ANTOLOGY OF SEMANTICS PRAGMATIC - Half-Revised

000 Commented [u1]: Design?
MINI RESEARCHES AND PROJECTS
OF SEMANTIC AND PRAGMATICS STUDY
COMPILATION Commented [u2]: Anthol;ogy
ENGLISH APPLIED LINGUISTICS, POSTGRADUATE SCHOOL
MEDAN, 27 NOVEMBER 2018
PUBLISHER LTBI BI 2018
UNIVERSITAS NEGERI MEDAN
ENGLISH APPLIED LINGUISTICS, POSTGRADUATE SCHOOL

"MINI RESEARCHES AND PROJECTS OF SEMANTIC AND PRAGMATICS STUDY” Commented [u3]: ??????
Reviewer:
Amelia Fitrika Sitepu
Husnawati
Iqbal Wira Akbar
Editor:
Ella Marissa Pardede
Fitri Anisah Sitorus
Nurlaila Afni Lubis
Responsible Team Work:

Astari Rara Sandy
Anita Basrah
Muhammad Ardillah Nasution
Delmi Rohdearni
First Published in November 2018

Publisher
LTBI BI 2018
Jl. Willem Iskandar Psr. V Medan
PREFACE Commented [u4]: Not preface, but Acknowledgement
English Applied Linguistics Postgraduate School 2018 organized in Medan (Sumatera

Utara), with the theme “Mini Researches and Projects of Semantic and Pragmatics Study” Mini
research is one of the annual activities that doing by students in undergraduated or postgraduated
as a requirement to complete last project on industry education 4.0.
The development of creative industries has encouraged various parties to continue and
innovate in various fields; not to forget also the field of linguistics, literature, art, and culture.
There are so many ideas, thoughts, and formulations that can be raised as creative ideas to start
the creative industries as stated in this compliment. The compilation emphasizes the Commented [u5]: Should also contain an appreciation of
……for the lecturer
development of creative industries in the fields of linguistics, literature, arts, and culture that
have been studied and formulated by lecturers and researchers from English applied linguistic
BI, Universitas Negeri Medan.
This compilation also provides ideas on how to apply semantics and pragmatics in
Millennial Generation using internet as a data of research. Such as youtube, whatssupp,
broadcast, and etc. This compliment is divided into 4 sections, three section deals with
Cooperative Principle Learning in millennial Generation, Tact Maxim in language and Online
Text, and Speech Act in impolite/politness traditional communication in traditional market. All
the title of analysis was from Mini research of all students LTBI BI 2018. Last section deals with
Projects’ from research grouping. The papers cover aspects of education based on language and
literature learning, and industry education 4.0 In addition, the curriculum of education in Commented [u6]: Do you mean industrial revolution?
Indonesia has revolution, the students does not learn what a teacher give but the students give an
changing to world.
Editor:
Ella Marissa Pardede Commented [u7]: Represented / signed by one person, the
chief editor only
Fitri Anisah Sitorus
Nurlaila Afni Lubis
TABLE OF CONTENT
Pages …..
ACKNOWLEDGEMENT ………………………………………………………………..
PREFACE
TABLE OF CONTENTS
TABLE CONTENT
UNIT I : SPEECH ACT
The Use of Illocutionary Acts by Bataknese in Km. 15,5 Sei Mencirim Diski Deli
Serdang (Amelia Fitrika Sitepu) Commented [u8]:
Title……
Speech Acts in EFL Classroom at SMPN 3 Rantau Utara (Anita Basrah) Writer’s name ………………
A Speech Acts of Teacher Talk Teaching Learning Activities in an English Classroom

(Nurlaila Afni Lubis Commented [u9]: Idem
UNIT 2 : TACT MAXIM

Analysis the Tact Maxim Employed in Online Chatting (Husnawati)
Analysis Polite Language in Maxim’s in the Film “Tenggelamnya Kapal Vander Wijck”
(Fitri Anisah Sitorus)
The Use of Tact Maxim in Communication Through Telephone (Muhammad Ardillah
Nasution)
UNIT 3: COOPERATIVE PRINCIPLE

An Analysis of Cooperative Principle Used by The Students in Class Group Discussion
(Delmi Rohdearni Saragih)
Cooperative Principle Maxims Accomplishment by Education Observer Indra
Charismiadji in Metro TV Program Prime Time News Interview (Iqbal Wira Akbar)
The Application of Cooperative Principle in Millenials Talking About Instagram (Ella
Marissa Pardede)
The Effect of Role of Cooperative Principle on Students’ Ability at MTs Bustanul Alim
Bosar Maligas (Astari Rara Sandy)
REFERENCES Commented [u10]:

Must be written in every article
APPENDICES
Commented [u11]: ????
THE USE OF ILLOCUTIONARY ACTS BY BATAKNESE IN KM.15,5

SEI MENCIRIM DISKI, DELI SERDANG Commented [u12]: It is too detail.
THE USE OF ILLOCUTIONARY ACTS BY BATAKNESE
COMMUNITY IN
DELI SERDANG
Amelia F. Sitepu
English Applied Linguistic Study Program
Commented [u13]: Midle initial name
Postgraduate of State University of Medan
Indonesia Commented [u14]: Postgraduate School, Universitas negeri
ameliafsitepu8@gmail.com Medan
Commented [u15]: Good.
ABSTRACT
Illocutionary Act is one of Speech Act types. This research aimed to analyze the use of illocutionary act Commented [u16]: Do not use analysis, but investigate
of Bataknese who live in Km.15,5 Sei Mencirim Diski, Deli Serdang. This research was conducted by
using qualitative design.Creswell (2008) states that qualitative design is a tool to explore and understand a
problem of an individual or group, which focus on the explaination and interpretation of the problem Commented [u17]: So many redundant sentences
discussed which is narrated. The data of this researcher were the transcript of recorded conversations of (repeatation)..
Bataknese people who live in Km.15,5 Sei Mencirim Diski, Deli Serdang and were analyzed by using
Types of Illocutionary Act theory postulated by John Searle. The source of the data were male and female Commented [u18]: grammar
Bataknese in arrange age of 20-35 years old. The result of this research found that there are three types of Commented [u19]: in the age range between
illocutionary acts which used in the conversation of Bataknese who live in Km.15,5 Sei Mencirim Diski,
Commented [u20]: …. Representative (60%), commissive (…..),
Deli Serdang. They are Representative (asking), Commissives (offering and threatening) and Directive etc.
(Command). By the percentage 60% Representative of asking, 20% Directive of command, and 10%
Commented [u21]: revise ..
Commissive of Threatening and 10% Commisive of Offering.
Keywords :Speech Act, Illocutionary Acts, Bataknese

INTRODUCTION
Human being is stated as a social creature, means that people should interact with the other
and is impossible to live alone. Interaction can be done by having communication. When people
communicate, they use utterances to share their feelings, emotions and ideas, to others. They use
kinds of action unconsciously to express their intention through language. The kinds of action
can be informing, questioning, commanding, offering, and requesting. People use utterance, not
only to explain or to show what they want, but utterances can be used more than just to explain, Commented [u22]: repeating sentences?
it is also can be used to make a relation with listeners. But, when people want to express their Commented [u23]: Idem..?
intention, sometimes the listener/addresse do not understand what they mean in explicit.
Speech act as one of the study of pragmatics which concern about how to utter a speech in
daily communication, can be analyzed on three levels: illocutionary act, the performance of an
utterance: the actual utterance and its ostensible meaning, comprising phonetic, phatic and rhetic Commented [u24]: ?????
acts corresponding to the verbal, syntactic and semantic aspects of any meaningful utterance; an
illocutionary act: the semantic 'illocutionary force' of the utterance, thus its real, intended
meaning, and in certain cases a further perlocutionary act: its actual effect, such as persuading,
convincing, scaring, enlightening, inspiring, or otherwise getting someone to do or realize
something, whether intended or not (Austin, 1975:3).
Many studies of speech act has been done before. One of them is by Hashim (2015) who Commented [u25]: Have previously been done.
investigated the role of language in the communication and interpretation of intentions by

examining selected political speeches of John Kerry and George Bush. The researcher found that
commissive speech acts are identified more than other types of speech acts. Commented [u26]: To be??
In this research, the writer would like to analyze the illocutionary acts in daily Commented [u27]: Already done???
communication. According to Searle in Leech (1983:205) there are five types of illocutionary
acts such as representatives, directives, commissives, expressive, and declarative. Through this
research, the writer would like to analyze the five types of illocutionary acts in the conversation Commented [u28]: idem
of Bataknese who live in Km. 15,5 Sei Mencirim Diski, Deli Serdang.
REVIEW OF LITERATURE
This study was based on Speech Acts theories as developed by Austin (1975) and Searle
(1983). A brief description of Speech Acts theories related to illocutionary is presented in the
following subsections. This study focused on the pragmatic functions of illocutionary acts of the
Bataknese conversations.
Pragmatics
Pragmatics is a branch of linguistics which is aimed to discuss about the meaning relates
to the context (external meaning) of language unit. Yule (1996:4) regards pragmatics as the study
of relationships between linguistic forms and the users of those forms and pragmatics is the only
one allowing human into the analysis because through pragmatics one can talk about people’s
intended meanings, their assumptions, their purposes, and the kinds of actions such as requests
and apologizes when they speak.
Speech Act
Austin (1975:3) states that there are three types of speech acts, namely locutionary,
illocutionary, and perlocutionary acts. Peccei (1999:44), furthermore states that locutionary is the
actual form of words used by speaker and their semantic meaning. This act means uttering
something, syllable, word, group (phrase), or sentence in the form of language. An illocutionary
act deals with what the speaker is doing such as commanding, demanding, promising, thanking,
asserting, offering, threatening, suggesting, etc. For example, the sentence “ma sonjia kabar
ito?” (translated into “how are you brother?”). That utterance performs illocutionary act of
asking information. Perlocutionary act is an external performance of something. If speaker A
utters something, speaker B will response.
Types of Speech Act

According to Austin (1975) Speech Acts fall into three classes, which are: locutionary,
illocutionary, and perlocutionary acts. A locutionary act is an act of saying something; that is, the
act of producing an utterance. Illocutionary acts are the core of any theory of speech acts.
Illocutionary act is identified by the explicit performative. That is, the conventional force
achieved in the saying of that utterance. This is realized, according to Austin (1962) as the Commented [u29]: ??????
successful realization of the speaker’s intention, which for Searle (1969) is a product of the
listener’s interpretation. The perlocutionary act is the effect or influence on the feelings, thoughts
or actions of the listener/hearer. Perlocutionary acts could be inspiring, persuading, consoling,
etc. it brings about an effect upon the beliefs, attitudes or behaviors of the addressee. Commented [u30]: ?????
Illocutionary Acts
According to Searle in Leech (1983:205), “there are five types of illocutionary acts such
as representatives, directives, commissives, expressive, and declarative”.
1. Representative is an act of representing the statement of affairs. It has 9 subcategories, they

are : Stating, Asserting, Informing, Affirming, Predicting, Retelling, Calling, Answering and
Concluding.
2. Declarative is a special type of illocutionary act that bring an extra linguistic statementof
affairs into the existence. This statements are used to say something and make it so, suh as
pronouncing someone guilty, resigning, dismissing, accepting, and declaring war.
3. Commisives illocutionary act is an act that commits the speaker to do something in the
future. It has some paradigm cases, such as : Promising, Swearing, Refusing, Offering,
Threatening, etc. to do something.
4. Directive is the kind of speech acts that the speaker uses to get someone else to do
something. These are statements that compel or make another person’s action fit the propositional
element. It is usually used to give order thereby causing the hearer to take a particular action, request,
command or advice.
5. Expressive is to express a psychological statement of the speaker. It counts as the expression
of some psychological state, for example., thinking, apologizing, congratulating, etc.
METHOD
This research was conducted by using descriptive qualitative design. According to

Creswell (2008) qualitative design is a tool to explore and understand a problem of an individual
or group, which focus on the explaination and interpretation of the problem discussed which is
narrated. Surakhmad (1994:147) states that descriptive method is a kind of research method
using technique of searching, collecting, classifying, analyzing the data, interpreting them and
finally drawing the conclusion. The data was taken from recorded conversations between Commented [u31]: Data ? plural.
Bataknese who live in Km.15,5 Sei Mencirim Diski, Deli Serdang. The procedures of analyzing
the data were as following. The data were analyzed by using five types of illocutionary theory by Commented [u32]: avoid the use of following…
Searle. The objective is to describe phenomena from the data analysis out of which a research
conclusion will be drawn. Firstly, the researcher visited the location to listen some conversations Commented [u33]: tenses. Already been conducted.
Commented [u34]: ?????
of Bataknese. This step gave 3 conversations with 3 different context.
1) Secondly, the researcher transcribed the conversations into Bahasa Indonesia

2) Thirdly, the researcher categorixed the utterance based on Searle’s speech act features,
illocutionary acts.
3) Fourthly, the researcher analyzed speech act in the conversations based on the context.
4) Finaly, conclusions were derived from the results of the data analysis.
RESULTS Commented [u35]: Youmiss this part.
Data and analysis…..? Commented [u36]: Display and analyze the

datacomprehensively, here.
FINDINGS AND DISCUSSION

Based on this research, it is found that Bataknese who live in Km.15,5 Sei Mencirim Diski, Deli Commented [u37]: tenses
Serdang applied two types of illocutionary acts in their conversations, they are representative Commented [u38]: idem
(asking), directives (command) and commissives (threatening and offering). Three other types
were not found, they are declarative, directive and expressive. Then this finding can be presented Commented [u39]: idem
as the table below :

Table 1……… Commented [u40]: number and name the table
the font used is 11
Types of Illocutionary Acts Data Percentage (%)
Representative (Asking) 6 60%
Commissive (Offering) 1 10%
Commissive (Threatening) 1 10%
Declarative 0 0%
Directives (Command) 2 20%
Expressive 0 0%
Total 100%
Data 1:
Representative (Asking) and Directive (Command)
This type was found in this following conversation :
A Bataknese woman met her old friend. They talked each other, the woman is 25 years old, and
the man is 28 years old. In this conversation they speak in Bataknese.
 Katharina Panjaitan : ma sonjia kabar ito? (apa kabar abang?) Commented [u41]: use English translation
instead of Indonesian
 Johannes Sianipar : denggan (baik)
 Katharina Panjaitan : boe do tuhoronmu sira? (boleh lah abang meneraktir saya Commented [u42]: idem (all)
belanja?)
 Johannes Sianipar : dang adong hepengku (tidak ada uang abang)
 Katharina Panjaitan : sian donganmu jo pinjam, satongkin do. Annon di paulak dung
di tuhorhu(pinjamlah sama teman abang, sebentar. Nanti
diganti)
 Johannes Panjaitan : hahaha...olo olo da. Holan i do?
(hahaha.....iya baiklah. Itu saja?)
 Katharina Panjaitan : olo olo, hatop dah.
(iya, cepatlah)
In Data 1, the representative was found in these three utterances ma sonjia kabar ito?(apa kabar
ito?),boe do tuhoronmu sira? (boleh lah abang meneraktir sayabelanja?), and holan i do?”
(itu saja?). Meanwhile the utterance “sian donganmu jo pinjam, satongkin do” (pinjamlah
sama teman abang, sebentar.) and “hatop dah” (cepatlah) are a directive (command).
Data 2:
Representative (Asking) and Commissive (Threatening)
This conversation was between a couple who was talking in the phone. The man is 24 years old,
the woman is 22 years old.
 Chandra Sitorus : tujia ho borngini? (kemana kau tadi malam?)

 Novita Purba : tujia? (kemana?)
 Chandra Sitorus : di telepon nomormu nga aktif, di WA pe nga aktif juo
(dihubungi nomer kamu tidak aktif, di WA pun tidak aktif)
 Novita Purba : oh...pas tarpodom au, Hpngku madung upamate. Nga sadar au
be. (oh...pas aku tidur. Hpku udah mati tok. Aku gak sadar)
 Chandra Sitorus : eh tai mandung udokon do borngini. Marbadai ma ita jolo
(eh padahal udah kubilang tadi malam. Kamu mengajak
berkelahi.)
Based on Data 2, the representative was found in the utterance tujia ho borngini? (kemana kau
tadi malam?) and commissive was found in the utterance eh tai mandung udokon do borngini.
Marbadai ma ita jolo (eh padahal udah kubilang tadi malam. Kamu mengajak berkelahi.)
Data 3
Representative (Asking) and Commissive (Offering)
This conversation happened in front of a woman house. She is 35 years old. Her neighbour was
passing her house and she greeted her.
 Renatha Sibarani : sian dia angkang hamu? (dari mana kakak?)
 Novita Parhusip : sian jabu (dari rumah)
 Renatha Sibarani : beta tu jabu nami (mari mampir)
Based on the Data 3, the researcher found two types of illocutionary. They arerepresentative and
commissive. The representative (asking) was found in the utterance sian dia angkang hamu?
(dari mana kakak?) and the commissive (offering) was found in the utterance mana beta
tujabu nami (mari mampir).
More…….. Commented [u43]: elaborate more,

compare and contrast your findings with those of others…
CONCLUSION
Austin indicates that there are three classes of speech acts. They are, locutionary act,
illocutionary act and perlocutionary act. This three acts can occur simultaneously while
performing a statement. In this research the researcher use this one of this classification, which is
Illocutionary act, and the researcher also analyze the data by using Searle’s five categories of
illocutionary act. The researcher analyzed the data taken from conversations of Bataknese who
live in Km.15,5 SeiMencirim, Diski – Deli Serdang. The researcher utilized those Searle’s five
categories of illocution point for analyzing the utterance. After reading and focusing the data, the
writer found that the representatives actis the most frequently used the Bataknese who live in
Km.15,5 Sei Mencirim – Deli Serdang. From this research can be found that there are three types
of illocutionary acts which commonly used in the conversation of Bataknese who live in
Km.15,5 Sei Mencirim Diski, Deli Serdang. They are Representative (asking), Commissives
(offering and threatening) and Directive (Command)
REFERENCES Commented [u44]: No references?

Books and Journals??
MMMMMMMMMMMMMMMMMMM….???? Commented [u45]: Or appendix?
SPEECH ACTS IN EFL CLASSROOM AT SMP N 3
RANTAU UTARA
English Department,Post Graduate Program, State University of Medan Commented [u46]: Be consistant. Refer to
The Template.
By:
Anita Basrah
Abstract
Speech act takes a significant role in teaching and learning process and it is used in the whole process of
teaching and learning by the teacher and students. In line with this topic, this study aims to observe more Commented [u47]: The aims are too geneal
about the use of speech act by teacher and students in their interactions in EFL classroom. The study Commented [u48]: Not to observe only, but
shows that there are three kinds of speech act performed by the teacher and students namely, locutionary To find out the …… or investigate ……
act, illocutionary act and perlocutionary act. Those speech acts are supported by theories of J.L Austin
who investigated and invented the use of speech act. The result of the study indicates some uses of Commented [u49]: Mind the tenses
speech act performed by the teacher and student which is elaborated into extract that will explain more Commented [u50]: No quotation in this part
about the use of speech act in EFL classroom. Locutionary act performed by the teacher and student when
Commented [u51]: ????????
they are conveying an expression without any specific intention within, while on the other hand,
illocutionary act committed by them when they are communicating some expression that contain a certain Commented [u52]: Data?????
intention to the listener. While perlocutionary act is performed by the teacher and students while they are
conveying an expression and the listener will show a response and act as feedback to what the speaker
say. Hopefully, the study will help both teachers and students in the implementation of good
communication.
Keywords: Speech acts, Teacher and students interaction, EFL Classroom
INTRODUCTION
Learning is a process when knowledge is created through the transformation of

experience by the teacher in classroom. The interaction of the experience and surrounding takes
a role in advancing the content of teaching and learning process. In communicating with another,
people uses language and within the language there are some interactions.
Understanding language means the understanding of pragmatics in classroom interaction.

Even the young children have to learn the pragmatics of language if they want to communicate
effectively (Curtis and O’Hagan, 2005). In addition, Wrench, et al. (2009) preserves that
teaching is about forming effective and affective relationship in communicating between
teachers and students in case of the interaction in the classroom.
Teaching and learning process in school can be finished successfully through the suitable Commented [u53]: ????????
use of language (Schleppegrell, 2004). The language plays an important role in the teaching and
learning process. It means that starting school for children leads to confronting new ways of
using and acquiring a certain language. When teaching is designed to accomplish a particular
goal of learning, it might be successful with the use of a certain language. The teaching is carried
out by language that is known widely as classroom speech act (Curtis and O’Hagan, 2005: 48).
Searle (1969) defines speech act as the basic unit of language,the production of a token in the
context of a speech act.
The classroom speech acts determine the quality of verbal interaction in the classroom.
This provides important information for teachers, whereby they know the typical teaching
behaviors they use extensively in communicating with the students. Wells (1985) acknowledges
that language use is related to the context in which the interaction takes place. The children use
more ‘control speech’ as a set of different directives, commitments and declaratives during
pretend play, especially when children play with peers.
Speech act performs when people make utterances such as apology, greeting, request,
complaint, invitation, compliment, or refusal. The study of speech act is very importance for us;
one of the importance of studying speech act is to make us comprehend the message that
discovered in every utterance.
In comprehending the message that discovered in every expression we heard, Austin

(1967) has also introduced the concept of illocutionary acts, and carefully distinguished them
from locutionary acts and perlocutionary acts. Locutionary acts include phonetic acts, phatic
acts, and rhetic acts. Phonetic acts are acts of pronouncing sounds, phatic acts are acts of uttering
words or sentences in accordance with the phonological and syntactic rules of the language to
which they belong, andrhetic acts are acts of uttering a sentence with sense and more or less
definitereference. Perlocutionary acts are, on the other hand, acts attributed to the effect of
uttering a sentence.
The study of speech act has been done by a couple of researchers in the different field of Commented [u54]: Only a couple?????
communication. The first research related to speech act was conducted by Nadar (1998). He
focused his research on finding out speech acts that found that in Indonesian learner’s request in
English. He found that learner’s preference in using certain request forms, terms of addressing,
request perspectives, and linguistic devices for internal and external request modifications. The
result also seemed to indicate learners’ preference for adopting negative politeness strategy in
making their requests.
The second research related to speech act was conducted by Farisi at al. (2013). They
focused their research on analyzing the speech act produced by elementary school teachers and
students to facilitate teaching and learning at SDN 10 Pringgasela East Lombok. From their
study, they found that the teachers produced more utterances than students to explain certain
thing to the students and asked the students to do or not to do something. It seems that the
teachers used such utterances as directives function in which the teachers control and regulate the
students. Besides, they also concluded that the frequency of teachers’ speech acts implied that
the degree of directness in conducting the teaching and learning was high. However, this was
considered appropriately since the intention was to benefit the students.
The third research related to speech act was conducted by Kurdghelashvili (2015). He
focused his research on discovering Speech Acts and Politeness Strategies in an EFL Classroom
in Georgia. From his research, he found that Georgian students need to practice English speech
acts in real life situations. Teachers should attempt to raise their students’ awareness of basic
pragmatic issues, like politeness because the cultural difference between English - speaking
communities and Georgia may lead Georgian students to misunderstanding and consequent
failure in communication with native speakers of the target language
The previous studies that have elaborated above are similar as the writer’s research in the Commented [u55]: Tenses….
field of speech acts. The differences of the previous studies and this study are the sample that
will be discovered and focus of the study. The sample of this study is taken from the students of
Junior High School (SMP N 3) Rantau Utara and it will focus on speech act that occurred in the
classroom between students and teacher. Based on the explanation above, the writer interested to
conduct a mini research project entitled “Speech Act in EFL Classroom at Junior High School Commented [u56]: Your objective????
(SMP N 3)Rantau Utara ”
REVIEW OF RELATED LITERATURE

In this chapter, the writer presents the review of related literature describing the speech Commented [u57]: No chapter in thias part
act theories, Austin’s speech act theories and Searle’s classification, speech act’s role in English
language teaching and learning, and speech acts in classroom relating to the title of this research.
A. Speech act theories
As a language learner has to possess, in tandem, a good grammatical and lexical

command and succeed in communicating functionally, a teacher is required in a classroom to
focus on developing both competences in order to make a student be successful in foreign
language acquisition and usage. In conceptualizing and studying a language speech act theory
plays a significant role as it increases the perception how a language works when used by
interlocutors in different context in contrast to the Chomsky an approach, which assumes that
grammatical competence is sufficient to create an unlimited number of utterances on the basis of
acquired linguistic categories and systems. However, for successful communication, a course of
communicative competence has to be complemented.
The study of speech act is very importance for us. The one importance of studying speech
act is to make us comprehend what message that discovered in every utterance. Speech act also
decided by the language ability of speaker to convey the message in communication if we can
understand about the meaning of speech act with clearly. So, when we speak with other people in
the communication or conversation, the speaker not only speak source (the utterance have not
intention and goal), but the speaker must be interpret of the speaker’s meaning to the hearer. And
the speaker can make hearer to understand the meaning of that utterance by speaker said. Speech
act just perform in conversation or dialogue which performed by speaker and hearer.
Speech can be studied in communicative event. With we learning about it, we can
understand about speech event in utterances which speaker said or the received message by
hearer in dialogue in the movie. To analyze the speech events it is clearly another way of
studying how more gets communicated than is said. So, we can do with words and identifying
some of the conventional utterance forms we use to perform specific actions and we do need to
look at move extended interaction to understand how those actions are carried out and interpreted
within speech event of utterance.
B. Austin’s speech act theories and Searle’s developed classification

