Journal of Pragmatics Research

Vol. 04, No. 02, (2022) pp.92-106

E-ISSN: 2656-8020
Website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index

A Pragmatic Analysis of Responses in Malaysian Parliamentary

Discourse

Najah Zainal Abidin

Universiti Malaya
Malaysia
E-Mail: najah.zainalabidin@gmail.com

Jariah Mohd Jan*

Universiti Malaya, Malaysia
E-mail: jariah@um.edu.my

*Corresponding author
E-mail: jariah@um.edu.my

DOI: https://doi.org/10.18326/jopr.v4i2.92-106

Copyright © The Author (s)

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
How to Cite: Zainal Abidin, N., & Mohd Jan, J. (2022). A Pragmatic Analysis of Responses in Malaysian Parliamentary
Discourse. Journal of Pragmatics Research, 4 (2), 92-106. doi:https://doi.org/10.18326/jopr.v4i2.92-106

Submission
Track: ABSTRACT
Received:
14-02-2022 This study employs the framework of responses proposed by Harris (1991), the
Final Revision: notion of implicature as defined by Thomas (1995), and the dimensions of
16-03--2022 resistance introduced by Clayman (2001) to examine the types of responses in
Available online: Malaysian Parliamentary Question Time. Analysis revealed the tendency of using
19-03-2022 direct, indirect, and evasive responses to specific questions for various reasons. Direct
Corresponding answers were observed in questions that could reflect positively on the government’s
Author: image. On the contrary, indirect answers were employed in questions that suggest
Jariah Mohd Jan clashing of goals between responders and questioners that could subsequently
jariah@um.edu.my threaten the image of the government whereas negative presuppositions and the way
questions are structured in parliament influence the production of evasion.
Keywords: direct answer, evasive response, indirect answer, parliamentary
discourse, political discourse

INTRODUCTION
Questions and replies, also known as responses, have for so long been an area of concern
amongst scholars (e.g., Blum-Kulka, 1983; Heritage, 1985; Bull 1994). According to Harris (1991),
it is imperative for researchers to differentiate between what constitutes a response and an answer.
She further argued that a response may not be an answer as a response may be considered as a

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production that follows a question (Harris, 1991). Nevertheless, research on responses generally
explores the notion of evasion in political discourse in various settings such as parliament with an
emphasis on the topic of Iraq War (e.g., Rasiah, 2007), courtroom (e.g., Gnisci & Bonaiuto, 2003;
Gnisci, 2021), political interviews (Bull, 2000; Hanafe & Thani, 2016) and Prime Minister’s
Questions (PMQs) (e.g., Bull & Strawson, 2020; Ilie, 2021). Further, most of this research was
conducted in the context of Western countries, with the exception of a few (e.g., Feldman et al.,
2016; Hanafe & Thani, 2016).
Prior studies on responses, primarily in interviews, discovered that responders’ reply rate are
influenced by the structure of a question (Alfahad, 2016) and that participants’ evasive responses
contain implicit meanings (Simon-Vandenbergen, 2008). Indirect responses have also been shown
to be a preferred method of response in interviews, particularly in politically risky topics and issues
that could threaten their face (Obeng, 1997). They are also used in political speeches to justify the
legitimacy of the politician’s government and role as a party leader (Van Dijk, 2005). However,
interviews and speeches differ from parliamentary discourse as parliament is a platform for both
government and opposition to present their justification and criticism pertaining to legislative issues
(Bayley, 2004) and parliamentary questions are used in scrutinizing government members, exposing
wrongdoings, and ventilating public grievances. Parliamentary questions are also one of the most
visible procedures used by MPs for position taking and credit claiming while making public the
opponents’ shortcomings and misdeeds (Ilie, 2021, p.42).
Subsequently, the field of parliamentary discourse has mostly centered around thematic
issues discussed in parliament (Ilie, 2015) such as racism in parliament and immigration discourse
(e.g., Van Der Valk, 2003; Lem Atanga, 2018). However, there is a lack of attention being given to
the linguistic aspects (Bayley, 2004; Chilton, 2004). Responses in parliamentary discourse is
particularly an area of importance as studies have shown how politicians commonly employ
moderate and politically correct language in a public sphere (e.g., Chovanec, 2020). Further,
institutional-constraints and contexts have been examined to affect questions and responses (e.g.,
Heritage & Drew, 1992; Heritage & Clayman, 2011).
Based on the reviewed literature, several gaps have been identified. Whilst responses such
as evasion and indirect answers have been explored in political discourse, they are mostly
constrained within interviews and specific genres in parliamentary discourse, such as during PMQs.
In addition, most studies of parliamentary discourse are thematic-based. Further, Tanaka (2021)
pointed out that most studies of political discourse are conducted within the context of Western
democracy. As such, there is a limited literature of political discourse within Asian countries, where
the notion of politeness and face play a major role in “situations where they are openly criticized,
challenged and attacked” (Tanaka, 2021, p. 72). Thus, this study aims to examine the types of
responses used by members in Malaysian Parliamentary Question Time.

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Direct Answer
Direct answers in this study must address both topical and action agendas of a question as
proposed by Clayman (2012). In relation to that, responses that are explicitly expressed such as
“‘yes’, ‘no’, ‘of course’, ‘right’, others and also ‘copy’ type answer involving deletion in response
to question requesting polarity choice or the selection of one disjunct” (Harris, 1991, p. 83) are
considered as a form of direct answer. Additionally, direct answers also include “responses which
supply a value for missing variables in response to a ‘wh’ question (Harris, 1991, p. 84). Harris’s
notion of the answer is similar to Wilson’s (1990) continuum of what constitutes an answer.
Wilson (1990) argued that what constitutes an answer “is not constrained in the way an
answer to a yes/no question might be” (p. 146). Since wh-questions can have a variety of
presuppositions, the answers given may have certain values to accommodate the needs of the said
questions. Apart from understanding answers to questions semantically, he further argued the
importance of understanding a question pragmatically. In simpler words, a question may sometimes
require a further explanation that is beyond the yes/no continuum.

Indirect Answer
Indirect answers in this study include responses that address the topical and action agendas
of a question and a selection from a continuum of yes/no or a value for a missing variable. In contrast
to direct answers, indirect answers are implicit and can be inferred from the responses. Furthermore,
indirect answers also include “responses which neither ‘yes’ nor ‘no’ (nor a value for a missing
variable) can be inferred but which maintain cohesion, topic coherence, pre-suppositional
framework, and illocutionary coherence” (Harris, 1991, p. 85).
In the same vein, Thomas (1995) discussed the notion of implied meanings due to the
flouting of maxims. When a “speaker wishes to prompt the hearer to look for a meaning which is
different from, or in addition to, the expressed meaning” (Thomas, 1995, p. 65). This meaning that
is inferred from the expressed meaning is known as ‘conversational implicature’ (Thomas, 1995).
In other words, conversational implicature occurs when an additional meaning is encoded from what
is verbally said (Cruse, 2000).

Evasive Response
As opposed to direct and indirect answers, evasion occurs when a speaker fails to address
one or both the topical and action agendas of a question. Dillon (1990) referred to evasion as a
“routine strategy for responding to a question without answering it” (p. 54), which include vague,
inconsistent statements and subject switches (Bavelas et al., 1988). Politicians, for instance, may
resist answering questions, performing a specific type of resistance, which is related to the degree
of the interviewees’ inadequate answers to the questions asked that includes providing partial and

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incomplete answers (Clayman, 2001). Clayman’s (2001) ‘dimensions of resistance’ is also known
as ‘levels of evasion’ by other scholars (e.g., Rasiah, 2007, 2010; Hanafe & Thani, 2016).
Clayman (2001) also identified four other degrees of resistance. Firstly, the politician moves
away from the objective of the question. The most extreme degree is when the topic of the question
is significantly changed. Another degree of positive resistance includes subtle changes of terms in
replies given while the final degree is related to the agenda shift. This resistance is performed by
subtlety adding new issues that will indirectly move the original question from its main agenda.
Politicians employ these different degrees of evasion in order to avoid the consequence of answering
the question directly, particularly in instances where the consequence of avoiding a question is less
dire than providing an honest controversial answer to the question itself (Clayman, 2001).

RESEARCH METHOD
By employing a qualitative method, this study selected four parliamentary hansards as a
sample of the data to examine the different types of responses that occurred during Question Time
in the Malaysian Parliament. Since parliamentary hansards are readily accessible online and an open
source of data, all MPs names will be referred to as the names of their constituency.
Hansard, according to May (2004) “leaves out nothing that adds to the meaning of the speech
or illustrates the argument” (p. 260). As such, they were selected as the data of this study. Altogether,
a total of 179 question-response adjacency pairs were extracted from the hansards for the purpose
of this study.
The data were then analyzed based on Harris’ (1991) Framework of Direct and Indirect
Responses and Clayman’s (2001) Levels of Evasion. Since this study relies on textual documents
(hansards), a content analysis method was also used to analyze the data. As pointed out by Insch et
al., (2007), “content analysis possesses some advantages generally associated with qualitative
methods such as richer detail, preservation of greater context information, and the potential for
grounded theory development” (p. 1). Further, to ensure the validity and reliability of the analysis,
an interrater test was conducted that resulted in 90.0% similarity.

RESULTS & DISCUSSION

In this study, the ‘reply rate’ of question-and-answer sessions in Malaysian parliament
adheres to the highest form of question-response adjacency pair coherence and cohesiveness. Three
different types of responses; namely, direct, indirect and evasive responses were observed in the
data. Whilst instances of direct answers as commonly employed by MPs, were found to occur in
questions that elicit positive outcomes, indirect answers were employed in questions that elicit
negative repercussions to the questioners.
However, evasive responses were preferred over the use of indirect answers due to the way
questions are structured in the parliament. According to Bavelas et al., (1990), evasion is employed
95
when “all of the possible replies to a question have potentially negative consequences but
nevertheless a reply is still expected” (as cited in Bull, 2008, p. 327), which could be the case with
the data analyzed in the study. Examples of direct, indirect and evasive responses observed in the
data are further discussed in the following subsections.

Direct Answer
Direct answers in the study were observed in questions that highlighted the government in a
favorable way. Example 1 illustrates an example of a direct answer.

Example 1

AP Jerantut: Minta Menteri Kemajuan Luar Bandar dan Wilayah

menyatakan, berapa peratuskah pertumbuhan segmen
industri kecil dan sederhana (IKS) bumiputera bagi
tahun 2017 yang diterajui oleh MARA.

MP of Jerantut: I would like to ask the Minister of Rural and Regional

Development to state the growth percentage of the
bumiputera segment in the small and medium industry
(SMI) led by MARA for the year 2017.

Menteri Kemajuan Terima kasih Tuan Yang di-Pertua dan terima kasih Yang
Luar Bandar dan Berhormat Jerantut. Untuk makluman Yang Berhormat
Wilayah: Jerantut, pertumbuhan usahawan IKS bumiputera
melalui program pembangunan usahawan korporat
yang dilaksanakan oleh MARA antara tahun 2016 dan
tahun 2017 adalah sebanyak 22.57 peratus. Pertumbuhan
sebanyak 22.57 peratus ini adalah melibatkan seramai 52
syarikat PKS bumiputera dengan peningkatan jumlah
jualan tahunan sebanyak RM54 juta dari tahun 2016
hingga tahun 2017. Sekian, terima kasih.

Minister of Rural Thank you Mr Speaker and thank you The Honorable
and Regional Jerantut. For your information The Honorable Jerantut,
Development: the growth of bumiputera SME entrepreneurs via the
corporate entrepreneur development programme
carried out by MARA between 2016 and 2017 is 22.57
percent. This 22.57 percent growth involves 52
bumiputera SMEs in total, with the increase in RM54
million annual sales from 2016 to 2017. Thank you.

(Penyata Rasmi Parlimen Dewan Rakyat 2 April 2018, p.18)

Note.
*bumiputera refers to the Malays and indigenous people in Malaysia.
*IKS (in Malay) or SME (in English) refers to small medium enterprises.
*MARA refers to the Majlis Amanah Rakyat, a governmental organization that aids in
matters related to bumiputera development.

As illustrated in Example 1, when queried about the growth percentage for bumiputera small
and medium industry (SMI) segment led by MARA in 2017, the minister of rural and regional
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development responded by providing the requested information. In this instance, the minister began
his prefatory statement by using the phrase “Untuk makluman...” (For your information...) to bring
the audience and listeners’ focus to his subsequent points. In order to determine the type of response
given in Example 1, the following deliberative steps were considered.

1 The topical agenda “segmen industri kecil dan sederhana (IKS) bumiputera” (the
bumiputera segment in small medium industry) and action agenda “berapa
peratuskah pertumbuhan” (what is the growth percentage) are extracted from the
question

2 In the response given, the deputy minister stated that “pertumbuhan usahawan IKS
bumiputera melalui program pembangunan usahawan korporat yang dilaksanakan
oleh MARA antara tahun 2016 dan tahun 2017 adalah sebanyak 22.57 peratus” (the
growth of bumiputera SME entrepreneurs via the corporate entrepreneur
development programme carried out by MARA between 2016 and 2017 is 22.57
percent).

3 The topical agenda of the question is highlighted in the response “usahawan IKS
bumiputera” (bumiputera SME entrepreneurs) and the action agenda of the question
is indicated in the response by the phrase “pertumbuhan..adalah sebanyak 22.57
peratus” (the growth…is 22.57 percent).

4 Since the response was explicitly employed as noted in Harris (2001) and addressed
both topical and action agendas based on Clayman’s (2012), it is therefore considered
as a direct answer.

Further, the response observed additional elaboration from the minister “this 22.57 percent
growth involves 52 bumiputera SMEs in total, with the increase in RM54 million annual sales from
2016 to 2017”. According to Harris (1991), “highly elaborated responses in this context are
situationally appropriate and serve specific functions, since a politician is primarily concerned to
use the question/answer framework to get his/ her message across to the overhearing audience rather
than attempting merely to influence the questioner” (p. 82).
In Malaysia, issues involving bumiputera have always become a heated discussion. Whilst
the Malays used to mostly work in a traditional setting pre-independence, the Chinese and Indians
were allocated in a modern economic sector (Lim, 2000). Consequently, affirmative actions were
introduced in the 70s to benefit the bumiputera (Lim, 2000), almost two decades after Malaysia
gained its independence. However, the economic disparity between all races in Malaysia continues
to widen over the decades. Nonetheless, no political party would brave the suicidal consequences
to their political careers if they decided to abolish all the affirmative actions for bumiputera as they
are the majority race in Malaysia thus, providing a strong voter base to any political party.
The MP of Jerantut, who was also from the Government bloc, used this question as an
opportunity to provide the minister an opportunity to “praise the government…and involves much
information that is already known” (Ilie, 2015, p. 1117). Since the question specifically asked for
“the growth of bumiputera SME entrepreneurs”, the minister provided a direct answer as the

97
response given does not reflect badly on the government as there is an increase in the growth of the
number of bumiputera entrepreneurs thereby, producing a positive narrative. Such response implied
that the government managed to introduce impactful policies that directly benefit the Malays. In
doing so, they were appealing to the Malay supporters.

Indirect Answer
The data revealed that ministers and deputy ministers expressed their disagreements towards
certain ideas or suggestions by employing indirect answers. An instance of this is illustrated in
Example 2.

Example 2

AP Kuala Nerus: Adakah kerajaan bersedia untuk jangka masa panjang

menukar tabung pinjaman yang ada pada hari ini
kepada tabung hibah atau pun pemberian secara
hadiah bagi yuran pendidikan sahaja?

MP of Kuala Nerus: Is the government ready in the long term to convert the
existing loan fund today into a grant fund or even a
gift giving for education fees only?

Timbalan Menteri Terima kasih atas soalan tambahan Yang Berhormat.

Pendidikan Tinggi: Di sini saya nak sampaikan kepada Yang Berhormat
bahawa sebagai belia penentu masa depan negara,
peminjam perlu lebih bersikap bertanggungjawab
terhadap diri, agama, bangsa dan negara dan
memastikan generasi akan datang terus memperoleh
manfaat pinjaman sebagai mana yang pernah mereka
nikmati sebelum ini. Ini memang ada berkaitan dengan
satu konsep atau satu nilai universal, di mana kalau
katalah berhutang, bayar balik dan ini ada berkaitan
dengan satu nilai integriti.

Deputy Minister of Thank you for the additional question, the Honorable
Higher Education: Gentleman. Here I want to convey to the Honorable
Gentleman that as the youth who determine the future
of the country, borrowers need to be more responsible
towards themselves, their religion, race and country
and ensure the next generation continues to get loan
benefits as they have previously enjoyed. This is
indeed related to a concept or a universal value, when
in debt, pay it back and this has to do with a value of
integrity.

(Penyata Rasmi Parlimen Dewan Rakyat 4 April 2018, pp.11-12)

The question-response pair in Example 2 discusses the government’s readiness to convert

existing student loans to a gift for students in debt. However, rather than directly answering the
question by explicitly saying ‘no’, the deputy minister resorted to providing a long-winded response

98
and more information than the situation demands to imply his disagreement towards the question
asked by the MP of Kuala Nerus. Thomas (1995) noted that “a speaker flouts the maxim of quantity
by blatantly giving either more or less information than the situation demands” (p. 65) and the
maxim of manner is flouted by providing long-winded responses. In this instance, Thomas (1995)
regarded that in order for listeners to arrive at a logical conclusion, a process of informal reasoning
is deduced. This process is illustrated as follows.

1 The deputy minister was asked whether the government has any plan to convert the
existing loan into a gift fund.

2 Here, the deputy minister had an opposing view to the suggestion that was posed in
the form of a question by the questioner. He was put in a disadvantaged position due
to the clashing goals between him and the questioner as he did not want to explicitly
say that the government does not have a plan to convert the loan into a gift fund as it
might reflect negatively on the government due to their refusal to help the students.

3 Since he did not want to put on record that the government refused to convert the
loan but at the same time wanted to have a desirable outcome to the question, he
devised a linguistic strategy namely, implicature to draw out his point.

4 To further justify the government’s decision of not converting the loan to a gift fund,
he further talked about the concept of paying debt as a universal value, implying their
decision as a moral-based decision, a rightful thing to do.

5 The response addressed both topical (convert existing student loans to a gift for
students in debt) and action (is the government ready) agendas of the question as
proposed by Clayman (2012) and was implicitly employed as discussed in Thomas
(1995). As such, it is regarded as an indirect answer.

The data show that implicit utterances are used to express disagreements towards the
suggestions made by other MPs due to clashing of goals. Members of high context-cultures prefer
encoded and implicit communication (Hall, 1976) to lessen the impact of negative face while
concurrently taking care of their positive face, similar to the findings of the study by Obeng (1997).
As Malaysia is a high-context culture, the question and response adjacency pair in Example 2 is
understood by the audience in parliament as no follow-up questions were recorded.

Evasive Response
Instances of evasive responses in the study were found to frequently address questions’
topical agendas while ignoring the action agendas required by moving away from the objectives and
performing different tasks that were uncalled for as illustrated in Example 3.

Example 3

AP Tanjong Piai: Terima kasih Tuan Yang di-Pertua. Soalan tambahan

saya adalah adakah kementerian telah

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 memperkenalkan satu alternatif yang berkesan untuk
membantu orang berhenti merokok

MP of Piai: Thank you Mr. Speaker. My additional question is

whether the ministry has introduced an effective
alternative to help people quit smoking

Timbalan Menteri Dalam hal ini seperti yang saya sebutkan tadi, memang
Kesihatan: pihak kementerian menawarkan pelbagai cara untuk
mereka yang merokok supaya berhenti merokok. Jadi
ini adalah sebenarnya kalau hendak berhenti memang
senang, berhenti boleh berhenti overnight tetapi kalau
ada pihak yang boleh berhenti dengan sekejap,
overnight, ada pihak yang makan masa yang panjang.
Apa yang telah kita buat Tuan Yang di-Pertua, kita telah
menawarkan seperti yang saya sebutkan tadi, semua
program mQuit di mana semua klinik kesihatan boleh
memberikan perkhidmatan ini. Setakat ini Tuan Yang
di-Pertua, purata success rate untuk program berhenti
merokok ini untuk seluruh Malaysia, setiap negeri ada
breakdownnya, tetapi saya sebut untuk seluruh
Malaysia yang pergi melawat ke klinik mQuit ini
daripada Julai hingga Disember 2016 dan Januari
hingga Jun 2017 sebanyak 10,240, kadar kejayaan
ialah 36 peratus. Akan tetapi berbezalah antara
negeri. Macam Perlis contohnya kejayaan 43 peratus,
Penang 41 peratus kejayaan, tetapi ada lagi yang
rendah seperti Melaka, rendah 32 peratus, ada yang
Pahang 27 peratus. Jadi, average semua sekali lebih
kurang 36 peratus kejayaan. Jadi, ini masih lagi
rendah.

