Full-Text-Jopr Vol 1 No 2 October Year 2019

JOURNAL OF PRAGMATICS RESEARCH
E-ISSN : 2656-8020 Vol. 1, No. 2, October 2019
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JOURNAL OF PRAGMATICS RESEARCH
E-ISSN : 2656-8020 Vol. 1, No. 2,

October 2019
Vol 1, No 2 (2019)
JoPR
Table of Contents of Articles
AN ANALYSIS OF DIRECTIVE SPEECH ACT FOUND IN “KOI MIL GAYA” MOVIE

DOI : 10.1836/jopr.v1i2.89-99
Tira Nur Fitria ………………………………………………………………89-99
GENDER AND AGE: LANGUAGE USE IN TV SERIES & THE IMPACT TO ENGLISH
LEARNING
DOI : 10.1836/jopr.v1i2.100-117
Marisa Fran Lina & Wildan Nur Hidayat……………………..……………………100-117
THE ANALYSIS OF POLITENESS STRATEGEY USED BY THE MAIN CHARACTER

OF NOVEL “THE SUN ALSO RISES”
Widyastuti ………………………..……………………………………………………118-138
The Flouting Maxim on Twitter Influencers’ Tweets

DOI : 10.1836/jopr.v1i2.139-155
Nibros Hassani ……………………… …………………………………………….139-155
The Future and challenge of Pragmatics in English Language Teaching

DOI : 10.1836/jopr.v1i2.156-165
Mazulfah ………….. …………………….……………………………………………156-165
Journal of Pragmatics Research
Vol. 01, No. 02 (2019) , pp.89-99
Website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index
AN ANALYSIS OF DIRECTIVE SPEECH ACT FOUND IN

“KOI MIL GAYA” MOVIE
Tira Nur Fitria
STIE AAS Surakarta
tiranurfitria@gmail.com
Submission
Track: ABSTRACT
Received:
24-04-2019 The aim of this research is to find out the type of directive speech
Final Revision: acts and to find out which directive speech acts most frequently
22-10-2019 used in “Koi Mil Gaya” movie. The research is conducted by
Available online: using a qualitative approach. This research describes the
31-10-2019 phenomenon, the data, the situation, as it is really found. The
technique of data collection in this research is a documentary
Corresponding
study. From the result of this study, the writer finds that there
Author:
are 246 utterances of directive speech act produced by the
Tira Nur Fitria characters in the movie as 196 data. The form of the directive
tiranurfitria@gmail.com 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.
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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
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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.
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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!
Directive : Wait!
Directive : Move...move!
Directive : Sir! Look!
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 (!).

Directive : Please... give me some strength, Lord!
Directive : Lord Krishna, please do something.
Directive : Please, I request
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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.

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.
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.
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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?
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
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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:

Directive : I've just arrived in the city. Can you tell me where Shanti Villa is?
Directive : Can't I see you and Rohit are having an affair?
Directive : "Can you tell me how we will fly so high, without any wings?"
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.

Directive : Will you have something to drink, Rohit? Tea, coffee...?
Directive : Will you teach me?
Directive : "come closer, will you?"
Directive : Will you really teach me?
Directive : Will you go with us?
(10 Code : 188-KMG-M
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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:

Directive : You ought to be the first hand to rise in the class next time.
Directive : You ought to be ashamed! You fool people along with these kids?
Directive : We ought to hand him over to the police!
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.

Directive : He shouldn't be in this school in the first place.
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Directive : You should do that, Rohit.