The speech act theory that is regarded as revolutionary in pragmatics and currently in the
pedagogical practice as well was first introduced by John L. Austin in his work How to do
Things with Words. He distinguishes constative utterances used to describe something, to
constate if the statements are true or false and performative utterances, those used to describe
speech acts. He also puts forward three kinds of forces an utterance may have: 1) locutionary, i.e.
the literal meaning, 2) illocutionary, i.e. intended meaning. By the sentence ‘it is cold here’, the
speaker may assert, or suggest, or request something. 3) perlocutionary, a force that ‘often
produces certain consequent effects upon the feelings, thoughts, or actions of the audience, or the
speaker, or other persons.
Speech acts are often associated with illocutionary meaning of the utterance as they are
the uses to which language can be put in society. Austin also proposes ‘felicity conditions’ which
are necessary for successful communication. Austin’s successors tried to improve and systemize
the approach. Following Austin, J. R. Searle classified speech acts into five categories: Commented [u58]: Do not use complete neme, the last name ,
instead.
a. Representatives (assertion, claim, report, conclusion)

b. Directives (suggestion, request, order, command)
c. Expressive (apology, complaint, thank, congratulate, welcome)
d. Commissives (promise, threat, refusal, offer)
e. Declaratives (decree, declaration, christening, marrying)
Searle also proposes the notion of indirect speech acts in which ‘the speaker
communicates to the hearer more than he actually says by way of relying on their mutually
shared background information, both linguistic and non-linguistic, together with the general
powers rationality and inference on the part of the hearer.
C. Speech act’s role in English language teaching and learning
On the basis of the speech act theory some other approaches have been developed, such
as Leech’s Politeness Principle and Grice’s Cooperative Principles. The politeness principle
implies that people should minimize the expression of impolite beliefs and maximize the
expression of polite beliefs. As for the Cooperative Principle, Grice introduces four maxims with
sub maxims, which the interlocutors must follow to avoid misunderstanding and be successful
communicators. These maxims involve the following: quality, quantity, relation and manner.
Brown and Levinson extended the politeness theory, proposing bold-on record, off record,
negative and positive politeness strategies.
As the conception and realization of speech acts and politeness principles are different
across cultures, language learners definitely need to know certain rules and norms of the target
language. Otherwise they may fail in understanding the members of the culturally different
society due to the fact that what is acceptable and normal in their native language may sound
rude and unacceptable for the foreign community. Thus, a language teacher is required to take
these facts into consideration and draw the students’ attention to the cultural differences and the
peculiarities of the target language. To illustrate, thanking in Indonesian is not as common as in
English and often, Indonesian people say thank you when they are really thankful and when it is
really necessary to do so.
D. Austin’s Theory: Locutionary, Illocutionary and Perlocutionary Acts
Before we further discuss about the speech act in classroom, it is better if we have same
perception about Austin’s speech acts theory. Thus, he reconsidered the senses in which "to say
something may be to do something", and suggested that a speaker can simultaneously perform
three acts in issuing an utterance: the locutionary act is the act of saying something with a certain
sense and reference; the illocutionary act isthe act performed in saying something, i.e. the act
named and identified by the explicit performative verb. The perlocutionaryact is the act
performed by, or as a consequence of, saying something. Austin (1962:101) gives the following
examples:
“Act (A) or Locution

He said to me ' Shoot her!' meaning by 'shoot' shoot and referring by 'her ' to her
Act (B) or Illocution
He urged (or advised, ordered, & c.) me to shoot her.
Act (C. a) or perlocution
He persuaded me to shoot her.
Act (C. b)
He got me to (or made me,& c) shoot her.”
All three acts are usually performed at the same time, and Austin distinguished them for
the sake of analysis. Within the locutionary act Austin distinguishes three subsidiary acts: a
phonetic act of producing certain noises; aphatic act of uttering certain words belonging to a
certain vocabulary, in a certain grammar with a certain intonation, etc.; and a rhetic act of using
thesentence with a definite sense and reference (which together are equivalent to meaning).
1. Locutionary Acts
This component of the speech act is probably the least ambiguous. Bach and Harnish
(Bach and Harnish 1979), commenting on Austin’s work, point out that Austin distinguishes
three aspects of thelocutionary act.
Austin claims that to say anything is:
a. always to perform the act of uttering certain noises (a phonetic act)
b. always to perform the act of uttering certain vocables or words ( a phatic act)
c. generally to perform the act of using that [sentence] or its constituents with a certain
more or less definite ‘sense’ and a more or less definite ‘reference’, which together are
equivalent to ‘meaning’ (rhetic act).
From this division it follows that the locutionary act comprises other three “sub-acts”:
phonetic, phatic and rhetic. This distinction as well as the notion of locutionary act in general
was often criticized by Austin’s followers. Searle even completely rejects Austin’s division and
proposes his own instead (Searle, 1968: 405). Searle (Searle, 1968) warns that Austin’s rhetic act
is nothing else but a reformulated description of the illocutionary act and he therefore suggests
another term, the so-called propositional act which expresses the proposition (a neutral phrase
without illocutionary force). In other words, a proposition is the content of the utterance.
Wardhaugh offers this explanation. Propositional acts are those matters having to do with
referring and predicating: we use language to refer to matters in the world and to make
predictions about such matters (Wardhaugh, 1992). Propositional acts cannot occur alone since
the speech act would not be complete. The proposition is thus expressed in the performance of an
illocutionary act. What is essential to note here is that not all illocutionary acts must necessarily
have a proposition (utterances expressing states such as ‘Ouch!’ or ‘Damn!’ are
“propositionless” as Searle observes (Searle 1976). Having defined the proposition and
propositional acts, Searle modifies Austin’s ideas and states that there are utterance acts
(utterance acts are similar to Austin’s phonetic and phatic “sub-acts”, Searle (1976:24) defines
them as mere uttering morphemes, words and sentences), propositional acts and illocutionary
acts.
2. Illocutionary Acts
Illocutionary acts are considered the core of the theory of speech acts. As already
suggested above, an illocutionary act is the action performed by the speaker in producing a given
utterance. The illocutionary act is closely connected with speaker’s intentions, e.g. stating,
questioning, promising, requesting, giving commands, threatening and many others. As Yule
(Yule, 1996: 48) claims, the illocutionary act is thus performed via the communicative force of Commented [u59]: Double name.
Yule (1996:48) claims that…..
an utterance which is also generally known as illocutionary force of the utterance. Basically, the
illocutionary act indicates how the whole utterance is to be taken in the conversation.
Sometimes it is not easy to determine what kind of illocutionary act the speaker performs.
To hint his intentions and to show how the proposition should be taken the speaker uses many
indications, ranging from the most obvious ones, such as unambiguous performative verbs, to the
more opaque ones, among which mainly various paralinguistic features (stress, timbre and
intonation) and word order should be mentioned. All these hints or let’s say factors influencing
the meaning of the utterance are called Illocutionary Force Indicating Devices, or IFID as Yule,
referring to previous Searle’ s work, calls them (Yule, 1996: 49).
In order to correctly decode the illocutionary act performed by the speaker, it is also
necessary for the hearer to be acquainted with the context the speech act occurs in. Mey (Mey, Commented [u60]: idem
1993) says that one should not believe a speech act to be taking place, before one has considered,
or possibly created, the appropriate context.
3. Perlocutionary Acts
Perlocutionary acts, Austin’s last element in the three-fold definition of speech acts, are
performed with the intention of producing a further effect on the hearer. Sometimes it may seem
that perlocutionary acts do not differ from illocutionary acts very much, yet there is one
important feature which tells them apart. There are two levels of success in performing
illocutionary and perlocutionary acts which can be best explained on a simple example:
“Would you close the door?”
Considered merely as an illocutionary act (a request in this case), the act is successful if
the hearer recognizes that he should close the door, but as a perlocutionary act it succeeds only if
he actually closes it.
There are many utterances with the purpose to effect the hearer in some way or other,
some convey the information directly, others are more careful or polite and they use indirectness
to transmit the message.
E. Speech acts in classroom
Teaching and learning in school can be done successfully through the appropriate use of
language (Schleppegrell, 2004). The language plays an important role in the teaching and
learning process. It means that starting school for children leads to confronting new ways of
using and acquiring a certain language. When teaching is designed to accomplish a particular
goal of learning, it might be successful with the use of a certain language. The teaching is carried
out by language that is known widely as classroom speech act (Curtis and O’Hagan, 2005: 48).
Searle (1969) defines speech act as the basic unit of language, the production of a token in the
context of a speech act.
The classroom speech acts determine the quality of verbal interaction in the classroom.
This provides important information for teachers, whereby they know the typical teaching
behaviors they use extensively in communicating with the students. Wells (1985) acknowledges
that language use is related to the context in which the interaction takes place. The children use
more ‘control speech’ as a set of different directives, commitments and declaratives during
pretend play, especially when children play with peers. In spite of the importance of classroom
speech acts as described above research on teachers and students’ speech acts has not been done
adequately. In fact research on classroom speech acts is quite rare. This research was conducted
as an attempt to break up the scarcity. It was set up to examine the interpersonal discourse
management in classroom interaction, namely, the use of speech acts and the way they are
realized in classroom interaction.
Classroom speech act involves all verbal utterances used as a medium in classroom
communication. Research on speech acts produced in the teaching and learning process in the
classroom has been known as discourse studies or discourse analysis. This research is concerned
with the relationship between language and the context in which it issued (McCarthy, 1991:5,
Seken, 2004:61). Cazden (in Hickman, 2000) identifies three general functions of language
thatmake communication central in school, specifically in the classroom. That is through
language, teacher transmits curriculum, controls the communication, and reflects personal
identity.
The relationship of learning and language is the core of approaches to education. Toward
the use of language in the classroom, the people act upon the meaning they construct. Johnson
(1997) asserts that interpersonal aspect of classroom discourse is related to three instructional
functions: control, organization, and motivation. These three instructional functions of speech
acts arebasic to teacher function in the classroom. The present research was meant to identify the
teachers’ speech acts for these instructional functions. The classroom speech acts, including the
teachers’ speech acts were described on the basis of Searle’s speech act theory.
Considering the views described above, the present study focused on classroom
interaction during the teaching and learning process in EFL Classroom at Senior High School
(SMA N 1) Rantau Utara that includes investigation of: (1) types of the speech acts produced by
the teachers and students, (2) functions of the speech acts produced by the teachers and students.
RESEARCH METHODOLOGY
This research was designed as a descriptive qualitative research since the source of the
data was the teaching and learning activity in naturalistic environment of the classroom. The data
of this research were collected when the teaching and learning process was going on naturally.
The researcher observed the linguistic behaviors of teachers and students in a classroom context.
This research analyzed the speech acts produced by teachers and students of EFL classroom at
Junior High School (SMP N 3) Rantau Utara as the subjects of this research.
The data were the conversations occurred in EFL classroom by the teachers and students.
The data collections were analyzed as follows; first the writer records the classroom interaction
between teacher and students for three meetings. Second, the writer transcribes the data which is
in the audio form. Later on, the writer compared and analyzed the speech acts occurred in the
classroom interactions.
RESULT …………………. Commented [u61]: no result/s???
FINDING AND DISCUSSIONS
This part presents the findings of the research and the discussion of the research findings.
The findings of the research covered the description of Speech Acts in EFL Classroom at Junior
High School (SMP N 3) Rantau Utara.
A. FINDING
This part discusses the result of the observations and recording, which is based on the
problem statements of the research.
1. Types of speech acts occurred within teacher and students interactions in the EFL
classroom.
a. Locutionary acts
Locutionary act comprises other three “sub-acts”: phonetic, phatic and rhetic. This
distinction as well as the notion of locutionary act in general was often criticized by Austin’s
followers. Searle even completely rejects Austin’s division and proposes his own instead (Searle,
1968: 405). Searle (Searle, 1968: 412) warns that Austin’s rhetic act is nothing else but a
reformulated description of the illocutionary act and he therefore suggests another term, the so-
called propositional act which expresses the proposition (a neutral phrase without illocutionary
force). In other words, a proposition is the content of the utterance.
In the present data, there are two examples were detected in the teaching and learning in
EFL classroom. Extract 1 takes place during the teaching process. When the teacher asked the
students whether they bring their dictionary or not, she performed a locutionary act.
Extract 1: Teacher and students’ interaction
Teacher: Hai Rindi why you look so sad. Ini menular ya sakitnya... bukan sakit. kayaknya
galaunya ridwan kemarin menular ke Rindi hari ini.
((Hey, Rindi, why do you look so sad? This is an infected disease, isn’t it? You’re not
sick I think, it is ridwan who infected Rindi today.))
Student: What happen is you?
((This sentence should be corrected))
Teacher: What happen with you bukan is you. What happen with you?
((We say what is happen to you not what happen is you.))
Student : Yes miss!
In extract 1 above, the teacher asked one of her students by saying, “Hey, Rindi, why do
you look so sad?”,which is taken from the third meeting of the transcription. The teacher at that
time performed an action to asked one of her students named Rindi about her condition at the
day. The expression that she said before contains literal meaning to communicate with her
students. The expression where the teacher asked the students about her condition can be
categorized as locutionary act. Another example of locutionary act can be observed in the
following extract:

Teacher: “How’s life?”
Students: “I’m fine and you?”
Teacher: “I’m fine, nice to hear that, I’m very well thank you!” (cough)
(errrrr) “Rana, please take English book in the library please!”
In extract 2 above, the teacher asked about the students’ condition at that time by saying,
“How’s life?”. This expression contains communicative meaning as an expression when teacher
greeted the students. Literally, this expression does not need a reply from the students. This
expression can also be categorized as locutionary act.
b. Illocutionary acts
Illocutionary act seems to be true that it performs the same way to convey information,
but then it is different in contain. It contains the social function of what speaker said. The
concept of an illocutionary act is central to the concept of a speech act. Although there are
numerous opinions as to what 'illocutionary acts' actually are, there are some kinds of acts which
are widely accepted as illocutionary, as for example promising, ordering someone, and
bequeathing.
In the present data below, it will be discovered about the use of illocutionary act in three
kinds of examples. The examples are taken from the transcription of teacher and students’
interaction in the classroom during the learning process.
Teacher :Oke, oke.. seat belt, (wow!).. ini saya mau tanyakan nih, kata seat belt, pernah
dengar kata seat belt? Atau memang pertama kalinya dengar kata seat belt?
((Okey, okey.Seat belt (wow!).I want to ask you, have you ever heard about the word
“seat belt”? Or is this the first time you hear about the word?))
Students: (Some students comment) Yes, apa itu seat belt? yes!
“Yes. What is seat belt? Yes!”
In extract 3 above, the teacher asked the students whether they ever heard about a
particular word. The teacher expressed it by saying, “I want to ask you, have you ever heard
about the word “seat belt”? This expression contains a social function, in this case to ask the
students to look for it in the dictionary or try to remember it. It can be categorized as an
illocutionary act since it contains a particular request for students to do. Another example of
illocutionary acts can be seen in the following extract:
Teacher :Back to your sit please!...(e..).. Heru please take your friends book on my table!...
Student : I’m not yet do it, Mom.
In extract 4 above, the teacher asked her students to go to their seats by saying, “Back to
your sit please!”. The expression contains a particular intention as a command to the students to
go back to their seats. This can be categorized as illocutionary acts because it has a social
function within the expression. Furthermore, the teacher said another expression by saying,
“Heru please take your friends book on my table!”. This expression also has a social function in
it and used by the teacher to asked one of her students to submit his friends’ assignments on her
desk. It can be categorized also as illocutionary act. Another example of illocutionary acts can be
seen in the following extract:
Teacher : The first, we will discuss about the word of road. Jadi yang akan kita bahas pertama
adalah mengenai kata road!
((Firstly, we will discuss about the word “road”, so the first thing that we will
discuss is about that word!))
Student : Road!
In extract 5 above, which is taken from the first transcription of teacher and students’
interaction in the classroom, we can find that teacher said another example of illocutionary acts
by saying, “Firstly, we will discuss about the word “road”, so the first thing that we will discuss
is about that word!”. The expression used by the teacher to convey her intention and asked the
students that the first thing they will learn is about the word “road”. This expression also
contains a social function used to command someone.
c. Perlocutionary acts
Perlocutionary acts, is Austin’s last element in the three-fold definition of speech acts, are
performed with the intention of producing a further effect on the hearer. Sometimes it may seem
that perlocutionary acts do not differ from illocutionary acts very much, yet there is one
important feature which tells them apart. It contains also a social function within the expression
and act or feedback by the listener as a response to what the speaker says.
In the present data below, it will be observed about the use of perlocutionary acts by
teacher in the EFL classroom during the learning process. The examples are taken from the
transcription between teacher and students and it will be discovered within three examples of
illocutionary acts below.

Teacher :Okey, Ridwan, Iva,.. Mardiah, Resy, Tia, oke, please, come forward.. kata yang kita
bahas kali ini adalah safety!
((Okay, Ridwan, Iva,.. Mardiah, Resy, Tia, now please come forward in front of the
class. The word that we will discuss today is safety.))
Students : (They prepare and come to the white board).
In extract 6 above, the teacher command two of her students to come forward in front of
the class by saying, “Okay, Ridwan, Iva,.. Mardiah, Resy, Tia, now please come forward in front
of the class. The word that we will discuss today is safety”. In this expression, the teacher tried to
convey a message in her expression. She commands her students to do what she said and her
students do what she commands them. This expression can be classified as a perlocutionary act
since it has an intention in the expression and there are responses from the listener to do what the
speaker says. The students response what teacher command them by preparing their self to come
forward in front of the classroom and write on the whiteboard. Another example of
perlocutionary acts can be seen in the following extract below.
Teacher :Oke, everybody back to your seat please. Oke, duduk, duduk.Hmm, oke, Safe driving
for life.Ehmm, hmm, hmm.. Robby, fico, please read paragraph one.
Loud speaker system yah. Paham yah?Loud speaker system kita’ pakai.
Safe driving for life paragraph one. Robby I ask you to read not to laugh. Silahkan.
((“Okay, everybody back to your seat please. Okay, sit down please. Okey, safe
driving for life.(ehhmm, hmm, hmm) Robby, Fico, please read the first paragraph!”.
“We will use loud speaker system, do you understand it?”
“Read the first paragraph. Robby, I am not asking you to laugh, read that please”.))
Rizal : (Robby began to read the paragraph while the teacher correct the wrong pronunciation
of English word)
In extract 7 above, which is taken from the second meeting of the recording, the teacher
convey an expression to asked her students to do something by saying, “Robby, Fico, please read
paragraph one”. This expression contains a particular intention used to command someone.
After the teacher said the expression, the teacher that she commanded before doing what she
said. It can be classified as perlocutionary act since it contains a social function to command
someone and someone that hear it response it by doing something. As the previous explanation
above that perlocutionary act is containing also a social function within the expression and act or
feedback by the listener as a response to what the speaker says.
Teacher: Berarti Robby bisa, please come forward. Tolong maju kedepan dulu. Rizal biasa bawa
mobilkan? Berarti saya minta Robby menjelaskan ke kawan-kawan nih about how to
drive a car. Silahkan Robby, come forward please.
((It means that Robby can come forward to the front of the classroom. Robby, you
know how to drive a car, don’t you? Please tell us how to drive a car)).
(Teacher went to Robby’s seat and asked him to come forward. The classroom situation
is crowded)
Rizal : (Come forward in front of the classroom and pretend he was driving a car)
In extract 8 above, the teacher asked one of her students to come forward in front of the
classroom by saying, “Robby can come forward to the front of the classroom”. Within this
expression, there is a specific intention that she wants her student to do. She said that to
command his students to do what she says and as the result, her student gives a respond to her by
coming forward in front of the classroom and pretending he was driving a car. This expression
can be categorized as perlocutionary act since it has a particular intention within the expression
and the listener, in this case Robby, performed a respon to what his teacher command him.
CONCLUSION
Teaching English nowadays is a must for a professional English teacher. It is because

teaching is the manner to transfer knowledge from teacher to student. In transferring the
knowledge, a professional teacher should master a good way to do it. He should know how to
manage the classroom and consequently create a prime atmosphere in the classroom. Besides
mastering those things, a teacher should know how to teach with good speech acts.
Speech act is everything related to communication that occurred between teacher and
students in the classroom, whether it is the way the teachers commanding, explaining something,
asking something or managing their students. In this study, the writer tried to explain and
observe the speech acts that occurred between teacher and students in EFL classroom. The
teacher here was performing three kinds of speech acts which is proposed by Austin namely
locutionary act, illocutionary act and perlocutionary act. Each of those speech acts are showed by
the teacher while she was teaching in classroom.
While the teacher was greeted the students, she performed a locutionary act due to her
expression did not contain any particular intention within. Then while she asked the student to
read some paragraphs in the book, she performed an illocutionary act since the expression
contains a certain intention. Furthermore, if the teacher asked the students to be quiet in the
classroom and the students obey what she said, then she performed a perlocutionary act.
Different with illocutionary act, perlucutionary act here appeared if the listener shows a feedback
as response to what speaker says. This study is addressed to both teacher and students in order to
make good perspective about speech acts. Hopefully through this mini research, they can
perform a good speech act in the process of teaching and learning.
Comparison and contrasti …? Commented [u62]: comparing and contrasting your finding
with those of others..
REFERENCES Commented [u63]: Books and journals ?
………………………….
SPEECH ACT OF TEACHER TALK IN AN ENGLISH CLASSROOM AT
SMAN2 PERCUT SEI TUAN
NURLAILA AFNI LUBIS Commented [u64]: Complete the data as to the template
8186116015
Abstract
The purposes of the research IS to find out speech act classification mostly used by an English teacher Commented [u65]: tenses
while teaching, the reason of why certain classification was preferred and the implication of the selected Commented [u66]: idem
speech act classification toward the teaching and learning process.This research was a case study research
Commented [u67]: data????
involving an English teacher teaching an English class. The study used Searle’s taxonomy of speech act
classification as the instrument. The findings of the research showed the frequency of each classification
found as the following: 70% for directives, 21% for representative, 6% for expressive and 3% for
commissive. Directive speech acts used mostly by the teacher because the teacher adopts the principle of
Communicative Language Teaching. The use of directive speech act apparently make implication towards
the improvement of the students’ productive skills. The study concluded that the choice of speech acts
classification determine the teaching approach and vice versa. It is recommended for English teachers
wishing to help students to achieve communicative competence to use more directive speech acts.
Keywords: Commented [u68]: Complete it….
A. INTRODUCTION
There are problems related to the use of English (as a foreign language) in the classroom.
Nuraini (2015) in her research mentioned a problem in the use of speech acts in English
classroom. She argued that the use of speech acts in Indonesian English class leads to a
misunderstanding due to the inappropriate use of the speech acts uttered. Students may have
different interpretations of a simple utterance said by the teacher. This is caused by the failure of
using IFIDs (Illocutionary Force Indicating Devices) or deciding to use either direct or indirect
speech acts in certain situation. The culture contributes to different styles of language use applied
in making utterances. For instance, Seifoori and Emadi (2015) found out that Americans and
Persians have different ways in complimenting. This is related to the way they see the culture,
the values in it comprising social distance, status, and the belief of how to reach for politeness or
directness in communication.
This study is aimed at investigating classroom speech acts performed by an English
teacher in terms of speech acts classification determined by the theory of John R. Searle (1999). Commented [u69]: Last name only
The study hopefully fills the gap of research regarding speech acts classification analysis which
has been conducted previously mostly by focusing on the analysis of political speeches.This
study, theoretically, contributes to fill the gap of speech act research on the matter of speech acts
or illocutionary acts classification. Most studies commonly analyzed political speeches,
advertisement, and the strategy of performing certain speech acts (such as complimenting,
apologizing, refusing and so on). Therefore, this study hopefully enriches the literature of the
study of speech acts used by teacher in English classrooms in Indonesian context.
Besides, for English teachers, this study also contributes ideas and insights on how the
choice of language function (speech act classification) may affect the classroom process,
including the students themselves, their score, or their learning progress. Finally, this study is
expected to encourage teachers to improve their quality of teaching by first starting to reflect and
evaluate on how they use illocutionary acts in their teaching process.
B. REVIEW OF LITERATURE
Teacher Talk
Harmer (2007) points out that too much teacher talk can make students lose their chance
to talk, and he actually stated that a good teacher maximizes time for students to talk and
minimize time for him/her to talk. However, a study from Sadeghi, Ansari, and Rahmani (2015) Commented [u70]: Sadeghi et.al.
proves that appropriate teacher talk brings positive effect on students’ engagement andattitudes.
Appropriate teacher talk can contribute either to the presence of politeness or directness in
teaching which will impact on the teaching process and students.
Pragmatics
Pragmatics has something to do with the fact that users use language in context and that
language is restricted to culture. Grundy (2008) states that the meaning and the intention of
utterances uttered by users are determined by the existence of a context. He also adds that culture
and context play roles in communication. It is because without contexts, a hearer does not
understand what a speaker intends to say by his/her words. Grundy’s emphasis clearly points out
that culture cannot be separated from the language when users communicate. Every country does
not always share the same culture. Recognizing the rule, habits, and beliefs of each culture
counts in achieving understandable and accepted utterances when one wishes to communicate in
a particular language existing in a particular culture.
Speech Acts
There are three categories or dimensions of speech acts. Grundy (2008) explains that
when people say something, they may involve the three dimensions, which are locutionary acts,
illocutionary acts, and perlocutionary acts.
a. Locutionary acts
Locutionary acts are basic utterances uttered by people shaped in the right grammar
andunderstandable vocabulary. From the examples given by Yule (1996) in his book,
it is clear that he tries to say that one of the requirements to meet in performing
locutionary acts is that both the speaker and the hearer share the same language;
otherwise, there will be misunderstanding or the meaning intended will not be
understood by the hearer.
b. Illocutionary acts
Yule (1996) states that the term “illocutionary acts” is often closely associated with
the term speech act. When people have communicative force in saying an utterance, it
means that they are performing an illocutionary act. For example, saying “put it out”
may have a different kind of force behind that. The speaker may say that because he
tries to stop a lady smoking in a smoke free area, or he sees a window curtain is on
fire. Having intention to say particular utterances contribute to the idea of
illocutionary acts.
c. Perlocutionary acts
People (speakers) perform perlocutionary acts by expecting to affect other people’s
(hearers’) behavior. Affecting behavior does not necessarily mean getting the hearer
to do physical movements; it also deals with the change of thought or habit of the
hearer. This statement is in line with Yule (1996) who points out that perlocutionary
acts bring the-so-called perlocutionary effect. One of the examples illustrating this
situation is when a speaker is feeling sad of being left out, he says “I am useless” to a
friend. By hearing the utterance, the hearer is affected and feels sorry. Felling sorry is
the effect of the perlocutionary acts of the utterance “I am useless”.The term “speech
act” comprises many theories under it. It includes the theory of performative verbs,
IFIDs (Illocutionary Force Indicating Devices, felicity conditions, speech acts
classification, direct and indirect speech acts, speech events, and so on.
Speech Acts Classification

