language, functions and contextual elements. this can be seen from pragmatics norms related to speech, social deixis and sociopragmatics norms covering age, gender, occupation, role, relationships and certain speech actions. in the sociopragmatics domain shows that the cultural characteristics of certain communities are related to the use of language (hassall, 2012). interpersonal interactions in banyumas society are used in meta-pragmatics categories such as polite/disrespectful, direct/indirect, friendly/unfriendly, sincere/insincere and others. banyumas people who blakasuta is often considered to commit moral violations related to the ethics of abusive speech and offending others. in this case cultural ideology plays an important role in the communication process. that is, individuals use culturally derived cognitive resources about the realization of speech actions. the use of language often mediated by these cognitive resources is based on the experience of interacting and the original culture of the person in which he or she lives. this is evidenced that the people of banyumas more often express ideas by using their first language, the javanese dialect of banyumas when trying to interpret pragmatics second language, but may not realize it. this phenomenon indirectly shows the stereotype of the blakasuta banyumas community. disclosure of forms of speech that express politeness, shame, indirect and others is often interpreted differently and tends to be considered rude by stereotypes of other cultural groups. it can be said that pragmatics interpretation is not just a linguistic or sociocultural process but also psychological. in the speaking strategy, each speech can be distinguished into direct speech and indirect speech. related to sociopragmatics research is related to the scale of language impression. the determining factors of form and degree of impression can be linguistic and extralinguistic. linguistic markers relate to aspects of language such as the order in which words or phrases are used. furthermore, extra-linguistics are related to the background factor (place, time) and speech atmosphere (the situation and time of speech occurrence); participants' speech factors are people who engage in conversations both directly and indirectly such as speakers and listeners, greeters and greetings, purposes and objectives related to the topic of speech that affects the use of language; the main speech factor consisting of the message and the body of the message. in connection with this, there is a peculiarity in the form of acts of speech banyumas, namely at the beginning of speech, conveying the content and ending the speech. the form of speech relates to the words used, how they are used and the relationship between what is said and the topic of conversation. second, the tone factor (tone, way, attitude) is the spirit in doing speech. banyumas people when speaking have a peculiarities that is a loud tone but not angry, in every word there are always clear emphasis and in every speech is usually interspersed with humor or dagelan to journal of pragmatics research vol. 03, no. 01 (2021), pp.28-45 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 43 build communication to be more familiar. there is a distinctive and interesting choice of words or diction in each speech. this is also related to the norm factor of speech that is the rule that limits speech, for example what can be talked about and not, how to talk about it, smooth, rough open, dirty and so on. this norm refers to the rules of interaction between speakers and speech partners as well as the interpretation of discourses used and obeyed by both parties. sociopragmatics analysis in this study not only prioritizes the language but also the social environment that supports the language including the culture that covers it. culture determines the standards of behavior, because culture is a system of norms that governs the ways of feeling and acting known to members of the community. in this case, banyumas people who have blakasuta identity, the resulting speech tends to be frank, outspoken and what it is. however, often the speeches produced by speakers of the javanese banyumas dialect are considered by speech partners who have different cultures as rude speech, rude and considered as innuendo or criticism to the opponent of his speech. in fact, the speech appeared as a result of social aspects that are behind the emergence of speech, one of which is the banyumas community that has blakasuta properties. in this case there is a relationship between polite language, javanese culture and the use of javanese language. every speaker will surely try to speak politely. (nadar, 2009) said that every speaker before making a speech must make a decision whether his speech will hurt the feelings of his opponent or not. if not, then the speaker will continue to deliver his speech without hesitation. there are several cultural principles that underlie the way banyumas speakers communicate. first, the principle of respecting others because of their standing in a society must be respected. banyumas society generally believes that social relations in society are hierarchical that can be demonstrated through the use of language. everyone needs to know their position in society so that social relations can be maintained properly. therefore, everyone needs to respect others who are in a higher position. in banyumas culture, to show a good manners required a high pragmatics awareness, because if seen by the way he spoke alone cablaka indirectly has identified that a person shows a disrespectful attitude. second, the principle of avoiding open conflict to maintain harmonious relations. this can be shown by showing an emotive attitude, not rejecting requests for help from others bluntly (blak-blakan without tedeng aling-aling) and not saying unpleasant things directly. these principles are behind the javanese people in expressing their opinions and desires. conclusion cablaka, blakasuta, straightforward egalitarian is a stereotypical character or character peculiarity owned by banyumas people. this greatly affects the sociopragmatics competence of http://e-journal.iainsalatiga.ac.id/index.php/jopr/index nurdiyanto e. & resticka g. 44 banyumas people in communicating daily. the characteristics of banyumas dialect javanese language are also seen from the use of harsh language, lack of language level, and the use of language does not regard the status. the form, type and strategy of banyumas community speech is seen from the delivery technique which includes direct speech action, indirect speech action with certain sentence modes. furthermore, based on the interaction of meaning that is not literal speech and the act of speech is not literal. the speeches produced by banyumas people tend to be frank, outspoken and as they are. the use of banyumas community language is identified more using the strategy of speaking in a straightforward way without further ado. however, often the speeches produced by speakers of the javanese banyumas dialect are considered by speech partners who have different cultures as profanity, rude and considered as satire or criticism to their opponents. in fact, the speech arises as a result of social aspects that are behind the emergence of speech, one of which is banyumas people who have an blakasuta nature. references beaulieu, s., woll, n., french, l. m., & duchemin, m. 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(2006). pragmatik. yogyakarta: pustaka pelajar. http://e-journal.iainsalatiga.ac.id/index.php/jopr/index introduction research method conclusion journal of pragmatics research vol. 2, no. 2, pp.127-143 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 127 pragmatics meaning of javanese women behaviors gugon tuhon komariyah nurjanah universitas indonesia e-mail: komariyah.nurjanah@ui.ac.id *widhyasmaramurti universitas indonesia e-mail: widhyasmaramurti@ui.ac.id doi: https://doi.org/10.18326/jopr.v2i2.127-143 copyright © the author (s) this work is licensed under a creative commons attribution-sharealike 4.0 international license. how to cite: nurjanah, k., & widhyasmaramurti, w. (2020). gugon tuhon for javenese women to promote character building: a pragmatic perspective. journal of pragmatics research, 2(2), 127-143. doi:https://doi.org/10.18326/jopr.v2i2.127-143 submission track: received: 26-09-2020 final revision: 06-10-2020 available online: 15-10—2020 *corresponding author: widhyasmaramurti widhyasmaramurti@.ui.ac.id abstract gugon tuhon (gt) is one of the javanese sayings or oral traditions that contains piwulang ‘knowledge’ as guidance in conducting polite behaviors that generally in the forms of orders and prohibitions. gt contains frightening elements so that they are not violated by those who believe them. gt has much guidance that relates to humans’ life, and one of them is gt for javanese women to behave well in order to have good characters. gt data that are used in this research were taken from a text entitled serat gugontuhon prawira winarsa on www.sastra.org that focused on appropriate behaviors for javanese women. in the javanese community, gt is generally acquired through informal oral interaction. therefore, understanding the pragmatic meaning is necessary. however, the data which were taken from written text raised a problem, namely what the pragmatic meanings of gt for javanese women are. this research aims in explaining the meanings of gt for javanese women that can promote character building. mailto:komariyah.nurjanah@ui.ac.id mailto:widhyasmaramurti@ui.ac.id https://doi.org/10.18326/jopr.v2i2.127-143 https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.18326/jopr.v2i2.127-143 mailto:widhyasmaramurti@.ui.ac.id komariyah nurjanah, widhyasmaramurti 128 then, in order to obtain more detailed pragmatic meanings’ results, interviews with mothers and daughters were also conducted in sambiresik village, kediri. this research used the qualitative method and austin's speech action theory (1984) which consisted of locutions, illocutions, and perlocutions acts meaning. the results showed that the meaning of locutions and illocutions are in the form of guidance to avoid prohibitions. so the javanese women would perform well-mannered behaviors that according with the common norm. the perlocutions’ meanings were more as a suggestion act in order to avoid the prohibitions. although the meanings of gt are still understood by mothers and some daughters, yet they believed that some of the guidance is not relatable to the present condition due to the enhancement of technology. gt which are not in accordance with present times are no longer heard in the community. it leads to a threat of the gt extinction in the future. therefore, this research is expected to be an effort in preserving javanese language and culture through gt because gt is known as javanese local wisdom that is not simply as a belief but also has elements of truth that are useful to human’s life. keywords: javanese language, gugon tuhon, pragmatic, women's characters introduction language cannot be separated from humans lives because humans created their culture through language. chaer (1994) states that language is a system of arbitrary sound symbols that is used as a means of communication and gradually becomes part of human life. morever, language is a form of cultural work. it means that through language, humans can express what they think and learn to produce a new culture to meet the needs of life that keep changing from time to time (rahyono 2015). humans in their lives use different languages, one of the languages that is widespread in indonesia is the javanese language that is used by more than 95 million javanese people (ethnologue, 2020). one of the products of javanese culture that is known in the community is gugon tuhon (gt). etymologically, the terminology of gugon tuhon comes from the words gugon ‘to believe in the peoples’ utterances’, and tuhon which means ‘seriously obeying’ (poerwadarminta, 1939, and kurniawati and widhyasmaramurti, 2019). from the etymological structure, gt can be interpreted as a speech that must be obeyed or simply a belief that most people believe in journal of pragmatics research vol. 2, no. 2, pp.127-143 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 129 (andari and widhyasmaramurti (2020). gt is generally in the form of propositions or sentences that contains messages in the form of order and prohibition for not doing a particular action. subalidinata (1968) in sarining kasusastran djawa explained that gt basically contains a sublime teaching disguised as the phrase "ora ilok" or ‘not appropriate to be applied’. those who have listened to the word will usually stay away from the stated prohibitions for fear of violating them. the parties who play a major role in introducing gt are parents, specially mothers, as primary educators at home who are tasked with forming good character in children’s life from an early age. moreover, gt is considered as a teaching that is known among javanese society that covers the life cycle knowledge and be used as a guideline for javanese people behaviors in life. this life cycle begins before birth until they passed away, such as during pregnancy, giving birth, children and adulthood moment, marriage life, and death. there are previous researches on gt based on humans’ life cycle. first is gt of pregnancy guidance which was written by ismatul maula and widhyasmaramurti in 2019 entitled "analisis tindak tutur gugon tuhon kehamilan di desa gegunung, kabupaten cirebon”. this paper examines the meaning of pregnancy which is known by pregnant women in gegunung village and analyzed by using searle's (1987) speech act theory. second is a baby care gt research which was conducted by devi kurniawati and widhyasmaramurti in 2019 entitled "pragmatics meaning of baby care gugon tuhon in javanese". devi and widhyasmaramurti examine the meaning of gt as an effort to assist new mothers in bulurejo village, kediri in taking care for their newborns. beside using austin (1984) speech acts theory, this baby care gt research used the language attitude theory by triandis (1971) and knops (1987). third is a research related to table manners gt which was conducted using a qualitative approach by rr. ratna budi andari and widhyasmaramurti (2020) entitled “gugon tuhon table manners as a medium of cross-generation cultural transfer”. this study examines the understanding of gt and its application in society using austin's speech act theory (1984) and van peursen's theory of cultural development (1976). the results of this study shows that gt which were trusted, understood, and implemented by the local community and mothers have a major impact in delivering a culture to the next generation. there are three more studies on gt and eating habits, however, these researches used a quantitative method. the fourth is ida erviana and dwi puspitorini (2017) entitled “pengaruh usia terhadap pemahaman anak tentang gugon tuhon adab makan: studi kasus komariyah nurjanah, widhyasmaramurti 130 siswa sekolah dasar di kota kediri”. the fifth, a research by khoirunnisa kusuma and b. kushartanti (2017) entitled “gugon tuhon dalam pandangan anak usia sekolah di jombang”, and the sixth, is a research by perkasa mega dwiguna and widhyasmaramurti (2017) with a title pengaruh usia pada pemahaman anak terhadap larangan dalam gugon tuhon”. the fourth, fifth, and sixth researches have the same data, but applied the data into different objects, at different regions or locations, and different research theories. based on these six previous studies, it can be said that gt has many themes. however, a theme that was used as the focus of this research has never been studied before because it is particularly for javanese women to promote them in having well-mannered behaviors or characters. in a family life, women are known as figures who have a major role in married life. it is because women are known to have a gentle, graceful, patient, obedient, supportive, supportive and accompanying attitude for men (yuliawati, 2018). this is in accordance with the character of a javanese woman. levinson (1998) explains that from a gender perspective in society, women are known as individuals with a domestic scope, to be precise as a mother who takes care of the household. this view also applies to javanese women, the image of women who are created as gentle, obedient, as a good figure and the main educator in the family is clearly a guide in society (raharjo, 1995). in the aspect of children's education (in this case, young women), the figure of the mother plays the biggest role because the bond between mother and daughter is much stronger than to the father (yamagata, et.al., 2016). based on this fact, it is only natural that daughters imitate their mother more than the father. in order to form the character of a good javanese woman, of course, rules that contain good teaching or guidance related to shaping javanese women behaviors are required. therefore, in javanese culture, there is the text of gt which is deliberately intended for young women with a good aim in preparing them to become good personalities when involved in society before they got married. ironically, the belief in gt is starting to fade as time goes by. many of javanese younger generations have begun to leave the teachings of their ancestors that are still considered traditional and begin to adopt more to modern teachings. technology development, the same life style and ways of thinking that are much influenced by local environments are supporting factors of gt disappearance. it is because gt is considered as a belief that no longer relevant to present era. this assumption is also supported by the lack of parents’ knowledge (especially mothers as the main educator in the family) regarding the journal of pragmatics research vol. 2, no. 2, pp.127-143 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 131 meaning of the gt itself. moreover, mungmachon (2012) states that local culture, such as gt, can continue if the transmission from generation to generation runs smoothly. mulyana (2004) also explains that the continuity of a cultural transmission occurs when important values have been internalized in a person. therefore, mothers have important role in gt as cultural transmitters in order to shape their children behaviors. in delivering the gt, mothers will tell it directly and sometimes spontaneously. she also received the knowledge of gt's utterances from her mother. although gt is generally spoken of, in this study, the gt that were used as data were written gt which were taken from the javanese text entitled serat gugontuhon prawira winarsa on the website www.sastra.org. this raises a research question, what are the pragmatic meanings contained in gt for javanese women in order to promote them in having well-mannered behaviors? this study aims to explain the meaning of javanese women behaviors gt as understood by the javanese women. the data in this research deals with the acts of decency that javanese women must obey. there are 5 gt data that have been collected before they were followed up by an in-depth interview to be able to grasp the meaning both the lexical meaning and also the utterances meaning from women in javanese community. in the midst of the rapid advancement of times and technology, knowledge of gt is decreasing because it is not widely found and actively used in the middle of javanese society. therefore, conducting the research of javanese women behaviors gt is expected to increase people's knowledge of javanese local wisdom and be an effort in documenting javanese language and culture. research method in finding the pragmatic meanings of the javanese text gt, this study used qualitative method that is suitable for comprehensive research (muri yusuf, 2014). the research was carried out by using observing notes from the written text and followed by interviews technique that related to understanding the pragmatic meanings of gt data by using austin's speech act theory (1984). komariyah nurjanah, widhyasmaramurti 132 austin's speech acts explain that a speech is accompanied by an intention and action, in other words, in a speech there are two meanings, namely semantics and pragmatics. the meaning of pragmatics can influence the actions of the interlocutor (rahyono: 2012), and since gt is mostly spoken of as a guidance to be carried out by interlocutors, it is important to understand its pragmatic meaning. austin divides speech acts into three parts, namely, locution, illocution and perlocution where those three speech acts occur during the speech. the locution act refers to a speech that is uttered to the speech partner, the illocution act refers to the meaning of speech conveyed to express a certain attitude, while the perlocution act refers to the expected act as the meaning conveyed in the illocution. moreover, in order to be able to understand the meaning in javanese women behaviors gt based on three speech acts in more detail, in-depth interviews were conducted to mothers and their daughters who were over 17 years of age in sambiresik village, kediri, east java. sambiresik is a village with a large population, namely 3,764 spread across 23 rt and 3 rw. the main residents of the village are javanese, the majority of whom work as farmers and factory employees. the reason for choosing javanese women in sambiresik as research sources is that there has not been any research on the gt in general that has been carried out in sambiresik village up to present. furthermore, the residents of sambiresik village are still considered closely related to javanese culture and beliefs. this can be proven by the existence of belief in traditional javanese knowledge in sambiresik, such as weton ‘days of birth’; and they also still applied javanese traditions such as tingkeban ‘pregnancy ceremony (usally during the 3rd trimester or the 7th month of pregnancy duration)’, brokohan ‘child naming ceremony’, panggih ‘a meeting between bride and groom for the first time after finshing their wedding vow’, merti desa ‘village cleaning ceremony’, and petangan ‘calculation study in javanese culture’ (widodo and saddhono, 2012). the selection of sources focused on mothers and daughters who are javanese native speakers. following is the data of mothers and their daughters who become research sources. table 1. research respondents no. mothers’ name age occupation no. daughters’ name age occupation 1 sukani 45 y.o. housewife 1 mila 21 y.o. university student 2 rubiyati 43 y.o. entrepreneur 2 dyah 21 y.o. university student 3 ririn 45 y.o. housewife 3 ferine 21 y.o. university student journal of pragmatics research vol. 2, no. 2, pp.127-143 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 133 4 sarmi 42 y.o. entrepreneur 4 septian 21 y.o. university student 5 karjuniah 45 y.o. entrepreneur 5 prisma 22 y.o. employee 6 suparti 56 y.o. housewife 6 sari 19 y.o. university student 7 winarsih 46 y.o. employee 7 nanda 19 y.o. university student 8 harnani 47 y.o. employee 8 yesi 23 y.o. midwife 9 nur intan 18 y.o. university student the 8 mothers who become research sources, all of them have daughters who were over 17 years old. the age of 17 years old and above were specifically chosen because they are considered able to think rationally, including the values taught by their mothers since childhood. therefore, the selection of mothers and daughters source is expected to provide insight into the understanding of the pragmatic meaning of javanese women gt which is well adjusted to the values that have been internalized within them. results &discussion following are the results of gt meanings analysis based on austin's speech act theory (1984) that consists of the locutionary, illocutionary and perlocutionary acts. the results of the pragmatic perspective come from the locutionary, illocutionary and perlocutionary acts as partly pragmatic meanings since cultural knowledge of javanese people is also necessary in understanding the gt meanings completely. (1) bocah wédok aja sok mènèk pêlêm, besuk pêlêmé mundhak padha mlêthèk. botên namung mènèk wit pêlêm kemawon, sênajan wit sanèsipun inggih dipunawisi ‘young women should not climb mango trees for it causes the tree bark to peel. not only does this apply to mango trees but also, other trees’ the locutionary act of gt (1) is the utterance that shows as a prohibition because there is a word aja 'do not.' the illocutionary act of gt (1) intends to convey the well mannered behavior that javanese women must have, namely not climbing trees since the tree bark will break when they climbed. sukani (45 y.o) stated that javanese women must be well mannered in their behavior. climbing is an activity that considered only appropriate by men because they are considered more agile and strong than women. she also said that javanese women's clothing in ancient times was identical to kebaya and jarik ‘long cloth’ which made javanese women cannot move komariyah nurjanah, widhyasmaramurti 134 freely so that climbing activities were not possible. moreover, climbing a tree for women was considered violating common rules of behavior within javanese society. from a health perspective, men and women have different anatomical structures and testosterone levels that caused different strength between them (giriwijoyo, 2007). with a lower strength than men, the prohibition of women from climbing trees also aims to avoid misfortunes such as falling from a tree due to a lack of grip and causing injury. there is actually no link between a woman climbing a tree, and then the bark of the tree will break; however, the wisdom of javanese society in the past often gave an implicit meaning and contained a frightening meaning so that the teaching was carried out by the speakers. the perlocutionary act of gt (1) shows the relation between both mothers and daughters understanding. mothers convey the gt to their daughters with the aim that the daughters will not climb any trees because this is not a well-mannered behavior for a javanese girl. based on the interview, the perlocutionary act is understood by daughters as prohibition stated by their mothers. daughters will try another way, e.g. using wooden or bamboo stairs to take something hanging on trees. (2) yèn nutu aja kêrêp-kêrêp kothèkan, besuk maratuwané mundhak rèwèl "if you are pounding rice, don't make the sound of the mortar often, or later your in-laws will be fussier (lots of requests)" the locutionary act of gt (2) shows as the form of a prohibition as well due to the presence of the word aja 'do not’. the illocutionary act of gt (2) is meant to advise javanese women to be careful when doing nutu ‘pounding the rice’ activities. nutu is an activity carried out by farmers in processing rice into rice grains by pounding it to remove rice husks. this activity requires a tool called aniani and a mortar. nutu is done by putting the rice grains into a mortar and then gently pounding it using a pestle. after making a comparison between the written text data and in-depth interview result, it shows that the reason women were not allowed to speak too loudly when nutu because the friction between the pestle and the mortar that was too hard would cause air pollution that can be deafening to those around the location since both tools were made of wood. moreover, loud voices certainly require more effort and strength, while javanese women are very well known for their tenderness and subtlety behavior so that excessive nutu action is considered inappropriate. rice that is pounded too hard is also not good because it can crush the grains of rice that should have been released so that the rice will not become good quality journal of pragmatics research vol. 2, no. 2, pp.127-143 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 135 rice. harnani (47 y.o) also stated that the noise from the collision of rice could disturb neighbors who did not own rice yet could only hear the sound of the collision, it could cause sadness and jealousy among neighbors. the perlocutionary act of gt (2) aims in giving advice to javanese women for nutu or pounding the rice in the right way so it will not cause a scene and disturb others around them. the daughters expected action was paying more attention to the attitude when nutu and doing it slowly. however, since nutu is not a productive action nowadays, daughters in sambiresik never heard of it. (3) yèn nyapu aja ngêndhêgaké uwuh ana ing dalan. mundhak jodhangé bali ing dalan, tumrapipun dhatêng laré jalêr: mundhak siyal olèhé golèk bojo. ‘if you sweep, do not leave any dirt on the side walk. that will cause difficulties in planning a marriage. as for young men, it will bring a bad luck in finding a wife’ the locutionary act of gt (3) also shows as a prohibition because there is a word aja 'do not' the illocutionary act of gt (3) intends to convey good teachings to girls as a guidance for them in completing their sweeping activities. unlike western culture where sweeping is only conducted at home, javanese people tend to sweep all over their house, not only the inner part of the house, but also the outer part of the house that consists of the front yard and the road in front of it. so, javanese women who sweep their house and the surrounding areas are not allowed to stop or halt the garbage in a place that is not supposed to be, in this case at the side walk of the road where people are walking through it. according to karjuniah (45 y.o), this prohibition was created with a clear reason. she said that jodhang that can be reffered to ‘a wedding gifts or dowry’ that represent a wedding proposal can be cancelled if the future husband to be and his family see that the girl’s house condition is dirty and untidy. seeing a dirty house certainly creates bad thoughts for prospective applicants that the person they are proposing to is unable to keep the house clean. when viewed from a health point of view, dust stuck to the house is dangerous for health because it can fly in the air and interfere with breathing so that diseases such as eye irritation, coughing, sneezing, rhinitis and asthma attacks can arise (djaenudin et.al., 2009). if the owner of the house has babies and the elderly, the dust that accumulates in the house will certainly affect their health because of their weak immune komariyah nurjanah, widhyasmaramurti 136 system (fatmah, 2006). therefore, this gt (3) can be said as a mean of preventing health problems that may occur and teaching javanese women to always keep the house clean. moreover, karjuniah also explained that it applies to young men also. there is no woman who wants to have a husband who does not take a good care of his personal and environmental hygiene. the perlocutionary act of gt (3) aims in introducing the importance of hygiene to daughters. this gt will be uttered by mothers when they see that their daughters do not sweeping the floor or the house properly. through interview, it was found that almost all mothers and daughters still heard and understood the meaning of this gt (3). the expected action of this gt is that daughters who understand the meaning of this gt will clean the house. however, daughters indeed do the sweeping properly as a respect to their mothers who give the advice. the daughters also afraid that their prospective husband to be will return home if their house is dirty. this gt is believed by daughters in sambriesik because they are not married yet so any matters concerning the rules of matchmaking will be obeyed. (4) aja lungguh, ngadêg, andhodhok ana têngah lawang, mundhak jodhangé bali ing dalan. tumrapipun dhatêng lare jalêr: mundhak siyal olèhé golèk bojo. ‘do not sit, stand nor squat in the miidle of a door for it will cause the dowry to never arrive. block the doorway. as for young men, it will bring a bad luck in finding a wife’ the locutionary act of gt (4) also shows similarity to other previous gt, which is a prohibition. the illocutionary act of gt (4) is meant to convey a teaching of conducting an action on the right place. the three acts of either sitting, standing and squating are considered as blocking the doorway. the act of blocking a doorway is considered inappropriate to perform, because it prevents others from doing inter-rooms activities. when viewed from the perspective of traditional philosophy, a door is a point of contact between regular world to irregular world outside the walls, thus passing one another requires a permission of the door owner to open it (kustedja, 2013). according to karjuniah, the act of sitting, standing and squating in the middle of a door, particularly by the house owner, will prevent guests or people from entering and leaving the house. it will also discourage the guests because they will feel unwelcome by the house owner. therefore, a jodhang that represents a wedding dowry cannot be received by the bride to be family because the family of the groom to be felt unwelcome by the bride family. moreover, the habit of sitting in the middle of a doorway for javanese women is considered a journal of pragmatics research vol. 2, no. 2, pp.127-143 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 137 form of politeness deviation related to the 'proper self-positioning'. thus, javanese women proper behavior should be sat on a chair inside a room or a house, and not sat in the middle of a doorway (samingin and asmara, 2016). when it is viewed from a health perspective, sitting in the middle of the doorway can cause colds as well (triratnawati, 2011). moreover, the cold can decrease their working productivity due to illness thus sitting in the middle of a doorway should be avoidable. karjuniah also explained that this gt is also applied to javanese young men. she said that javanese women will not want to have a husband who is not njawani ‘not living in accordance with the values and teachings of their ancestors’ because men will become head of the family so his manners and behaviors are important for their future wife and children. the perlocutionary act of this gt aims at javanese women characters. they are supposed to be sitting and standing at the right place, and not conducting those actions in the middle of a doorway. this gt is spontaneously uttered by mothers when they see their daughters were blocking a doorway, and giving orders for their daughters to move to a chair or other more appropriate place to sit on. beside gt (3), this gt (4) has been heard as well by most of mothers and daughters in sambiresik. the daughters will obey the teaching because they respect their mothers and afraid of the effect to their matchmaking in the future. (5) yèn dikandhani wong tuwa aja sok ngêmprêti, mundhak ditapuk malaékat. 'if your parents advise you do not look down on them, you will be slapped by an angel' the locutionary act of gt (5) shows a teaching for not looking down to parents. the word aja ‘do not’ occurs more as a prohibition statement for not underestimate the parents’ advice. the illocutionary act of gt (5) intends to teach children to respect their parents by not underestimating and maintaining good speech when talking to parents. this is in accordance with the javanese principle of ngajeni wong liya 'respecting others' in any case. the principle of ngajeni is one of the important principles that javanese people must have to create and maintain harmony in their environment (magnis-suseno, 1996). the principle of ngajeni is taught and instilled since childhood, one of which is the delivered from gt. the presence of malaekat ‘angel’ as a supernatural thing is in accordance with the opinion of magnis-suseno (1996) which explains that the children will learn about the feel of thread from outside elements such as spirits and foreigners instead of the nuclear family. the presence of gt (5) is considered komariyah nurjanah, widhyasmaramurti 138 by parents as a way in internalizing the form of courtesy and respect to children that will prepare them to be a part of society. geertz (1996) describes that educating the principle of ngajeni can be achieved through the three attitudes, namely wedi 'fear', isin 'shame' and sungkan ‘hesitate’. this gt (5) teaches children to “fear” their parents through threats that if they dare to disobey, they will be slapped by an angel, this fear will shape the children’s way in respecting their parents. perlocutionary act of gt (5) has a meaning as a teaching to respecting parents. the daughters are expected to respect their parents as the actual action. however, from the interview, there are differences in teaching this gt from mothers to daughters. mothers in sambiresik who only focus as housewives (sukani (45 y.o.), ririn (45 y.o.), suparti (56 y.o.)) taught their daughters the original version gt because they only socialize with their surrounding environment so they tend to accept and teach gt as the original. however, other sources (rubiyati (43 y.o.), sarni (42 y.o), karjuniah (45 y.o), winarsih (46 y.o.), and harnani (47 y.o.)) who work and get a lot of influence from outside their environment such as co-worker, clients, etc., have a broader insight into the logical meaning behind gt. therefore, some mothers that still informing this teaching from the original version gt without any additional information, while some others uttered this gt by adding a more logical reason. they did not involve spirit (in this case malaekat) in their utterances because they believe that their daughters will logically accepted it. the difference between these types of utterances lies in the difference of mothers’ social environment. their knowledge affects mothers understanding of gt pragmatic meaning to be passed to their daughters. the following is respondents’ information related to their understanding of pragmatics meanings of javanese women behaviors gt. tabel 2. the respondents who have understood the gt meanings no gugon tuhon sources results mothers daughters 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 9 1 bocah wédok aja sok mènèk pêlêm, besuk pêlêmé mundhak padha mlêthèk. botên namung mènèk wit pêlêm kémawon, sênajan wit sanèsipun inggih dipunawisi. √√ √√ √ √ √ √ √√ √√ √√ √√ √√ 11 journal of pragmatics research vol. 2, no. 2, pp.127-143 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 139 2 yèn nutu aja kêrêp-kêrêp kothèkan, besuk maratuwané mundhak rèwèl √√ √ √ √ 4 3 yèn nyapu aja ngêndhêgaké uwuh ana ing dalan. mundhak jodhangé bali ing dalan, tumrapipun dhatêng laré jalêr: mundhak siyal olèhé golèk bojo √√ √√ √ √ √ √ √ √ √√ √√ √√ √√ √√ √√ √√ √√ 16 4 aja lungguh, ngadêg, andhodhok ana têngah lawang, mundhak jodhangé bali ing dalan. tumrapipun dhatêng laré jalêr: mundhak siyal olèhé golèk bojo. √√ √√ √ √ √ √ √ √ √√ √√ √√ √√ √√ √√ √√ √√ 16 5 yèn dikandhani wong tuwa aja sok ngêmprêti, mundhak ditapuk malaékat √√ √√ √ √ √ √ √√ √√ √√ √√ 10 table 2 shows that from 5 gt, only 2 gt no (3 and 4) that were heard by almost all sources (16 people). however, when compared to mothers, resource persons for children were less than mothers. however, for gt (3) yèn nyapu aja ngêndhêgaké uwuh ana ing dalan. mundhak jodhangé bali ing dalan, tumrapipun dhatêng laré jalêr: mundhak siyal olèhé golèk bojo and no. (4) aja lungguh, ngadêg, andhodhok ana têngah lawang, mundhak jodhangé bali ing dalan. tumrapipun dhatêng laré jalêr: mundhak siyal olèhé golèk bojo. both the mother and the dominant child have heard of it. gt (2) yèn nutu aja kêrêp-kêrêp kothèkan, besuk maratuwané mundhak rèwèl is the only gt that only mothers have ever heard of but their daughters have never heard of at all. this is because the nutu activity is barely conducted these days. the action of nutu is already replaced by technology to facilitate humans’ life, e.g. rice huller, rice separator and rice sifter (waries, 2006). therefore, based on the results of interviews with 17 respondents, it can be seen that all of the guidance are in the form of prohibitions with the occurrence of the word aja ‘do not’. the messages convey in the gt can be understood from the meaning of locutionary, illocutionary and perlocutionary acts. the locutionary and illocutionary is understood by mothers as an effort to convey teachings to children, while the meaning of perlocution is generally aimed at daughters as opposed interlocutors. mothers who understand the meaning of locutionary and illocutionary well will convey their teachings to children in the form of guidance to be followed. however, the daughters understand through perlocutionary as an order to do an expected action as mentioned in the gt. from the results of the interview, there are two categories of mothers, namely (1) mothers who inform the original version of gt and (2) komariyah nurjanah, widhyasmaramurti 140 mothers who are critical by adding information when they delivering the gt. the type (2) mothers will also eliminate information that considered out of date, such as nutu 'pounding rice' activity that is generally not uttered by all mothers in sambiresik although some of them heard this gt before. as the result, it can be said that a mother's background knowledge (e.g. education, work) greatly influences the pragmatic meanings of gt for javanese women since the gt and their meanings will be absorbed by her daughter and shape her personality as she grows up. conclusions the well-mannered behaviors and characters for javanese women are very important in order to be able to adjust to common norms. for javanese women, there are gt that are used as a guidance for them in promoting character building. the gt were taken from witten text but also have been heard and understood verbally by them. this shows that javanese women behaviors gt, which originated from an oral tradition, has undergone documentation, one of which is through the manuscript "serat gugontuhon prawira winarsa". the pragmatic meanings of gt for javanese women are generally obtained through the sentences lexical meaning as well as speech act meaning of mothers and daughters in sambriesik. the pragmatic meanings of gt is dominantly as a direct meaning which generally forbids them in conducting the prohibitions that are considered inappropriate for javanese women. mothers and daughters have different roles in finding the pragmatic meanings of gt. the meaning of locutionary and illocutionary is the mother's domain, while perlocutionary is the daughters’ domain. the pragmatic meanings of mothers differ from their daughters because mothers’ have more knowledge since their generation still often hears from their parents. on the contrary, the daughters’ knowledge of the gt meaning is less than mothers due to the fact that mothers eliminated a gt that does not accordance at present times, such as gt of nutu which is considered unimportant to be conveyed. this shows that the threat of losing gt occurs because it is presumed not applicable nowadays. although the gt pragmatic meanings have elements of truth that can promote characters’ building towards javanese women. a suggestion for gt sustainability is by giving an understanding to mothers that they have a bigger role in forming children’s characters and behaviors. moreover, delivering gt in journal of pragmatics research vol. 2, no. 2, pp.127-143 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 141 their children daily life is also one of ways in shaping the children’s behaviors since early childhood. gt that are deemed inapplicable can still be used by adopting it to present context. for example, they can replace nutu with a gadget, e.g. do not play gadget loudly or do not use gadget for long hours because it can cause hazard to their health. although it may not be certained that all mothers would do it, however, by introducing gt to their children, mothers will be a major role in the language and cultural preservation process which can still go on over time. references andari, rr. r. b., & widhyasmaramurti. 