Deputy Minister of In this case, as I mentioned earlier, the ministry offers

Health: many ways for those who want to quit smoking. In
fact, it is not hard for someone who plans to quit
smoking, it can be done overnight but there are
people who would take overnight, but there are some
who would take longer time. What we have done Mr
Speaker, as I mentioned earlier, we have offered a
mQuit programme, where this service is provided in all
health clinics. So far Mr Speaker, the average success
rate of this smoking cessation programme
throughout Malaysia, each state has its breakdown,
but I would like to mention the rate in Malaysia as a
whole, those who have had their visit to the mQuit
clinics from July to December 2016 and January to June
2017, there are 10,240 of them, the success rate is 36
percent. But it varies between states. Perlis, for instance,
has 43 percent success, Penang has 41 percent success,
but the success rate is lower in the states such as Melaka,
32 percent, and in Pahang it is only 27 percent. So, on
average there is 36 percent success out of the total. So,
it is still low.

(Penyata Rasmi Parlimen Dewan Rakyat 3 April 2018, p. 24-25)

100
 Note.
*mQuit refers to the integrated service provided by the Malaysian Government to help
people quit smoking.

In Example 3, the MP of Tanjong Piai posed a question to the Deputy Minister of Health
whether the ministry has introduced an effective alternative to help people quit smoking. Similar to
Examples 1 and 2, informal deductive steps were taken to determine the type of response employed
in Example 3.

1 Even though the question is not adversarial in an absolute sense, the presupposition
of the question indicated that there were options that did not work in helping people
quit smoking, indicating the government’s failure in addressing the issue (helping
people quit smoking).

2 In his prefatory response, the Deputy Minister indicated that the ministry offered
various ways for people to quit smoking “memang pihak kementerian menawarkan
pelbagai cara untuk mereka yang merokok supaya berhenti merokok” (the ministry
offers many ways for those who want to quit smoking) to negate the negative
presupposition of the question.

3 In his subsequent statement, the Deputy Minister further talked about how easy for
certain smokers to quit and how difficult it is for the rest “tetapi kalau ada pihak
yang boleh berhenti dengan sekejap, overnight, ada pihak yang makan masa yang
panjang” (there are people who would take overnight, but there are some who would
take longer time) to justify his negation maneuver and distance himself from the issue
by putting the responsibility on smokers.

4 To further defend his negation and control the narrative, the Deputy Minister
highlighted the success rate of smoking cessation which differs from one state to
another by providing examples of the states.

5 The response stayed within the parameters of the topical agenda of the question
“mereka yang merokok supaya berhenti merokok” (help people quit smoking).
However, the missing variable that was required from the action agenda of the
question “adakah kementerian telah memperkenalkan satu alternatif yang berkesan”
(whether the ministry has introduced an effective alternative) was not supplied.

6 The responder was therefore considered as committing a medium level evasion in

accordance to Clayman (2001) as he addressed the topical agenda but performed a
different task than what was originally required by the question.

This study found that the negative presupposition that was embedded within the question
caused the responder to evade and distance himself from the issue unlike Carranza’s (2016) study
that discovered that the politician in his study evaded questions due to allegations cited by the
interviewer. One similarity was observed between this study and Rasiah’s (2007) is the use of a
distancing technique, that can be “often treated and designed as dispreferred” (Ekström, 2009, p.
683). Nonetheless, Rasiah’s (2007) distancing technique was employed by a politician in an
‘intermediate response’ by providing half an answer to a multi part question, unlike in this example
where it was employed to evade answering.
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 It is observed that ministers and deputy ministers provided incomplete responses to
questions. Instances of incomplete responses were usually observed in questions with multiple sub-
questions. In this case, the Deputy Minister chose to only respond to the first question, ignoring the
subsequent questions and such instance is depicted in Example 4.

Example 4

AP Bukit Gantang: Assalamualaikum warahmatullahi wabarakatuh. Terima

kasih kepada Tuan Yang di-Pertua. Terima kasih kepada
Yang Berhormat Timbalan Menteri. Soalan saya ialah,
apakah perbezaan antara KR1M 2.0 dengan KR1M 1.0
sebelumnya sehingga terpaksa kita membuat jenama
baru? Apakah langkah-langkah supaya kegagalan yang
berlaku kepada KR1M 1.0 dahulu tidak berulang kembali
untuk KR1M 2.0 ini? Terima kasih kepada Tuan Yang di-
Pertua. Terima kasih kepada Yang Berhormat Timbalan
Menteri.

MP of Bukit Gantang:
In the name of God, the Most Merciful and the Most
Compassionate. Thank you to the Honorable Speaker.
Thank you to the Honorable Deputy Minister. Thank you
to Mr Speaker. Thank you to the Honorable Minister. My
question is: what is the difference between KR1M 2.0
and the previous KR1M 1.0 that caused us to rebrand?
What are the steps taken so that the failure that
occurred to KR1M 1.0 before does not recur for this
KR1M 2.0? Thank you, Mr Speaker. Thank you, the
Honorable Deputy Minister

Timbalan Menteri Tuan Yang di-Pertua, terima kasih kepada Yang

Perdagangan Berhormat Bukit Gantang. Sebagaimana yang telah
Dalam Negeri, dimaklumkan sebelum ini bahawa KR1M 2.0 ialah
Koperasi dan penambahbaikan kepada KR1M yang asal melalui
Penggunaan: kaedah kerjasama strategik kerajaan dengan syarikat-
syarikat peruncitan dan pembekal yang berwibawa serta
mempunyai aspirasi yang sama dengan kerajaan bagi
membantu rakyat dalam kehidupan seharian. Oleh yang
demikian, kalau kita lihat pada hari ini, KR1M 2.0 ini akan
bertambah. Kalau dahulu seperti mana yang saya katakan
tadi waktu pelancaran hanya 50 SKU yang dikenal pasti
tetapi setakat ini lebih 100 SKU sudah pun berada di
dalam pasaran KR1M 2.0 ini. Sekian, terima kasih.

Deputy Minister of Mr Speaker, thank you The Honorable Bukit Gantang. As

Domestic Trade and previously mentioned KR1M 2.0 is an improvement to
Consumer Affairs: the original KR1M through the government’s strategic
cooperation with reputable retail companies and suppliers
with the shared aspirations to help the people in their daily
lives. Therefore, if we are aware, there would be more
KR1M 2.0 products today. In the past, as I stated before,
there were only 50 SKU products at the time of the launch,
102
 but now we already have more than 100 SKU products
resulting from KR1M 2.0 in the market. Thank you.

(Penyata Rasmi Parlimen Dewan Rakyat 4 April 2018, p. 5-7)

Note.
*KR1M refers to Kedai Rakyat 1Malaysia, a grocery store franchise introduced by the
previous Barisan Nasional Government for the low-income citizens.
*SKU refers to stock-keeping unit products.

Example 4 shows two questions posed to the Deputy Minister of Domestic Trade and
Consumer Affairs. Whilst the first question (what is the difference between KR1M 2.0 and the
previous KR1M 1.0 that caused us to rebrand?) was responded to by the Deputy Minister, the
subsequent (second) question (what are the steps taken so that the failure that occurred to KR1M
1.0 before does not recur for this KR1M 2.0?) was not met with any response from the Deputy
Minister.

1 The first question provided an opportunity for the responder to highlight the positive
outcome of the issue (more products were introduced) thus, the employment of direct
answer was examined for the first question.

2 The second question “apakah langkah-langkah supaya kegagalan yang berlaku

kepada KR1M 1.0 dahulu tidak berulang kembali untuk KR1M 2.0 ini?” (What are
the steps taken so that the failure that occurred to KR1M 1.0 before does not recur
for this KR1M 2.0?) contains a presupposition that the first KR1M was problematic
and therefore deemed as a failure.

3 Since the first KR1M was introduced by the government, it was implied that the
government had also failed.

4 The second question that was structured as a subsequent question provided an

opportunity for the Deputy Minister to evade.

5 As the topical (KR1M) and action agendas in the question “apakah langkah-
langkah” (What are the steps taken) were not addressed in the response, the second
question and response adjacency pair was therefore regarded as a full evasion
according to Clayman (2001).

It appears that the second question was not pursued by the questioner even though it was not
responded to. As the responder did talk about the issue (KR1M) to address the first question, it can
be postulated that the questioner might have assumed that the second question was also answered
by the Deputy Minister. The findings of this study discovered that full evasions were usually
employed in the subsequent questions by total silence. This could be due to the structure of question
and answer sessions in parliament that makes it easier for MPs to be evasive, rather than providing
implicatures in responses. Clayman (2001) noted that full evasions are usually indicated by verbal
utterances involving phrases such as “I will not answer” (p. 412), which differs from the findings of
this study. Further, evasive responses are less likely to be employed when questions are structured
103
in smaller proportions (Gnisci & Bonaiuto, 2003). Conversely, it could be said that questions that
are asked in bigger proportions make evasions easily accessible as evident by the data of this study
as they require less effort as compared to employing indirect responses.

CONCLUSION
The data analyzed in the study show that three different types of responses were employed
in the Malaysian Parliament. Direct answers were employed in questions that provide a positive
outcome, highlighting their competency as the government. As a result, ministers and deputy
ministers can directly appeal to a certain group of voters namely, the Malays. In addition, they were
also observed to include extra information, showcasing their competency.
On the contrary, ministers and deputy ministers used indirect answers to imply their
disagreements towards the issues raised by the questioner. Indirect answers were generally used in
questions that could threaten the responder’s image by providing a negative outcome. In order to
avoid blatant rejections towards the suggestions made by the questioners due to clashing of goals,
implicatures were used to conceal their disagreements. Additionally, implicatures were employed
to justify their reason as a moral justification, letting the audience know that they were just trying
to do the right thing.
When ministers and deputy ministers were presented with questions that have negative
presuppositions, evasive responses were employed. It appears that MPs tend to distance themselves
from the issues, employed negations by indicating that they had done something and putting the
blame onto another group of people. The discussion shows that various action agenda shifts occurred
when evasive responses were employed. The shifts that occurred in responses changed initial action
agendas required by the questions. As a result, even though questioners and responders were talking
about the same topic, they performed different tasks. Subsequently, ministers and deputy ministers
were also found to provide incomplete or partial responses to questions with multiple sub questions
due to the way questions are structured in Malaysian parliament as previously discussed.
Apart from contributing to the literature of Asian political discourse and the types of
responses, this study has provided insights into the types of responses employed in Malaysian
parliament, how and why they are employed. The present study has also examined how cultural
influence such as bumiputera issues and how the structure of questions asked in Malaysian
parliament could influence the production of responses, particularly making evasion the preferred
strategy of response as compared to indirect answers.

104
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 Journal of Pragmatics Research
Vol. 04, No. 02, (2022) pp.107-120
E-ISSN: 2656-8020
Website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index

Students' Politeness to Lecturers in WhatsApp Application

Measured Using Leech Maxim

Netty Nurdiyani*
Politeknik Negeri Semarang, Indonesia
E-Mail: netty.nur@polines.ac.id

Sasongko
Politeknik Negeri Semarang, Indonesia
E-mail: sasongko@polines.ac.id

*Corresponding author
E-mail: netty.nur@polines.ac.id

DOI: https://doi.org/10.18326/jopr.v4i2.107-120

Copyright © The Author (s)

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
How to Cite: Nurdiyani, N., & Sasongko, S. (2022). Students' Politeness to Lecturers in WhatsApp Application Measured
Using Leech Maxim. Journal of Pragmatics Research, 4(2), 107-120.
doi:https://doi.org/10.18326/jopr.v4i2.107-120

Submission
Track: ABSTRACT
Received: This study aims to describe student politeness in communicating or sending messages to
01-02-2022 lecturers through the Whatsapp application. This research needs to be carried out to
Final Revision: obtain an overview of the application of politeness principles used by students in
02-04--2022 communicating. This research is descriptive qualitative research with instrumental case
Available online: studies, the instrument used is Maxim Leech. The source of this research data is student
03-04-2022 texts sent to lecturers. The research data are sentences, phrases, or words that contain
Corresponding aspects of politeness by Leech's politeness principles. Data retrieval uses the note-taking
Author: method, while data analysis uses the high method. The basic analysis technique is a
Netty Nurdiyani technique for direct elements that sorts text into several categories of data forms, namely
netty.nur@polines.ac.id sentences, clauses, phrases, and words. The results of this study indicate that all
politeness maxims are not used by students in sending student Whatsapp messages to
lecturers. . From the six Maxim Leech Principles, five of them are used by students in
communication. The five maxims are tact maxim, approbation maxim, modesty
maxim, generosity maxim, and agreement maxim. Of the five maxims used, the modesty
maxim is most widely used compared to the other maxims. This shows that the
politeness of students in a humble attitude exceeds other politeness. Research on student
politeness can still be developed both in theory, methodology, and the depth of the
discussion
Keywords: politeness, WhatsApp, online learning

107
INTRODUCTION
The policy of the Minister of Education and Culture during this pandemic is to "prioritize
the health and safety of students, educators, education staff, families and communities" (kemdikbud,
2020). Based on education policies during this Pandemic, some learning is done at home (94% of
students in the yellow, orange, and red zones). Learning in universities, in all zones, continues to do
online learning for theoretical courses. Likewise, practical courses should be conducted online as
far as possible or at the end of the semester if it is not possible to do it online. Thus, lecturers will
conduct learning from home using electronic devices and students receive learning from their
respective homes by the stay-at-home recommendation. Learning from home includes Work from
Home (WFH).

Even though it's nothing new, during this Pandemic, WFH has become an option to share
various things, including learning. Online learning causes changes in communication patterns (Putri
& Irwansyah, 2020). Previously, communication was done face to face or verbal communication in
the classroom. Oral communication like this is assisted by body movements, gestures, facial
expressions, or supra-segmental elements (Chaer, 1994) The elements mentioned above are very
helpful in offline classroom learning (offline). Meetings in the classroom that are supported by
gestures, intonation, facial expressions are very helpful for students to understand the message of
the teacher/lecturer (Alawamleh et al., 2020). The explanation of the material will be supported by
the teacher's movements. With this gesture, it is possible for students to better understand the
material presented because students can develop imagination and creation (Kirk & Lewis, 2017;
Roth, 2001) The imagination and creations they develop are based on the lecturer's movements that
appear to support the idea or explanation.

The use of electronic devices, especially mobile phones or smartphones or cellular. is

becoming increasingly common in everyday life. Since the pandemic spread. A smartphone is
widely used. This tool is no longer only used for two-way communication or limited circles, but
more widely. People easily carry out conversations or negotiations using cellphones (Eshghinejad
& Moini, 2016). This includes the use of mobile phones in communication between teachers and
students, between lecturers and students. Mobile phones have an important role in communication
between them (Hershkovitz et al., 2019). Especially during this pandemic, cell phones have an
important role. The pandemic has changed the way people communicate (Choi, 2021). From offline
lectures to online lectures. From meeting in person to using electronic devices.

In daily life, people become accustomed to using this tool. Its use is not limited by space.
The teaching and learning process can be done anywhere as long as there is a signal. This flexibility
of use causes students to like the use of cell phones as a learning and communication tool (Ahmad,
2020). As long as there is a signal, the willingness to learn can be realized by putting aside the
location (Adedoyin & Soykan, 2020; Susah Sinyal, Siswa Ini Pilih Belajar Online Di Pinggir
Jalan, 2020). Learning by the roadside, in the trees, at the terminal, in the waiting room of the
108
hospital is not an obstacle to participating in teaching and learning activities. The teaching and
learning process can also be carried out at home with the assistance of other people, such as parents.

In online learning, lecturers and students are not in the same place. They are separated by
distance. Although not close together, communication is expected to run well and smoothly. There
was a reciprocal response between the two sides. Communication will be smooth if each
communicant understands the norms of politeness in interaction. Each party understands the other's
position. The use of polite language will keep the communication going. On the other hand,
communication will falter if there is a refusal to use language from the other party. The refusal can
occur from the politeness problem of one of the communicants (Sumarna, 2015). Politeness is
defined as a strategy to avoid conflict (Leech, 1993). Although politeness is not universal, it can be
measured based on certain parameters.

Research on student politeness to lecturers has been carried out by several researchers
(Eshghinejad & Moini, 2016; Febianto et al., 2019; Trisnawati & Fussalam, 2020). Even though
they both analyze student WA messages to lecturers, the focus of their analysis is different.
Likewise, the theory used to analyze is also different. Two researchers explicitly show the theory
used in their research. They both analyze the politeness strategies used by students’ in
communicating with lecturers. ((Eshghinejad & Moini, 2016; Trisnawati & Fussalam, 2020).
Meanwhile, Febianto et.al. (2019) analyzes politeness from another perspective. His research is
called student ethics analysis. He peeled the language of student politeness from the structure, style
of language, and other aspects outside of linguistic problems.

The results of the research on student politeness strategies that have been carried out show
that students use positive politeness strategies in communication with lecturers. (Trisnawati &
Fussalam, 2020). Notice/attend to the receiver’s needs, Intensify interest in the receiver, In-group
identity markers, etc. Negative politeness strategies are used in terms of hedging, Be Pessimistic,
Minimize the imposition, etc., meanwhile, the politeness strategy research conducted Eshghinejad
& Moini (2016) in Iran shows that there is no difference in politeness between male and female
students. (Eshghinejad & Moini, 2016).

Taking into account these politeness studies and the results presented, it shows that this
research needs to be carried out because the theories used are different. The analysis of politeness
strategies is based on the theory of Yule and Brown and Levinson. The parameter used to analyze
this research is the Leech theory. These principles are expressed in the maxims of Wisdom,
Generosity, Praise, Humility, Approval, and Sympathy (Kunjana, 2005; Leech, 1993).

This research on student language in WhatsApp (WA) aims to determine the application of
Leech's politeness principles when students communicate with lecturers. It is hoped that the results
of this study can be input for lecturers or policymakers to continue to control student ethics,
especially in communicating in WhatsApp.

109
 The discussion of politeness was proposed by several linguists. Brown and Levinson (Brown
& Levinson, 1987) developed a politeness theory with the concept of saving face (face-saving view).
This face save can be positive or negative. This positive face-saving refers to the desire to be
approved while negative face-saving refers to the desire to determine oneself. This face concept is
the basis for politeness theory (Yule, 1996). Politeness is based on closeness, intimacy, the social
distance between the speaker, the relative power of the listener over the speaker, and the position of
the listener to the speaker (Brown & Levinson, 1987; Rodman, 2001; Senowarsito, 2013). Brown
and Levinson's concept is based on the concept developed by Erving Goffman (Goffman &
Presentation, 1990).

In this concept, there is an assumption that politeness is a behavior to prevent the speaker
and the speech partner from hurting. Things that are unpleasant to be accepted by feelings must be
avoided. Avoiding conflict in this communication is a hallmark of politeness. Conflict should be
avoided in communication because politeness is the main thing in the universal use of language.
The purpose of this courtesy is to establish pleasant communication between the two parties.
Communication is made with politeness if in the interaction there is no element of telling others to
do according to the wishes of the speaker, nor looking at other people as inferior. Polite attitude or
behavior will give other people the opportunity to make choices in acting (Chaer & Agustina, 2010).

Leech views that politeness can be measured in four politeness scales, namely the cost-
benefit scale, optionality scale, indirectness scale, authority scale, and social distance scale (Leech,
1993). The Leech politeness scale measures the costs and benefits, the number of choices conveyed
by the speaker, the direct or indirect rating of the speech intent, the relationship between the social
status of the speaker and the speech partner, and the distance between the speaker and the speech
partner. This politeness scale can be used to measure the use of language in social communication.
One of them is measuring the level of politeness of students in sending messages via WA

In Leech's view a politeness utterance can be classified into six interpersonal maxims,
namely (1) Tact maxim, (2) Generosity maxim, (3) Approbation maxim, (4) Modesty maxim, (5)
Agreement maxim, (6) Sympathy. What is meant by maxims are linguistic rules in language
communication, namely the rules governing actions, language use, and interpretations related to the
inter-locutor. One can interpret the politeness of the interlocutor based on the maxims conveyed by
Leech. Leech's politeness principle can be described as follows.

Tact Maxim/Wisdom Maxim. Tact maxim is a maxim related to wisdom to reduce the
speaker's benefit to himself and maximize the benefit for the other party or speech partner in the
speech event. Thus, speakers who can benefit the other party are said to have complied with the
principle of politeness.

Generosity Maxim/Maxim of Generosity. In practice, the speaker will maximize the loss to
himself and minimize the benefit to himself. The maxim of generosity is a maxim of generosity that

110
places the addressee as an honorable person. This respect for the other party is done by reducing the
benefits for the speaker and maximizing the benefits for the other person/partner.

Approbation Maxim / Maxim of Appreciation. The maxim of appreciation is a maxim that

shows respect for the speech partner. In this case, the speaker does not demean or ridicule other
people. In this maxim, the speaker elevates the speech partner with words of praise. By respecting
others, speakers are considered to behave politely.