a. Declarative Force
Declarative force has a principle that words change the world. It means that
speech act uttered by a speaker changes the world or situation. It is illustrated by
the sentences below.
[1] Police officer: You are under-arrest!
When a police officer says utterance [1] to a person doing a crime, the utterance
changes the situation of the criminal. From the status of a free man, the person
doing the crime is put in jail. However, if the utterance [1] is uttered by a teacher
to a student, the utterance does not make any difference or change whatsoever the
student because the ones who have the rights to say the utterance [1] are only
police officers.
b. Assertive Force
Making words fit the world means that speech acts with assertive force is used to
state what the speaker believes to be the case or not the case. Yule (1996) says
that assertive force is used to represent the world as the speaker believes it is.
Below are the examples of speech acts with assertive force.
[2] The earth is flat
[3] Roses smell good.
c. Expressive Force
As shown by the table 1, by performing speech acts with expressive force,
speaker wants to show what he/she feels about particular situations. Expressive
force expresses psychological state such as likes and dislikes, joy, sorrow, pain,
and many others. [4] and [5] are the examples. [4] I am really sorry.[5]
Congratulation.
d. Comissive Force
Commissive force in speech acts shows speaker’s intention. Yule (1996) states
that speakers use commissive force to express promises, threats, refusals, or
pledges. It hassomething to do with showing speaker’s intention in the future as
shown in [7].[7] I promise to buy you ice cream after school.
C. METHOD
Reseacrh Design
Since this study was aimed at investigating classroom speech acts performed by an
English teacher in terms of speech acts classification determined by the theory of John R. Searle, Commented [u71]: Searle (19….)
this study categorized under the principle of qualitative research design, specifically, a case
study. Geertz in Cohen (2007) points out that a case study has something to do with investigating
how a phenomenon is like by looking closely at the case and providing a thick description
explaining participants’ thoughts about and feelings for a situation. A case study is a perfect fit
for this study, as this study attempts to reveal how speech acts are used by a teacher of English.
This study elaborated the case and findings as they really are without manipulations. Commented [u72]: tenses
Participants
An English teacher participated in this study. She comes from Medan, Indonesia. She is
25 years old and taught English course in Medan and has been teaching for about three
years. The level of students she teaches varies from first until third grade of senior high
school. The teacher was chosen for some reasons. First of all, she teaches in the
classroom using full English. Second, the exposure of English she has is good enough as
the place where she teaches or works regulates people to speak English both for teachers
and students.
Material
There are three types of data which were collected. First, a full-length video of a teaching
and learning process in one meeting. The video is 1 hour, 26 minutes and 34 seconds in
length. Second, teacher’s interview and the last one is the documents of students’ scores.
Procedure
In the process of collecting the data, observation was conducted. The data to be analyzed
were collected by videotaping the process of teaching and learning. Next, the teacher was
interviewed to confirm some cases of speech acts happening in the classroom while she
was teaching. In addition, the document of students’ scores was collected from the
teacher.Before analyzing the data and finding out the speech act classification, the
videotaped-data were transcribed. The speech acts, performed by the teacher while
teaching in the classroom, were subsequently analyzed within the framework of the five
major classifications of speech acts developed by Searle: assertives, directives,
commissives, expressives, declaratives.To determine the sentences to be categorized into
Searle’s speech act classification, a framework was developed based on speech act word
clues or characteristics proposed by Qadir and Riloff (2011), who further developed
speech act word clues listed by Searle (1976). Next, the percentage of each speech acts
classification was counted and interpretation was drawn from the findings and was
descriptively described.
It is found that there are only four speech act classifications used by the teacher to teach Commented [u73]: I this the result?
in the classroom. The teacher excludes the use of declarative speech act classification. It
is obviously due to the nature of declarative speech act, in which Yule (1996) explained Commented [u74]: Tenses….
that declarative speech act changes the world of the hearer via utterances uttered by a
speaker. The speaker needs to have a special institutional role to change the world of the
hearer. The changing world of the hearer means that the situation which is changed from
him/her/them caused by a speaker is not easy to be avoided or broken or left. The change
of situation caused by a speaker to a hearer stays longer; for example, when a priest
declares somebody to be somebody else’s wife or husband. A mother or a doctor is not
legalized to marry a couple. To sum up, the teacher does not use declarative speech act in
her teaching.
Representative
Out of 673 utterances, it is found that 141 of them have the characteristics of Commented [u75]: tenses
representative speech acts. By developing Searle’s speech act word clue lists, Qadir and
Riloff (2011) came up with a number of representative speech act word clues. The list
includes the act of hypothesizing, insisting, boasting, complaining, concluding, deducing,
diagnosing, claiming, assuming, and suspecting. The finding related to representative
speech acts obtained from the data includes the act of concluding and repeating students’ Commented [u76]: idem
answer to make sure or conclude what is said as what it is. Some samples from the data Commented [u77]: idem
are presented in the table below. Commented [u78]: idem

Commented [u79]: idem
D. FINDINGS AND DISCUSSION

This section presents the findings and their interpretation, organized in terms of the
sequence of the research questions.
Utterance Representative Speech
act Categories
“yeah, so 4” Concluding
(actually it means “yes, so there are four questions all together”)
“this is from Aurora” Claiming
“I think this is such a hard question” Assuming
S: “Maybe meatball” Concluding/stating

T: “Oh...meatball, okay”
S: “20” Concluding/stating
T: “20 of February, alright”
Apparently, from the teacher interview, the teacher admitted that her act of repeating
students’ answer was one of the efforts of listening. The nature of listening here is not “hearing”;
rather, the teacher tried to show that she cared about what her students tried to say. In addition,
being there for students andlistening to what they say and their opinions are efforts of
establishing a good rapport.
Harmer (2007) actually states that building a good rapport, such as making students feel
that the teacher treats them right, contributes to grow students’ intrinsic motivation. Thus, when
the motivation is there with the students, it encouragesthem more to pay attention and get
actively involved in the teaching and learning process in the classroom.
Expressive (6%)
39 utterances characterized by expressive speech act word clue are found in the data.
Qadir and Riloff (2011) categorized utterances with expressive essence by signaling clues like
thanking, apologizing, congratulating, condoling, deploring, appreciating, and welcoming.
Among those 39 utterances, most expressive speech act uttered are listed below.
“thank you”,
“I’m sorry”, and
“Oh my God!”
The utterance like “thank you” is always mentioned by the teacher after receiving things
from the students or whenever her students try to remind her about something. “I’m sorry” is
uttered when the teacher makes mistakes such as forgetting students’ names or after making
jokes that she thinks might hurt her students.In the interview, she admitted that her reason of
doing so is basically a habit because people aresupposed to say “thank you” when somebody
gives them something, say “sorry” if they think they might hurt somebody else’s feeling, and say
“oh my God” if people are surprised about something. The other reason is that the teacher wants
to grow those basic habits in her students by being a good role model of a social human being.
Therefore, the students will do the same when they interact inside or outside of the classroom.
Directives (70%)
the teacher in the teaching process. Among those 673 utterances, 70% of them have
directive speech acts word clues. Qadir and Riloff (2011) listed clues of directive speech act
word. Utterances containing the force or intention to ask, order, command, request, beg, plead,
pray, entreat, invite, permit, advise, dare, defy, and challenge, are categorized into directives.
Mostly, the teacher used directives with the intention is to ask the students about something, and
to command and request the students to do something. Some samples of directive speech acts
uttered by the teacher are presented in Table
Utterance Directive Speech act
categories
“Uhmm...do you know, oh what is that?, other expression rather Asking
than saying fine?”
“So, can you please introduce yourself?” Requesting
“I want you to make two questions about me and also about person Commanding
sitting next to you”
You can have a sit Nani” Inviting
Tell me, Nani!” Ordering
The percentage of each speech act classification is drawn in Figure 1. It excludes

declarative speech act as it does not exist in the data. To sum up, there are four speech acts
classifications found in the study. They are representative/assertive, directive,expressive, and
commissive. The dominant one used by the teacher is directive speech act which takes over 70%
of the teacher’s talk while doing the teaching.
E. CONCLUSION
1. Based on the findings and discussion, four classifications of speech acts are found Commented [u80]: are these conclusions correspond to your
problems or objectives?
from the data (teacher talk). The total of the utterances uttered by the teacher in one
meeting of teaching and learning is 673 utterances. Four classifications have different
portions, with directive speech acts as the dominant one, taking over 70% of the
utterances. The second dominant classification is representative speech act for 21%.
The expressive and commissive speech acts have small portions, namely 6% and 3%,
respectively.
2. The teacher argued that her reasons of using more directive speech acts are only to
get students to talk more and to carry out the principle of Communicative Language
Teaching as what she believes. The implication which can be drawn from the finding
is that using directive speech acts which involves posing a lot of question, requesting,
or commanding contribute to students’ achievements, especially in productive skills.
It is because by posing a lot of questions students are encouraged to answer the
question and keep talking. Therefore, the choice of language and speech acts affects
the teaching and learning as well as the teacher and students.
REFERTENCES Commented [u81]: Books and journals???
……………………………………….
THE TACT MAXIM EMPLOYED IN ONLINE CHATTING
BY: HUSNAWATI Commented [u82]: idem
Registration Number: 8186112017
State University of Medan, North Sumatera
2018
Abstract
This paper deals with the study of tact maxim use in online chatting. The data were collected from
online media; whatsApp from several resources. The data were analyzed based on Leech’s theory of Commented [u83]: too short.
Any research method stated? And objectives???
politeness. The research revealed that tact maxim was applied in online chatting in various
situations and for different purposes and function.
Key words: ……. Commented [u84]: Complete these..
I. INTRODUCTION
Human as social being can’t be separated from communication as part of their interaction
process. Communication and interaction process are crucial part in maintaining relationship, and
a successful relationship is determined by the ability to communicate and interact. Moreover, to
maintain a good relationship, there are several values to be consider, one of them is being polite.
Lakoff (1973 in Wang and Wei: 2016) put forward three basic conditions about politeness: Don’t Commented [u85]: Lakoff in Wang and Wei
(2016)
impose on others; give others the right of choice; be friendly with each other, make each other
feel good. According to Leech there is a politeness principle with conversational maxims similar
to those formulated by Paul Grice. This principle was divided into six maxims, and one of them Commented [u86]: Last name only.
is Tact maxim. Tact maxim is the most important kind of politeness in English speaking society.
According to Leech (1983) the criteria of tact maxim involves minimizing the cost and
maximizing the benefits to the hearer. The tact maxim focuses more on the hearer/recipient.
These criteria of Tact maxim can describe whether the speaker is polite or impolite.
In the present time, human interaction has dominated by the use of technology as result of
world industrial revolution. Therefore, the interaction process in this era mostly employed
through online media such whatsapp, facebook messenger, line, telegram, and many more.
Moreover, this technology based interaction are mostly employed by Milennials which they
themselves were characterized by the application and integration itself which also influence their
daily lives, experience as well as values (Moreno, Lafuente, Carreón, and Moreno: 2017). Commented [u87]: Moreno, et.al.
Several researches regarding to politeness principle have been conducted. Wang and Wei
(2016) conducted a study analyzing tea house drama based on Leech theory of politeness. The
research analyzed the manifestation of politeness maxims proposed by Leech in order to gain
deeper understanding of the characters of the drama. Moreover, Dewi, Artawa, and Udayana Commented [u88]: idem
(2016) study the violation of politeness maxim in the dialog of characters in white house down
movie, the objective is to identify the types of politeness maxim violated based on Leech’s and
the reason of the violation based on Holmes (2008). The study found that the characters violated
all six politeness principles, and the dominant reason is because of social status. Further research
was conducted by Mulyono (2016). Mulyono (2016) analyzed the utterance in cartoon movie, to
examine the use of politeness principle. The research finding shown that there are 25 politeness
principle found, include; Tact maxi, Generosity maxim, Approbation Maxim, Modesty Maxim,
and Agreement Maxim.
The previous research discussed above shown the study of politeness principle in visual
media and literary work. The research presented a broad study of leech politeness principle, or
all sub-maxims. In this research, the researcher conducted more specific study of politeness
based on Leech PP. The study was aimed to analyze the politeness strategy employed in online
media or social media as popular interaction way among Millennials. Specifically, the research
studies the tact maxim use by them in online chatting as effort of being polite among them.
There are two research questions proposed and intended to be investigate in this research, as Commented [u89]: tenses
follow:
1. How was the tact maxim use by communicator in online chatting interaction?
2. In what context and for what purposes tact maxim use?

II. METHOD
This research was conducted qualitatively. In conducting this research, the data were taken
from online chatting from different resources. The participants as resources of data are limited to Commented [u90]: tenses
Millennial in the age 22-30 years old. In data collection, the writers follow several steps include: Commented [u91]: idem
screenshot data, documented the data, and analyze it descriptively. The data analyzed is the data Commented [u92]: idem
that contain tact maxim only, and it was analyzed based on Leech’s theory of politeness and
Illocutionary speech function. Moreover, the analyzed data will be presented in result and Commented [u93]: tenses, already done?
discussion.
RESULTS Commented [u94]: Do you mean Result/s?
III. DATA ANALYSIS

Data 1:
Table 1.1 ……. Commented [u95]: Number and name tha table
No Actors Dialog Speech function

1 L Salam H... I will work in the office this Offering: commisive
morning till dzuhur time. Can you join? If yes
I will pick you up in about 20 minute.
2 S I am so sorry M, I can’t join this morning, Promise: commisive

we’re going to discuss semantics group task.
I’ll be going there after zuhur insyaAllah. No
need to pick me up. Thank you.
S Salam. Promise: commisive

3 Oh I m sorry, you’ll be there till zuhur?. I’ll tell
you when i’m done with this, and coming
there, after, insyaAllaah. But no need to wait
for me, because i am not certain that I’ll be
there before you left. I m so sorry, thank you.
L OK
The dialogue in table one, is conversation between student and lecturer. We can clearly
see from the dialogue in table 1.1 that both parties trying minimize cost and maximize benefit
for each other.
1. The first party tries to minimize cost and maximize benefit to the second parties by
asking the availability and offering help: pick her up.
2. The second party also tries to minimize the cost for the first party by rejecting help.
3. Moreover, the principle of tact maxim also seems in the next message send by second
party. She inform that the first party doesn’t have to wait for her, and she will inform
the first party when she able to come.
Data: 2
Table 2.1…….. Commented [u96]: idem
NO Actors Dialogue Speech

Functions
1 I Boleh saya telpon kamu? Requesting :

Impositive
M Saya: sebentar lagi, saya lagi makan
2 I Kalau saya mau ajak kamu serius kamu mau tidak? Requesting :
Jangan marah ya, saya Cuma tanya saja. impostive
Kalau kalimat yang seperti itu saya gak akan tersinggung.

M Hmm tapi untuk sekarang saya sedang focus dengan
pendidikan jadi belum terpikir untuk kesana.
3 I Ya sabar aja nanti juga gak terasa tiba-tiba udah mau Advising:
selesai aja Impositive
M Iyaa amiin… mudah-mudahan cepat selesai ini.

Data in the first row in table 2.1 showed that first party try to be polite by requesting
permission. He tried to minimize cost of getting interrupted for second party. In the second
row, he admitted his intention but still politely, requesting information by adding
modification. He tried to be polite by considering and being aware of the second party’s
emotion or feeling. In the third row, he tried to give support to second party and not
prioritizing his personal will. It obviously showed that the sender employs tact maxim
politeness principle, trying to minimize cost and maximize benefit to the second party in
discussing personal will.
Data 3:
Table 3.1 ………. Commented [u97]: name it…
1 FT Mengaji kitab yaqotu nafis dengan Ust.Abdul

Aziz, setiap malam di kantor Mts.Muallimin,
Ust. Yang luang waktu bolehhadir, terutama Promoting: commisive
bagi yang jomblo.
2 AN Insyaallah malam sabtu saja saya ikut pak.
Data 3 shows the intention of the first party to maximize the benefit for second party by
promoting or sharing useful information. The second party is not forced to join the event, but
rather given choice and benefit.
Data 4:
Table 2.1 ……..
NY Kalau maskinnesfree tak bagus, akak dah pakai, Advising: Impositive

tak ado berubahnyo di umah ne banyak.
SY Tak apo boli ajo kak mask tu, akak tu udah
cocok pakai tu
Data 4 show the effort of second party to maximize benefit for the first party by advising her
to do such thing that she thinks is good for her.
Data 5:
Table 5.1 …….
No Actor Dialog Speech function
1 MY Mau dibawain apa? Offering :

Commisive
SH Gak usahlah kak. Nanti ngerepotin.
MY Gak palah kalau masih terjangkau dan belinya gak
jauh.
The first row of table 5.1 show that the first party tries to maximize the benefits for the
second party by offering something to be given to her. Then, the second party tries to reject it
because she didn’t want to cause a fuse to the first party.
IV. RESULT Commented [u98]: all data analysis and findings
From the analyzed data above, we found that the tact maxim was employed as commisive
and impositive function, include in offering, promising, requesting, and promoting. Data 1
(Table 1.1) showed tact maxim use in offering and questioning in order to reduce threat or force
to the hearer. Moreover it also was used to reduce burden to other. Data 2 (Table 2.1) showed the
tact maxim employed in asking personal question as afford to be polite and reduce face threat to
the responder. In the context of asking personal information, it was used to create a comfortable
interaction and reduce pressure to the hearer. Moreover, it was also used to share benefit or
information without forcing the responder by giving them right to decide, as presented in data 3
(Table 3.1). Furthermore, as presented in data 4 (Table 4.1) and 5 (Table 5.1), it was also used to
increase benefit to other in form of suggestion and offer.
V. DISCUSSION. Commented [u99]: comparing and contrasting your findings
with those of other scholars
The research found that tact maxim is employed by millennial in online chatting in various
contexts for different purposes and intentions. It uses in discussing personal matter, sharing
information, giving advice, as well as showing attention. The purposes include: to show respect,
attention, and understanding. Moreover, the overall the result show that even in online
communication, Millenials are still hold on the politeness values. They are able to employ this
politeness principle in their written (online) communication and interaction.
Furthermore, compare to the previous research conducted by Wei (2016) and Dewi,
Artawa, and Udayana (2016), this research help the reader to understand the context of
implementation of tact maxim in online communication. Moreover, we also revealed that based
on the analysis of the data, there were no violation of the tact maxim done by the sender and
responder of the message.
REFERENCES Commented [u100]: books and journals/
……………………………
Analysis Of Polite Language in Maxim’s in the film Commented [u101]: avoid the use of The Analysis.
Language Politeness of Maxim in the……
“Tenggelamnya Kapal van Der Wijck”
By: FITRI ANISAH SITORUS Commented [u102]: Middle initial name
Registration Number: 8186112007 Commented [u103]: institution

2018
ABSTRACT Commented [u104]: too short
This paper deals with the study of language politeness theory use in film “ Tenggelamnya Kapal
van Der Wijck”. The data were collected from youtube and novel. The data analyzed based on Commented [u105]: what are your data?
Leech’s theory of politeness. Politeness was shown by addressing someone just by name or by
saying “Datuak.” and “rangkayo” and so on. According to the power and relationship,
minimizing dispraise of others, and mentioning something or someone indirectly. Commented [u106]: The findings?
Key words: ….. Commented [u107]: Some wrds of key?
INTRODUCTION
Human, as social being can’t be separated from communication as part of their interaction
process. Communication and interaction process, are crucial part in maintaining relationship, and
maintain a good relationship, there are several values to consider, one of them is being polite.
Lakoff in Wang and Wei (2016) put forward three basic conditions about politeness: Don’t
impose on others; give others the right of choice; be friendly with each other, make each other
feel good.According to leech there is a politeness principle with conversational maxims similar
to those formulated by Paul Grice. This principle divided into six maxims; tact maxim, Commented [u108]: Last name only
approbation maxim, generosity maxim, modesty maxim, agreement maxim and sympathy
maxim.
The concept of politeness may be different in one place to others. It may be influenced by
the culture. In the film of “ Tenggelamnya Kapal van Der Wijck” , directed by Hamka it was
told how the people in thefilm use maxims in the terms of politeness. The film itself used
Indonesian culture as a background. There are many ways in showing politeness; by greeting,
addressing others not by name and etc.
Film “ Tenggelamnya Kapal van Der Wijck” has interested many viewers from any places
and social status. As a thrillers film it has taken sympathy and big impression from its viewers.
In this film, it was told how ironic the love of Zainuddin and Hayati because disparate in social
status, tradition and ending by dead. In 1930 from Makassar, Zainuddin goes to his father town
in Batipuh, Padang Panjang. He meets with a beautiful girls and nobelwoman in that town, her
names is Hayati. they love each other but on say, they should separate because of Zainuddin is a
poor man and he is not from Minang. Hayati married with Aziz and Zainuddin goes to Jakarta.
through online media such whatts up, facebook messenger, line, telegram, and many more.
Moreover, this technology based interaction are mostly employed by youth which they
themselves was characterized by the application and integration itself which also influence their
daily lives, experience as well as values (Moreno, Lafuente, Carreón, and Moreno: 2017).
Grice (1988) was the first in systematically studying cases in which what a speaker means
differs from what the sentence used by the speaker means. Grice introduced the technical terms
implicate and implicature for the case in which what the speaker meant, implied, or suggested is
distinct from what the speaker said. The conversational implicature is a message that is not found
in the plain sense of the sentence. The speaker implies it. The hearer is able to infer (work out,
read between the lines) this message in the utterance, by appealing to the rules governing
successful conversational interaction.
In this paper, I would like to reveal the use of politeness maxims in film “ Tenggelamnya Commented [u109]: Already done
Kapal van Der Wijck” .Here, I would like to show how politeness maxims in Indonesian cultural
background in the aim of showing people’s respect to others. “ Tenggelamnya Kapal van Der
Wijck” will give a few description of the part of Indonesian people’s way of life. There are two Commented [u110]: Tenses. Already done.
research question proposed and intended to be investigate in this research, as follow:
1. How was the politeness maxim use by communicator in interaction?

2. In what situation and for what function and purposes politeness maxim use?
Linguistics politeness has occupied a central place in the social study of language: even it has
been the subject of intensive debate in sociolinguistics and pragmatics. A lot of linguistics
scholars have carried out researches on linguistic politeness in a wide range of cultures. As a
result, several theories have been proposed on linguistics politeness and politeness has been well-
established scholarly concept. Consequently, the notion on politeness has received a lot of
different definitions and interpretations (Fauziati, 2009: 193).
There are some theories of politeness proposed by some Linguists.According to Goffman

(1967: 5) every person lives in a world of socials encounters involving him either in face to face
or mediated contact with other participants. Then, Lakoff (1967) suggests two overarching rules
of pragmatic competence, both composed a set of sub rules, namely be clear and be polite. In
‘Logic and conversation’ Grice proposed four maxims, the maxim of quantity, quality, relation
and manner which were formulated as follows (Thomas, 1995: 63). Built on Grice's CP maxims,
Leech (1983) proposes theory of politeness which is named politeness principle (PP). Politeness,
according to Leech, involves minimizing the benefit to speaker / hearer. The PP thus consists of
six maxims, all of which are related to the notion of cost and benefit, and related pairs of values.
Firstly, tact maxim is minimizing benefit to other and minimizing cost to other. Then, generosity
maxim states to minimizing benefit to self and maximizing cost to self. The approbation maxim
requires to minimizing dispraise of other and maximizing praise of other. The modesty maxim,
the participant must minimize praise of self and maximize dispraise of self. In the agreement
maxim, there is tendency to maximize agreement between self and other people and minimize
disagreement between self and other. The sympathy maxim explains to minimize antipathy
between self and other and maximize sympathy between self and other (Leech, 1983: 132).
According to Grice (in Thomas, 1995: 64 - 75) there are very many occasions when people
fail to observe the maxims. There are five ways of failing to observe a maxim: flouting a maxim,
violating a maxim, infringing a maxim, opting out of a maxim, and suspending a maxim. A flout
occurs when a speaker blatantly fails to observe a maxim at the level of what is said, with the
deliberate intention of generating an implicature. Then, if a speaker violates a maxim she / he
will be liable to mislead. A speaker with no intention of generating an implicature and with no
intention of deceiving, fails to observe a maxim is said to ‘infringe’ the maxim. A speaker opts
out of observing a maxim by indicating unwillingness to cooperate in the way the maxim
requires.
III. METHOD
In conducting this research, the data were taken from youtube and novel from different Commented [u111]: What are the data?
resources. In data collection, the writers follow several steps include: watching the movie, read
some review in personal blog, read the novel, and analyze it descriptively. The data analyzed is
the data that contain of sixth politeness maxim and it was analyzed based on Leech’s theory of Commented [u112]: Is this the data statement?
politeness. Moreover, the analyzed data will be presented in result and discussion. Commented [u113]: tenses
IV. RESULT
The finding of the study showed that there were various strategies of politeness maxim. It
applied by different people for different purposes in order to be polite. The sample and analysis
of the data are follows:
Sources: Youtube Movie
Tact maxim in the text

The function tact maxim is to minimize the expression of belief which imply cost to other;
maximize the expression of beliefs which imply benefit to other. In the film it was found in
Zainudin : Hayati..... Setelah kedekatan kita beberapa hari ini, Saya menaruh hati kepada
Engkau.Kecantikan dan kebaikan mu telah terdengar sampai keseluruh desa. Commented [u114]: give the English translation
to clarify the meanings
Hayati : (Menatap) Jangan tuan terlalu membanggakan kelebihan yang saya punya.
In that conversation above, what Zainudin asked giving maximize the expression of beliefs
which imply benefit to Hayati.
Generosity maxim in the text

Generosity maxim is to minimize the expression of benefit to self; maximize the expression of
cost to self.
Siti : Ya, Ia menyuruhmu utk untuk menunggunya disini.