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.
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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.
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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.
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Vol. 01, No. 02 (2019), pp.100-117
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: ABSTRACT
Received:
21-10--2019 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
Available online: differences and similarities among adult male, female and older people
31-10-2019 use the non-standard language. This research used a method of
Corresponding descriptive qualitative research, since it analyzes all the script on the TV
Author: series. The sample of the study is consisted of 2 parts which are divided
Marisa Fran Lina into gender and age perspectives based on the underlying theories. The
marisafl@iainsalatiga.ac.id 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
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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
Vol. 01, No. 02 (2019), pp.100-117
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
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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;
Vol. 01, No. 02 (2019), pp.100-117
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
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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
Vol. 01, No. 02 (2019), pp.100-117
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.
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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).
Vol. 01, No. 02 (2019), pp.100-117

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
Indonesian Script Indonesian Script

No. English Script
(Original) (The Standard Language)
1. Olive: sori ya Miko, bikin Olive: maaf ya Miko, Olive: sorry Miko, making
lo lama nunggu membuat kamu lama you wait me so long
Miko: iya gak papa kok menunggu Miko : it's okay, it is not
nunggunya ga lama cuman Miko: iya tidak apa-apa really long wait, only 2
2 jam menunggunya tidak lama hours
hanya 2 jam
O: oh,,, ketebalan ga make O: oh,,, apakah make up-ku O: oh ,,, is my make up too
up gue? terlalu tebal? thick ?
M: ah ga, ga ketebelan kok, M: ah tidak, tidak terlalu M : oh no, that’s not too
gue pernah jalan ama cewe tebal, aku pernah jalan thick anyway, I ever go
yang lebih parah dari pada dengan gadis yang lebih with a girl who is more
itu, gue baru jalan 2x, gue parah dari pada itu, aku severe than that, I had dates
udah kena TBC baru saja kencan 2 kali, twice, I’d been suffered to
aku sudah terkena TBC TBC
O: TBC? O: TBC?
M: iya kata dokter paru- M: iya, kata dokter paru- O : TBC?
paru gue kemasukan bedak paruku kemasukan bedak
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M : Yeah, the doctor said

my lungs conceded the
powder
2. Tara: Ryan kok lo cepet Tara: Ryan, kenapa kamu Tara : Ryan, why do you so
banget sih datangnya? Gue sangat cepat datangnya? fast to come? I've just
baru aja selese makan Aku baru saja selesai finished dinner
malam makan malam
Ryan: itu ada coklat di Ryan: itu ada coklat di Ryan : That's chocolate in
bibir lu bibirmu your mouth
Tara: ooh...hehe iya lupa.. Tara: ooh...hehe iya lupa.. Tara : ooh ... hehe I forgot..
kok lo jemputnya cepet kenapa kamu why do you pick me up
banget sih yan? menjemputnya sangat quickly, yan?
Ryan: ya ga pa pa kalo kita cepat, yan? Ryan : yeah it's better if we
berangkatnya lebih cepet, Ryan: ya tidak apa apa depart more quickly, we
kita bisa dapet bangku kalau kita berangkatnya can get a more comfortable
yang lebih enak buat lebih cepat, kita bisa dapat seat to watch
nonton bangku yang lebih enak
untuk menonton Tara : what will we watch
Tara: memangnya kita mau Tara: memang kita akan exactly? Stand comedo?
nonton apaan sih? Stand menonton apa? Stand Comodo? Ooh .. we will
comedo? Comodo? Ooh? comedo? Comodo? Ooh.. watch the comodo? In the
Mau nonton komodo ya? di akan menonton komodo safari park ??? Yeah, it
taman safari??? Ya berarti ya? di taman safari??? Ya means that we will have
kita mau safari night donk? berarti kita akan safari safari night?
night? Ryan: no no, we will look
Ryan: bukan-bukan, nih Ryan: bukan-bukan, ini at this .. stand up comedy.
kita mau liat ini nih.. stand kita akan lihat ini.. stand up So it is like a joke but
up comedy. Jd ini ni kayak comedy. Jadi ini itu seperti different, the person is on
nglawak gitu, cuma beda, melawak itu, namun beda, the stage alone, and speak
orangnya tu di atas orangnya itu di atas by himself
Vol. 01, No. 02 (2019), pp.100-117
panggung sendirian panggung sendirian