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(2020). accessed from https://www.ethnologue.com/language/jav on september 24th, 2004 at 19.00 wib. prawira, w. serat gugontuhon. (1911). accessed from https://www.sastra.org/bahasa-danbudaya/adat-dan-tradisi/242-gugon-tuhon-prawira-winarsa-1911-1222 on january 10th, 2020 at 20.59 wib. https://www.ethnologue.com/language/jav https://www.sastra.org/bahasa-dan-budaya/adat-dan-tradisi/242-gugon-tuhon-prawira-winarsa-1911-1222 https://www.sastra.org/bahasa-dan-budaya/adat-dan-tradisi/242-gugon-tuhon-prawira-winarsa-1911-1222 73 journal of pragmatics research vol. 04, no. 01, pp.73-92 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index the analysis of impoliteness within grammar nazi context in twitter tweets *eunike imanuela soehendro universitas dian nuswantoro, indonesia e-mail: nikeetomlinson93@gmail.com jumanto jumanto universitas dian nuswantoro, indonesia *corresponding author email: nikeetomlinson93@gmail.com doi: https://doi.org/10.18326/jopr.v4i1.73-92 copyright © the author (s) this work is licensed under a creative commons attribution-sharealike 4.0 international license. how to cite: soehendro, e., & jumanto, j. (2022). the analysis of impoliteness within grammar nazi context in twitter tweets. journal of pragmatics research, 4(1). doi:https://doi.org/10.18326/jopr.v4i1.73-92 submission track: received: 15-02-2022 final revision: 01-03--2022 available online: 03-03-2022 corresponding author: nikeetomlinson93@gm ail.com abstract this research focuses on one of the phenomena namely the grammar nazi phenomenon. in the present paper the grammar nazi phenomenon was a phenomenon where people did not hesitate to criticize other people's grammatical errors. this phenomenon of grammar nazi was associated with the theory of impoliteness strategy by culpeper (1996). this research is a qualitative one, where 100 data employed were processed first using a coding technique. the results obtained from this study were 55% of the data using the bald on record strategy, 18% of the data using the sarcasm or mock politeness strategy, 16% of the data using the negative impoliteness strategy, 11% of the data using the positive impoliteness strategy, while 0% data using the withhold politeness strategy. it was also found that 61% of the data of the grammar nazi phenomenon used verbal bullying only to attack the face of authors of the posts, while the remaining 39% of the data used verbal bullying with intentions to correct grammatical errors, hence providing benefits for authors of the posts. the grammar nazi phenomenon also has a different impact on everyone. it can be seen mailto:nikeetomlinson93@gmail.com mailto:nikeetomlinson93@gmail.com https://creativecommons.org/licenses/by-sa/4.0/ mailto:nikeetomlinson93@gmail.com mailto:nikeetomlinson93@gmail.com 74 from the characteristics of the utterances used by the grammar nazi. keywords: grammar nazi, grammar nazi phenomenon, impoliteness strategy, five strategies, twitter. introduction language is like a bridge that connects everything so that it becomes clear and can be explained concretely. however, there are some things that are usually called "can't put it into words". so, what exactly is language? is language just a collection of alphabets put together? or maybe a meaningful collection of words? there are different definitions of language. according to plato, he assumed that the definition of language is a statement contained in a person's mind by using the mediation of rhemata (speech) and onomata (name of an object or something) which is a picture of a person's ideas in air currents passing through the media, namely the mouth. in connection with this research, knowledge related to politeness principles will be used. prior to that, the politeness principles were also known as politeness strategy. based on brown & levinson’s (1987:94-98) the motivation behind why an individual utilizing uncovered on record is the point at which the speaker needs to do the face undermining acts with greatest effectiveness more than to fulfill the listener's face. politeness strategy by brown & levinson (1987) consists of four group, i.e. (1) bald on record, (2) positive politeness, (3) negative politeness, (4) off record. if there is such a thing as politeness strategy, then there will also be impoliteness strategy. the impoliteness strategy theory was introduced by professor jonathan culpeper (1996), while the politeness strategy theory was widely discussed by brown and levinson (1987). culpeper's purpose in making this theory is not known as politeness strategies, as they depend on the context of the utterances. sometimes utterances tend to be harsh in general contexts, but do not sound harsh in certain contexts. for example, when people say “you fucking cunt”, it sounds offensive for across a wider range of contexts than "you bastard", although that just works in some specific contexts. then, the theory of impoliteness strategy will be used to analyze a phenomenon called grammar nazi. it can be seen from the name of the phenomenon which consists of two words, namely grammar which means an order in language, and nazi which is a party led by adolf hitler who at that time led germany. in this context, the nazis are likened to a party led by hitler who was very cruel, liked to oppress and had no mercy for those who were deemed to have made mistakes. when combined into one between grammar and nazis, it means that a grammar nazi is someone who likes to criticize grammatical errors and or typing errors in language, openly with harsh words or expressions, even seeming to mock and insult. in the context of this language, the language used is english. the data to be used or employed here are in form of posts or tweets on the twitter application, which indicate the grammar nazi phenomenon in it. the reason the researcher uses the impoliteness strategy is because it is based on the meaning of the impoliteness 75 strategy and the purpose of using the impoliteness strategy is to create unrest in the listeners and create a face-threatening to the listeners. this is considered suitable with the grammar nazi phenomenon which has similar activities. furthermore, the data will be analyzed using the strategy theory of impoliteness by culpeper (1996). so as to produce results, namely what impoliteness strategies are most widely used in the grammar nazi phenomenon in tweets on twitter and what are the indications. in addition, know how impoliteness strategies are described in posts of twitter that contain grammar nazi phenomenon, and find out the threats and benefits of the grammar nazi phenomenon to general people. this research has been done before but with a different pattern of analysis and research motorcycle taxis. as we all know, grammar nazi was originally just a simple act, namely an act of criticizing and even making fun of someone who is not fluent in english. in its journey, there is no trace of definite knowledge about when and where this grammar nazi expression was created. however, in 1991, precisely on january 18th. there is a track record of a thread on the usenet newsgroup comp.sys.apple2 , entitled “extended graphics on the iig” , saying "i'm a card carrying number of the spelling and grammar nazis of america". it was recorded on january 19, 1995 in the alt.gothic thread entitled "grammar nazis on the rampage!”, there are also uploads that one of them mentions grammar nazi. meanwhile, this is just a track record that can be found online only. another study has been conducted by soehendro et.al. (2021) with research objectives are (1) knowing the grammar-nazi aspects; (2) knowing the location where the grammar-nazi occurred; (3) identifying the influence of grammar nazi; (4) knowing the effect of grammar-nazi on the learning process of english. the results show that the grammar nazi phenomenon among millennials in indonesia occurs when someone makes a mistake when using english. the activity of criticizing and ridiculing was deliberately carried out with a purpose that is not known for certain, because the data was obtained through the internet using qualitative methods. objects used as material for criticism and ridicule are errors in the use of verb as much as 24%, noun as much as 17%, singular-plural noun as much as 9%, article as much as 7% and also preposition as much as 7%, pronoun as much as 6%, and the last auxiliary verbs as much as 1%. the results were obtained from 70 data, taken from social media sources, namely instagram, twitter and facebook. with a span of years from 2015 to 2020. in addition, a statement in the form of 70 data shows that 50% of grammar nazi perpetrators only insulted the victim (people who were learning to use english), without providing corrections for the victim's grammatical errors. an example of scorn given by a grammar nazi would be "too early, not to early". while 40% of them indicated that the grammar nazi perpetrators only gave blatant corrections without preface or other supporting utterances, for example, in indonesian, "grammarnya benerin dulu” (“correct the grammar first.”). then, the remaining 10% cannot be identified. there has not been much research on grammar nazi, but the phenomenon of grammar nazi is closely related to the so-called grammar error. where grammar error itself is an error in using good and correct grammar. 76 research on grammatical errors, especially in english, has been done before. one of them is a study by recheck et al. (2019) in his research entitled "grammar matters: the tainting effect of grammar usage errors on judgments of competence and character", resulting in an error in the use of grammar in english, resulting in a negative assessment of the speaker. in addition, people will also have a bad opinion of the character of people who have wrong or bad grammar, it can be said that the more errors what happen, the worse other people judge us. people will also prefer to read writing without grammatical errors than those with many and fatal grammatical errors. the study concludes that the use of correct english grammar is very important, because it can affect other people's judgment of us, especially if the mistake is fatal, especially in the world of work. another study on grammar error was also conducted by incecay & dollar (2011), entitled "foreign language learners' beliefs about grammar instruction and error correction" (2011), who explained that based on their research on english learners that there are some english learners who think that grammar is very important and not only in good language, but its effects can spread to many other things. so, when there is an error in the use of english grammar, they expect the teachers to provide direction and correction as soon as possible. however, others think that grammar is very boring, so they are not too fixated on the correct use of english grammar. in addition, another result of the study said that students who thought that using correct grammar was very important also seemed a bit difficult to justify when they made mistakes, but on the other hand, students who thought that way really appreciated communication. according to ghabanchi (2011) in a study entitled "the effect of grammatical error correction on the development of learning english writing as a foreign language", resulting in a statement that correct english grammar is very necessary especially in writing. however, it is unfortunate that the teaching of correct english grammar cannot be taught instantly or it can be said that teaching about the use of correct english grammar cannot be taught in the classroom alone. however, it must be followed by self-interest and continuous learning. this seems to support each other with truscott's theory (1996, 2007, 2008), which states that outside the institution in learning, the teacher does not have any control over the use of english grammar truscott is also very supportive of the grammar correction in writing classes. adding to an existing statement, according to kreitner et al. (2010) in his research entitled "effects of spelling errors on the perception of writers", states that grammatical errors and english writing errors make other people doubt our thinking ability and accuracy. so people tend to underestimate people with grammatical errors because they think they can't do small things properly, then what about other things. considering the results of several studies that have been carried out, it can be concluded that in fact, grammatical errors, especially in english, make other people think negatively about the person who made the mistake. however, this of course causes a different reaction from each person. 77 there are some people who respond more positively, or even some people who respond negatively. in this study, the impoliteness strategy theory was used by culpeper (1996), where the strategy by culpeper was in complete contrast to the politeness strategy theory by brown & levinson (1987). the use of the impoliteness strategy theory was also used in previous studies. according to sari & emmiyati (2019) in their research entitled "impoliteness strategies in peter rabbit movie", resulted in a statement that in fact impoliteness strategy was used to create unease on the listener's face and seemed to attack the listener th impolite or unkind utterances spoken by the interlocutor. in one of the studies by rababa’h &rabab’ah (2021) in a study entitled "the impact of culture and gender on impoliteness strategies in jordanian and american tv sitcoms", said that at this time there was a habit of using impolite strategies. in fact, the use of impoliteness strategies resulted in a negative assessment of the perpetrators and their use seemed impolite. based on a similar study entitled "mock impoliteness, jocular mockery and jocular abuse in australian and british english" by haugh & bousfield (2012) states that impoliteness strategies can also be used in jokes which are divided into two, namely jocular mockery and jocular abuse. in its application, impoliteness strategies become inserts in jokes. however, even though it is used in a joke, of course, cause different reactions from each person. so, usually the use of politeness strategies can be considered a good thing if the listener is a close person. but on the other hand, politeness strategies will be bad if used on listeners who do not have close connections with the speaker. research method this study utilizes a qualitative technique, because as indicated by the contemplations, this strategy is generally reasonable for the information to be investigated. as indicated by williams (1995), a subjective examination is the assortment of information in a characteristic setting utilizing logical strategies and done by normally intrigued individuals or analysts. subjective examination techniques are priceless in giving rich portrayals of mind-boggling peculiarities; track exceptional or startling occasions; enlightening the experience and understanding of occasions by entertainers with totally different stakes and jobs; give voice to those whose perspectives are only occasionally heard; embrace primer investigations to foster speculations and to create and even test theories; and; continue to clarification. subjective and quantitative strategies can be corresponding, utilized successively or together. the unit of analysis used in this final study are utterances from posts on social media in the form of twitter, which are indicated to contain the grammar nazi phenomenon. then the data will be analyzed using the theory of impoliteness strategies by professor jonathan culpeper (1996) to obtain results that will produce the results of the type of impoliteness strategy used in twitter posts 78 containing the grammar nazi phenomenon, explaining how to describe each impoliteness strategy in a twitter post containing the grammar nazi phenomenon, and also knowing the threats and benefits to people in general. the source of the data used in this final study is posting on social media in the form of twitter, which is indicated to contain the grammar nazi phenomenon. posts that are indicated to contain the grammar nazi phenomenon will be investigated, but while keeping the original identity of the speaker a secret to maintain privacy and follow the law containing policies on using the internet and social media. results & discussion results the results obtained from a search of a hundred data obtained from the twitter social media application, have been processed using the impoliteness strategy theory by culpeper (1996). from this processing, the data are grouped into the same groups according to the specifications of each data, so that the results are as follows which have been packaged in tabular form. table 4.1 type of impoliteness strategy type of strategy occurrence in data bald on record impoliteness 55 data positive impoliteness 11 data negative impoliteness 16 data withhold politeness 0 data sarcasm or mock politeness 18 data in the data grouping table, then the amount of data is collected per each specification, then the percentage of the amount of data for each type of impoliteness strategy is generated by culpeper. table 4.2 percentage per-type type of strategy frequency percentage (%) bald on record impoliteness 55 data 55% positive impoliteness 11 data 11% negative impoliteness 16 data 16% withhold politeness 0 data 0% sarcasm or mock politeness 18 data 18% total 100 data 100% in the table above, there are five types of impoliteness strategies by culpeper. the first is bald on record impoliteness, it was found that fifty-five data were included in the bald on record 79 impoliteness strategy. the second is positive impoliteness, found as many as eleven data that are included in the positive impoliteness strategy. the third is negative impoliteness, it was found that fifteen data were included in negative impoliteness. the fourth is withhold politeness, which found zero data included in the withhold politeness strategy. the fifth is sarcasm or mock politeness, nineteen data were found that belong to the sarcasm or mock politeness strategy. the results of the amount of data are then presented as: 1). bald on record as much as 55%, 2). positive impoliteness as much as 11%, 3). negative impoliteness as much as 15%, 4). withhold politeness as much as 0%, 5). sarcasm or mock politeness as much as 19%. the phenomenon of grammar nazi is also divided into 2 (two) main types of objectives according to the content contained therein. the type of grammar nazi was to mock or verbally abuse and provide information about errors in the author's english structure. then from the 2 (two) types, they are further divided into 4 (four) sub-types, namely: (1) bullying and not providing information, (2) not bullying and providing information, (3) bullying and providing information, and (4) not bullying and not providing information. from these sub-types, what is meant by bullying is that the grammar nazi uses utterances in the form of impolite utterances and is intended to insult the author who has made mistakes in his english grammar. as for providing information or not, what is meant is whether the grammar nazi provides information about the mistakes made by the author or does not provide information at all about the grammatical errors made by the author. then from the processed data, they are grouped according to their respective types in a table as follows; from the data in the table, the most common type of grammar nazi is bullying and not providing information, with a total of 61 data and a percentage of 61%. while the second most common type is bullying and providing information with a total of 24 data and a percentage of 24%. for the type of not bullying and providing information, there are 14 data with a percentage of 14%, and the last is not bullying and don't provide information with a total of 1 data and the percentage is only 15 of 100 data. 80 apart from being grouped according to type, grammar nazi phenomena are also divided into 2 types based on their benefits, including: (1) face threatening with no benefits (ridicule, use harsh words, sarcasm) and (2) face threatening with benefits (joking, reprimanding, giving knowledge). the selection of the threats type is based on the purpose of using the impoliteness strategy while the benefits, adjusted for the benefits of the grammar nazi phenomenon. table 4.4 percentage per-type type of grammar nazi total data percentage face threatening with no benefits 61 61% face threatening with benefits 39 39% total 100 100% from the table above, it can be seen that the phenomenon of grammar nazi when grouped according to the presence or absence of good benefits other than to threaten or damage the listener's face will produce results; as many as 61 data with a percentage of 61% of the grammar nazi phenomenon only intended to damage the faces of people who made grammatical errors by using harsh words, mocking and even verbally bullying, and humiliating. while the remaining 39 data with a percentage of 39%, the grammar nazi phenomenon was also accompanied by positive goals such as joking, reprimanding, and providing knowledge. discussion types of impoliteness strategy bald on record excerpt 1 81 excerpt 1 belongs to the bald on record type of impoliteness because it is in accordance with the characteristics of the bald on record impoliteness strategy, namely direct, straightforward, and unambiguous. the first, from excerpt 1 it is known that a grammar nazi was commenting on someone's post that had someone's grammar error by saying "can't even use proper grammar drunk ass", which means the author can't use proper grammar. the comments are addressed directly and use sentences that indicate the actual event, namely the author made a grammatical error. second, the comment is openly aimed at striking the author's face with full force. third, the language used by the grammar nazi does not use sentences that have other meanings or contain certain expressions, but uses literal language and does not contain ambiguous elements. excerpt 2 excerpt 2 belongs to the bald on record type of impoliteness because it is in accordance with the characteristics of the bald on record impoliteness strategy, namely direct, straightforward, and unambiguous. the first, from excerpt 2 it is known that a grammar nazi was commenting on someone's post that had someone's grammar error by saying “no one understands this wall of gibberish. learn basic english, spelling and grammar then come back and talk shit on twitter”, which means that the grammar nazi did not understand the post made by the author and there were also grammatical errors used by the author. the comments are directed directly and use 82 sentences that indicate the actual event, namely the post by the author does not use the correct grammar so that it is difficult to read and understand the meaning. second, the comment is openly aimed at striking the author's face with full force. third, the language used by the grammar nazi does not use sentences that have other meanings or contain certain expressions, but uses literal language and does not contain ambiguous elements. positive impoliteness excerpt 1 in excerpt 1, it belongs to the positive impoliteness type because it is in accordance with the characteristics of the positive impoliteness strategy, namely calling by using another name. from excerpt 1 it is known that a grammar nazi was commenting on someone's post that had someone's grammatical error by saying "india needs to learn correct grammar followed by an appropriate sentence structures." correct. where in the comment there is the word "india" which refers to a country, not the name of the author. this is done to damage the positive face of the author who wants social acceptance. excerpt 2 in excerpt 2, it belongs to the positive impoliteness type because it is in accordance with the characteristics of the positive impoliteness strategy, namely looking for disapproval and calling using another name. from excerpt 2 it is known that a grammar nazi was commenting on someone's post that had someone's grammar error by saying “cookies and tea. correct english light fare to avoid upsetting your stomach. a proper gentleman”, which means that the grammar nazi is seeking disapproval by saying that it is better for the author to improve his english grammar so as not to disappoint than to nag about being given only cookies and tea. what is meant by the word stomach is only the repetition of words used by the author, but the purpose is only to refer to the self of the author. while the term "proper gentleman" is used to call the author to offend the author a little. this is done to damage the positive face of the author who wants social acceptance. 83 negative impoliteness excerpt 1 excerpt 1 belongs to the negative impoliteness type because it is in accordance with the characteristics of the negative impoliteness strategy, namely giving ridicule by not being too serious and demeaning others. from excerpt 1 it is known that a grammar nazi was commenting on someone's post that had someone's grammar error by saying "calling someone stupid with such grammar." it means that the author is no better than the person being insulted, because in the post by the author there are still grammatical errors. this is done to damage the negative face of the author, who does not want to get interference from outsiders. excerpt 2 excerpt 2 belongs to the negative impoliteness type because it is in accordance with the characteristics of the negative impoliteness strategy, namely giving ridicule by not being too serious and demeaning others. from excerpt 2 it is known that a grammar nazi was commenting on someone's post that had someone's grammar error by saying “cringe. can't even use proper grammar.”, which means the grammar nazi is mocking the author by saying that the author can't even use proper grammar, with the use of the word “cringe” used to make the ridicule appear less 84 serious or just as a joke. this is done to damage the negative face of the author, who does not want to get interference from outsiders. withhold politeness in the withhold politeness impoliteness strategy, no data were found using this impoliteness strategy. because the use of this strategy is rarely used in written data and in qualifying data selection, no data using this strategy can be found. in this strategy the biggest characteristic is someone who refuses to be polite to others. like when they come late to class, students are expected to apologize to the teacher, but the application of this strategy is to hold back politeness. so, the student who was late didn't say sorry, but instead just sat down in his seat without doing anything. sarcasm or mock politeness excerpt 1 excerpt 1 belongs to the type of impoliteness sarcasm or mock politeness because it is in accordance with the characteristics of the negative impoliteness strategy, namely sarcasm or using irony, where the ridicule given is different from ridicule that insults or vilifies someone. from excerpt 1 it is known that a grammar nazi was commenting on someone's post that had someone's grammar error by saying "proper grammar can be very important.”, where this is done intentionally to insinuate grammatical errors made by the author. 85 excerpt 2 excerpt 2 belongs to the type of impoliteness sarcasm or mock politeness because it is in accordance with the characteristics of the negative impoliteness strategy, namely sarcasm or using irony, where the ridicule given is different from ridicule that insults or vilifies someone. from excerpt 2 it is known that a grammar nazi was commenting on someone's post that had someone's grammatical error by saying "two*.”, where this is done intentionally to insinuate grammatical errors made by the author. types of grammar nazi phenomenon bullying and not providing information excerpt 1 excerpt 1 is included in the type of bullying and not providing information. because the grammar nazi just mocked the author by saying that the author couldn't use proper grammar because of a grammatical error. however, the grammar nazi did not provide any information regarding where the error lies and or correction of the author's error. 86 not bullying and providing information excerpt 1 excerpt 1 is included in the type of not bullying and providing information. because there are no words or sentences intended to ridicule the author, but there is information about correcting grammatical errors that have been made by the author, namely "patience" to correct "paytience" bullying and providing information excerpt 1 excerpt 1 is included in the type of bullying and providing information. because there are words or sentences intended to ridicule the author, namely the word "morons". however, there is also information regarding the correction of grammatical errors that have been made by the author, namely "there" to correct "their". 87 face threatening with no benefits excerpt 1 excerpt 1 belongs to the threats with no benefits type, because the comments written by the grammar nazi show that the grammar nazi is insulting the author by saying the author uses very bad grammar. this is indicated as an insult that can damage the author's face and there is no positive benefit for the author. face threatening with benefits excerpt 1 excerpt 1 belongs to the threats with benefits type, because the comments written by the grammar nazi show that the grammar nazi provides a piece of information which is a correction of the author’s "paytience" writing error. this is indicated as providing information that has positive benefits for the author. the results of this research are in line with as well as a bit distinct from other supporting theories from experts. one of them is, soehendro et al. (2021) which resulted in a statement that nazi grammarists corrected more verb errors with a percentage of 24% of the 70 data, and the content of the corrections contained mere ridicule without any indication to teach grammatical errors by others. meanwhile, a similar study which is still discussing grammatical errors was also conducted by recheck (2019), with the result that people with grammatical errors will be given a bad opinion by others. the more grammatical errors you use, the worse other people will judge you. 88 so according to recheck (2019), criticism of grammatical errors is useful for the good of the person himself, so that he does not continue to make grammatical errors and is considered bad. the same thing was also expressed by kreitner and kinick (2010), where a person with poor use of grammar will be considered not to have good ability and accuracy. this can be attributed to why a grammar nazi resorted to harsh criticism for someone who made a grammatical error. meanwhile, according to ghabanchi (2011), the use of correct grammar cannot be taught in a short time and in an instant. the use of correct grammar requires continuous time to learn it, and besides that it requires a strong desire from each individual to learn the use of correct grammar. this seems to support each other with truscott's theory (1996), which states that outside all institutions and institutions, a teacher who teaches the use of correct grammar, no longer has the power to regulate someone to use grammar correctly. thus, the decision to use correct or incorrect grammar depends on each individual. however, inccay & dollar (2011) state that correcting grammatical errors is a good thing, but it can have far-reaching and different impacts for everyone. this can be associated with being a grammar nazi, where the activity of correcting other people's grammar has positive and negative sides that are different for each person. when the activity of correcting another person's grammatical errors is mostly intended to be insulting, this will result in the emergence of a negative effect, but in vice versa, if the activity of correcting other people's grammatical errors is intended for positive purposes, it is hoped that it will produce positive things as well. conclusion grammar nazi is the main topic used in this thesis, in addition that linguistics, more specifically pragmatics, has an important role in processing the data that has been found. the data used in this study was obtained from a well-known social media called "twitter". the data search also has limitations from the last five years starting in 2021, but the data has been properly filtered for use, with a total number of 100 (one hundred) data. then, the data is processed using one of the pragmatic theories introduced by culpeper which is called impoliteness strategy with its substrategies, namely bald on record, positive impoliteness, negative impoliteness, withhold politeness, and sarcasm or mock politeness. the results of the study show that from 100 data there are 55 data with a percentage of 55% using the bald on record strategy. furthermore, there is sarcasm or mock politeness which is ranked second with 18 data with a percentage of 18%. the third highest ranking is negative impoliteness with a total of 16 data with a percentage of 16%. next is positive impoliteness with 11 data points and a percentage of 11%. meanwhile, the withhold politeness strategy is not found in the data, so the percentage is 0%. the result is that as many as 55 data classified using the bald on record strategy with the main characteristics of being direct, straightforward, and unambiguous. then, 18 data classified as using the sarcasm or mock 89 politeness strategy with the main characteristics of insinuating or using irony, where the ridicule given is different from ridicule that insults or vilifies someone. the third is 16 data which is classified as using the negative impoliteness theory with the main characteristic of giving ridicule by not being too serious and demeaning others. next, there are 11 data classified as using the positive impoliteness strategy with the main characteristic, namely looking for disapproval and calling using another name. meanwhile, the number of data classified as using the withhold politeness strategy is 0 data, for the main feature of this strategy is to prevent politeness to the other person. in addition, the types of grammar nazi phenomena are divided into 4 (four) categories with the results, namely: (1) bullying and not providing information, with a total of 61 data and a percentage of 61%; (2) bullying and providing information with a total of 24 data and a percentage of 24%; (3) not bullying and providing information with 14 data and a percentage of 14%; and (4) not bullying and not providing information with 1 data and a percentage of only 15%. from these results, it can be concluded that the majority of grammar nazi bullies others verbally through criticizing their grammatical errors. this can be related to the bad effect of the grammar nazi phenomenon which causes people to feel bullied so that it can reduce the desire to learn english. each strategy on the strategy of impoliteness also certainly has its own characteristics. how to find out the use of impoliteness strategies in posts on twitter containing the grammar nazi phenomenon is to know in advance about the characteristics of each strategy from the impoliteness strategy. only then can it be known that in every comment a grammar nazi must have the most prominent features, and these prominent features can be matched with the characteristics of one of the strategies of the strategy of impoliteness. from this we can see that the occurrence of verbal bullying is an inappropriate thing to do because it will damage the mentality of the bullying victim. the effects of bullying itself can vary for each victim. where this can also affect the mentality of other people who also witnessed the bullying incident. this is categorized as a threat to twitter readers in general, because it does not provide benefits to readers, in fact it causes losses. however, on the other hand, if the grammar nazi phenomenon is intended to provide advice to the person concerned, then this will be used as a reference for learning new things for twitter readers in general. references aditiawarman, m., & elba, r. p. 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(2014). implikatur percakapan dalam percakapan humor. jurnal pendidikan bahasa, 3(2), 225–240. https://journal.ikippgriptk.ac.id/index.php/bahasa/article/view/168 journal of pragmatics research vol. 2, no. 2, pp.177-200 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 177 netizens’ responses towards the covid-19 pandemic text: a study of speech acts and their contents laily rahmatika universitas muhammadiyah surakarta lailyrahmatika20@gmail.com agus budi wahyudi universitas muhammadiyah surakarta agus.b.wahyudi@ums.ac.id doi: https://doi.org/10.18326/jopr.v2i2.177-200 copyright © the author (s) this work is licensed under a creative commons attribution-sharealike 4.0 international license. how to cite: rahmatika, l., & wahyudi, a. (2020). netizens’ responses towards the covid-19 pandemic text: a study of speech acts and their contents. journal of pragmatics research, 2(2), 178-201. doi:https://doi.org/10.18326/jopr.v2i2.178-201 submission track: received: 25-09-2020 final revision: 05-10-2020 available online: 15-10-2020 corresponding author: laily rahmatika lailyrahmatika20@gmail.com abstract the case of increasing the coronavirus cluster circulating on social media has reaped various responses from netizens. the research objectives: (1) determine the form of speech acts in netizens’ responses towards the covid-19 pandemic text (2) describe the content in netizens’ responses towards the covid-19 pandemic text. the research data are in the form of sentences (speech acts) and sentences containing the substance or content of the netizens’ responses. data sources are as many as 180 netizens’ responses on instagram and facebook. the data are collected with reading and taking note techniques. method of data analysis are using a distribution method which is https://doi.org/10.18326/jopr.v2i2.177-200 https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.18326/jopr.v2i2.178-201 laily rahmatika, agus budi wahyudi 178 dividing the elements directly and the equivalent method with pragmatic techniques. the results: first, speech acts in netizens’ responses as locutionary act, illocutionary acts, and perlocutionary act. second, the content responses from netizens. i. optimistic ii. pessimistic iii. neutral. keywords: netizens response, covid-19, speech act, content introduction the coronavirus (covid-19) has spread throughout the world, one of the countries is indonesia as a global pandemic. in this 7 month period, cases in indonesia on september 20, 2020, recorded 244,676 positive infections covid-19 with the addition of 3,989 new cases reduced by the number of recovered patients reaching 177,327 people and cases of death reaching 9,553 people (fanani, 2020). the increase in the number of positive cases of the coronavirus is caused by several factors, namely the massive inspection tests, the easing of large-scale social restrictions (psbb), and not complying with the health protocol covid-19. according to deni kurniadi as the epidemilog from padjajaran university (in lumbanrau, 2020), the cause of the increase in positive cases of covid-19 in indonesia is due to government regulations in implementing socialization that do not have a real, planned, measurable and evaluable program. to reduce the number of positive cases of covid-19, various accounts on social media share information regarding the handling of the coronavirus, the development of the number of infected cases, and cases that have occurred through government and private accounts. the existence of social media, netizens make it easy to communicate directly in the form of commenting on the information presented in the informant's account. the presence of social media provides freedom for netizens to express, interact, and communicate (inderasari et al., 2019). the occurrence of interaction and communication in social media is not time-bound, everyone can be actively involved in it (watie, 2011). this condition makes each individual have the opportunity to access various information. in this case, the development of covid-19 which is shared through accounts on instagram and facebook, both government and private, has reaped a response from the netizens. the amount of information and public discussion on social media about the coronavirus affects the formation of netizens’ perceptions. this perception is formed through communication journal of pragmatics research vol. 2, no. 2, pp.177-200 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 179 between netizens in the comments column. for example: quoted from the instagram account @lambe turah regarding the circulation of the patient's family video is not accepting that the patient died due to being infected with the coronavirus (covid-19) by the hospital. meanwhile, the indonesian ministry of health's facebook account mentions the development of the number of cases infected with covid-19 in indonesia on september 20, 2020, reaching 244,676 cases with 177,327 people recovering, while 9,553 people died. these facts are cases that create an atmosphere of life wrapped in anxiety, confusion, and fear caused by the development of the coronavirus (covid-19) bringing up to various expressions. during the pandemic, optimistic, pessimistic, and neutral content expressions are confirmed that they are repeatedly used when communicating. this research is in line with the research of juwita & purnamasassri (2018), widyawati & utomo (2020) and khotimah (2019) regarding the substance of assertive speech acts which has a high presentation of illocutionary speech acts. meanwhile, in stambo & ramadhan's research (2019) illocutionary speech acts that uttered the most verbs were in the type of directive speech act in the indonesian peace program. illocutionary speech acts in the research of wahyuni, retnowaty, & ratnawati (2018), fakhriyah (2020), and miranti (2013) have not touched on the problem of response content in social media. sekarsany, damaryanti, & suparman's (2020) research which focuses on 3 types of illocutionary speech acts, namely: assertive with stating, mentioning, suggesting, and being proud. directive with ordering, ordering, prohibiting, and convincing. expressive with apologies, say hello, and praise. surianti, akhir, & nojeng (2019), the results regarding the media for delivering social messages in public service advertisements include representative speech with the verb inviting, say, and tell. directive speech with the verb command, bill, and order. expressive speech with verb congratulate. commissive speech with verb threatening and offering. declaration with verb prohibits. research on illocutionary speech acts was conducted by meirisa, rashid, & murtadho (2017) and nasution & efrima (2019). the results consisted of four categories of illocutionary speech acts including assertive, directive, commissive, and expressive. azizah (2020) examines the speech act of the caption on ridwan kamil's instagram, which includes speech acts that laily rahmatika, agus budi wahyudi 180 focus on four utterances, namely: directive ordering and giving advice, expressive illocution of thanks, assertive illocutionary showing, and commissive illocution offering. the speech context of the coronavirus pandemic (covid-19) is a new study, because previous studies have never existed. it is especially study on social media, namely instagram and facebook. there is a novelty in the context of the study. wargnet as a language speaker who is responsive to the problems of life in indonesian society. therefore, there is something new in the lexical field, namely the emergence of new lexical forms. optimistic, pessimistic, and neutral lexical content are the same locus. the presence of a new lexical is with optimistic content as a positive response, for example: in the form of submitting to the data (23). meanwhile, those is with pessimistic content as a negative response, for example: manifested distrust of the covid-19 handling system. furthermore, those is with neutral content as a response to impartiality, pay attention to data (24). the study based on saerle's theory is in line with tarigan (2009: 45) and prayitno (2017: 49) to analyze speech acts with the content of netizens is an illocutionary speech act theory. in accordance with the following understanding, speech acts as a speech whose function is to inform something or do something (surianti et all, 2019). speech act is categorized as three types of action which are manifested in the form of (1) locutionary acts as the act of something. (2) illocutionary acts as the act of doing something. (3) perlocutionary acts of affecting someone. illocutionary speech acts include: representative with the speech of telling, stating, suggesting, demanding, boasting, and reporting. directive with the speech of ordering, pleading, prohibiting, ordering, asking, and giving advice. commissive with the speech of an oath, promising, and declaring commitment. expressive with the speech of gratitude, congratulations, forgiveness, praise, blame, and express condolences. declarative with the speech of dismissing, deciding, isolating, and dropping. issues studied: (1) what are the forms of speech acts in netizens’ responses towards the pandemic covid-19 text? (2) what is the content in netizens’ responses towards the pandemic covid-19 text? research objectives: (1) determine the form of speech acts in netizens’ responses towards the pandemic covid-19 text (2) describe the content in netizens’ responses towards the pandemic covid-19 text. journal of pragmatics research vol. 2, no. 2, pp.177-200 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 181 research method the type of descriptive qualitative research. the research data are in the form of sentences (speech acts) and sentences containing the substance or content of the netizens’ responses. data sources are as many as 180 netizens’ responses on instagram and facebook. the data are collected with reading and taking note techniques. method of data analysis are using a distribution method which is dividing the elements directly and the equivalent method with pragmatic techniques (sudaryanto, 2015). the results of presenting the analysis are in the form of descriptive explanations. results & discussion netizens’ locutionary acts towards the covid-19 pandemic netizens’ responses towards covid-19 with a speech that provided ‘information about the swab test’. look at the quote below. context of dr.tirta 1. the price for the independent swab test was decided to be a max idr 900,000 (previously on ig tv i shouted there was no top price, the previous price was 1.5-2.3 million, the price dropped slightly -.