Zainudin : Baiklah aku akan menunggu beliau disini. Commented [u115]: English version???
Hayati : Apa yang akan dikatakan Datuk? Perasaan ku tak enak. Firasatku berkata
bahwa kita akan berpisah.
Siti : Hayati, mari kau pulang dengan ku.
Hayati : Tidak Siti, Aku ingin mendengar apa yang akan di kataka Datuk.
Zainudin :Tenaglah Hayati. Semua akan baik-baik saja.
Pulanglah Hayati. (Melihat ke arah Hayati) Hati hati dalam perjalananmu.Siti
tolong antarkan dia sampai ke rumah.
Modesty maxim in the text
Modesty maxim is to minimize the expression of praise of self; maximize the expression of
dispraise of self.
Trian : Haaa???? Seperti mereka?Siapa jodoh kau Taufik?

Taufik : Jangan menganggap remeh! Kau tak tahu saja.Barangkali aku lebih jago
dalam hal ini.
Yuni : Kau ini ada-ada saja(Tertawa menyindir). Siapa yang mau dengan Engkau?
Si Laras, yang anak Tuan kadi itu?
Taufik : (Tertawa malu). Commented [u116]: idem
In that conversation above, Trian giving minimize the expression of praise to Taufik.
Zainudin : Tapi kami saling mencintai.

Datuk : Pergilah Zainudin dari negeri ini, demi kemaslahatan Hayati. Jika Engkau
memang benar cinta kepada Hayati, pergilah.Biarkan Hayati bahagia.
Pikirkan itu anak muda.
In that conversation above, Datuk giving maximize the expression of dispraise of self to
Zainuddin.
Approbation maxim in the text

Approbation maxim is to minimize the expression of beliefs which express dispraise of other;
maximize the expression of beliefs which express approval of other.
Aziz : Begini tuan, mungkin pada saat inilah Tuhan membalas segalanya. Saya telah
melarat sekarang.Saya telah di pecat dari pekerjaan Saya. Saya
kahwatirakannasib Hayati.
Zainudin : Kalau begitu, untuk sementara waktu, tinggalah terlebih dahulu di rumah Saya
sampai tuan mendapatkan pekerjaan.
Aziz : Tidak tuan, budi baik Saudara sudah terlalu besar kepada Saya. . Tak ada
balasan dari Saya.
Zainudin : Itu bukan jasa, itu hanya kewajiban seorang sahabat kepada sahabatnya.
Agreement maxim in the text

Agreement maxim is to minimize the expression of disagreement between self and other;
maximize the expression of agreement between self and other.
Zainudin : Hayati mari kita berteduh,
Hayati : Ya tuan, hujan semakin lebat
In this dialoge, the first meeting between Zainuddin and Hayati is very polite and sweet.
Zainudin : Hayati, sebenarmya ada hal yg ingin kusampaikan.

Hayati : Apa itu tuan zainudin?
Zainudin : Saya jatuh cinta kepadamu, kepada kelembutan dan keteduhan jiwamu.
Maukah Engkau menjadi kekasih hatiku?
Hayati : Saya pun mencintai tuan. Bagai mencintai diri Saya sendiri.Saya bersedia.
Sympathy maxim in the text
Sympathy maxim is to minimize antipathy between self and other; maximize sympathy between
self and other.
Yuni : Lihat mereka, dua anak manusia yg sedang jatuh cinta. Itu... Tuan Zainudin
dan Hayati kan??
Trian : Benar. Mereka sangat serasi! Tetapi,(Berpikir) bukankah kita tak boleh
berkekasih orang yang berlainan suku dengan kita?
Yuni : Tapi mereka tampaknya saling mencintai. Apa pantas kita memutuskan
kedekatan mereka? Tak tega rasanya.
Zainudin : Aku tak yakin tentang apa yang akan terjadi padaku kedepannya tanpa
Hayati di dekatku.
Muluk : Guru, percayalah. Taka ada yang sia-sia apabila kita telah melakukan
semaksimal mungkin.
V. DISCUSSION.
In conclusion, the research found that politeness of maxim is use in many ways in various Commented [u117]: tenses
situations for different purposes and intentions. It uses in discussing personal matter, sharing Commented [u118]: idem
information, giving advice, as well as showing attention. The purposes include to show respect, Commented [u119]: idem
attention, and understanding. Commented [u120]: have you answered all theresearch
questions?
Film is just a description of some parts of people’s life. However, this film has successfully
describing a few portrayals about life of people in Belitong. There are so many ways in showing
politeness to others. Politeness Maxims are used to minimize unwanted effect of utterances and
make the utterances smooth. It also gives benefit to others. Belitong people may use different
ways from other places in showing politeness. Some of these reflect Indonesian culture how to
respect the old ones with regarding power, range, distance and familiarity. Commented [u121]: Compare and contrast your findings with
those of other scholars
After reading the paper it is hoped that the community are able to use politeness maxim for Commented [u122]: idem
the sake of minimizing misunderstanding and getting stuck in conversation.
REFERENCES Commented [u123]: books and journals?
…………………………
THE USE OF TACT MAXIM IN COMMUNICATION THROUGH TELEPHONE Commented [u124]: Do you mean …In telephone –call
communication?
By:Muhammad Ardillah Nasution
Registeration Number: 8186112026 Commented [u125]: Refers to the template

2018
ABSTRACT
This paper deals with the study of tact maxim use in conversation through telephone. The Commented [u126]: passive
data were collected from conversation through of secretary and costumer on office through
telephone; conversation through telephone from several resources. The data analyzed based Commented [u127]: be…
on Leech’s theory of politeness. The research revealed that tact maxim was applied in Commented [u128]: a very general result.
conversation through of secretary and costumer on office through telephone in various
situations and for different purposes.
Key words: Commented [u129]: More words
I. INTRODUCTION
Human as social being can’t be separated from communication as part of their interaction
process. Communication and interaction process, are crucial part in maintaining relationship, and Commented [u130]: This paragraphs are Similar to the
previous article by…….
maintain a good relationship, there are several aspects to consider, one of them is being polite.
According to leech there is a politeness principle with conversational maxims similar to those Commented [u131]: Same mistake
formulated by Paul Grice. This principle divided into six maxims, and one of them is Tact
maxim. Tact maxim is the most important kind of politeness in English speaking society.
According to Leech (1983) the criteria of tact maxim involves minimizing the cost and
maximizing the benefits to the hearer. The tact maxim focuses more on the hearer/recipient.
These criteria of Tact maxim can describe whether the speaker is polite or impolite. Commented [u132]: idem
through telephon of secretary on office. Moreover, this situation can make interaction by the
secretary for got the agreeman from each other. technology based interaction are mostly
employed by youth which they themselves was characterized by the application and integration
itself which also influence their daily lives, experienceas well as values (Moreno, Lafuente,
Carreón, and Moreno: 2017). Commented [u133]: Moreno, et.al.
Same mistake
Therefore, this paper was aimed to study the politeness strategy employ by youth in their
interaction process through conversation by telephone. Specifically, the research studies the tact
maxim use by them in conversation by telephone as effort of being polite among them. There are
three research question proposed and intended to be investigate in this research, as follow:
3. How was the tact maxim use by communicator in interaction?

4. In what situation and for what purposes tact maxim use?
II. METHOD
In conducting this research, the data were taken from conversation through of secretary and
costumer on office through telephone from different resources. In data collection, the writer
follow several steps included: got from internet data conversation, documented the data, and
analyzed them descriptively. The data analyzed were those that contain tact maxim only, and
was analyzed based on Leech’s theory of politeness. Moreover, the analyzed data will be Commented [u134]: tenses
presented in result and discussion.
III. RESULT
The finding of the study shown that there were various strategies of politeness refer to tact Commented [u135]: tenses
maxim, applied by different people for different purposes in order to be polite. The sample and
analysis of the data are follows:
Data I:
Sources: conversation I
Sekretaris : Selamat pagi, PT. GRAHAM INFORMATIKA. Ada yang bias saya bantu?
Penelepon : selamat pagi, saya ibu Mutiara selaku selaku sekretaris bapak egi, dari PT. Commented [u136]: all data in Bahasa?
NETWORK SOLUTION ingin berbicara dengan bapak Rafli selaku Direktur You need to translate them also. Those containg the expression
PT. GRAHAM INFORMATIKA studied.
Sekretaris : Mohon maaf Ibu Mutiara, Bapak Rafli sedang tidak di tempat. Beliau
sedang perjalanan bisnis ke Jakarta.Apakah ada pesan yang ingin
disampaiakan untuk beliau?
Penelepon : Iya Ibu, Bapak Egi selaku pemimpin kami ingin mengadakan pertemuan
dengan Bapak Rafli untuk membicarakan maslah kerja sama mengenai
pengadaan jaringan networking di Kalimantan Timur. Pertemuan akan
dilakukan pada hari senin, 15 november 2018 pukul 10.00 wib bertepat
direstoran Murniasih Jl. A. Yani No. 93 Jakarta.
Sekretaris : Baiklah, akan saya sampaikan pesan Ibu ke Bapak rafli dan untuk
konfirmasi lebih lanjut akan saya hubungi kembali. Boleh saya tahu alamat
beserta nomor telephone dari PT. NETWORK SOLUTION..?
Penelepon : kantor kami beralamat di Jl. Basuki Rahmat No. 2 jakarta dan nomor
telephon yang dapat dihubungi (031)5552011
Sekretaris : Maaf Ibu Mutiara, mungkin ada yang biasa saya bantu kembali?
Penelepon : tidak terimaksih, saya tunggu konfirmadi dari ibu secepatnya.
Sekretaris : Baiklah, Ibu Mutiara akan segera saya hubungi setelah pesan tersebut
mendapat tindaklanjut dari pimpinan kami.
Penelepon : Terimakasih, selamat pagi.
Sekretaris : selamat pagi.
Data II:
Sources: conversation II
Anisa : Selamat siang, Biro perjalanan elang Tour Eliza ada yang bias saya bantu?
Tuan John : Saya Ridho dari Asia Pasific Corporation apakah saya bias berbicara dengan
tuan Faith?
Anisa : Mohon maaf Bapak, apakah bapak bersedia menunggu sebentar? Saya akan
melihat apakah saat ini pimpinan kami ada di ruangan atau tidak.
Tuan John : baik saya tunggu
Anisa : Mohon maaf Bapak, saat ini pimpinan kami sedang rapat denga para rekan-
rekan. Apakah ada pesan yang dapat saya sampaikan kepada beliau?
Atau bapak dapat menghubungi kami kembali setelah pimpinan kami tidak sibuk
Tuan John : Baik saya akan menghubunginya kembali, sekitar jam berapa saya bias
menghubunginya kembali
Anisa : Bapak bias menghubungi kembali sekitar pukul dua siang.
Tuan John : Iya saya akan hubungi kembali
Anisa : Apakah masih ada yang bias saya bantu?
Tuan John : Tidak itu saja.
Anisa : baiklah jika tidak ada lagi yang bias saya bantu, terimakasih telah menghubungi
kami. Selamat siang.
Tuan John : iya selamat siang.
IV. DISCUSSION
In conclusion, the research found that tact maxim is use in many ways in various situations for Commented [u137]: tenses
different purposes and intentions. It uses in conversation the secretary with costumer to degree Commented [u138]: idem
with the next meeting with their management administrator.
More ……….. Commented [u139]: discussion to compare and contrasr your

findings with those of other researchers
…..
Conclusion….. Commented [u140]: do you conclude the study?
REFERENCES Commented [u141]: idem
……………………..
AN ANALYSIS OF COOPERATIVE PRINCIPLE USED BY THE Commented [u142]: idem
STUDENTS IN CLASS GROUP DISCUSSION Commented [u143]: deleate it
Delmi Rohdearni Saragih Commented [u144]: idem
English Applied Linguistics Study Program - Postgraduate school

Universitas Negeri Medan
Medan, Sumatera Utara, Indonesia, 2018 Commented [u145]: idem
email?
ABSTRACT
This research is aimed to understand the implementation of Grice’s cooperative principle in class Commented [u146]: Not a good verb for objectives. Be more
specific
group discussion at Indonesian Language and Literature Study Program of Faculty of Teachers Training
and Education of Simalungun University Pematangsiantar. The research was conducted through
ethnographic study. Data of the research were collected through observation and transcription of Commented [u147]: Really?
documentation which investigated into the analysis of domain, taxonomy, componential, and cultural Commented [u148]: ?????
themes. The result of study showed that the implementation of Grice’s cooperative principles was found Commented [u149]: Of course, but whattypes?
in class group discussion at Indonesian Language and Literature Study Program of Faculty of Teachers
Training and Education of Simalungun University Pematangsiantar. The maxim that mostly occurred was
maxim of quantity, continued by maxim of relevance, maxim of quality, and maxim of manner. The result Commented [u150]: parallelism
also showed that the use of cooperative principles in class group discussion could not be separated from Commented [u151]: is it also your aims?
the influence of students’ origin culture and mother tongue which reflected into the use of formal
language, politeness, tone, sense of respect and focus on the discussion, and the use direct speech.
Key words: cooperative principle, class group discussion; ethnographic study.
I. INTRODUCTION
Commonly, the students of Indonesian Language and Literature Study Program of
Faculty of Teachers Training and Education of Simalungun University Pematangsiantar come
from different origin culture and mother tongue. They are not only come from Commented [u152]: Over run phrases
Commented [u153]: tenses
SiantarSimalungun area, but also from other areas such as Riau, Tobasa, Java, and any other
places around Indonesia. These circumstances, of course, affect the use of language inside and
outside of the classrooms.
Based on the above introduction, it can be concluded that the communicative competence Commented [u154]: is it?
has an essential part in encouraging students to use the style of language due to its contexts of
utterance. Therefore, these conditions urge the writer to analyze the use of cooperative principle
in class group discussion.
In Indonesia, government, schools and parents pay more and more attention on Commented [u155]: …to…
children’s English learning. But, the traditional teaching class refers to teacher-centered
teaching mode, in which teachers have absolute authority and pay much attention to grammar
and vocabulary rather than the practice of communication. Although some new teaching methods
appear, the phenomenon of teacher – dominatedstill not completely changed. In most cases,
there is no interaction between teachers and students, in the whole class teachers keep saying
and the students just listening and study passively. As a result, some college student can
understand what do others say in English, but can not express his idea effectively, and some
even can not catch the meaning of speaker which is conveyed in English. This learning
pattern would lead to the fact that students lack power in oral English learning and short of
study efficiency.
In ordinary communication, it can be assumed that a speaker articulates an utterance to
communicate something to addressee in order that his addressee may know the point of the
communication (WijanadanRohmadi, 2009:41-42). This means that the speaker has to try to
make his utterance relates to its context, brief, clear, orderly, understandable, and focus on the
point of the communication. Sometimes, it is also obvious that communication does run well at
all. There are always certain implications pointed by the speaker. If it does not exist, the speaker
seems to uncooperative. Thus, it simply assumed that there is some kind of cooperative principle
hold by the speaker and addressee to assure the process of communication may run well.
The conversational exchange seems to be that the participant are cooperating each
other (Grice, 1995: 26-27). This cooperative principle divided into maxim of quantity, quality, Commented [u156]: Be?
relation, and manner.

a. The Maxim of Quantity,It refers to the given quantity of information; (1) make your
contribution as informative as is required, (2) no more or less.
b. The Maxim of Quality It is often called as super maxim; (1) do not say that you believe to
be false, (2)for which you lack evidence.
c. The Maxim of Relation Be relevant; focus on the topic of communication, how to turn
taking and takes part.
d. The Maxim of Manner It is often called as super maxim; be clear, brief, and orderly.
In Grice theory, communication could happen indirectly through convention (Rahardi,
2004: 24). In this case, the speaker wants his addressee to recognize his intention, and how the
speaker exploits the cooperative principles through certain utterances and contexts. Based on the
above theories, it can be concluded that Grice’s cooperative principle intended to lead the
process of communication among speakers and addressees run well. If this condition related to
the process of discussion among Indonesian Language and Literature students, it is hoped that
they can perform discussion in line with the maxims in cooperative principle. In common, this
study is aimed to understand the implementation of speech acts in class group discussion at
Indonesian Language and Literature Study Program of Faculty of Teachers Training and
Education of Simalungun University Pematangsiantar. Specifically, this study is aimed to
understand the implementation of Grice’s cooperative principle in class group discussion at
Indonesian Language and Literature Study Program of Faculty of Teachers Training and
Education of Simalungun University Pematangsiantar.
II. METHODOLOGY
As already stated above, this study was aimed to understand the implementation of Grice’s
cooperative principle in class group discussion at Indonesian Language and Literature Study
Program of Faculty of Teachers Training and Education of Simalungun University
Pematangsiantar. The research was conducted through qualitative approach by using
ethnographic study (Emzir, 2007: 28-29). Data of the research were collected through
observation and transcription of documentation. The data, then were analyzed through the
analysis of domain, taxonomy, componential, and cultural themes (Emzir, 2007: 165-166).
Meanwhile, data of the research itself were obtained from lecturer and students’ speech acts in
class group discussion.
III. DATA ANALYSIS

Table 1. The Implementation of Grice’s Cooperative Principle (First Recording)
Dialogues The Implementation of Cooperative Principle
Quantity Quality Relation Manner
Dialogue 10 7 8 6
Utterance 33 20 33 15
Based on the table 1 above, it can be explained that there are 10 dialogues with 33 utterances of
quantity maxim, 7 dialogues with 20 utterances of quality maxim, 8 dialogues with 33 utterances
of relation maxim, and 6 dialogues with 15 utterances of manner maxim. Thus, it can be
concluded that both of lecturer and students’ had already understood and applied the cooperative
principle in class group discussion.
Table 2. The Implementation of Grice’s Cooperative Principle (Second Recording)

Dialogues The Implementation of Cooperative Principle
Dialogue 12 11 10 8
Utterance 43 37 35 32
Based on the table 2 above, it can be seen that there are 12 dialogues with 43 utterances of
quantity maxim, 11 dialogues with 37 utterances of quality maxim, 10 dialogues with 35
utterances of relation maxim, and 8 dialogues with 32 utterances of manner maxim. Therefore,
italso concluded that both of lecturer and students’ had already understood and applied the
cooperative principle in class group discussion.
IV. RESULT
Based on the result of research for both of table 1 and 2, it can be concluded that class
group discussion activities done by Indonesian Language and Literature students of Faculty of
Teachers Training and Education of Simalungun University Pematangsiantar had applied the
cooperative principle included of all maxims. If it is seen in quantity maxim, the group
discussion done by the students have showed that they make their contribution as informative as
is required, no more or less. Then, in quality maxim, it can be also showed that both of speakers
and addresses have said the utterances that they believe to be true with available evidence.
In common, the result of research concludes that class group discussion at Indonesian Commented [u157]: ????
Language and Literature Study Program of Faculty of Teachers Training and Education of
SimalungunUniversity has operated the cooperative principles even though some students have
violated the maxims. This occurred due to the students’ misconception and misunderstanding
about the maxims, and they seem to have a joke while discussing.
In correspond to the above result; there are several recommendations as follow; Commented [u158]: What about the findings??
Have you responded to all research problems or objectives?
1. he students’ should improve their own understanding in term of the cooperative
Commented [u159]: Recommendations come after the
principle, so they may minimize violating the maxims and friction among them. discussion, anyway.
2. The students and the lecturer at Indonesian Language and Literature Study Program of
Faculty of Teachers Training and Education of Simalungun University Siantar should use
Indonesian Language correctly, and next to be contextually, so that they can be a model
for all of students in Simalungun University. Besides, the lecturer needs to strengthen the
use of cooperative principle to his students by communication process inside and outside
of the classroom as an effort to minimize violating the maxims. This absolutely gives the
students contribution for communicating formally and informally.
3. Third, other researchers may apply the further study that focused on pragmatics in class
group discussion, such as implicature, politeness, and entailment.
4. All authors of Indonesia Language text book of elementary till university level, should
focus on language skill of speaking. This, of course, intended to aid students to
communicate correctly.To all lecturers should avail a lot of chances to his/her students to
communicate in class group discussion because it is found that many students have lack
competences in conveying their ideas and opinions.
Therefore, the writer concludes and agrees that communicative competence used in conveying
ideas and opinions are the matters of habits.
V. DISCUSSION
In the process of discussion, all of students have focused on the topic of the discussion, Commented [u160]: tenses
thus, their questions and answers put in line with the topic. The questions and answers also held
clearly and briefly. The data analysis shows that several utterances imply more that one maxim, Commented [u161]: tenses
and it also proves the common utterances apply quantity maxim, followed by relation, quality, Commented [u162]: (….%)
Commented [u163]: (….%)..
and manner maxims.
Based on the above discussion, it can be concluded that class group discussion done by Commented [u164]: Almost no discussions.
Compare and contrast your findings with those of other studies.
the lecturer and students have contributed as informative as required. It is absolutely clear that
they have operated quantity maxim. All of students also focus on the topic of the discussion
through delivering questions and answers related to the topic. Besides, it can be also showed that
both of lecturer and students have said theutterances that they believe to be true with available
evidence. Of course, this means that they have operated quality maxim. The last, process of
discussion also held clearly, briefly, and without any ambiguity. In line with the above result, the Commented [u165]: Which one?
research finding and discussion can be seen as follow:

1. The Implementation of Quantity Maxim in Class Group Discussion
The basic principle of quantity maxim is to make your contribution as informative as is
required, no more or less. The result of the research shows that both of the speakers and
addressee have contributed as informative as is required. Besides, the result also shows
that quantity maxim is the major maxim implemented in the class group discussion.
2. The Implementation of Quality Maxim in Class Group Discussion
The result of the research also shows that the class group discussion have operated the
quality maxim. As already stated that quality maxim means to not say that you believe to
be false, or for which you lack evidence. This means that both of speakers and addresses
in class group discussion have delivered information that they believe to be true with
available evidence.
3. The Implementation of Relation Maxim in Class Group Discussion
Relation maxim means be relevant, focus on the topic of communication, how to turn
taking and takes part. In line with the theory, the research shows that in the process of
discussion, all of students have focused on the topic of the discussion, and their questions
and answers correspond to the topic.
4. The Implementation of Manner Maxim in Class Group Discussion
Students’ communicative competence and activities of reading related references have
obviously affected their competences in formulating ideas and arguments in oral or
written. This absolutely proves that the students can formulate the questions and answers
clearly, briefly, and without any ambiguity.
Based on the previous study, most of students could not deliver their idea briefly and Commented [u166]: Whose studies?
orderly due to their lack understanding on the topic of the discussion. Since this condition related
to the cooperative principle, it seems that the students were violating the maxims. Besides, the
students also seemed to have lack of knowledge and understanding to whom they were speaking.
This result showed that the students had wrong decisions in using style of language, body
language, and accent.
The speech acts in class group discussion at Indonesian Language and Literature
Study Program of Faculty of Teachers Training and Education of Simalungun University show
that the students have highly focus and sense of respect. This, of course, reflected in the
implementation of cooperative principle by operating all of the maxims. In other words,
students’ focus and sense of the respect manifested through the maxims. Besides, two-ways
interaction among speakers and addresses also occurred in the discussion. This shows students’
appreciation and attention towards the discussion. The students also deliver the information
based on the factual truth. Therefore, it can be concluded that class group discussion done with
highly focus and sense of respect, involving two-ways interaction, and showing students’
appreciation and attention towards the discussion.
REFERENCES Commented [u167]: BOOKS AND JOURNALS

The Application of Cooperative Principle in Millennials
Talking about Instagram
Ella Marissa Pardede Commented [u168]: IDEM
English Applied Linguistics Postgraduate School

Universitas Negeri Medan, 218 Commented [u169]: IDEM
ABSTRACT
All that we know it is common knowledge that the use of language for communication is basically a
social phenomenon. The most common convention of communication is that speakers and listeners try to
cooperate with one another in order to communicate accurately and efficiently, this is known as the
Cooperative Principle. The cooperative principle can be divided into four maxims, called the Gricean
Maxims, they are : quantity (information), quality (truth), relation (relevance), and manner (clarity). It is
describing specific rational subordinate principles observed by people who adhere to the overarching
cooperative principle. Grice proposed four conversational maxims that arise from the pragmatics of
natural language. The Gricean Maxims are a way to explain the link between utterances and what is
understood from them. This qualitative analytical study aimed to analyze how the speakers which are Commented [u170]: No need to elaborate definitions and
millennials use the cooperative principle talking about the most popular social media, instagram. Results explanation, here.
What are your aims?
revealed that the percentage for maxim of relation is the highest, and maxim of quantity is quite small. Methods? Data?
This paper proposes that cooperative principle is one of the major principles guiding people’s language
learning and achieving good result of communication.
Key words:…………. Commented [u171]: Key words?
INTRODUCTION Commented [u172]: Stick to the template

Do you use numbering system?
There are certain social conventions and assumptions that are normally made by people
engaged in meaningful conversations. Vocabulary and the rules of grammar combine with
knowledge of the situational context to fill in what’s missing and resolve ambiguities. For
example, when we ask at the dinner table whether somebody can pass the ketchup, we are not
literally enquiring as to their physical ability to lift and move the ketchup bottle. Listeners and
speakers need to cooperate with each other and to mutually accept one another to be understood
in a particular way.
Herbert Paul Grice posited a general set of rules which contribute to ordinary conversation were Commented [u173]: Last name only..
generally expected to follow. He named it the Cooperative Principle (CP) and formulated as
follows: "Make your conversational contribution such as is required, at the stage at which it
occurs, by the accepted purpose or direction of the talk exchange in which you are engaged”. In
social science generally and linguistics specially, the Cooperative Principle describes how people
interact with one another. Listeners and speakers must speak cooperatively and mutually accept
one another to be understood in a particular way. Cooperative Principle describes how effective
communication in conversation is achieved in common social situation (Li :2015).
Though phrased as a prescriptive command, the principle is intended as a description of how

people normally behave in conversation, to ensure that what they say in a conversation furthers
the purpose of that conversation. The principle describes the assumptions listeners normally
make about the way cooperative speakers will talk.
Furthermore, Grice developed the classification of maxims into (Herawati :2013): .
1. Maxim of Quality:Try to make your contribution one that is true.
 Do not say what you believe to be false.