Modesty Maxim / Maxim of Simplicity. In the Modesty maxim, speakers are expected to be
humble by reducing self-praise. Speakers reduce arrogance or self-aggrandizement. Humility and
simplicity can be used as a measure of a person's polite attitude. This maxim requires that the speaker
does not place self-respect.

Agreement Maxim/Maxim of Consensus. This maxim reduces the discrepancy between self
and others or maximizes the discrepancy between self and others. The speech participants build
compatibility in speaking activities. If there is a match, it can be said that the speaker and the speech
partner are polite. The requirement for this maxim is to maximize the congruence between the
speaker and the hearer and avoid the discrepancy between them

Sympathy Maxim. This maxim is a maxim that expects speech participants to maximize
sympathy between one party and another. Here the speaker enlarges sympathy for the other party.
The emphasis on sympathy shows that antipathy between the speaker and the hearer can be
detrimental. Including this antipathy attitude, for example, cynicism, mocking, looking down on
others.

RESEARCH METHOD

This research is called descriptive qualitative research because of several characteristics as

a flexible and dynamic data collection process based on facts (Creswell, 2013; Lincoln & Guba,
1985; Sugiyono, 2007; Sutopo, 2006). During the research process, researchers can carry out the
data collection process while conducting data analysis. Data reduction is sometimes done to select
data that fits the required information. The characteristics that limit qualitative research are
descriptive, inductive, intuitive, ethnographic, view the researcher as an instrument, and the use of
purposive sampling (Nurdiyani, 2020; Santosa, 2017; Sutopo, 2006).

The use of qualitative descriptive methods in this study will be able to provide broad
elaboration possibilities for the data obtained. It is hoped that the qualitative descriptive method this
study will be able to provide wide elaboration possibilities for the data obtained. By providing
extensive elaboration, in-depth information will be obtained from the data. In-depth information
will provide a complete picture of the application of student politeness maxims in WA messages to
lecturers. The data obtained are then narrated so as to clarify the understanding of the information.

111
 The source of research data is student WA messages sent to lecturers. Thus, the research
location is the lecturer's cellphone. The research location fulfills the main elements, namely setting,
actor or participant, event or occurrence (Santosa, 2017; Spradley, 1980). The three elements in
determining the location are fulfilled in this study, namely: the location is the cellphones of the
lecturers that have been determined; the actors/participants are students who send WA, and events
are events that are conveyed by students via WA to each lecturer.

If in the previous section it was stated that the source of the research data was WA messages,
the data for this research were sentences or clauses, phrases, and words used by students in the WA
messages. Data acquisition is done by using the method of listening then the data is recorded/note-
taking. In social research, this listening method is equated with the observation method (Sudaryanto,
1993). Note-taking is a technique. It is an advanced technique of the listening method to record the
data obtained. The data from this research are stored in the computer. This study only analyzes
students' language forms in WA. However, additional information is needed to determine the event
that caused the message to be written.

The qualitative category in this study is based on the fact that what is analyzed are
documents, events, and interpersonal communication. The message text in WA is the document in
this study. The incident is the content of student messages asking for information or providing
information to lecturers. Sending student messages to lecturers is an act of interpersonal
communication or interaction between participants. With these characteristics, content analysis can
be used as a method, in this case Spradley’s theory (Spradley, 1980). According to him, there are
four steps in content analysis research, namely domain, taxonomic, componential analysis, and
cultural values.

Domain analysis is carried out in the early stages of research to identify facts that can be
categorized as data and not data. Characterization of the data is carried out in more detail by
classifying the data in the category area according to the situation. The domains in this research are
for example lecturers and students. The taxonomic analysis is an organization based on natural
categories based on existing theories. For example, here the theory of Leech's Politeness Principle
is used as the basis for categorization. Componential analysis is used to relate data in component
domains and taxonomies. Analysis of cultural values is an analysis to find the pattern of the
relationship between the results of the componential analysis and the use of language.

To determine the linguistic category, the data were analyzed using the basic technique for
Direct Elements (BUL) or the segmenting immediate constituency technique. This technique is used
to divide the lingual unit of data that supports the direct elements forming the lingual unit
(Sudaryanto, 1993). This analysis will provide results in the form of lingual units which will be
identified and classified into the category of Leech's politeness principles. The lingual units obtained
can be in the form of sentences or clauses, phrases, or words.

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RESULTS &DISCUSSION
Research Results
From the data sources, 7 groups of samples can be collected which are then coded. Giving the
code according to the data source. The existing data are then classified according to Leech's
politeness principle. This tabulation of data is used to determine the frequency of each category of
politeness principles. With this tabulation, it is hoped that the research results will be easier to
explain and understand

Table 1. Politeness Category Table

Number Maxim Source of Data

1 2 3 4 5 6 7 ∑
1 Tact (+) 8 5 5 9 3 1 1 32
(-) - - - - - - - -
2 Generosity (+) - - - - - 1 - 1
(-) - - - - - - - -
3 Approbation (+) 3 - 1 11 9 - 10 34
(-) - - - - - - - -
4 Modesty (+) 6 3 10 18 6 4 18 65
(-) - - - - 4 - 4
5 Agreement (+) 4 4 1 15 10 1 2 37
(-) - - - - - - - -
6 Sympathy (+) - - - - - - - -
(-) - - - - - - - -

Table 1 is a table about Politeness Leech Category. Leech’s politeness principles are divided
into six categories namely Tact Maxim, Generosity Maxim, Approbation Maxim, Modesty Maxim,
Agreement Maxim, and Sympathy Maxim. There is the amount of data that shows the student’s
politeness/behavior in the WA messages. However, the sympathy maxim was not used by students;
only 5 maxims are used. There are seven data sources which are numbered 1-7. The table shows
that the positive Modesty Maxim was uses 51 times. Then the Agreement Maxim used 37 times.
Furthermore, the Approbation Maxim is used 34 times. Tact Maxim used 32 times. The least used
is Generosity Maxim which only used once. All the maxims mentioned are positive politeness.
Negative politeness found in Modesty data. There are 4 data which used by number 4 of data source.
. To the other maxims, there is no negative form of politeness.

This study indicates that students mostly use the principles of tact maxim, approbation maxim,
modesty maxim, and agreement maxim. The modesty maxim is used by students 51 times. This
maxim is also the most widely used by students in communicating with lecturers. In the second
place, students mostly used the agreement maxim 37 times. The implementation of this principle is
related to the attitude of the speech participants not to take advantage of themselves. In this study,
the application of the principle of politeness was used by students with sentences. The following are
the results of the analysis of each of these maxims.
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 In the discussions, each example sentence is numbered according to the data source and data.
For example, the (1/1) is data number 1 prof the first source. Next example, (4/9) is data number 9
from the fourth data source. So on.

1. Tact Maxim. The maxim of wisdom is the most widely used maxim in student WA messages
sent to lecturers. The following is an example of a WA message that is categorized as a Tax
Maxim.

(2) When will the consult time be held, sir? (I/1)

In this interaction, it seems that students take a position to benefit their lecturers. In example (1),
the student gives the opportunity to the lecturer to determine the time for his consultation. Thus, the
advantage is in front of the lecturer. Students give benefits to lecturers by ignoring/reducing the
benefits to themselves. This means that students will adjust their consultation time based on the
lecturer's decision. Students must take the time to follow the lecturer's decisions.
Tact Maxim in this WA message is used by students, for example by providing options that
benefit the lecturer, for example in the following sentences.

(3) …please give me directions, where will we deliver the letter, sir, to your office or your
house (I/9)
(4) Sorry for interrupting your time (2/1)
(5) Bu Is, what day are you available for guidance, ma'am? (2/1)
(6) Insya Allah, we can adjust the time… (2/5b)

2. Generosity Maxim. This is a maxim of generosity or generosity. The maxim of generosity can be
found when there is respect by fully giving benefits to others. In this study, there is only one data
related to the Generosity Maxim. That's the data.

(7) … if it is possible, I'll make a link for the game, ma'am (4)

In this data, students offer to open the Google Meet link as a lecture medium. Previously, students
asked about the party who would open the learning link, lecturers or students. But then, it was
continued, that some lecturers were opened by students' links. Here is the full text of the generosity
maxim example.

(6a) Excuse me, ma'am, is this link from us?

(6b) There are several lecturers whose links are from us, ma'am, if so, I'll make a link to the
gmeet, ma'am

Sentence (6a) is not a generosity maxim. This sentence can be categorized as an agreement
maxim because it contains/wants an agreement from the speech partner. After an agreement was
reached, the student then offered to open the link for the lecture (sentence 6b). The reason for this
is that there are several lecturers whose lecture links are also opened by students.

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3. Maxim Approbation. Approbation maxim is the use of speech by giving appreciation to the speech
partner. Such appreciation, for example, does not mock, criticize, or demean other parties. In this
study, students show appreciation to the lecturer with the following sentences.

(7) I ask you to be a supervisor (1/14b)

(8) Confirmation of your willingness is our top priority (1/15)
(9) I have (sampun) sent an assignment (1/16)
(10) … please guide me ma'am (3/5c)
(11) Alright ma'am, thanks for the information ma'am (4/14)

Sentences (7-11) can be categorized as approbation maxims. These five sentences realize the
respect of students to lecturers. However, the word "ask" is not appropriate to use because the
position of students is not on the same level as the lecturer. The use of the word "beg" is more
appropriate for students to use to lecturers. The use of the word "priority" can be used as an indicator
of approbation because it places the lecturer as the main thing. The diction "Sampun" is the word
"Krama Inggil/ the highest honorific form of javanese" from the Javanese language. The student's
choice can be assessed that the student placing the lecturer in a higher position than himself. The
phrase “please guide” also shows that students give appreciation to lecturers by placing the lecturers
higher than themselves. A thank you note shows respect as well as respect for the
interlocutor/lecturer.

4. Maxim Modesty. In Modesty Maxim, the speaker is humble by reducing self-praise. This maxim
requires/expects the participant to be humble. Examples of data obtained are as follows.

(12) Sorry ma’am, I ask permission to inform, on behalf of Khoirul Hidayat has not made a
presentation, (7/9)
(13) Please, check our group proposal, sir. (1/4)
(14) Excuse me, ma'am, permit me to inform you, ma'am, that you suddenly left Gmeet (4/18)

The students' WA messages to the lecturers above imply the students' humility / humility. The
use of the word "sorry, excuse me, permit (: permission)" implies humble politeness. Humility is a
simple attitude, not self-exalted, not arrogant. These words can minimize unwanted bad conditions
or eliminate hostility. The use of these words is usually at the beginning of the speech/message as
in the example sentences (12-14). In these examples, it can be seen, its use is at the beginning of the
sentence. This can be intended so that what is conveyed in a WA message does not offend or cause
displeasure in the recipient of the message.
In Maxim modesty, there is data that shows student impoliteness. Examples of these data are as
follows.

(15) I would like to submit a file. For the presentation later, because I was late in submitting
it to my friend to be included in 1 file (5/1)
(16) Excuse me, ma'am, for this morning is there a meeting through gmeet or not, ma'am? (5/2)
(17) I will make the link for you, ma'am (5/4)

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 Sentences numbers (15-17) can be categorized as sentences that do not have politeness. The three
sentences have differences in the category of impoliteness. Sentence (15) is considered impolite
because it does not use preface or greeting words first

5. Maxim Agreement. The principle of consensus is in second place used by students to their
lecturers. This principle was used by students 37 times. This consensus principle is used to obtain
agreement between lecturers and students. Lecturer and student consensus, for example, is an
agreement on the time of the teaching and learning process, an agreement on the time of guidance,
and so on. The occurrence of an agreement indicates the application of the principle of politeness in
the interaction. In this study, the form of consensus data can be exemplified.

(18) Does that mean it is still being submitted, sir? (2/4c) (Student questions)
[Yes, submit it (lecturer's answer)]

The speech in conversation (18) shows an agreement between the lecturer and the student. At
first, it was the students who opened the conversation with questions to seek agreement between the
two parties. Lecturers provide answers that agree with the opinions/questions raised by students. If
there is an answer that is by the question, it can be stated that in the speech there is an agreement,
agreement, or match. If so, in the speech there is politeness.
In this consensus text, the form of student speech is in the form of interrogative sentences. The
use of this interrogative sentence is intended to seek consensus with the lecturer. The form of
agreement in this data relates to the agreement on lecture time, guidance, assignment collection
time, lecture system. The following are examples that students use in their messages to reach an
agreement

(19) ...maybe afternoon, can you do it

(20) Are you willing to be my group supervisor (1/5)
(21) ...as usual schedule or following the Ramadan schedule, ma'am (7/5)
(22) Is the presentation done next week, ma'am? (6/9)

6. Sympathy Maxim. This maxim relates to feelings of sympathy for the other party. In this study,
the use of the sympathy maxim was not found. The absence of the sympathy maxim may occur
because the lecturer does not communicate or events that trigger the emergence of this maxim. For
example, the sympathy maxim will appear when an accident occurs by saying, "I wish you get well
soon" or "condolences". Because these things do not happen, this maxim is not found in the data.

Research Discussion
The development of the use of Smart Phone has developed and increased. However, historically,
the use of cell phones was prohibited by most teachers because they were considered distracting
(Thomas et al., 2013). Things that are considered disturbing, for example, the use of cell phones can
affect students' concentration in learning because they will occasionally look at the phone. The

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sound of the telephone ringing can also interfere with the seriousness of the class is studying the
subject matter. However, in its development, HP has benefits in providing education. Furthermore,
in his research, (Thomas et al., 2013) stated that 69% of the teachers studied thought that HP had
benefits for students in doing school assignments. Moreover, with the many devices and applications
built into it, HP further increases engagement, motivation, and productivity. One application that is
widely used in education/teaching is WhatsApp (Tragant et al., 2020). In later developments, even
WA applications can be combined with communication technology so that they become efficient
devices (Calvo & Carbonell, 2017).

In teaching/education during this pandemic, WA plays an active role in establishing

communication between students and lecturers. This application connects both parties to establish
closeness in the teaching and learning process. Students and lecturers send messages to each other
via WA to request or provide information. The ongoing communication can be run well because of
the student's politeness values. This polite attitude/behavior can be used as an indicator of the
existence of social distance between them (Westbrook, 2007). The relationship between lecturers
and students is distant because each has a different stance. However close they are, there will still
be a different position between the two parties. A close relationship between a teacher or a lecturer
refers to the closeness to the friendly attitude of the lecturer or the attitude of the teacher who pays
attention to his students (Maulana et al., 2014). However, the closeness and intimacy still pay
attention to the acceptable politeness between them (Brown & Levinson, 1987).

In electronic media such as email, SMS, and WhatsApp, politeness is a priority aspect (Bunz &
Campbell, 2004; Eshghinejad & Moini, 2016; Flores-Salgado & Castineira-Benitez, 2018). In
various types of communication, whether to convey something or ask someone else to do something,
it is necessary to use polite language. The use of polite language is the application of politeness
norms in various communities and cultures. Included here is the community in learning: there are
students, students, and teachers or lecturers. Within each of these communities, there is the
application of mutually agreed norms. Even though the agreement was not written down, each party
stands in their respective position so that communication will be enjoyable.

The results of this study indicate that students use language that is by the theory of politeness.
Even though they communicate online with their cellphones using the WhatsApp application, this
does not reduce their politeness to lecturers. Vocabulary and structure used are considered to elevate
the second party, namely the lecturer. Apologies, ask for permission, thank you, ma'am, which is
generally used at the beginning and end of the word to realize this attitude. Although sometimes
these words can be found in the middle of the message sentence.

In general, the results showed students' politeness in their messages. The occurrence of deviations
in these messages is understandable considering that students come from environments that have
different language habits. Differences in language habits can cause differences in politeness in word

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choice and sentence structure (Joo, 1999). So, diction or sentence structures that are considered
polite by students can be considered not to comply with Leech's politeness principles.

CONCLUSION

The purpose of this study was to analyze the language of the students of the Semarang State
Polytechnic Electronics Study Program in WA messages sent to lecturers. In this study, the
following conclusions can be drawn. In sending WA, students will open and close messages sent
with applicable linguistic expressions. Some students will introduce themselves before delivering
the content of the message. This speech act expresses the polite attitude of students to lecturers. This
polite attitude is realized in the maxims of tax maxim, approbation maxim, modesty, and agreement
maxims which show the politeness of students in communicating with lecturers. In essence, in each
of these maxims, there is a humble attitude from students as speakers to lecturers as speech partners
to establish smooth communication.

Unnoticed by the students, Leech's principles of politeness were applied to them in messages sent
to lecturers, although not all of these principles could be found. The application of the politeness
principle is spread across 5 categories of Leech's 6 politeness categories. There is one category that
students do not use in their messages, namely maxim sympathy. Maxim generosity is used only
once by students. With these results, it seems that there is a need for coaching students to increase
generosity. However, besides that, it is necessary to develop students' courage to express the feelings
of generosity that are actually in their hearts. With data sources, data, and methods of analysis, this
research can still be further developed both from theory, methodology, and depth of material.

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 Journal of Pragmatics Research
Vol. 04, No. 02, (2022) pp.122-136
E-ISSN: 2656-8020
Website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index

Presupposition in The Mystery and Thriller Film of “Escape

from Pretoria”

Haryati
English Departement, Univesitas Pamulang
Indonesia
E-mail: haryati.safa@gmail.com
DOI: https://doi.org/10.18326/jopr.v4i2.122-136
Copyright © The Author (s)

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
How to Cite: Haryati, H. (2022). Presupposition in The Mystery and Thriller Film of “Escape from Pretoria". Journal of
Pragmatics Research, 4(2). doi:https://doi.org/10.18326/jopr.v4i2.122-136

Submission ABSTRACT
Track:
Received: Presupposition itself has been a cause of the diversity of interpretations since
09-07-2022 presupposition sticks to utterances, sometimes unsaid clearly, that will provide
Final Revision: implied meanings based on the context that is being talked about. The purposes of
10-08-2022 the study are to investigate three major points: the kinds of presupposition, their
Available online: functions, and the percentage of each presupposition in the mystery and thriller film
20-08-2022 script of “Escape from Pretoria” by Francis Annan. This research used a qualitative
Corresponding method to analyze the obtained data. The observation is also used to collect data in
Author: which data are obtained from film scripts. The writer applies Yule’s theory (1996)
author to analyze the presupposition kinds, Halliday’s theory (2003) to analyze
haryati.safa@gmail.com presupposition functions, and Subana’s formula to gain the percentage of each
presupposition. As a result, there were 177 presuppositions obtained in the film
script, with 166 existential presuppositions (93.8%), six factive presuppositions
(3.4%), four lexical presuppositions (2.2%,) and one counterfactual presupposition
(0.6%). From 177 presuppositions, the data were classified into 23 regulatory
functions (13.0%), 2 interactional functions (1.1%), 57 representational functions
(32.2%), 79 personal functions (44.6%), 1 imaginative function (0.6%), 4
instrumental functions (2.3%) and 11 heuristic functions (6.2%). Therefore, the
dominant presupposition is existential, and the dominant function of presupposition
is personal.