ngomong sendiri,,, berbicara sendiri,,,
Tara: oh gila donk! Tara: ya gila! Tara : that’s crazy!
Ryan: aduh pokoknya lu Ryan: aduh pokoknya kamu Ryan : anyway you'll see
ntar lihat aja deh nanti lihat saja
Tara: o.. stand up comedy Tara: o.. stand up comedy Tara : oh stand up comedy
tu yang kayak ovj tu ya? itu yang seperti ovj itu ya? is like ovj, isn’t it?
R: bukan R: bukan R : no
Tara: yang kayak Tara: yang seperti Tara : that is such speech?
ceramah? ceramah? R : no
R: bukan R: bukan Tara : oh it’s like the
Tara: oh.. yang gulat-gulat Tara: oh.. yang gulat-gulat wrestlings on stage?
gitu kan di panggung? itu kan di panggung?
Table 1.2. Downes’s statement in “Miko’s Saturday Night: The Car, Olive and Tara” TV
Series
Indonesian Script Indonesian Script

No. English Script
(Original) (The Standard Language)
1. Ayah Olive: Kok kalian ga Ayah Olive: Kalian tidak Olive 's father : Why do not
ngomong-ngomong sih dari mengobrol dari tadi? both of you talk?
tadi?
Miko: ga pa pa om Miko: tidak apa apa, Om Miko : it's okay, Uncle
AO: ga enak ya sama om? AO: Tidak enak ya dengan AO : feeling hesitant to me?
Sante aja, om gini-gini gaul om? Santai saja, om seperti Dont worry, although I am an
lo ini gaul uncle, but I can be like a cool
young man and knowing
slang words well
M: o gitu ya om? M: o begitu ya om? M : oh really, uncle?
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AO: Iyuuusss hehehehe gitu AO: terus hehehehe seperti AO : and then hehehehe is it
kan ngomongnya? itu kan mengucapkannya? correct to say like that?
Olive: ih papah alay banget Olive: papah berlebihan Olive : daddy is so excessive
sih sekali
AO: Eh kemarin, om itu AO: Eh kemarin, om itu AO : Uh yesterday, I was
nyoba make skinny jeans mencoba memakai celana trying to wear tight jeans
jeans ketat
M: o gitu om M: o begitu om M : oh really, uncle?
AO: Iya, biar gaul kan? AO: Iya, supaya gaul kan? AO : Yes, in order to be a
young and cool man, right?
M: oh bagus om M: oh bagus om M : oh that’s nice, uncle
AO: Ga enak tuh. Om malah AO: tidak enak. Om jadi AO : it isn’t nice. I was so
kesemutan kesemutan numb
2. Ayah Olive: maaf ya lama Ayah Olive: maaf ya lama Olive 's father : I'm sorry for
nunggu, obat om habis, jadi menunggu, obat om habis, waiting so long, my drugs
ya harus beli dulu jadi ya harus beli dulu run out, so I should buy
Miko: ga pa pa kok om Miko: tidak apa apa kok om Miko : no problem, uncle
AO: sekarang mau ke mana? AO: sekarang akan ke AO : so where are we going
M: habis ni kami mau ke mana? to go now?
restoran sih om M: setelah ini kami akan ke M : after this we are going to
AO: hehe om ikut ya? restoran om go to a restaurant, uncle
M: e... AO: hehe om ikut ya? AO : hehe I join you, ok?
AO: iya om ikut.. masak om M: e... M : e ...
ga ikut, kamu tega om AO: iya om ikut.. apakah AO : yes, I join, are you
kelaparan? benar om tidak ikut, apakah really? I do not come? You
kamu tega om kelaparan? want to put me in a hunger?
3. Ayah Olive: loh ada apa itu Ayah Olive: ada apa itu di Olive 's father: what is
di depan? depan? happening in front?
Miko: Aduh ada razia om, Miko: Aduh ada razia om,
kita disuruh minggir om kita disuruh minggir om
Vol. 01, No. 02 (2019), pp.100-117
Miko : Oh no, there is a raid