 Do not say anything for which you lack adequate evidence.
2. Maxim of Quantity: Information
 Make your contribution as informative as is required for the current purposes of the
exchange.
 Do not make your contribution more informative than is required.
3. Maxim of Relation:
 Be relevant.
4. Maxim of Manner :
 Avoid obscurity of expression

 Avoid ambiguity
 Be brief(avoid unnecessary prolixity)
 Be orderly
Example of speakers observing all the maxims :
A: Hi. What would you like?
B: Two pounds of freshly ground meat, thanks.
Cooperative Principle : Both are saying what is required at the appropriate stage, observing the
purpose and direction of the conversation.
Maxim of Quantity : Both said what was required. No more and no less.
Maxim of Quality : Both are telling the truth, being genuine.
Maxim of Relation : What they are saying is relevant to the conversation.
Maxim of Manner : Both were clear, unambiguous, brief and orderly.
The application of cooperative principle in conversation, it is obviously that often not obeyed
and violated. It is often occurs during conversation when a speaker decides to quietly and
unostentatiously violate a maxim, or in the case she/he may lie, she/he may not give as much of
the relevant information as she/he could, or she/he may offer utterances which are only later seen
to be ambiguous. There may also be occasions when a speaker is seen to break a maxim, either
because she/he has been faced with a clash between two maxims making it impossible, for
instance, for her/him to be as specific as he ought to be and still to say nothing for which she/he
lacks adequate evidence, or because she/he has chosen to flout a maxim, that is to say she/he
may blatantly fail to fulfill it.
This paperaimed to analyze how the speakers which are millennials use the cooperative principle
talking about the most popular social media, instagram. Since instagram is the most popular
social media platform and it is increasingly becoming a cultural touchpoint for millions of
people around the world.
METHOD
Techniques of data collection in this paper are conducted by giving the questions list (in an Commented [u174]: Same meaning
interview) and recording it. The method that the researcher used to analyze the data is a Commented [u175]: tenses
qualitative research method which has been done by transcribing the recorder of the interview.
The subjects in the conversation are the millennials who use instagram actively. They are Commented [u176]: idem
between 24 and 32 years old, and have different occupations. Each Utterances from the
conversations are transcribed into written form. Then classify the data into categories of four Commented [u177]: idem
Grice’s maxims/ conversational maxims.The analysis will look at the utterances to see the
observance of the Grice’s maxims and show the result as the findings of the research.
RESULTS AND DISCUSSION Commented [u178]: more comprehensive discussion should

relate to the previously conducted research by other scholars.
Results of the data show that the four maxims: Quantity, Quality, Relation, and Manner are
observed in different degrees, and they are presented in diagram below :
Maxim Usage
100
90
80
70
60
50
40
30
20
10
0
Quantity=24/100 = 24%
Quality =55/100= 55%
Relation = 63/100= 63%
Manner =50/100 = 50
By the results, it is shown that respondents give out answer which accomplish quantity maxim
based on Grice Cooperative Principle, only 24% , or 24 answers out of 100, for quality only 55%
, 55 out of 100, Relation answers only 63% , 63 out of 100 and Manner is 50%, 50 out of 100.
From 10 questions that have been asked to 10 respondents the results indicate that the percentage
for maxim of quantity is quite small, and maxim of relation is the highest. It is because they
answeredthe questions relevantly but the most of them didn’t do it briefly and didn’t give
information as required.
CONCLUSION
This paper focuses on The Cooperative Principle, which is one of the major principles guiding
people’s language learning and achieving good result of communication. Cooperative Principle
is an important component of pragmatics. The principles and maxims of it are about people’s
conversation. Cooperative Principle can neatly explain the literary meaning and the implication
of conversation. Without cooperation, human interaction would be far more difficult and
counterproductive.
By the result of this research, it can be concluded from the whole of respondents, almost all the
conversation occur by the respondents’ answer are violating the maxims of Cooperative
Principle. It is also shown that the repondents use relation maxim as the highest than all the
others maxim, but further research might be necessary to prove whether Grice’s Theory suitable
to Indonesian language culture. While the lowest maxim is Quantity, this is proved from the data
that the respondents are capable in comprehending the question, yet they give too generalized
answer that lacks necessary information, while the others are too detailed that they give more
information than necessary. And this confirms the theory proposed by Herbert Paul Grice that
people do not always follow the four maxims in their conversation.
REFERENCES Commented [u179]: BOOKS AND JOURNALS

Charismiadji in Metro TV Program Prime Time News Interview Commented [u180]: Too long. Please simplify it
Iqbal Wira Akbar
Universitas Negeri Medan
English Applied Linguistics, 2018 Commented [u181]: idem
ABSTRACT
Everyday, a conversation happens between people, listening to it, not all conversation are all in
a straight line, while one people talk, the other people did not always respond with the same
line, yet, the conversation keep on going, Grice proposes 4 theory of Cooperative Principle,
whether the response is being right or not (Quality), sufficiency of answer amount (Quantity),
correlativity (Relevancy) and Ambiguity (Manner). This paper analyzes conversation done in Commented [u182]: tenses
Prime Time News on Metro TV involving Indra Charismiadji, an observer of National Commented [u183]: goal?
Education of Indonesia. The analysis includes the qualitative method where all the dialogues Data?
are listened and then transcripted into the text and then processed with Grice theory. It is found Method?
that Indra did not make any ambigious respond , it reached perfect 100% while the least is
Quantity 13%, that Indra makes more respond than necessary. This study also found that even
if the maxims are not accomplished that conversation can still keep going on and thus
confirmed Grice theory. Commented [u184]: refer to the template
Key words: Commented [u185]: more words
INTRODUCTION
Conversation happens everyday. Though many things are occuring in the days, not every
conversation occured in line a day. Teguh (2014) in his papers of researching the cooperative
Principles of Senior High School debate resulted that the participant dominantly disobeyed the
maxims of quantity used. Based on this result, the researcher then implemented a research in a
formal interview of Indra Charismiadji, one of the National Education Observer in Metro TV
Program. This paper intended to observe how Indonesian people who expertise in something are
using their own language in explaining things. As the theory proposed by Grice (2013) that there
are four maxims that needed to be considered to make the conversation goes, they are Quality,
Quantity, Relevancy and Manner. Quality defines the quality of the information themselves,
whether they tend to the actual fact or not, Quantity refers to the quantity of the information
whether they are acceptable as enough answer, Relevancy refers to how relevant the information
gives between both speaker or communicators in one conversation and Manner refers to how the
speaker gives the information, will it gives out straight information or not. In the other hand
Grice also states that conversation will not strictly follows all these maxims, but there are also a
possibility where floutings and violations occur yet conversation can keep going. Previous
studies of the cooperative Principles on the interview between Barrack Obama and Robin
Roberts in ABC News “Good Morning America” (2015;Seftika) shows that the president did not
accomplish the maxims yet he flouted several times except in Quality. Based on this result,
researcher tries to figure whether the result will be the same if the research was conducted by on
the same situations with different people. Based on this phenomena, researcher tried to discover
whether Grice assumptions of the cooperative principle will work on Indonesians speaker, Commented [u186]: tenses
researcher also tried to confirm whether even after if all these maxims are followed, will the
conversation keep on going and focused on the same topic or will it go off somewhere else.
Therefore researcher found that the interviews which invited the intellectual people which
observed the education on the nation, Indra Charismiadji which took place at Prime Time News
Program.
METHOD
The researcher used qualitative type of researcher which based purely on the researcher analysis
of samples. The samples were taken from one video of Interview, conducted by the famous
reporting TV Program called Metro TV, in this video, the news hosts along with interviewee are
discussing Indonesia National Examination that has just finished, in here, two reporters (name
not stated) were interviewing one Education Observer and Expert called Indra Charismiadji, The
video were accessed from Prime Time News website link Video.metrotvnews.com/primetime-
news. After the video were obtained, the researcher then analyzed the whole interview video by
listening and transcribing how the conversation went. On the occasion of the conversation taking
turn to Indra, the researcher then analyzed the sentence based on what the hostess were trying to
figure from him. After data were obtained, each utterances by Indra Charismiadji would be
tabled concerning whether his utterances will follow Grice theory or not.The data amount from
the recorded video can’t be planned and predicted concerning about how long the conversation
between Indra and two Hostess were talking. In the video, the interview only took 8 Minutes and
28 Seconds. As Sugiono (2012) in his book of Research Methodology stated “Lincoln and Guba
proposed that Naturalistic sampling, is then very different from conventional sampling. It is
based on informational and not statistical. Its purpose is to maximize information and not to
facilitate generalization”. Therefore, the sample specification can’t be fixed. Its amount will only
be found out when the researcher entered the field and only when the research is in progress.
DATA ANALYSIS
After the transcription were done, and the researcher found out that Indra uttered 15 statements
asnwering the questions posed by the Hostess. In all those statements, Indra disobeyed maxim of
Quality, Quaniity and Relevancy while he remained intact on maxim of Manner, he did not give
any ambiguous expression nor behavior in it..The analysis were shown as data below:
Maxim of Quality
Host : “Kalau kompetensi guru saat ini tuh yang di Indonesia kalau menurut mas Indra
sendiri seperti apa sih, sudah merata belum, ini ke apa eee standarnya yang
sebenarnya diterapkan”
Indra : “Terus terang sangat jauh sekali eeee kualitas, jadi kalau di, dulu di hasil Uji
Kompetensi Guru, kita masi di levelnya 56 kan gitu, jadi”
Based on the Grice theory of Cooperative Principles, it was stated that the maxims of quality
depends of the quality of the respond.Its requirement were to make your contribution one that is
true
a) Do not say what you believe to be false

b) Do not say what for which you lack adequate evidence.
In the data above, it is shown that Indra disobeyed the maxims of quality due to he did not give
qualified respond for the answer, that levels of teacher competence is very far , its quality, at
level 56, he did not say far from what and furthermore, the levels themselves were not clear to
represent which things.
Maxim of Quantitty
On Grice theory of quantity maxims, the amount of information given is what determines how
that person responding the statement or question. On Grice theory based on quantity maxims, the
requirements were Try to provide necessary information and not to offer redundant information.
a. Make your contribution as informative as is required (for the current purposes of the
exchange)
b. Do not make your contribution more informative than that is required.
The disobeyed maxims of quantity were shown below:
Host : “Dulu UN, purely dari pusat begitu, harusnya kalau gitu siapa dong yang buat
soalnya ini supaya anak-anak bisa berstandarnya sama?”
Indra : “Kunci utamanya adalah Pemerintah Pusat dan Pemerintah Daerah, ini harus
betul betul eee peduli dengan kondisi SDM kita terutama anak-anak kita ini, dan itu
bisa kita mulai dari kita tingkatkan kualitas guru kita ni kan, kalau berita ini benar,
intimidasi itu dari guru, kebocoran dari guru, kan berarti gurunya yang kualitasnya
parah sekali, ini tidak bisa kita katakan sebagai pendidik karena ini bukan pola
pendidikan kan begitu, ini merusak justru anak kan begitu dan juga sudah memakan
korban kan kalau ini bener, tar karena saking stress nya di intimidasi kan begitu”
Based on the statements uttered by Indra, he disobeyed the maxims of quantity due to he gives
too much of information which might be able to blur and makes the listener be confused in
following the conversation. As the hostess asked which was the person should create the
questions that he just has to answer who should be, that’s all, another of Indra’s respond which
disobey the maxims of Quantity such as below:
Host : “Nah jadi harusnya gimana dong mas, ni sekarang kita tau sumber masalahnya
ada di kompetensi guru, itu tidak merata dari pusat ke daerah, solusinya seperti
apa?”
Indra : “Solusinya sekarang kita, kita harus betul betul uji, kita betul betul eee lihat mana
guru yang betul-betul pantas mengajar, mana yang tidak, harus ada evaluasi, jadi
tidak hanya, karena jadi guru sekian lama, ya udah pantas jadi guru, nah ini kan
belum ada evaluasi begitu, peristiwa di eee Taruna Nusantara, saya menyampaikan
beberapa idea, problemnya adalah kenapa sampai terjadi pembunuhan, tidak
ditempatkan nya seorang school psychology, jadi seorang psikolog sekolah, di
negara-negara lain minimal setiap distrik setiap kota itu menempatkan seorang
psikolog sekolah yang mengamati baik siswa maupun guru”
Maxim of Relevancy
In the maxims of relevancy, how the respondent respond the interviewee statements or questions
will determine how he is following the conversation. In Grice theory, the quantity maxims were
proposed as simply be relevant.
In here, Indra disobeyed the maxims of relevancy:
Host : “Kenapa potensi kebocoran ini lebih besar di USBN?”
Indra : “UN yang dulu dijaga polisi aja bocor, apalagi yang sekarang tidak dijaga sama
sekali, tapi justru di sinilah akan terkuak problem utama kualitas manusia kita, ya
kan, kenapa pak Jokowi ada revolusi mental, kenapa di Indonesia ada korupsi, ya
karena saya pernah diwawancara media mengatakan saya katakan, korupsi itu
awalnya dari sekolah, ya buktinya kan ini, justru para guru para pendidik, orang tua
yang mendorong para murid untuk berbuat kecurangan, makanya demi lulus yang
kualitasnya yang artinya dia lulus tapi kemampuannya tidak mencapai”
In the prior conversation, the hostess asked the reason of how the answers of the National
Examinations leaked, yet Indra gives an answer which totally irrelevant to the questions, he
answered by comparing how the exams being observed and not observed by police. In here,
Indra should have answered the reason why the leakage are forming in the national examination,
another one as following
Host : “Mas Indra, evaluasi dari USBN kemudian juga UNBK yang ada tahun ini,
menurut anda sudah sesuai ketentuan atau masih banyak eee ini yang ditemukan?”
Indra : “Kalau USBN memang product barunya Kemendikbud ya, ujian sekolah berstandar
nasional di mana 20 sampai 25% itu eee yang membuat soalnya adalah
Kemendikbud sedangkan sisanya dibuat oleh para guru melalui MGMP, jadi ya eee
masih sangat baru dan inilah yang yang menjadi problem kita dengan saat ini
banyak sekali kebocoran soalnya, karena USBN ini justru menentukan kelulusan
anak, bukan UN nya, UN nya malah tidak, hanya sebagai pemetaan saja”
Maxim of Manner
As for manner, Indra was shown perfectly accurate that he did not give out any misbehavior
which could affect ambiguity in a conversation. In his stands, he remain calms and respond
everything clearly. The requirement of Manner Maxim:
a. Avoid obscurity of expression

b. Avoid ambiguity
c. Be brief (avoid unnecessary prolixity)
d. Be orderly
One of the examples of his conversation were shown below:
Host : “Ini tentang psikologi??”
Indra : “Ini tentang psikologi, jadi kalau BK memang ada jalurnya sendiri ya, ada
bidangnya sendiri”
RESULTS AND FINDINGS
After finished its analysis, it was found that Indra uttered 15 utterances taking turn with the
Hostess, it was tabled as the table below:
Maxim Obeyed Amount Percentage

Quality 13/15 86%
Quantity 2/15 13%
Relevancy 10/15 66%
Manner 15/15 100%
From all the result data it is shown that the Interviewer tends to give more explanation than
nccessary, that it violates the Quantity Maxim, while Manner achieves the highest percentage at
perfect levels. From here it is concluded that Infra Charismiadji is a serious and focused person
for he is not giving any misleading or ambigious answer. And it can be seen as graphic below:
Cooperative Principle Maxims

Quality
100
80
60
40
20
Manner 0 Relevancy
Quantity
DISCUSSION
After receiving the data, it is believed that Grice Theory is indeed occuring in our lives and it is
confirmed, that two interviewers even though Indra gives more elaboration than necessary, they
still be able to keep the conversation going without any face threatening each other. This data is
in line with the prior research of the competitive debate that Indoneian people tend to disobey the
maxim of quantity, which is they tend to give more information than necessary. Though, this
data only represents one person, further study will be necessary to confirm its theory to represent
bigger areas, there is also a need to consider whether the Shows Program takes part in affecting
their language style in speaking, further research will need to confirm this, so the data will be
objectively based on their daily lives and so on.
Discussion Commented [u187]: elaborate more by comparing and

contrasting the findings you gained with those of other researchers
REFERENCES Commented [u188]: BOOKS AND JOURNALS??
PROJECT OF SEMANTICS PRAGMATICS STUDY
GROUP 1 Commented [u189]: NO NEED TO PUT HERE
ILLOCUTIONARY ACTS ANALYSIS OF SELLER AND BUYERS IN
DAILY TRANSACTIONAL COMMUNICATION
IN TRADITIONAL MARKET
Amelia Fitrika Sitepu Commented [u190]: IDEM
Anita Basrah Commented [u191]:
Nurlaila Afni Lubis

English Applied Linguistic Study Program
Postgraduate of State University of Medan
Indonesia
ameliafsitepu8@gmail.com
anitatambak11@gmail.com Commented [u192]: ONLY ONE
eddisantoso140875@gmail.com
ABSTRACT
This research is entitled Illocutionary Acts Analysis of of Seller and Buyers in daily transactional
communication in traditional market. This research is conducted in order to analyze the Commented [u193]: TOO MANY WORDS
utterances of the Bataknese Conversation between w Seller and Buyers in daily transactional
communication in traditional market. Austin (1975:3) stated that there are three types of speech Commented [u194]: NO QUATATION IN ABSTRACT
acts, namely locutionary, illocutionary, and perlocutionary acts. But in this occasion, the writer
focuses to illocutionary acts. Illocutionary act has five types, they are representatives, directives,
commissives, expressive, and declarative (Searle in Leech, 1983:205). So the writer uses the Commented [u195]: IDEM
types of illocutionary acts to analyze the utterances of Seller and Buyers in daily transactional
communication in traditional market. This research was an effort to describe the speech acts
form of buyers and seller in traditional market. The main question that will be answered in this
research are : how is the preview of language usage in traditional market and how are the forms
of speech acts found in daily transactional communication in traditional market. To answer these
questions, this research used descriptive qualitative approach, by applying interview, observation
and documentation methods to collect the data. The data were anaylze in three steps, they are
identification, classifying and analyzing. Finally, the writer found that there are only four types
of illocutionary acts occurred occurred in the utterances of the Bataknese conversations between
seller and buyers in daily transactional communication in traditional market (typical of structure
expressions of asking), Directive (typical of structure expressions of ordering and
requesting,persuading), Representative (typical of structure expressions of asking, answering),
and Commissive (typical of structure expressions of refusing,offering). Expressive (typical of
structure expressions of thanking).
Key words: Commented [u196]: ?????
INTRODUCTION
Human being is stated as a social creature, means that people should interact with the
other and impossible to live alone. Interaction can be done by having communication. In order
to communicate, people use the language which can be understood by each other. Language is
something needed to express opinions, emotions and desires. Language is also possible for
someone to study all things that has presented by others, it is tool used to communicate as
social intercourse equipment and keep contact with others, so a social system is build.
A communication process cannot be separated from speech acts. According to Yule
(2006,p.82-83) Speech act is actions which is shown by speech and has specific label in
English, such as apologizing, complaining, approbation, invitation, promising or request. A
speech act is an action that is done by person who says an utterance. Sometimes the speaker
says the utterance that is not relevant with its meaning, that is called so indirect and non-literal
speech act.
According to Parker (1991,p.19-20) Speech act refers to direct speech act, indirect speech
act, literal speech act, non-literal speech act, literal and direct speech act, non-literal and direct
speech act, literal and indirect speech act, non-literal and indirect speech act.
In this research paper, the writer would like to analyze the illocutionary acts in daily
communication because illocutionary acts is an act performed in saying something. According
to Searle in Leech (1983:205) there are five types of illocutionary acts such as representatives,
directives, commissives, expressive, and declarative. In this occasion, the writer would like to
analyze the five types of illocutionary acts in the bataknese conversation betweenSeller and
Buyers in daily transactional communication in traditional market.The writer hoped that this
research will give contribution to the teachers and the students who study further about
pragmatics, especially in illocutionary acts.
Based on the background above, this research paper is aimed to analyze the illocutionary
acts of Bataknese who used bataknese in communicating in their daily life. The problem of the
research is, what types of illocutionary acts are found on Bataknese between seller and buyer in
daily transactional communication in traditional marketThe objective of this research is to
answer the problem. It is to find out the types of illocutionary acts on the bataknese
conversation between Seller and Buyers in daily transactional communication in traditional
market.
Austin (1975:3) stated that there are three types of speech acts, namely locutionary,
illocutionary, and perlocutionary acts. In this research, the writer only focuses to the
illocutionary act which has five types, they are representatives, directives, commissives,
expressive, and declarative (Searle in Leech, 1983:205). The five types of illocutionary act will
be used to analyze the Bataknese conversation between Seller and Buyers in daily transactional
communication in traditional market. In this research, the researchers focused on the Bataknese
conversations between seller and buyers in daily transactional communication in traditional
market. There will be various context found by the writer and the writer will use the context in
order to find out the types of illocutionary acts in their daily communication.
1.1 An Overview of Pragmatics
Pragmatics is a branch of linguistics which is aimed to discuss about the meaning relates
to the context (external meaning) of language unit. Some definitions below will give a better
understanding about pragmatics. Yule (1996:4) regards pragmatics as the study of relationships
between linguistic forms and the users of those forms and pragmatics is the only one allowing
human into the analysis because through pragmatics one can talk about people‟s intended
meanings, their assumptions, their purposes, and the kinds of actions such as requests and
apologizes when they speak.
Morris (1938:6) in Tarigan (1990:33) states that pragmatics is an analysis about “the
relation between signs and interpreters.” Parker (1986:11) as quoted in Wijana (2009:4) states,
“Pragmatics is distinct from grammar, which is the study of the internal structure of language.
Pragmatics is the study of how language is used to communicate.” Peccei (1999:2) states
“pragmatics concentrates on those aspects of meaning that cannot be predicted by linguistic
knowledge alone and takes into account knowledge about the physical and social world.”
Furthermore, Crystal (1987:120) in Peccei (1999:7) states, “Pragmatics studies the factors
that govern our choice of language in social interaction and the effects of our choice on others
Based on the definitions above, it is clear that pragmatics is a branch of linguistics which discuss
about the meaning relates to the context (external meaning) of language unit.
1.2 Speech Act
Interaction and communication are two things that cannot be separated in human daily
life. Both of them are very crucial in human activities. In order to perform interaction and
communication, speaking a language is needed. When people speak a language, they will
perform an action. Actions which are performed via utterances are generally called speech acts
(Yule, 1996: 47).Austin (1975:3) stated that speech act is a technical term in linguistics and the
philosophy of language. Speech acts can be analyzed on three levels: illocutionary act, the
performance of an utterance: the actual utterance and its ostensible meaning, comprising
phonetic, phatic and rhetic acts corresponding to the verbal, syntactic and semantic aspects of
any meaningful utterance; an illocutionary act: the semantic 'illocutionary force' of the utterance,
thus its real, intended meaning ; and in certain cases a further perlocutionary act: its actual effect,
such as persuading, convincing, scaring, enlightening, inspiring, or otherwise getting someone to
do or realize something, whether intended or not.
Furthermore, Austin (1962:199) defined that the utterances of the speaker can be divided
into three meanings, they are Locutionary act, illocutionary act, and perlocutionary act.
1.3 Illocutionary Acts
An illocutionary act deals with what the speaker is doing such as commanding,
demanding, promising, thanking, asserting, offering, threatening, suggesting, etc. For example,
the sentence “boi do holan sapulu ribu?” (Translated into “Maam, how much is it for a kilo of
potatoes?)” is a requesting. Buyer asks the consideration of the seller about the price or bargain
of the prices. This sentence is part of illocutionary act, and type of this illocutionary act is
directive.
1.4 Types of Illocutionary Acts
According to Searle in Leech (1983:205), there are five types of illocutionary acts such as
representatives, directives, commissives, expressive, and declarative.
1.4.1 Representatives
Representative is an act of representing the statement of affairs. The speaker becomes

committing to the truth of the propositional content. He or she represents external reality by
making their words fit the world as they believe it to be. This type is also sometimes called
assertive. The typical expression of act is a declarative structure. The subcategories of this
category are:
1) Stating: to express something in spoken or written words, especially carefully, fully and
clearly.
2) Asserting: to state something clearly and forcefully as the truth.
3) Informing: to give somebody facts or information about something.
4) Affirming: to state formally or confidently that something is true or correct.
5) Predicting: to say that something will happen.
6) Retelling: to tell a story, etc again in a different way.
7) Calling: to call somebody‟s name.
8) Answering: to answer somebody‟s called.
9) Concluding: to come to an end or bring something to an end.
Example:
1) I think it will rain today (predicting)
2) It was a warm sunny day (describing)
3) I demand my independence (asserting)
4) Andrew ! (calling)
1.4.2 Declaratives
Declarative illocutionary act is a special type of illocutionary act that bring an extra
linguistic statement of affairs into the existence, since it deals with a special authority or
institution such as declaring war, naming, and the like. As we know that everyone
cannot declare a war or give a name. In this act, the words of the speaker change the
world and the speaker is responsible for this action. The typical expression for this type
is a declarative structure and a performative verb in simple present tense.
Example:
1) I name this ship Titanic (naming)
2) I declare the war to be started (declaring)
1.4.3 Commissives
Commisive illocutionary act is an act that commits the speaker to do something in
the future. The relationship between the words and the world is identical to directives
namely the world will fit the words, but the realization of the act is the speaker‟s
responsibility while in directives, it is the responsibility of the listener. The typical
expression is declarative structure in which the speaker is the subject and the future
time is expressed. Paradigm cases for this illocutionary are such as:
1) Promising: a written or spoken declaration that one will definitely give or do or not
something.
2) Refusing: to say or show that one is unwilling to give, accept or do something.
3) Offering: to show or express willingness or the intention to do, give something.
4) Threatening: to make a threat or threats against somebody.
Examples:
1) I’ll come to your home tonight. (promising)
2) Thank you, but I’ll do it by myself (refusing)
3) I’ll make a cup of tea for you (offering)
4) 4. I’ll kill you if you tell her that secret (threatening)
The examples show the act of promising are carried out by the speaker and he or
she is responsible for it. Contrast to directives, commissive tend to the function as rather
to be convivial than to be competitive. Thus, they involve more positive politeness,
because commissive does not refer to the speaker‟s importance but to the listener‟s
expectation. The speakers of commissive often tend to convince the hearer.
1.4.4 Directive
Directive is the kind of speech acts that the speaker uses to get someone else to
do something. The speaker tries to get the listener to act in such a way or to do a future
action according to the intention of the speaker. The relationship between the word and
the world is the world will fit the word and the listener is responsible for realization of the
changes. The typical expression of this type usually uses imperative structure; however,
there are so many ways of expressing this type, they are not only imperative but also
integorative and declarative structure are often used to perform directive illocutionary
act.
The typical examples of them as:
1) Ordering: to give an order or command to somebody to do something. Ordering
is more polite than commanding.
2) Commanding: to tell somebody that they must do something.
3) Warning: a statement, an event that warns somebody about something.
4) Suggesting: to put an idea into somebody‟s mind.
5) Request: an act of politely asking for something.
6) Forbidding: to order somebody not to do something.
7) Inviting: to ask somebody in a friendly way to go somewhere or do something.
Example:
1) Could you please turn on the light? (requesting)
2) You had better take a rest. (suggesting)
3) Clean the floor! (commanding)
4) Watch your move! (warning)
All of those utterances are in the form of imperative structure and functioned to give
orders to the listener to do some actions
1.4.5 Expressive
The act of expressive is to express a psychological statement of the speaker. It

includes the notion of reaction to other people or the feeling of the speaker about the
surroundings. In this act, the words of the speaker fit the psychological world and the
speaker is also responsible for the action. The typical structure of expression is usually
in declarative structure with the words referring to the feeling such as:
1) Apologizing: to say one is sorry, especially for having done something wrong.
2) Thanking: to express gratitude to somebody.
3) Greeting: an expression or act with which somebody is greeted.
4) Compliment: an expression of praise, admiration, approval, etc.
Examples:
1. I’m really sorry to hear that. (apologizing)
2. Good morning (greeting)
3. I thank you for coming to my party. (thanking)
4. You are a beautiful woman (compliment)
The examples represent the statement of the feeling of the speaker, which is called the
psychological world.
METHOD
2.1 Design of the Research

The research follows the methodology of descriptive qualitative approach. Ary (2010:29)
states that qualitative researchers seek to understand a phenomenon by focusing on the total
picture rather than breaking it down into variables. Qualitative research deals with a research
method, which focuses on the process rather than a result.
2.2 Subject of the Research

The subject of the research was the Bataknese who used bataknese in communicating in
their daily life. In this research, the researchers focused on the Bataknese conversations
between seller and buyers in daily transactional communication in traditional market. Which
comes from different background of gender and age.
2.3 Instruments of Collecting Data

This research paper is conducted in the form of field research in which the data is taken
naturally from the conversation of seller and buyers in daily transactional communication in
traditional market. Some steps followed by the writer in order to collect the data are:
1. The writer observed the utterances of seller and buyers in daily transactional
communication in traditional market
2. When the conversation was on going, the writer recorded the utterances
(conversation) of seller and buyers in daily transactional communication in
traditional market
3. After recording the conversation, the writer translated the utterances from
Bataknese language into English.
2.4 Technique of Analyzing Data
After collecting the data, the writer followed some procedures in order to analyze the data,
they were:
1. The writer listened carefully and repeatedly the conversation of and buyers in
daily transactional communication in traditional market
2. The writer wrote the English script of the conversation record
3. The writer analyzed the data by using theory of Searle about the five types of
illocutionary acts.
4. Then the writer interpreted the meaning of utterance of Bataknese conversation
by using theory of Searle.
5. Lastly the writer found the types of illocutionary verbs of Bataknese conversation.
DATA ANALYSIS AND DISCUSSION
4.1 Data Analysis
Data 1
This conversation was between male seller and female buyer. The seller is 47 year old man, and
the buyer is a 35 year old woman. The buyer was looking for some containers.
B : Buyer (Pembeli)
S: Seller (Penjual)
B : To, adong ember palastik? Adong di jual ho manang daong?