-) if the result is negative, it still pays independent. so the price idr 900,000 is still an expensive for people whose salaries are regional minimum wage. hopefully there will be a subsidy for people who are underpaid 2. there is another statement: covid patient care is free and borne by the government (previously only covered only if via covid referral, now all are free wherever the hospital is). there is something lacking: free swab for high infection areas in 3t of food assistance for some areas with minus economy * for free swab depends on the decision of each regional head. national big data improvements are needed. so that data can be real time and without delay 2. there is no prejudice. whether it is coincidence or not, there have been many changes and improvements in policy after we speak out. i don't want gr, which is all important for the goodness of the societies. laily rahmatika, agus budi wahyudi 182 (1) “di daerah saya mulai ada swab gratis dok, tapi diprioritaskan untuk orang yang memiliki gejala atau ada penyakit bawaan. belum tau benar apa tidaknya semoga terealisasikan.” (in my area started to have a free swab, docter. but this is prioritized for people who have symptoms or have congenital diseases. i do not really know right or not, hopefully it will be realized) data (1) is in the form of declarative responses about the swab test. this information is conveyed as a response with current context or up to date events. netizens 'ask the problem' of covid-19 regarding the clarity of the individual who was given the vaccine. context of kemenkes_ri hi #healthies. the government and several agencies are working hard to produce vaccines covid-19, for this reason, there is no definitive drug or vaccine that can be found tackling covid-19. the main thing remains disciplined apply health protocols to protect yourself and yes, healthies # unified against covid19 #disciplinepakaimasker #alupakaimasker (2) “kalau vaksin sudah tersedia, kira2 siapa yg akan dapat duluan? apakah sudah ada rencana tindakan yg dibuat oleh kementerian semisal penerapan daerah prioritas, mekanisme transportasi dan cold chain-nya?” (if the vaccine is available, who will get it first? has there been an action plan made by the ministry, such as the implementation of priority areas, transportation mechanisms and cold chains?) data (2) is in the form of introgative responses about vaccine clarity. asking the problem is submitted in response to questions that have not yet found a clear answer. netizens ‘order the trut’ covid-19 regarding the problem of people who are infected covid-19 context of dr.tirta 3 months left for the election, guys. do you still remember my suggestion on ig tv and podcasts about the death audit? there is information, if it is infected positive covid, all costs are borne by the government. and about "data", death audit research is important so that in the future there are similar viruses, we can better handle them. mr. @ganjar_pranowo and @kantorstafpresidenri give a response here. you can check here. that means there is a problem about "data", in essence i know: health workers are only the implementers of treating and educating patients. the data issue is not a matter for health workers, but for the hospital and health and local health services https://www.instagram.com/kemenkes_ri/ https://www.instagram.com/explore/tags/healthies/ https://www.instagram.com/explore/tags/bersatulawancovid19/ https://www.instagram.com/explore/tags/bersatulawancovid19/ https://www.instagram.com/explore/tags/selalupakaimasker/ https://www.instagram.com/explore/tags/selalupakaimasker/ https://www.instagram.com/ganjar_pranowo/ https://www.instagram.com/ganjar_pranowo/ https://www.instagram.com/kantorstafpresidenri/ journal of pragmatics research vol. 2, no. 2, pp.177-200 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 183 https://www.infopresiden.com/2020/10/moeldoko-rumah-sakit-jangan-sall.html?m=1 https://regional.kompas.com/read/2020/10/01/19033991/bertemu-ganjar-moeldoko-jangansall-kematian-selalu-karena-covid-19 i just share. don't get tired again. the information have a certain quality. . ksp. don't get bored with me :p (3) “bongkaarrr terus dok, bekerja lah secara jujur buat yg lain..jangan memanfaatkan peluang yg ada !!” (keeping on take a part, docter. work honestly for others. don't take advantage of the opportunities that exist !!) data (3) is in the form of imperative responses about people who are infected covid-19. ordering the truth is form reveals a hidden truth. locutionary speech acts are responses by citizens in the form of declarative by providing swab test information, interrogative by asking the clarity of vaccine administration, and imperative by asking the truth of the infected community toward covid-19. netizens’ illocutionary acts toward the covid-19 pandemic illocutionary acts are categorized based on their form representative, directive, commissive, expressive, and declarative responses. representative responses there are five netizen responses toward covid-19 which are representative types. expressing opinion context of dr.tirta – sit on the floor first. tuk tang tuk tang tuk tang. (4) “mohon imbangi dikit postingannya sama orang orang yang pada g bisa makan mau byar kontrakan g bisa pusing mikirin kluarga dll.... biar imbang aj ini mah kan dokter udh jd publik figur atau infuencer ktanya...” (please be balance a little posting with people who unable to eat which cannot to rent rented, getting dizzy thinking about family, etc. so that this is balanced, doctor is already a public figure or an infuser, he said) https://www.infopresiden.com/2020/10/moeldoko-rumah-sakit-jangan-semua.html?m=1 https://www.infopresiden.com/2020/10/moeldoko-rumah-sakit-jangan-semua.html?m=1 https://regional.kompas.com/read/2020/10/01/19033991/bertemu-ganjar-moeldoko-jangan-semua-kematian-selalu-karena-covid-19 https://regional.kompas.com/read/2020/10/01/19033991/bertemu-ganjar-moeldoko-jangan-semua-kematian-selalu-karena-covid-19 https://www.instagram.com/dr.tirta/ laily rahmatika, agus budi wahyudi 184 data (4) as representative responses tt illocutionary states expressing opinion. the marker of tt above is marked by "g bisa makan". in this context, o1 expressed opinion to o2, because o1 wanted a balance of o2 posts between the affected communities including street vendors, online vehicles, motorbike taxis, public transportation drivers, street sweepers, and workers who were dismissed and rear guard including doctors, nurses, and medical personnel. tt above in the data with the markers "g bisa makan" is a sympathy for o1. while, the word "doctor" in data (4) is a form of greeting based on social status. notifying conditions context of lambe_turah jakarta is large-scale social restrictions... the governor of dki jakarta, anies baswedan re-implements large-scale social restrictions (psbb) as an emergency brake measure related to the pandemic coronavirus (covid-19). (5) “ayolah masyarakat indonesia,jangan sok sok an gak percaya sama covid-19 ini,virus ini beneran ada!,mau sampai kapan kita hidup kayak gini?,ayolah teman" semua patuhi protokol kesehatan.” (come on, indonesian people don't be pretentious not believe in covid-19, this virus comes really exists! how long do we want to live like this? come on all friends obey health protocols.) data (5) as representative responses tt illocutionary states notifying conditions. the marker of tt above is marked with "beneran ada". in this context, o1 informed o2, because some people did not believe in the coronavirus (covid-19), even they did not comply with health protocols in carrying out their daily activities. tt in the data above with the marker "beneran ada" is a statement to convince netizens to take precautions in the midst of a coronavirus outbreak that actually exists. providing suggestions context of kemenkes_ri hi #healthies. my mask protects you, your mask protects me. these are messages from athletes your favorite so that we can stop the spread of covid-19 together with #donotslackoff #alwaysusemask. let's be disciplined #uniteagainstcovid19 #alwaysusemask. https://www.instagram.com/lambe_turah/ https://www.instagram.com/kemenkes_ri/ https://www.instagram.com/explore/tags/healthies/ https://www.instagram.com/explore/tags/jangankendor/ https://www.instagram.com/explore/tags/jangankendor/ https://www.instagram.com/explore/tags/bersatulawancovid19/ https://www.instagram.com/explore/tags/selalupakaimasker/ https://www.instagram.com/explore/tags/selalupakaimasker/ journal of pragmatics research vol. 2, no. 2, pp.177-200 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 185 (6) “kepada kementrian kesehatan ri, sebaiknnya restoran di tutup untuk makan di tempat (sementara) covid19 sudah meningkat bagimana ? di luar saja sudah banyak yang berkumpul menjadi cluster covid !, sekarang apakah rumah sakit bisa menanggung lebih banyak pasien covid ? lebih bijaksana untuk di stop sekarang sebelum covid menembus lebih dari 200,000 kasus ! terima kasih , semoga di ambil keputusannya , safe our country , #safeindonesiasebelumcovidmelonjaklbh200k” (to the indonesian ministry of health, it is better if restaurants are closed to eat at places (temporary) how covid19 has increased? outside, many people have gathered to become the covid cluster! now, can the hospital cover more covid patients? it's wiser to stop now before covid penetrates more than 200,000 cases! thank you, hopefully the decision will be taken, safe our country, # safeindonesiasebelumcovid jumped to 200k) data (6) as representative responses tt illocutionary states providing suggestions. the marker of tt above is marked with "sebaiknnya". in this context, o1 provides o2 advice, because the cluster of positive cases infected with the coronavirus (covid-19) is increasing per day. tt in the data above is marked as "sebaiknnya" as providing suggestions to the government in reducing the increase in the number of cases and stopping the transmission of covid-19 by always wearing a mask, keeping your distance, and not crowding the world. demanding context kemenkes_ri – good morning #healthies! the spirit of starting today's activities, don't forget to always wear your mask wherever and whenever you are. because each of us can become a hero by protecting others. take care of your health, cleanliness and the information you get. greetings healthy! #fashionnovation. (7) “para pejabat pada pakai masker scuba sedangkan masyarakat dilarang pakai masker scuba? kalau nyuruh masyarakat ganti jangan pakai scuba tuncukin dulu atau beri contoh.” (officials wear scuba masks. while, are societies prohibited from wearing scuba masks? if you tell the community to replace, don't use scuba. show first or give an example.) data (7) as representative responses tt illocutionary states demanding. the marker of tt above is marked with “dilarang”. in this context, o1 demands o2, because the use of scuba masks that are not allowed to be used by the government but are still used in use, one of which is a photo in the context post above in running sports that still use scuba masks. tt in data https://www.instagram.com/explore/tags/safeindonesiasebelumcovidmelonjaklbh200k/ https://www.instagram.com/explore/tags/safeindonesiasebelumcovidmelonjaklbh200k/ https://www.instagram.com/kemenkes_ri/ https://www.instagram.com/explore/tags/healthies/ https://www.instagram.com/explore/tags/jangankendorpakaimasker/ laily rahmatika, agus budi wahyudi 186 above with the marker “dilarang”as a form of netizens’ demanding to the government on the policy of prohibiting the use of scuba masks. suspecting context indotoday the best president in the world, in dealing with the corona outbreak. you agree, jokowi invites a number of artists to the palace! (8) “artis kan lebih go publik... mreka diminta untuk beri edukasi/ semangat.. buat kita.. maksudnya artis jd media yg paling mudah.. jd jembatan info positif penanganan covid.. kalo masalah bukan dokter.. kan mentri kes bisa di minta infonya.” (artists go public more. they are requested to give education / enthusiasm for us. it means artists are the easiest media. so it is a bridge of positive information about covid handling if the problem is not a doctor. the minister of health can be ask for the information ..) data (8) as representative responses tt illocutionary states suspecting. the marker if tt above is marked with “diminta". in this context, o1 suspects o2, because several celebrities have been invited to the palace to help in the government's campaign or socialization in handling covid-19 for the indonesian people. tt in the data above is marked with “diminta" as an effort to educate the public to make them aware of the importance of using masks in protecting themselves in the midst of a pandemic. directive responses there are two netizen responses toward covid-19 which are directive types. inviting context of ministry of health ri hi #healthies. in this pandemic, let's prevent transmission of covid-19 at the joint office. keep up the health protocol. # withcovid19 (9) “memaksimal mungkin memutus mata rantai virus bahkan sampai geram menangani pandemi ini...tinggal kitanya sebagai masyarakat mari kita bantu pemerintah kita. jangan saling menyalahkan! dimulai dari diri kita sendiri jaga kesehatan.” (as much as possible to cut the chain of the virus, even it is to the point of being furious about handling this pandemic. it remains us as a society. let's help our government. don't blame each other! starting from ourselves take care of our health.) https://www.instagram.com/indotoday/ https://www.facebook.com/kementeriankesehatanri/?__cft__%5b0%5d=azwhwcsjxagho1lxljaxffpozdpmxyzu8cczkbe3ivrlubidmyi1crhkv3tziiypswq_ujn_ule4vngecbjm9bk3ncb9cr5yutch4u1yc39hkahyzroyoffcldvfggu8u9yvsd9fnxpwkttazw6auruvunjvsee5f8u5qlbxjejjbg&__tn__=-uc%2cp-r https://www.facebook.com/hashtag/healthies?__eep__=6&__cft__%5b0%5d=azwhwcsjxagho1lxljaxffpozdpmxyzu8cczkbe3ivrlubidmyi1crhkv3tziiypswq_ujn_ule4vngecbjm9bk3ncb9cr5yutch4u1yc39hkahyzroyoffcldvfggu8u9yvsd9fnxpwkttazw6auruvunjvsee5f8u5qlbxjejjbg&__tn__=*nk-r https://www.facebook.com/hashtag/bersamalawancovid19?__eep__=6&__cft__%5b0%5d=azwhwcsjxagho1lxljaxffpozdpmxyzu8cczkbe3ivrlubidmyi1crhkv3tziiypswq_ujn_ule4vngecbjm9bk3ncb9cr5yutch4u1yc39hkahyzroyoffcldvfggu8u9yvsd9fnxpwkttazw6auruvunjvsee5f8u5qlbxjejjbg&__tn__=*nk-r https://www.facebook.com/hashtag/bersamalawancovid19?__eep__=6&__cft__%5b0%5d=azwhwcsjxagho1lxljaxffpozdpmxyzu8cczkbe3ivrlubidmyi1crhkv3tziiypswq_ujn_ule4vngecbjm9bk3ncb9cr5yutch4u1yc39hkahyzroyoffcldvfggu8u9yvsd9fnxpwkttazw6auruvunjvsee5f8u5qlbxjejjbg&__tn__=*nk-r journal of pragmatics research vol. 2, no. 2, pp.177-200 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 187 data (9) as directive responses tt illocutionary states inviting. the marker of tt above is marked with "bantu”. in this context, o1 invites o2, because it is a way to assist the government in breaking the chain of spreading the coronavirus. tt in the data above is marked with "bantu” as an effort to care for netizens in handling the covid-19 pandemic by providing a statement by maintaining health and complying with protocols. requesting context of aniesbaswedan covid-19 social assistance phase 7 at @dkijakarta. since last tuesday (15/9), the dki jakarta provincial government has synergized with the indonesian ministry of social affairs to begin distributing phase 7 social assistance (bansos) to homes of 2.4 million poor and vulnerable families affected by covid-19, both dki ktp or ktp non dki residing in jakarta. (10) “pak anis.. boleh usul gak... jangan sarden terus tapi ganti sama kornet... sekali kali makan daging pak…” (mr. anis, can i suggest… don't keep sardines but it replaces with the corned beef ... once, eat meat sir ...) data (10) as directive responses tt illocutionary states requesting. the marker of tt above is marked with "ganti”. in this context, o1 asks o2, because netizens want to get help with things that make their needs met. tt in the data above is marked with "ganti” as a form of request for a new item of social assistance distribution. commissive responses there is netizen response towards covid-19 which is commissive types. giving appoinment context of ganjar_purnowo kalau ada saudara atau temenmu yg tidak pakai masker, gimana cara kamu mengingatkan? pernah dibantah atau disepelekan? context of ganjar_purnowo if there is sibling or friend who does not wear a mask, how do you remind him? have you been denied or ignored? https://www.instagram.com/dkijakarta/ laily rahmatika, agus budi wahyudi 188 (11) “demi memutus rantai covid 19 saya tetep pake masker pak walaupun temen2 saya bilang ga baik buat kesehatan karna kekurangan oksigen dan malah menghirup co2 dari napas sendiri.” (for the sake of breaking the covid-19 chain, i still use a mask, sir, even though my friends say it's not good for health because it lacks oxygen and instead inhales co2 from my own breath.) data (11) sebagai tti komisif menyatakan pemberian janji. penanda tt diatas ditandai dengan “saya tetep pake masker”. dalam konteks ini, o1 memberikan janji ke o2, karena tujuannya untuk memutus rantai penularan kluster covid-19 yaitu dengan selalu memaki masker dimanapu, kapanpun berada. tt pada data di atas dengan penanda “saya tetep pake masker” sebagai bentuk mematuhi protokol kesehatan. expressive responses there are four netizen responses towards covid-19 which are expressive types. providing support context of the indonesian ministry of health indonesia is committed to increase health innovation in handling covid-19. (12) “tetap semangat dan terus berpikir positif semoga pandemi ini cepat berakhir... terutama buat para medis pengorbanan kalian begitu luar biasa dan berjasa berada di garda paling depan semoga allah melindungi kalian amin.” (keep it up and keep thinking positively, hopefully this pandemic will end quickly. especially it is for the medics, your sacrifices are so extraordinary and are credited with being at the forefront. hopefully allah will protect you amen.) data (12) as expressive responses tt illocutionary states providing support. the marker of tt above is marked with "semoga pandemi ini cepat berakhir" in this context, o1 provides o2 support, because middle medical services have made sacrifices in helping to recover patients even with simple facilities. tt in the data above is marked "semoga pandemi ini cepat berakhir" as a form of positive support to continue to survive in sacrificing services during the covid-19 pandemic until the end of the pandemic. saying thank you journal of pragmatics research vol. 2, no. 2, pp.177-200 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 189 context of aniesbaswedan jakarta against covid from @dkijakarta friends, we still have to struggle with this covid-19. follow the rules. let's live a clean and healthy life, so that the people of jakarta will be safe. (13) “temen ngaji sy mengucapkan terima kasih pak anies ats perhatian bapak tuk para pasien covid, teman sy sekeluraga yg skrg sedang di rawat di wisma atlet kemayoran, temen sy bilang dr kamar sampai pelayanan kesehatannya benar2 diutamakan, dan tidak lupa teman sy jg mendoakan bapak beserta jajaran dan para nakes agar selalu dilindungi oleh allah swt...aamiin yaa robbal alaamiin.” (my friend says thank you to mr. anies for his attention toward the covid patients, my friends and family who are currently being cared for at wisma atlet the kemayoran, my friend said that the room until the health service is prioritized, and don't forget my friends also pray for you and your ranks and health workers to always be protected by allah swt ... aamiin yaa robbal alaamiin.) data (13) as expressive responses tt illocutionary states saying thank you. the matker of tt above is marked with "terima kasih". in this context, o1 thanks to o2, because o2's caring attitude towards covid-19 patients was prioritized in terms of service. tt in the data above is marked "terima kasih" as a gratitude for the facilities provided in handling covid-19. expressing concerned context of kumparancom doctors provide various first aid when a corona patient is critical, one of which is gamaras. gamaras therapy is also undertaken by loki – it , a corona patient in south tangerang, is not his real name. in a day, loki has to finish 13 bottles of gamaras by infusion. the price of 13 bottles of gamaras consumed by loki in a day can reach idr 63,794,120. that means, one bottle of gamaras is priced at idr 4,907,240. this medicine is known to be made from healthy human blood plasma, where the antibody content in it can fight germs or disease (14) “kasian pasiennya, dah mikirin idup sama mati, harus mikirin juga biaya perawatannya.” (how poor the patient, it already thought about life and death, it must also think about the cost of treatment also) data (14) as expressive responses tt illocutionary states expressing concerned. the marker of tt above is marked with “kasian pasiennya”. in this context o1 expresses o2's https://www.instagram.com/aniesbaswedan/ https://www.instagram.com/dkijakarta/ https://www.instagram.com/kumparancom/ laily rahmatika, agus budi wahyudi 190 concern, because the price of drugs cannot be reached by all levels of society to get the same opportunity for help. tt in the data above with the marker “kasian pasiennya” as a form of public concern over. criticizing context kumparancom commissioner of the indonesian ombudsman @ alvinlie21 mentioned about the ministry of health, which is currently the largest corona cluster. according to alvin, it should be @kemenkes_ri can be a role model. this certainly affects the credibility of the agency (15) “presidennya buat aturan nggak jelas. begitupun juga mentrinya. mulai dari psbb sampai psbm. menurun nggak meningkat iya. suruh makan nasi kucing, minum jamu hingga kalung anti corona. virus itu di teliti bukan buat bahan percobaan apalagi lelucon. kerja kerja kerja jadi selogan, tapi kok gini hasilnya. coba minta penilaian dari masyarakat secara random. seberapa seriusnya pemerintah dalam penangan covid ini.” (the president makes unclear rules, likewise his minister. starting from psbb to psbm, it is decreasing. it is not increasing. it is asked to eat nasi kucing, drink herbs till anticorona necklaces. the virus was examined not for experimental materials moreover jokes. work, work, and work are slogan, but how come this is the result. try asking for a random assessment from the public. how serious the government is in handling this covid.) data (21) as expressive responses tt illocutionary states criticizing. the marker of tt above is marked with “aturan nggak jelas”. in this context o1 criticizes o2, because the regulations in handling covid-19 set by the government are encouraging and unclear. tt in the data above is marked with “aturan nggak jelas” as a decrease in the government's creativity in dealing with the covid-19 pandemic. declarative responses there is netizen response towards covid-19 which is declarative types. convey the truth context kumparancom loki (not his real name), the corona patient who was treated in south tangerang, was first admitted to the covid-19 referral hospital on august 29. he, his wife, and their son contracted covid-19. loki and his wife were treated in the same hospital, while their son was treated in dki jakarta. ”it turned out that loki received a receipt from the hospital https://www.instagram.com/kumparancom/ https://www.instagram.com/alvinlie21/ https://www.instagram.com/kemenkes_ri/ https://www.instagram.com/kumparancom/ journal of pragmatics research vol. 2, no. 2, pp.177-200 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 191 on 18 september. their son was also given information that the hospital could receive replacement costs from the government. however, the patient must first pay the costs to the hospital and then to be refunded to the government. in total loki's bill until 18 september was idr 584,551,066.⁠ (16) “tante saya covid malah bayar pake asuransi kantor, aneh bgt dah sistem pemerintahan skrg, ga terbuka dan gajelasss.” (my aunt is infected with covid paid for using office insurance, it's really strange that the current government system is not open minded and not clear.) data (16) as declarative responses tt illocutionary states convey the truth. the marker of tt above is marked with "ga terbuka dan gajelas”. in this context, o1 conveys the truth of o2, because government policies and hospital service techniques like this do not consider the quality, quality, cost efficiency and sustainability of covid-19 patients. tt in the data above with the markers "ga terbuka dan gajelas” is the reality of policies and regulations that consider transparency in handling covid-19. illocutionary speech acts are responses by citizens in the form of representative by expressing opinion, notifying conditions, providing suggestion, demanding, and suspect, directive by inviting and requesting, commissive by giving appointment, expressive by providing support, saying thank you, expressing concerned, criticizing, and declarative by convey the truth. netizens’ perlocutionary acts towards the covid-19 pandemic illocutionary acts are categorized based on their form representative, directive, commissive, expressive, and declarative responses. representative responses express anxiety context of dr.tirta – who needs a job and need money. you can register. just help spread out. then get money. it is advantage. it is very helpful. don’t pick me up ndaaaan! i am a good citizen. just forgot to use drx king mirrors. freedom of speech!!!!! laily rahmatika, agus budi wahyudi 192 (17) “ketika omongan influencer lebih dipercaya dibanding yang berpengalaman.” (when the influencer talk is more trusted than experienced people.) netizens mean in data (17) "personal anxiety" about the "covid-19 education system". the covid-19 education system is entrusted to influencers so that health workers were underestimated. the effect is that the community does not respect these actions. directive response waiting for clarity context of dr.tirta when an expert retreats, there is something. my instagram posts are similar to professional statements regarding tracing and treatment tests. you can check it on the next slide, understand it. i have 4 posts today, the rest will be live part 4 tonight. anyway, until now i'm still a volunteer for the national task force on behavior change :). my job is to educate without stop in the field anytime, anywhere. it is eternal bosqqqqqueeeee.) (18) “di tunggu happy endingnya dok, dari drama covid ini. selamat berjuang mewakili suara kami.” (waiting for the happy ending, doctor, from this covid drama. good luck representing our voice.) netizens mean the data (18) "awaiting clarity on the end of the covid-19 pandemic". when is the 'happy ending of the plague'? the effect is that the lives of netizens are uncomfortable, because they do not know where the disaster will end. commissive response committed context of dr.tirta morning breakfast with meat, bosqueee. 7 months in the field, the evidence is in my brain. as long as i am alive, i will continue to share every day 10-14 posts that make you think. instead of cultivating "the young who farm" but it finds catchy findings! a modern necklace, disclaimer: i am just google news, lots, read yourself, clear source don't be anti critics! february was tourism influencer even though covid is viral in the world july> anti-corona necklace. does anyone know? how about the anti-corona necklace? why don't you program hydroponic farming for young people? that's good during journal of pragmatics research vol. 2, no. 2, pp.177-200 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 193 the pandemic september> jakarta psbb again, positive cases break the record then, indonesia's economy was decided to enter into recession. (19) “saya tidak pernah anti terhadap nakes, bagaimanapun sama2 pejuang kehidupan, yg perlu dibasmi di indonesia ini adalah birokrasi yang membingungkan rakyat, apalagi jika ada yg memanfaatkan situasi untuk memperkaya diri dengan dalih kesehatan adalah kejahatan yang nyata. semangat dok.” (i've never been against health workers, however we are warrior's life, which needs to be eradicated in indonesia this is a confusing bureaucracy of the people, especially if someone takes advantage of the situation to enrich themselves under the pretext of health is a real crime. docter, spirit.) netizens means in the data (19) "not to blame the health workers" towards the anticorona necklace. the anti-corona necklace that is traded come from the bureaucracy instead of being certain that are concerned with the situation. the effect is that netizens has an issue with the bureaucratic system for handling covid-19. ekspressive responses praying context of indotoday doctors in west sumatra built a laboratory to provide free swab testing services to the public. he is dr. andani eka putra as the head of the diagnostic and research laboratory for infectious diseases, fk andalas university. he is willing to spend his personal fund of idr 850 million to build a laboratory for testing covid-19 specimens. he called this for the independence of the nation and also for the benefit of the people. (20) “semoga yang penghasilan nya berlebih terketuk hatinya bisa ikut membantu membangun satu layanan gratis bagi warga tidak mampu ditiap kota indonesia seperti pak dokter aamiin.” (hopefully those with excess income will knock their hearts out to help build a free service for underprivileged residents in every city of indonesia, such as dr.aamiin.) wargenet means data (20) 'to say prayers for those who earn more. in effect, that person helps reduce problems to reduce the covid-19 cluster. laily rahmatika, agus budi wahyudi 194 suggestion context of dr.tirta – think it logically. if you check. if it's positive, just bear it. negative pays for yourself. the complete check is my ig tv. how you want to improve the testing feature. if the price is too expensive. it is only one solution: free swab for different areas. most of the covid 19 symptoms are mild or asymptomatic. well. if there are no symptoms. he wants a test. yes, doubt. because if it's negative, it's not paid. in the end, the hospital is cover the shortcomings if the patient can't pay. hahaha if the hospital cover the shortcomings. hospital employees are haunted or not? think logic bro. employees need to eat too, right? so what are they doing? logic. . health professional? doctors are just executors, bro. how could this be that. we make strange voices just betting "license revoked" hahaha. me? yo just hurry up. nothing to lose. you are only being pitted against each other by a "corrupt" system. if the hospital only bought a swab tool. and the managing doctor. then who is the distributor of pcr swab that charges a high price? ? ? : p hayoo who's hayoooo (21) “kita seharusnya bersyukur ada yang mau menyuarakan covid sebenarnya yang blakblakan gini tuh hebat banget lo. dok aku wongmu.” (we should be grateful that there are those who want to speak out about covid, actually the one who is outspoken is really great. doc i'm support you.) netizens intent on data (21) "suggest to reveal the truth" of the price of the swab test. voiced about price inconvenience in the swab test where there is no price accuracy in the payment. the effect is that people are more open minded to the problems that occur. declarative response taking issue context of dr.tirta last for this morning, once again, i only share old news. from my feed, you will know, is there strange whether to handling covid in indonesia? ha ha ha who made the findings, who hit whom :) "geez, don't do anything with me, just a voice of the rabbel". you judge for yourself. i am just sharing the news in the morning, enjoy while having breakfast. we'll continue the fun discussion this afternoon. at 07.30 i live on tv one :) someone asked me to talk about this on tv. that is. cipeng gas gas is back bosque. like this ... for example the government made a mistake and we have the data to correct it. yes it would be nice to criticize and give a solution. we also choose them ha ha ha ha ha ha journal of pragmatics research vol. 2, no. 2, pp.177-200 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 195 ha this whatsapp "people don't know who offered me in april" said are all rapid not a business? are rapid administrative requirements? booooor magic letter. i did not move for 7 months in vain. in april, the prices are crazy. now? why? i even already complete data on who's offer me trade rapid from april july. one by one we fried. since april i receive many offer boss. i am silent. in the past, 250-500 hundreds. now that idr 95,000 doesn't sell, what's the game? my number is a sensor, even though i'm a volunteer, do you want to trade rapid with me? how come it's so easy, rapid is it sold freely? now, it's only idr 95,000 per pcs anyway. how many pcs do these people sell rapidly? hah? open your heart to allaaaaa. (22) “perusahaannya usut!!!” (investigae the company!!!) netizens mean in data (22) "take issue the elemnt" towards the use for business during a pandemic. voiced about the side conducts rapid tests for all purposes. the effect is that netizens has been fooled by the sale of rapid tests. perlocutionary speech acts are responses by citizens in the form of representative by express anxiety, directive by waiting for clarity, commissive by committed, expressive by praying, suggestion, and declarative by taking issue. content responses in netizens illocutionary acts content response is content that contains information about information through social media. response content by type includes optimistic, pessimistic, and neutral contents. optimistic content according to shapiro (in ghufron & risnawati, 2011) states optimistic content is a belief in something positive in terms of having an attitude of hope for good things. surrender self laily rahmatika, agus budi wahyudi 196 context ministry of health ri #update of covid-19 developments in indonesia as of september 11, 2020 at 12.00 wib. the number of confirmed positive cases # covid19 in indonesia is 210,940 with 150,217 recovered 8,544 deaths. stay alert with #keepdistancing #usemasker #washhandswithsoap to break the chain of transmission of covid-19. with us #againscovid19. (23) “tiap hari pasti ada kematian karna itu takdir dari allah. siapapun tdak bisa menghentikan takdir kematian. terus berdoa saja semoga keluarga kita di lidungi dari marabahaya dan di beri kesehatan selalu dan di mudahkan mencari rezki.” (every day there must be death because it is a destiny from allah. no one can stop the destiny of death. just keep on praying that our families will be protected from danger and be given health and make it easier to find sustenance.) data (24), (25), and (26) are responses from netizens in the form of optimistic content. this optimistic content functions as an expression of prayingthe optimistic content of the data is seen from the substance consisting invitation based on the data above, the difference in optimistic content of the data (24) shows that netizens appeal which is indicated by the word "diharapkan" which is basically to reduce cases of infection. these data (25) serve as a detailed call to adhere to health protocols. whereas data (26) returns the destiny of each individual that has been determined. pessimistic content pessimistic content is a belief that considers everything based on its basis as bad (mangunhardjana, 1997). distrust of the system context lambe_turaha video of a patient's family was circulating with anger, because they did not accept the patient who was sentenced to the world meningeal hospital, because he was infected with the coronavirus (covid-19). (24) “saya percaya covid-19 itu ada, tapi saya tidak percaya bahwa data covid-19 itu real adanya.” (i believe covid-19 exists, but i don't believe that covid-19 data is real.) https://www.facebook.com/kementeriankesehatanri/?__cft__%5b0%5d=azxdx1x2l3zgb0obbeqk5ln7jcryewafj3gptxkexd8vkzbm8cvaihnvk0ofqj9hgj5knnqvvo9xlynym1ln2v_rqogdj2c1bnvxyuzis00mqe3_vzgg8nfttkci7qqwrtjdt7z-ejsxlezxo0rsdbzgv42x6rya7phayib8cshr0xe0y9zkedhc04anfnnb2tidokclsicp6cpmglwtqfwn8ggcsa0i1gx8gzrmgdrg3q&__tn__=-uc%2cp-r https://www.facebook.com/hashtag/update?__eep__=6&__cft__%5b0%5d=azxdx1x2l3zgb0obbeqk5ln7jcryewafj3gptxkexd8vkzbm8cvaihnvk0ofqj9hgj5knnqvvo9xlynym1ln2v_rqogdj2c1bnvxyuzis00mqe3_vzgg8nfttkci7qqwrtjdt7z-ejsxlezxo0rsdbzgv42x6rya7phayib8cshr0xe0y9zkedhc04anfnnb2tidokclsicp6cpmglwtqfwn8ggcsa0i1gx8gzrmgdrg3q&__tn__=*nk-r https://www.facebook.com/hashtag/covid19?__eep__=6&__cft__%5b0%5d=azxdx1x2l3zgb0obbeqk5ln7jcryewafj3gptxkexd8vkzbm8cvaihnvk0ofqj9hgj5knnqvvo9xlynym1ln2v_rqogdj2c1bnvxyuzis00mqe3_vzgg8nfttkci7qqwrtjdt7z-ejsxlezxo0rsdbzgv42x6rya7phayib8cshr0xe0y9zkedhc04anfnnb2tidokclsicp6cpmglwtqfwn8ggcsa0i1gx8gzrmgdrg3q&__tn__=*nk-r https://www.facebook.com/hashtag/gunakanmasker?__eep__=6&__cft__%5b0%5d=azxdx1x2l3zgb0obbeqk5ln7jcryewafj3gptxkexd8vkzbm8cvaihnvk0ofqj9hgj5knnqvvo9xlynym1ln2v_rqogdj2c1bnvxyuzis00mqe3_vzgg8nfttkci7qqwrtjdt7z-ejsxlezxo0rsdbzgv42x6rya7phayib8cshr0xe0y9zkedhc04anfnnb2tidokclsicp6cpmglwtqfwn8ggcsa0i1gx8gzrmgdrg3q&__tn__=*nk-r https://www.facebook.com/hashtag/gunakanmasker?__eep__=6&__cft__%5b0%5d=azxdx1x2l3zgb0obbeqk5ln7jcryewafj3gptxkexd8vkzbm8cvaihnvk0ofqj9hgj5knnqvvo9xlynym1ln2v_rqogdj2c1bnvxyuzis00mqe3_vzgg8nfttkci7qqwrtjdt7z-ejsxlezxo0rsdbzgv42x6rya7phayib8cshr0xe0y9zkedhc04anfnnb2tidokclsicp6cpmglwtqfwn8ggcsa0i1gx8gzrmgdrg3q&__tn__=*nk-r https://www.facebook.com/hashtag/lawancovid19?__eep__=6&__cft__%5b0%5d=azxdx1x2l3zgb0obbeqk5ln7jcryewafj3gptxkexd8vkzbm8cvaihnvk0ofqj9hgj5knnqvvo9xlynym1ln2v_rqogdj2c1bnvxyuzis00mqe3_vzgg8nfttkci7qqwrtjdt7z-ejsxlezxo0rsdbzgv42x6rya7phayib8cshr0xe0y9zkedhc04anfnnb2tidokclsicp6cpmglwtqfwn8ggcsa0i1gx8gzrmgdrg3q&__tn__=*nk-r https://www.facebook.com/hashtag/lawancovid19?__eep__=6&__cft__%5b0%5d=azxdx1x2l3zgb0obbeqk5ln7jcryewafj3gptxkexd8vkzbm8cvaihnvk0ofqj9hgj5knnqvvo9xlynym1ln2v_rqogdj2c1bnvxyuzis00mqe3_vzgg8nfttkci7qqwrtjdt7z-ejsxlezxo0rsdbzgv42x6rya7phayib8cshr0xe0y9zkedhc04anfnnb2tidokclsicp6cpmglwtqfwn8ggcsa0i1gx8gzrmgdrg3q&__tn__=*nk-r journal of pragmatics research vol. 2, no. 2, pp.177-200 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 197 data (27), (28), and (29) are responses from netizens in the form of pessimistic content. this pessimistic content functions as a trust bias. the pessimistic content of the data can be seen from the substance consisting of the fact that there is a virus, falsification of verifying patients. based on the data above, differences in the pessimistic content of the data (28) indicate beliefs about covid-19, but not in the form of informed numerical data. neutral content neutral content is an impartial assumption between one another. free of interest context kemenkes_rihi #healthies. the government's efforts to control covid-19 in anticipation of a surge in covid-19 patients have been adequate, both from the human resources for health and the availability of patient isolation areas. the government continues to work hard to increase the cure rate for covid-19 patients. the minister of health appealed to always adhere to health protocols and the participation of all parties, especially the role of the community and all sectors to discipline wearing masks, maintain distance and diligently wash hands with soap. (25) “berfikir positif tidak menyalahkan satu pihak atau pihak lain ttp semangat untuk pencegahan penularan covid 19 dan ttp bedoa, semoga bangsa kita indonesia bangkit dan bisa maju smgttt bismillah.” (thinking positively does not blame one party or the other but the enthusiasm for preventing the transmission of covid 19 and still pray, hopefully our nation indonesia will rise and be able to move forward as well as bismillah.) data (30) and (31) are responses from netizens in the form of neutral content. this neutral content functions as a form of conveying something without partiality. the neutral content of the data can be seen from the substance consisting of praying and carrying out worship. based on the data above, the difference in data neutral content (31) shows that netizens do not corner any party by asking to pray to allah swt. content responses are response by citizens in the form of optimistic by surrender self, pessimistic by distrust of the system, and neutral by free of interest. https://www.instagram.com/explore/tags/healthies/ laily rahmatika, agus budi wahyudi 198 conclusion based on the results and discussion, it is determined that the response of netizens on instagram and facebook accounts towards the covid-19 pandemic: first, citizens respond to new phenomena, both stratified in the form of loucotionary act of giving statements, illocutionary act of stating something, and perlocutionary act an effect on self. second, the content of the response from the netizen. i. optimistic ii. pessimistic iii. neutral. this can be used as a benchmark if netizens have speed and social responsibility in communicating in mass media. references azizah, a. 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(2018). tindak tutur ilokusi pada caption akun islami di instagram. jurnal basataka (jbt), 1(2), 11-18. watie, errika dwi setya. 