Keywords: film script of Escape from Pretoria, pragmatics, presupposition

INTRODUCTION
Language users need to interact in social context; it means they have the capability to
influence other people in conversation to establish and maintain the relationship. To detect many
things in interaction, people usually use analytical devices in which analytical devices are the

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methods that are used to analyze the messages, meanings and assumptions which come from
senders. Interactional meanings in communication are dealt with pragmatics. According to Yule
(2010, p.3), “pragmatics deals with the study of meaning as communicated by a speaker or a writer
and interpreted by a listener or reader”. Pragmatics is closely related to the utterances that either
speakers say to listeners or the writers write through characters’ utterances that try to deliver to the
readers. Pragmatics is chosen in this research because pragmatics has run essential factor in
communication since the language becomes a tool in human interaction to convey people’s mind.
Rizqy & Ardy (2020) summarize it discusses when people deliver something; it could be understood
by other people in order to reach out successful communication. Therefore, people should know
how to utilize the language and how people correlate the context and and the meaning in social
interaction. The successful communication can occur when the senders send messages to receivers
then the receivers give the right feedbacks. Clearly, the listeners or writers must be able to interpret
meanings, catch the messages or values from those utterances, and exceedingly that utterances
contain presupposition triggers. Presupposition influences the listeners or readers to get the
meanings, messages or values or even ulterior motives in conversation either from scripts or direct
conversations. Thus, pragmatics is dealing with presupposition too to meet comprehension of
implied meanings that are conveyed by senders to receivers.
Having known implied meanings from implicit assumptions, people are supposed to know
presupposition, kinds of presupposition and functions of presupposition. Hudson (2000, p.321)
declares that “a presupposition is something assumed (presupposed) to be true in a sentence which
asserts other information.” Huang (2007, p.2) highlights that “one of the language studies in
pragmatics is studying about an assumption, and that assumption is called presupposition”. Verbs
of sentences can propose the implied meanings of presupposition which suppose something of
complete thought in sentences (Saeed, 2005). Moreover, Murillo & Yeh (2021) describe the
importance of having known the presupposition; they also highlight the failure of rhetoric of the
president’s speech relating the presupposition, where he produced many inaccurate and vague
utterances that impress the multiple presupposition and reflect the failure of his leadership. This is
the reason why people must know the presupposition. People must deeply analyze their
interlocutors' utterances before giving feedback, especially since utterances contain presupposition
triggers. This also happens when people watch film where the presupposition sticks on that film in
communication. Implicit assumptions from characters' utterances containing presupposition triggers
cause many problems for viewers in catching the meanings, messages and values from the film in
conversation.
Furthermore, people have difficulty concluding the critical perspectives in the film or even
just outline the ulterior motives exceedingly in mystery and thriller film from characters' utterances
which contains presupposition triggers. How viewers could understand the film, if they don't know
the implied meanings from presupposition triggers in film. How viewers could convey and spread

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the positive vibes from the messages and values in film, if they don't know the contexts from
characters' utterance which contains implicit assumptions in conversation. How viewers could
understand the critical perspectives, if they don't know the ulterior motives from conversations in
film. It happens because there is a lack of knowledge about the presupposition triggers and kinds of
presupposition in every single conversation in the film. Therefore, they are unable to catch the
meanings, messages, values as well as critical perspectives in the film.
Siahaan & Mubarak (2020) highlight there were 3 types of presupposition found in the
Guardian news, namely existential presupposition, lexical presupposition and counterfactual
presupposition. Kristy, Deliana & Harefa (2020) also found 6 types of presupposition were used in
the character’s utterances of the movie script. Thoyyibah (2017) reveals that the most frequently
used presupposition trigger in both varieties of oral discourse was existential. Relatedly, Ambrosio
Binalet, Ferrer, & Yang (2015) investigated the children’ utterances which results the existential
presupposition in higher percentage. Oktoma & Mardiyono (2013) found that there are 219
presuppositions which cover all kinds of presuppositions. Liang & Liu (2016) focus on the analysis
how Hilary Clinton applied the presupposition trigger in her speeches to achieve her political
campaign. They only found the words and meaning which deliver ambiguous presupposition.
Moreover, Setyowati & Lubis (2020) discovered the advertisements also presents several language
functions: referential, emotive, conative, and poetic, but the advertisements they analyzed do not
present any phatic and metalingual language functions.
The previous researchers didn’t explain what the functions of kinds of presupposition that
stuck on Guardian News, movie script, oral news and written online news discourse and short story.
Based on the reviewed literature, several gaps have been identified. They didn’t explain the
functions of language in which presupposition resided in those research objects; however, having
known the language function is also necessary for language users since the function of language in
general is used to state, to express, and to convey the ideas, feelings, facts or purposes to other
people. Therefore, the study aims to analyze not only the kinds of presupposition, the meanings and
the percentage, but also the language functiosn used in order to readers are able to find out more
comprehension what speaker intend to deliver. Having known the language function of
presupposition is also crucial to determine the rate of comprehension of viewers in watching the
film.

The types of presupposition

Based on Yule (2006), there are 6 types of it which are based on the indicators of
presupposition that depict probability of the presupposition itself. Existential presupposition is
undertaken to the certain entities names existence in assumption which is taken on by speakers in
form of noun phrase which is considered to be present. It refers to name of something.
Presupposition of existential can be in form of noun phrase or possessive constructions. Factive

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presupposition is considered to be true assumption that refers something because of the existence of
verbs. Those verbs are “count”, “make sense”, “matter”, “know”, “regret”, “realize”, “be glad”, “be
sorry”, “resent”, “find out”, “discover”, “see”, “notice”, “be aware that” and “be proud that”. Lexical
presupposition uses words of “stop”, “again” and “still”. These words are taken to presuppose other
meanings. This presupposition is unstated concept in which the speakers or writers present the
assumption is able to act as if another meaning. Structural presupposition is closely dealt with certain
structure uses. The structures themselves are associated with WH-question constructions. The
assumption is presented in that structure which is necessarily true or considered as true by speakers
or writers, then the listeners or readers get and perceive information from that statement in utterances
or sentences. Non-factive presupposition is Not true assumption sticks on this presupposition that
refers something because of the existence of verbs. Those verbs are “dream”, “imagine” and
“pretend”. Counter-factual presupposition is presented either in the if-clause or not which
presupposes something in only untrue utterance at the time of it. It is in contrast to the facts. It
presupposes untrue information.

Language Functions
Arwood (2011) language functions allow language users to produce the cultural varieties,
and they normally apply language to represent their values, needs, attentiveness, excitement, and
desires. People generally know that functions of language is to share the information and to convey
something; sometimes, they inform indirectly or directly; hence, they should have the ability to
interpret the meaning in order to run the conversation (Armstrong & Ferguson, 2010). Similary,
Setyowati & Lubis (2020) describe people basically know the reasons why they use language: to
give and recieve the information. Ambrosio et al (2015) assume that children with their utterances
use language to share facts and their comprehension of what they have obtained; therefore, it is
categorized as informative language function. Halliday (2003) classifies several initial functions of
language: regulatory means is undertaken to control of others’ behavior in order to do something. It
deals with commanding / persuading / requesting over other people to commit the things that
speakers want/aim/wish toward listeners. Interactional means is concerned with relationship of
social to develop or ease the interaction process in communication among people. It is aimed to
relate or interact to other people. Representational is for exchanging the information or conveying
the facts. It deals with relaying or requesting information. Personal is concerned with expression of
personal matter of oneself to around the world. It could be expressing the feelings or emotions of
people. It can depict the personal preference or identity. It can be used to state the facts or opinions
or even speakers’ reaction toward something. Imaginative is dealt with imagination or imagery
system. It is used for creating the ideas or imagery worlds. It is also undertaken to tell the stories
and fairy tales or even jokes. Instrumental is concerned with what people need. It is assumed to
obtain something. It can be services or goods. It is used to express the preferences or choices to

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other people as well. Heuristic is dealing with question and answer. It is for exploring or learning
the environment that is usually committed by children in using language. Thus, children use this
language to gain knowledge which is basically about running commentary.

RESEARCH METHOD
This research used descriptive qualitative methods. McKinney (2013) stated “qualitative
method presents the result of analysis in the form or words or produces descriptive data in the form
of words written or spoken of the person. Data of research were derived from the utterances of
characters and sentences of narrator’s speech (narrator told something in the film, those speeches
would be presented in sentences in the script) that contained presupposition triggers. The data source
of research was from the mystery and thriller film script of “Escape from Pretoria” by Francis
Annan. The film script was downloaded from the IMSDB. IMSDB stood for The Internet Movie
Script Database which provided thousands of movie scripts freely.
The steps for collecting data were organized as follows. The writers downloaded the film
and the script, watched the film thoroughly while paying close attention to narrator’s speech and
characters’ utterances that contain presupposition triggers to find out some details of information to
support the research, read and observed the kinds of presupposition which were based on Yule’s
theory that were derived from the character’s utterances and sentences of narrator’s speeches in that
film which contained presupposition triggers, collected the selected potential data by noting down
those data after observing the script. Continuously, the writers categorized the selected potential
data to determine the kinds of presupposition by Yule’s theory, then they interpreted the meanings
and functions of presupposition which were based on Halliday’s theory. After categorizing the
kinds, describing the meaning, and having known the functions, the writers determined the dominant
presupposition and dominant function of presupposition which were based on Subana’s formula.
The writer used formula which was based on Subana’s formula in which each type of both
presupposition and function of presupposition would be presented in percentage. According to
Subana (as cited in Oktoma & Mardiyono, 2013, p.79), “frequency of relative cumulative (FK rel)
is frequency of cumulative (FK) per frequency of total (∑F) which is multiplied by 100%”.
FK rel = FK X 100
(∑F)

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RESULTS & DISCUSSION
Table 4.1. Description of Utterance, Kinds and Language Function of presupposition
No. Sentences or Utterances Timestamp Kind of Language
Presupposition Function of
Presupposition
1 Visitor's room. It's a round tip. [01:28:43] Existential Personal
2 It's a round tip. [01:28:45] Existential Personal
3 My God. [01:30:03] Existential Personal
4 Well, we don't have any other choice! [01:31:27] Existential Personal
5 Alright, Tooth Fairy. [01:19:22] Existential Imaginative
6 We wanted to join the ongoing struggle for [00:01:45] Existential Instrumental
a democratic and free South Africa not
based on
racial discrimination.
7 I like my cells clean as a plate. [00:12:57] Existential Instrumental
8 We need civilian clothes. Other stuff. [00:51:09] Existential Instrumental
9 OK. Workshop key. [01:28:33] Existential Instrumental
10 You want to make a key with pencil and [00:23:43] Existential Heuristic
drawing paper?
11 Not much peace and harmony among you [00:24:35] Existential Heuristic
white Mandelas, huh?
12 Is make a really complex key, then get it to [00:31:24] Existential Heuristic
reach a keyhole on the other side of a steel-
panel,
three-inch-thick iron door to which we
have totally no access?
13 What's happening with her visa? [00:37:40] Existential Heuristic
14 How is your son? [00:38:36] Existential Heuristic
15 Are you still in charge of the movie closet? [00:53:38] Existential Heuristic
16 You have some sort of auditory problem? [01:07:05] Existential Heuristic
17 You are quite the little housewife, aren't [01:11:15] Existential Heuristic
you?
18 Are you my conscience? [01:15:24] Existential Heuristic
19 But maybe all you white South Africans [01:15:38] Existential Heuristic
are the same, huh?
20 I don't know [00:39:07] Factive Representational
He's sick.
21 Yeah, I saw that, cheese dick. He's not on [00:48:48] Factive Representational
garden duty.
22 You know, your look is very intense, [00:28:27] Factive Personal
Jenkin.
23 It doesn't matter if it's 100. [00:51:04] Factive Personal
24 We all know your decision to fly your flag [01:15:16] Factive Personal
from behind your prison bars.
25 Anything short of escape is a pact with the [01:15:27] Factive Personal
devil himself, You know that!
26 OK. Let's go again. [00:38:50] Lexical Regulatory
27 Stop shouting. [00:37:56] Lexical Regulatory
28 They rejected it again. [00:37:41] Lexical Representational
29 Are you still in charge of the movie closet? [00:53:38] Lexical Heuristic
30 She wishes you "happy fifth wedding [00:37:47] Counterfactual Representational
anniversary".

Datum 1
“Visitor's room. It's a round tip. - [01:28:43]”, (Annan, 2020, p.163).
From above part of script, the presupposition trigger is “a round tip”. It means that it
presupposes to “a round tip” as the name of entity. The kind of this presupposition is existential
because there is the existence of entity of “a round tip” which indicates noun phrase as

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presupposition trigger. The function of this presupposition is personal. By reason of this
presupposition deals with personal’s opinion / reaction toward something.
Datum 2
“It's a round tip. - [01:28:45]”, (Annan, 2020, p.163).
From above part of script, the presupposition trigger is “a round tip”. It means that it
presupposes to “a round tip” as the name of entity. The kind of this presupposition is existential
because there is the existence of entity of “a round tip” which indicates noun phrase as
presupposition trigger. The function of this presupposition is personal. By reason of this
presupposition deals with personal’s opinion / reaction toward something.
Datum 3
“My God. - [01:30:03]”, (Annan, 2020, p.164).
From above part of script, the presupposition trigger is “My God”. It means that I exist and
have god. The kind of this presupposition is existential because there is possessive construction right
there as presupposition trigger. The function of this presupposition is personal. By reason of this
presupposition deals with personal’s opinion / reaction toward something.
Datum 4
“Well, we don't have any other choice! - [01:31:27]”, (Annan, 2020, p.164).
From above part of script, the presupposition trigger is “any other choice”. It means that it
presupposes to “any other choice” as the name of entity. The kind of this presupposition is existential
because there is the existence of entity of “any other choice” which indicates noun phrase as
presupposition trigger. The function of this presupposition is personal. By reason of this
presupposition deals with personal’s opinion / reaction toward something.
Datum 5
“Alright, Tooth Fairy. - [01:19:22]”, (Annan, 2020, p.162).
From above part of script, the presupposition trigger is “Tooth Fairy”. It means that it
presupposes to “Tooth Fairy” as the name of entity. The kind of this presupposition is existential
because there is the existence of entity of “Tooth Fairy” which indicates noun phrase as
presupposition trigger. The function of this presupposition is imaginative. By reason of this
presupposition is dealt with imagination or imagery system. “Tooth Fairy” describes the imagination
world.
Datum 6
“We wanted to join the ongoing struggle for a democratic and free South Africa not based on racial
discrimination. - [00:01:45]”, (Annan, 2020, p.141).
From above part of script, the presupposition triggers are “the ongoing struggle” and “racial
discrimination”. It means that it presupposes “the ongoing struggle” and “racial discrimination” as
the names of entity. The kind of this presupposition is existential because there is the existences of
entity of “the ongoing struggle” and “racial discrimination” which indicate noun phrases as

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presupposition triggers. The function of this presupposition is instrumental. By reason of this
presupposition is concerned with what people need. It is assumed to obtain something.
Datum 7
“I like my cells clean as a plate. - [00:12:57]”, (Annan, 2020, p.144).
From above part of script, the presupposition trigger is “my cells”. It means that I exist and
have cells. The kind of this presupposition is existential because there is possessive construction
right there as presupposition trigger. The function of this presupposition is instrumental. By reason
of this presupposition is concerned with what speaker needs. It is assumed to obtain something.
Datum 8
“We need civilian clothes. Other stuff. - [00:51:09]”, (Annan, 2020, p.154).
From above part of script, the presupposition trigger is “civilian clothes”. It means that it
presupposes to “civilian clothes” as the name of entity. The kind of this presupposition is existential
because there is the existence of entity of “civilian clothes” which indicates noun phrase as
presupposition trigger. The function of this presupposition is instrumental. By reason of this
presupposition is concerned with what speaker needs. It is assumed to obtain something.
Datum 9
“OK. Workshop key. - [01:28:33]”, (Annan, 2020, p.163).
From above part of script, the presupposition trigger is “Workshop key”. It means that it
presupposes to “Workshop key” as the name of entity. The kind of this presupposition is existential
because there is the existence of entity of “Workshop key” which indicates noun phrase as
presupposition trigger. The function of this presupposition is instrumental. By reason of this
presupposition is concerned with what speaker needs. It is assumed to obtain something.
Datum 10
“You want to make a key with pencil and drawing paper? - [00:23:43]”, (Annan, 2020, p.147).
From above part of script, the presupposition trigger is “drawing paper”. It means that it
presupposes to “drawing paper” as the name of entity. The kind of this presupposition is existential
because there is the existence of entity of “drawing paper” which indicates noun phrase as
presupposition trigger. The function of this presupposition is heuristic. By reason of this
presupposition is dealing with question and answer. Question mark indicates the speaker asks
something to the interlocutor.
Datum 11
“Not much peace and harmony among you white Mandelas, huh? - [00:24:35]”, (Annan, 2020,
p.148).
From above part of script, the presupposition trigger is “white Mandelas”. It means that it
presupposes to “white Mandelas” as the name of entity. The kind of this presupposition is existential
because there is the existence of entity of “white Mandelas” which indicates noun phrase as
presupposition trigger. The function of this presupposition is heuristic. By reason of this

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presupposition is dealing with question and answer. Question mark indicates the speaker asks
something to the interlocutor.
Datum 12
“Is make a really complex key, then get it to reach a keyhole on the other side of a steel-panel, three-
inch-thick iron door to which we have totally no access? - [00:31:24]”, (Annan, 2020, p.149).
From above part of script, the presupposition triggers are “a really complex key”, “the other
side of a steel-panel” and “three-inch-thick iron door”. It means that it presupposes to “a really
complex key”, “the other side of a steel-panel” and “three-inch-thick iron door” as the names of
entity. The kind of this presupposition is existential because there are the existences of entity of “a
really complex key”, “the other side of a steel-panel” and “three-inch-thick iron door” which
indicate noun phrases as presupposition triggers. The function of this presupposition is heuristic. By
reason of this presupposition is dealing with question and answer. Question mark indicates the
speaker asks something to the interlocutor.
Datum 12
“What's happening with her visa? - [00:37:40]”, (Annan, 2020, p.150).
From above part of script, the presupposition trigger is “her visa”. It means that she exists
and has visa. The kind of this presupposition is existential because there is possessive construction
right there as presupposition trigger. The function of this presupposition is heuristic. By reason of
this presupposition is dealing with question and answer. Question mark indicates the speaker asks
something to the interlocutor.
Datum 14
“How is your son? - [00:38:36]”, (Annan, 2020, p.151).
From above part of script, the presupposition trigger is “your son”. It means that you exist
and have son. The kind of this presupposition is existential because there is possessive construction
right there as presupposition trigger. The function of this presupposition is heuristic. By reason of
this presupposition is dealing with question and answer. Question mark indicates the speaker asks
something to the interlocutor.
Datum 15
“Are you still in charge of the movie closet? - [00:53:38]”, (Annan, 2020, p.155).
From above part of script, the presupposition trigger is “the movie closet”. It means that it
presupposes to “the movie closet” as the name of entity. The kind of this presupposition is existential
because there is the existence of entity of “the movie closet” which indicates noun phrase as
presupposition trigger. The function of this presupposition is heuristic. By reason of this
presupposition is dealing with question and answer. Question mark indicates the speaker asks
something to the interlocutor.
Datum 16
“You have some sort of auditory problem? - [01:07:05]”, (Annan, 2020, p.156).

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 From above part of script, the presupposition trigger is “some sort of auditory problem”. It
means that it presupposes to “some sort of auditory problem” as the name of entity. The kind of this
presupposition is existential because there is the existence of entity of “some sort of auditory
problem” which indicates noun phrase as presupposition trigger. The function of this presupposition
is heuristic. By reason of this presupposition is dealing with question and answer. Question mark
indicates the speaker asks something to the interlocutor.
Datum 17
“You are quite the little housewife, aren't you? - [01:11:15]”, (Annan, 2020, p.159).
From above part of script, the presupposition trigger is “the little housewife”. It means that
it presupposes to “the little housewife” as the name of entity. The kind of this presupposition is
existential because there is the existence of entity of “the little housewife” which indicates noun
phrase as presupposition trigger. The function of this presupposition is heuristic. By reason of this
presupposition is dealing with question and answer. Question mark indicates the speaker asks
something to the interlocutor.
Datum 18
“Are you my conscience? - [01:15:24]”, (Annan, 2020, p.160).
From above part of script, the presupposition trigger is “my conscience”. It means that I exist
and have conscience. The kind of this presupposition is existential because there is possessive
construction right there as presupposition trigger. The function of this presupposition is heuristic.
By reason of this presupposition is dealing with question and answer. Question mark indicates the
speaker asks something to the interlocutor.
Datum 19
“But maybe all you white South Africans are the same, huh? - [01:15:38]”, (Annan, 2020, p.161).
From above part of script, the presupposition trigger is “white South Africans”. It means that
it presupposes to “white South Africans” as the name of entity. The kind of this presupposition is
existential because there is the existence of entity of “white South Africans” which indicates noun
phrase as presupposition trigger. The function of this presupposition is heuristic. By reason of this
presupposition is dealing with question and answer. Question mark indicates the speaker asks
something to the interlocutor.
Datum 20
“I don't know. He's sick. - [00:39:07]”, (Annan, 2020, p.151).
From above part of script, the presupposition trigger is “know”. It means that he is sick. The
kind of this presupposition is factive because there is existence of “know” verb as presupposition
trigger. The function of this presupposition is representational. By reason of this presupposition
states information.
Datum 21
“Yeah, I saw that, cheese dick. He's not on garden duty. - [00:48:48]”, (Annan, 2020, p.153).