(Sir, I’m looking for plastic container. Do you have any?)
S :Adong godang bentuk dan ukuran to, nadia diho ito?

(I have many size and shape. What kind are you looking for?)
B : Na kotak, to. Neng manyippan sialangon. Hape boi di pakke to pamanggang roti
(The square one, Sir, for food storage. But can also be used in microwave)
S :Adong. Na gelleng harga na 15.000 sada to

(I have that. The smallest one is Rp.15.000 a piece)
B :Sadia liter boi to?

(How many liter it can contain?)
S : 250cc. Adong 350cc dohot 500cc. Jadi parbiji 17.500 dohot 20.000 parbiji, to.
(Around 250cc. I have the 350cc and 500cc. Each is Rp.17.500 and Rp.20.000 a piece)
B :Bahen ma, na 500cc, ii to. Bahen tolu da.

(I’ll take the 500cc, then. Make it three)
S :Olo, to.
(Allright)
From this conversation, the researcher can anlyze, the utterance (B)“To, adong ember
palastik? Adong di jual ho manang daong?” is a asking. Buyer asks to the seller to sell a
bucket or not. This sentence is part of illocutionary act, and type of this illocutionary act is
representative of asking . The utterance of(S) “Adong. Na gelleng harga na 15.000 sada to” is
the part of illocutionary act that is commisive of offering. The utterance (B) “Sadia liter boi
to?”This sentence is part of illocutionary act, and type of this illocutionary act is representative
of asking. The utterance (S) “250cc. Adong 350cc dohot 500cc. Jadi parbiji 17.500 dohot
20.000 parbiji, to”perform the representative of answering. The utterance (B)“Bahen ma,na
500cc, ii to. Bahentolu da”is the part of illocutionary act that is directive of requesting
Data 2
This conversation was between female seller and female buyer. The seller is around 50 year old,
the buyer is around 45 year old. The buyer was intend to buy some potatoes and wanted to get
discounts from the seller.
B : Buyer (Pembeli)
S : Seller (Penjual)
B : inang, sadia kentang sa kilo?

(Maam, how much is it for a kilo of potatoes?)
S : dua bolas ribu

(Rp.12.000, miss)
B : boi do holan sapulu ribu?

(ah, can you just give me for Rp.10.000?)
S : dang boi, ba dang adong untung na di au anon

(I can’t miss. I wouldn’t get any profit then)
B : naeng godang hu tuor inang

(I intend to buy many)
S : sadia godang haroa?
(How many kilos?)
B : molo opat kilo boi do 50 ribu 5 kilo?

(Four kilos. What about Rp.50.000 for five kilos?)
S : ba dang boi. Molo 5 kilo onom puluh ribu do

(Can’t do, miss. Rp.60.000 for five)
B : molo songoni bahen ma, pilit ma da bagaki dohot na massak da inang. Unang na
jorbut ti bahen
(All right, then, but give me the ripe and nice ones. I don’t want anything rotten)
From this conversation, the researcher can anlyze, the sentence (B)boi do holan sapulu
ribu?” is a requesting. Buyer asks the consideration of the seller about the price or bargain of
the prices. This sentence is part of illocutionary act, and type of this illocutionary act is directive.
The expression of (S) “dang boi, ba dang adong untung na di au anon” is the expression of
refusing. Although, the seller not directly say no to the buyer, but from this sentence indirectly
have described the seller refuse to lower the price. These also part of illocutionary act that is
commisive.Then, in the Sentence (B) ”naeng godang hu tuor inang”is a persuade . Buyer
persuade the seller to to reduce the price of potatoes because the buyer will buy many potatoes.
This sentence is part of illocutionary act, and type of this illocutionary act is directive. The
utterance (S) “sadia godang haroa?” perform the representative of asking.Meanwhile , the
utterance (S) “molo songonibahen ma, pilit ma da bagakidohotnamassak da inang.
Unangnajorbuttibahen” performs the directive of ordering.
Data 3
This conversation was between male seller and male buyer. The seller is around 50 year old, the
buyer is around 19 year old. The buyer has known the seller for years.
B : Buyer (Pembeli)
S : Seller (Penjual)
B : tulang, naen ma nuhor mi instan au.
(Sir, I want to buy some instant noodle)
S : rasa aha?
(what flavor do you want?)
B : na alami i ma bahen tulang. Sakardus da.
(the original, Sir. A box)
S : godang nai di tuhor hu. Tu aham manuor on godang hian?
(so big. What for do you buy that much?)
B :naen hu bahen parsiapan stok, bohaman parkos.
(I wanna keep it for later, I am a boarding student though)
S :hahaha....ido ateh. Sa kardus? Okeh pette da, hu buat jolo sian gudang.
(hahaha.....sure. A box? Okay, let me take it out from storage)
B :sadia on tulang?
(how much is it sir?)
S :sadia haroa adong hepengmu?
(how much money do you have?)
B : hahaha....sarius jolo tulang.
(hahaha....no joking please)
S : nunga diho 20 ribu ma
(it’s Rp. 20.000)
B : songoni do harga na, hahaha tulang on pe lomorohana marlawak
(it’s the price actually. Hahaha you like to joking on me ya Sir)
S :hahaha...boido boanon mu kardus on sasadam?
(hahaha....can you carry those?)
B : baboi do nantulang, dang pala boratton
(yes. I can, Sir.)
S : oh ido hape, doli doli do pe ho harus gogo. Nion hepeng kembalian mu
(oh the young man can carry anything. Here is the change)
B : muliate da tulang
(Thank you, Sir)
S : ido, nanget naget ho da
(yes, you’re welcome)
There are some types of illocutionary acts performed in this data. In the beginning of the
conversation, the utterance (B) “tulang, naen ma nuhor mi instan au.” is requesting . Buyer
request to the seller the noodles. This sentence is part of illocutionary act, and type of this
illocutionary act is directive of requesting . The utterance of (S) ”rasa aha?” is the part of
illocutionary act that is representative of asking. The utterance of (B) ”sadia on tulang?” is the
part of illocutionary act that is representative of asking. The expression (S) “godang nai di
tuhor hu. Tu aham manuor on godang hian?” is the expression of asking, This sentence is
part of illocutionary act, and type of this illocutionary act is representative of asking. The
utterance (S) “nunga diho 20 ribu ma” is the part of illocutionary act that is comissive of
offering. The utterance (S) “boido boanon mu kardus on sasadam?” performs representative
asking. The utterance “mauliate da tulang”performs thanking.
RESULT
After analyzing the data, the writer found that not all types of illocutionary acts occurred
in the utterances of the Bataknese conversations between seller and buyers in daily transactional
communication in traditional market. The types of illocutionary acts occurred in the utterances of
the Bataknese conversations between seller and buyers in daily transactional communication in
traditional market (typical of structure expressions of asking), Directive (typical of structure
expressions of ordering and requesting,persuading), Representative (typical of structure
expressions of asking, answering), and Commissive (typical of structure expressions of
refusing,offering).Expressive (typical of structure expressions of thanking).
CONCLUSION AND SUGGESTION
The researcher exprects that, what is presented in this sudy of Illocutionary acts, can
benefit for the readers, especially in improving the understanding of the sudy of Illocutionary
acts. The researcher relizes that this study may be far from perfection because of time and ability
of the researcher. As the researcher, critics and also suggestions are expected for the sake of
correction of this thesis to be better to meet perfection in the future, so that further readers are
able to understand well concerning the study of Illocutionary act. Besides, the researcher expects
that this thesis needs to be improved concerning the theory used, analysis, and the source of data
where they are quite important in doing the research.
Having analyzed the types of illocutionary acts of the Bataknese conversations between
seller and buyers in daily transactional communication in traditional market., the writer comes to
the conclusison. There are four types of illocutionary acts occurred in the utterances of the
Bataknese conversations between seller and buyers in daily transactional communication in
traditional market., they are Representative, Directive, and Commissive,Expressive
Utterances can be happened in any situation and context in our daily life. The writer hopes that
the readers can be more understand about pragmatics, especially illocutionary acts and the writer
recommends the other researcher to conduct the analysis of illocutionary acts in other subject
such as songs, advertisement, and so on because the writer feels that his research is not enough
yet to fulfill human‟s needs in further studying of pragmatics study
REFERENCES Commented [u197]: ???????????

GROUP 2
THE COMPARATIVE ANALYSIS OF Commented [u198]: deleate
REQUEST AND POLITENESS STRATEGY EMPLOYED IN

INDONESIAN AND AMERICAN YOU TUBE PROGRAM: NEBENG BOY
AND CARPOL KARAOKE. Commented [u199]: Too long
By:
HUSNAWATI: 8186112017 Commented [u200]: idem
FITRI A. SITORUS : 8186112007

M. ARDILLAH : 8186112016
2018
ABSTRACT
This paper deals with speech act, especially directive; request function applied in Indonesian and
American you tube program which share similarities. The objective of this project is to
determine request and politeness strategies employed by host of the two programs in requesting
for information. To analyze the data, the descriptive qualitative method with support by
quantitative result was used. Source of the data were 2 videos from each program, in which, the
utterances that contain request from the host were transcribed and analyzed using request theory
proposed by Blum-Kulka (1995) and politeness strategies by Brown and Levinson (1987). The
research revealed that there are 6 types of request (question) strategy and 3 types of politeness
strategy employed in the programs. Concerning the question strategy, we revealed that are two
other way the question used, that is the combination of the strategy employed by Blum-Kulka we
called as direct conventional and indirect conventional.
I. INTRODUCTION
Requesting is one of directive speech act function. The illocutionary purpose of speech act
is to get someone to do something (Searle, 1969) whether in form of giving information or doing
an action. Ellis (1994) defined requests as “an attempt on the part of the speaker to get the hearer
to perform or to stop performing some kind of action” (p. 167).
According to Brown and Levinson (1987 in Daskalovska, Ivanovska, Kusevska, &
Ulanska: 2016), request is a face threatening act, because when requesting, the speakers put
themselves and the hearers face at risk. Request consist of two structure, the head act (the actual
request) and the modification of the request (internal or external). Moreover, there are some
strategies of requesting include; direct strategies, conventionally indirect strategies, and non-
conventionally indirect strategies (hints) (Blum-Kulka & Olshtain (1989, pp. 201-202). These
strategies of request are one of popular strategies use in analyzing speech act. So in this research
this strategy will be used to analyze question.
Moreover, in communication, especially in requesting as a face threatening act, politeness

plays a crucial role to achieve a smooth communication. Politeness are culturally bound, it’s
differ from culture to culture. “In American culture, politeness related to social ettiquette and
manner” (Song, 2014), while in Indonesian culture the politeness are depend on the belief and
cultural values of society.
The revolution of industrial world has brought the world to the newer era of technology
and internet domination. Thus, undespitably many people in present doing the profession which
is technology and internet based. Among other, the most dominant profession in this era is those
related to internet use such as youtuber, blogger, or vlogger. If we talk about you tube, there are
two popular programs on you tube that share similarities and interesting enough to be
investigated. These two programs are hosted by Indonesian and American hosted. The programs
are Carpool Karaoke and Nebeng Boy.
Carpool karaoke is a part of Late late night shown segments, an US TV series hosted by
James corden. In the program, the host will do the karaoke with the singer he was invited.
However there was also segment which invited non musician such Michelle obama, was released
in 2016 and has reached over 62.7 millions view on you tube as of 25 june 2018 which reach
100+ millions view in three segments: Justin Bieber's first visit at 134.5 million views, One
Direction at 125.8 millionand Sia with 102 million.
Second, Nebeng boy is an Indonesia you tube program hosted by Indonesian popular
young actor, VJ, presenter, and Rapper (Wikipedia). In the program, the host invites Indonesian
actress and even other youtuber. Almost similar to Carpool karaoke, they would have karaoke
and question section during the drive. The differences between this two programs are, carpool
karaoke invited the singer, while, Nebeng boy invited actris, actor or the viral youtuber.
Therefore, based on the background, this project was aimed to:
1. Examine types of request strategy employ questioning in the program

2. Examine the types of politeness strategy in asking question
Previous study
Several studies on the broad range of field have been conducted. Omar (2018) founded
linguistic politeness and media education in its socio-cultural perspectives through the adoption
of a lingua pragmatic approach of the Egyptian media talk shows and the result was extent to
which socio-cultural and political events influenced the use of lingua-pragmatic terms like forms
of address and the level of politeness embedded in them.Pradikta (no year mentioned) founded
request and politeness strategy appeared in classroom situation. It showed that there were 19
utterances that belong to act of request. Based on the request strategy, nine utterances (47,36%)
belonged to questioning listener’s ability or willingness, one utterance (5,26%) belonged to
statements of ability and willingness, one utterance (5,26%) belonged to statements of speaker’s
wishes and desires, and eight utterances (42,10) belonged to imperatives strategy. Based on
politeness strategy, eleven utterances (57,89%) belonged to bald on-record, and eight utterances
(42,10%) belonged to negative politeness. moreover, Song (2014) analyzed how cultural
differences affect native speakers’and second language learners’ choice of request strategy in the
context of politeness. The results of the research revealed that cultural differences do matter, and
expressing politeness in a second language also affects one’s politeness expressions. In this
research, adapting the same theory, the researchers try to analyze the utterances in the you tube
program in order to gain deeper understanding about request and politeness strategy use by host
from different cultural background in the their program.
II. METHOD
The data of the study were gathered from two you tube program. One is Indonesian you
tube program, “nebeng boy” hosted by Boy William, the second one is American You tube and
television program “carpool karaoke” held by James Corden. The writer chose these programs
because it shared similarities, and held in different cultural background. The data was taken from
the 2 videos of each program and the study focused on the request proposed by the hosts only.
The questioning utterances appeared in the videos were transcribed and analyzed. The request
strategy analyze based on. Blum Kulka (1989). Then, the politeness strategies employed were
analyzed based on politeness theory proposed by Brown and Levinson. Brown and Levinson
(1987) outline four main types of politeness strategies include; bald on-record, negative
politeness, positive politeness, and off-record (indirect) as well as simply not using the face-
threatening act. Moreover, the data will be presented qualitatively and supported by quantitative
data to see the percentage.
III. RESULT
This part presented the result of the analyzed data. It present the result of analysis of
question strategies used in the shows and the politeness strategies applied. The presentation of
the result can be seen in the table 1, which presented the request strategies, and the politeness
strategies as presented in table 2.
Table 1: Request strategies used in CK and NB
Request strategies Carpool karaoke Nebeng boy

Direct 9 10
Conventionally indirect 5 1
Non-conventionally indirect 6 13
unknown (direct conventional) 0 4
Unknown (Direct non-conventional) 0 1
Total 20 29
Based on the table above it can be concluded that there are total 20 questions were used in
CK, include: direct question 9, conventional indirect 5 and non conventional indirect 6. From NB
we found a total 29 questions include: direct 10, conventional indirect 1, and non conventional
indirect 13. Moreover, we also revealed 5 questions that could be considered as combination of
two strategies namely: direct conventional about 4 questions, and direct non conventional 1
question.
Table 2: Politeness strategy used in request
No Politeness strategy Number

Carpool karaoke Nebeng boy
1 Bald on record 2 5
2 Positive politeness 10 24
3 Negative politeness 8 0
Off record 0 0
Total 20 29
The result from the analysis as presented in the table showed that in CK, there are three
types of politeness strategy employed, include; Bald on record with total number 2, positive
politeness 10, negative politeness 8, and no off record strategy used. From the analysis of the NB
program, we revealed that only two types of politeness strategies applied in request by the host
include: bald on record 5, and positive politeness 24, there’s no negative politeness and off
record of record employed.
IV. DISCUSSION
The present study examined the strategy of request and politeness employed in American
and Indonesian you tube program. Based on the finding, the writer found that there are a total 49
request (question) asked in the study. Total 20 questions from CK with three types of question
strategy employed, include: direct, conventional indirect, and non-conventional indirect. From
NB we revealed six question strategy used, include three types of request strategy proposed by
Blum-Kulka, and the other strategy we revealed is the combination of this strategy we named as
direct conventional with total 4 questions, and direct in-conventional with total 1 question.
Concerning politeness strategies, the result revealed that there were different amount of
types of politeness strategies employed in both program. CK employ three strategy include: Bald
on record, Positive politeness, Negative politeness. At the first place, positive politeness is the
most often used, continued by negative politeness in the second place with total 8 from. From
NB, we revealed that only two politeness strategy employed, namely: positive politeness and
Bald on record. Then the lowest one is bald record with total 2 in CK and 2 in NB.
GROUP 3
THE COMPARISON BETWEEN DONALD TRUMP AND JOKOWI
SPEECHES BY USING COOPERATIVE PRINCIPLE ON PRESIDENTIAL
DEBATES
(Astari Rara Sandy, Delmi Rohdearni Saragih, Ella Marissa Pardede, Iqbal
Wira Akbar) Commented [u201]: idem
INTRODUCTION
A. Background of Study
A conversation always happen surrounding us, and without us recognizing it, we
communicated each other on our own style and with our own perspective. But, a lot of case are
happening when we did communicate but our respondent did not always respond right away with
our answer, their answer might be irrelevant but still conversation kept going on. The researchers
did found some article which analyzed an utterances uttered by the high politicians, a president
candidate during the time, mr Barrack Obama and Mitt Romney on the presidential debate which
took place on Octobe 3rd 2012. Juliana and Sumarsih (2012) in their article showed the result that
even a candidate to be selected as president will even violated a maxims, in its result, it is shown
that mostly the candidates violate the maxim of quantity and their reasoning is that they wanred
to show to the listener that they are the best choice to be selected as the president at the time. In
the other hand, the analysis of President SBY interviews by Fadhly (2012) did show that the
president violated all maxims in order to do face saving acts, self awareness, self protection and
information control. Based on all these results, the researcher then analyzed and compared how
the maxims were used by the president candidates of Indonesia and America, it was to see how
they use their language in communication to convey message based on Grice 4 Cooperative
Principles. The samples are taken from the presidential debate between candidate during the time
, in America, President Donald Trump and Mr Hilary Clinton, and Indonesia between Joko
Widodo with Jusuf Kalla and Prabowo with Hatta Radjasa.
B. The Indentification of Problem

Through the observations conducted by researcher, problems were found and identified as
follows:
1. Politicians did not convey the answer directly and sufficiently
C. Scope and Limitation of Research

The scope of this research was about writing and then limited on the applications of Grice
Cooperative Principles on Presidential Debate.
D. Formulation of Problems
In this study, the problem was formulated as following:
1. How is the application of Grice Cooperative Principles in Presidential Debate?
2. What is the most dominant of Maxims accomplishment and unaccomplishment in
Presidential Debate?
3. Whar are the reasons behiind the Maxims unaccomplishment?
Objective of Research
Based on the formulation of problem, the objective of research was as following:
1. To investigate how is the application of Grice Cooperative Principles in Presidential

Debate
2. To investigate the most dominant of Maxims accomplishment and unaccomplishment in
Presidential Debate
3. To investigate the reasons behiind the Maxims unaccomplishment?
E. Significance of Research
Finding of the study were expected to be useful in terms of theoretically and practically, it
was described as following:
1. Theoretically
Hopefully, The findings of this research could open and add new horizons in theories
of linguistic, specifically in Pragmatics.
2. Practically
The result of the study were expected to be useful for the students, the teachers or the
lecturers, and the readers.
a. The students, to add their knowledge about the basic knowledge concerning the
pragmatics area.
b. The teachers and lecturers, to create a new way in teaching students regarding
communicating language in the classroom
c. The readers, especially candidate of a researcher, this study could be used as an
information and references of the material regarding the application of Grice
Cooperative Principle in conversing.
REVIEW OF RELATED LITERATURE
A. Theoritical Framework
A research should be based on existing theories of certain sciences in doing research, the
term used must be clarified to have some perceptive of the implementation in the field. In other
word, the term used are aimed at giving clear concept of what has been done to reach the goal.
This concept will lead to a better analysis of the variable taken because it helped the researcher
to limit the scope of the problem. Besides, the discussion started from the theory in order to
avoid misinterpretation and misunderstanding of the term used in particular situation between the
readers and the writer. In this case, the researcher wish to list the following terms was important
for purpose of the researcher.In order to make a better understanding about this research, the
writer usedparticular theory from an expert to come into analysis and the conclusion. The writer
collected some theories about cooperative principle, conversational implicatures conversational
maxims. Moreover, the writer also used some previous related studies which also help much in
doing this research.
1. Description Analysis
According to Cauvery (2003:196) analysis of data means studying the populated material in
order to determine in facts or meaning. It involves breaking own complex factors into simple one
and putting the arts in new arrangement for purposes of interpretation. The word “analysis”
according to Hornby (1988:76) is study or examination of something in order to learn what the
parts are. Stated that analysis is a part of methodology of psycholinguistic investigation of the
language learning of the application of linguistic theory.
2. Pragmatics
Pragmatics is a branch of linguistics concerned with the use of language in social
contexts and the ways in which people produce and comprehend meanings through
language.(For alternative definitions, see below.)
Examples and Observations"Pragmatists focus on what is not explicitly stated and on how we
interpret utterances in situational contexts. They are concerned not so much with the sense of
what is said as with its force, that is, with what is communicated by the manner and style of an
utterance.(Geoffrey Finch, Linguistic Terms and Concepts. Palgrave Macmillan, 2000)
2.1 Pragmatics and Semantic
"The boundary between what counts as semantics and what counts as pragmatics is still
a matter of open debate among linguists.'Both [pragmatics and semantics] deal with meaning, so
there is an intuitive sense in which the two fields are closely related. There is also an intuitive
sense in which the two are distinct: Most people feel they have an understanding of
the 'literal' meaning of a word or sentence as opposed to what it might be used to convey in a
certain context. Upon trying to disentangle these two types of meaning from each other,
however, things get considerably more difficult." (Betty J. Birner, Introduction to Pragmatics.
Wiley-Blackwell, 2012).
3. Definition of Cooperative Principle
Grice as cited by Grundy (2000:74) formalized his observation that when we talk we try
to be cooperative by elevating this notion into what he called “The Cooperative Principle (CP)”.
One way of being cooperative is for a speaker to give as much information as is expected.
Cooperative principle is a theory formulated by Herbert Paul Grice in William James Lectures,
delivered at Harvard University in 1967. It was published firstly by Harvard University press in
his article entitle “Logic and Conversation” in 1975 that stated: “make your conversational
contribution such as required, at the stage at which it occurs, by the accepted purpose or direction
of the talk exchange in which you are engage” (Grice, 1975:45). Grice proposed that participants
in a communicative exchange are guided by a principle that determines the way in which
language is used with maximum efficiency and effect to achieve rational
communication..Levinson (1983:102) summarized the CP as the specification of “what
participants have to do in order to converse in a maximally efficient, rational, co-operative way:
they should speak sincerely, relevantly and clearly, while providing sufficient information.”
Suppose that the speaker has accidentally locked herself out of her house. It is winter, the
middle of the night and she is stark naked.
(1) A: Do you want a coat?
B: No, I really want to stand out here in the
freezing cold with no clothes on.
On the face of it, B’s reply is untrue and uncooperative, but in fact this is
the sarcastic reply we encounter every day and have no problem at all in interpreting. Grice’s
theory of conversational implicature seeks an explanation of this exchange and the central role of
cooperation within it. In order for A to arrive at the intended interpretation of B’s utterance, A
must at the very least be able to assume that B is being cooperative in the exchange.
Grice argues that without the assumption that the speaker is operating according to the
cooperative principle, there is no mechanism to prompt someone to seek for another level of
interpretation. Thomas (1995:63) mentioned that the observation that the speaker has said
something which is manifestly untrue, combined with the assumption that the CP is in operation
sets in motion the search for an implicature. The four conversational maxims help us establish
what the implicature might be.
Mooney (2004:900) stated that what initially look like uncooperative communicative
exchange can in fact be viewed as cooperative if the activity type is properly understood. Even if
an activity type is uncooperative, the maxims are still productive in understanding how
communication takes place and how the activity type is conducted.
4. Definition of Conversational Implicature