2011. komunikasi dan media sosial (communications and social media). the messenger, vol. 3, no. 1, hal. 69-75. https://www.bbc.com/indonesia/topics/cjgn7k8yx4gt laily rahmatika, agus budi wahyudi 200 widyawati, n., & utomo, a. p. y. (2020). tindak tutur ilokusi dalam video podcast deddy corbuzier dan najwa shihab pada media sosial youtube. jurnal ilmiah telaah, 5(2), 18-27. journal of pragmatics research vol. 02, no. 01, (2020) pp.26-40 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index doi: https://doi.org/10.1836/jopr.v2i1.26-40 26 discourse and power relations: a critical discourse analysis of a pakistani talk show nayab iqbal faculty of social sciences hamdard university, karachi, pakistan kaukab abid azhar* faculty of management sciences barrett hodgson university, karachi, pakistan e-mail: kaukababidazhar@gmail.com zubair ahmed shah faculty of management sciences barrett hodgson university, karachi, pakistan *(corresponding author) doi: https://doi.org/10.1836/jopr.v2i1.26-40 submission track: received: 28-01-2-2020 final revision: 03-04-2020 available online: 10-04-2020 corresponding author: kaukab abid azhar kaukababidazhar@gmail.com abstract the paper aims at studying the ways power and inequality are enacted in a pakistani talk show aired on capital tv on 14th august 2019. the research primarily focused on analyzing turn-taking patterns of the discussion held between the host of the program and three guests. the analysis revealed the unequal distribution of turns implying the unequal distribution of power between the host and guests as well as between the guests. the host of the program through her discourse asserted power as she was the one to control the topic of discussion throughout the program. her power can be attributed to the power of media. besides, one of the guest speakers, jawwad asserted his power through his knowledge. the female speaker did not have enough representation and was not given enough chance to share her views, https://doi.org/10.1836/jopr.v2i1.1-44-58 http://e-journal.iainsalatiga.ac.id/index.php/jopr/index https://doi.org/10.1836/jopr.v2i1.26-40 nayab iqbal, kaukab abid azhar, zubair ahmed shah 27 therefore, it can be concluded that gender was another element that played an important part in forming the power relations in the discussion that was observed. keywords: critical discourse analysis, discourse power relations, media discourse and talk shows, turn-taking introduction critical discourse analysis is a discipline that deals with the way language enacts and reinforces power relations, inequality and power struggle in any social or political context. power relations can be explicitly found everywhere in the society. there is an unequal distribution of power present in almost all the institutions of society. this is not only limited to social institutions but is clearly evident in different social groupings between male and females or different ethnic groups or class of the society. this, as a result, leads to a power struggle between different individuals or group of a particular society. moreover, power can be either used positively or misused. power relation is something that exists between individuals in different situations. for example, a power relation may exist between a teacher and a student or between a doctor and a patient. critical discourse analysis as a discipline sheds lights on the way power is misused as well as the way power abuse occurs. the way power is handled in a society helps develop the common ideological frame of that particular society. cda helps expose power abuse present in the society that helps reshape the ideology of any society in a positive manner. fairclough (2003) suggests that the dialectic relation between language and social society is realized through social events (texts), social practices (events), social practices (order of discourse) and social structures. similarly, discourse plays an important role in examining the power struggle present in any social context. discourse is something that is constructed within the society depending on the context. discourse helps shape society on one hand and reflects the society on the other. besides, it is not an only discourse that shapes society but society itself plays a major role in shaping a discourse hence, these two co-exist. however, media is a common channel where the element of power relation and power struggle is evident. even when the things are not explicitly stated, there is a complete ideology or struggle of power between people associated with this channel of conversation. journal of pragmatics research vol. 02, no. 01, (2020) pp.26-40 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index doi: https://doi.org/10.1836/jopr.v2i1.26-40 28 people through various means assert their power over others. different people are commonly observed giving suggestions related to the political and social conditions of the country on different news channels or talk shows. they assert their power through the way they use language and change the course of discussion from one point to another. bilal, akbar, gul, & sial (2012) in their paper through analyzing political talk shows concluded how discourse can be used to manipulate and assert power over others. the analysis was done following van dijk’s approach of cda. the paper concluded that people use certain tactics to gain social power and political dominance. similarly, in this paper, the power relations between the host and the guest speakers as well as between the guests are studied critically to see how discourse helps construct power relations between individuals. the study aims at finding the ways language helps assert the dominance of one speaker over the other with a specific focus on the turn-taking patterns occurring throughout the program. this would, however, help understand the relation between discourse and power as the analysis would conclude how discourse constructed in a particular social context can be used as a means to shape one’s status in a society. the research questions of the study are: how does discourse help establish power relations between the speakers of the program? what are the common power relations that exist between the speakers of the program? there are numerous researches conducted on the ways discourse helps shape ideologies, build up power relations, assert dominance over individuals or different social groups in different contexts. fairclough (1997) in his paper discussed the main tenets of critical discourse analysis. it says cda addresses social problems where power relations are discursive. besides, discourse constitutes society and also does ideological work. this is something that is also evident in the conversation analyzed for the current research paper. however, numerous researches have been conducted in different areas based on fairclough’s model of cda. like mirazee and hamidi (2012) in their research paper have focused on fairclough’s model of critical discourse analysis and its implication in education. they http://e-journal.iainsalatiga.ac.id/index.php/jopr/index https://doi.org/10.1836/jopr.v2i1.26-40 nayab iqbal, kaukab abid azhar, zubair ahmed shah 29 concluded that cda helps the teacher understand their classroom discourse in a better manner. it leads to the better quality of the classroom environment and classroom interaction. as the focus in this study is on applying fairclough cda’s model to a media program, therefore, there are other researches conducted on media using cda. bhatia (2006) through the critical discourse analysis of the political press conference showed how diplomatic talk can be used to communicate political differences in a positive manner. the article analyzed the textual data from the political press conference between the former chinese president jiang zemin and us president george w. bush. the leaders belonged to a different ideological background having differences in age, experience and socio-economic status. the critical discourse analysis of their conversation revealed the use of influence and power for subtle persuasion as well as reinforcement of mutual trust, respect, and progress. moreover, ilie (2001) by using the excerpts from two american talk shows has focused upon the distinguishing features of talk shows by comparing it with a casual conversation on one hand and institutional conversation on the other. the study concluded that talk shows have characteristics that are pertaining to both the casual conversation as well as the institutional conversation. the major distinguishing feature of the talk show is its semiinstitutional nature in terms of discourse configuration, goal, participant role assignment, role switching and talk as well as topic control. besides, van dijk (2006) in his paper discourse and manipulation has discussed manipulation as a form of social abuse, cognitive mind control and discursive interaction through the analysis of tony blair’s speech in the house of common legitimating the participation of uk in the us-led war against iraq in 2003. the study concluded that language was used as a means to manipulate in the speech that was analyzed. blair in his speech said that uk parliament has a right to decide about going to war although it was already decided the last year. blair also presented his emotional side thus emphasizing the strength of his beliefs. similarly, van dijk (2006) in his paper ideology and discourse has used a discourse analytical approach to study ideology. he concluded that ideology is the foundation of group attitude and other beliefs and also control the biased personal mental model that underlies the production of ideological discourse. ideologies are themselves discursively reproduced by groups and acquired by their members. however, discourse is not the only way to express ideology but it is also expressed through other social practices. journal of pragmatics research vol. 02, no. 01, (2020) pp.26-40 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index doi: https://doi.org/10.1836/jopr.v2i1.26-40 30 furthermore, bardici (2012) discussed the relationship between discourse and ideology by referring to the way social media was credited for the egyptian uprising and political transformation. the study concluded that the discourse on social media exaggeratedly depicts the power of social media by describing the egyptian revolution as facebook revolution. it also revealed that the revolution in egypt was far more complicated than how it was presented by some of the journalists. it confirms how media through its way of representation does ideological work and highlights its power through various means. then, mcenery, mcglashan, & love (2015) in their paper discussed the press and social media’s reaction to the ideologically inspired murder of a soldier lee rigby in central london by two converts to islam. the aim was to analyze the contrast between the way press looked towards this incident and the way social media reacted towards it. the corpus-assisted analysis was carried out to analyze the event at three different points of the event. one highly salient difference between the press and twitter relates to the attribution of blame and the search for explanations. the press distances islam from the killers and identifies them as an extremist group whereas some of the twitter users tried to reframe the discussion in general terms relating to racism but the discourse fades in the timeline of the event until it is absent in the sentencing corpora. however, using fairclough’s (1997) framework of critical discourse analysis the current research paper discusses how power is enacted in a talk show. it also sheds light upon the ways discourse helps dominate one party over the other. methodology the research study is based on qualitative research paradigm as it is exploratory in nature. it is conducted in a natural setting. it helps explore any issue in depth as it provides an opportunity to focus on all the events that help play an important part in developing a social phenomenon being studied. besides, the research is based upon critical discourse analysis of the talk show. critical discourse analysis is a research method that helps study language as a means of exercising http://e-journal.iainsalatiga.ac.id/index.php/jopr/index https://doi.org/10.1836/jopr.v2i1.26-40 nayab iqbal, kaukab abid azhar, zubair ahmed shah 31 power and dominance in a particular social context. moreover, discourse analysis is yet another data collecting instrument used in the research. discourse analysis is a qualitative method of analyzing the texts focusing on the connection between language, power, and social practices. it helps to analyze the conversation with a specific focus on the meanings derived from a particular context. in this study, turn-taking patterns in a talk show are analyzed to see how it contributes to establishing power relations between the speakers of the program. moreover, the selection of the program was based upon ‘convenient sampling’ as the program ‘siidhi baat’ was selected among other programs according to the ease of availability. however, it was made sure that the program was in accordance with the aim of the research which was to analyze a program based on discussing social issues. the host beenish saleem (referred as h) and the guests jawwad (j), tahir sabar meer (m) and aneeqa ali (a) were the participants of the program. the program was recorded and transcribed before analysis. findings and discussion sacks, schegloff, & jefferson (1974) in their paper the simplest systematics for the organization of turn-taking for conversation mentioned some of the ways turns are organized in a conversation. the turn-taking patterns present in the program are analyzed using their model of turn-taking. according to the rules of turn-taking, one speaker speaks at a time with the change of speaker at a particular point in time. similarly, in a natural conversation, the turn order and turn size are not fixed. after analyzing the turn-taking patterns followed throughout the program it was found that most of the times it was the host to speak more and control the flow of conversation. however, she was also the one to violate the rules of turn-taking which states that one speaker speaks at a time by interrupting the guest speakers at many points during the conversation. being the host, she initiated the conversation giving quite a detailed introduction on the special day on which the program was telecasted. sacks, schegloff and jefferson (1974) in their paper the simplest systematics for organization of turn-taking for conversation mentioned some of the ways turns are organized in a conversation. the turn-taking patterns present in the program are analyzed using their model of turn-taking. according to the rules of turn-taking, one speaker speaks at a time with the change of speaker at a particular point in time. similarly, in a natural conversation the turn order and turn size are not fixed. after analyzing the turn-taking patterns followed throughout the program it was found that most of the times it was the host to speak journal of pragmatics research vol. 02, no. 01, (2020) pp.26-40 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index doi: https://doi.org/10.1836/jopr.v2i1.26-40 32 more and control the flow of conversation. however, she was also the one to violate the rules of turn-taking which states that one speaker speaks at a time by interrupting the guest speakers at many points during the conversation. being the host, she initiated the conversation giving quite a detailed introduction on the special day on which the program was telecasted. appendix (lines 1-11) h: assalaam o alaikum capital tv ki xusuusi nashist me me~ aap ko xushaamdiid kehti hu~. xusuusi nashshist islie kyu~ ke aaj bohat happening day he bohat important day he aur isi day ki munasibat se aaj humne ye meeting outdoor rakkhi hai bilkul in the heart of minaar e pakistan. minaar bilkul yaadgaar e pakistan jisko kaha jaata he aur vo bilkul islie kyu~ke aaj happy independence day he aap sabko bohat hi ziyaada jashn e azaadi mobarak. pakistan aaj 70 years ka complete ho gaya he 71st year me hum chale gae~ he~ bohat hi interesting log he~ unka me~ introduction karati hu~ taake unhe jaldi se hum is conversation me~ shamil kare~ aur aagay phir show ko forward leke jae~ ge~ apni wishes 2019 bhi de~ ge~ apne views bhi de~ ge~. 68 years of pakistan uske uuper comment bhi kare~ ge~ aur aage pakistan ka future kya he aur unka future kya he is bare me~ bhi baat kare~ ge~ so let me introduce it’s an honour for me bohat hi prestigious (?) mere saath maujuud he~. sabse pehle jawwad sahab, the great singer isse ziyaada me~ koi introduction nahi de sakti because naam hi kaafi hai assalaam o alaikum h: i welcome you to this special episode of capital tv. it’s a special episode as it is quite happening day today because of which we have arranged our show outdoor exactly in the heart of minaar-e-pakistan. minaar to which we refer as pakistan’s historical place especially because it is happy independence day today. i wish all of you a happy independence day. pakistan has completed its 70 years today and has entered 71st year of its existence. we have very interesting people i will introduce you to them and then take the show forward so that we can begin with our discussion. we will share our wishes, our views, we will also comment upon 68 years of pakistan and also talk about the future of pakistan and ask the guests about their future as well. so let me introduce it’s an honour for me as i have very prestigious people with me on this show. first of all i will introduce jawwad sahab, the great singer who does not need any more introduction as his name is enough (assalaam-o-alaikum) greetings. she continued speaking till the point she allowed one of the guests to speak on the selected topic. besides, the turn size was also not fixed as the host being the controller of the program had the privilege to speak more than the other speakers of the program and in this way she exercised her power over the guests that were invited. her power can be attributed to the power of media. people associated with the field of media are considered powerful http://e-journal.iainsalatiga.ac.id/index.php/jopr/index https://doi.org/10.1836/jopr.v2i1.26-40 nayab iqbal, kaukab abid azhar, zubair ahmed shah 33 because of the advantages they have to control any topic as per their will. however, they at times misuse their power by changing the course of discussion as per their priorities. another striking thing that was noticed was that as compared to jawwad khan, the singer she interrupted the other two guests meer and aniqa ali more. for instance, on one occasion she asked jawwad to comment on the present situation of pakistan considering the economic, social, stability, educational and political situations in pakistan. jawwad gave a very detailed opinion on the critical situations facing pakistan. appendix (lines41-48) j: dekhe~ me~ to samjhta hu~ ke pakistan ke andar jis tarha ki siyaasat ho rahi he uska koi taalluk hi nahi he insaano~ ke masaail ke saath vo to television pe aap log jo parties ke logo~ ko betha ke apas me jo aap xud lara dete he~ ya phir vo xud lar parte he~ aur jin issues pe vo larte he~ unme na to rozgaar hota he logo~ ka na to jis tarha aap ne kaha na taliim hoti he na sehat hoti he na izzat hoti he na roti kapra makaan hota he to logo~ ki jo bunyaadi zuruuriyaat e zindagi he ya log jis tarha zindagi me~ jo suhuuliyaat chahte he~ uski taraf to koi talluk hi nahi he unka aur baaqi reh gaya pakistan me jo siyaasat daan he~ aur jo siyaasat ho rahi he aur pakistan jis tarha chal raha he uske andar log jo he~ vo struggle ki taraf aye~ ge~ ya nahi aye~ ge~ ye sab se bara question he h: sir struggle hi to kar rahe~ he~ j: according to me the politics that is going on in the country has nothing to do with the issues faced by the common people in this country. they only fight in the television programs either you people make them fight or they start fighting themselves. and the issues on which they fight are neither related to the jobs of the people nor related to the educational crisis, related to health, respect and food, shelter and clothes. the basic necessities of life or the basic needs that people have in their lives are not their concerns. and now if we talk about the type of politics being played in pakistan then will it bring people towards struggle or not this is the question h: struggle is something we have been doing the host interrupted jawwad only at some points during his conversation so it can be concluded that he had a powerful position in the discourse taking place. besides, the way he dealt with the topic attacking politicians and condemning their behaviours also reflects his power. according to the main tenets of cda mentioned by fairclough power relations are discursive which was clearly evident as the host was found demonstrating power at some time whereas jawwad proved his power at other instances. he demonstrated his power through his knowledge that he displayed during the discussion unlike other two guests who were often found passing jokes and having a friendly discussion with the host. he in a way had enough control when given turn to speak as he was not actually interrupted and people mostly agreed with him. journal of pragmatics research vol. 02, no. 01, (2020) pp.26-40 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index doi: https://doi.org/10.1836/jopr.v2i1.26-40 34 appendix (lines 98-114) m:me~ aap ko ye aarz kar raha hu~ k jawwad sahib ne jo kaha jawwad ahmed jo he~ vo pichchle biis salo~ se hum dost he~ aur hum dost islie he~ ke hamaari jo nazriyaati jo he hum ahingi he vo jo he us me jo he common bohat he or me~ jawwad sahab se jo hu~ muttafik hu~ in baton pe sirf ye kaho~ ga inho ne astaahi jo pesh ki uska me antara yu~ kaho~ ga ke hum kis tarha se faxar kar sakhte he~ arsath saal hone pe bhi hamare baad me~ azaad hone vala ye chiin hamara hum saya mulk chiin hum india ki ziyaada misaale~ islie nahi de~ ge~ kiyu~ ke phir jo he vo ((ahhhh)) matlab vo jo he or baat ho jaati he h: phir jo twitter pe aap ke saath hoga vo aap ko xud hi pata chal jaye ga m: hum chiin ki baat twitter pe jo hoga ((laughs)) hum chiin ki baat karte he~ ke vo hum se baad me azaad hua aur vo hum palra he ka jo comparison he aur ruus ka jo comparison he aur hamara hua ye he ke hamari jo xaarja policy he uski bunyaad jo he vo maye unniis sau se~taliis me rakhi gaye thi vo ye thi ke ruus se jo ye naya pakistan he usko hum bachaye~ ge~ nazriyaati taur pe siyaasi taur pe maashi taur pe ruus se bachaye ge~ aur america ke saath ilhaad kare~ ge~ uska bagal bachcha bane~ ge~ h: jii break lenii he~phir mujhe aneeqa se bhi baat karni he m:[me~ please] h: please mujhe allow kare~ ek chote si break lete he~ break se jab hum wapis aaye~ ge~ to aneeqa se hum opening words le~ ge~ m: i would like to say that whatever jawwad sahab has said, jawwad and me are friends for the last 20 years because we almost have similar views and have a lot in common when it comes to ideology and i totally agree with jawwad. i would only conclude whatever jawwad has said by saying that how can we feel proud when even after 68 years our neighbor country china we would not give india’s example as it would be something different h: then you will see what will happen with you on twitter m: i would talk about china ((laughs)) whatever will happen on twitter we are referring to china as it got independent after us and its our neighbor country and america’s comparison and russia’s comparison and what happened is our foreign policy that was finalized on may 1947 that actually implied that we would save new pakistan from russia and join america and become its servants h: let’s take a break m: i please h: please allow me let’s take a small break, we will have opening words with aneeqa once we come back from the break the host not only interrupted this guest but also took the break and changed the entire topic as she did not want him to continue discussing what he was. the host misused her power by controlling the discussion according to her own plans. according to one of the tenets of cda by fairclough discourse constitutes society. in our society, it is mostly observed that the http://e-journal.iainsalatiga.ac.id/index.php/jopr/index https://doi.org/10.1836/jopr.v2i1.26-40 nayab iqbal, kaukab abid azhar, zubair ahmed shah 35 hosts in any program are the ones to talk more. they instead of facilitating the other speakers interrupt and assert their power over others invited on the show. the discourse used by the anchorperson in our culture has set this norm of the host being the dominant party most of the times. besides, the way this guest at the beginning of his conversation praised the first guest, jawwad shows his way of maintaining solidarity and connection with the other speaker on the show. on the other hand, the way people responded again reflected jawwad’s powerful position among the other people present in the discussion. moreover, jawwad in return did not make any such comments about meer and did not even responded as such which showed him maintaining a distance. this again can be attributed to his powerful position as compared to others. the way he behaved and remain connected only to the topic throughout the program portrayed him as being dominating over others. appendix (lines 123-141) h: aneeqa aap kitni excited hoti he~ fourteenth august ko because festivity to ek hoti he aur aap kese dekhte he~ pakistan ka 68th years ka hona? how happy you are? m: aur inse pochchiye ye one wheeling karti he~ h: haan ye is baare me~ mene baat karni he one wheeling kar ke vo backlight torna vo is tarha ka aim koi set kiya he? m: motor cycle ki ba~siri nikaal ke a: aap ko mujhe dekh ke lagta he me~ motor cycle chalaati hu~ ge~ ((laughs)) h: haan dekhne me~ to lagta he frankly speaking m: bhae jis tarha se ye a: balke me~ to in cheezo~ ke xilaaf hu~ aksar road pe jab jaati hu~ driver ko bolti hu~ gari side pe karo kiyu~ ke vo apne saath insaaf nahi kar rahe at least hum logo~ ko karna chahiiye kuch bhi ho sakta he on the spot at least hamare paas break lagaane ke liye time hona chahiye margin hona chahiye to me~ gari hamesha side pe kar leti hu~ unhone to baaz nahi aana itni maar khaty he~ unpe dafa bhi lagi hue he but nahi karna chahiye kyu~ ke parents kis tarha se paalte he~ unko h: hum kitne aazaad he~ aap ye aazaadi mehsuus karte he~ jawwad? you feel you are a free man? h: aneeqa how much excited are you about 14th august because we do have festivities and how do you look at 68 years of pakistan? how happy are you? m: and ask her if she does one wheeling h: yes i want to ask about it, one wheeling, breaking the backlights you must have set any such aim? m: motorcycle without silencer a: do you think after looking at me that i would be driving motorcycle ((laughs)) h: yes you seem to do that honestly speaking m: the way she a: in fact i am against these things. whenever i go outside i ask the driver to take the car on side, they are not honest with them at least we should be honest anything can journal of pragmatics research vol. 02, no. 01, (2020) pp.26-40 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index doi: https://doi.org/10.1836/jopr.v2i1.26-40 36 happen on the spot so at least we must have time to take the break. i always take the car on side, they will never change, they are beaten even fir has been charged on them they shouldn’t do that, parents take so much effort to grow them up, they h: how much independent are we? do you feel this independence jawwad? you feel you are a free man? in the utterance mentioned above the host again violates the rules of turn-taking by interrupting the third speaker who is a female singer, aneeqa ali. besides, the guest meer was also found commenting in the middle of her conversation to continue the discussion in a friendly manner. however, the host again not only interrupted but shifted the entire conversation by inviting jawwad again to speak in the middle of aneeqa’s turn. as per one of the rules of turn-taking, the speaker may allot turns to another speaker; however, allotting turns to another speaker in the middle of someone’s turn can be again considered as a violation of the rules of turn-taking. besides, the female guest did not have enough time to talk in detail about the main topic that was related to critically looking at 68 years of pakistan’s independence. she just responded to some of the questions raised by the host and other speaker not much related to the main topic. she was not only interrupted in the middle but was also deprived of her chance of speaking on the social and political issues facing pakistan, unlike the other two male guest speakers. this difference of space in conversation can also be attributed to the gender differences as it was striking that unlike the male speakers the female speaker did not even get the chance to share her views on the main topic of discussion. she was only made part of the casual discussion whereas the other female speaker had more chances of speaking as she had the advantage of being the anchorperson. besides, the less representation of the female speaker can be attributed to the male having an authoritative position in discourse as opposed to the female guest. however, male speakers cannot be blamed for misusing their power as they were not the ones to interrupt her when speaking. her lack of representation was as a result of host giving privilege to the male speakers especially jawwad. therefore, it can be concluded that the host misused her power as she had the responsibility to allot turns to the speakers, making them an equal part of the conversation but she despite being a female did not make efforts to http://e-journal.iainsalatiga.ac.id/index.php/jopr/index https://doi.org/10.1836/jopr.v2i1.26-40 nayab iqbal, kaukab abid azhar, zubair ahmed shah 37 avoid being biased towards her own gender in terms of giving her enough space in the discussion. it was because of her lack of efforts that the female guest most of the times remained the passive listener which reflected her lack of power over the other two guests. in the rest of the discussion, jawwad again dominated the conversation. he, when questioned, made references to different policies and historical events. he too, like meer blamed america for certain events but the striking part was that unlike meer he was not interrupted by the host when he did so. he made references to the geographical and historical condition of pakistan to discuss the root of all the problems. he referred to liaquat ali khan and zia-ul-haq and their ideology and how did it contribute to pakistan’s relation with other countries like america and russia. he talked about how we were forced to obey america throughout this entire time making references to zia-ul-haq’s islamic ideological mindset. the host only spoke at one point during his discussion and that also to agree with him. he conveyed his ideas in a very authoritative manner giving absolute reasons for the dilemmas that the country has been facing. his way of handling the topic, his tone contributed to him being the most powerful participants in the discourse being observed. according to the features of cda discourse addresses social problems and people are involved in political discourse as well. throughout, this discussion jawwad addressed many social problems making reference to historical events that were the root cause of the problems faced by pakistanis nowadays. the way he dealt with the topic reflected his ideology of looking at the major issues our country is facing. besides, because he talked openly about such views on media this may cause people reshaping their ideology so indirectly his discourse did ideological work. if someone is able to influence people’s mind or opinion they indirectly control their action which is a form of manipulation. it was through his logical and detailed analysis of pakistan’s social and political issues that he had an edge over other speakers throughout the discussion in terms of being a powerful speaker. when meer again tried to share his views, he was interrupted by the host again who said that they would first listen to a national song by jawwad. appendix (lines 169-181) m: achcha national songs h: phir me~ aap ka tarka bhi suno~ ge~ m: national songs ke hawale se mera ye aarz sun le~ h: ((zaruur)) m: ke ye hamara vo mulk he h: ((hmm)) journal of pragmatics research vol. 02, no. 01, (2020) pp.26-40 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index doi: https://doi.org/10.1836/jopr.v2i1.26-40 38 m: jahaa~ milli nagme aur milli taraane aur jangi taraane sab se ziyada gaaye jate he~ lekin nationalism nahi he me~ jawwad bhaaye ki baat nahi kar raha jawwad bhai jo he~ inko me~ maanta hu~ dil se dost bhi maanta hu~ aur ek bara insaan bhi maanta hu~ aur ek achcha aur parha likha insaan bhi jo jis tarha se me~ keh rahaa hu~ lekin jawwad bhae is baat se disagree nahi kar sakhte ke jitne hamare yaha~ jo he~ milli taraane he~ utna hi deficiency aur utna hi fugdaan he nationalism ka h: patriotic song ek ho jaye aaj ke din koi sa bhi aapki pasand ka m: okay national songs h: i will listen to your comment m: i have something to say about national songs h: ((okay why not?) m: this is the country h: ((hmm)) m: that has numbers of patriotic songs but it lacks nationalism i am not talking about jawwad i respect jawwad and i truly consider him my friend and a great human being and a nice and educated person as i have said but jawwad can’t disagree with me on this point that the more we have national songs the less we have patriotism h: let’s have a patriotic song of your choice he was given the chance to speak when he requested the host saying that he has something to say about the national songs. he then shared his opinion saying that our country is one of those countries that have a huge collection of national songs yet people do not even know the meaning of patriotism. his statement, however, attacked the people directly as he made a comment describing the common ideology that people have in pakistan when the only means by which they prove their patriotism is through singing national songs. however, the host again abruptly ended his discussion by asking jawwad to sing a national song. furthermore, the discourse that people are involved in this program is based on describing social events and discussing social issues. different speakers are seen taking a powerful position in the discussion taking place at different points in the discussion. the most common form of power displayed in the program is the power of media demonstrated by the host of the program. the other form of power was displayed by one of the guests jawwad who showed his power through his knowledge. the way he organized his speech and the ways he gave proofs to authenticate his opinions conformed to his powerful position in the discourse. http://e-journal.iainsalatiga.ac.id/index.php/jopr/index https://doi.org/10.1836/jopr.v2i1.26-40 nayab iqbal, kaukab abid azhar, zubair ahmed shah 39 besides, the other guest meer despite being interrupted at various point in conversation reflected his authority through attacking the general public when referring to the common ideologies people have. the third and the only female guest failed to assert her power not only because she was interrupted by the host in the middle but also because she did not herself make any effort to share her views that would have been relevant to the discussion taking place. moreover, throughout the program, unequal distribution of turns was witnessed with interruptions and overlapped utterances being frequent especially by the host of the program. the unequal distribution of turns, however, contributed to the unequal distribution of power between the speakers of the discourse. conclusion the critical discourse analysis of the program revealed power relations existing between the speakers involved in the conversation. the analysis of the discourse revealed the instances of misuse of power mostly done by the anchorperson. besides, it also reflected the authoritative position of one speaker over the other implying inequality in terms of distribution of turns between the speakers of the program. therefore, it can be concluded that power relation did exist between the participants. this is the normal scenario in almost all the talk shows when one party has an advantage over the other. they assert their dominance either through their tone or knowledge. in some situations, participants in the talk show even assert their dominance by attacking the other party present in the show. however, this tactic was not used by the speakers in this program that but they did maintain their dominance over other despite being friendly towards each other. 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(2006). discourse and manipulation, discourse and manipulation. discourse & society, 17(3), 359–383. https://doi.org/10.1177/0957926506060250 http://e-journal.iainsalatiga.ac.id/index.php/jopr/index https://doi.org/10.1836/jopr.v2i1.26-40 introduction methodology findings and discussion conclusion references 92 journal of pragmatics research vol. 04, no. 02, (2022) pp.92-106 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index a pragmatic analysis of responses in malaysian parliamentary discourse najah zainal abidin universiti malaya malaysia e-mail: najah.zainalabidin@gmail.com jariah mohd jan* universiti malaya, malaysia e-mail: jariah@um.edu.my *corresponding author e-mail: jariah@um.edu.my doi: https://doi.org/10.18326/jopr.v4i2.92-106 copyright © the author (s) this work is licensed under a creative commons attribution-sharealike 4.0 international license. how to cite: zainal abidin, n., & mohd jan, j. (2022). a pragmatic analysis of responses in malaysian parliamentary discourse. journal of pragmatics research, 4 (2), 92-106. doi:https://doi.org/10.18326/jopr.v4i2.92-106 submission track: received: 14-02-2022 final revision: 16-03--2022 available online: 19-03-2022 corresponding author: jariah mohd jan jariah@um.edu.my abstract this study employs the framework of responses proposed by harris (1991), the notion of implicature as defined by thomas (1995), and the dimensions of resistance introduced by clayman (2001) to examine the types of responses in malaysian parliamentary question time. analysis revealed the tendency of using direct, indirect, and evasive responses to specific questions for various reasons. direct answers were observed in questions that could reflect positively on the government’s image. on the contrary, indirect answers were employed in questions that suggest clashing of goals between responders and questioners that could subsequently threaten the image of the government whereas negative presuppositions and the way questions are structured in parliament influence the production of evasion. keywords: direct answer, evasive response, indirect answer, parliamentary discourse, political discourse introduction questions and replies, also known as responses, have for so long been an area of concern amongst scholars (e.g., blum-kulka, 1983; heritage, 1985; bull 1994). according to harris (1991), it is imperative for researchers to differentiate between what constitutes a response and an answer. she further argued that a response may not be an answer as a response may be considered as a mailto:najah.zainalabidin@gmail.com mailto:jariah@um.edu.my mailto:jariah@um.edu.my https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.18326/jopr.v4i2.92-106 mailto:jariah@um.edu.my 93 production that follows a question (harris, 1991). nevertheless, research on responses generally explores the notion of evasion in political discourse in various settings such as parliament with an emphasis on the topic of iraq war (e.g., rasiah, 2007), courtroom (e.g., gnisci & bonaiuto, 2003; gnisci, 2021), political interviews (bull, 2000; hanafe & thani, 2016) and prime minister’s questions (pmqs) (e.g., bull & strawson, 2020; ilie, 2021). further, most of this research was conducted in the context of western countries, with the exception of a few (e.g., feldman et al., 2016; hanafe & thani, 2016). prior studies on responses, primarily in interviews, discovered that responders’ reply rate are influenced by the structure of a question (alfahad, 2016) and that participants’ evasive responses contain implicit meanings (simon-vandenbergen, 2008). indirect responses have also been shown to be a preferred method of response in interviews, particularly in politically risky topics and issues that could threaten their face (obeng, 1997). they are also used in political speeches to justify the legitimacy of the politician’s government and role as a party leader (van dijk, 2005). however, interviews and speeches differ from parliamentary discourse as parliament is a platform for both government and opposition to present their justification and criticism pertaining to legislative issues (bayley, 2004) and parliamentary questions are used in scrutinizing government members, exposing wrongdoings, and ventilating public grievances. parliamentary questions are also one of the most visible procedures used by mps for position taking and credit claiming while making public the opponents’ shortcomings and misdeeds (ilie, 2021, p.42). subsequently, the field of parliamentary discourse has mostly centered around thematic issues discussed in parliament (ilie, 2015) such as racism in parliament and immigration discourse (e.g., van der valk, 2003; lem atanga, 2018). however, there is a lack of attention being given to the linguistic aspects (bayley, 2004; chilton, 2004). responses in parliamentary discourse is particularly an area of importance as studies have shown how politicians commonly employ moderate and politically correct language in a public sphere (e.g., chovanec, 2020). further, institutional-constraints and contexts have been examined to affect questions and responses (e.g., heritage & drew, 1992; heritage & clayman, 2011). based on the reviewed literature, several gaps have been identified. whilst responses such as evasion and indirect answers have been explored in political discourse, they are mostly constrained within interviews and specific genres in parliamentary discourse, such as during pmqs. in addition, most studies of parliamentary discourse are thematic-based. further, tanaka (2021) pointed out that most studies of political discourse are conducted within the context of western democracy. as such, there is a limited literature of political discourse within asian countries, where the notion of politeness and face play a major role in “situations where they are openly criticized, challenged and attacked” (tanaka, 2021, p. 72). thus, this study aims to examine the types of responses used by members in malaysian parliamentary question time. 94 direct answer direct answers in this study must address both topical and action agendas of a question as proposed by clayman (2012). in relation to that, responses that are explicitly expressed such as “‘yes’, ‘no’, ‘of course’, ‘right’, others and also ‘copy’ type answer involving deletion in response to question requesting polarity choice or the selection of one disjunct” (harris, 1991, p. 83) are considered as a form of direct answer. additionally, direct answers also include “responses which supply a value for missing variables in response to a ‘wh’ question (harris, 1991, p. 84). harris’s notion of the answer is similar to wilson’s (1990) continuum of what constitutes an answer. wilson (1990) argued that what constitutes an answer “is not constrained in the way an answer to a yes/no question might be” (p. 146). since wh-questions can have a variety of presuppositions, the answers given may have certain values to accommodate the needs of the said questions. apart from understanding answers to questions semantically, he further argued the importance of understanding a question pragmatically. in simpler words, a question may sometimes require a further explanation that is beyond the yes/no continuum. indirect answer indirect answers in this study include responses that address the topical and action agendas of a question and a selection from a continuum of yes/no or a value for a missing variable. in contrast to direct answers, indirect answers are implicit and can be inferred from the responses. furthermore, indirect answers also include “responses which neither ‘yes’ nor ‘no’ (nor a value for a missing variable) can be inferred but which maintain cohesion, topic coherence, pre-suppositional framework, and illocutionary coherence” (harris, 1991, p. 85). in the same vein, thomas (1995) discussed the notion of implied meanings due to the flouting of maxims. when a “speaker wishes to prompt the hearer to look for a meaning which is different from, or in addition to, the expressed meaning” (thomas, 1995, p. 65). this meaning that is inferred from the expressed meaning is known as ‘conversational implicature’ (thomas, 1995). in other words, conversational implicature occurs when an additional meaning is encoded from what is verbally said (cruse, 2000). evasive response as opposed to direct and indirect answers, evasion occurs when a speaker fails to address one or both the topical and action agendas of a question. dillon (1990) referred to evasion as a “routine strategy for responding to a question without answering it” (p. 54), which include vague, inconsistent statements and subject switches (bavelas et al., 1988). politicians, for instance, may resist answering questions, performing a specific type of resistance, which is related to the degree of the interviewees’ inadequate answers to the questions asked that includes providing partial and 95 incomplete answers (clayman, 2001). clayman’s (2001) ‘dimensions of resistance’ is also known as ‘levels of evasion’ by other scholars (e.g., rasiah, 2007, 2010; hanafe & thani, 2016). clayman (2001) also identified four other degrees of resistance. firstly, the politician moves away from the objective of the question. the most extreme degree is when the topic of the question is significantly changed. another degree of positive resistance includes subtle changes of terms in replies given while the final degree is related to the agenda shift. this resistance is performed by subtlety adding new issues that will indirectly move the original question from its main agenda. politicians employ these different degrees of evasion in order to avoid the consequence of answering the question directly, particularly in instances where the consequence of avoiding a question is less dire than providing an honest controversial answer to the question itself (clayman, 2001). research method by employing a qualitative method, this study selected four parliamentary hansards as a sample of the data to examine the different types of responses that occurred during question time in the malaysian parliament. since parliamentary hansards are readily accessible online and an open source of data, all mps names will be referred to as the names of their constituency. hansard, according to may (2004) “leaves out nothing that adds to the meaning of the speech or illustrates the argument” (p. 260). as such, they were selected as the data of this study. altogether, a total of 179 question-response adjacency pairs were extracted from the hansards for the purpose of this study. the data were then analyzed based on harris’ (1991) framework of direct and indirect responses and clayman’s (2001) levels of evasion. since this study relies on textual documents (hansards), a content analysis method was also used to analyze the data. as pointed out by insch et al., (2007), “content analysis possesses some advantages generally associated with qualitative methods such as richer detail, preservation of greater context information, and the potential for grounded theory development” (p. 1). further, to ensure the validity and reliability of the analysis, an interrater test was conducted that resulted in 90.0% similarity. results & discussion in this study, the ‘reply rate’ of question-and-answer sessions in malaysian parliament adheres to the highest form of question-response adjacency pair coherence and cohesiveness. three different types of responses; namely, direct, indirect and evasive responses were observed in the data. whilst instances of direct answers as commonly employed by mps, were found to occur in questions that elicit positive outcomes, indirect answers were employed in questions that elicit negative repercussions to the questioners. however, evasive responses were preferred over the use of indirect answers due to the way questions are structured in the parliament. according to bavelas et al., (1990), evasion is employed 96 when “all of the possible replies to a question have potentially negative consequences but nevertheless a reply is still expected” (as cited in bull, 2008, p. 327), which could be the case with the data analyzed in the study. examples of direct, indirect and evasive responses observed in the data are further discussed in the following subsections. direct answer direct answers in the study were observed in questions that highlighted the government in a favorable way. example 1 illustrates an example of a direct answer. example 1 ap jerantut: minta menteri kemajuan luar bandar dan wilayah menyatakan, berapa peratuskah pertumbuhan segmen industri kecil dan sederhana (iks) bumiputera bagi tahun 2017 yang diterajui oleh mara. mp of jerantut: i would like to ask the minister of rural and regional development to state the growth percentage of the bumiputera segment in the small and medium industry (smi) led by mara for the year 2017. menteri kemajuan luar bandar dan wilayah: terima kasih tuan yang di-pertua dan terima kasih yang berhormat jerantut. untuk makluman yang berhormat jerantut, pertumbuhan usahawan iks bumiputera melalui program pembangunan usahawan korporat yang dilaksanakan oleh mara antara tahun 2016 dan tahun 2017 adalah sebanyak 22.57 peratus. pertumbuhan sebanyak 22.57 peratus ini adalah melibatkan seramai 52 syarikat pks bumiputera dengan peningkatan jumlah jualan tahunan sebanyak rm54 juta dari tahun 2016 hingga tahun 2017. sekian, terima kasih. minister of rural and regional development: thank you mr speaker and thank you the honorable jerantut. for your information the honorable jerantut, the growth of bumiputera sme entrepreneurs via the corporate entrepreneur development programme carried out by mara between 2016 and 2017 is 22.57 percent. this 22.57 percent growth involves 52 bumiputera smes in total, with the increase in rm54 million annual sales from 2016 to 2017. thank you. (penyata rasmi parlimen dewan rakyat 2 april 2018, p.18) note. *bumiputera refers to the malays and indigenous people in malaysia. *iks (in malay) or sme (in english) refers to small medium enterprises. *mara refers to the majlis amanah rakyat, a governmental organization that aids in matters related to bumiputera development. as illustrated in example 1, when queried about the growth percentage for bumiputera small and medium industry (smi) segment led by mara in 2017, the minister of rural and regional 97 development responded by providing the requested information. in this instance, the minister began his prefatory statement by using the phrase “untuk makluman...” (for your information...) to bring the audience and listeners’ focus to his subsequent points. in order to determine the type of response given in example 1, the following deliberative steps were considered. 