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 From above part of script, the presupposition trigger is “saw”. It means that he's not on
garden duty. The kind of this presupposition is factive because there is existence of “saw” verb as
presupposition trigger. The function of this presupposition is representational. By reason of this
presupposition states information.
Datum 22
“You know, your look is very intense, Jenkin. - [00:28:27]”, (Annan, 2020, 149).
From above part of script, the presupposition trigger is “know”. It means that the look is
very intense. The kind of this presupposition is factive because there is existence of “know” verb as
presupposition trigger. The function of this presupposition is personal. By reason of this
presupposition deals with personal’s opinion / reaction toward something.
Datum 23
“It doesn't matter if it's 100. - [00:51:04]”, (Annan, 2020, p.154).
From above part of script, the presupposition trigger is “matter”. It means that if it's 100.
The kind of this presupposition is factive because there is existence of “matter” verb as
presupposition trigger. The function of this presupposition is personal. By reason of this
presupposition deals with personal’s opinion / reaction toward something.
Datum 24
“We all know your decision to fly your flag from behind your prison bars. - [01:15:16]”, (Annan,
2020, p.160).
From above part of script, the presupposition trigger is “know”. It means that decision to fly
flag from behind prison bars. The kind of this presupposition is factive because there is existence of
“know” verb as presupposition trigger. The function of this presupposition is personal. By reason
of this presupposition deals with personal’s opinion / reaction toward something.
Datum 25
“Anything short of escape is a pact with the devil himself, you know that! - [01:15:27]”, (Annan,
2020, p.160).
From above part of script, the presupposition trigger is “know”. It means that anything short
of escape is a pact with the devil. The kind of this presupposition is factive because there is existence
of “know” verb as presupposition trigger. The function of this presupposition is personal. By reason
of this presupposition deals with personal’s opinion / reaction toward something.
Datum 26
“OK. Let's go again. - [00:38:50]”, (Annan, 2020, p.151).
From above part of script, the presupposition trigger is “again”. It means that those people
did the same thing before. The kind of this presupposition is lexical because there is existence of
“again” word as presupposition trigger. The function of this presupposition is regulatory. By reason
of this presupposition deals with requesting over other person to do something.

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Datum 27
“Stop shouting. - [00:37:56]”, (Annan, 2020, p.151).
From above part of script, the presupposition trigger is “Stop”. It means that that person
shouted before. The kind of this presupposition is lexical because there is existence of “Stop” word
as presupposition trigger. The function of this presupposition is regulatory. By reason of this
presupposition deals with requesting over other person to do something.
Datum 28
“They rejected it again. - [00:37:41]”, (Annan, 2020, p.150).
From above part of script, the presupposition trigger is “again”. It means that they rejected
the same thing before. The kind of this presupposition is lexical because there is existence of “again”
word as presupposition trigger. The function of this presupposition is representational. By reason of
this presupposition states information.
Datum 29
“Are you still in charge of the movie closet? - [00:53:38]”, (Annan, 2020, p.155).
From above part of script, the presupposition trigger is “still”. It means that you were in
charge of the movie closet before. The kind of this presupposition is lexical because there is
existence of “still” word as presupposition trigger. The function of this presupposition is heuristic.
By reason of this presupposition is dealing with question and answer. Question mark indicates the
speaker asks something to the interlocutor.
Datum 30
“She wishes you "happy fifth wedding anniversary". - [00:37:47]”, (Annan, 2020, p.150).
From above part of script, the presupposition trigger is “wishes”. It means that you are
unhappy for fifth wedding anniversary because you are in prison. The kind of this presupposition is
counterfactual because it presupposes something in contrast to the fact, “wishes” word presupposes
untrue information. The function of this presupposition is representational. By reason of the speaker
in sentence tells to interlocutor information, so there is transfer of information from speaker to
interlocutor.
Table 4.2. Percentage of Kinds of Presupposition
No. Kind of Presupposition Percentage
1 Existential 63.33%
2 Factive 20 %
3 Lexical 13.33%
4 Counterfactual 3.33 %
5 Structural 0%
6 Non-factive 0%
Total 100 %
From above detail calculation, it can be concluded that the percentage of existential
presupposition is 63.33% in the script. The percentage of factive presupposition is 20 % in the script.
The percentage of lexical presupposition is 13.33% in the script. The percentage of counterfactual
presupposition is 3.33 % in the script. The percentage of both structural presupposition and non-
factive presupposition are 0 % in the script as the script utterances do not present any structural and

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non-factive presuppositions. It is in line with Siahaan & Mubarak (2020) who investigate the types
and the dominant preposition in Guardian news and reveal the existential presupposition mostly
appear on the news. In contrast, Khalili (2017) highlights presupposition can be assumed as the
people thinking process to the invisible meaning; he also found the dominant type of preposition is
counter factual. Furthermore, Bonyadi and Samuel research (2011), they found non-factive verbs
and nominalization as the dominant presupposition employed
Table 4.3. Percentage of Kinds of Language Function
No. Kind of Language Function Percentage
1 Regulatory 6.6 %
2 Interactional 0 %
3 Representational 13..3 %
4 Personal 26.7 %
5 Imaginative 3.3 %
6 Instrumental 13.3 %
7 Heuristic 37 %
Total 100 %

From above detail calculation, it can be concluded that the percentage of regulatory function
is 6.6 % in the script. The script dies not present any interactional language function. t. The
percentage of representational function is 13.3 % in the script. The percentage of personal function
is 26.7 % in the script. The percentage of imaginative function is 3.3 % in the script. The percentage
of instrumental function is 13.3 % in the script. The percentage of heuristic function is 37 % in the
script. Davies (2007) claims language users use language to deliver messages in communication in
order to meet their purposes. Each purpose of what speakers said to listeners or what writers wrote
to readers can be called as a language function. Implied meaning from presupposition also has a
purpose which depicts something in implicit assumption. Language function of presupposition
determines the rate of comprehension of viewers in watching the film. Moreover, utterances of
characters are not stated clearly in the conversation, in the same time that film contains mystery that
will cause double concentration. Thus, it can be concluded that the rate of comprehension in
watching film is influenced by the rate of understanding the language function, especially the
function of presupposition that follows to influence the viewers in watching the film. Haliday (2013)
agrees heuristic language function focuses on question and answer. It is for exploring or learning
the environment that is usually committed by people in using language. The utterances in the script
are led by heuristic language function that have intensity on question and answer. In contrast,
Susianthi, Muliawan, & Suarjaya (2021) assume that language function will vary depending on the
context; the found the interactional language function is the leading expression employed during
conversation.

CONCLUSION
From the research purposes, the conclusion can be described that the film script of ‘escape
from Pretoria’ delivers many presuppositions: existential, factive, lexical, counterfactual which
presupposition of existential places the most dominant one. However, the scripts do not present any

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structural and non-factive presupposition. Furthermore, the scripts present 6 language functions:
regulatory, representational, petsonal, imaginative, instrumental, and heuristic. The dominant
language function found is heuristic; it could be expressing question and answer. It can also depict
the personal preference or identity; it can be used to state the facts or opinions or even speakers’
reaction toward something. The research relates not only the types and meaning of presupposition
but also the use of language functions. Relating presuppositions with language functions is
necessary to do since each purpose of what speakers say to listeners or what writers wrote to readers
should be brief in communication. In addition, the writers extend more why the language users use
language: to deliver messages in communication in order to meet their purposes, to state, and to
convey the ideas, feelings, facts or purposes to other people or reader. Moreover, the research can
be further expanded by distinctive other theory, methodology and data source.

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 Journal of Pragmatics Research
Vol. 04, No. 02, (2022) pp.137-151
E-ISSN: 2656-8020
Website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index

Flouting Maxim in “The Hundred-Foot Journey Movie”: An

Opportunity to Improve Students’ Intercultural Literacy

Leilya Sari Yustika

Universitas Negeri Surabaya
leilya.21005@mhs.unesa.ac.id

Slamet Setiawan
Universitas Negeri Surabaya
slametsetiawan@unesa.ac.id

Pratiwi Retnaningdyah
Universitas Negeri Surabaya
pratiwiretnaningdyah@unesa.ac.id

DOI: https://doi.org/10.18326/jopr.v4i2.137-151
Copyright © The Author (s)

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
How to Cite: Yustika, L., Setiawan, S., & Retnaningdyah, P. (2022). Flouting Maxim in “The Hundred-Foot Journey
Movie”: An Opportunity to Improve Students’ Intercultural Literacy. Journal of Pragmatics Research, 4(2).
doi:https://doi.org/10.18326/jopr.v4i2.137-151

Submission ABSTRACT
Track: Facing the advancement of the technology era, there is increasing
Received: awareness about integrating intercultural communicative competence
06-07-2022 in the English language teaching process. Because many people from
Final Revision: diverse cultural backgrounds talk in English, students should acquire
24-08-2022 that competence to compete globally. To produce appropriate
Available online: conversation, Grice proposes four maxims that should be obeyed, called
01-09-2022 cooperative principles. However, because of a cross-cultural situation,
Corresponding someone can flout the maxim as part of communication. Therefore, the
Author: present study discusses the type and the reason for flouting maxims done
by the characters in a movie which is a good learning medium to teach
author
leilya.21005@mhs.unesa.ac.id in a classroom. Furthermore, this study wanted to explore the cause of
why the movie could be an opportunity for the teacher to increase
students’ intercultural literacy through the English teaching and
learning process. The data gathered from the movie script and the
character’s behavior in a cross-cultural situation will be analyzed
through content and thematic analysis. The result showed the figures of
the movie flouted the maxim of quantity, quality, relevance, and manner.
Humor intention, conviviality, enmity, elaborate explanation, prestige,
mocking, and stating opinion were found in the movie as the characters’
motivation why they flout the maxim. The movie had an opportunity to
improve students’ intercultural literacy by studying the characters’
communication and behavior. It contained understanding, competence,
attitude, participation, and language that could equip students in
improving their intercultural literacy.
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 Keywords: Flouting maxim, Intercultural literacy, Movie Study

INTRODUCTION
As one of the competencies that students need to learn in the English classroom, intercultural
communicative competence still lacks to be acquired in the teaching and learning process. Many
teachers focus on the student’s competence in English skills such as listening, reading, writing, and
speaking without integrating it with cultural learning which is very important for the students to be
acquired in the globalization era (Siregar, 2016). Even some teachers only focus on grammar
learning because of their poor competence in English skills (Marcellino, 2015). Meanwhile, facing
the advancement of technology era that forces the students to be in a multicultural society, it is
demanded to enrich the students with intercultural literacy. These days, it is really easy to reach
other people that come from different languages and cultures, so improving intercultural literacy
while learning English as a language for communication cannot be ignored in the English teaching
and learning process (Wang, Jiang, Fang, & Elyas, 2021).
Intercultural communicative competence means that someone has the competence and
behavior effectively and appropriately shown in a cross-cultural situation (Deardorff, 2015). Grice
categorizes some manners that indicate communication appropriately happens. They are maxim of
quality, quantity, relevance, and manner (Sari & Afriana, 2020). Theoretically, the message in
communication can be ideally delivered to the interlocutor if obeying those maxims. However,
especially in a cross-cultural situation, the interlocutors can flout or violate the maxim. Normally,
what is happened next is failed communication, but sometimes the flouting and violating of maxims
still can create good communication to show socio-cultural aspects, interest, power, humor, etc.
(Detrianto, 2018; Marlisa & Hidayat, 2020; Nuzulia, 2020; Rahmastra & Sosiowati, 2018). The
interlocutor still can get the message or points the speaker wants to deliver in the communication.
It is interesting to be studied because the skill of intercultural communicative competence can be
the motor of flouting maxim communication.
It is appropriate to the study by Tehseem, Zulfiqar, & Badar (2021) which studies the relation
between power and politeness in political discourses looking from an intercultural point of view.
After analyzing three videos interview, the result shows that there is a saving face indicated by the
politician to be accepted in society. Looking from an intercultural perspective, it can be seen that
the level of politeness and power control is conversely. The stronger someone has power especially
here in the political realm, the lesser someone shows his/her politeness. While in the classroom
setting, a study by Prabawa (2020) reveals through his study about flouting maxims done by tertiary
level students in the teaching and learning process. The results show that the students flout the
maxim of quality and manner in the classroom. They often lie when they should give information

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other than that they answer yes/no questions with unnecessary explanations when they should just
answer shortly.
The aspects of intercultural competence such as attitude, knowledge, and skills can elaborate
together to success the cross-cultural communication (Deardorff, 2015). It can help the interlocutors
in having good understanding, tolerance, and relation in the midst of possibility to misunderstand,
prejudice or stereotype in the society. So, when flouting maxim happened, an intercultural person
can catch the message or meaning in a verbal or non-verbal interaction appropriately and effectively
either as a speaker or a hearer. The goal of communication can be achieved even though the
interlocutors flout what they are talking about.
Looking at the previous studies that many of them only talk about flouting maxim without
relating it to intercultural communicative competence, there should be more attention to fulfilling
the gap about it because there is still a lack of study exploring how flouting maxim relates to the
intercultural perspective. Therefore, the present study will discuss the type and the reason for
floating maxims to happen in a movie which is a good learning medium in a classroom. Moreover,
this study wants to explore how the flouting maxim in the movie can be an opportunity for the
teacher to increase students’ intercultural literacy through the English teaching and learning process
in the classroom.

Cooperative Principle and Flouting Maxim

To understand people’s communication, Grice creates a theory that can explain how
communication can succeed. According to him, communication should follow four maxims as a
regulation to have successful communication (Sari & Afriana, 2020). The first maxim is about
quantity which wants the communication between interlocutors to obey the effectiveness in
replaying one’s utterance. The speaker should not give too much information that is not required. It
can affect the purpose of the communication if there is unnecessary information given. The second
one is a maxim of quality. The information that is given in communication should be true. If the
speaker is not sure about the information that wants to share or s/he thinks that it is false information,
Grice believes the speaker should not reply to the interlocutor to avoid misunderstanding between
them (Tanaka, 2018). The next maxim is about relation. In having communication with an
interlocutor, the statement should be relevant to what the communication is about. Talking about
other things and avoiding what is talking about can invite misconceptions in understanding the
message in the communication. That is why being relevant in communication is important to have
effective communication. The last one is maxim of manner. It is a maxim that wants the speaker to
talk clearly when giving information. It can be seen from the speaker’s effort to avoid using
ambiguity and vagueness when replaying the interlocutor. Other than that, the conciseness and order
in giving information is also important to make the communication between interlocutors clear
(Putri & Apsari, 2020). However, sometimes those maxims cannot maximally be applied in

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communication. Because of some factors someone can violate or flout the maxim in communication.
Theoretically, the information will be misunderstood if the communication does not agree with the
cooperative principle. But, what makes it interesting is the communication which is still
understandable on some occasions.
The flouting maxim happens when the speaker does not fulfill the cooperative principle,
instead of saying something unnecessary, irrelevant, unclear, and unreliable statement to the
interlocutor (Guo & Liu, 2019). There will be hidden meaning under the statement that the hearer
should translate to catch the message. For example, flouting the maxim of quantity occurs when the
speaker tells very little or too much information in the conversation. A study by Giriyani &
Efransyah (2020) shows the flouting of four maxims in an animated movie entitled UP! They find
that in flouting the maxim of quantity, the movie images it through the inconsistency and repeated
sentences to be said at one time by the characters.
Meanwhile, for the maxim of quality, there are some categories when someone flouts it.
They are hyperbole, irony, meiosis, and the last is a metaphor. Nuzulia (2020) explains through her
article that hyperbole means that someone says more than needed with more spices to make it sound
extraordinary or even bad. Irony can be said to insinuate when someone says something that is not
the truth. The utterances have opposite meanings to the real condition. Meiosis is used when
someone wants to express something that has more fine words to be said, it can be said as an indirect
expression, while metaphor means analogically comparing something in one sentence.
The next is about flouting the maxim of relation. When someone flouts this maxim, s/he
tends to give irrelevant information in the conversation. However, it is not like changing the actual
topic to another and making it irrelevant. The speaker still hopes that the hearer will catch the hidden
meaning the speaker tries to say. The last one is flouting the maxim of manner. The speaker who
flouts that maxim utters or states ambiguous, unclear, and not in sequence answers. So, the hearer
needs more time to catch the hidden meaning the speaker has made (Marlisa & Hidayat, 2020).

Intercultural Literacy
Heyward (2004) proposes a multidimensional model of intercultural literacy. It is about to
what extent one’s intercultural literacy has been enhanced. It contains five aspects. They are
understanding, competencies, attitudes, participation, and the last is language. Understanding means
someone has good awareness of another culture in the aspect of social-cultural, knowledge, and
cultural beliefs and information. While competencies talk about tolerance, flexibility, empathy,
openness, adaptive, and ethnic-relative views someone needs to have. Deardorff (as cited in
Spitzberg & Changnon, 2009) also explains this competence through her intercultural pyramid
model. To be an intercultural person, there is desired internal and external outcome as the action
when someone faces a cross-cultural situation. That outcome wants the person to be adaptive,
flexible, empathize, and have an ethnic-relative view, so he/she can communicate through verbal or
non-verbal communication effectively and appropriately (Deardorff, 2015).
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 Moreover, the attitude aspect completes intercultural literacy. This aspect wants the person
to have deep respect when interacting with others. Other than that, the person can emerge the second
identity in his/her mind and not be closed from having interaction with other people. That is the part
of openness in the competence aspect. Next is about participation. That person should dive into the
second culture whether it is in friendship or work relationships. The important thing is that person
can live a relationship with another culture. The last thing that has been discussed is language. To
have good intercultural literacy, the knowledge and ability to use the second language should be
fluent and complete in the range of vocabulary and language structure (Heyward, 2002).
The model of intercultural literacy shows the process of acquiring intercultural literacy from
being ethnocentric to being ethnic-relative in viewing the world through a cross-cultural situation
context (Shliakhovchuk, 2019). It can become the map for the students to learn and experience being
an intercultural person. So, they will be more aware of how far they have acquired intercultural
literacy. Additionally, it can help the teacher to track the students’ intercultural literacy amid the
teaching and learning process as well.

RESEARCH METHOD
By using descriptive qualitative method, this study would analyze a movie entitled The
Hundred-Foot Journey by Steven Knight. It was considered to take part in this study because it
contained a cross-cultural situation between Indian families and French society with a story about
the culinary realm as the background. It was suitable for the present study which wanted to
investigate a movie rich with intercultural encounters.
The data was collected from the characters’ utterances and observations of verbal and non-
verbal communication that happened in the movie to answer the purpose of the study. The researcher
transcribed the characters’ utterances especially when they were in a cross-cultural situation. Other
than that, the researcher took notes about the characters’ behaviors as well. After collecting the data,
it was analyzed using content and thematic analysis to know the type, the reason, and the explaining
the chance why the movie had an opportunity to enhance students’ intercultural literacy. For the
first, the researcher gathered the entire data source by writing the characters’ utterances before doing
the next step – coding the data. The researcher would code it with the type of flouting maxim and
through thematic analysis. The data would be made into some themes to answer the research
questions. After interpreting the data by blending it with some previous studies to strengthen the
discussion, the researcher concluded it.