In his article “Logic and Conversation” Grice (1975:44) also coined and introduced a
new term in pragmatics study, the verb implicate and the related nouns implicature (implying)
and implicatum (what is implied). Grundy (2000:73) stated that Grice deliberately chose the
word “implicature” of his own coinage to cover any meaning that is implied, i.e., conveyed
indirectly or through hints, and understood implicitly without ever being explicitly stated.
Therefore, a conversational implicature is something which is implied in conversation, that is,
something which is left implicit in actual language use (Mey, 1993:99).
Grice (1975:43) made a very general distinction between what is said by a speaker and
what he means or implicates. He gave a very popular example to explain the differences between
them. Suppose that A and B are talking about a mutual friend, C, who is now working in a bank.
A asks B how C is getting on in his job.
(2) A: How C is getting on his job?
B: Oh quite well, I think. He likes his colleagues,
and he hasn’t been to prison yet.
Grice explained that at this point, A might well inquire what B was implying, what he
was suggesting, or even what he meant by saying that C had not yet been to prison. The answer
might be any one of such things as that C is the sort of person likely to yield to the temptation
provided by his occupation that C’s colleagues are really unpleasant and treacherous people, and
so forth. It might, of course, be quite unnecessary for A to make such inquiry of B, the answer to
it being, in the context, clear in advance. I think it is clear that whatever B implied, suggested,
meant, etc.,
In addition, According to Yule (1996:35) implicature is an implicit meaning or additional

conveyed meaning behind the utterance. In short, implicature is implicit meaning; what the
speaker says is not what the speaker means, or what is said is not what is meant. The speaker
more often means much more than the words they utter in order for them to be interpreted by the
addressee. To interpret the additional meaning, we have to assume that the cooperative principle
is in operation.
Grundy (2000:71) also gave example: One Saturday morning He went in when the post office
had just opened.
Post master: It’s a nice morning, isn’t it?
Peter: Not bad.
Post master: It will be better at one o’clock
Grundy understood him to mean that he would be happier when the post office had closed, but
again, he never explicitly stated this.
5. Conversational Maxims
In an attempt to describe how the CP works, Grice formulated guidelines for the efficient
and effective use of language in conversation. These guidelines are known as the maxims of
conversation. It should be underlined that Grice (1975:45) introduces Quantity, Quality, Relation
and Manner as categories (not maxims as they tend to be called in literature, each of which
comprises supermaxim and maxim(s).
Table
Category Super maxims Maxims

quantity 1.make your contribution as informative as
is required
2. do not make your contribution more
informative than is required.
Quality Try to make your contribution 1. do not say what you believe is false
one that is true 2. do not say that for which you lack
adequate evidance
relation Be relevant
manner Be perspicuous 1. avoid obscurity expression
2. avoid ambiguity
3. be brief (avoid unnecessary prolixity)
4. be orderly
5.1 Quantity
The category of quantity relates to the quantity of information to be provided. The first maxim
under this category requires one to “be as informative as required.” This maxim means that the
speaker has to include all the information that the hearer requires to understand. If the
speaker leaves out a crucial piece of information, the hearer will not understand what the speaker
is trying to say.
On the other hand, providing too much information during course of a conversation can be
perceived as superfluous and insignificant to the other person. According to the second maxim,
which requires one to “be brief”, the speaker should avoid unnecesssary, redundant information
in his contribution.
5.2 Quality
Under the category of quality, the maxim of truthfulness falls. This maxim refers to the
importance of making only statements one believes to be true as Grice (1975) expects that the
contributions to “be genuine and not spurious.” In short, the speaker is expected to be sincere and
tell the truth. They are assumed not say anything that they believe to be false or anything for
which they lack evidence. The reason is that if s/he gets making false statements s/he will lose
one of the most important social assets a person can have, credibility.
5.3 Relation
Under the category of relation, Grice place a single supermaxim namely “be relevant”. The
demand for relevance simply means that the speaker should only include information in the
communication that is relevant to the topic being discussed.
5.4 Manner
Under the category of manner, which Grice understand as relating not to what is said but rather
to how what is said is to be said. It assumes the speaker should be brief and orderly, and avoid
obscurity and ambiguity expressions.
Cutting (2002:34) stated that verbal exchanges, whether interviews, conversations, or service
encounters tend to run smoothly and successfully when the participants follow certain social
convention as called conversational maxim.In short, these maxims specify what participants have
to do in order to converse in maximally efficient, rational, cooperative way: they should speak
sincerely, relevantly, and clearly, while providing sufficient
information.
Thomas (1995:64) gave an interesting case when a speaker observes all the maxims as in the
following examples:
Husband: Where are the car keys?
Wife: They are on the table in the hall.
The wife has answered clearly (Manner) truthfully (Quality), has given just the right amount of
information (Quantity) and has directly addressed her husband’s goal in asking the question
(Relation). She has said precisely what she meant, no more and no less, and has generated no
implicature. There is no distinction to be made here between what she says and what she means,
there is no additional level of meaning.
6. Speech
Speech is the act of delivering a formal spoken communication to an audience. When people
deliver their speech to the audience, the messages that they convey in the speech to the audience,
the message that the convey in the speech must inherently contain ideas or particular purpose.
According to The Linguistic Encyclopedia (1991:204), speech is the production of meaningful

utterance in a language. Speech is a formal talk given to audience that a show case where the
speaker becomes the centre of attention because the speaker is the source of information. Speech
is consisting of three (3) important parts: there are the beginning, the middle and the end.
The beginning is called an introduction of speech. An introduction should be interesting, to the
point and not too long. The beginning tells the audiences about she/he will say in that speech.
The goal of the beginning is to catch the audience’s attention and interest and reveal the topic of
the speech. There should be a few main point and avoid having too many topics and make them
strictly relevant to the purpose of the speech.
The middle is called the body of the speech that explains about the main point of the speech. In
the body, the speaker speak about each point in detail. Some evidence or information will be
needed to support the main points.
The end is called the conclusion of the speech. In concluding the speech, it’s part of speech
in summarizing the major points of the topic. This should sum up all of the key points of the
topic what want to speech.
6.1 Political speech
Political is viewed as a struggle for power between those who seek to asserts and maintain their
power and those who seek to resist it political study is emphasized on the fact that micro –level
behaviors mentioned above are actually kinds of linguistic action. Micro – level are
typesoflinguistic with specific characteristic. For example, parliamentary debates, broadcast
interview.
Aristotle does not pursue in detain the connection between the linguistic and political make up
humans, but the implication have a fundamental importance, in linguistics, it is now widely
accepted that the human capacity forspeech is genetically. Based, through activated in human
social relations. For language would have evolved to perform social function. Social function
that would in fact correspond what we understand as “political”.
Political speech is core expressive activity that forms the foundation of democracy. It receives
the highest level of protection under the first Amandment. This protection includes art used in a
political context. Which convers everything from protect art to logos commissioned by political
campaign. It also protects art that contains political aspect but has not clear political message,
such as art that lampoons a public figure for the way they dres (which might also be considered
parody (Paul Chilton,2004).
7. The Biography of Donald Trump
Donald John Trump was born in 1946 in Queens, New York City, the fourth of five children
of Frederick C. and Mary MacLeod Trump. Frederick Trump was a builder and real estate
developer who specialized in constructing and operating middle income apartments in the
Queens, Staten Island, and Brooklyn sections of New York. Donald Trump was an energetic and
bright child, and his parents sent him to the New York Military Academy at age thirteen, hoping
the discipline of the school would channel his energy in a positive manner. Trump did well at the
academy, both socially and academically, rising to be a star athlete and student leader by the time
he graduated in 1964.
During the summers, Trump worked for his father's company at the construction sites. He
entered Fordham University and then transferred to the Wharton School of Finance at the
University of Pennsylvania, from which he graduated in 1968 with a degree in economics.
Trump seems to have been strongly influenced by his father in his decision to make a career
in real estate development, but the younger man's personal goals were much grander than those
of his father. After graduating college, Trump joined the family business, the Trump
Organization. In 1971 Trump moved his residence to Manhattan, where he became familiar with
many influential people. Convinced of the economic opportunity in the city, Trump became
involved in large building projects in Manhattan that would offer opportunities for earning high
profits, utilizing attractive architectural design, and winning public recognition.
8. The Biography of Jokowi
Joko Widodo (born Mulyono 21 June 1961), also known as Jokowi, is an Indonesian
politician who is the seventh and current President of Indonesia. Elected in July 2014 as the first
Indonesian president to not come from an elite political or military background, he was
previously the Mayor of Surakarta from 2005 to 2012, and the Governor of Jakarta from 2012 to
2014.
He achieved national prominence in 2009 for his work as the Mayor of Surakarta. A
member of the Indonesian Democratic Party of Struggle (PDI-P), he was its candidate for
the 2012 Jakarta gubernatorial election, alongside Basuki Tjahaja Purnama (often known
as Ahok) as his running mate. Defeating incumbent Fauzi Bowo, he took office in October 2012
and reinvigorated Jakarta politics, with publicized blusukan visits (unannounced spot
checks) and improving the city's bureaucracy, reducing corruption in the process. He also
introduced years-late programs to improve quality of life in the city, including universal health-
care, dredging the city's main river to reduce flooding, and inaugurating construction of the city's
subway system.[6]
Seen as a rising star in Indonesian politics, PDI-P nominated Jokowi for the 2014
presidential election.[7] Winning a majority of the popular vote, he was named president-elect on
22 July 2014, to bitter protest from his opponent Prabowo Subianto, who disputed the outcome
and withdrew from the race before the count was completed.[8][9] As president, Jokowi has
primarily focused on infrastructure, introducing or restarting long-delayed programs to build
highways, high-speed rail, airports and other facilities to improve connectivity in the Indonesian
archipelago.[10] On foreign policy, his administration has placed an emphasis on "protecting
Indonesia’s sovereignty",[11]with the sinking of illegal foreign fishing vessels[12] and the
prescription of capital punishment for drug smugglers, despite intense pressure from foreign
powers including Australia and France.[13][14] After four years in office, Jokowi's approval ratings
remain high, in the high-60s to low-70s. He will seek re-election in 2019
9. Debate
Debaters will first present their overall theme in the introductory statement, if the
opportunity to make such a statement is allowed in the debate format being used. Then they will
reinforce it with answers to as many specific questions as possible. Finally, they will return to it
in their concluding statement."(Judith S. Trent and Robert Friedenberg, Political Campaign
Communication: Principles and Practices, 6th ed. Rowman& Littlefield, 2008)
METHOD OF RESEARCH
1. Research Design
The research was designed as descriptive Qualitative Research. In this research, the
researcher was bound to analyze the whole video of debating progress between candidates,
marked the maxims and compare between both results. In here the researchers were not intended
to find a new theory yet they were supposed to find the evidences and prove whether prior
theories are still applicable.
2. Source of Data
In here , the sources of data are taken from the debate between the candidate of the
president at the time, Donald Trump with Hilary Clinton which takes time at 2016 and placed in
America and in comparison the debate of Jokowi and Prabowo which takes time in year 2014
which takes place in Indonesia. The whole utterances between candidates will be the sample of
the research analysis.
3. Technique for Collecting and Analyzing Data

The steps of the collecting data and its analysis were listed as following, the researcher
used data trancription in collecting samples and identification with percentage technique
1. Recording or Downloading through the Internet the debate between Donlad Trump with
Hilary Clinton in 2016 and Jokowi with Prabowo in 2014
2. After the video were recorded, all utternaces are transcripted into written form,
3. Identifying and marking the maxims accomplishment and unaccomplishment focused on
Trump for America Debate and Jokowi on Indonesia Debate.
4. Calculating and Tabling the maxims amount of Grice Cooperative Principle along with
maxims unaccomplishment reason
5. Conversing the amount of percentage with fomulas for each maxims:
Percentage of (maxims type) = (maxim types accomplishment)/amount of maxims used x
100 %
6. Tabling from the the most dominant maxims acoomplishment to the most succeeded.
Data Analysis, Research Findings, and Discussion

 Data Analysis by Jokowi
Based on transcript which is questioned by moderator at the beginning, Prabowo obeyed
two kinds of maxims which are maxim of quality and maxim of relation. Prabowo obeyed
maxim of quality by saying the reality occurs in the country as a fact and telling his ideas and
point of view related to question from moderator. He is also obeyed maxim of relation by giving
relevance answer according to the question given to him.
Then based on transcript of Jokowi utterances, the researcher found the role of the
cooperative principle. There is 2 maxim in this script. It’s relation maxim and quantity maxim.
Jokowi used this maxim to explained his purpose. He used relevance maxim to make a related
answer from the moderator, it's about their activity and their experience to build human rights.
And then used a Quantity maxim to be clear their explanation. He gives more the aims to make
the other person believe that. And give the impact to other people as long as he speaks about
their activity after. And he used an exposition text to give some person want to choose them.
Furthermore, the researcher found out the role of the cooperative principle. Jokowi
answered the question from the moderator by using relation maxim and quality maxim where
Jokowi answered the question from the moderator. Jokowi explained his planning for the real
critical evaluation of the current government works and plannings, and how he is going to keep
continuing the good works done, to repaire the works and sistem for the work which not well
done, and to evaluate the works for the better progress. He explained everything related to the
questions in relevant and general way.
Based on the questions asked by the Moderator in the last session, Jokowi obeyed the
manner of Quality, in his answering, Jokowi did pointing the things which is actually happening
and not a hint of his saying containing any lies or deceptions, all based on the truth. Otherwise,
he didn’t obey the other maxims which can be seen when the moderator asked concerning about
what they will do in maintaining accomplished jobs, perfecting half-accomplished jobs and
repair failed jobs yet Jokowi elaborating about plannings and philosophy of every people which
did not represent an answer for three questions posed by moderator, even until the minutes of
30:29 , Jokowi did not specifically clarify his answer concerning all these three questions
(Quantity-disobeyed). Also it can be seen at the very first Jokowi started his conversation at
25:28 until 30:29, What the moderator asked is whether they are capable in critically evaluating
the government system yet Jokowi did not point out whether he is capable in critically evaluating
government programs, at first he should just said “Dapat” and then continued with the
elaboration, in here he violates the Maxim of Relation. Jokowi did point out an ambigious
answer for him, as prior analysis show that his answer is unsuccessfully represent all the answer,
and then he points out a statement which is “Siapapun Presidennya, yang baik akan kita
lanjutkan, yang tidak baik akan kita evaluasi, akan kita perbaiki dan juga tetap akan kita
lanjutkan, tetapi prinsip-prinsip, hal hal yang prinsip juga harus kita isikan” , it is clear that a
nation should maintain good things and repair bad things, what the moderator asked is what and
how will we do it, because Jokowi answered it in totally different way, it could imply that he is
incapable in giving an exact answer, this fact is strengthened when he is in a hurry giving turn
for Jusuf Kalla to continue the statement, furthermore he added that “Planning is important, yet
the most important is how we do it” if Jokowi did really have in mind that the most important is
implementation, he should have pointed out implementation at the very beginning yet he started
with planning (Manner-disobeyed).
 Data Analysis by Donald Trump

A. Quantity maxim is represented on the following
In the dialogue Clinton give statement for trump about he haven’t paid any federal
income tax for a lot of years, and trump just said it would be squandered. Donald didn’t reason
why he not paid any federal income tax, while he has argument for cut the tax from companies,
small and big business.
Cooper said in the question’s Ken Karpowitz, and Trump said one on three, in this
section happened flouting of quantity, because Ken Karpowitz have question about health care,
Trump doing this because he focused on emails and make Cooper misunderstand. In this
situation Cooper tells about how do you force insurance companies to do that if you are not
mandating that everyone has insurance? And Trump answered it makes cooper didn’t understand
because reversed his statement, they have so much competition in the insurance industry.
In this situation Trump have question about supported war in Iraq, but he said wrong, he made
this statement to make audience think that he never knew about the war. In this situation what is
differences from Obama, he said everything, he means all of his personality differences but he
didn’t explain more details to make his differences.Trump said he never didn’t say that, but he
didn’t explain, why Hillary can speak like that. And he just gives reciprocal with said wrong. It is
about military, Trump just said I can’t think of any, because they was have 200 generals and
admirals who endorsed him. And 21 Medal of Honor recipients who endorse him.He explains a
bit of information and make hearer asked again, he should explained more detail about Aleppo.
There are any relation with ISIS because he supported Iraq.
B.Relation maxim is represented on the following
In this situation Clinton explain about her skills and suddenly Trump explained about
husband’s Clinton, it makes not relevant, because he want opened bad things of family’s Clinton.
Trump answered about her website, and said about ISIS, while in this segment they discuss about
achieving prosperity talks about taxes. Its make not relevant, because Trump wants to make
Clinton confused with her website
C. Research Findings
After analyzing all the data of maxim in debate by Jokowi, the findings can be presented as the
following:
Tabel 3.1
Kind Of Maxim Total Percentage

Quantity 1 14,28
Quality 3 42,85
Relation 3 42,85
Manner 0 0
Total 7 100
1. The four types of maxim were applied in the speech of Jokowi in the Presidential Debate
by the percentage of every types that were maxim of Quantity (14,28%), maxim of
Quality (42,85%), maxim of Relation(42,85%), maxim of manner (0%).
2. The most dominant types of maxim in the speech of Jokowi in Presidential Debate was
maxim of Quality and Relationby percentage (42,85%) from the total of four types of
maxim that were found in the speech of Jokowi in the Presidential Debate.
3. The reason that they dominantly maxim Quality and Relation is when Jokowi saying
relation with the question Answer or give a changes the idea, give information and also
he makes some unclear answer or statements for hide the truth or save his utterance.
Research Findings by Donald Trump
𝑭
No Types of maxim Frequency X= x100%
𝑵
1 Quantity 8 30,76%
2 Quality 2 7,69%
3 Relation 13 50%
4 Manner 3 11,53%
Total 26 100%
1) There are four types of maxim that found in the speech of Donald Trump in the US
Presidential Debate. They are maxim of Quantity, maxim of Quality, maxim of Relation,
maxim of Manner.
2) The maxim which is dominantly in the speech of Donald Trump in the US Presidential
Debate is maxim of Relation (50%) because all of the speakers give some additional
relevance than is required, then it followed by maxim of Quantity (30,76%), maxim of
manner(11,53%), maxim of Quality (7,69%)
3) The reason that they dominantly maxim of Relation is when Donald Trump saying
relevanceor changes the topic and give required information.
Conclusions
After analyzing of the data, conclusions are drawn as the following.
(1) There are types of maxim that found in the speech of Jokowi and Donald Trump in the
Presidential Debate. They are maxim of Quantity, maxim of Quality, maxim of Relation and
Maxim of Manner.
(2) The maxim which is dominantly in the speech of Jokowi in the Presidential Debate are
maxim of Quality and Relation by percentage (42,85%) and Donald Trump is Maxim of Relation
(50%) from the total of four types of maxim that were found in the speech of Jokowi and Donald
Trump in the Presidential Debate.
(3) The reason that they dominantly maxim of Quality and Relation, so its give information and
also he makes some unclear answer or statements for hide the truth or save his utterance
So that based on the Data Analysis, the researcher wants to compare about they speaks
about Politic in Presidential debate, so they used strategy to make the other people believe that
their purpose. The strategy is used a qualitative and relation maxim their used in language. As we
know the Quality give a less or lack information, its make a rival did not know the purpose
inside, but relation give a related information, and make a clear to their purpose and than the
other people can chosen them.
In this Section Jokowi more often used a Qualitave and relation, but Donald Trump more
used a Relation and Quantity. The writer found that strategy their used different. Jokowi more to
do something Example “Blusukan” and Donald Trump more to do viral person in social Media
so that became effect of the other people.
In this study we can get the result about the politics have a meaning inside, they are used
a polite language and save the strategies in there. With more speaking or lack Speaking to
purpose how the people want to chosen them.
Suggestion
In relation to the conclusions,and suggestion are staged as the following.

(1) For the students, especially English Department are suggested to learn more about
maxim in debate, in order to get clear understanding and deep comprehansing especially
about types of maxim in debate. And it can also contribution For English learners.
(2) It is also suggested that the students shall read and understanding deeply how to speak
with other people.
(3) And also, the researcher realized that this research still not perfection, so that’s why the
researcher accepted still constructive critic and suggestion from the readers for making
this analysis better.
APPENDICES