1 the topical agenda “segmen industri kecil dan sederhana (iks) bumiputera” (the bumiputera segment in small medium industry) and action agenda “berapa peratuskah pertumbuhan” (what is the growth percentage) are extracted from the question 2 in the response given, the deputy minister stated that “pertumbuhan usahawan iks bumiputera melalui program pembangunan usahawan korporat yang dilaksanakan oleh mara antara tahun 2016 dan tahun 2017 adalah sebanyak 22.57 peratus” (the growth of bumiputera sme entrepreneurs via the corporate entrepreneur development programme carried out by mara between 2016 and 2017 is 22.57 percent). 3 the topical agenda of the question is highlighted in the response “usahawan iks bumiputera” (bumiputera sme entrepreneurs) and the action agenda of the question is indicated in the response by the phrase “pertumbuhan..adalah sebanyak 22.57 peratus” (the growth…is 22.57 percent). 4 since the response was explicitly employed as noted in harris (2001) and addressed both topical and action agendas based on clayman’s (2012), it is therefore considered as a direct answer. further, the response observed additional elaboration from the minister “this 22.57 percent growth involves 52 bumiputera smes in total, with the increase in rm54 million annual sales from 2016 to 2017”. according to harris (1991), “highly elaborated responses in this context are situationally appropriate and serve specific functions, since a politician is primarily concerned to use the question/answer framework to get his/ her message across to the overhearing audience rather than attempting merely to influence the questioner” (p. 82). in malaysia, issues involving bumiputera have always become a heated discussion. whilst the malays used to mostly work in a traditional setting pre-independence, the chinese and indians were allocated in a modern economic sector (lim, 2000). consequently, affirmative actions were introduced in the 70s to benefit the bumiputera (lim, 2000), almost two decades after malaysia gained its independence. however, the economic disparity between all races in malaysia continues to widen over the decades. nonetheless, no political party would brave the suicidal consequences to their political careers if they decided to abolish all the affirmative actions for bumiputera as they are the majority race in malaysia thus, providing a strong voter base to any political party. the mp of jerantut, who was also from the government bloc, used this question as an opportunity to provide the minister an opportunity to “praise the government…and involves much information that is already known” (ilie, 2015, p. 1117). since the question specifically asked for “the growth of bumiputera sme entrepreneurs”, the minister provided a direct answer as the 98 response given does not reflect badly on the government as there is an increase in the growth of the number of bumiputera entrepreneurs thereby, producing a positive narrative. such response implied that the government managed to introduce impactful policies that directly benefit the malays. in doing so, they were appealing to the malay supporters. indirect answer the data revealed that ministers and deputy ministers expressed their disagreements towards certain ideas or suggestions by employing indirect answers. an instance of this is illustrated in example 2. example 2 ap kuala nerus: adakah kerajaan bersedia untuk jangka masa panjang menukar tabung pinjaman yang ada pada hari ini kepada tabung hibah atau pun pemberian secara hadiah bagi yuran pendidikan sahaja? mp of kuala nerus: is the government ready in the long term to convert the existing loan fund today into a grant fund or even a gift giving for education fees only? timbalan menteri pendidikan tinggi: terima kasih atas soalan tambahan yang berhormat. di sini saya nak sampaikan kepada yang berhormat bahawa sebagai belia penentu masa depan negara, peminjam perlu lebih bersikap bertanggungjawab terhadap diri, agama, bangsa dan negara dan memastikan generasi akan datang terus memperoleh manfaat pinjaman sebagai mana yang pernah mereka nikmati sebelum ini. ini memang ada berkaitan dengan satu konsep atau satu nilai universal, di mana kalau katalah berhutang, bayar balik dan ini ada berkaitan dengan satu nilai integriti. deputy minister of higher education: thank you for the additional question, the honorable gentleman. here i want to convey to the honorable gentleman that as the youth who determine the future of the country, borrowers need to be more responsible towards themselves, their religion, race and country and ensure the next generation continues to get loan benefits as they have previously enjoyed. this is indeed related to a concept or a universal value, when in debt, pay it back and this has to do with a value of integrity. (penyata rasmi parlimen dewan rakyat 4 april 2018, pp.11-12) the question-response pair in example 2 discusses the government’s readiness to convert existing student loans to a gift for students in debt. however, rather than directly answering the question by explicitly saying ‘no’, the deputy minister resorted to providing a long-winded response 99 and more information than the situation demands to imply his disagreement towards the question asked by the mp of kuala nerus. thomas (1995) noted that “a speaker flouts the maxim of quantity by blatantly giving either more or less information than the situation demands” (p. 65) and the maxim of manner is flouted by providing long-winded responses. in this instance, thomas (1995) regarded that in order for listeners to arrive at a logical conclusion, a process of informal reasoning is deduced. this process is illustrated as follows. 1 the deputy minister was asked whether the government has any plan to convert the existing loan into a gift fund. 2 here, the deputy minister had an opposing view to the suggestion that was posed in the form of a question by the questioner. he was put in a disadvantaged position due to the clashing goals between him and the questioner as he did not want to explicitly say that the government does not have a plan to convert the loan into a gift fund as it might reflect negatively on the government due to their refusal to help the students. 3 since he did not want to put on record that the government refused to convert the loan but at the same time wanted to have a desirable outcome to the question, he devised a linguistic strategy namely, implicature to draw out his point. 4 to further justify the government’s decision of not converting the loan to a gift fund, he further talked about the concept of paying debt as a universal value, implying their decision as a moral-based decision, a rightful thing to do. 5 the response addressed both topical (convert existing student loans to a gift for students in debt) and action (is the government ready) agendas of the question as proposed by clayman (2012) and was implicitly employed as discussed in thomas (1995). as such, it is regarded as an indirect answer. the data show that implicit utterances are used to express disagreements towards the suggestions made by other mps due to clashing of goals. members of high context-cultures prefer encoded and implicit communication (hall, 1976) to lessen the impact of negative face while concurrently taking care of their positive face, similar to the findings of the study by obeng (1997). as malaysia is a high-context culture, the question and response adjacency pair in example 2 is understood by the audience in parliament as no follow-up questions were recorded. evasive response instances of evasive responses in the study were found to frequently address questions’ topical agendas while ignoring the action agendas required by moving away from the objectives and performing different tasks that were uncalled for as illustrated in example 3. example 3 ap tanjong piai: terima kasih tuan yang di-pertua. soalan tambahan saya adalah adakah kementerian telah 100 memperkenalkan satu alternatif yang berkesan untuk membantu orang berhenti merokok mp of piai: thank you mr. speaker. my additional question is whether the ministry has introduced an effective alternative to help people quit smoking timbalan menteri kesihatan: dalam hal ini seperti yang saya sebutkan tadi, memang pihak kementerian menawarkan pelbagai cara untuk mereka yang merokok supaya berhenti merokok. jadi ini adalah sebenarnya kalau hendak berhenti memang senang, berhenti boleh berhenti overnight tetapi kalau ada pihak yang boleh berhenti dengan sekejap, overnight, ada pihak yang makan masa yang panjang. apa yang telah kita buat tuan yang di-pertua, kita telah menawarkan seperti yang saya sebutkan tadi, semua program mquit di mana semua klinik kesihatan boleh memberikan perkhidmatan ini. setakat ini tuan yang di-pertua, purata success rate untuk program berhenti merokok ini untuk seluruh malaysia, setiap negeri ada breakdownnya, tetapi saya sebut untuk seluruh malaysia yang pergi melawat ke klinik mquit ini daripada julai hingga disember 2016 dan januari hingga jun 2017 sebanyak 10,240, kadar kejayaan ialah 36 peratus. akan tetapi berbezalah antara negeri. macam perlis contohnya kejayaan 43 peratus, penang 41 peratus kejayaan, tetapi ada lagi yang rendah seperti melaka, rendah 32 peratus, ada yang pahang 27 peratus. jadi, average semua sekali lebih kurang 36 peratus kejayaan. jadi, ini masih lagi rendah. deputy minister of health: in this case, as i mentioned earlier, the ministry offers many ways for those who want to quit smoking. in fact, it is not hard for someone who plans to quit smoking, it can be done overnight but there are people who would take overnight, but there are some who would take longer time. what we have done mr speaker, as i mentioned earlier, we have offered a mquit programme, where this service is provided in all health clinics. so far mr speaker, the average success rate of this smoking cessation programme throughout malaysia, each state has its breakdown, but i would like to mention the rate in malaysia as a whole, those who have had their visit to the mquit clinics from july to december 2016 and january to june 2017, there are 10,240 of them, the success rate is 36 percent. but it varies between states. perlis, for instance, has 43 percent success, penang has 41 percent success, but the success rate is lower in the states such as melaka, 32 percent, and in pahang it is only 27 percent. so, on average there is 36 percent success out of the total. so, it is still low. (penyata rasmi parlimen dewan rakyat 3 april 2018, p. 24-25) 101 note. *mquit refers to the integrated service provided by the malaysian government to help people quit smoking. in example 3, the mp of tanjong piai posed a question to the deputy minister of health whether the ministry has introduced an effective alternative to help people quit smoking. similar to examples 1 and 2, informal deductive steps were taken to determine the type of response employed in example 3. 1 even though the question is not adversarial in an absolute sense, the presupposition of the question indicated that there were options that did not work in helping people quit smoking, indicating the government’s failure in addressing the issue (helping people quit smoking). 2 in his prefatory response, the deputy minister indicated that the ministry offered various ways for people to quit smoking “memang pihak kementerian menawarkan pelbagai cara untuk mereka yang merokok supaya berhenti merokok” (the ministry offers many ways for those who want to quit smoking) to negate the negative presupposition of the question. 3 in his subsequent statement, the deputy minister further talked about how easy for certain smokers to quit and how difficult it is for the rest “tetapi kalau ada pihak yang boleh berhenti dengan sekejap, overnight, ada pihak yang makan masa yang panjang” (there are people who would take overnight, but there are some who would take longer time) to justify his negation maneuver and distance himself from the issue by putting the responsibility on smokers. 4 to further defend his negation and control the narrative, the deputy minister highlighted the success rate of smoking cessation which differs from one state to another by providing examples of the states. 5 the response stayed within the parameters of the topical agenda of the question “mereka yang merokok supaya berhenti merokok” (help people quit smoking). however, the missing variable that was required from the action agenda of the question “adakah kementerian telah memperkenalkan satu alternatif yang berkesan” (whether the ministry has introduced an effective alternative) was not supplied. 6 the responder was therefore considered as committing a medium level evasion in accordance to clayman (2001) as he addressed the topical agenda but performed a different task than what was originally required by the question. this study found that the negative presupposition that was embedded within the question caused the responder to evade and distance himself from the issue unlike carranza’s (2016) study that discovered that the politician in his study evaded questions due to allegations cited by the interviewer. one similarity was observed between this study and rasiah’s (2007) is the use of a distancing technique, that can be “often treated and designed as dispreferred” (ekström, 2009, p. 683). nonetheless, rasiah’s (2007) distancing technique was employed by a politician in an ‘intermediate response’ by providing half an answer to a multi part question, unlike in this example where it was employed to evade answering. 102 it is observed that ministers and deputy ministers provided incomplete responses to questions. instances of incomplete responses were usually observed in questions with multiple subquestions. in this case, the deputy minister chose to only respond to the first question, ignoring the subsequent questions and such instance is depicted in example 4. example 4 ap bukit gantang: assalamualaikum warahmatullahi wabarakatuh. terima kasih kepada tuan yang di-pertua. terima kasih kepada yang berhormat timbalan menteri. soalan saya ialah, apakah perbezaan antara kr1m 2.0 dengan kr1m 1.0 sebelumnya sehingga terpaksa kita membuat jenama baru? apakah langkah-langkah supaya kegagalan yang berlaku kepada kr1m 1.0 dahulu tidak berulang kembali untuk kr1m 2.0 ini? terima kasih kepada tuan yang dipertua. terima kasih kepada yang berhormat timbalan menteri. mp of bukit gantang: in the name of god, the most merciful and the most compassionate. thank you to the honorable speaker. thank you to the honorable deputy minister. thank you to mr speaker. thank you to the honorable minister. my question is: what is the difference between kr1m 2.0 and the previous kr1m 1.0 that caused us to rebrand? what are the steps taken so that the failure that occurred to kr1m 1.0 before does not recur for this kr1m 2.0? thank you, mr speaker. thank you, the honorable deputy minister timbalan menteri perdagangan dalam negeri, koperasi dan penggunaan: tuan yang di-pertua, terima kasih kepada yang berhormat bukit gantang. sebagaimana yang telah dimaklumkan sebelum ini bahawa kr1m 2.0 ialah penambahbaikan kepada kr1m yang asal melalui kaedah kerjasama strategik kerajaan dengan syarikatsyarikat peruncitan dan pembekal yang berwibawa serta mempunyai aspirasi yang sama dengan kerajaan bagi membantu rakyat dalam kehidupan seharian. oleh yang demikian, kalau kita lihat pada hari ini, kr1m 2.0 ini akan bertambah. kalau dahulu seperti mana yang saya katakan tadi waktu pelancaran hanya 50 sku yang dikenal pasti tetapi setakat ini lebih 100 sku sudah pun berada di dalam pasaran kr1m 2.0 ini. sekian, terima kasih. deputy minister of domestic trade and consumer affairs: mr speaker, thank you the honorable bukit gantang. as previously mentioned kr1m 2.0 is an improvement to the original kr1m through the government’s strategic cooperation with reputable retail companies and suppliers with the shared aspirations to help the people in their daily lives. therefore, if we are aware, there would be more kr1m 2.0 products today. in the past, as i stated before, there were only 50 sku products at the time of the launch, 103 but now we already have more than 100 sku products resulting from kr1m 2.0 in the market. thank you. (penyata rasmi parlimen dewan rakyat 4 april 2018, p. 5-7) note. *kr1m refers to kedai rakyat 1malaysia, a grocery store franchise introduced by the previous barisan nasional government for the low-income citizens. *sku refers to stock-keeping unit products. example 4 shows two questions posed to the deputy minister of domestic trade and consumer affairs. whilst the first question (what is the difference between kr1m 2.0 and the previous kr1m 1.0 that caused us to rebrand?) was responded to by the deputy minister, the subsequent (second) question (what are the steps taken so that the failure that occurred to kr1m 1.0 before does not recur for this kr1m 2.0?) was not met with any response from the deputy minister. 1 the first question provided an opportunity for the responder to highlight the positive outcome of the issue (more products were introduced) thus, the employment of direct answer was examined for the first question. 2 the second question “apakah langkah-langkah supaya kegagalan yang berlaku kepada kr1m 1.0 dahulu tidak berulang kembali untuk kr1m 2.0 ini?” (what are the steps taken so that the failure that occurred to kr1m 1.0 before does not recur for this kr1m 2.0?) contains a presupposition that the first kr1m was problematic and therefore deemed as a failure. 3 since the first kr1m was introduced by the government, it was implied that the government had also failed. 4 the second question that was structured as a subsequent question provided an opportunity for the deputy minister to evade. 5 as the topical (kr1m) and action agendas in the question “apakah langkahlangkah” (what are the steps taken) were not addressed in the response, the second question and response adjacency pair was therefore regarded as a full evasion according to clayman (2001). it appears that the second question was not pursued by the questioner even though it was not responded to. as the responder did talk about the issue (kr1m) to address the first question, it can be postulated that the questioner might have assumed that the second question was also answered by the deputy minister. the findings of this study discovered that full evasions were usually employed in the subsequent questions by total silence. this could be due to the structure of question and answer sessions in parliament that makes it easier for mps to be evasive, rather than providing implicatures in responses. clayman (2001) noted that full evasions are usually indicated by verbal utterances involving phrases such as “i will not answer” (p. 412), which differs from the findings of this study. further, evasive responses are less likely to be employed when questions are structured 104 in smaller proportions (gnisci & bonaiuto, 2003). conversely, it could be said that questions that are asked in bigger proportions make evasions easily accessible as evident by the data of this study as they require less effort as compared to employing indirect responses. conclusion the data analyzed in the study show that three different types of responses were employed in the malaysian parliament. direct answers were employed in questions that provide a positive outcome, highlighting their competency as the government. as a result, ministers and deputy ministers can directly appeal to a certain group of voters namely, the malays. in addition, they were also observed to include extra information, showcasing their competency. on the contrary, ministers and deputy ministers used indirect answers to imply their disagreements towards the issues raised by the questioner. indirect answers were generally used in questions that could threaten the responder’s image by providing a negative outcome. in order to avoid blatant rejections towards the suggestions made by the questioners due to clashing of goals, implicatures were used to conceal their disagreements. additionally, implicatures were employed to justify their reason as a moral justification, letting the audience know that they were just trying to do the right thing. when ministers and deputy ministers were presented with questions that have negative presuppositions, evasive responses were employed. it appears that mps tend to distance themselves from the issues, employed negations by indicating that they had done something and putting the blame onto another group of people. the discussion shows that various action agenda shifts occurred when evasive responses were employed. the shifts that occurred in responses changed initial action agendas required by the questions. as a result, even though questioners and responders were talking about the same topic, they performed different tasks. subsequently, ministers and deputy ministers were also found to provide incomplete or partial responses to questions with multiple sub questions due to the way questions are structured in malaysian parliament as previously discussed. apart from contributing to the literature of asian political discourse and the types of responses, 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(1990). politically speaking: the pragmatic analysis of political language. basil blackwell, oxford. https://www.parliament.uk/ https://repository.uwa.edu.au/r/?func=dbinjumpfull&object%20_id=10474 1 journal of pragmatics research vol. 4, no. 1, pp.1-17 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index maulana tariq jameel’s supplication for safety against covid-19: a pragmatic analysis muhammad ali shahid principal, the hope college of science & management, pakistan. muhammadalishshahid05@gmail.com anser mahmood associate professor, the university of lahore sargodha campus, pakistan. anser.mahmood@ell.uol.edu.pk doi: https://doi.org/10.18326/jopr.v4i1.1-17 copyright © the author (s) this work is licensed under a creative commons attribution-sharealike 4.0 international license. how to cite: shahid, m., & mahmood, a. (2022). maulana tariq jameel’s supplication for safety against covid-19: a pragmatic analysis. journal of pragmatics research, 4(1). doi:https://doi.org/10.18326/jopr.v4i1.1-17 submission track: received: 01-10-2021 final revision: 25-11-2021 available online: 01-12-2021 corresponding author: muhammad ali shahid muhammadalishshahid05@gmail.com abstract supplication, the symbol of man's humility, is at the core of all religions, with allah regarded as the supreme being who listens to people's prayers and rewards them accordingly, regardless of religion. the purpose of this qualitative research is to look into the unique service provided by maulana tariq jameel to god for protection from covid-19, which is currently wreaking havoc on people's lives. on april 21, 2020, the program was broadcast live on the ary news channel's shab-emeeraj programme, hosted by waseem badami, and was available to watch online. devout muslims from all over the world gathered for a specially organised 'dua' to demonstrate their heartfelt humility and unwavering faith in allah, who they believe will alleviate their deathly affliction as a result of their prayers. the video at https://www.youtube.com/watch?v=dsruao14nei provided the data. the data was assessed using aristotle's three modes of persuasion. the researchers paid close attention to the supplication during the study and coded the most relevant phrases before translating them from urdu to english and analysed them from a pragmatic standpoint. the discussion section included references to prayers from a variety of religious traditions from various countries to integrate the study's findings. the study's findings show that when individuals, societies, or nations of any faith face a major calamity, they are more likely to be prone to allah for protection than to other sources of protection keywords: du’a, persuasion, religion, staunch faith, the sovereignty of allah mailto:muhammadalishshahid05@gmail.com mailto:anser.mahmood@ell.uol.edu.pk https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.18326/jopr.v4i1.1-17 mailto:muhammadalishshahid05@gmail.com 2 introduction this study aims to explore the concept of supplication in islam in general and analyse maulana tariq' jameel's supplication for protection from covid-19, which is currently wreaking havoc on people's lives in particular. on april 21, 2020, the supplication was broadcast live on ary tv channel as part of waseem badami's shab-emeeraj program, which aired that auspicious day. muslims from all over the world participated together in solidarity, staunchly believing in allah's sovereignty(jameel, 2020). the fifth kalima in islam, which speaks of man's insignificance and helplessness, as well as allah's majesty and mercy on man's mistakes, is a powerful statement. i ask forgiveness from allah, my lord, for every transgression i have committed, whether intentionally or unintentionally, secretly or openly, and i turn to him for pardon for both known and unknown sins. certainly you, (are) the discoverer of secret things, the concealer of errors, and the forgiver of sins. and allah, the highest and most significant, is the only source of power and strength(6 kalimas with urdu translation & english translation quran online 786, 2018) furthermore, your lord has stated: "make dua to me, and i will answer to you." those who refuse to worship me because they are too proud will be hurled into the flaming depths of hell, where they will be humiliated (suratul ghafir, q40:60) َوقَاَل َربُُّكُم ٱدُْعونِٓى أَْستَِجْب لَُكْم ۚ إِنَّ ٱلَّذِ يَن يَْستَْكبُِروَن َعْن ِعبَادَتِى َسيَدُْخلُوَن َجَهنََّم دَاِخِرين 3 according to (aydin, 2015) , the word ‘dua' comes from the root word du, which translates as "he called," appropriately interpreted as supplication. the term "prayer" is also commonly, but incorrectly, interpreted as such (salaat). du’a is a method of seeking something from allah or interacting with him(stands, 2018). in prayer, the supplicant asks allah for assistance in various ways, such as protection, guidance, mercy, and so on, with the expectation and hope that his request would be fulfilled. in islamic tradition, supplication is defined as a person presenting their entire self to god and presenting god with their bodily and spiritual demands. when it comes to worship, prayers that are performed with mindfulness serve to enhance the condition of man on the inside as well as the outside. salaat has specific guidelines and a specific time and location where it must be offered, whereas supplication does not. in addition, while salaat must be done in arabic, supplication, whether as a private or informal prayer, can be said in arabic or one's native language. supplication can be made in any language because allah the almighty is all-hearing, and it is also considered an act of worship in islam, which implies that it is a method of purification for both the soul and the everyday life of the individual praying. the reality that human beings are creatures and, as such, bondservants of god, their creator and the lord, to whom they are destined to return, serves as the foundation for worshipping god. the act of man turning to god in intimate contact reverence and the spirit of devotion and humble surrender is known as worship in the christian tradition (davies & thate, 2017). as man consciously perceives himself as being in front of god while worshipping him, he perceives himself as being in front of god at all times, and his power over his actions limits his behaviour. the word 'dua' is an arabic word that has been transcribed in english letters to represent it. three small letters come together to make a word, as well as a vast and majestic subject matter. the word 'dua' is a plea or invocation that is loosely translated. although neither word accurately captures the concept of dua. supplication, which refers to the act of conversing with a god, is more closely related to invocation, which is the act of summoning spirits or devils, respectively. in islam, the concept of supplication is fundamental. supplication has a plethora of advantages and virtues. supplication is a sort of prayer offered to allah on one's behalf. we are carrying out allah's command by offering supplications. without regard for religion, nationality, or race, covid-19 dominated the world. it caused havoc on the lives of innocent people around the planet, and it did so without the benefit of any checks or controls. medicine, or any other form of care or therapy, is not successful in clinical trials. was there anything people worldwide, regardless of religion, nationality, or ethnicity, could do during such a tragic and deadly period? significance of supplication in islam the significance of prayer in islam and any other religion cannot be denied. the question raises whom should we call for our demand except for the one who has the authority to fulfil our 4 demands. islam as well as most of the religions preaches to seek help from allah, almighty as the holy qur’an says, and ‘surely allah is most capable of everything.’ َ َعلَٰى ُكل ِ َشْىٍء قَِدير إِنَّ ٱَّللَّ allah says; therefore, when thou art free from your duty, still labour hard and turn (all) thy attention to thy lord. q 94:7&8. فَإِذَا فََرْغَت فَٱنَصْب ۔ َوإِلَٰى َرب َِك فَٱْرَغب this further underlines the fact that allah is the most effective healer. we can always turn to allah for help when we find ourselves in a challenging situation. allah pays close attention to our sad stories and responds by providing us with a better answer ranging from destruction to prosperity. the time has come for us to follow his path and demonstrate our confidence in him by performing good deeds and abstaining from the path of satin. muslims must hold on to the firm belief that only one god, allah, and no other gods (yusuff et al., 2019)(yusuff et al, 2019) according to the prophet of allah, muhammad (pbuh), "only through supplication can destiny be moderated." in essence, the claim is that terrible destiny can be made better via prayers, just as good destiny can be maintained with prayer. the holy qur'an describes the following in this context: declare, 'o prophet,' that my lord has commanded uprightness and consecration to him alone,’ in worship, and that we should call upon him with absolute devotion you will be brought back to life in the same way that he brought you into being the first time.” (surah a'raf, 29) يَن ۚ َكَما بَ دَأَُكْم تَُُودُونَ قُْل أََمَر َرب ِى بِٱْلِقْسِط ۖ َوأَقِيُمو۟ا ُوُجوَهُكْم ِعندَ ُكل ِ َمْسِجٍد َوٱدُْعوهُ ُمْخِلِصيَن لَهُ ٱلد ِ and we sent their brother sâlih to the people of thamûd. "o my folks!" he exclaimed. allah should be worshipped. you have no other gods save him. he is the one who created you from the soil and placed you there. so, beg his pardon and turn to him in repentance. indeed, my lord is always near, and he is always responsive to my prayers.” (hud: 61) ُِِروهُ ُُمَّ تُوبُٓو۟ا ْْ َُْمَرُكْم فِيَها فَٱْستَ َن ٱْْلَْرِض َوٱْستَ ٍه َغْيُرهُۥ ۖ ُهَو أَنَشأَُكم م ِ ـٰ ْن إِلَ َ َما لَُكم م ِ قَْوِم ٱْعبُدُو۟ا ٱَّللَّ ـٰ ِلًحا ۚ قَاَل يَ ـٰ َوإِلَٰى َُُمودَ أََخاُهْم َص ِجيب إِلَْيِه ۚ إِنَّ َرب ِى قَِريب مُّ it illustrates how, in times of need and distress, we should turn to allah for assistance. according to the holy prophet (saw), "prayer is the sword of believers," hence the only sword muslims have to fight any problem is 'dua.' ‘supplication is the essence of worship,' declared the prophet (pbuh). (tirmidhi, ibn majah, and ahmed) there is a tradition that the holy prophet (pbuh) said: "i am to a servant of mine according to his imagination," allah, the exalted said. when he recalls me, i am present with him. if he has any recollection of me in his head. i also remember him in my memory, and if he remembers me in the company, i remember him in a more significant company than the one in which i remember him(al-bukhari, 1996)when it comes to problems of the material world, it is not inappropriate to seek assistance from another being. for example, asking for help in executing certain chores such as house maintenance, automobile repair, knowledge acquisition, and so on. 5 supplication by prophets when the prophets of allah were faced with complex conditions and extenuating circumstances, they would turn to allah and express their need for allah's assistance. as a result of their disobedience to allah's decree, hazrat adam and eve were ejected from paradise and banished to earth(quran.com, 2016). they were ashamed of their actions and prayed to allah for forgiveness for their transgression. “our lord!” they exclaimed in response. we have done ourselves a disservice. you have already decided that we shall be losers if you do not pardon us and have mercy on us.” ِسِرينَ ـٰ ِِْر لَنَا َوتَْرَحْمنَا لََنُكونَنَّ ِمَن ٱْلَخ ْْ قَاََل َربَّنَا َظلَْمنَآ أَنَُِسنَا َوإِن لَّْم تَ sayyidna zakariyya (عليہ السالم) wished for a son and heir for which he prayed to allah. but at the same time, he made it clear that allah is the best heir no matter if he had a son or not َُوأَنَت َخْير you are the best of inheritors 21:89). this was the manifestation of the prophetic respect .اْلَوارِ ُِينَ in that the primary concern of the prophets should always be toward allah ta’ ala, and even if someone else came into focus, their attention should not deviate from the main objective. sayyidna zakariyya (as) desired a son and heir, and he prayed to allah to fulfil his dream. nonetheless, he made it plain that allah is the finest heir, regardless of whether he had a son. ِرُِينَ ِ ََل تَذَْرِنى فَْردًا َوأَنَت َخْيُر ٱْلَوٰ َوَزَكِريَّآ إِذْ نَادَٰى َربَّهُۥ َرب this was an expression of prophetic reverence in that the prophets' primary concern should always be toward allah ta' ala, and even if their attention was drawn to someone else, their attention should not be diverted from the primary goal. (surat anbiya: 89). the narrative of sayyidna ayyub (as) is based primarily on jewish legends, with a few additions. the hadiths that have been deemed historically reliable by hadith scholars are those that are being reproduced here. all we know about him from the holy qur'an is that he was suffering from some sort of serious ailment, but that he remained strong throughout his ordeal. at the end of the day, he prayed to allah for recovery, which allah granted him. while he was unwell, all of his family members and friends vanished from the scene. they either died or merely left him to his destiny, depending on your perspective. then allah ta'ala restored him to full health and returned all of his children to him, as well as an equal number of more children to him. the remaining components of this story have been passed down to us either through actual sayings or through historical sources, as already stated. hazrat ayub (as) called out allah in these words: and ˹remember˺, when job cried out to his lord, “i have been touched with adversity,1 and you, are the most merciful of the merciful.” (surah anbiat, 83) ِحِمينَ َوأَيُّوَب إِذْ نَادَٰى َربَّهُۥٓ أَن ِى َمسَّنَِى ٱلضُّرُّ َوأَنَت أَْرَحُم ٱلرَّٰ so, we answered his prayer and removed his adversity, and gave him back his family, twice as many, as a mercy from us and a lesson for the ˹devoted˺ worshippers. (surah anbiat, 84) بِِدينَ ـٰ ْن ِعنِدنَا َوِذْكَرٰى ِلْلَُ َُُهْم َرْحَمةً م ِ هُ أَْهلَهُۥ َوِمثْلَُهم مَّ ـٰ ِْنَا َما بِهِۦ ِمن ُضر ٍ ۖ َوَءاتَْينَ فَٱْستََجْبنَا لَهُۥ فََكَش 6 and also, when prophet musa (as) fled egypt to avoid pharaoh and was all alone in the valley of midian, with no helper or aid he prayed: oh my lord! verily i am needy to whatever good that you send down to me. so he watered ˹their herd˺ for them, then withdrew to the shade and prayed, “my lord! i am truly in ˹desperate˺ need of whatever provision you may have in store for me۔ (surah qasas: 24) ِ إِن ِى ِلَمآ أَنَزْلَت إِلَىَّ ِمْن َخْيٍر فَقِ ير ل ِ فَقَاَل َرب فََسقَٰى لَُهَما ُُمَّ تََولَّٰىٓ إِلَى ٱلظ ِ after receiving the great honour of conversing with allah ta'ala and being entrusted with the mission of prophethood, sayyidna musa (a.s.) turned to allah ta'ala and asked for his assistance in the performance of his duties, knowing that it would be impossible for him to endure and persevere in the face of the trials and tribulations inherent in the mission of prophethood unless allah ta'ala provided him with such assistance. as a result, he prayed to allah ta'ala, imploring him to grant him five favours. “my lord!” moses said in prayer. provide comfort for me, and make my duty simple; remove any obstacle from my tongue so that others can comprehend what i'm saying.” (surah tala, 25-28) ِْقَُهو۟ا قَْوِلى۔ ن ل َِسانِى۔ يَ ْر ِلٓى أَْمِرى۔ َوٱْحلُْل ُعْقدَةً م ِ ِ ٱْشَرْح ِلى َصدِْرى۔ َويَس ِ قَاَل َرب sayyidna ya'qub (a.s.) responded to his sons' worry by saying: "i complain of my anguish and grief not to you, nor anybody else, but to allah jalla thana'uh himself," which translates as "i complain of my anguish and sorrow to allah jalla thana'uh himself." as a result, please leave me alone as i am.' 'and, in addition to what he had stated, he also emphasised that this remembering of his would not be wasted, for allah ta'ala had revealed to him something that they did not know: that he had promised him that he would bring them all together with him. he replied, “i complain of my anguish and sorrow only to allah, and i know from allah what you do not know. (surah yusuf: 86) ُْلَُمونَ ِ َما ََل تَ ِ َوأَْعلَُم ِمَن ٱَّللَّ قَاَل إِنََّمآ أَْشُكو۟ا بَث ِى َوُحزْ نِٓى إِلَى ٱَّللَّ how can the supplication be accepted? certain things contribute to the acceptance of a person's 'dua' by allah. as stated explicitly in the books of the qur'an and hadith, the presence of these elements increases the likelihood of one's du’a being accepted, or at the very least increases it significantly. as a result, every person who creates du’a must examine himself to determine whether these factors are present in him or not and if they are not, he must work hard until he incorporates all of them: although some of these aspects have already been discussed, the following are included for the sake of completeness: to be virtuous, to have unwavering confidence in allah, to repent of previous sins, and to present oneself modestly are all required. research questions i. why should people seek allah's help for safety against any calamity? ii. why did people of all faiths seek allah's help for safety against covid-19? iii. why did maulana tariq jameel supplicate allah for safety against covid-19? 