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RESULTS &DISCUSSION
Table 1. Flouting Maxims Founded from the Movie
Quantity Quality Relevance Manner
- A: You mean - A: And why - A: How much? - A: I'm a cook.
kitchen porter? exactly are you B: Papa, no. You B: You mean
B: No, cook. My leaving London? will not barter. kitchen porter?
family has run B: I found in We will just pay - A: How much are
restaurants in India England that the the rate like they asking?
for many years. vegetables, they normal people. B: You must
My great- had no... Had no - A: Mayor. You're understand that a
grandfather fed soul. No life. not at the town property of this
soldiers during the (Hyperbole) hall. size in this village
time of the British - A: So, uh, what is B: Madame would be very
Raj. But now we all this? Mallory, good expensive. Well, I
have come to try B: That's just some morning. heard you asked
our luck in Europe. cold things we had - A: Have you even for a discount in
Me and my family. in the larder. asked the boy Claude's hotel.
- A: He's cooking (Meiosis) what he wants? - A: What? Where?
with hay. - A: The old man B: You B: He's gone
B: What? Why who bought the deliberately crazy.
hay'? place is insane. He seduced him! You - A: Why is she not
A: He's cooking will last about as seduced his mind, happy?
with hay. long as it takes to with your awful, B: She has one,
B: Is he cooking dry-cure a good tasteless, empty she wants two.
for a horse? winter ham. sauces! - A: The specials,
- A: I can clean my (Metaphor) - A: How is he they will change
own wall. - A: You know, I doing? from day to day.
B: The outer wall saw that Indian B: Well, why B: Well, curry is
is not your wall. guy buying things don't you cross curry, is it not?
Technically, it in the convenience the road sometime
belongs to the store. His cart was and try one of his
village. Ask the full of cat food. dishes?
mayor. I know, They don't even - A: What do you
because I had the have a cat. I guess mean?
clever plan to have it was for the B: What am I
it raised many feet curry. (Metaphor) going to do?
so nobody could - A: Mmm. What is
see your this?
restaurant. B: It is an oven.
- A: I'm glad that A: Oven? It's not a
our brakes failed drum? To play?
here. Maybe B: No. Tandoor
brakes break for a oven for chicken
reason. tikka. Sometimes
B: What do you small children.
mean? (Hyperbole)
- A: What are you
accusing me of?
B: I'm not accusing
you of anything.
I'm saying you're
smart. It's good.
(Irony)

Table 1 contains four kinds of flouting maxims found in the character in the movie. There
are many characters there, but it is just some of them flout the maxim in the conversation specifically
in the cross-cultural situation when the French meet an Indian family. The maxim of quality is found
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as the most flout by the characters. Many of them talk using metaphor, so sometimes the meaning
of their utterances is not clear enough to capture the aim of the conversation as the theory of
cooperative principle. However, in this movie, the characters still can understand each other. There
are four kinds of flouting quantity maxims. They are hyperbole, metaphor, irony, and meiosis.
Hassan: What are you accusing me of?
Marguerite: I'm not accusing you of anything. I'm saying you're smart. It's good.
That conversation is categorized as a flouting maxim of quality called irony. In this
conversation, Hassan who has been invited to work in Madam Mallory’s restaurant has made
Marguerite envy because she knows about the incredible cooking skill Hassan has. Hassan can
exceed her soon. Meanwhile, she endeavors to be the chef of cuisine in that restaurant. She feels
angry, but she chooses to say that Hassan is a smart person as her expression to offend Hassan in
good words. Asahi (2019) categorizes this irony as contextual irony. The reason is that some
requirements are fulfilled. They are about the ironic utterance and the contradiction or
correspondence between the interlocutors. In this context, Marguerite says something that
contradicts her feeling so there is an ironic situation created to respond to it. An ironic situation here
is a situation where the speaker has the belief to criticize someone for his/her action. Marguerite
wants to criticize Hassan for that. She assumes that Hassan has betrayed her to have a channel to
work in Madame Mallory’s restaurant.
The other one is flouting the maxim of quantity. It is observable that there are six points
categorized as flouting the maxim of quantity. Those flouting is founded on the cross-cultural
situation between French and Indian cultures. It is categorized as a flouting maxim of quantity
because there is not enough information given in the conversation so it can cause misunderstanding
or confusion for the hearer (Ibrahim, Arifin, & Setyowati, 2018). The speaker is expected to not
give too much or too little information in the conversation. In this movie context, there is too little
information given by Madame Mallory when having a cup of tea with Mr. Kadam. Hassan who has
become famous in France cuisine is pictured on the front cover of a magazine with the big headline
“Hassan Kadam, the boy from the gutter, is going towards his third star.” Mr. Kadam is confused
by the word Gutter and asks Madam Mallory. However, she does not give enough information to
Mr. Kadam. She says it as the literal meaning, so she makes him misunderstand the reality that
happened. Meanwhile, Yule (as cited in Ibrahim et al., 2018) thinks that communication should
agree on three things such as “as you probably know”, “I will not bore you with all the details” and
“to cut a long story.” It can avoid the speaker to flout the maxim of quantity and reach the goal of
communication more effectively.
The flouting maxim of relevance is also found in some conversations in the movie. It is a
condition when there is something irrelevant to answering the previous conversation. It makes the
interlocutor confused and cannot catch the message of the communication (Giriyani & Efransyah,
2020). From the movie, it can be seen that there is a flouting maxim of relevance found. One of

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them can be found at the beginning of the movie when Kadams’ family has to stay overnight in the
village. When Mr. Kadam asks about the price, Mansur directly says that Mr. Kadam is prohibited
to do barter as payment. Meanwhile, when Mr. Kadam asks about the price, his son should answer
it with numbers to make Mr. Kadam understand. Mansur’s answer can insult his father and lead to
misunderstanding with the other who is a French listened to it.
The last floating is the maxim of manner. A conversation should contain order, clear, and
unambiguous ways to achieve effective and appropriate communication (Marlisa & Hidayat, 2020).
It can be seen through a conversation between Madame Mallory and Mr. Kadam in a sale house
setting. Madame Mallory gives an ambiguous answer when she is asked about the price of the house.
She does not answer it by saying the price, but she asks something ambiguous that can insult Mr.
Kadam. Therefore, it is categorized as flouting the cooperative principle. The interlocutor can
misunderstand the message and lead to hate. It can be seen from a study by Qasim, Akram, &
Masroor (2015) who find that a character can flout or violate the maxim because of hate feeling
toward other characters as Madame Mallory does to Mr. Kadam.

The Characters’ Motives in Flouting the Maxims

When characters flout the maxim, some reasons can be found in the conversation and
interaction between the characters in the movie. Flouting a maxim is the way the characters deliver
some messages either with bad or good intentions to the interlocutor. So it is observable that the
character does that on purpose. Some reasons found are humor intention, conviviality, enmity,
elaborating explanation, prestige, mocking, and stating an opinion.
Mansur tries to have a lively conversation with Madame Mallory when she asks about the
function of the tandoori oven which seems weird to her because she has never seen it before. Mansur
says that sometimes it is not for chicken only but also for small children. It sounds hyperbole for
Madame Mallory, so she shows a weird expression to respond to it even though Mansur means it as
humor to melt the situation. Pradita (2013) explains in her article that humor in pragmatics study is
not created from linguistics aspects only but also from cultural components. Flouting the maxim is
one of the ways to produce humor. Based on the movie is made by flouting the maxim of quality by
saying hyperbole words. Even though the difference in culture between French and Indian makes
the goal of Mansur to make humor and melt the situation is not accepted by Madame Mallory.
Convivial intention can be found in the conversation between Marguerite with Kadams’
family when she helps them after a car accident. Hosting her guest with some food, she tries to be
kind to strangers she just met by becoming a friendly person. She does not want to be known as a
bad person. So she answers Mr. Kadam’s question by saying that it is just cold things from the
ladder. This attitude concurs with communicative purpose parallel with social objective (Sabila,
Wahyuni, Vianca, & Amalia, 2021). Related to the social and cultural aspect of communication,
Marguerite’s utterance is aimed to respect people from another culture. In the first meeting, being

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an arrogant person is not appropriate in a social community because it is not respectful behavior so
it can create a negative perception. This is a kind of politeness that is done to respect others.
Meeting new people in the building in front of her restaurant, Madame Mallory is curious
and asks Mr. Kadam about his goal. However, when Mr. Kadam asks about the building’s price,
because of her hate for the new competitor who even comes from another culture she shows it
through an irrelevant statement saying that Mr. Kadam cannot afford to buy it because he is poor.
This kind of reason is caused by an enmity attitude built from the difference in cultural background.
The unwillingness of Madame Mallory to be open with the new immigrants who become her
neighbor makes her skeptical of the new condition. It proves that someone should determine attitude
as the first stage of knowing others such as respect, openness, and tolerating ambiguity (Spitzberg
& Changnon, 2009). If there is no stated attitude on the first, there will be no willingness to use skill
and enrich the knowledge.
More explanation is needed to elaborate on the hearer’s understanding of a certain topic.
However, sometimes it is categorized as flouting the maxim because the speaker says too many or
too few words unnecessary for the interlocutor to hear (Giriyani & Efransyah, 2020). It can be said
that without an extended explanation, the answer can be accepted and it can maximize inappropriate
answers. It can be seen through the interaction between Mr. Kadam and Madame Mallory when she
cleans Mr. Kadam’s wall from vandalism created by her worker. Even though Mr. Kadam just says
one sentence which asks for Madame Mallory to stop her activity, she answers it with too many
words trying to save her prestige which always has conflict with Mr. Kadam. It is the same as found
in Novika (2018) that says a lie categorized as a flouting maxim can be used to save prestige as like
Madame Mallory lies by saying unnecessary information respond to Mr. Kadam.
Mocking is one of the expressions common to do in society. It is aimed to make the hearer
get down because of the inappropriate utterances (Nuringtyas & Ariatmi, 2018). In the movie, it can
be seen in Madame Mallory’s conversation with Hassan. When she asks for the menu for the
restaurant which will be open on Saturday night, Hassan tries to explain friendly about what will be
on the menu. There are many Indian foods to be chosen there, but because of her lack of knowledge
of Indian food, added to her enmity attitude, her comment stated about Indians only having ordinary
curry sounds inappropriate say. It is aimed to make Hassan give up and heat the situation.
The last reason the character flouts the maxim is about stating an opinion. Madame Mallory
advises Mr. Kadam to come to her restaurant if he misses his son. Rather than just asking whether
he is doing well or not, it is better if he comes and tastes his son’s incredible cuisine. Even though
categorized as flouting the maxim of relevance by saying irrelevant answers, Mallory’s advice is
understood by Mr. Kadam and finally, he can taste the incredible cuisine from his son. It makes him
realize his son’s competence in the culinary realm, especially in French cuisine. Mallory who has
opened her opinion about the new neighbor in front of her has led to the internal desired outcome
such as ethno-relative view, empathy, adaptability, and flexibility so it achieves effective and

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appropriate communication (Deardorff, 2011). It is marked by the piece brought after Hassan joins
her restaurant and makes her dive more into the Indian culture.

Flouting Maxim in the Chance to Improve Intercultural Literacy

Four flouting maxims found in the movie are done from a cross-cultural situation that
happened between French and Indians that sometimes misunderstand and heat the situation with an
enmity attitude. However, flouting maxim does not only cause by negative perception but it can be
by positive acceptance of the interlocutor (Vergis, 2017). Those two things can create flouting
maxims for different purposes that have been explained in the previous topic. There are some
indicators detected in intercultural literacy students should have to be literate person in the topic of
intercultural competence. They are understandings, competencies, attitudes, participation, and the
last is language (Heyward, 2002).
Enriching students with specific and deep cultural knowledge is one important step to
enhancing students’ intercultural literacy (Deardorff, 2015). Their literacy should be built from good
knowledge about their own culture or others. So they can use that information as a bullet to building
effective and appropriate communication. By flouting the maxim, the teacher can teach the students
for some cultural information – Indian and French – through the movie such as the tradition, food,
language, and many other cultural things embedded in the movie. Either positive or negative
behavior can be a lesson for the class to raise their awareness and what they should and should not
do when facing a cross-cultural situation. For example, a statement from Jean Pierre said that he
sees Kadams’ family buying things in the market, but he says it is cat food and it must be for the
curry. This hate statement can trigger the students to seek more about another culture before
criticizing it because from the movie it is proved that a hater will be a hater forever. There is no
advantage in being a hater. The lack of cultural knowledge Jean Pierre has leads him to be not aware
of intercultural communication in society. Because in the movie, Madame Mallory who is a hater
in the beginning becomes a very respectful person after being open to knowing more about another
culture, India. It is not a country that just has ordinary curry but it is a country with thousands of
flavors to explore more.
Enhancing students’ awareness of understanding another culture is needed to build students’
intercultural literacy. That awareness can be built from students’ competence in facing a cross-
cultural situation – attitude – before acknowledging them with cultural information either from their
own culture or the other culture (Barret, Byram, Lázár, Mompoint‑Gaillard, & Philippou, 2014).
The instance can be found in the conversation between Hassan and the immigrant officer. When
Hassan is asked the reason why he leaves London and comes to France he answers that the vegetable
in London has no soul. This thing is considered an increasing students’ awareness of intercultural
literacy because it has an example for the students on how to be an open and tolerant people. Facing
the ambiguity that happened because of the unexpected answer, the immigrant worker does not show
a bad attitude toward Hassan. It is built from a good attitude in respecting others with differences.
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Students can learn how to respect others from the flouting maxim condition that happened in the
movie. Teachers can stimulate and assess it through group discussion, students’ performance, or a
test to see how far students acquire themselves with intercultural literacy (Deardorff, 2016).
Through the movie, it can be concluded that cross-cultural situation is found through
interaction in society such as the immigrant case. With the advanced technology era, cross-cultural
information is getting easy to be found in social media interaction which facilitates global
encounters for people around the world. The use of a second language that is agreed with
interlocutors is needed to facilitate this interaction (Rao, 2019). A movie can give examples to the
students of how a cross-cultural situation happened in real life. The use of English which is not seen
in native-speakerism can give insight to the students in appreciating the world of Englishes because
the movie draws on an Indian and a French using English for their communication (Seargeant,
2016). So, students will not learn about the cultural things and aspects of intercultural competence
only but also how to participate and increase their awareness global communication by using
English to bridge the communication. However, the use of the movie cannot be separated from the
teacher’s role in facilitating the students to learn English. Teachers cannot just let the students to
watch the movie without triggering them with some discussion of performances that is related to the
movie in building their intercultural literacy. The teacher can support the students by giving them
space to talk in a global environment using English to maximize their intercultural literacy
(Kartikasari, Retnaningdyah, & Mustofa, 2019).
Therefore, the flouting maxim in the movie has a chance to develop students' intercultural
literacy because it contains aspects students need to enhance their intercultural literacy. However,
the movie is not enough to support the learning activity in the classroom, the role of the teacher is
very important to facilitate students in learning English skills while integrating them with
intercultural literacy. The movie can give examples and lessons for the students but it needs more
practice to assess the students’ intercultural literacy (Chaya, 2022).

CONCLUSION
As a movie contained cross-cultural interaction, there are flouting maxims that can be found
in the movie as a part of the interaction. The characters of the movie flout the maxim of quantity,
quality, relevance, and manner. They flout the interaction because of some reasons. Humor
intention, conviviality, enmity, elaborate explanation, prestige, mocking, and stating opinion are
found in the movie as the characters’ motivation why they flout the maxim. Even though some
flouting is caused by negative perceptions such as enmity attitude because of the difference in
culture, there are some scenes found that flouting maxim can be caused by positive perceptions of
some characters. Flouting maxims in the movie have an opportunity to enhance students’
intercultural literacy. However, it can be said that the flouting maxim on the other movie or
resources can give a similar result. It is considered from the setting of the movie which has a cross-

147
cultural setting. The movie has the aspects students have to acquire in intercultural literacy such as
understanding, competence, attitude, participation, and language. Students can watch the movie to
see the example of the application of intercultural literacy in a cross-cultural situation. Other than
that, they can discuss it through classroom activities with friends. However, this study still lacks to
observe the students’ performance in intercultural literacy related to the use of a movie as learning
media in English language teaching. It will be better for further study to discuss the impact of using
movies on students to enhance their intercultural literacy.

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 Journal of Pragmatics Research
Vol. 04, No. 02, (2022) pp.152-166
E-ISSN: 2656-8020
Website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index

A Cross-Cultural Pragmatics Study of Request Strategies and

Politeness in Javanese and Sundanese

Permas Adinda Chintawidy

Master's Program in Linguistics, Faculty of Humanities, Airlangga University, Surabaya,
Indonesia
E-mail: permas.adinda.chintawidy-2021@fib.unair.ac.id

Ni Wayan Sartini
Master's Program in Linguistics, Faculty of Humanities, Airlangga University, Surabaya,
Indonesia
E-mail: ni-wayan-sartini@fib.unair.ac.id

DOI: https://doi.org/10.18326/jopr.v4i2.152-166
Copyright © The Author (s)

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
How to Cite: Chintawidy, P., & Sartini, N. (2022). A Cross-Cultural Pragmatics Study of Request Strategies and
Politeness in Javanese and Sundanese. Journal of Pragmatics Research, 4(2). doi:
https://doi.org/10.18326/jopr.v4i2.152-166

Submission ABSTRACT
Track: This study aims to examine and compare request strategies and
Received: politeness of two groups of native speakers from two different ethnic
28-07-2022 groups in Indonesia, i.e., Javanese and Sundanese. The data were
Final Revision: collected by using Discourse Completion Task (DCT) with 60
01-09--2022 participants from 30 Javanese (East Java) and 30 Sundanese (West
Available online: Java) speakers. The data were analyzed by using the classification of
02-09-2022 request strategies by Blum-Kulka et al., 1989) and social contexts in
Corresponding terms of social power, social distance, and degree of imposition by
Author: Brown and Levinson (1987) to reveal the levels of directness and
permas.adinda.chintawidy- politeness of request employed by each group of speakers. The result of
2021@fib.unair.ac.id this study indicates that Direct Strategy in the form of mood derivable
and Conventionally Indirect Strategy in the form of query preparatory
are two request strategies that are mainly employed by both Javanese
and Sundanese speakers. In particular, Javanese speakers employ a
more Direct Strategy than Sundanese speakers. However, the patterns
of request strategies employed by Javanese and Sundanese speakers in
most social contexts are similar. In addition, both groups of speakers
can also adapt to the situations and employ appropriate requests to the
hearer. Therefore, politeness and appropriateness in requests employed
by each group of speakers in their DCT responses can reflect the local
wisdom of each culture.
Keywords: requests; social contexts; politeness; Javanese; Sundanese

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INTRODUCTION
Indonesia is known as the world’s largest archipelago which consists of around 17,000
islands with diverse cultures and ethnicity. Based on the latest data from Central Bureau of Statistics
in 2010, there are 1,331 ethnic groups in all over the country. The data from population census in
2010 also shows that the largest ethnic group in Indonesia is Javanese, with a proportion of 40.05
percent of the total population, and the second largest ethnic group is Sundanese with 15.50 percent.
Furthermore, other ethnic groups have a proportion with less than five percent of total population
(Central Bureau of Statistics, 2015). Due to the diversity of ethnic groups in Indonesia, it is
beneficial to study more about ethnicity, particularly by focusing on the linguistic aspects of it.
According to scholars from several academic fields, including linguistics, ethnicity is a
social construct (Fought, 2006). It is different from race which is commonly associated with
biologically based diversity as can be observed in people’s physical attributes (Bobo, 2001, in
Fought, 2006). Cohen (1978, in Fought, 2006) defines ethnicity as a collection of cultural identifiers
based on ancestry which are used to categorize people into groups that can determine the degree of
inclusivity and exclusivity of the membership. Linguistically, people who belong in an ethnic group
share the same language which can indicate their inclusivity in the group as well as their cultural
expression.
There are two possible relationships between language and culture; (1) “linguistic
determinism” in which language structure and/or behavior may influence how members of a group
perceive the world, as suggested by Whorfian hypothesis, or (2) “linguistic relativity” in which
varieties of language that people use can reflect their regional, social, ethnic origins, and also their
gender, as opposed to the previous statement (Wardhaugh & Fuller, 2015; Ottenheimer & Pine,
2019). In other words, based on linguistic relativity, cultural background of people in a particular
group or society can influence how they use the language and communicate with others, whether
they are aware of it or not.
In terms of communication, a particular society has their own cultural norms and values
which may be different from one another. This can be studied further either by using cross-cultural
pragmatics or intercultural pragmatics. However, these two concepts are frequently misunderstood
and used interchangeably. Kecskes (2016) argues that cross-cultural pragmatics examines the
variations and patterns when speakers of different languages and cultures using their own languages,
while intercultural pragmatics is as a relatively new field which concerned in how speakers of
various native languages and cultures interact when using a shared language. In order to analyze the
language use of two groups of native speakers from two different ethnic groups, such as Javanese
and Sundanese, conducting a study of cross-cultural pragmatics is more appropriate since it focuses
on contrasting different groups when using their own languages.
Wierzbicka (1991) states that the fundamental principle of cross-cultural pragmatics is how
people communicate differently in various societies and groups reflects diverse cultural values. She

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further states that a variety of independently developed cultural values and cultural goals can be
used to explain the varying language use and communicative strategies. Therefore, it is essential to
understand how the language is used of different cultures to avoid misunderstandings or any
pragmatics failure. Specifically, Kecskes (2016) states that cross-cultural pragmatics explores
various characteristics of language use to compare different cultures, such as speech acts, behavior
patterns, and language behavior. In other words, the focus of cross-cultural pragmatics are the
communicative differences based on cultures, situations, and interactions.
Speech act is one of the most prominent and crucial theories in pragmatics. Speech acts are
ways to perform many social functions by using speech, such as apologizing, requesting, thanking,
accepting or refusing invitations, and many others (Cohen, 2010). This theory was firstly introduced
by Austin (1962) who categorized this theory into locutionary, illocutionary, and perlocutionary
acts. Locutionary act is the literal meaning of the utterance, illocutionary act is speaker’s intention
or meaning behind the utterance, and perlocutionary act is the effect of the utterance to the hearer.
This theory was later developed by his successor, Searle (1976), who classifies illocutionary acts
into five major categories, namely representatives, directives, commissives, expressives, and
declarations. Searle (1976, in Almujaibel & Gomaa, 2022) first mentioned speech act of request in
1975 by stating that request is a type of directive speech acts that aims to get the hearer to do
something.
Speech act theory is closely related to politeness which is reflected in face-threatening acts,
such as apologies, complaints, requests, and thanking (Blum-Kulka et al.,1989). Request is
classified as face-threatening act by Brown and Levinson (1978) in which both speaker's and the
hearer's faces of the are threatened. When the speaker makes a request, he or she interferes the
hearer's right from freedom of action and freedom from imposition (Blum-Kulka and Olshtain,
1984). Based on politeness theory, different social context may affect the use of certain strategies
of speech act. Specifically, making a request is often influenced by three social factors, namely
social power, social distance, and degree of imposition (Brown & Levinson, 1987).
Blum-Kulka and Olshtain (1984) created a project named the Cross-Cultural Speech Act
Realization Project (CCSARP) that has become the fundamental framework to analyze speech acts
in pragmatics, especially apology and request. In analyzing requests, they divide units of analysis
that consist of three segments; address term(s), head act, and adjunct(s) to head act. The head act is
the focus of analysis or “the minimal unit which can realize a request” (Blum-Kulka et al., 1989, p.
275). Based on the CCSARP, analysis of requests’ head act is classified into three levels of
directness, namely (1) Direct Strategy, or the most explicit strategy, which is marked syntactically,
such as imperatives, performatives, and hedged performatives; (2) Conventionally Indirect Strategy,
which requires contextual preconditions as conventionalized in a certain language; and (3) Non-
Conventionally Indirect Strategy, or the least direct strategy, which requires the hearer to interpret
the request (Blum-Kulka & Olshtain, 1984; Blum-Kulka et al, 1989).