AO: Pingin tahu om ngerjain AO: Ingin tahu om uncle, we are told to step
polisi ga? melakukan suatu ke polisi aside
tidak? AO: do you want to know me
Olive: pah jangan macem- Olive: pah jangan macam- do something to the police?
macem deh macam Olive : dad, don’t do a funny
AO: ah biar seru, biar miko AO: ah supaya seru, supaya stuff!
seneng miko senang AO : ah it will be so exciting
Polisi: selamat malam dek Polisi: selamat malam dek so miko will be happy
M: selamat malam pak M: selamat malam pak Police : good evening, boy
P: boleh lihat sim dan stnk P: boleh lihat sim dan stnk M : good evening, Sir
nya? nya? P : may I see your driving
license and the vehicle
P: itu obat apa pak? P: itu obat apa pak? license?
AO: Apa ya? AO: Apa ya? P : what drugs are they, Sir?
P: pak, itu obat apa pak? P: pak, itu obat apa pak? AO : What are they?
AO: apa nih ya?e.. narkoba AO: apa ya?e.. narkoba P: Sir, what drugs are they?
kali nih mungkin AO: What are they? Uh..
P: pak jangan main-main P: pak jangan main-main illegal drugs maybe
dengan narkoba pak, dengan narkoba pak, P : Sir, do not mess with the
masalahnya itu kasus serius masalahnya itu kasus serius illegal drugs, the case is
pak pak serious.
AO: hihihi lucu cucucucu, AO: hihihi lucu, polisi
polisi marah nih yeee, pak sepertinya marah ya, pak AO : hahaha funny, this
polisi marah.... hahaha polisi marah.... hahaha policeman seems angry, isn,t
ciyuuuuus... hahaha terus... hahaha 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-
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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
Vol. 01, No. 02 (2019), pp.100-117
anak muda masa kini-youngsters), iyuuuuusss (terus-and then), gitu kan (seperti itu kan- is 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 (ingin-
want), 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.
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Public Educational Spaces. Discourse & Society, Vol. 26(2) 205 –229
Schler, J., M. Koppel, S. Argamon, and J. Pennebaker, 2006. “Effects of age and gender on
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http://id.wikipedia.org/wiki/Malam_Minggu_Miko
Vol. 01, No. 02 (2019), pp.118-138
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: ABSTRACT
Received:
21-10—2019 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
Available Online: on the utterances of the main characters. The researcher analyzed the
30-10-2019 utterances in order to find out the types of politeness strategies used by
the main characters. In this research, the researcher used descriptive
Corresponding qualitative by using documentation and observation method of collecting
Author:
data from the novel. From the analysis of the novel, showed that the main
Widyastuti
widyastuti.jati@yahoo.com 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
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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
Vol. 01, No. 02 (2019), pp.118-138
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
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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
Vol. 01, No. 02 (2019), pp.118-138
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
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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 (1987:132- 211) 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
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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
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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
Vol. 01, No. 02 (2019), pp.118-138
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, task-
oriented 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)
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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.
Vol. 01, No. 02 (2019), pp.118-138
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”
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 bald-
on 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 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”
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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!”
Vol. 01, No. 02 (2019), pp.118-138
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 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 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
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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 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 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.,
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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 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 )
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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 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
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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!”

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”
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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.
Vol. 01, No. 02 (2019), pp.118-138
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 role-
relationship 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
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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.
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The Flouting Maxim on Twitter Influencers’ Tweets
Nibros Hassani
IAIN Salatiga
nibroshassani@gmail.com
Submission
Track: ABSTRACT
Received:
19-09-2019 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
Available online: is conducted qualitatively. The data is taken from Twitter.com and
30-10-2019 Twitter App, where the researcher captured the tweets randomly and
Corresponding analyzed it by using maxim relevance principle as the tool of analysis.
Author: The result shows vary: most of the conversations were not obeying the
Nibros Hassani maxim of relevance principles, or in other words do not imply maxim of
nibroshassani@gmail.co relevance principle. Moreover, the intentions are to make jokes, and to
m 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 :
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(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
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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
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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.
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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
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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
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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.
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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.
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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.