7 ali ( 2014) proposes as what is islam's perspective on substance abuse? what happens to a person's soul when they suffer from an addictive disorder? what happens to his relationship with god as a result of this? these are some of the issues that this article attempts to address. three models of drug addiction will be examined from an islamic theological standpoint in this article. two of them are preventative models based on a shame-culture understanding of society, while the third, known as millati islami and practised in the united states, is based on the islamic understanding of tawba (repentance). furthermore, the role of drugs and addiction in scripture, as well as the attitudes of medieval muslim societies toward them, are investigated. overall, the models discussed in the article show that islamic theology has the intellectual and theoretical tools to develop fully-fledged theological models of addiction, and the conclusion makes a suggestion to investigate one model further. according to hussain (2019), prayer, supplication, purification, and most ritual actions are considered acts of worship (ibadat) in islam. the performance of the five daily prayers, known in arabic as salah, is the most well-known and obligatory act in islam (often written salat). the arabic word salah means to demonstrate servitude to god through certain actions in the qur'an. according to (alghafli et al., 2018), islam is a prominent world religion with a rapidly expanding muslim population in the west, including the united states. however, few studies have explored american muslim families' religious practises. researchers and the media tend to focus on religion's controversial aspects. the goal of this article is to examine the distinctive religious practice of ramadan, particularly its perceived role on marital and familial relationships. several themes emerged from in-depth qualitative interviews with twenty distinct shia and sunni muslim families in the us (n = 47). data on the theme “fasting brings us closer together” are presented and explored. it appears that ramadan is sacred to many of the 47 muslim mothers, fathers, and youth in this study. ramadan and family relationships are explored and explained. the research findings' implications and applications are discussed, as well as future research directions. according to zhou (chen et al., 2021), prayer is an important part of many religions. existing prayer methods were developed primarily in the christian west, and they have emphasised various "verbal" aspects of making a supplication. despite being essential to muslim belief, an "active" aspect of prayer in which supplicants strive for what they pray has received insufficient attention. in addition to muslim religiosity and spirituality, it demonstrated not only convergent validity but also incremental validity in predicting religious and psychological adjustment. furthermore, muslim prayers energised and integrated muslim religious spirituality as a form of religious and psychological adjustment. this brief measure has the potential to advance empirical research on muslim psychology and prayer research in general. 8 research methods the current study used a qualitative research design to analyse the data, which was based on maulana tariq jameel's prayer to allah for help and safety from the ravages of covid-19. the data was collected from https://www.youtube.com/watch?v=dsruao14nei. the researchers carefully listened to the supplication, coded the phrases that were most relevant to the study's objectives, and translated them into english for analysis and evaluated them from a pragmatic perspective by using aristotle’s modes of persuasion. modes of persuasion according to aristotle, a speaker's ability to persuade an audience is determined by how well the speaker appeals to that audience in three areas: logos, ethos, and pathos. when these appeals are considered together, they form what later rhetoricians have dubbed the rhetorical triangle (tracy, 2019). ethos ethos is a greek word that means "ethics." this term refers to the speaker's credibility. the structure of 'ethos' comprises several elements, including the speaker's status, his knowledge and awareness of the critical matter, and professional, solid practice, making him trustworthy to the listeners and viewers. logos logos is a term of greek origin that translates as 'logic.' when truth, proof, and evidence are provided for the research, the listeners/viewers are more likely to believe the findings. pathos pathos is a greek term that translates literally as "emotions." this is related to the message's feasibility and effectiveness in reaching the intended audience. pathos's appeal makes a person feel receptive to the message that has been delivered to them. https://www.youtube.com/watch?v=dsruao14nei 9 result & discussion ethos maulana tariq jameel is a well-known religious scholar and preacher in pakistan, and we are all familiar with his work. while he was still in college, he gained widespread recognition in pakistan. he was a fantastic singer while attending government college university in lahore. later, he continued his education at king edward college, where he graduated with honours in 1988. he originally intended to pursue a medical degree, but the islamic teachings and the religion of islam drew him in. after that, he became well-known throughout the world. one of maulana tariq jameel's friends accompanied him to the people who teach islamic teachings and called the people to the service of allah. then he only stayed with them for three days, where he studied islam from books before heading to the "raiwind." approximately 22 years were spent in jamia arabia learning islam as well as the method of teaching islam. he gives up his half-life to spread islam. maulana tariq jameel believes that there is a specific way to accept islamic teachings to spread them to the general public. he began his professional career while still a student at king edward's college in lahore. during his college years in a hostel, maulana was drawn to the groups of the tablighi jamaat, who became his friends and helped him through his studies. he delivered lectures to students and those living in the same compound as them about islam and islamic teachings. the people are encouraged to follow islamic values principles and put them into practice in everyone's life and everyday life by maulana tariq jameel, who addresses them during his speech. he emphasised the importance of islam being non-political, non-violent, and non-cliquish. maulana tariq jameel has travelled to some countries to spread islam and islamic principles. it is estimated that he gave thousands of lectures worldwide, mostly in muslim and european countries. he also has a good command of the arabic language and can communicate effectively in it. the way he presents himself in public is endearing. the listener is drawn in by the speaker's commanding voice and ability to deliver religious lectures. he has quickly risen to the top of the most popular and inspirational preachers of islam in the urdu language. muslims worldwide have admired and respected him as a result of his religious discourse delivered in public settings. when it comes g the lectures, maulana tariq jameel has an elegant, well-spoken, and distinguished manner. he delivered lectures on the meaning of human life and the process of its creation, using scientific examples to illustrate his points. every lecture, maulana tariq jameel explains various social issues and tells us the truth about them. among the many people he has met and lectured with are engineers, doctors and lawyers. he has also met and spoken with entrepreneurs, landlords, actors and actresses, ministers, sports celebrities, and officials from various government agencies. islam is in direct opposition to popular belief; islam is a religion of supreme peace and security. in the majority of his lectures, maulana tariq jameel discusses a wide range of islamic issues as well as social teachings. he emphasised the importance of self-purification as well as the avoidance of violent methods. he 10 always gave a speech to follow the sunnah of allah and his prophet hazrat muhammad (pbuh) and his companions in the faith. many people, both muslims and non-muslims, have accepted islam as a result of his islamic teachings and efforts, and they are working to spread islam throughout the world. maulana tariq jameel begins his professional life as a deobandi school of thought student, which he later joined. he frequently advises muslims to perform tauba (which is an act of repentance for past sins and abstinence from wrong ways of life-leading) and to leave the wrong path to find the right one. the criticism of moral shamelessness, degeneration, and filthy practice that has gained a stronghold among muslims' younger generations is something to which he is committed. a charming personality, maulana tariq jameel exudes humility and tolerance throughout his life. the fact that he is a great listener and has always provided accountable solutions to people's questions during his lectures speaks volumes about how well he is. he has combined logic and reason with religious teachings, and he has presented our religion, islam, in a way that muslims can understand and apply. his lectures have garnered him widespread attention, and he is now recognised as one of the world's most eminent scholars, lecturers, and preachers. contrary to popular belief about the religion islam, maulana tariq jameel has placed a great deal of emphasis on educating people about the religion and convincing them that islam is a religion of peace, which is contrary to popular belief. his lectures incorporate a diverse range of scientific references to satisfy the logic and reasoning aspects of the subject matter. he has always placed a strong emphasis on self-purification, rejecting violence and hate speech, and directing his hatred intently toward the remembrance of allah (swt) and the sunnah of the holy prophet (pbuh). today, maulana tariq jameel is regarded with awe and reverence by the general public, and he occupies a prominent position on the list of the most popular speakers in the book the muslim 500, which was published in 2013/14. as a result of the foregoing discussion, it is easy to conclude that the personality and credibility of maulana tariq jameel are unquestionable and associated with worldwide fame and sublime respect in the religious spheres. logos ميں آج ہللا کی بارگاه ميں اپنی ذلت پيش کرکے دعا مانگنا چا ہتا ہوں۔ اے وه ذات جس نے آسمانوں بلند کيا۔ اے وه رب جس نے زمين کا فرش بچهايا اے وه رب جس نے ساری مخلوق کو پيدا کيا ااپنی قدرت کے ساته۔ اے آسمانوں کو اٹهاے واے ہللا ، ا ے زمينوں کو بچهانے والے ہللا، اے اندهيروں کو َلنے والے ہللا، اے جالونکو َلنے والے ہللا، اے ہوائوں کو چالنے والے ہللا، ا ے سمندر ميں موتی کو پيدار کرنے والے ہللا، اے ہرن کے نافع مينمشک کو کرنے والے ہللا،آن پوری دنيا سے چهوٹے ، بڑهے، نوجوان، بڈے سب ترے دربار ميں فقير بن کے آے ہيں، يا ہللا ہم تجهے اپنا دکهڑا سنانا چاہتے ہيں۔ today, i wish to present my humiliation in allah's sight and pray. o you who created the heavens. o lord, who expanded the earth with his power, o lord, who created all beings. o god who raises the heavens, o god who expands the earth, o god who brings darkness, o god who brings light, o god who brings the winds, o god who creates pearls in the sea, o god who 11 rewards the deer with a pungent odour in his navel. here, people from all over the world have joined me in prayer, young and old, young and old, to become poor in the highest court, o' allah, we want to tell you our sad story. explanation: someone who is presenting and desiring to have his desires granted must first forfeit oneself of their dignity by embarrassing themselves to exhibit humility. by lowering himself to the level of the other, he accepts the other's dominance. when we pray to allah, we acknowledge allah's supremacy and have a deep belief that he is the sole creator of the entire universe, including everything else in the universe, including man, and that he hears our prayers and responds with mercy. ہماره دکهڑا يہ نہيں ہے کر کورونا آيا ہے ، ہمارا سب سے بڑا دکهڑا تو يہ ہے کہ تيرا بيت ہللا ويران ہے۔ اے مير ے پروردگار تيرے محبوب کے دربار پر سالم پڑهنے وَلکوئی نہيں ہے۔ اےمير ے پروادگار پہلے شايد ای کبهی ايسا ہوا ہو کے ترے گهر کا طواف کرنے واَل کوئی نا بچا ہو۔ يا الللہ تو ہم سے ناراض ہو گياہے۔ ہم تجهے منانے آئے ہيں ۔ ہم تيرے قدمونمينپڑےہيں۔ تيرے حبيب کا فرمان کا کے ساجد ہللا کے قدموں مينسجده کرتاہے۔يا ہللا تو ہم سے اتنا ناراض ہوگيا ہے ۔ this is not our fault; corona has arrived, and our greatest sorrow is that the ‘baitullah' (house of god) has been deserted. there is no one to greet in the court of your beloved, o my lord. oh, lord! it had never happened before that no one performed 'tuaf' (to make errand around kaaba) allah, you are furious with us. we've come to bring you joy. we're half-dead in your footsteps. your beloved's word is he who believes in allah and prostrates in his feet. o' allah! you've been so enraged with us. explanation: khana kaba is the abode of allah, and it serves as the spiritual heart of all muslims. the performance of a religious obligation brings muslims from all over the world who come to ‘baitullah' with no regard to caste, socioeconomic rank, political divisions, or theological sects to fulfil their religious obligations. for muslims, the hajj is a condensed version of all of their religious obligations. the person who undertakes hajj is as innocent as a newborn kid in his or her intentions. because of the coronavirus, it was imperative that social distancing be implemented as a precautionary measure. as a result, it was the first time that this religious responsibility was prohibited by law. being that we are being punished for our sins, we should follow the example set by the holy prophet (pbuh) and prostrate ourselves before allah to be forgiven. an allusion to baitullah was used for muslim unity and humility, which they perform every year, but this time due to the ravages of corona, they were deprived of this sacred service to allah. maulana admitted that it was the fault of the muslims that they had been afflicted by the calamity as a result of their sins. he humbly begs allah to forgive us for the name of his beloved prophet muhammad (pbuh). 12 يا رب، وه وقت ہے کہ مسلم و غير مسلم تيرے سامنےہاته اٹهائے کهڑے ہيں۔اور رورو کر اپنے گناہوں کی بخشش مانگ رے ہيں۔ اے ہللا ہم سب کو ماف کردے اپنی رحمت کا مُاملہ فرما دے۔ اے ميرے پروردگار آج ترے حضور َلکهوں کروڑون لوگ آبديده ہيں۔ کوئی ايک آنسوپسند آجائے تو اس کے صدقے ہميں مُاف فرمادے۔اےہللا آج ہم تيرے در سے اٹهنے والے نہيں ہيں ۔ تجهے منا کے ای اٹهيں گے اے ہللا تونمان جا۔ oh, lord! this is the time when muslims and non-muslims alike will be standing in front of you, hands up, wailing, and pleading for forgiveness of their sins. o allah, forgive us all and show us mercy. oh my lord, there are millions upon millions of people in front of you today. if you see a crying person who inspires you, please forgive us all in his honour. we're not going to go through your door today. they will only rise if you are pleased with them, o god. explanation: allah's characteristic of 'merciful' is one of his many attributes. the one who seeks allah's protection from sin from the depths of his heart will find that allah hears and forgives his pleas. coronavirus is a holocaust that hunted both muslims and non-muslims alike, and it was a worldwide epidemic. consequently, all flesh humbled before allah to free the world of this calamity. maulana tariq jameel pleaded with allah for the sake of shedding eyes, which allah regards as extremely valuable. in this perilous position, every human being desires the removal of this tsunami, and they will continue to pray until allah is satisfied with their efforts. کبهی اے حقيقت منتطر نظر آلباس مجاز ميں کہ ہزارونسجدے تڑپ رہے ہينميری جبيں نياز ميں never look forward to the reality that thousands of prostrations are tormented in my pockets explanation: never look forward to the reality of our situation; the fact is that we are sinners and that this calamity is the result of our actions. maulana begs, although the reality is a terrible truth, o' god! look at our humility and faith in you instead, and we believe that our prostrations will soften your heart and you will forgive us. اے مرے پرور دگار ہمارے گائونکارسم وراج ہے جب کوئی ناراض ہوتاہے تولوگ اکهٹے ہو کر اس کے در پر جاتے ہيں اور مافی کی درخواست کرتےہيں۔ اے ہللا جنگ احد ميں تيرے حبيب کے ٹوٹے دانتوں واسطہ ہميں مُاف فرمادے۔اے ہللا تيرے حبيب کے امتی کا ہاٹه کٹا تها تو وه بہت آبديده ہوئےتهے ۔ اب تو تيرے حبيب کی امت کرونا سے تباه برباد ہو گئی ہے۔اپنے حبيب کے صدقے ہمينمُاف فرمادے۔ o' allah, this is a cultural norm in my village. when someone is angry, a group gathers and walks to his door to apologise for their misdoing. o allah, forgive us for your beloved's broken teeth in the battle of uhud. your beloved's ummah has now been devastated by 'corona ravages.' forgive us for your beloved's kindness. explanation: “o messenger! says allah. o, messenger! the (message) that has been conveyed to thee from thy lord should be proclaimed. if you had not done so, you would not have completed and announced his mission. and allah will protect thee from men (who are out to do you harm).” (al-maida: 67). the fact that two teeth were broken during the battle of uhad does not imply that allah did not protect them. the fact that allah himself declared that he would preserve his 13 prophet reveals that allah cherished the holy prophet tremendously. maulana begged allah for protection against the corona pandemic by offering the sacrifice of teeth to him. ساز خاموش ہيں فرياد سے مُمور ہيں ہم قصہ درد سناتے ہيں کہ مجبور ہيں ہم the instruments are silent, we are full of cries pain stories tell that we are compelled explanation: the fact that the musical instruments are not playing indicates that we are not having a good time, but rather that we are in a vulnerable position due to the "corona raj," which is governing the world and doing havoc on the entire planet. the wailing screams and unending deaths convey the sorrowful picture of how we have no other option but to turn to you to have our prayers answered. اے ہللا اپنے حبيب کی امت پر بهی رحمت فرما ااور تمام اہل مذاہب پر بهی رحم فرما۔ جتنے دهرم والے ہيں تيرےبندے ہيں ياہللا۔ ہمارے انسانی بهائی ہيں ۔ آدم کی اوَلد ہيں۔اے ہللا تونے جو فيصلے کرنے ہيں آگے کر لينا۔ اے ميرے پروردگار تيرے محبوب کی ان آہونکا واسظہ جن کو سن کے عرش بهی کانپ اٹهتا تها ہم پر اپنی رحمت کا سلسلہ فرما دے۔ہميں کرونا کے عذاب سے بچا لے ۔ ہم جانتے ہيں يہ کرونا ک عذاب نہيں ہے يہ ہمارے گناہوں کی سزا ہے۔ تجهے ان آنسوووں کا واسطہ جن کو سن کے تو بيتاب ہو کر جبرائيل کو بهيجتا تها۔ o allah, pity your beloved's ummah and have mercy on all people of all religions. o allah, all people of any religion are your servants. we've got human brothers. we are adam's descendants. o allah, make the decisions that you must. o my lord, pour upon us thy beloved's sighs, for whom the throne of hearing trembled. we understand that this is not the penalty of the 'coronavirus,' but rather the retribution for our misdeeds. for the sake of your beloved muhammad's tears, which made you restless enough to send gabriel to discover the reason for his weeping, forgive us, o' allah. explanation: we are the ummah of hazrat muhammad (pbuh), who is allah's beloved and whom he has chosen as his prophet. maulana tariq jameel begged allah to remember that we are all descended from adam, as he said in his sermon. because this catastrophe does not target a specific nation, it has wreaked havoc on both muslims and non-muslims equally. we understand that your wrath is the outcome of our wrongdoings, and we are sorry for that. because muhammad (pbuh) holds this ummah in high regard and has shed tears for it. oh my god! please accept our apologies on muhammad's behalf. according to the compendium of maulana tariq jameel's supplication, the corona pandemic is a holocaust that destroys all human beings without regard to their religious affiliation due to our wrongdoings being repaid. to combat this terrible plague, we must cease doing wrong and continue to beg allah for protection from his wrath. he is the merciful, the bountiful, and the almighty who can heal all the sufferings. allah will forgive us our sins in the name of his 14 beloved prophet (pbuh). he will glance into our eyes, which are filled with tears. he will, without a doubt, hear our cries for help and provide us with refuge from the calamity. pathos menk ( 2019) writes on the ‘about islam' web blog, ‘allah hears your dua he is very near.' allah says to muhammad in verse 186 of the chapter al-baqarah: "o muhammad!" when my devotees inquire about me, please inform them that i am incredibly close. you acquire tranquillity when you sense allah's proximity to you. it protects you from evil, offers you hope, and transforms you into someone who looks forward to worshipping allah and asking forgiveness. who is the first one you call when you have a problem? so this verse continues as the prophet muhammad (peace be upon him) is told to tell us that allah answers every caller: ‘i respond to every caller as he calls. consider how many of us are calling for different things simultaneously, and how allah hears and replies to everyone at the same time. each of us has varied problems, some of which are medical; everyone has a unique medical condition; may allah provide us healing and may he pity those who have died. so, dear brothers and sisters, never underestimate the power of praying to allah. during the month of ramadan, we get up to do 'sehar’ in the morning. that is a fortunate moment. spend some time praying to allah. he's almost there. that is exactly what he says: ‘i am very near, i respond to the call of every caller when he calls out. may allah's peace and blessings be upon us. don't undervalue the power of dua. it is, certainly, a component of inner serenity. continue to call. recite your dua. make a list of all of your du'a. say that again and again throughout the year, for two years, three years... over time, you will be able to cross items off your list. may allah subhanahu wa ta’ala grant us goodness. mufti ismail menk is a world-renowned islamic scholar who was born and raised in zimbabwe. he studied shariah in madinah and has an aldersgate university doctorate in social guidance. mufti menk's work has received international acclaim, and he has been voted one of "the top 500 most influential muslims in the world" since 2010. people throughout the world, regardless of faith or nation, are helpless as the coronavirus wreaks havoc, and they have no other option except to turn to god for relief. religious academics in their fold of religion bowed before god, almighty and sound help to get rid of this dangerous novel coronavirus, believing god to be the all-seeing and best healer. pope francis offered his deepest gratitude to virgin mary on behalf of all those who have been affected by coronavirus, as well as the many others who are enduring uncertainty as a result of their illness. he believes that mary will shine brilliantly during her travels and will relieve the suffering of sick people(francis, 15 2020). pastor john k. jenkins of the first baptist church of glenarden is pleading with god in the name of jesus to end the suffering caused by coronavirus. he believes that god is the supreme being who will alleviate the suffering of sad people by providing doctors and scientists with the resources to deal with the calamity(jerkin, 2020). a prayer for protection from the coronavirus was sent to god by jamesparker (parker, 2020), staff writer, the atlantic. during ramadan, an indian police officer (youtuble, 2021), while making a public announcement in front of a mosque, pleaded with muslims to pray to allah and ask for respite from the anguish that had been inflicted on them as a result of covi-19. maulana tariq' jameel's sincerely and faithfully appealed to allah for protection against covid-19, which is now wreaking devastation on people's life in general and the lives of children in particular. the supplication was broadcast live on the ary tv channel on april 21, 2020, as part of waseem badami's shab-emeeraj programme, which aired on that auspicious day in the islamic calendar. muslims from all across the world came together in solidarity, firmly believing in allah's sovereignty and expressing their support for the cause. conclusion the objectives of this research were to determine why people of all religions sought allah's assistance for safety against covid-19, and why maulana tariq jameel supplicated allah for safety against the con-19 virus. and why should people seek allah's protection against any calamity in the first place? unlike other religions, islam has freed man from the bonds of intermediaries, thereby creating a direct link between man and his lord and making the intercession of intermediaries unnecessary. islam is not like other religions, in which certain places of worship have been concentrated and every other place has been prohibited. furthermore, islam does not restrict the practice of du ‘a' to a certain location. the muslim way of life is characterised by the usage of dua, which are prayers for specific events, actions, or needs. let us, muslim brothers and sisters, make the act of praying a pleasure. there is no requirement for a religious leader before a person invoke the power of their creator. he is always accessible to take calls from anyone who needs him. allah can be summoned from any location and at any time, regardless of the severity of a person's misdeeds, as long as he is willing to repent and seek forgiveness unless he has a partner with god. please continue to seek god's favour at all times at all sacred places because almighty allah is the source of all things, a source from which everything flows, including power, wisdom, beauty, and truth. he is the only one who can ensure our safety and security. although prayers from other religions have been included in the discussion section, the focus of this study is on maulana tariq jameel's prayer in an islamic fold. if the study is conducted based on comparing measures with prayers from other religions, the breadth and canvas of the study will be expanded to a greater extent. 16 funding neither an influential person, nor an institution, nor a charitable organisation provided any funding for the current research. conflict of the interest the findings of the study suggested that the conflict has been expanded in the islamic code of conduct addressing the necessity and significance of dua, which may differ from that of any other religion. it is not the purpose to create religious incompatibility between people. according to their religious beliefs, people of other religions seek assistance and support in their unique way during times of crisis. acknowledgement to complete this scholarly work based on religious dimensions, we would want to express our gratitude to professor qari habib ullah habib (mphil urdu), professor hafiz samar (b.s. physics), and professor muhammad ikram (m.a. archaeology) for their unwavering support and collaboration. references 6 kalimas with urdu translation & english translation quran online 786. 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(2019). the healer of all diseases in al-quran: a review. international journal of academic research in business and social sciences, 9(11). https://doi.org/10.6007/ijarbss/v9-i11/6576 41 journal of pragmatics research vol. 04, no. 01, pp.41-59 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index impoliteness in power-imbalance and power-neutral relational contexts: evidence from a persian tv drama mohammad hossein keshavarz girne american university north cyprus e-mail: keshavarz22@gmail.com *corresponding author email : keshavarz22@gmail.com doi: https://doi.org/10.18326/jopr.v4i1.41-59 copyright © the author (s) this work is licensed under a creative commons attribution-sharealike 4.0 international license. how to cite: keshavarz, m. (2022). impoliteness in power-imbalance and power-neutral relational contexts: evidence from a persian tv drama. journal of pragmatics research, 4(1), 41-59. doi:https://doi.org/10.18326/jopr.v4i1.41-59 submission track: received: 17-01-2022 final revision: 07-02--2022 available online: 01-03-2022 corresponding author: keshavarz22@gmail.co m abstract this study investigated impoliteness in relational contexts. interlocutors analyzed the data from a persian tv drama from two perspectives: intentionality and perception of impoliteness. two relational contexts were identified: power-imbalance and power-neutral, each comprising two types of impoliteness: reciprocal and non-reciprocal. reciprocal impoliteness occurred in hostile and conflictual situations where impoliteness was both intended by the speaker and perceived by the recipient as a direct face-attack. in non-reciprocal impoliteness, however, when power imbalance was due to family hierarchy, the recipient of impoliteness remained silent; in other situations, the intentional face-attack was tolerated, unless the recipient’s social identity face was directly attacked. in power-neutral situations, impoliteness was not reciprocated when intimacy existed between the interactants. it was neither intended nor perceived as face threatening; however, direct face-attack was reciprocal in hostile situations. the findings of the present study point to the significant role of the relational context in the interpretation of impoliteness. keywords: impoliteness; reciprocal; non-reciprocal; relational contexts; power-imbalance; power-neutral mailto:keshavarz22@gmail.com mailto:keshavarz22@gmail.com https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.18326/jopr.v4i1.41-59 mailto:keshavarz22@gmail.com mailto:keshavarz22@gmail.com 42 introduction films and tv dramas provide rich socio-cultural and linguistic data for research studies in these fields since they "deal with thoughts and practical experiences of everyday life" (lambertz & hebrok, 2011, p. 40). as rose (2001) asserts, the film is "an essentially unexplored potential resource for research on discourse and pragmatics" (p.309). the results of her study indicate that "film language appears to be most representative of naturally-occurring speech from a pragmalinguistic perspective" (rose, 2001, p. 309). research also suggests that tv series, to a large extent, reflect real-life situations and cultural changes in the lifestyle of people (ahmad, 2012; brunsdon, 2000). since tv dramas attract a large audience, they are bound to impact society (gannon, 2009). tv dramas have been investigated from different perspectives. cevik (2014), for example, studied turkish tv dramas from a sociocultural perspective and claimed that they function "as a cultural diplomacy tool" (p. 78), introducing turkish culture to the outside world, in particular to neighboring countries in the middle east. this perspective relates to sociopragmatic and speech act studies, including impoliteness, using tv drama data (e.g., culpeper, 2005; dzo'ul & pramono, 2021; izzani, 2020; keshavarz, cetereisi, & asit, 2020; khazdouzian, 2018; haryanti, 2016). some researchers have also examined tv dramas from the point of view of feminism and the role of women in society (e.g., ahmad, 2012; gannon, 2009; hohenstein & thalmann, 2019; lambertz & hebro, 2011). however, to the best of the present author's knowledge, impoliteness in persian tv dramas has not been investigated yet. therefore, to fill this research gap, the present study seeks to analyze the use of impoliteness in a popular persian tv drama. now let us turn to impoliteness, which is the main focus of the present study. considering the complexity of impoliteness and the variables involved in its use and interpretation, defining it is not straightforward. therefore, different scholars have defined impoliteness from different perspectives. as bousfield (2008) notes, "definitions of impoliteness vary amongst researchers working on the phenomenon. they vary even amongst those who have worked together in the past" (p. 30). culpeper, bousfield and wichmann (2003) define impoliteness as "the use of strategies designed to attack face, and thereby cause social conflict and disharmony" (p.1545), while bousfield (2008) defines it as "constituting the issuing of intentionally gratuitous and conflictive face-threatening acts (ftas) that are purposefully performed" (p.132). to culpeper (2005), "impoliteness comes about when: (1) the speaker communicates face-attack intentionally, or (2) the hearer perceives or constructs behavior as intentionally face-attacking, or a combination of (1) and (2)" (p.38). culpeper (2005) further elaborates on attacks on the face and discusses two types of face: quality face and social identity face. he defines these two types of faces as "quality face (e.g., attacks on the inadequacy of the contestant in answering the questions) and social identity face (e.g., attacks on the contestant's regional accent and job)" (p.40). similarly, limberg (2009) views impoliteness as "an intentional form of face-aggravation caused by verbal and 43 nonverbal means and interactively construed in a particular context" (p.1376). as can be observed, all of these definitions emphasize intentionality and face-threatening features of impoliteness. however, discursive/relational approaches to impoliteness are not primarily concerned with intentionality; rather, they "focus on the way that discourses inform what speakers think is possible to say, how they view their relations with others and with their communities, and how power impacts on these relations" (van der bom & mills, 2015, p. 180). in other words, (im)politeness depends on how participants in different contexts and cultures perceive it. for example, suppose in a culture like arabic (ghazzoul, 2019), directness is the norm of interaction. in that case, it is not perceived as being impolite by interlocutors, while the same speech act is considered impolite in some other cultures and languages like english. even within a single society and culture, the same linguistic form may or may not be perceived as impolite depending on the relationship between interlocutors. a case in point is the persian expression khæfe sho 'shut up" in the context of iran, as will be illustrated in the discussion of the data. therefore, "it is not self-evident that a particular linguistic utterance is unanimously perceived as (im)polite by everyone involved in the interaction" (locher, 2006, p. 252). locher and watts (2005) have made an interesting analogy by saying "just as beauty is in the eye of the beholder, politeness depends on the individual's perception as well" (p. 29). locher (2006) further argues that "the discursive approach to politeness recognizes the evaluative and norm-oriented character of politeness by claiming that politeness belongs to the interpersonal level of linguistic interaction" (p.253). the present study aims to encompass both of these features, i.e., intentionality and discursive elements of impoliteness, as will be discussed in the results section. concerning impoliteness strategies, culpepper (1996 and 2005) divided them into five categories: bald on record impoliteness, positive impoliteness, negative impoliteness, sarcasm or mock politeness, and withholding politeness. he used the super label strategies instead of politeness strategies; however, the term 'strategy' is used for consistency here. these strategies are summarized below. in bald on record impoliteness, the face-threatening act is performed in an explicit, clear, unambiguous, and concise manner in circumstances where the face of the addressee is attacked. positive impoliteness refers to the use of strategies intended to damage the addressee's positive face-wants, such as ignoring a person's self-image, excluding them from a group, and making them uncomfortable by using inappropriate identity markers (e.g., using professional titles instead of intimate ones, like 'mate'). on the other hand, negative impoliteness refers to strategies designed to damage the addressee's negative face wants, i.e., imposing on them or ridiculing and scorning them, thereby causing them embarrassment and humiliation. culpeper defines sarcasm or mock politeness as strategies in which the face-threatening act is performed indirectly using politeness strategies that are insincere and contradictory. for example, saying something ironically means just the opposite of what is said, such as 'your office is tidy,' while it is 44 untidy. finally, withholding politeness refers to a lack of politeness where the listener would expect it. for instance, when the speaker does not apologize for wrongdoing or acknowledge the interlocutor's appreciation. now let us turn to the definition of response to impoliteness, which has not received due attention in the literature. as culpeper, bousfield, and bichmann (2003) note, "research on both politeness and impoliteness has tended to overlook what the recipient of face threat or attack does" (p.1562). of the few studies conducted on response strategies to impoliteness, culpeper, boufield, and wichmann (2003) are perhaps the most comprehensive. drawing on culpeper (1996), harris, gergen, and lannaman (1986), culpeper et al. (2003) state that the recipient of an impoliteness face attack has two main options available to them: either to respond or to remain silent and do not counter face attack. in other words, the recipient of the face attack may accept the legitimacy of the impoliteness act by the speaker, i.e., they may accept the blame for provoking the act of impoliteness by having done something wrong. in this case, the recipient may or may not apologize. however, if the recipient decides to counter the face-threatening impoliteness, there are two options available to them: they may be offensive or defensive in their responses to impoliteness. as the name implies, the offensive response involves countering a face attack aggressively with a face attack; whereas "defensive strategies primarily counter face attack by defending one's own face"… "such strategies seek to deflect, block or otherwise manage the face attack" (culpeper et al. 2003, p. 1562). the contribution of the present study to the literature is that it uses data from a persian tv drama to shed light on the use of impoliteness in two main relational contexts, i.e., powerimbalance and power-neutral, each comprising two types of impoliteness: reciprocal and nonreciprocal. the study will also present data on the two main types of face-attack response strategies, namely defensive and offensive strategies. research method the present study's design is descriptive qualitative since the discussion of the results is presented descriptively. the data for this study come from a popular persian tv drama called asheghaneh' romantic'. it was written, produced, and directed by manoochehr hadi and was premiered and aired in 2017. asheghaneh portrays modern changes in iranian society, particularly the social life and relationship of young people. it is a narrative of a few friends and families and their problems. the story begins with an advertising company run by three close friends: reza, soheil, and peyman. in addition to humor and romantic scenes, there are many arguments, quarrels, and fights in this tv drama that trigger impoliteness. therefore, it was considered a good candidate for the present study. like other tv dramas, asheghaneh consists of a series of televisual stories in different episodes consisting of the succession of events, usually with the involvement of more than 45 two characters in each scene. initially, the researcher for entertainment during his leisure time watched asheghaneh. however, being interested in socio-pragmatics, the frequent use of different impoliteness in the soap gave him the impetus to carry out a qualitative descriptive analysis of the data. to find sufficient number of impoliteness cases in the tv series, all the 17 episodes were watched by the researcher; however, since the focus of the study was impoliteness, only the dialogs containing impolite utterances were considered for further analysis. each episode lasted about 50 minutes and was broadcast every wednesday night. the objective was to identify different types and strategies of impoliteness and responses to face-attacks in the drama's dyadic and/or multiparty interactions, i.e., interactions between two or more characters in a scene, as illustrated in the excerpts below. accordingly, 11 out of 17 episodes, which provided rich data on impoliteness, were chosen for data analysis. scenes containing instances of impoliteness were written down, and the interactions were transcribed for data analysis. the researcher based on his native language intuition and linguistic background did the transcription. to present the transcribed text more readable, the use of technical phonetic symbols was minimized, and instead, more use was made of familiar orthographic digraphs (e.g., 'sh' instead of /ʃ/, 'kh' for /x/, etc.). the transcription of original persian utterances and their idiomatic english translations are provided in the results & discussion section below. results & discussion the bottom-up analysis of the data yielded two types of relational contexts in which impoliteness occurred: power-imbalance versus power-neutral. in each of these two situations, two types of impoliteness strategies emerged: reciprocal versus non-reciprocal. these are illustrated in figure 1. figure 1. relational contexts and types of impoliteness the following excerpts illustrate these different types of impoliteness and relational contexts. 