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 Table 1. The Request Strategies by Blum-Kulka et al., (1989)
No. Levels of Directness Types of Request Strategies Examples
1. Direct a. Mood derivable/Imperatives Open the window.
b. Explicit performatives I’m asking you to open the
window.
c. Hedged performatives I’d like to ask you to open the
window for me.
d. Obligation statements You should open the window.
e. Want statement I want you to open the window.

2. Conventionally Indirect f. Suggestory formulae Why don’t you open the window?
g. Query preparatory Could you open the window?
Would you mind to open the
window?
3. Non-Conventionally h. Strong hints It's very hot in here.
Indirect
i. Mild hints What a sunny day!

Over the years, there have been a lot of studies concerning various types of speech acts. In
particular, recent studies related to speech act of request mostly describe the patterns of request
strategy in the same language and examine pragmatic competence employed by English as Second
or Foreign Language (ESL/EFL) learners (Hashemian & Farhang-Ju, 2017; Megaiab et al., 2019;
Lenchuk & Ahmed, 2019; Nugroho & Rekha, 2020; Nugroho et al., 2021). Meanwhile, there is a
limited number of recent studies focusing on request strategies employed in different languages
from different cultures, especially local cultures in a specific country. Some of the studies regarding
this have been carried out by Hilbig (2009), Tawalbeh and Al-Oqaily (2012), Yazdanfa and Bonyadi
(2016), Balman et al., (2020), and Almujaibel and Gomaa (2022). To bridge the gap from studies
above, the present study is designed to investigate a topic of cross-cultural pragmatics which has
not yet been sufficiently explored. Therefore, this study aims to examine and compare request
strategies and politeness of two groups of native speakers from two different ethnic groups in
Indonesia, i.e., Javanese and Sundanese. The research questions that guide this study are:
1. What types of request strategies do Javanese and Sundanese employ?
2. What are the similarities and differences of request strategies and politeness employed by
Javanese and Sundanese speakers?
3. What cultural values which are reflected in the way Javanese and Sundanese employ speech
act of request and politeness?

RESEARCH METHODS
This study employed mixed methods since it combined qualitative and quantitative approach.
The qualitative approach was used since it aims to analyze and interpret data in order to explore
attitudes, behaviour, and experiences of a specific group of people (Dawson, 2002). In this study,
the groups of people being explored are Javanese and Sundanese speakers in using requests. The
quantitative approach was used to calculate the frequencies and percentages of the request strategies

155
employed by both Javanese and Sundanese speakers based on the results from online questionnaires
in the form of Discourse Completion Task (DCT).

Participants
There were 60 participants who took part in this study. The participants were 30 Javanese
speakers and 30 Sundanese speakers. The Javanese participants were those who live in East Java
area (Surabaya, Sidoarjo, Malang, and Jember), while the Sundanese participants were those who
live in West Java area (Bandung, Cimahi, Bogor, and Sukabumi). The age range was between 18-
45 years old.

Procedures
The data of this study were collected by using a Discourse Completion Task (DCT) adopted from
the CCSARP by Blum-Kulka and Olshtain (1984). According to Rose et al., (2020), Discourse
Completion Tasks (DCT) provides participants with a situation and/or prompt, allowing them to
response in a variety of ways (oral, written, or cloze). DCTs are frequently used to investigate
pragmatic competence, particularly specific speech acts, such as requesting, complaining or
apologizing. They also claim that DCTs are effective data collection tools because the researcher
can manipulate the language and its relation to particular aspects of the situation or prompt, as in
social contexts which consist of power relations, social distance, and imposition (Brown &
Levinson, 1987). In this study, all of the participants were required to fill in the online DCT by
responding to five situations in Google Forms provided by the researcher.

Data Analysis
First, after the data had been collected, all of the requests were initially identified by dividing
each request structure into address term(s), head act, and adjunct(s) to head act (Blum-Kulka and
Olshtain, 1989). The focus of analysis was the head act which contained request strategy.
Example 1 (in Javanese):
“Aku arep nyilih bukue, aku lali ora nggawa buku.”
(“I want to borrow your book, I forgot to bring mine.”)
In Example 1, there is no address term. The head act is “Aku arep nyilih bukue” or the request,
and the adjunct to head act is “aku lali ora nggawa buku”.
Example 2 (in Sundanese):
“Neng, bantuan mamah nyeuseuh acuk lantaran ieu meni seueur pisan.”
(“Dear, help me to wash clothes because there are so many.”)
In Example 2, the address term is “Neng”, the head act is “bantuan mamah nyeuseuh acuk” or
the request, and the adjunct to head act is “lantaran ieu meni seueur pisan”.
Second, the head acts were processed by using quantitative method to calculate the frequencies
and percentages of the use of each request strategy based on the classification of Direct Strategy,
Conventionally Indirect Strategy, and Non-Conventionally Indirect Strategy suggested by Blum-

156
Kulka and Olshtain (1989). Third, the patterns of request strategies from both groups of participants
were compared to identify the similarities and differences. Fourth, the findings were discussed based
on Brown and Levinson’s (1987) social contexts (social power, social distance, and degree of
imposition) in each situation. Fifth, the overall findings were also discussed to reveal the cultural
values from each group of speakers, or Javanese and Sundanese cultures, which were reflected in
the use of request strategies. Finally, the conclusion was made.

RESULTS AND DISCUSSION

This chapter presents the results based on the data analysis by using the classification of request
strategies by Blum-Kulka et al., (1989) in five different situations to 60 participants from 30
Javanese and 30 Sundanese speakers by using Discourse Completion Task (DCT). Each situation is
distinguished based on social contexts in terms of social power, social distance, and degree of
imposition (Brown & Levinson, 1987) between the interlocutors to reveal the levels of directness of
request employed by each group of speakers. The findings are presented in tables and chart which
are followed by the discussion based on each research question.

The Request Strategies Employed by Javanese and Sundanese Speakers in Each Situation
Situation 1: You are a lecturer who is teaching in a class. You want to ask your students not to use
cell phones during class. How do you say it?
Table 2. Distribution of frequencies and percentages in Situation 1
Javanese Sundanese
Strategies
F % F %
Mood derivable 30 100% 30 100%
Explicit performatives 0 0% 0 0%
Hedged performatives 0 0% 0 0%
Obligation statements 0 0% 0 0%
Want statements 0 0% 0 0%
Suggestory formulae 0 0% 0 0%
Query preparatory 0 0% 0 0%
Strong hint 0 0% 0 0%
Mild hint 0 0% 0 0%
Total 30 100% 30 100%

Table 2 presents the strategies employed in a situation where a lecturer whose social power is
higher (+power) requests something to students whose social power is lower (-power), with no
social distance (-distance) because they know each other, and low degree of imposition (-
imposition). Based on the frequencies and percentages on table 2, it is obvious that in this situation
both Javanese and Sundanese speakers use Direct Strategies in the form of mood derivable (100%).
Examples of Direct Strategies – Mood Derivable:
Javanese Speakers (JS):
(1) Cah, hapene ojo digawe wektu perkuliahan iki yo. (You can’t use your cellphone during this
class.)
Sundanese Speakers (SS):

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 (2) Teu kenging muka HP salila di kelas ieu. (You can’t use your cellphone during this class.)
Situation 2: You are a student. You want to ask your teacher to take a follow-up exam. How do you
say it?
Table 3. Distribution of frequencies and percentages in Situation 2
Javanese Sundanese
Strategies
F % F %
Mood derivable 0 0% 0 0%
Explicit performatives 0 0% 2 7%
Hedged performatives 4 13% 3 10%
Obligation statements 0 0% 0 0%
Want statements 1 3% 2 7%
Suggestory formulae 0 0% 0 0%
Query preparatory 25 83% 23 77%
Strong hint 0 0% 0 0%
Mild hint 0 0% 0 0%
Total 30 100% 30 100%

Table 3 presents the strategies employed in a situation where a student whose social power is
lower (-power) requests something to teacher whose social power is higher (+power), with no social
distance (-distance) because they know each other, and low degree of imposition (-imposition).
Based on the frequencies and percentages on table 3, the most preferred strategy by both groups of
speakers is Conventionally Indirect Strategy in the form of query preparatory; Javanese (80%) and
Sundanese (77%). The second most preferred strategy is also the same in both groups of speakers,
which is Direct Strategy in the form of hedged performatives; Javanese (13%) and Sundanese
(10%).
Examples of Conventionally Indirect Strategy – Query Preparatory:
JS:
(1) Kulo bade tanglet, Bu. Nopo kulo bisa melu ujian susulan nggih, Bu? (I want to ask
something, Ma’am. Can I take a follow-up exam, Ma’am?)
SS:
(2) Punten, Pak/Bu. Abdi tiasa ngiringan ujian susulan? Kamari abdi teu damang. (Excuse me,
Sir/Ma’am. Can I take a follow-up exam? I was sick yesterday.)
Examples of Direct Strategy – Hedged Performatives:
JS:
(3) Ngapunten, Pak/Bu, kulo mboten iso ngikuti ujian. Kulo bade njaluk ujian susulan, Pak/Bu.
(Excuse me, Sir/Ma’am. I couldn’t take the exam. I’d like to take follow-up exam, Sir/Ma’am.)
SS:
(4) Pak, punten ngawageul. Upami kersa, abdi bade ngiringan ujian susulan. (Sir, I’m sorry for
interrupting. If it’s possible, I’d like to take follow-up exam).
Situation 3: You are working on an assignment with your friend. Your pen has run out of ink and
you want to borrow your friend's pen. How do you say it?

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 Table 4. Distribution of frequencies and percentages in Situation 3
Javanese Sundanese
Strategies
F % F %
Mood derivable 15 50% 8 27%
Explicit performatives 1 3% 0 0%
Hedged performatives 0 0% 1 3%
Obligation statements 0 0% 0 0%
Want statements 0 0% 0 0%
Suggestory formulae 0 0% 0 0%
Query preparatory 14 47% 21 70%
Strong hint 0 0% 0 0%
Mild hint 0 0% 0 0%
Total 30 100% 30 100%

Table 4 presents the strategies employed in a situation where someone asks his/her friend to do
something. Hence, the social power between them is equal (=power), with no social distance (-
distance) and low degree of imposition (-imposition). In this situation, Javanese and Sundanese
speakers do not prefer the same strategy. Based on the frequencies and percentages on table 4,
Javanese speakers mostly use Direct Strategy in the form of mood derivable (50%), while Sundanese
speakers mostly use Conventionally Indirect Strategy in the form query preparatory (70%).
Moreover, the second most preferred strategy by Javanese speakers is use Conventionally Indirect
Strategy in the form query preparatory (47%), and by Sundanese is Direct Strategy in the form of
mood derivable (27%).
Examples of Direct Strategy – Mood Derivable:
JS:
(1) Rek, nyilih bulpen po’o, bulpenki entek tintane. (Bro, borrow your pen. My pen has run out
of ink.)
(2) Nginjeum pulpen, euy. (Borrow your pen.)
Examples of Conventionally Indirect Strategy – Query Preparatory:
(3) Rek, bolpenku entek. Iso nyilih bolpen siji ra? (Bro, my pen has run out of ink. Can I borrow
one?).
(4) Punten. Tinta pulpen abdi seep. Kenging nambut pulpen teu? (Excuse me. My pen has run
out of ink. Can I borrow your pen?)
Situation 4: Your best friend visits your house for having lunch together. You want to ask him/her
to clean up afterwards. How do you say it?

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 Table 5. Distribution of frequencies and percentages in Situation 4
Javanese Sundanese
Strategies
F % F %
Mood derivable 22 73% 23 77%
Explicit performatives 4 13% 1 3%
Hedged performatives 0 0% 0 0%
Obligation statements 0 0% 0 0%
Want statements 0 0% 0 0%
Suggestory formulae 0 0% 0 0%
Query preparatory 3 10% 6 20%
Strong hint 1 3% 0 0%
Mild hint 0 0% 0 0%
Total 30 100% 30 100%

Table 5 presents the strategies employed in a situation where someone asks his/her best friend to
do something. The social power between them is equal (=power), with no social distance (-distance)
and low degree of imposition (-imposition). Based on the frequencies and percentages on table 5,
the most preferred strategy by both groups of speakers is the same, which is Direct Strategy in the
form of mood derivable; Javanese (70%) and Sundanese (77%). However, the second most preferred
strategy is the different. Javanese speakers still use the Direct Strategy in the form of explicit
performatives (13%), while Sundanese speakers use Conventionally Indirect Strategy in the form of
query preparatory (20%).
Examples of Direct Strategy – Mood Derivable:
JS:
(1) Tulung ewangi ngresiki. (Please help me clean this up.)
SS:
(2) Hayu urang beberes heula. (Let’s clean this up.)
Example of Direct Strategy – Explicit Performative:
JS:
(3) Mas, aku nyuwun tulung diiwangi ngresiki siso panganan iki yo. (Bro, I’m asking you to help
me clean this mess, okay.)
Example of Conventionally Indirect Strategy – Query Preparatory:
SS:
(4) Punten. Tiasa ngabantosan abdi ngabersihkeun ieu teu? (Excuse me. Can you help me to
clean this up?)
Situation 5: You are on vacation. You want to ask other visitors to take your picture. How do you
say it?

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 Table 6. Distribution of frequencies and percentages in Situation 5
Javanese Sundanese
Strategies
F % F %
Mood derivable 1 3% 1 3%
Explicit performatives 7 23% 0 0%
Hedged performatives 2 7% 2 7%
Obligation statements 0 0% 0 0%
Want statements 0 0% 0 0%
Suggestory formulae 0 0% 0 0%
Query preparatory 20 67% 27 90%
Strong hint 0 0% 0 0%
Mild hint 0 0% 0 0%
Total 30 100% 30 100%

Table 6 presents the strategies employed in a situation where someone asks a stranger to do
something. The social power between them is equal (=power), with social distance (+distance)
because they do not know each other and a low degree of imposition (-imposition). Based on the
frequencies and percentages in table 6, both groups of speakers mostly use the same strategy which
is Conventionally Indirect Strategy in the form of query preparatory; Javanese (67%) and Sundanese
(90%). The second most preferred strategy by both groups of speakers are the same, but in different
types. Javanese speakers use Direct Strategy in the form of explicit performatives (23%), while
Sundanese speakers use Direct Strategy in the form of hedged performatives (7%).
Examples of Conventionally Indirect Strategy – Query Preparatory:
JS:
(1) Permisi, Saget motokaken kulo sadhilit? (Excuse me. Can you take a photo of me just for a
while?)
SS:
(2) Punten. Tiasa pangmotokeun abdi teu? (Excuse me. Can you take a photo of me?)
Example of Direct Strategy – Explicit Performative:
JS
(3) Kulo njaluk tolong fotono, Mas/Mbak. (I’m asking you to take a photo of me.)
Example of Direct Strategy – Hedged Performative:
SS:
(4) Punten ngawageul. Upami kersa, hoyong nyuhunkeun tulung pangmotokeun abdi. (Sorry for
interrupting. If it’s possible, I’d like to ask your help to take a photo of me.)

161
The Similarities and Differences of Request Strategies and Politeness Employed by Javanese
and Sundanese Speakers
60% 51%
45%
41% 41%
40%

20%
8%
2% 4% 4% 1% 1% 1% 0%
0% 0% 0% 0% 0% 0%
0%
Mood Explicit Hedged Obligation Want Suggestory Query Strong hint Mild hint
derivable performatives performatives statements statements formulae preparatory
Jawa Sunda

Figure 1. Distribution of Overall Request Strategies by Javanese and Sundanese Speakers

Based on the figure above, there are two types of strategies which are mostly employed by
both Javanese and Sundanese speakers, namely mood derivable (Direct Strategy) and query
preparatory (Conventionally Indirect Strategy). Particularly, query preparatory is also mostly
employed by the participants in Balman et al.’s (2020) study. In relation to this, Trosborg (1995)
argues that many linguistic studies regarding politeness claim that query preparatory strategy is the
universal method of making requests since it is appropriate in various situations, distances, and
relations. Therefore, it can reduce the face-threatening act by not making it as an obligation to the
hearer. On the contrary, none of speakers from both groups employ obligation statements (Direct
Strategy), suggestory formulae (Conventionally Indirect Strategy), and mild hint (Indirect Strategy).
Javanese speakers mostly employ Direct Strategies consisting of mood derivable, explicit
performatives, hedged performatives, and want statements with total percentage of 58%, and
Conventionally Indirect Strategies which consist of query preparatory with total percentage of 41%.
Conversely, Sundanese speakers mostly employ Conventionally Indirect Strategies which consist
of query preparatory with total percentage of 51%, and Direct Strategies which consist of mood
derivable, explicit performatives, hedged performatives, and want statements with total percentage
of 48%. Based on these findings, it can be said that Javanese speakers are more direct than
Sundanese speakers.
Each situation used in the DCT shows both Javanese and Sundanese speakers employ various
request strategies. Low degree of imposition in all situations are the same, but the social power and
social distance are different. Both groups of speakers mostly employ the same request strategies in
Situation 1, 2, 4, and 5. In Situation 1, they mostly employ Direct Strategies from someone in higher
social power to lower social power. These findings are also found by Almujaibel and Gomaa (2022)
in Kuwaiti Arabic and British English speakers. In Situation 2, they mostly employ Conventionally
Indirect Strategies from someone in lower social power to higher social power. In this type of
situation, indirect speech acts are preferred to reduce the threat, prevent the risk of losing face, and
maintain the conversational interaction (Hashemian & Farhang-Ju, 2017).
In Situation 4, both Javanese and Sundanese speakers mostly employ Direct Strategy to a close
friend who have equal social power and no social distance. In Situation 5, both groups of speakers

162
mostly employ Conventionally Indirect Strategies when requesting something in low imposition to
a stranger. However, the responses in Situation 3 are various. In Situation 3, Javanese speakers
mostly employ Direct Strategy to a friend or someone in equal power with no social distance, while
Sundanese speakers mostly employ Conventionally Indirect Strategies. From overall findings, the
patterns of request strategies employed by Javanese and Sundanese speakers in most social contexts
are similar, the only difference is in the interaction or context between friends.

The Cultural Values Reflected in the Speech Act of Request

As previously stated, the principle of cross-cultural pragmatics is examining how cultural
values are reflected in the way people communicate in each of their groups by using their own
languages. In other words, cultural values in a particular group or society can affect how the
members of the group use the language. Hence, the appropriateness of speech acts is influenced by
the use of different request strategies employed by speakers from different cultures based on certain
cultural values and social norms (Almujaibel & Gomaa, 2022). Based on the analysis of this study,
it can be seen that Javanese and Sundanese cultural values are reflected in the speech acts of request
employed by the speakers in their responses.
According to Nuryatiningsih and Pandanwangi (2018), Javanese language contains
politeness values in terms of friendliness and respect. These values can be observed in one of the
characteristics of Javanese language, namely undha usuk or the speech level system, that reflects
some local wisdom in Javanese culture, such as andap asor (humble), empan papan (adaptable),
aja dumeh (not arrogant), and tepa saliro (tolerant). In social interaction, Sasangka (2004, in
Nuryatiningsih and Pandanwangi, 2018) explains that unggah-ungguh basa or language rules in
Javanese language should be applied by the speakers based on situational context (formal and/or
informal) and social context (social power, social distance, and social status). Therefore, the
politeness of speech acts in Javanese can be realized by employing unggah-ungguh in the
appropriate contexts.
Meanwhile, Sundanese language in general contains politeness values as expressed in
“someah hade ka semah” meaning “being nice and friendly to guests” and “hade tata, hade basa"
meaning “using the appropriate language can show good attitudes and respect” (Nugraha, 2017).
These values can also reflect local wisdom in Sundanese culture, “silih asih, silih asah, silih asuh”,
which means “caring, guiding, guarding each other” (Susanti & Koswara, 2017). In social
interaction, there are language rules in Sundanese language, undak usuk basa or the speech level
system, that should be applied based on the social context, such as social power, social distance, and
social status (Yudibrata et al., 1990 in Sudaryat, 2014). As a matter of fact, Sundanese’ speech level
system is highly influenced by Javanese because Mataram Kingdom had been inhabiting the land
of Sundanese in the 17th century for 55 years (Sudaryat, 2014). Hence, there are a lot of similarities
in Javanese and Sundanese languages.