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
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Nibros Hassani
(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.
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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
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Nibros Hassani
(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.
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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?
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Nibros Hassani
(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
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(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.
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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.
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Firdaus, A. Y., Thahara, Y., & Amelia, F. (2017). the Effects of Maxim Violations on the
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Radio Galau Fm: Sebuah Kajian Pragmatik. 2(2), 248–263.
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Linguistics. https://doi.org/10.1093/acref/9780199675128.001.0001
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The Future and challenge of Pragmatics in English

Language Teaching
Mazulfah
IAIN Salatiga
mmazulfah@gmail.com
Submission
Track: ABSTRACT
Received:
23-10-2019 This paper demonstrates about the future and challenge of pragmatics in
English language teaching. In pragmatics, meaning in communication
Available online: has an important role and it can be categorized into two elements such as
30-10-2019 verbal and nonverbal. It depends on various contexts, relationship
Corresponding between utterers, and social factors. In English language teaching,
Author: pragmatic is very important because the four language skills in language
Mazulfah learning such as reading writing, listening and speaking do not occur in
mmazulfah@gmail.com 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
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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
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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
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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
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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
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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
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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,
162
Mazulfah
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
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Vol. 01, No.02, (2019), pp.156-165
functions well in an accurate, fluent, and coherent way and teachers should teach pragmatic
competence in language English classes through different activities and tasks.
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Crystal, D. (1985). A dictionary of linguistics and phonetics (2nd ed.). Oxford: Blackwell.
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JOURNAL OF PRAGMATICS RESEARCH

E-ISSN : 2656-8020 Vol. 1, No. 2, October 2019

Jl. Lingkar Salatiga Km. 2 Salatiga 50716, Phone: (0298) 6031364

The first issuance

Contact Person for Subscription

Noor Malihah, (Scopus ID: 57204496362; Google Scholars) IAIN Salatiga

Dr. Sugeng Purwanto, UNISBANK Semarang

E-ISSN : 2656-8020 Vol. 1, No. 2,

AN ANALYSIS OF DIRECTIVE SPEECH ACT FOUND IN “KOI MIL GAYA” MOVIE

THE ANALYSIS OF POLITENESS STRATEGEY USED BY THE MAIN CHARACTER

The Flouting Maxim on Twitter Influencers’ Tweets

The Future and challenge of Pragmatics in English Language Teaching

AN ANALYSIS OF DIRECTIVE SPEECH ACT FOUND IN

Tira Nur Fitria

STIE AAS Surakarta

Keywords: Speech Act, Directive, Movie

RESULTS & DISCUSSION

(6) Code : 081-KMG-M

(9) Code : 028-KMG-M

(14) Code : 071-KMG-M

(19) Code : 031-KMG-M

(20) Code : 037-KMG-M

(25) Code : 008-KMG-M

(30) Code : 005

(31) Code : 132

(1) Code : 036-KMG-M

(5) Code : 182-KMG-M

Directive : Will you be my friend?

(11) Code : 027

(1) Code : 022-KMG-M

(5) Code : 017-KMG-M

Directive : You should do that, Rohit.

Table 1. Frequency Type of Directive Speech Act

DIRECTIVE SPEECH ACT

GENDER AND AGE: LANGUAGE USE IN TV SERIES & THE

Marisa Fran Lina

Standard Variants of Language

constellation of linguistic features available. It is general social acceptance that gives us a

Language and Gender

Language and Age

Correlating Age and Gender

Standard Language vs Slang

Standard and Non-Standard Vocabulary

In KBBI (Official Dictionary of Standard Bahasa Indonesia) Fourth Edition mentioned

Chaer, 2011: 5 in Setiawati, 2016: 48).

RESULTS & DISCUSSION

Indonesian Script Indonesian Script

M : Yeah, the doctor said

panggung sendirian panggung sendirian

Indonesian Script Indonesian Script

Miko : Oh no, there is a raid

Al-Harahsheh, Ahmad Mohammad Ahmad. (2014). Language and Gender Differences in

Downes, William. (1984). Language and Society. London: Fontana.

Romera, Magdalena. (2015). The Transmission of Gender Stereotypes in the Discourse of

Tupamahu, Marissa Swanda. (2017). SOCIOLINGUISTIC PERSPECTIVE OF GENDER

THE ANALYSIS OF POLITENESS STRATEGEY USED BY

Keywords: Politeness Strategy, Character, The Sun Also Rises

Communication is the way to communicate with other people. Communication has