46 non-reciprocal impoliteness in power-imbalance relational contexts excerpt 1. background: pegah (p), a young gynecologist from an affluent family, routinely scolds and insults her husband, soheil (s), because she has high status (being a doctor) and wealth (possessing a luxurious apartment in an affluent region of tehran, and an expensive villa in the caspian sea region), while soheil does not have any of these privileges. therefore, his wife has power over him. soheil once opened up to his close friend, reza, about his relationship with his wife and said: s: un ræʔis-e, dæstur mide, mæn hæm migæm chæshm. mæn shodæm pæræstar yek sæg. she is the boss, she issues orders and i obey. i have become her dog’s nurse. note 1. chæshm ‘eye’ or ruye chæshmæm ‘on my eye’ is a typical persian expression when one willingly does somebody a favor, or obeys the orders of a superior. note 2. the above sentence is a case of reported speech, and not an utterance containing impoliteness. with this background, now consider how pegah insults her husband in the following exchanges. scenario: pegah is sitting on the sofa relaxing and watching dr. oz’s satellite program when soheil comes home and opens the door seeing that pegah’s dog, poppet, has made everywhere dirty by leaving mess (excrement) on the floor, but he does not dare to complain directly and openly about it. he says hello, but his wife just ignores him and continues eating her snack without bothering to greet him back. then, soheil goes to the kitchen to wash his hands and pegah gets angry, and the following conversation occurs between them. p: æshpæzkhane jaye dæst shostæn nist aqa, hezar dæfe bet goftæm i’ve told you a thousand time that kitchen is not the right place to wash your hands, sir. in this utterance, pegah uses the title ‘sir’ in a derogatory fashion; she is contemptuous and scolds soheil. s: væli khune jaye sæg negæh dashtæne but a house is the right place to keep dogs. in this move, soheil indirectly and sarcastically complains about the dog as he does not dare to criticize his wife openly. p: in che tærze hærf zædæne how dare you talk to me like this (uttered aggressively and from the position of power indicating that s has no right to criticize her, even indirectly). s: chetori hærf mizænæm. ye negah doroværet bendaz. sæge khune ra be gænd keshide (gently and politely)what did i say. take a look around you. the dog has made a mess out of everywhere. p: bet goftæm papet adæt nædare tænha tu khune bemune. khub qærar bud bebærish mæhd, 47 chera næbordish? i have told you before that puppet is not used to staying at home alone. well, you were supposed to take him to the nursery, why didn’t you? (complainingly) s: neresidæm, kar dashtæm pegah jan, jælæse dashtæm æzize mæn i couldn’t, i was busy dear pegah, i had a meeting my dear (talking politely and apologetically using endearment terms). as can be seen, in his defensive response strategy, soheil tries to manage and deflect impoliteness and attack to his face. p: bejaye in hærfha ye jaru biar injaha ra tæmiz kon, bæʔd hæm ye tei bekesh instead of saying these, bring a broom and clean here, then mop the floor. (being annoyed by these orders, s goes to the bathroom and shuts the door) p: soheil shenidi chi goftæm soheil, did you hear what i said? (angrily, shouting and with contempt implying why didn’t you follow my order). then, soheil comes to the scene with a broom and dustpan and begins to clean the dog’s stool (while still wearing his tie as he did not get a chance to change his clothes). as observed, this conversation is full of contempt, belittling, and intentional impoliteness on the part of soheil’s wife since she has power over her husband. the exchanges show how defensive soheil is in trying to deflect and manage the attack to his face. he mildly criticizes his wife for keeping a dog at home, but his wife aggressively and from the position of power says: “how dare you talk to me like this”. being defensive, soheil says softly and politely: “what did i say. take a look around you…”. despite this, pegah orders him to bring a broom and clean the mess, then mop the floor. but when s goes to the bathroom and shuts the door, being annoyed by these orders, pegah shouts at him and tells him to do what she ordered him to do. soheil, being in a weak position, tries to tolerate and manage his wife’s continuous face attacks to avoid confrontation. excerpt 2. in the tv drama asheghaneh, haj yunes (a wealthy and religious businessman) frequently attacks the quality and social identity face of his younger son, reza, even in front of his wife. in one scene, haj yunes encourages reza to close his advertising company and work for him in his enterprise, instead. after reza politely rejects the offer, haj yunes gets upset and says: lajbazio kale shaq, bara hamine ke darja mizani you are obstinate and bull-headed, that’s why you do not get anywhere. reza who is a grown up man and the father of a child was obviously offended by these remarks, but instead of saying anything that may disrespect his father he looks down and remains silent as a sign of respect. however, his father continues scolding and belittling him indirectly by comparing him with his elder brother, as follows: 48 dadash mohsento bebin, bahushe ke tuneste khodesho be injaha beresune. motmæenæm ba jorboze’i ke dare tu entekhabat ræi miare look at your brother mohsen. he is smart, that’s why he has been able to climb the ladder (implying that you are not intelligent). certainly, with the potentials that he has he will win the election [for the parliament] needless to say, his father’s humiliating and belittling remarks are perceived by reza to be impolite; however, owing to power imbalance due to family hierarchy in iranian culture, he does not reciprocate face-attacks. reciprocal impoliteness in power-imbalance relations excerpt 3. soheil has taken poppet, pegah’s dog, out but he loses her. when he comes home empty handed, his wife gets extremely angry and starts attacking him verbally since poppet is her prize possession. p: hæmin ælan miri, gom mishi æz in vila miri birun you get lost and leave this villa right away. s: pegah (just calling her name with rising intonation, pleading her to stop attacking his face). however, pegah ignores his pleading and becomes more aggressive. she holds soheil by the arm and forces him out of the villa while saying: p: æge peidash nækærdi bærnemigærdi. boro gomsho byaresh. if you don’t find her, you won’t come back here. get lost and bring her back. s: nækon. stop it (stop harassing me) at this moment soheil asks his guests, reza and his wife, to go upstairs as he doesn’t want them to witness such an unpleasant and aggressive confrontation. p: chekar be una dari. bezar hæme befæhmænd cheqædr bi orze’i why do you ask them to go upstairs? let everybody know how incompetent you are. s: jelo mærdom sedato biyar pa’in. mæn dærket mikonæm, asheqesh budi, mifæhmæm,vabæste budi besh. mæge mæn æmdi kærdæm in kar ro? ye juri hærf mizæni engar mæn bordæm sær be nistesh kærdæm. adæm vase ye sæg injuri ba shohæresh hærf nemizæne don’t raise your voice in front of other people. i understand you, you loved her, i understand you were attached to her emotionally. i haven’t lost her intentionally, have i? you talk as if i have taken her to get rid of her. one wouldn’t talk to her husband like this just for a dog. as can be seen, in these exchanges, soheil tolerates his wife’s impolite behavior and tries to deflect direct confrontation, but she continues attacking his face in front of their guests. p: bekhatere je sæg nist. to fekr mikoni bekhatere ye sæge, sæg nist u. to bi ærzeshi, budo nabude u kheili ærzeshes æz to bishtære. to tu zendegi mæn hich færqi nemikoni, væli budo næbude ut u zendegi mæn mikone. 49 it’s not just for a dog. you think it’s a dog-she is not a dog. she is more valuable than you. you are worthless-your existence doesn’t make any difference to me, but hers does. at this point, soheil, whose social face has been severely damaged and has been badly humiliated in front of his friends, becomes infuriated and starts attacking her back verbally, as follows: s: bebænd un dæhæneto shut your [big] mouth. p: to dæhæneto bebænd you shut your mouth. s: dæfe akhærete ke jelo mærdæm intori ba mæn hærf mizæni ha mizænæm tu dæhænet sedaye papet ra dærbiari it’s the last time you talk to me like this in front of others, ha (interjection)! i’ll hit you in the mouth so that you’ll howl like your dog. p: to qalat kardi. you dare to. s: ahmaq. idiot! p: to qælæt mikoni. hich qælæti nemituni bekoni you dare to. you can’t do a damn thing. s: æhmæq idiot! p: æhmæq toʔi, bædbækht to hærche dari sædaqe sære mænu khanævadæm dari you are idiot, you miserable thing, whatever you have is because of me and my family. s: chekar kærdin baray mæn what have you done for me? then, pegah insults his father and family, which is the red line for soheil, so he becomes inflamed, picks an expensive vase from the table and throws it on the floor to break, walks in the kitchen like crazy, and uses rather offensive language calling her names while yelling at her. s: kesafæte ashʁal. sæd dæfe goftæm esme pedære mænu næyar æhmaq, bi shoʔure næfæhm, mæn asheqe to budæm ke bahat ezdevaj kærdæm, zæbun næfæhm. you filthy jerk. i have told you a hundred times not to mention my father’s name idiot. fathead, moron, i was in love with you that’s why i married you (not for your wealth), you idiot. as the above exchanges illustrate, pegah repeatedly uses bald-on-record face-attacks. soheil, on the other hand, is first defensive and does not want to reciprocate impoliteness due to power imbalance. instead, he tries to calm her down and deflect confrontation, but when she starts attacking his social identity face in front of his friends, he becomes furious and reciprocate impoliteness regardless of his weaker position. 50 non-reciprocal impoliteness in a power-neutral relations the following excerpts exemplify cases of non-reciprocal impoliteness in a power-neutral relations. excerpt 4. three close friends and partners, reza, soheil and peyman, are having a serious talk in their advertising company. however, peyman is not a serious person and always uses his sense of humor. in the following utterance, reza, who is upset with peyman as he keeps talking and getting on reza’s nerves, utters the following impolite sentence: r: khæfe khun migiri ya mikhai ta shæb hæmintor mozækhræf begi. will you shut up or you want to talk nonsense until evening? the persian expression khæfe khun gereftæn ‘shut up’ is potentially offensive and impolite, which may provoke confrontation. however, given the intimate relationship between the interlocutors, peyman does not perceive this utterance as impolite. similarly, the intention of the speaker (reza) is not to genuinely attack the face of his friend. excerpt 5. mahmud is angry about the people (a singer and his crew) his finacée has invited to his villa since they have made a mess of the place before they arrived there. he wants them to leave, but hedye (his finacée) tries to change his mind by using affectionate language: h: eshqæm, bemunæn (while looking at him pleasingly) my love, let them stay please. m: ey morde shur un cheshmato bebære (while he accepts) i approve because of your beautiful eyes. h: she smiles and is pleased to hear this, instead of getting upset. in persian, expressions like morde shur heikal/cheshmato bebære, which means ‘damn you’, are offensive and are heard in quarrels and arguments. however, in the above exchange it is taken as a compliment by the hearer (hedye) given their romantic relationship. (note: in islamic countries, when someone dies his/her body will be washed, as part of a religious ceremony. this is similar to baptism in christianity) excerpt 6. in this scene, peyman, while answering a telephone call from his girlfriend uses an offensive term, as follows: alo eshqe mæn, tule sæg, halet chetore? hello my love, how are you puppy? traditionally, it is extremely impolite and offensive to call or refer to someone as a dog on religious and cultural grounds. this metaphor is normally used in confrontations and fights as it provokes hostile reactions. however, in this case the intention of the speaker is not to insult his girlfriend, rather to utilize the animal metaphor to show his affection. similarly, his girlfriend is unlikely to be offended by being called a puppy given that keeping puppies at home and showing 51 affection towards them has become popular amongst the affluent and younger generation of iranians, a practice that is still not approved of by the older generation, in particular religious people. excerpt 7. in this excerpt, soheil is complaining about his close friend’s being bad-tempered, as follows: che mærgete reza, æz sobh shodi borje zæhre mar, æz hæme chi bæhane migiri. what the hell is wrong with you reza, since this morning you’ve become so bad tempered, you nag about everything. reza’s reaction: he does not take offence and remains silent thinking about the project they are discussing. in iranian culture, words and expressions associated with death are considered taboo and are avoided unless people are angry with one another. the persian expression che mærgete, like other expressions such as boro bemir ‘go and die/go to hell’, is impolite and is avoided under normal circumstances; however, owing to history of friendship between the interlocutors it is not intended nor is it perceived as impoliteness. of course, the english translation of this expression (what’s wrong with you?) sounds quite normal and is not considered impolite; however, when we consider such expressions in the context of iran we will find that they are indeed offensive and in cases of genuine impoliteness they provoke quarrels and fights. similarly, borje zæhre mar ‘the tower of venom’ is a negative comment given to illtempered people. though not as offensive as the first expression, under normal circumstances the hearer will not appreciate such a comment and will get upset. excerpt 8. in a scene of the tv drama, peyman tells his guest, soheil, to leave and go to his house: pasho boro khunatun get up and go home. in iranian culture, it is extremely impolite to tell a guest to leave and go to their house. however, considering the intimate relationship between the speaker and the address, soheil does not get upset and just ignores what peyman has said and remains seated. reciprocal impoliteness in power-neutral relations excerpt 9. in a scene of the soap opera, reza has a confrontation with gisu, whom he thinks has a clandestine relationship with his affluent and so-called pious father, as the following exchanges illustrate. r: bebækhshid khanom. mishe chænd læhze væqtetun ra begiræm excuse me, ma’am. may i take some of your time? g: nækheɪr 52 nope! as can be seen, in the first exchange, reza approaches gisu in a courteous manner, but the latter withholds politeness. this is perhaps rooted in family education in iran since girls are advised not be friendly with strangers. however, r is persistent and in the next move she assures her that his purpose is not to do her any harm in order to attract her cooperation: r: mæn mozahem nistæm, kari hæm be karetun nædaræm. fæqæt mikhæstæm bahatun hærf bezænæm i don’t want to bother you, and i don’t want to interfere with your affairs. i just wanted to talk to you. g: che hærfi, mæn ba foma hærfi nædaræm what about? i don’t have anything to talk about with you. then, she opens the car door again trying to get in, but reza prevents her and says: r: miduni mæn kiæm. mæn pesære haj yunesæm, hæmunke bækhtæk shodi tu zendegish, hæmunke bærash khab didi do you know who i am? i’m haj yunes’s son, whom you’ve attached yourself to, whom you have plans for. g: haj yunes kie? boro peje karet who is haj yunes? get away! r: chænd ruze eine saye donbaletæm. midunæm bash qærar mizari, tu sherkæt, resturan, tu park. dige bash koja miri? karet ine, næ? i’ve been following you just like a shadow during the last few days. i know where you meet with him, in his office, restaurant, in parks. where else do you go with him? that is your job, isn’t it? (implying she is a prostitute) listening to reza’s accusation, gisu gets furious and slaps him in the face, and says: g: khæfe sho shut up! after this face-attack, she opens the door and gets in the car, but reza goes to the other side quickly and opens the door, and says: r: boro qolabeto jaye dige bendaz, ævæzi u næve dare go and try your chance somewhere else you jerk, he has got grandchildren (and then he leaves angrily). as can be seen, in this excerpt there is a gradual transition from politeness to direct impoliteness due to confrontation and mood change. first, reza approaches gisu in a polite manner and asks if he can talk to her. he uses the courtesy expression bebakhshid khanom ‘excuse me madam’, and then asks her permission to talk to her for a few seconds. however, since women normally do not trust strange men, particularly when they invade their private zone (as reza gets 53 very close to her when she wants to get in her car), gisu says she does not want to talk to him. however, since reza does not want to give up they start attacking each other’s face deliberately to the extent that gisu slaps him in the face when he accuses her of having relations with his father. as can be seen, cases of impoliteness are intended by the speaker to be face-threatening and perceived by the interlocutor so. excerpt 10. after mahmood accuses reza of helping his wife to take his assets and run away, reza gets furious and shouts while pushing mahmood away: chera chertopert migi mærde hesabi, boro har qælæti doost dari bekon why are you talking nonsense, you idiot? get lost and do whatever damn thing you want to do. at this bald on record face-attack, the bodyguards attack reza and beat him up. then, reza shouts and tells mahmood angrily to take his contract and get lost: …mituni [qarardad ra] bærdari beri gureto gom koni-ælbæte bæd æz tæsfie hesab you can take it [the contract] and get lost, of course after paying the rest of your due. then, the tall bodyguard insults reza, and reza says: boro gom sho baba get lost you. note that the persian word baba ‘father’ is used in a derogatory sense here. together boro gom sho baba means ‘get lost or go fly kite’, which is intended and perceived as a case of baldon-record impoliteness used only in provocative confrontation. after further confrontation and being beaten by mahmood’s bodyguards, reza says angrily: æge ælan guretun ra gom kærdin ke hich, vægærnæ khodæm zæng mizænæm be polis you get lost right away or else i’ll call the police myself. as can be seen, in this quarrel scene, mahmood, who wrongly assumes that reza and his friends have to do with his wife’s swindling him out of his money and possessions, enters the scene aggressively and furiously to the extent that not only he and his men attack reza’s verbally, but also his bodyguards beat reza up. impoliteness in such cases is to be anticipated as the situation and mood of the speakers call for it and the recipient of impoliteness, in this case reza, responds with offense and aggression. needless to say, mahmood’s intention in calling on reza’s company is to deliberately insult and attack his face for the reasons explained above, hence the intentionality aspect of this speech act. discursively-speaking, mahmood’s face-threatening intention is clearly and easily perceived by his interlocutor, reza, who is provoked to engage in this face-threatening act and counters face-attack with offense and aggression. excerpt 11. having lost the car race to a young lady named hedye (h), being in a fighting mood, peyman (p) gets off his car and approaches h and her race partner and tells them: (note that in iranian culture, it is against the dignity of a man to be defeated by a woman). 54 p: yebar dige inja bebinæmeton … if i see you here once more. (threatening them, while being interrupted by h’s friend) h’s friend: oh kheili dari zer zer mikoni ha oh, you’re talking a lot of nonsense ha. p: bebænd un gale ra shut your big mouth. h’s f: boro baba go fly kite/get lost! the persian expression zer zer kærdæn has a much more negative load than ‘talking nonsense’ in english as it is considered very rude and is used in confrontations and clashes, especially among the youth. similarly, the expression bebænd un gale ra ‘shut your big mouth’ is extremely rude. in this expression, ‘a big mouth’ is derogatorily compared to a ‘shoe cover’, which is normally big and loose (compared to shoes). this metaphor is used in skirmishes as it usually provokes a fight. also the expression boro baba ‘get lost or go fly kite’ is another rude expression and if it is used in arguments it is considered provocative. as mentioned before, the bottom-up analysis of the data yielded two distinct relational contexts: power-imbalance and power-neutral. two main types of impoliteness emerged from each of these two contexts: non-reciprocal and reciprocal. the analysis of the data shows that power relationship is a key factor affecting both politeness and impoliteness, as also asserted by mills (2009), and watts (2003). as the above excerpts show, in an asymmetrical relationship, the superior normally takes advantage of his/her status, and exercises power to attack the face of those in a weaker position. this finding supports the results of other studies such as bousfield and locher (2008), culpeper (1996), and khatib and lotfi (2015). khatip and lotfi (2015) found “a positive direct relationship between impoliteness and power in the persian questionnaire suggesting that when the speaker has more power over the interlocutor, he/she uses more impoliteness strategies and when the speaker has less power, he/she uses less impoliteness strategies” (p. 55). in the same vein, culpeper (1996) claims that “a powerful participant has more freedom to be impolite, because he or she can (a) reduce the ability of the less powerful participant to retaliate with impoliteness (e.g. through the denial of speaking rights), and (b) threaten more severe retaliation should the less powerful participant be impolite” (p. 354). analysis of excerpt 1 above reveals that the character, soheil, did not reciprocate impoliteness, and instead tried to deflect his wife’s offensive behavior due to power imbalance. as explained in the results section, his wife, pegah, had power over him as she was affluent and enjoyed high status as a physician, while soheil did not have any of those privileges. this finding is in line with those of studies based on western dramas (e.g., bousfield, 2008; culpeper, 1996; 55 laitenen, 2011). for example, bousfield (2008) reports that a restaurant owner and head chef in a tv drama, gordon ramsay, frequently berated members of his staff, but they often chose not to respond to his face-attacks due to their weaker power position. another example of non-reciprocal impoliteness in power-imbalance relations is in the case of family hierarchy in iranian culture. in the tv drama under discussion, haj yunes (the father) frequently attacks the quality and social identity face of his younger son, reza. owing to his superiority as a father he has the option of using different abusive terms to intimidate and offend his son since, unlike his elder son, he has ideological differences with him. reza’s response options, on the other hand, are rather restricted since in iranian culture children are expected to respect their parents even if they are the target of verbal abuse and offensive behavior. in one occasion, reza’s father even slapped him in the face, and instead of showing any aggressive reaction, he looked down and remained silent, a behavior that is unlikely to occur in the western culture. therefore, it can be concluded that the conceptualization and realization of impoliteness, particularly with reference to family hierarchy, is culture specific. as mentioned above, reza’s response options were restricted. this finding supports bousfield and locher’s (2008) assertion that “impoliteness – whether understood as intentional face-aggravation or not– is inextricably tied up with the very concept of power because an interlocutor whose face is damaged by an utterance suddenly finds his or her response options to be sharply restricted” (p.8-9). power-neutral situations in this study also led to both non-reciprocal and reciprocal impoliteness. the persian utterances that were used in excerpts 4 through 8 are potentially impolite in iranian culture. however, given the intimate relationship between interlocutors, such face-attacks were not perceived as being genuine and impolite, hence they were not retaliated. this finding supports locher and watts’ (2005) assertion that a seemingly impolite request like “oi! pen!” can be quite appropriate among friends. as they say, “…if the relationship between speaker and addressee is such that this form of behavior is interpretable as good-humored banter, it is likely to be perceived as perfectly appropriate to the social situation” (p.7). based on this, they use the metaphor “politeness, like beauty, is in the eye of the beholder” (p. 21), emphasizing the hearer’s perception in the interpretation of politeness. on the other hand, in power-neutral contexts in which interlocutors had no history of friendship they reciprocated impoliteness fiercely attacking each other’s face, as illustrated in excerpts 9 through 11. in such cases, impoliteness is both intentional by the speaker and is perceived as being offensive by the listener. contrary to this finding, culpeper et al. (2003) did not find reciprocal impoliteness, or offensive-offensive pairs, as they call it, in their study presumably because the nature of their data was different from the present study. they explain lack of offensive-offensive pairs in their data as not being surprising since as they state, “whilst a clamper has the power to ticket, clamp or even tow away an owner’s illegally parked vehicle, they do not 56 in their particular socio-discoursal role have the legitimate power to respond to the impoliteness of car owners with clear, unambiguous impoliteness” (culpeper et al., 2003, p.1563). this points to the significant role of relational context. the examples of reciprocal impoliteness in power-neutral situations found in asheghaneh were cases of aggressive quarrels and fights where the role of power, if any, is not acknowledged. as illustrated above (section 3.2), when there is a mood change there is a shift to impoliteness disregarding power relation. however, although in such cases, power and status are no longer acknowledged, the weaker interlocutor may opt for reconciliation and avoid confrontation until he is pushed and forced to resort to impoliteness, as exemplified in excerpt 3. initially, soheil tried to be patient and calm down his wife, who had power over him, by using polite and affectionate expressions, but since she continued attacking his social identity face in front of his friends (face-threat witnesses) he became enraged and attacked her verbally. although the face-threat witnesses in this scene of the soap opera had a passive role and remained silent during the dispute between the couple their very presence affected soheil’s reaction to his wife’s face threats. mueller and pillar’s (2013) study also confirms the impact of face-threat witnesses on participants’ reaction to impoliteness. the fact that the characters in excerpt 3 were a young couple shows that even family members may fiercely attack each other’s face pinpointing and highlighting the weaknesses of one another. this is in line with birchler et al.’s (1975) finding (cited in culpeper 1996, p. 354) that “even in happy marriages spouses were typically more hostile towards each other than strangers. in a familiar relationship one has more scope for impoliteness: one may know which aspects of face are particularly sensitive to attack, and one may be able to better predict and/or cope with retaliation that may ensue”. similar to this finding, pegah and soheil deliberately highlighted each other’s weaknesses in order to intensify the degree of face-attack. conclusion a general conclusion drawn from the present study's findings is the realization that people do not live in a philosopher's paradise to observe norms of politeness all the time. they may lose their temper, get angry, and sometimes engage in quarrels and fights in real-life situations. in such hostile situations, individuals deliberately and explicitly disrespect others and attack each other's faces, as the reciprocal cases of impoliteness in the drama illustrated. based on the present study results, it can be concluded that the interpretation of impoliteness depends mainly on two main factors: the speaker's intention and (b) the perception of the addressee, whether s/he perceives of the utterance as being impolite or not. however, the interpretation of impoliteness varies according to relational contexts. as mentioned earlier, an identical utterance like khafe sho ''shut up'', which is potentially a face-threatening act in persian, is not considered to be impolite among intimate friends. the data also point to the significance of the power relationship. as the results 57 show, the speaker who has power over the addressee may intentionally attack their face, whereas the interlocutor who is in a subordinate position may try to manage and deflect impoliteness instead of retaliating impoliteness. however, when one's social identity face is attacked, the inferior may no longer tolerate impoliteness. in the case of the married couple (pegah and soheil), we saw that pegah continuously attacked her husband's quality face when they were alone without being concerned about impoliteness being retaliated owing to the power that she had over him. however, when she started attacking his social identity face in front of others, he could not tolerate it anymore and attacked her face severely. from this, it can be concluded that impoliteness is co-constructed by interlocutors; hence responses to impoliteness should be discussed in the light of what triggers them. in the case of the preceding example, soheil'ssoheil's retaliating face-attack was mainly triggered by the presence of the witnesses, in addition to his wife's impolite behavior. the data analysis also shows that in cases of face-attacks, individuals have different options to respond to impoliteness. some of these response strategies seem universal, and others are culture-specific. for instance, in quarrel scenes, face-attacks are universally expected to be retaliated and responded with face-attacks. in such hostile situations, the face of both interlocutors is significantly at stake. some other strategies seem to be culture-specific. as illustrated above, in the case of family hierarchy in iranian culture, impoliteness is tolerated. the person whose face has been attacked by a superior (e.g., one's father) may remain silent as a sign of respect. it must be remembered that the findings of the present study are restricted to cases of impoliteness in a tv drama and are not generalizable to other genres and discourse types, such as political debates, academic discussions, and the like. it must be acknowledged that (im)politeness is a rather complex phenomenon; 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(2003). politeness. cambridge: cambridge university press. journal of pragmatics research vol. 3, no. 2 (2021), pp.108-130 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 108 persuasive strategies in selected brand products’ advertisement on instagram: rationalization aspect tira nur fitria 1 * institut teknologi bisnis aas indonesia 1 *corresponding author email: tiranurfitria@gmail.com doi: http://dx.doi.org/10.18326/jopr.v3i2.108-130 copyright © the author (s) this work is licensed under a creative commons attribution-sharealike 4.0 international license. how to cite: fitria, t. (2021). persuasive strategies in selected brand products’ advertisement on instagram: rationalization aspect. journal of pragmatics research, 3(2). doi:https://doi.org/10.18326/jopr.v3i2.108-130 submission track: received: 19-01-2021 final revision: 27-05-2021 available online: 01-10-2021 corresponding author: tira nur fitria tiranurfitria@gmail.com abstract the rational aspect of persuasive language focuses on optimal consumer practices, functions, or needs for a product which emphasizes the benefits or reasons for owning or using a brand. rationalization in persuasion will work best if the speaker/writer knows what the audiences/readers’ needs and wants and their attitudes and beliefs. this research is to find the reason for using persuasive strategies in selected brand products’ advertisement on instagram”.in instagram captions’ from several brands' products consist of persuasive strategies, such as “mineral water”, “medicine”, “food and drink”, “household”, and “beauty and skin care” products. the “mineral water” ads try to persuade consumers to focus on the quality and technology used. in “medicine” products, they focus on the ingredients in the medicine and its uses and the causes and drugs to consume. for “food and drink” products, they persuade consumers to see the high standards and technology to produce the product and quality of ingredients. in “household” products, the ads persuade consumers by emphasizing the ingredients and their benefits. a similar focus is also identified in the ads of “beauty and skin care” products. all the advertisements use rationalization in their persuasion strategy. rationalization in persuasion works well because the advertiser knows what the consumers’ needs and wants. there is the involvement of reasons, deep thought, http://dx.doi.org/10.18326/jopr.v3i2.108-130 https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.18326/jopr.v3i2.108-130 journal of pragmatics research vol. 3, no. 2 (2021), pp.108-130 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 109 making a sense, and logical statements expected to be acceptable in the consumers’ mind. keywords: persuasive strategies, rationalization, advertisement, product, instagram introduction speech activity is a form of discourse that consists of speech act, such as declarative, directive speech acts, etc. (fitria, 2015), according to onuf (2013), directive speech acts are recognizable as imperatives. pauwelyn et al., (2012, p. 168), states that the purpose of the directive speech act is to oblige someone else to perform some act, then the other purpose of directive speech acts is to influence the intentional behavior of the hearer (haverkate, 2002, p. 7). the speaker, via a directive sentence, makes a speech act to achieve a certain communicative goal, namely to persuade the hearer in the inevitability of a future situation (krapova & joseph, 2018). as stated by johansen & larsen (2005), the directive is one speech act by means we commit ourselves and the partner in the conversation to future actions. directives are useful because they allow the hearer to attain the goals by persuading or pushing other people to act according to our wishes,…(pérez-hernández, 2020). each type of directive shows a different purpose and function (fitria, 2019b). acts such as convincing or persuading belong to this category of directive speech act (łyda & drożdż, 2014, p. 181). in our daily, we consciously or not, we are often affected by others; opinion, acts, or behavior. persuade is to convince somebody or cause somebody to do something/stop doing something. (kardela et al., 2004). persuasion is one of the important aspects of communication in a pragmatic field (yue, 2009). while finnemore & goldstein (2013) states that persuasion can involve appeals to interest and rightly understood (goossens et al., 1995, p. 30). some speech act especially persuasive has the effect of moving the hearers. persuasion can be expressed by persuading into change opinion, to force to agree, or to persuade someone. pérez-hernández (2020, p. 152) states that in persuading, the speaker attempts to persuade the hearer about the benefits of the action, and he/she does it by appealing to his/her rationality by presenting the reasons, advantages, and benefits of the proposed action. according to johansen & larsen (2005), the act of persuasion is precisely an attempt to act and to influence action by utterances journal of pragmatics research vol. 3, no. 2 (2021), pp.108-130 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 110 both verbal and non-verbal. aziz & othman (2020) define that persuasion acts are described as a stimulus that modifies, forms, or strengthens a response. persuasive discourse is an example of advertising language (zhang & parvaresh, 2019, p. 56). macarro & peñuelas (2014) define that commercial advertising as part of persuasion technique. in this modern era, advertising is one way to introduce goods or services offered by companies. ads are made to attract consumer interest and increase sales. advertisements are often associated with persuasive sentences because they have the same goal to appeal to and influence the readers. in this modern era, we are presented with promotional media through social media because it is more effective and efficient. currently, the use of social media is not just for posting photos or videos. social media is also used to sell our business products. sentences with product types and ensures that these sentences can arouse the curiosity of potential customers. advertising uses language and words that persuade someone to be motivated or interested in using the products and services that have been offered. advertising is often associated with persuasive communication because advertising aims to invite, encourage, influence. persuasive communication is communication that is carried out to influence, change behavior, attitudes, and thinking patterns. one of the social media that has the most influence on the sale of a business' product is instagram. instagram is a social media that has a big and important influence on a business. until now, instagram already has 700 million users, and every day around 60 million photos are shared and can give 1.6 billion likes. serafinelli (2018, p. 90) states that instagram is focused on the visual; specifically people gather together through images, they also can connect then share ideas. instagram is the most popular application that is used for sharing photos and videos. instagram is a place where we need to create a personal connection and communication with the audience (bajaj, 2020). this is one of the reasons why instagram has various benefits for business people to build and develop a business brand through ‘persuasive communication’. persuasive communication used in advertisements is also carried out by informing consumers about the superiority of the product, displaying attractive images, providing unique slogans or special words, making attractive offers, choosing the appropriate media or place to journal of pragmatics research vol. 3, no. 2 (2021), pp.108-130 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 111 display these advertisements. the places selected for ads are public places for everyone to see. besides, the offers given are usually in the form of product discounts and product bonuses. persuasive is used to convince, persuade, seduce, or persuade someone to want or desire to do the actions or activities that are conveyed by the author. in persuasive sentences, there is the meaning of an order that is conveyed indirectly (implied) or is not compelling. this is the difference between a persuasive sentence and an imperative sentence. persuasive speech is used in promoting a product to the general public. this type of persuasive sentence must be carefully thought out and have high creativity value because it will affect the product being sold. according to keraf (2004), there are some persuasive techniques, which are rationalization, identification, suggestion, conformity, compensation, projection, and displacement. persuasive techniques can be limited as a process of using reason to justify a problem, the basis or reason is not a direct cause of the problem. the truth that is spoken of in persuasion is not absolute, but only the truth that serves to lay the foundations and pave the way so that the desires, attitudes, beliefs, decisions, or actions that have been determined or taken can be justified. rationalization in persuasion will work best if the speaker or writer knows what the audience or reader needs and wants, as well as their attitudes and beliefs. the characteristic that stands out in this technique is the involvement of reason or deep thought. rationalization means make sense. this focuses on what the speaker is saying. in this strategy, the speaker needs statements that logic that can be accepted by the consumers. rationalization shows something by giving some logical statement or reason that can be accepted by logic. there is some previous study that has been published that is related to persuasive strategies. first, a study was written by alfian et al. (2019) entitled “persuasive strategies used by dr. zakir naik in his speech in oxford union with theme “islam and the 21st century”. this analysis aimed to identify the persuasion techniques used by dr. zakir naik in his oxford union speech on islam and the 21st century. second, a study was written by wijaya & tedjaatmadja (2017) entitled “persuasive strategies used by insurance agents in prospecting customers based on age factor”. the purpose of this research was to define the persuasive strategies used by x insurance agents in the prospecting of clients and to expose the discrepancies and similarities between persuasive strategies used by an insurance agent in the journal of pragmatics research vol. 3, no. 2 (2021), pp.108-130 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 112 prospecting of clients of the same age and older clients. third, a study was written by firmansyah & kuntjara (2016) entitled “persuasive strategies used by agung sedayu group in the infomercial, metro tv”. this research is carried out to find out the kinds of persuasion techniques that were used in the infomercial of the agung sedayu party. from the previous studies explained above, of course, there is difference and similarity with this research. the first research focuses on the persuasive strategy used in speech, in the second and third research focus on the persuasive strategy used by sales marketing. this research persuasive strategy used in social media such as instagram captions of the selected brand products. therefore, the objective of this research is to find the main reason for using persuasive strategies in selected brand products’ advertisement on instagram”. research method this is descriptive qualitative research. qualitative research is a study that focuses on understanding the naturalistic setting, or everyday life, or of a certain phenomenon or person (neergaard & ulhøi, 2007, p. 383). this research here focuses on the phenomenon in our daily life such as social media such as instagram. the research uses a document in collecting data. the document in this research is in the form of captions used in instagram. the document is related to the written texts and takes into account the document’s physical condition, the handwriting or writing used (given, 2008, p. 24). according to given (2015, p. 96), documents can be used as the sole focus for data collection and analysis, or they may be used as tools within another data collection method to complement research. the researcher undertook some steps in analyzing data, such as opening instagram, selecting the products, analyzing the language in instagram, then analyzing the persuasive language in instagram descriptively. findings and discussion findings there are some persuasive strategies found in instagram’s captions especially in the aspect of rationalization. the examples are as follow: journal of pragmatics research vol. 3, no. 2 (2021), pp.108-130 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 113 table 1. persuasive strategy used in mineral water product no instagram caption 1. sehataqua sudah di penghujung tahun, apa resolusimu sudah tercapai?. ayo mulai #bijakberplastik sebagai kebiasaan baru di tahun 2021! lebih mudah #bijakberplastik dengan aqua life karena terbuat dari 100% dan dapat 100% didaur ulang kembali. selain pastinya lebih ramah lingkungan, aqua life sudah bersertifikasi bpom, halal, dan memenuhi kriteria sni dan fscc 22000. yang paling penting airnya berasal dari sumber yang terlindungi, sehingga kekayaan mineralnya terjaga. aqua life — untuk kebaikan alam dan kebaikan hidrasimu! (already at the end of the year, has your resolution been reached ?. let's start #bijakberplastik as a new habit in 2021! it's easier to #bijakberplastik with aqua life because it's made of 100% and can be recycled 100%. apart from being more environmentally friendly, aqua life is bpom certified, halal, and meets the sni and fscc 22000 criteria. the most important thing is that the water comes from protected sources so that its mineral wealth is preserved. aqua life for the good of nature and the good of your hydration!) 2. le_mineraleid inget, leminz, sebelum beli sepatu olahraga baru, pastikan kamu ikuti tips ini, ya! karena beli yang bagus aja gak cukup, tapi harus yang nyaman dan sesuai dengan kebutuhan. sama seperti le minerale, berasal dari sumber yang baik aja gak cukup, harus dikemas dengan double protection untuk memastikan mineralnya selalu terjaga sampai ke tangan kamu. pilih le minerale karena ada seal cap-nya dan botolnya keras sebelum dibuka. (remember, leminz, before buying new sneakers, make sure you follow these tips, ok! because just buying a good one is not enough, but it must be comfortable and following your needs. just like le minerale, it is not enough to come from a good source, it must be packed with double protection to ensure that the minerals are always kept up to your hands. choose le minerale because it has a seal cap and the bottle is hard before opening). 3. nestlepurelife_id selain standar kualitasnya internasional, cuma nestle pure life yang menggunakan mikrofiltrasi 0,2 mikron yang dapat menyaring berbagai macam bakteri dan virus patogen. itu yang bikin nestle pure life beda dari yang lain. masih ragu untuk #pilihpurelife? (besides an international quality standard, only nestle pure life uses 0.2-micron microfiltration which can filter out various kinds of pathogenic bacteria and viruses. that's what makes nestle pure life different from the others. still unsure about #pilihpurelife?) 