163
 Based on the responses from Javanese and Sundanese speakers in this study, most of the
speakers employ Conventionally Indirect Strategies to show politeness in certain social contexts.
For example, in situations that require request from someone in lower social power to higher social
power, and between two people who do not know each other which shows social distance. Besides,
speakers tend to use more indirect request strategies to save the hearer’s face. As Haddad (2017)
explains, politeness can change the request's level of directness and reduce imposition by preventing
or minimizing the face-threatening act. Based on the responses in other social contexts, most of the
speakers from both groups can also adapt with the situations and employ appropriate request to the
hearer. For example, in situations that require request from someone in higher social power to lower
social power, and from friend to friend. In addition, the use of word “ngapunten” in Javanese and
“punten” or “hapunten” in Sundanese which mean “Excuse me”, or “I’m sorry” in most of the
beginning of the requests employed by both groups of speakers can also signify politeness in both
cultures. Finally, the appropriateness in employing speech act of request can contribute to maintain
the social harmony in the society as expected by the local wisdom of each culture.

CONCLUSION
Based on the analysis of this study, it can be concluded that Direct Strategy in the form of
mood derivable and Conventionally Indirect Strategy in the form of query preparatory are two
request strategies which are mostly employed by both Javanese and Sundanese speakers. In
particular, Javanese speakers employ more Direct Strategy than Sundanese speakers. However, the
patterns of request strategies employed by both groups of speakers in most social contexts are
similar, because they mostly employ the same request strategies in four out of five situations in
DCT. In cross-cultural pragmatics, it is stated that cultural values and social norms can affect the
language use by people in a particular group or society, including the politeness and appropriateness
in making requests. Therefore, these are reflected in the responses of both groups of speakers by
employing request strategies appropriately based on the social contexts. Furthermore, this can also
reflect the local wisdom of each culture. For example, by using indirect request strategies in some
contexts, or saying “ngapunten” or “punten” before making requests which are widely accepted by
both cultures as a politeness marker.
For further research, it is suggested to conduct another study of speech acts in other ethnic
groups in Indonesia since it has not been much explored. Another suggestion is to involve more
participants and using more data collection techniques other than DCT, such as role-play, focus
group discussion, or interviews, so the scope of the study will be much bigger and deeper.

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 Journal of Pragmatics Research
Vol. 04, No. 02, (2022) pp.167-178
E-ISSN: 2656-8020
Website: http://e-journal.iainsalatiga.ac.id/index.php/jopr/index

The Pragmatics and Semiotics Analysis of Vinyl Record Cover

Art They Fell From The Sky's Album DECADE

Sigied Himawan Yudhanto

Sekolah Vokasi, Universitas Sebelas Maret, Surakarta, Indonesia
E-mail: sigiedhy@staff.uns.ac.id

Faizal Risdianto
Universitas Islam Negeri Salatiga, Indonesia
E-mail: faizalrisdianto@iainsalatiga.ac.id

DOI: https://doi.org/10.18326/jopr.v4i2.167-178
Copyright © The Author (s)

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
How to Cite: Yudhanto, S., & Risdianto, F. (2022). The pragmatics and Semiotics Analysis of Vinyl Record Cover Art
They Fell From The Sky's Album DECADE. Journal of Pragmatics Research, 4(2). doi:
https://doi.org/10.18326/jopr.v4i2.167-178
Submission ABSTRACT
Track: In this study, the researchers focus on the meaning of the
Received: DECADE album cover from They Fell From The Sky music
01-07-2022 band. This was chosen because the artwork used is quite
Final Revision: attractive and has This study uses qualitative research with a
01-09--2022 descriptive method. The analysis was carried out using the
Available online: semiotic theory of Roland Barthes and the pragmatics theory of
03-09-2022 John Searle. This study aimed to determine the meaning
Corresponding contained in the cover design of the DECADE album. This
Author: research shows that between context signs and visible signs,
Sigied Himawan Yudhanto there is a relationship where the two synergize in the title. The
sigiedhy@staff.uns.ac.id band, namely "They Fell From The Sky," by using a skull image
that uses an astronaut costume in an iconic, denotative, and
connotative symbolizing "death," a form of death because
"falling from the sky" so the message to be conveyed is to
publish the Decade album which for ten years or "a decade"
like struggling until astronauts in outer space experience death
as if falling from the sky. The Astronaut's skull artwork entitled
in Indonesian "Binasa" ("Perish" in English) which is the basis
of the DECADE album cover design, also strengthens this
interpretation.

Keywords: Album cover, Semiotics, Pragmatics.

167
INTRODUCTION
The cover of a music group album product is sometimes loaded with implied meanings, even
though the function of the album cover is actually as a tool to promote the sales of the album product,
whose content is aligned within the genre of the music. The term "Album cover design" is imagined
as where visual art meets the music."At that time, it was also realized that an album cover does not
only function to protect the cassette or L.P.s in it; another function is to convey or communicate the
vision and identity desired by the recording artist and record label and also to show the artistic side
of an album and represent the atmosphere of the Album. Colors, images, and compositions can
communicate the design personality through many design elements and principles, including logos
on brands, packaging colors, fonts, images, shapes, lines, textures, and other graphic design
elements (Oladumiye & Ebenezer, 2018, p. 02). Whatever the genre of music, the Album is designed
by a designer in the corridor of form following the sense of enjoyment. When the album cover is
made, it will become the hallmark of the Album. So that it will present the emotions and moods that
the artist wants his listeners to feel and is an essential component in music branding (Dorochowicz
& Kostek, 2019, p. 02).
The designer interprets what the band wants, starting from the parameter that the album design
must also be accepted by the market and compete when displayed with other album cover designs
whether the Album is able "to sound" the feeling of the artists. The study of the history of album
covers is a theme that is quite widely analyzed. Some elements, such as iconography, liner notes,
and artwork, on the album design represent the identity of the cover design. (Vad, 2021, p. 12). This
is where a in depth-study of the album cover is conducted and examines the shifting myths and
messages in the sociocultural context that shape the ones found in the album cover design. The
object of the study is the cover design on the vinyl record album of a U.K. band called They Fell
From The Sky (TFFTS). The band was formed in 2008 and only released their first Album in 2021
(Cockrell, 2021) for the physical form of the Album; they only released vinyl records. The physical
condition of a vinyl record album cover determines the size, dimensions, and materials; the cover
design on a Vinyl record is a medium for expression measuring 33 X 33 cm with a 12-inch L.P.
size. (Herdyanto, 2019) The cover design on vinyl record media is quite significant, considering the
Album is printed in physical form. The artwork on the Album's front cover will be analyzed using
pragmatic and semiotic studies, which are correlated in concluding the verbal and visual meaning.

168
 Figure 1. DECADE album cover image on a vinyl record
Source: Invicta Magazine

Pragmatics is the study of the intent behind the speech of a speaker and interlocutor bound by
context, which is to translate and identify the meaning of the text. At the same time, a designer or
artist is the bearer of the sign; the design process itself creates friction between the designer's
ideology and, in brief given so that communication occurs in the form of 'Individualistic
Subjectivism', Volosinov considers that the individual human mind is the most critical place for
language in taking language itself into a type of aesthetic activity, with the natural consequence that
all speech acts are individual, creative and non-reproducible. (Crowley), 2018, p. 39).
The terminology of 'Abstract objectivism' means that when it includes elements that are
among the possibilities of pragmatics utterances. Linguistic utterances can be interpreted directly
according to the meaning of the locutionary or indirectly impact the recipient due to the power of
the illocutionary forces. In this context, intentionality, the speaker can manipulate with a sense of
speech showing the transparency of the speaker's intention. The meaning of an open or hidden
expression is when the recipient understands it immediately or interprets it only through
paraphrasing (Wąsik, 2017, p. 476). Pragmatics is the study of meaning concerning speech
situations. Pragmatics is a branch of linguistics that studies language structure externally; that is,
the linguistic unit is used in communication (Wijana in Damayanti, 2019, p. 47). Visuals on the
Album will be interpreted with semiotic studies; Semiotics is a system to form/find meaning about
social phenomena (Crossman & Sarbari, 2021, p. 54). Visual signs guide the interpretation of what
happens according to possible scripts and contribute to framing characters, fairy tale worlds, and
sequences of events (Merminod & Burger, 2018, p. 10).

RESEARCH METHOD
The method used in this study is qualitative, which describes the subject matters to be then
narrated in depth about the object of study based on the data obtained supported by the theory of
pragmatic semiotics study of speech acts or speech acts from the theory of John Austin and Searle

169
illocutionary acts. The hidden meaning of an utterance is figurative meaning with its connotation in
the corridor of sociocultural context, while the semiotic analysis used to examine the object is the
visual semiotic theory of Roland Barthes based on the development of Saussure's theory where
theoretically placing linguistics in semiotics it is difficult to avoid adopting a linguistic model in
exploring sign systems, 'signification can be understood as a process; it is an act that binds the
signifier and the signified, an action whose product is the sign' whose two compositions are the
signifier and the signified (Barthes in Chandler, 2017, p. 14). Verbal information strengthens the
interpretation of the changing object of the sign (Pfutzenreuter & Chiachiri, 2017, p. 309).
Qualitative content analysis is a method for studying the meaning contained in the message
body. This is done by systematically classifying and organizing the content of the communication
into categories that describe the message's topic, theme, and context. (Williamson et al., 2018, p.
461) the success of qualitative research depends on how the observer can describe the structure of
the studied object. The album cover of this research is contained in the visual form of the work,
which includes visible or visual signs, visual elements, and the intrinsic value of the vinyl record
album They Fell From The Sky. The analysis helps to reveal how the various semiotic modes are
systematically arranged in creating meaning and how they facilitate the communication of the
knowledge structure and the underlying ideology (Wong, 2019, p. 110) so that the course of this
study can find the myth in question.

RESULT & DISCUSSION

The physical form of the cover on the vinyl record product They Fell From The Sky was
designed by a designer who uses the initials Cranenoir; the image base can be found on the online
portfolio platform with the title "Binasa" (Indonesian) or "Perish (English) (2013). The artwork is a
visual of a skull head wearing clothes and emphasizes the attributes of an astronaut's helmet with a
black background. The Astronaut's dominant color is green and measuring 4073 x 4073 pixels. The
artwork is used as the basic design of the vinyl record cover after transforming from green to
greyscale and given abstract ornaments in the form of boxes and rectangles with glitches and
transparent accents. On the right is the band name They Fell From The Sky, and on the left is the
text of the Album's title that reads "DECADE." The pragmatic study will examine the two writings:
the band's name and the Album's title.

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 Figure 2. Artwork titled "Binasa" (Indonesian) or "Perish" (English) (left) and
"DECADE vinyl record album cover" (right)
Source: Deviantart.com and Punktastic.com

Pragmatics Meaning
The first meaning is as a medium to express the message. The message expression found is a
study of the relationship between language and the context that underlies the explanation of the
meaning or understanding of language. This view shows three critical aspects in the album cover
image: language, context, and knowledge of the rock band "They Fell From The Sky" and the title
of the Album they released after ten years, namely "DECADE."` Historically, the rock band name
of They Fell From The Sky had its genesis way back in 2008 when it was formed from an eclectic
mix of artists; they worked to do one thing: rocking hard. A song "Crush This World" demo was
recorded, but circumstances turned against them, and they disbanded, leaving only the demo as a
legacy.
The unique name of They Fell From The Sky music band has no clear literal sense since it
can not be easily and clearly understood as the reference to the personal pronoun of the word "They."
Still, in the figurative or pragmatic sense, the words They Fell From The Sky described the meaning
of some of the terms used on the album cover as distortions of the acronym of their band name,
namely "TFFTSTFFTS." During an interview session with Soundphere magazine (Smith, 2021),
Jason, the drummer, said that the word "TFFTSTFFTS" if spelled like the sound of an airplane
cockpit computer device which semiotics contains a metaphor between human relations with life or
their time. Sociocultural life, especially in the super busy City of London, England, where the band
originated, was eroded by fast-paced and tiring activities. The sentence "The Fell From The Sky" is
the mirror or reflection of complicated, busy modern people's life that needs relief and a way of
escaping bittering reality. From the perspective of Searle in Levinson (1983: 240), this can be
categorized as the type of representatives speech acts.
Representatives are speech acts that the utterances commit the speaker to the truth of the
expressed proposition. The utterances are produced based on the speaker's observation of certain
things then, followed by stating the fact or opinion based on the observation. When someone says,

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"She's beautiful," the speaker can state the sentence based on the fact or give their own opinion
about a person's physical condition.
It also states what the speaker believes to be the case or not. Statements of fact, assertions,
conclusions, and descriptions are all examples of the speaker representing the world because they
think it is. For example, when someone says, "The earth is flat," it means the speaker's assertions
about the earth. The speaker has an opinion that the earth is flat. Some speech can note
representatives speech act verbs, such as: remind, tell, assert, deny, correct, state, guess, predict,
report, describe, inform, insist, assure, agree, claim, beliefs, and conclude.
Then the word "DECADE" refers to the temporal deixis when more than ten years later or "a
Decade," however, The They Fell From The Sky music band has been resurrected, rising from the
dead with an entire album. This may have never heard people listen to the demo every once in a
while, and wonder what could have been. Either way, music lovers won't be expecting this record,
and according to musicians, it is more than a welcome surprise – it's a masterclass in post-hardcore
(Kenworthy, 2021).

Semiotics Interpretation

Verbal Signs Visual Signs

Headline: They Fell From The Sky Astronaut

The Body Text: DECADE Skull

Table 1. Verbal Signs versus Visual Signs

Formal Analysis
The visualization of the Decade vinyl record cover is dominated by dark colors even
though it contrasts with the red color used. The design is catchy, like a movie poster. The
placement of album cover area is placed horizontally by applying an element of symmetrical
balance so that it can seem solid even though the composition looks less balanced; this can
be seen from the placement of the headline on the top left and the ornament. Emphasis on
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 what stands out is the visual element of the Astronaut's skull head in the middle with a larger
size than the other elements. In addition, using a black sky texture as a background can
strengthen the emphasis of the point of view element and make the public immediately focus
on the Astronaut's skull head element. The relevance of the visual and verbal elements
displayed is a combination that fits the punk rock music genre performed by the They Fell
From The Sky music band.

Interpretations
Verbal Signs

Signifier They Fell From The Sky

Signified Punk-Rock music Band

Signifier Decade

Signified The displayed theme of the Album

Visual Signs
Signifier The Skull of the Astronaut

Signified The dead Astronaut

Table 2. Signifier & Signified versus Verbal and Visual Signs

Hermeneutic Code
Hermeneutic code is seen in verbal signs, namely typography. Continued through the title of
the album DECADE, which is an affirmation of the first verbal sign that can be interpreted as
connoting that the band They Fell From The Sky conveys a message about the struggle to publish
their first Album since the band was formed in 2008, utilizing the design that comes from a stale
image entitled "Binasa" or "Perish" in English. Then, it is interpreted the icon on the visual sign on
the album cover. Then several questions arose, such as the real meaning and interpretation of the
image of the skull of the Astronaut.

Semantic Code
The semantics on the Decade album cover can be seen in the stage aspect of a band's journey
to survive in the European music industry. This can be seen from the connotation meaning of the
skull astronaut image. These elements are associated with visual signs regarding the connotations
of the band's struggles.

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Symbolic Code
"They Fell From The Sky" by using a skull image wearing an iconic astronaut costume,
symbolizing the struggle to publish the first Album for more than a decade, finally collecting several
singles with a total of 10 tracks, namely 1. Dry, 2. Crush This World 3. The Line 4. Can't Think
of Anything 5. Take Or Leave It 6. Mantrap 7. The Joy of Hindsight 8. One More Obstacle 9.
Staring At The Sun 10. Birth Of Stars. The ten tracks have gone through various selections to be
featured on the Decade vinyl cover album.

Cultural Code
The cultural aspects of rock music, where rock music is often present with messages of
resistance to the established system in society, including criticism of political democracy in
government which is considered full of falsehood and transactional relationships. Like what They
Fell From The Sky did in voicing criticism of the environment around them through the songs they
created.

Narrative Code
The narrative code contains a story about the connotation meaning of rock music lovers; in
this case, They Fell From The Sky urges new listeners to consider listening to their music first. The
visual discussion of the vinyl record album cover of the band They Fell From The Sky is analyzed
by looking at the denotative and connotative meanings:

Denotation
Visually, the album cover is dominated by black. The illustration of an astronaut's skull seems
dark with the texture of the sky's darkness behind it. The visual tone depicts sadness as well as
success, even though success is obtained by death. There are design elements.
a) Color. The dominant colors are black, gray, and red; black is a color that gives strength, metal,
as well as anger, according to the genre of music being carried.
b) Shape. This album cover takes the form of several objects such as astronauts, skulls, and space
conditions that depict silence, infinity space, and the horrors of the universe beyond earth life.
c) Space. The space on the album cover has a space composition with a center balance type where
the right and left positions are equal.
d) Contrast. The album cover has a balanced contrast so that even though it is dominated by black,
it doesn't overpower the other color elements; even in saturation, there is no over-highlight.
e) Texture. This album cover has a reasonably light texture so that it is enough to give an overview
of outer space
f) The typography or the shape of the letters in the words "They Fell From The Sky" and "Decade"
uses the same font type, namely a sanserif type called Helvetica, one of the most popular fonts in

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the world and widely used by global brands. Sanserif-type fonts give the impression of being bold,
solid, and not wordy.

Connotation
Furthermore, connotation analysis is the heart of interpretation. (Blom in Hilander, 2021, p. 397)
The cover of the vinyl record album They Fell From The Sky has various interpretations, including:
a) the Astronaut's skull artwork with no facial expressions depicts only one state of adversity, death,
and the power of survival.
b) Abstract ornament of rectangular boxes and red dotted lines depicts sophistication and
minimalism in music technology which is also an additional instrument in mixing music.
c) The essential thing in this album cover is to inform the importance of protecting the environment
so that the earth remains beautiful and comfortable. The album cover contains the band's name,
"They Fell From The Sky" which has a symbolic representation of the band's name. "Their" diction
is the five band members, namely Colin Duran (vocalist), Dave Draper (guitarist), Lee Erinmez
(bassist), Oly Edkin (guitarist), and finally Jason Bowld (drummer). The psychological atmosphere
they carried out is the value of Beauty, Fun, Survive, Caring, and a symbol of struggle. These words
slightly describe the meaning of some of the symbols contained in the album cover are distortions
of the acronym of their band name, namely TFFTSTFFTS. In an interview with Soundphere
magazine (Smith, 2021), Jason the drummer said that the word "TFFTSTFFTS if spelled would
sound like from the cockpit computer tool, semiotically there is a metaphor between human relations
with life. Sociocultural life, especially in the metropolitan city of London where the band originated,
was filled with hectic, busy, and vice versa, mostly filled with stressful activities. This means that
every business will still take time to work on, depending on how humans take care of it.

Icons Denotation Connotations

Astronaut Space Travel Greatness
Skull The Dead Struggle
Rectangle Box Technology Modern Era
Dotted line Technology Sophisticated
Black Color Rage, Real Badass Death, Struggle
Red Color Rage, Real Badass Struggle
Gray Color Rage, Real Badass Solid, Modern
Table 3. The relation between denotation and connotation

CONCLUSION
The cover has a meaning related to the contents of the Album, the visual form of an album
will be interesting because of the combination of text and illustrations used even though it is not
mandatory. However, the composition is very influential in designing an album cover. The aesthetic
aspects of the design are made following the intent of the theme, concept, and even the title of the
Album. It indicates that the album cover also functions as a product of visual communication design.
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Finding meaning in the text and images contained on the vinyl album cover entitled DECADE from
the band name They Fell From The Sky was studied using two methods, namely pragmatics and
semiotics.
The meaning of the title/writing on the Album is analyzed using pragmatic analysis and
conceptualizing the first two aspects of the speech and the second on the situation. At the same time,
the album image uses Roland Barthes' semiotic axis, namely grouping markers and signifiers,
denotative signs, and connotative signs. Therefore, it can be found the myth contained in the album
cover; based on the analysis of contextual signs and visual signs contained on the cover of the band's
DECADE album from They Fell From The Sky; it can be concluded that between context signs and
visual signs, there is a relationship where they synergize in the band's title, namely "They Fell From
The Sky."
By using an image of a skull that uses an astronaut costume in an iconic, denotative, and
connotative symbolizing "death", a form of death due to "falling from the sky," the message to be
conveyed is to publish the DECADE album, which for a decade or ten years period, is like struggling
until astronauts in outer space experience death as if people fell from the sky. The Astronaut's skull
artwork entitled "Binasa" (Indonesian) or "Perish" in English, which is the basis of the DECADE
album cover design, also strengthens this interpretation. Apart from being an attraction for
consumers to buy, the Album also serves as a messenger about the band's struggles in releasing their
works. Based on the context of the genre of music they offer is not for everyone's ears. Background,
myth, or culture is very influential if it is related to the meaning contained in each design work. The
album design presented is a visual symbol or form representation of the reality of the work that is
designed according to the speaker's brief and the designer's creations according to the context.

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