4. pristine8.id pristiners, apa sih bedanya pristine 8+ dengan air minum dalam kemasan lainnya? jadi, selain phnya yang tinggi, pristine 8+ juga diproses dengan melewati dua kali proses penyaringan lho. pertama, air yang berasal dari sumber mata air terpilih akan melalui proses filterisasi untuk membuang kotoran dan bakteri dan menghasilkan air siap minum. tapi, meskipun sudah melalui proses penyaringan pertama, air kemudian lanjut lagi diproses dengan cara ionisasi untuk memisahkan sifat asam dan basa (ph tinggi) pada air. nah, hasil akhir inilah yang kemudian jadi air minum ph tinggi kualitas terbaik dan masuk ke dalam setiap kemasan pristine 8+. jadi, udah minum pristine 8+ belum hari ini? (pristiners, what is the difference between pristine 8+ and other bottled drinking water? so, apart from its high ph, pristine 8+ is also processed by going through two filtering processes, you know. first, water from selected spring sources will go through a filtering process to remove dirt and bacteria and produce ready-todrink water. however, even though it has gone through the first filtering process, the water is then further processed by ionization to separate the acidic and alkaline (high ph) properties of the water. well, this final result then becomes the best quality high ph drinking water and goes into every pristine 8+ packaging. so, have you taken pristine 8+ yet?) 5. amidisindonesia air adalah salah satu faktor penting bagi tubuh agar kesehatan tetap terjaga. maka dari itu berikan air dengan kualitas terbaik sehingga terhindar dari penyakit. amidis merupakan satu satunya di indonesia air minum dengan teknologi distilasi 110c. karena diproses menggunakan teknologi distilasi, air minum amidis bebas bakteri dan virus, tanpa mineral non-organik, bebas dari kontaminasi bahan berbahaya. (water is one of the important factors for the body so that health is maintained. therefore, provide water of the highest quality so that you avoid disease. amidis is the only drinking water in indonesia with 110c journal of pragmatics research vol. 3, no. 2 (2021), pp.108-130 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 114 distillation technology. because it is processed using distillation technology, amidis drinking water is free of bacteria and viruses, without non-organic minerals, free from contamination of hazardous materials) based on the table 1, it can be seen that in advertisement number 1 is written “it's easier to #bijakberplastik with aqua life aqua-life because it is made from 100% and can be recycled 100%. besides being more environmentally friendly, aqua life is bpom certified, halal, and meets the sni and fscc 22000 criteria. the most important thing is that the water comes from protected sources so that its mineral wealth is preserved. aqua life for the good of nature and the good of your hydration!”. it shows that this advertisement tries to persuade consumers to focus on the quality and technology of the product such as environmentally friendly, aqua life is bpom certified, halal, and meets the sni and fscc 22000 criteria. this is expected to be a differentiator from other similar products. in advertisement number 2, is written “le minerale, from a good source, is not enough, it must be packed with double protection to ensure that the minerals are always kept in your hands. choose le minerale because it has a seal cap and the bottle is hard before opening”. it shows that this advertisement tries to persuade consumers to focus on the quality and technology of the product which its product is packed with double protection and shows that the package of the product cannot be opened easily to ensure the quality of minerals. in advertisement number 3, is written “apart from international quality standards, only nestle pure life uses a microfiltration 0.2 micron which can filter out various kinds of pathogenic bacteria and viruses. that's what makes nestle pure life different from the others. still unsure about #pilihpurelife?” it shows that this advertisement tries to persuade consumers to focus on the quality and technology of the product which goes international by using a process of microfiltration, a kind of precision filtration technology that uses a filter with a pore size of 0.1-1.5μm to filter water. in advertisement number 4 is written “pristiners, what is the difference between pristine 8+ and other bottled drinking water? apart from its high ph, pristine 8+ is also processed by going through two filtering processes, you know. well, this final result then becomes the best quality high ph drinking water and goes into every pristine 8+ packaging”. it shows that this advertisement tries to persuade consumers to focus on the quality and technology of the product. journal of pragmatics research vol. 3, no. 2 (2021), pp.108-130 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 115 such as, first, water from selected spring sources will go through a filtering process to remove dirt and bacteria and produce ready-to-drink water. however, even though it has gone through the first filtering process, the water is then further processed by ionization to separate the acidic and alkaline (high ph) properties of the water. in advertisement number 5 is written “amidis is the only drinking water in indonesia with 110c distillation technology. because it is processed using distillation technology, amidis drinking water is free of bacteria and viruses, without non-organic minerals, free from contamination of hazardous materials”. it shows that this advertisement tries to persuade consumers to focus on the quality and technology of the product. it is processed with modern distillation technology, the water is boiled at a temperature of 110c so it is free from bacteria, viruses, and non-organic minerals that are not needed by the body. table 2. persuasive strategy used in medicine product no instagram caption 1. antangin_id selalu sedia antangin di rumah yuk sebagai bentuk kasih ibu pada keluarga. dengan kandungan herbal jahe, royal jelly, dan ginseng, antangin jrg melindungi kesehatan keluarga ibu terutama selama pandemi dengan meningkatkan daya tahan tubuh dan mengatasi masuk angin. ibu sudah stok antangin jrg di rumah? komen di bawah ya ! wes, ewes, ewes, bablas angine! (always be ready for antangin at home as a form of mother's love for the family. with the herbal ingredients of ginger, royal jelly, and ginseng, antangin jrg protects the health of the mother's family, especially during a pandemic by increasing endurance and overcoming colds. do you already stock antangin jrg at home? comment below! wes, ewes, ewes, bablas angine!) 2. panadolid setelah melewati tahun 2020 yang penuh dengan hal tidak terduga, kita harus tangguh dalam menjalani hari-hari di tahun 2021 ini. untuk itu, selalu sedia panadol extra ya! #temantangguh dengan kandungan parasetamol dan kafein ini efektif untuk redakan sakit kepala dan berbagai nyeri yang mengganggu. baca aturan pakainya terlebih dahulu. jika sakit berlanjut, segera hubungi dokter. panadol sudah tersertifikasi halal. (after going through 2020 which was full of unexpected things, we must be resilient in going through the days of 2021. for that, always have panadol extra available! #temantuh with paracetamol and caffeine content is effective for relieving headaches and various annoying pains. read the rules of use first. if the pain persists, contact a doctor immediately. panadol has been certified halal). 3. tolak_angin saat gejala flu menyerang tuh rasanya gak enak banget deh! kalau sudah mulai merasakan gejalanya seperti tenggorokan kering, pernafasan mulai terhambat, badan meriang buruan minum tolak angin flu. tahu gak sih kalau tolak angin flu mengandung bunga echinacea? bahan alami ini mampu mengurangi resiko flu dan tentunya dapat meningkatkan daya tahan tubuh untuk melawan influenza loh! (when flu symptoms strike, it doesn't feel really good! when you start to feel symptoms such as a journal of pragmatics research vol. 3, no. 2 (2021), pp.108-130 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 116 dry throat, breathing begins to become obstructed, the body hurts to drink tolak angin flu. do you know that rejecting the colds contains echinacea flowers? this natural ingredient can reduce the risk of colds and of course, can increase the body's resistance to fight influenza, you know!) 4. redoxonid tahukah kamu kenapa redoxon triple action baik untuk bantu jaga imunitasmu? setiap tablet effervescent redoxon triple action mengandung vitamin c dengan dosis tinggi 1000 mg yang baik untuk membantu menjaga daya tahan tubuh. redoxon triple action juga mengandung 400iu vitamin d dan 10mg zinc yang bersinergi dengan vitamin c untuk bantu jaga daya tahan tubuh. selain itu, format effervescentnya lebih mudah diserap oleh tubuh karena dikonsumsi dalam bentuk cairan. (do you know why redoxon triple action is good to help maintain your immunity? each redoxon triple action effervescent tablet contains a high dose of 1000 mg of vitamin c which is good for helping to maintain endurance. redoxon triple action also contains 400iu vitamin d and 10mg zinc which synergizes with vitamin c to help maintain endurance. in addition, its effervescent format is more easily absorbed by the body because it is consumed in liquid form). in advertisements, number 1, is written: “with the herbal ingredients of ginger, royal jelly, and ginseng, antangin jrg protects the health of the mother's family, especially during a pandemic by increasing endurance and overcoming colds”. it also shows that this advertisement tries to persuade consumers to focus on the ingredients in the medicine and its uses. this advertisement also tries to get consumers to focus on the causes and drugs that must be consumed. here, the advertisement shows that the product contains natural ingredients such as ginger, royal jelly, and ginseng, which are blended into one. ginger has properties to increase endurance, anti-oxidants, and warms the body, and also releases wind when we catch a cold. royal jelly is good for boosting the immune system from various diseases and can inhibit the growth of viruses and bacteria. ginseng has properties that are more or less the same as ginger and is believed to increase endurance and increase stamina. in advertisements number 2, is written “for that, always have panadol extra available! #temantuh with paracetamol and caffeine content is effective for relieving headaches and various annoying pains. panadol has been certified halal”. it also shows that this advertisement tries to persuade consumers to focus on the ingredients in the medicine and its uses. this advertisement also tries to get consumers to focus on the causes and drugs that must be consumed. here, the advertisement shows that the product contains paracetamol and caffeine. paracetamol is an analgesic that works by increasing the threshold of pain and caffeine works by blocking the action of adenosine receptors thereby reducing pain. journal of pragmatics research vol. 3, no. 2 (2021), pp.108-130 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 117 in advertisement number 3 is written “when flu symptoms strike, it doesn't feel really good! when you start to feel symptoms such as dry throat, breathing begins to become obstructed; the body hurts to drink tolak angin flu. do you know that rejecting the flu contains echinacea flowers? these natural ingredients can reduce the risk of flu and of course, can increase the body's resistance to fight influenza”. it also shows that this advertisement tries to persuade consumers to focus on the ingredients in the medicine and its uses. this advertisement also tries to get consumers to focus on the causes and drugs that must be consumed. here, the advertisement shows that the product contains echinacea plants that can prevent and treat colds; increase the production of white blood cells can fight infections in the body. this flower extract can shorten the duration of colds and other upper respiratory tract infections, as well as reduce their severity. this effect will occur if echinacea is given immediately when symptoms of the disease appear. in advertisement number 4 is written “each redoxon triple action effervescent tablet contains a high dose of 1000 mg of vitamin c which is good for helping to maintain endurance. redoxon triple action also contains 400iu vitamin d and 10mg zinc which synergizes with vitamin c to help maintain body immunity. besides its effervescent format is more easily absorbed by the body because it is consumed in liquid form”. this advertisement also tries to get consumers to focus on the causes and medicines that must be consumed. here, the advertisement shows that the product contains vitamin c, d, and zinc. table 3. persuasive strategy about used in food and drink product no instagram caption 1. bangowarisankuliner tahun boleh berganti tetapi masakan asli nusantara tetap di hati. apapun masakan yang kawan kuliner sajikan untuk keluarga tercinta, #kelezatanasli akan selalu hadir bersama kecap bango. terbuat dari kedelai hitam mallika berkualitas serta menggunakan bahan alami seperti gula, garam, dan air. menghasilkan cita rasa masakan menjadi lebih nikmat. (years may change, but the original indonesian cuisine remains in the heart. whatever dishes kawan kuliner serves to your beloved family, #kelezatanasli will always be there with bango soy sauce. made from highquality mallika black soybeans and uses natural ingredients such as sugar, salt, and water. resulting in the taste of cooking being more delicious). 2. kopiluwakofficial cita rasa berkelas kopi berkualitas! dengan bahan pilihan dan biji kopi asli, kopi luwak authentic arabica hadir memberikan pengalaman menikmati kopi arabika terbaik untukmu. perpaduan kelezatan dan kegurihannya dikemas secara eksklusif. kesan autentiknya pun tampak khas dan berkelas. (taste classy quality coffee! with selected ingredients and original coffee beans, authentic arabica luwak journal of pragmatics research vol. 3, no. 2 (2021), pp.108-130 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 118 coffee is here to provide you with the best arabica coffee experience. the combination of delicacy and delicacy is packaged exclusively. the authentic impression looks distinctive and classy). 3. kapalapi_id kopi kapal api berasal dari 100% biji kopi kualitas special yang diproses dengan standar dan teknologi tinggi sehingga menghasilkan aroma dan rasa special yang dapat meningkatkan semangat kamu. teman ngopi, seberapa semangat kamu menghadapi kegiatan di hari ini? (kapal api coffee comes from 100% special quality coffee beans that are processed with high standards and technology to produce a special aroma and taste that can boost your enthusiasm. friends of coffee, how enthusiastic are you in facing today's activities?) 4. lemonilo siapa di sini yang suka banget sama mie instan lemonilo rasa mie goreng? selain dibuat tanpa 3p, mie instan lemonilo juga dibuat tanpa proses penggorengan (melainkan dipanggang), sehingga air rebusannya jernih. oh ya, lemonizen. jangan lupa selalu membaca kandungan nutrisi yang ada di belakang bungkus makanan atau minuman yang akan kamu beli, ya. hal ini agar kamu semakin aware dengan bahanbahan apa saja yang masuk ke dalam tubuhmu. (who here really likes fried noodle flavor lemonilo instant noodles? besides being made without 3p, lemonilo instant noodles are also made without the frying process (but are baked), so that the cooking water is clear. oh yes, lemonizen. don't forget to always read the nutritional content that is on the back of the food or beverage packaging that you are going to buy. this is so that you are more aware of what ingredients enter your body). 5. mizone udah capek kerja masih belom weekend aja nih?? minum mizone lychee lemon dulu biar lo tetep semangat! kandungan vitamin b3, b6 & b12 bisa bantu lo balikin energi dan semangat lo lagi!. (are you tired of work, still haven't the weekend yet ?? drink mizone lychee lemon first to keep your spirits up! the content of vitamins b3, b6 & b12 can help you to restore your energy and enthusiasm!). 6. sariwangi_id ini dia yang ditunggu-tunggu! sariwangi dengan bangga menghadirkan sariwangi teh hitam, jahe dan kunyit. teh yang mengandung kebaikan dari 3 bahan alami yang bisa bantu kamu jaga kesehatan tubuh. aromanya yang hangat dan rasanya yang nikmat tentunya pas untuk menemani kamu di musim hujan ini. (here it is! sariwangi is proud to present sariwangi black tea, ginger, and turmeric. tea contains the goodness of 3 natural ingredients that can help you maintain a healthy body. the warm aroma and delicious taste are certainly right to accompany you in this rainy season). 7. miloindonesia ibu-ibu sarapan berenergi itu penting untuk dukung aktivitas anak yang padat mulai dari berolahraga hingga belajar. karena itu, lengkapi sarapannya dengan segelas energi milo setiap hari! kombinasi unik dari malt, susu dan cokelat yang diperkaya dengan 6 vitamin dan 3 mineral, bantu dukung ia tetap sehat dan aktif setiap hari! (energy breakfast mothers are important to support busy children's activities, from sports to learning. therefore, complete the breakfast with a glass of milo energy every day! a unique combination of malt, milk, and chocolate enriched with 6 vitamins and 3 minerals, help support her to stay healthy and active every day!). 8. anlene_indonesia sahabat anlene, untuk tetap bergerak aktif menjalani aktivitasmu, kamu butuh asupan nutrisi yang tepat untuk dukung sehatnya ototmu. yuk konsumsi anlene actifit dua gelas sehari dengan, kalsium, kolagen + vitamin c dan protein untuk bantu kuatkan tulang, sendi dan ototmu agar kamu tetap bebas bergerak, karena tiap gerakanmu berarti. (friends of anlene, to stay active in your activities, you need the right nutrition to support the health of your muscles. let's consume two glasses of anlene actifit a day with calcium, collagen + vitamin c, and protein to help strengthen your bones, joints, and muscles so that you are free to move, because your every move counts). in advertisement number 1 is written “years may change, but the original indonesian cuisine remains in the heart. whatever the dishes that kawan kuliner serves to your beloved family, #kelezatanasli will always be there with bango soy sauce. made from quality mallika journal of pragmatics research vol. 3, no. 2 (2021), pp.108-130 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 119 black soybeans and uses natural ingredients such as sugar, salt, and water. produces a more delicious taste of food”. it also shows that this advertisement tries to persuade consumers to focus on the quality of ingredients (mallika black soybeans and natural ingredients) that can be consumed by consumers. in advertisement number 2 is written “taste classy quality coffee! with selected ingredients and original coffee beans, authentic arabica luwak coffee is here to provide you with the best arabica coffee experience. the combination of delicacy and delicacy is packaged exclusively. the authentic impression looks distinctive and classy. it also shows that this advertisement tries to persuade consumers to focus on the quality of ingredients (ingredients and original coffee beans) that can be consumed by consumers. in advertisement number 3 is written “kapal api coffee comes from 100% special quality coffee beans that are processed with high standards and technology to produce a special aroma and taste that can boost your spirits. friends of coffee, how excited are you to face today's activities?”. it also shows that this advertisement tries to persuade consumers to focus on the quality of ingredients (coffee beans) that can be consumed by consumers. this advertisement also shows the process with high standards and technology in producing the special aroma and taste of the product to be consumed. in advertisement number 4 is written “who here really likes fried noodle flavor lemonilo instant noodles? besides being made without 3p, lemonilo instant noodles are also made without the frying process (but are baked), so that the cooking water is clear. oh yes, lemonizen. don't forget to always read the nutritional content that is on the back of the food or beverage packaging that you are going to buy. this is so that you are more aware of what ingredients enter your body”. it also shows that this advertisement tries to persuade consumers to focus on the quality of technology of the product (without the frying process (but are baked), so the cooking water is clear) that can be consumed by consumers. in advertisement number 5, is written “drink mizone lychee lemon first to keep your spirits up! the content of vitamins b3, b6 & b12 can help you to restore your energy and enthusiasm!”. it shows that this advertisement tries to persuade consumers to focus on the ingredients in it and its benefits. here, the advertisement shows that vitamin b plays an journal of pragmatics research vol. 3, no. 2 (2021), pp.108-130 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 120 important role in the body. this substance can help growth, development, and other body functions. vitamin b3 can keep the nervous system working properly, maintain healthy skin, and convert food into energy. vitamin b6 also plays a role in converting protein and carbohydrates from food into energy. vitamin b12 has benefits for increasing the production of red blood cells, as well as brain and nervous system function. it also plays a role in protein and fat metabolism. in advertisement number 6, sariwangi is proud to present sari wangi black tea, ginger, and turmeric. tea contains the goodness of 3 natural ingredients that can help you maintain a healthy body. the warm aroma and delicious taste are certainly right to accompany you in this rainy season. it shows that this advertisement tries to persuade consumers to focus on the ingredients in it and its benefits. here, the advertisement shows that black tea is useful for increasing the growth of good bacteria in the intestines so that it can maintain the health of the digestive tract. ginger contains properties to help maintain endurance and helps reduce blood viscosity, lowers high blood pressure and high cholesterol, and helps to feel full longer. turmeric is efficacious for maintaining a healthy digestive tract. in advertisement number 7 is written “energy breakfast mothers are important to support busy children's activities, from sports to learning. therefore, complete the breakfast with a glass of milo energy every day! a unique combination of malt, milk, and chocolate enriched with 6 vitamins and 3 minerals, help support her to stay healthy and active every day!”. it shows that this advertisement tries to persuade consumers to focus on the ingredients in it and its benefits. the advertisement shows that the product is made from malt, milk, and chocolate with 6 vitamins and 3 minerals. a glass of product consists of protomalt, vitamins, and minerals. so, milo is high in calcium, phosphorus, iron, also high in vitamins b2, b3, b6, b12, c, and d. in advertisement 8 is written “friends of anlene, to stay active in your activities, you need the right nutrition to support the health of your muscles. let's consume two glasses of anlene actifit a day with calcium, collagen + vitamin c, and protein to help strengthen your bones, joints, and muscles so that you are free to move because your every move counts. it shows that this advertisement tries to persuade consumers to focus on the ingredients in it and its benefits. the advertisement shows that the product is made from calcium, collagen, vitamin c, and protein to help strengthen the parts of the body such as bones, joints, and muscles. journal of pragmatics research vol. 3, no. 2 (2021), pp.108-130 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 121 in advertisement 5 is written “imagine that every day your body is given nutritious food like energen! the nutritional content in energen which is equipped with vitamin c to maintain endurance and extra vitamin e and b complex which provide extra energy makes energen good to drink to complete the foundation of the morning”. it shows that this advertisement tries to persuade consumers to focus on the ingredients in it and its benefits. the advertisement shows that the product is made from vitamin c, vitamin e, and b complex. table 3. persuasive strategy used in household products no instagram caption 1. rinso teman rinso, dengan kesibukan sehari-hari, kadang suka khawatir nggak nih gimana memastikan pakaian betul-betul bersih dari kuman & virus? nggak perlu khawatir lagi teman rinso, kini ada rinso laundry disinfektan, produk disinfektan pertama di indonesia yang diformulasikan khusus untuk pakaian! dengan kandungan hydrogen peroxide dan benzalkonium chloride, 10x lebih efektif membunuh kuman & telah diuji terhadap virus corona! pakai rinso laundry disinfektan, baju kesayangan teman rinso dijamin bersih serta bebas dari kuman & virus! swipe ke kanan untuk tahu cara penggunaannya yah! (friends of rinso, with their daily activities, sometimes are worried. how do you make sure your clothes are really clean from germs & viruses? no need to worry anymore friends rinso, now there is rinso laundry disinfectant, the first disinfectant product in indonesia specially formulated for clothes! with the content of hydrogen peroxide and benzalkonium chloride, 10x more effective at killing germs & has been tested against the coronavirus! use rinso laundry disinfectant, friends rinso's favorite clothes are guaranteed to be clean and free from germs & viruses! swipe right to see how to use it!). 2. tanyapepsodent pepsodent complete 8, dengan formula zinc mineral yang mampu membersihkan 99% bakteri jahat yang bersembunyi pada seluruh area mulut. cukup hanya 1 pasta gigi bisa memberikan kamu dan keluarga 8 manfaat sekaligus juga mampu melindungi senyum terbaikmu hingga 18 jam! pepsodent complete 8 siap memberikan #perlindunganmenyeluruh untuk senyummu dan keluarga. (pepsodent complete 8, with a zinc mineral formula that can clean 99% of bad bacteria that hide in the entire mouth area. just 1 toothpaste can give you and your family 8 benefits while protecting your best smile for up to 18 hours! pepsodent complete 8 is ready to provide #covering protection for your smile and your family). 3. zwitsal_id selain menjaga kebersihan tubuh si kecil saat dan setelah mandi dengan zwitsal, pastikan bunda memberinya perlindungan ekstra dengan produk-produk zwitsal lainnya, ya. seperti menjaga pakaian si kecil juga sangat penting untuk dilakukan. yuk gunakan zwitsal baby fabric detergent dan zwitsal baby fabric softener dengan aroma khas zwitsal. pembersih dan pelembut pakaian ini mengandung green tea dan aloe vera, sehingga kedua produk ini membuat pakaian si kecil lembut, wangi dan nyaman untuk dipakai. (apart from keeping your little one's body clean during and after bathing with zwitsal, make sure you give him extra protection with other zwitsal products. like keeping your little one's clothes, it is also very important to do. let's use zwitsal baby fabric detergent and zwitsal baby fabric softener with a distinctive zwitsal aroma. this cleanser and fabric softener contains green tea and aloe vera, so these two products make your little one's clothes soft, fragrant, and comfortable to wear). in advertisement number 1, is written “now there is rinso laundry disinfectant, the first disinfectant product in indonesia specially formulated for clothes! with the content of hydrogen https://www.instagram.com/explore/tags/perlindunganmenyeluruh/ journal of pragmatics research vol. 3, no. 2 (2021), pp.108-130 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 122 peroxide and benzalkonium chloride, 10x more effective at killing germs & has been tested against the coronavirus! use rinso laundry disinfectant, friends rinso's favorite clothes are guaranteed to be clean and free from germs & viruses!”. it also shows that this advertisement tries to persuade consumers to focus on the ingredients in it and its uses. here, the advertisement shows that hydrogen peroxide and benzalkonium chloride is a compound found in many household products. these are generally contained in antiseptic products and concentrations of the active ingredient suitable for disinfection which can inhibit the growth of microorganisms, and even kill germs. in advertisement number 2 is written “pepsodent complete 8, with a zinc mineral formula that can clean 99% of bad bacteria that hide in the entire mouth area. just 1 toothpaste can give you and your family 8 benefits while protecting your best smile for up to 18 hours! pepsodent complete 8 is ready to provide #covering protection for your smile and your family”. it also shows that this advertisement tries to persuade consumers to focus on the ingredients in it and its uses. here, the advertisement shows that the product contains zinc for gum health, freshens breath, protects against dental plaque for up to 18 hours * and fights bacterial coating, and is known as an antibacterial agent. in advertisement number 3 is written “apart from keeping your little one's body clean during and after bathing with zwitsal, make sure you give him extra protection with other zwitsal products. like keeping your little one's clothes, it is also very important to do. let's use zwitsal baby fabric detergent and zwitsal baby fabric softener with a distinctive zwitsal aroma. these cleaners and fabric softeners contain green tea and aloe vera, so these two products make your little one's clothes soft, fragrant, and comfortable to wear”. it also shows that this advertisement tries to persuade consumers to focus on the ingredients in it and its uses. here, the advertisement shows that the product contains green tea and aloe vera. journal of pragmatics research vol. 3, no. 2 (2021), pp.108-130 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 123 table 4. persuasive strategy used in beauty and skin care products no instagram caption 1. pondsindonesia yeay! pond’s white beauty facial foam menang sebagai best face wash di female daily awards 2020! yuk, gunakan terus pond's white beauty facial foam! diperkaya dengan mirco exfoliating technology, vitamin b3, dan hyaluron acid, pond's white beauty facial foam bisa membuat wajahmu jadi bersih dan glowing seharian. bye bye kulit kusam! (yeay! pond's white beauty facial foam won as best face wash at the 2020 female daily awards! come on, continue to use pond's white beauty facial foam! enriched with mirco exfoliating technology, vitamin b3, and hyaluron acid, pond's white beauty facial foam can make your face clean and glowing all day long. bye-bye dull skin!) 2. garnierindonesia produk terbaru dari sakura white yang wajib masuk ke skincare routine kamu karena game changer banget! sakura white waterglow dengan kandungan hyaluron dan ekstrak bunga sakura yang dipetik dari jepang. sebelum pakai masker, pastikan mukamu sudah bersih, setelah itu aplikasikan sakura white waterglow mask selama 15 menit dan hello naturally glowing skin! (the newest product from sakura white that must enter your skincare routine because it is such a gamechanger! sakura white waterglow with hyaluronic and cherry blossom extracts picked from japan. before using the mask, make sure your face is clean, then apply the sakura white waterglow mask for 15 minutes and hello naturally glowing skin!). 3. nivea_id rasakan sensasi relaksasi yang bisa kamu sentuh lembutnya dan nikmati harumnya. nivea sensational white lotion radiant rose, yang diperkaya licorice extract & argan oil dalam formula oil-inlotion yang mudah diserap kulit dan membuat kulit jadi halus dan lembab selama 48 jam. wangi mawarnya begitu elegan, lembut dan menenangkan. (feel the sensation of relaxation that you can touch gently and enjoy the fragrance. nivea sensational white lotion radiant rose, which is enriched with licorice extract & argan oil in an oil-in-lotion formula that is easily absorbed by the skin and leaves the skin smooth and moisturized for 48 hours. the fragrance of the rose is so elegant, soft, and soothing). 4. vaselineid strawberry tinggi akan kandungan vitamin b3 dan juga antioksidan sehingga mampu memperkuat kulit dan juga mencerahkan kulit hingga 2x. selain itu vaseline body yogurt juga diperkaya dengan prebiotics dan juga vaseline jelly. keduanya dikombinasikan untuk memperkuat pertahanan dan juga memperbaiki kelembapan kulit. yuk, rasakan kebaikan strawberry di kulitmu dan gunakan secara rutin untuk kulit yang lebih cerah dan glowing ya! (strawberry is high in vitamin b3 and antioxidants so that it can strengthen the skin and also brighten the skin up to 2x. apart from that, vaseline body yogurt is also enriched with prebiotics and also vaseline jelly. both are combined to strengthen defense and also improve skin moisture. come on, feel the goodness of strawberries on your skin and use it regularly for brighter and glowing skin!) in advertisement 1 is written “come on, continue to use pond's white beauty facial foam! enriched with micro-exfoliating technology, vitamin b3, and hyaluron acid, pond's white beauty facial foam can make your face clean and glowing all day long. bye-bye dull skin!”. it also shows that this advertisement tries to persuade consumers to focus on the ingredients in it and its uses. here, the advertisement shows that in product uses microexfoliating technology for a facial cleanser with micro scrubs of dead skin cells. it also contains vitamin b3 and hyaluronic acid for moisturizing and firming the skin to keep it healthy, supple, and looking smooth. journal of pragmatics research vol. 3, no. 2 (2021), pp.108-130 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 124 in advertisement 2 is written “sakura white waterglow with hyaluronic and cherry blossom extracts picked from japan. before using the mask, make sure your face is clean, then apply the sakura white waterglow mask for 15 minutes and hello naturally glowing skin!”. it shows that this advertisement tries to persuade consumers to focus on the ingredients in it and its uses. here, the advertisement shows that the product contains hyaluronic and cherry blossom extracts. it also shows that the advertisement shows the way to use the mask to the consumers for getting glowing skin naturally by using the product. in advertisement 3 is written “nivea sensational white lotion radiant rose, which is enriched with licorice extract & argan oil in an oil-in-lotion formula that is easily absorbed by the skin and leaves the skin smooth and moisturized for 48 hours. the fragrance of the rose is elegant, soft and soothing”. it shows that this advertisement tries to persuade consumers to focus on the ingredients in it and its uses. here, the advertisement shows that the product contains licorice extract & argan oil for smoothing and moisturizing skin for 2 days. in advertisement 4 is written “strawberry is high in vitamin b3 and antioxidants so that it can strengthen the skin and also brighten the skin up to 2x. besides, vaseline body yogurt is also enriched with prebiotics and also vaseline jelly. both are combined to strengthen defense and also improve skin moisture”. it shows that this advertisement tries to persuade consumers to focus on the ingredients in it and its uses. here, the advertisement shows that the product contains vitamin b3 and antioxidants from strawberry, prebiotics, and petroleum jelly for strengthening, brightening, and moisturizing skin. discussion there is some previous study that has been published that is related to persuasive strategies. first, a study was written by (alfian et al., 2019). this analysis aimed to identify the persuasion techniques used by dr. zakir naik in his oxford union speech on islam and the 21st century. there are 10 data indicated as a rationalization technique, 2 data indicated as identification, 8 data indicated as a suggestion,4 data indicated as conformity, 1 indicated as compensation, 16 indicated as projection, and 15 indicated as displacement. the outcome of this analysis shows forms of persuasive strategies in expression. in dr. zakir naik's voice, the ways of persuasive journal of pragmatics research vol. 3, no. 2 (2021), pp.108-130 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 125 strategies are applied as an appeal to emotion, 9 as facts, 7 as a personal character. second, a study was written by (wijaya & tedjaatmadja, 2017). this research was to define the persuasive strategies used by x insurance agents in the prospecting of clients and to expose the discrepancies and similarities between persuasive strategies used by an insurance agent in the prospecting of clients of the same age and older clients. the study shows that the age of consumers does not necessarily change the way insurance brokers look at their customers. third, a study was written by (firmansyah & kuntjara, 2016). this research is to find out the kinds of persuasion techniques that were used in the infomercial of the agung sedayu party. the study shows that using empathy to reassure 1611 is the most dominant convincing technique used by the hosts (31.8 %). in comparison, the most dominant convincing tactic used by the delegate team is to boost credibility (22.3 %). the purpose of the persuasion strategies in this research is different from the previous studies. for example, in the first study, the persuasive strategy focuses on identification, suggestion, conformity, compensation, projection, and displacement. in the second study, the persuasive strategy focuses on prospecting and exposing the discrepancies and similarities between persuasive strategies for both two parties. in the third study, the persuasive strategy focuses on convincing the delegate team. this research uses persuasive rationalization strategy in these advertisements: 1) to persuade consumers to focus on the quality and technology of the product used, 2) to persuade consumers to focus on the ingredients in the medicine and its uses, also tries to get consumers to focus on the causes and drugs that must be consumed, 3) to persuade consumers to focus on the high standards and technology to produce the product and quality of ingredients of the products that can be consumed, 4) to persuade consumers to focus on the ingredients in it and its benefits to be used, and 5). to persuade consumers to focus on the ingredients in it and its benefits to be used. those advertisements are expected to be a differentiator from other similar products. in instagram captions’ found in the selected brands' product, it is found the persuasive strategy in posting their captions such as persuasive strategy used in “mineral water” products, “medicine” products, “food and drink” products, “household” products, and “beauty and skin care” products. in the “mineral water” product, the persuasive strategy found in instagram journal of pragmatics research vol. 3, no. 2 (2021), pp.108-130 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 126 captions from “sehataqua , le_mineraleid , nestlepurelife_id , pristine8.id , and amidisindonesia . the persuasive rationalization strategy in these advertisements tries to persuade consumers to focus on the quality and technology of the product used. in the “medicine” product, the persuasive strategy is found in instagram captions from “antangin_id , panadolid , tolak_angin , redoxonid . the persuasive rationalization strategy in these advertisements tries to persuade consumers to focus on the ingredients in the medicine and its uses, also tries to get consumers to focus on the causes and drugs that must be consumed. in “food and drink” product, the persuasive strategy found in instagram captions from bangowarisankuliner , kopiluwakofficial , kapalapi_id , lemonilo , mizone , sariwangi_id , miloindonesia , and anlene_indonesia . the persuasive rationalization strategy in these advertisements tries to persuade consumers to focus on the high standards and technology to produce the product and quality of ingredients of the products that can be consumed. in “household” products, the persuasive strategy is found in instagram captions from “rinso , tanyapepsodent , zwitsal_id . the persuasive rationalization strategy in these advertisements tries to persuade consumers to focus on the ingredients in it and its benefits to be used. in “beauty and skin care” products, the persuasive strategy found in instagram captions from “pondsindonesia , garnierindonesia , nivea_id , and vaselineid ”. the persuasive rationalization strategy in these advertisements tries to persuade consumers to focus on the ingredients in it and its benefits to be used. those products’ advertisements are offered in the form of goods. advertising is a communication made by someone to provide attractive information and offers so that the public will feel interested and motivated to use the products offered. those advertisements use language and words that persuade someone to be motivated or interested in using the products and services that have been offered. advertising is often associated with persuasive communication because advertising aims to invite, encourage, influence. a persuasive speech act is a communication that is carried out to influence, change behavior, attitudes, and thinking patterns. this communication is also used in business matters as a way of providing an offer from a seller to his consumer. those advertisements use rationalization in their persuasion strategy. in rational, the advertiser uses persuasive sentences that make sense about the product being offered. journal of pragmatics research vol. 3, no. 2 (2021), pp.108-130 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 127 rationalization in persuasion will work best if the advertiser knows the consumers’ needs and wants, as well as their attitudes and beliefs. the characteristic that stands out in this technique is the involvement of reason or deep thought. rationalization here means to make a sense. this focuses on what the advertiser is saying or writing. in this strategy, the advertiser needs statements that logic that can be accepted by the consumers. rationalization also shows something by giving some logical statement or reason that can be accepted by logic. this persuasive sentence is widely used in types of public service advertisements that aim to invite and influence readers to act according to what we expect through the ad text sentence. the persuasive language contains messages to generate rational appeal so that it gets the attention of consumers and is based on factual. it is associated with high involvement decision making, namely the recipient of the message is motivated to be able to process information that displays the benefits of the product and the benefits of the product as well as presenting reasonable arguments, including factual. rationalization is a strategy of using the basic mind to have a reason. this approach has been used by some claims to make the customer feel confident with the product. the advertiser needs to know what the expectations, preferences, wishes, and behaviors, and values of the consumer are. the advertising will explain the product's efficiency by learning certain things. rationalization aims to show the truth of the benefits of a product to attract consumers so that potential consumers will choose the product. rational as a persuasion technique can be limited as a process of using reason to justify a problem, where the basis or reason is not a direct cause of the problem. in rationalization, the advertiser uses persuasive sentences that make sense about the product being offered. conclusion the content of the message in the advertisement must emphasize facts and logical persuasion. rational also tends to be informative and rational in their advertising, in general, to try to convince consumers that the product has special benefits that satisfy consumers. from the findings and discussion in this research, it is found that the persuasive strategy used in “mineral water”, “medicine”, “food and drink”, “household”, and “beauty and skin care” products. journal of pragmatics research vol. 3, no. 2 (2021), pp.108-130 e-issn: 2656-8020 website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index 128 the “mineral water” ads try to persuade consumers to focus on the quality and technology used. in “medicine” products, they focus on the ingredients in the medicine and its uses, also on the causes and drugs that must be consumed. for “food and drink” products, they persuade consumers to see the high standards and technology to produce the product and quality of ingredients. in “household” products, the ads persuade consumers by emphasizing the ingredients and their benefits. a similar focus is also identified in the ads of “beauty and skin care” products. sometimes the advertising language used is unreasonable or does not use the correct indonesian language. advertising language should be persuasive and rational and always try to arouse emotions in the reader or listener. the goal is that those who become the target of the advertisement (consumers) do something or act following the ad's mandate. therefore, in the language of advertising, the words used are in the form of seduction, suggestion, or invitation that can arouse curiosity. the product packaging is 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