Charismiadji in Metro TV Program Prime Time News Interview (by: Iqbal Wira Akbar)
Object Observed : Metro TV Program : Prime Time News / Evaluasi Ujian Nasional
Sources : Video.metrotvnews.com/primetime-news
Int A : Interviewer A
Int B : Interviewer B
IC : Indra Charismiadji
Spk Utterances Maxim Accomplishment
Ql Qt Rl Mn
Int A Pelaksaanaan ujian nasional baik yang berbasis manual ataupun berbasis komputer atau
UNBK untuk tingkat menengah atas telah usai dilaksanakan
Int B Seperti apa evaluasi yang harus diperbaiki, baik itu teknis penyelenggaraan hingga
psikologi dari peserta UN, sudah ada bersama kami, pakar pendidikan, mas Indra Charismiadji,
terima kasih sudah bergabung bersama kami mas Indra
IC Malam mbak O X X O
Int B Mas Indra, evaluasi dari USBN kemudian juga UNBK yang ada tahun ini, menurut anda
sudah sesuai ketentuan atau masih banyak eee ini yang ditemukan?
IC Kalau USBN memang product barunya Kemendikbud ya, ujian sekolah berstandar
nasional di mana 20 sampai 25% itu eee yang membuat soalnya adalah Kemendikbud sedangkan
sisanya dibuat oleh para guru melalui MGMP, jadi ya eee masih sangat baru dan inilah yang
yang menjadi problem kita dengan saat ini banyak sekali kebocoran soalnya, karena USBN ini
justru menentukan kelulusan anak, bukan UN nya, UN nya malah tidak, hanya sebagai pemetaan
saja O X X O
Int B Kenapa potensi kebocoran ini lebih besar di USBN?
IC UN yang dulu dijaga polisi aja bocor, apalagi yang sekarang tidak dijaga sama sekali, tapi
justru di sinilah akan terkuak problem utama kualitas manusia kita, ya kan, kenapa pak Jokowi
ada revolusi mental, kenapa di Indonesia ada korupsi, ya karena saya pernah diwawancara media
mengatakan saya katakan, korupsi itu awalnya dari sekolah, ya buktinya kan ini, justru para guru
para pendidik, orang tua yang mendorong para murid untuk berbuat kecurangan, makanya demi
lulus yang kualitasnya yang artinya dia lulus tapi kemampuannya tidak mencapai O X
X O
Int A Baik mas indra, ini mengenai USBN, kecurangan dan kualitas manusia karena kita
ketahui bagaimana kemudian ada peristiwa, sayangnya, disayangkan sekali, itu ada bnnuh diri
seperti itu, seorang pelajar seperti itu eee di Sumatera Utara, karena diduga, ini kan juga masi
diselidiki oleh polisi, diduga karena setelah memposting adanya kecurangan di Ujian di media
sosial, kemudian dia melakukan aksi bunuh diri, diduga lagi karena ada intimidasi, pandangan
nya?
IC Eee, seperti yang saya bilang tadi, inilah kenyataan fakta di lapangan, problem terbesar
SDM di Indonesia ini begitu mudahnya mencari jalan pintas, jalan shortcut ini dicari terus, yang
instan dicari terus dengan menghalalkan segala cara, dan ini pun didukung oleh para orang tua,
para pendidik ya kan, dan itu fakta yang terjadi di lapangan, itulah kenapa juga kenapa pak
Muhadjir ingin menghapuskan Ujian Nasional pada dasarnya karena apa yang menjadi hasil di
Ujian Nasional selama ini tidak mencerminkan sebetulnya kemampuan anaknya itu ada di mana ,
karena banyak sekali kebocoran-kebocoran ini kan begitu, nah ini yang yang kita faktanya di situ
dan ini harus segera diperbaiki, kalau tidak, sampai kapanpun negara ini akan penuh dengan
korupsi, karena sejak dari sekolah sudah dibiasakan korupsi tu anak O X O
O
Int B Kalau gitu sebenarnya, idealnya siapa yang harus buat Ujian ini, kalau tadi kan USBN
tadi kan ada dari guru juga kan yang membuat soalnya
IC Iya O X O O
Int B Dulu UN, purely dari pusat begitu, harusnya kalau gitu siapa dong yang buat soalnya ini
supaya anak-anak bisa berstandarnya sama?
IC Kunci utamanya adalah Pemerintah Pusat dan Pemerintah Daerah, ini harus betul betul
eee peduli dengan kondisi SDM kita terutama anak-anak kita ini, dan itu bisa kita mulai dari kita
tingkatkan kualitas guru kita ni kan, kalau berita ini benar, intimidasi itu dari guru, kebocoran
dari guru, kan berarti gurunya yang kualitasnya parah sekali, ini tidak bisa kita katakan sebagai
pendidik karena ini bukan pola pendidikan kan begitu, ini merusak justru anak kan begitu dan
juga sudah memakan korban kan kalau ini bener, tar karena saking stress nya di intimidasi kan
begitu O X O O
Int B Kalau kompetensi guru saat ini tuh yang di Indonesia kalau menurut mas Indra sendiri
seperti apa sih, sudah merata belum, ini ke apa eee standarnya yang sebenarnya diterapkan
IC Terus terang sangat jauh sekali eeee kualitas, jadi kalau di, dulu di hasil Uji Kompetensi
Guru, kita masi di levelnya 56 kan gitu, jadi X X O O
Int A Padahal kalau kita lihat dari anggaran ni kan, ada 20% anggaran untuk pendidikan,
apakah kemudian dari 20% anggaran bisa mencakup bagaimana kemudian meningkatkan
kualitas dari SDM nya, membangun sistem pendidikan yang juga bagus
Int B Apa memang ga ada di blueprint nya justru?
IC Kita belum punya blue print nya, kita belum punya blue print pendidikan yang
berhubungan antara dari pusat ke daerah karena Kemendikbud ini gak punya sekolahan gak
punya guru, gutu itu miliknya daerah, kan beitu, jadi kalo daerah juga tidak peduli dengan,
dengan kualitas gurunya, yah bahkan sering ini, tidak semua ya, sering yang justru malah
dibelokkan ke arah politik, kan begitu para guru ini, ini sangat merusak bangsa kita, ini yang
harus diperbaiki, jadi kualitas guru sangat penting dan selama ini kan yang kita dengar itu
masalah guru itu selalu gaji guru honorer yang kecil, tapi kita engga pernah dengar gaji guru
PNS yang luar biasa tingginya sekarang kan begitu dan world bank pun bank dunia sudah
memuat suatu kajian jumlah guru di Indonesia tu kebanyakan, satu banding.. O X
O O
Int A Padahal kemudian kalau di daerah daerah lain, masi ada kebudayaan guru megang
beberapa kelas begitu kan?
IC Nah, jumlahnya kebanyakan tapi distribusinya tidak merata, jadi kan problem nya di situ
O X X O
Int B Nah jadi harusnya gimana dong mas, ni sekarang kita tau sumber masalahnya ada di
kompetensi guru, itu tidak merata dari pusat ke daerah, solusinya seperti apa?
IC Solusinya sekarang kita, kita harus betul betul uji, kita betul betul eee lihat mana guru
yang betul-betul pantas mengajar, mana yang tidak, harus ada evaluasi, jadi tidak hanya, karena
jadi guru sekian lama, ya udah pantas jadi guru, nah ini kan belum ada evaluasi begitu, peristiwa
di eee Taruna Nusantara, saya menyampaikan beberapa idea, problemnya adalah kenapa sampai
terjadi pembunuhan, tidak ditempatkan nya seorang school psychology, jadi seorang psikolog
sekolah, di negara-negara lain minimal setiap distrik setiap kota itu menempatkan seorang
psikolog sekolah yang mengamati baik siswa maupun guru O X O O
Int B Kayak saya dulu ada BP?
IC O Beda O X X O
Int B Beda lagi
IC Kalo, kalo BK kan sekarang lebih ke konseling, gimana tentang karir mereka O
O O O
Int B Ini tentang psikologi?
IC Ini tentang psikologi, jadi kalau BK memang ada jalurnya sendiri ya, ada bidangnya
sendiri O O O O
Int A Mas Indra, ini berkaitan juga dengan psikologi, kita lihat kemudian bagaimana Ujisn
Nasional kadang kan sekolah sibuk dengan mempersiapkan materi pelajarannya tapi kemudian
agak miss di bagaimana menyiapkan psikologi si pelajar itu sendiri sehingga UN ini tidak
menjadi sebuah beban yang berlebihan bagi seorang pelajar tapi pembiinaan mental, pembinaan
kemudian materi pelajaran ini bisa balance , seperti itu ini bagaimana?
IC Bagian dari pendidikan, kita harus harusnya para pendidik itu menjelaskan ujian yang
dihadapi anak-anak ini tidak ada apa-apanya dibanding ujian kehidupan ye kan, justru ini adalah
sebuah latihan, kita di tempa, kita mengalami keluar dari zona nyaman, untuk untuk ditempa ini,
bagian menyiapkan diri kita ke dunia kerja nanti yang jauh pressure nya stress nya lebih tinggi
dari di sekolah, eee yang menarik adalah beberapa waktu yang lalu di sekolah saya mewawancari
Jack Ma, orang terkaya di Tiongkok saat ini, dia cerita dulu dia SD gak lulus tiga kali, SMP gak
lulus dua kali, masuk perguruan tinggi gak lulus tiga kali, tapi karena proses dia di reject di reject
di reject, gagal gagal gagal gagal itu justru membuat dia tidak pernah menyerah, untuk menjadi
orang terkaya, tersukses O X O O
Int B Jadi ujian ini memang bagus buat psikologi siswa untuk melatih itu gitu
IC Betul, jangan di manja lah, anak anak kita ini jangan di manja tapi ya harus di arahkan, ya
memang hidup itu tidak, tidak adil, hidup itu penuh tantangan, hidup itu penuh masalah, dan kita
belajar memecahkan masalah, itulah pendidikan, seharusnya ke sana O X O
O
GROUP 3
 Transcript of Jokowi in Presidential Debate
(Hadirin dan pemirsa, sambutlah moderator kita, Ketua Pusat Kajian Anti Korupsi dan Pengajar
Ilmu Hukum Universitas Gajah Mada. Menempuh pendidikan di Universitas Gajah Mada dan
North Western Univeristy Amerika Serikat. Inilah Dr. Zainal Arifin Mochtar, S.H, L.Lm.)
Moderator : Selamat malam para hadirin dan pemirsa sekalian. Tanpa terasa sebenarnya kita
sudah lima terakhir kita melakukan hal seperti ini sekitar lima tahun yang lalu.
Ketika itu kita ingin memilih Calon Presiden untuk tahun 2009. Dan lagi-lagi tanpa
terasa lima tahun sudah berlewat, kali ini kita akan berkumpul lagi untuk
melakukan debat Calon Presiden dan Calon Wakil Presiden dalam rangka mengisi
posisi yang kosong nantinya Presiden dan Wakil Presiden untuk 2014. Dan untuk
kita mulai, tema hari ini tema ini adalah debat yang pertama dari rangkaian lima
kali debat. Dan tema debat hari ini adalah “Pembangunan Demokrasi Pemerintahan
yang Bersih dan Kepastian Hukum”. Dan untuk memperdebatkannya dan untuk
membicarakannya untuk menganalisis data mengelaborasinya, kita panggilkan,
hadirin dipersilahkan untuk berdiri, kita undang pasangan Calon Presiden dan Calon
Wakil Presiden nomor urut 1, Bapak H. Prabowo Subiyanto dan Bapak H.
Muhammad Hatta Rajasa. Pasangan Calon Presiden dan Calon Wakil Presiden
nomor urut 2, Bapak Ir. H. Joko Widodo dan Bapak Drs.H. Muhammad Jusuf
Kalla.
Kita undang, hadirin kita sambut dengan hangat Calon Presiden dan Calon Wakil
Presiden Republik Indonesia. (Silahkan mengambil tempat pak) Silahkan
mengambil tempat.
Hadirin sekalian, kita sudah, masing-masing kandidat , jadi kandidat nomor urut 1
sudah berada di tempatnya, kandidat nomor urut 2 juga sudah berada di tempatnya.
Kita awali, kita akan mulai, kita awali acara hari ini dengan menyanyikan lagu
kebangsaan kita lagu Indonesia Raya.
(Menyanyikan lagu Indonesia Raya)
Hadirin saya persilahkan duduk kembali.
Pemirsa dan hadirin sekalian, kita akan mulai debat kali ini, saya berharap kita
semua tenang karena lagi-lagi jangan sampai bisa mengganggu substansi yang
sebenarnya ingin disampaikan oleh pasangan nomor urut 1 dan pasangan nomor
urut 2. Jadi saya harapkan penonton harap tenang dan menjaga apa, tidak terlalu
rebut di ruangan ini. Sebelum kita mulai, saya akan menjelaskan beberapa hal.
Yang pertama, tentang format debat, jadi format debat kali ini, itu terdiri dari enam
segmen, ya kan enam segmen. Kira-kira isi segmennya itu adalah, satu :
Penyampaian visi dan misi dan, kedua : Pendalaman visi dan misi, ketiga : Bicara
soal tema, ada pertanyaan seputar tema, yang keempat adalah Tanya jawab antar
kandidat. Jadi kita akan mempersilahkan nanti Pak Jokowi, Pak Jokowi bertanya
kepada Pak Prabowo, begitu juga Pak Prabowo bertanya ke Pak Jokowi. Lalu ada
tanya jawab penutup, penutup maksudnya menyampaikan penutupnya. Dan yang
terakhir adalah pernyataan. Pernyataan penutup dari masing-masing kandidat.
Untuk debat segmen ini, segmen kedua, kita akan mulai sebentar lagi. Satu hal lagi
yang ingin saya sampaikan yaitu pertanyaan yang akan disampaikan ini adalah
pertanyaan yang dihimpun dari berbagai sumber, jadi begitu debat ini akan
dilaksanakan, ada puluhan masukan dari berbagai ada kementerian, ada lembaga
negara, ada LSM, ada individu yang memberikan masukan kepada KPU, lalu KPU
mengundang ada Tim Ahli untuk memperbincangkan soal pertanyaan, dan
memformulasi tema, saya bersama mereka kemudian memformulasi pertanyaan dan
karenanya saya berharap pertanyaan yang disampaikan ini bukan pertanyaan saya
individual, tapi pertanyaan dari rakyat Indonesia, pertanyaan kepada kandidat Calon
Presiden dan Calon Wakil Presiden nya. Itu yang kedua, yang ketiga adalah khusus
berkaitan dengan tema segmen kali ini, kita akan memperdebatkannya dengan cara
kira-kira begini, caranya adalah saya akan memberikan satu komentar singkat yang
itu adalah menggali visi dan misi yang akan anda sampaikan dengan waktu yang
kemudian akan diatur kira-kira sekita enam menit. Enam menit waktu untuk
pasangan nomor satu dan pasangan nomor dua. Pasangan nomor satu sudah
bersiap? Pasangan nomor dua juga, begitu? Baik, kita mulai. Kami rakyat
Indonesia, kami rakyat Indonesia ingin tau, apa pandangan anda tentang agenda
yang anda anggap paling penting, anggap paling penting, paling utama, dan paling
menjadi unggulan untuk dilaksanakan dalam kaitan dengan tema kita hari ini yaitu
“Pembangunan Demokrasi Pemerintahan yang Bersih dan Negara Hukum”. Saya
mulai dari pasangan calon nomor urut satu, ada waktu enam menit untuk pak
Prabowo dan Hatta Rajasa, saya persilahkan, kita mulai dari sekarang.
Prabowo : Terima kasih. Bismillahi rohmanir rohim. Assalamu’alaikum wa rohmatullahi wa

barokatuh. Salam sejahtera bagi kita sekalian, Shalom, Om Swastiastu. Saudara-
saudara yang saya hormati terutama Saudara Joko Widodo Calon Presiden Republik
Indonesia dari pasangan nomor dua, yang saya hormati Bapak Mohammad Jusuf
Kalla Calon Wakil Presiden Republik Indonesia, pasangan nomor dua, saudara
moderator, saudara-saudara sekalian yang saya hormati, saudara-saudaraku
sebangsa dan setanah air dimanapun anda berada, pada malam hari ini terima kasih
atas kehormatan dan kesempatan kepada kami Prabowo Subiyanto dan Hatta
Rajasa, untuk menyampaikan beberapa pikiran kami tentang pembangunan
demokrasi pemerintahan yang bersih dan kepastian hukum. Bagi kami, demokrasi
adalah hal yang harus kita perbaiki, pertahankan, dan kembangkan terus. Karena
demokrasi adalah cita-cita pendiri bangsa kita, dan kita telah mencapai demokrasi
kita sekarang dengan susah payah, dengan banyak pengorbanan, tetapi
Alhamdulillah kita telah merasakan bahwa kita sekarang adalah negara demokrasi
ketiga terbesar di dunia. Saudara-saudara sekalian, demokrasi yang kita miliki kita
rasakan masih banyak kekurangan. Kita sendiri melihat bahwa demokrasi ini
memerlukan budaya demokrasi, kita butuh pendidikan politik, rakyat kita sebagian
besar baru merasakan punya hak politik untuk ikut Pemilihan Umum, tetapi
kadang-kadang belum merasakan betapa pentingnya hak politik itu tersebut
dilaksanakan dengan penuh pendidikan, penuh pencerahan, dan penuh rasa
tanggung jawab. Mengenai pemerintah yang bersih, pemerintah yang bersih sama
dengan demokrasi adalah syarat mutlak bagi tujuan akhir kita, yaitu Indonesia yang
berdaulat, bersatu, adil makmur, dan yang bisa memberi kesejahteraan pada rakyat
Indonesia. Demokrasi, demokrasi bagi kami adalah alat, demokrasi adalah tangga
menuju cita-cita kita yaitu Indonesia yang kuat dan sejahtera. Kita ingin demokrasi
yang produktif, bukan demokrasi yang destruktif. Kita ingin demokrasi yang bisa
membawa kemakmuran kepada rakyat Indonesia. Untuk itu, pemerintah yang
bersih, yang bersih dari korupsi adalah syarat mutlak untuk mencapai ini. Kemudian
yang ketiga, kepastian hukum. Kepastian hukum adalah jaminan bagi negara untuk
memberi rasa aman bagi seluruh warga negaranya. Kami Prabowo – Hatta
berkomitmen akan bekerja sekeras tenaga untuk mencapai pemerintahan yang
bersih dari korupsi dan untuk menjamin kepastian hukum bagi seluruh rakyat
Indonesia dan dengan demikian melestarikan demokrasi yang pada ujungnya akan
membawa kesejahteraan kepada rakyat Indonesia. Terima kasih.
Moderator : Pak Prabowo, Anda Masih punya waktu sekitar 2 menit 30 detik mau
ditambahkanoleh pak hatta.
Hatta : Baik saya akan menambahkan ada waktu 2 menit kepastian hukum juga harus
memberikan jaminan terhadap penghapusan diskriminasi dalam berbagai bentuk,
bentuk apapun dan harus memberikan penghormatan pemenuhan dan penegakan
atas hukum dan pengakuan atas hak asasi manusia. Pemerintahan prabowo hatta
akan memastikan bahwa hukum akan memperlakukan setiap warga negara secara
setara di depan hukum dan hanya kepada hukumlah kebenaran dan keadilan
ditegakkan. Untuk demokrasi kamim enambahkan sedikit demokrasi bukan sekedar
alat untuk mencapai tujuan tetapi yang sistem nilai values yang perlu kita tegakkan
dan harus kita yakini, values tersebut akan mengantarkan kita pada kemakmuran
dan dan kesejahteraan untuk seluruh rakyat indonesia, untuk sebab itu maka
demokrasi haruslah mencerminkan 3 hal yang penting , yang Pertama: menjamin
bahwa seluruh warga bangsa dapat menyalurkan hak – hak aspirasi dan ispirasinya
tanpa diskriminasi apapun. Yang kedua : demokrasi harus juga dapat memberikan
suatu hak – hak politik kepada setiap warga negara tanpa ada diskriminatif, apapun
latar belakangnya, apapun agamanya, setiap individu harus dapat dijamin hak – hak
politiknya. Dan yang ketiga kita pun harus memberikan lembaga – lembaga
demokrasi berjalan dengan baik apabila 3 komponen ini berjalan dengan baik kita
akan lahirkan demokrasi yang produktif, yang bisa menghantarkan rakyat indonesia
menuju kemakmuran bagi seluruh warga negara indonesia, terimakasih.
Moderator : Silahkan berikan tepuk tangan, aaaa bapak ibu sekalian lagi – lagi saya ingatkan
tolong jangan bertemuk tangan ketika sedang ditengah para kandidat sedang
berbicara karena kami semua khawatir karena bukan hanya anda yang berada
diruangan ini pemirsa yang ada diseluruh pelosok negeri juga mau mendengarkan
sesungguhnya dan jangan sampai tepuk tangan anda itu malah mengurangi substansi
yang ingin beliau – beliau ini sampaikan jadi saya mohon, nanti kemudia
insyaaAllah saya akan silahkan anda untuk bertepuk tangan diakhir ketika
pembicaraan sudah selesai. Baik begitu ya, saya minta kesepakatan anda sekali lagi.
Kali ini saya kepada pasangan calon nomor urut dua pak jokowi dan yusuf kalla,
pertanyaan yang sama apa yang paling utamaagenda yang paling penting dan
penting kali ingin anda sampaikan kepada seluruh negeri yang menyaksikan anda,
saya persilahkan 6 menit jatah untuk anda mulai dari sekarang.
Jokowi : Assalamualaikum wr.wb, selamat malam salam sejahtera bagi kita semua. Yang saya
hormati bapak prabowo subianto yang saya hormati bapak hata rajasa, ibu bapak
sekalian saudara – saudara sekalian, saudara – saudaraku sebangsa dan setanah air.
Republik ini adalah milik kita semuannya adapun rakyat ingin hiduplebih baik, ingin
lebih sejahtera demokrasi pertama adalah mendengar suara rakyat dan
melaksanakannya oleh sebab itu kenapa setiap hari kami datang kekampung –
kampung, kepasar – pasar, keperantaran sungai , datang ketempat pelelangan ikan
dan kami ingin mendengarsuara rakyat dengan cara apa, dengan cara berdialog. Pak
Jk, saya kira sudah banyak menyelesaikan konflik dengan cara dialog untuk
musyawarah, untuk pemanfaat bagi setiap rakyat. Penyeleaian tanah abang juga kita
selesaikan dengan cara dialog musyawarah, mengundang makan kemudian
membuka manfaat bagi itu. Dan yang kedua pemerintahan yang bersih,
pemerintahan yang bersih bisa dilakukan apabila ada dua halal. Pembangunan
sistem, sistem yang seperti apa telah kita lakukan di jawa timur. I government, I
purchesing I katalog. Audit, pajak onlin, cara – cara seperti itu lah yang saya kira
diperlukan jadi kita bisa melakukanya, semua daerah, semua nasional bisa
melakukan ini, jokowi dan jk diberikan amanah untuk pemerintah ini, yang kedua
setelah pembangunan sistem menerima rekruitmen yang benar, dengan cara apa,
dengan seleksi terbuka, semua terseleksi dengan baik sehingga yang memegang
pimpinan – pimpinan baik dikementrian, baik diikerjenan dilembaga – lembaga, juga
memalui sebuah pola melalui rekrutmen promosi dan seleksi yang terbuka tidak
karena keterdekatan, tidak karena senang dan tidak sama. Untuk selanjutnya saya
persilahkan untuk bapak jusuf kalla.
JK : Terimakasih bapak Jokowi, dan para hadirin setanah air, kita bicarakan negara tentang
kepastian hukum, negara kita adalah negara hukum, itu bunyi pasal 1 UUD 1945 itu
artinya siapa pun kita harus taat dan memastikan bahwa semua orang memenuhi
aturan dan ketentuan hukum, salah satu syarat tentang kepastian hukum ialah kita
menghormati sesama manusia, kita harus merasakan hak – hak asasi manusia, karena
manusialah yang memperlakukan kepastian hukum itu, tanpa pengormatan, tanpa
pelaksanaan hak asasi manusia tidak ada diantara kita dapat melaksanakan pasal
hukum itu dengan benar, kadang itulah maka pelaksanaan hukum harus dilaksanakan
dengan benar dan sesuai dengan aturan yang ada, banyak hal beberapa ketentuan
pokok untuk melkasakan ketentuan hukum itu, pertama hukum yang sesuai, hukum
yang dapat diterima oleh siapa pun, kedua ketauladanan tidak mungkin hukum itu
dapat dilaksanakan tanpa ketauladanan, dan semua hukum khususnya para
pemimpin, apabila ingin melaksanakan hukum dengan betul apabila pemimpin
hukamnya ingin melakukan hak asasi manusiamaka pemimpin itu lah harus taat
kepad hak asasi manusia. Tidak mungkin kebalik, itu adalah hal pokok dari kita
semua kedua tentu tentang pemahaman rakyat kepada hukum itu sendiri dan kepada
instituin, sekarang ada berkurangnya trustnya kepada issue, karena itu institusi
hukum akan diperkuat dengan baik, KPK mencapai unsur yang kuat untuk menajaga
negara dari korupsia harus diperkuat jangan berdiri dan sebagianya, harus diperkuat
stafnya, harus diperkuat disiplinnya, begitu juga hukum yang ada , penegak hukum
yang lain seperti polisi, jaksa harus sinkron dengan semua itu, tanpa polisi jaksa
tidak akan kuat, tidak akan kuat dapat kepastian hukum. DPR yang baik harus
menata hukum itu harus menjelaskan dengan kata sebaik – baiknya jadi unsur yang
sangat penting ialah hukum itu sendiri yang dibuat oleh DPR Dan Anggota hukum
yang lain. Pelaksanaanya, dan pemimpinnya yang melaksakan hak – hak manusia
untuk melkasakan hukum. Apabila itu semua bisa berjalan pemerintah akan bersih,
pemerintah yang bersih akan berjalan melayani seluruh masyarakat bangsa ini itulah
cita – cita kita berbangsa untuk kemakmuran dan kesejahteraan terima kasih.
Moderator : Kita berikan tepuk tangannya. Terimakasih tepuk tangannya
Tolong... Tolong... Tolong... Lagi lagi saya ingatkan kepada anda semua tolong
untuk menjaga ketentraman, lagi lagi ini adalah proses yang harus kita tempuh
bersama. Kita harus menghormati para pemirsa dirumah yang juga ingin
mendengarkan sesungguhnya apa situasi yang di sampaikan. Saya sarankan atau
saya meminta betul agar tidak mengganggu acara ini. Demikian tadi misi dan visi
awal pengantar. Kenapa visi dan misi ini menjadi penting karena menurut saya ini
adalah cara anda utuk memantapkan pilihan anda bagi anda yang sudah memilih.
Sedangkan anda yang belum memilih ini adalah saran bagi anda untuk melihat yang
mana kemudian yang anda akan pilih. Kita akan dalami misi dan visi ini pada
segmen yang kedua. Saya akan berikan pertanyaan kepada masing-masing kandidat
untuk mendalaminya karnanya jangan kemana-mana kita kembali ke debat capres
dan cawapres 2014 sesaat lagi.
Moderator : Hadirin dan pemirsa kita lanjutkan, kita kembali ke debat calon Presiden dan
(capres dan cawapres 2014) untuk menceritakan atau menggambarkan kepada kita
semua perihal pembangunan demokrasi pemerintahan yang bersih dan penegakan
hukum. Saya ingatkan kepada pemirsa yang ada di rumah kami memang
memberikan peraturan yang jelas bahwa jangan sampai ada tepuk tanga disaat ketika
mereka sedang berbicara. Kenapa begitu karena ini untuk menghormati pemirsa di
rumah agar pemirsa yang dirumah bisa mendengarkan substansi yang sesungguhnya
yang ingin di sampaikan oleh kedua pasangan. Saya akan mulai segmen kedua.
Segmen kedua ini adalah pertanyaan yang terkait dengan visi dan misi bapak-bapak
yang sudah sampaikan. Akan saya berikan satu pertanyaan yang itu saya akan mulai
dengan pertanyaan pasangan no urut 2 terlebih dahulu, dan 1 pertanyaan kepada
pasangan no urut 1. Kita mulai kepada Pak Jokowi dan Pak Yusuf Kala. Pertanyaan
untuk bapak dalam kaitan dengan visi dan misi yang tadi bapak sampaikan begini :
Mohon disimak. Dalam konstelasi undang undang dasar saat ini GBHN tidak lagi di
kenal. Karenanya, pola pembangunan Indonesia di tetapkan melalui rancangan
pembangunan jangka pendek,jangka menengah,dan jangka panjang. Dalam
pembangunan jangka panjang jelas di perlukan adanya kesinambungan dari
pemerintahan sebelumnya dengan pemerintah yabg akan datang supaya tidak ada
keterputusan proses pembangunan. Pertannyaanya : Dapatkah anda sebagai calon
Presiden dan calon Wakil Presiden melakukan evaluasi kritis terhadap program-
program kerja yang telah dilaksanakan oleh pemerintahan saat ini dan apakah yang
akan anda lakukan selajutnya untuk mempertahankan untuk hal-hal yang sudah
dianggap berhasil, memperbaiki hal-hal yang di anggap belum terlalu berhasil, dan
kemudian mengubah hal-hal yang belum berhasil, kira-kira begitu. Saya persilahkan,
anda punya waktu 5 menit untuk mengjawab. Saya persilahkan kepada Pak Jokowi
dan yusuf Kala, 5 menit anda dimulai dari sekarang.
Jokowi : Eh.... Terimakasih. Eh... Memang sebaiknya perencanaan dalam jangka yang panjang
itu menjadi uan bagi siapa puni Presiden dan Waki Presiden karena tanpa itu
pembangunan kita akan terpotong-potong. Tergantung pada pemimpinnya mau gaya
apa sehingga menurut saya siapapun Presidennya yang baik akan kita lanjutkan,
yang tidak baik akan kita evaluasi, kita perbaiki dan juga akan kita lanjutkan tetapi
prinsip-prinsip,hal-hal, yang prinsip juga harus kita isikan kepada pemerintahan
yang baru kita nanti. Juga hal yang berkaitan dengan ideologi juga harus kita isikan
kepada program-program yang akan kita kerjakan. Artinya kita tidak ingin
meninggalkan rencana jangka panjang,rencana jangka menengah yang sudah ada
karena itu adalah sebuah haluan, sebuah titik akhir yang nantinya akan dituju oleh
bangsa dan Negara ini tetapi hal-hal dengan ideologi,hal-hal yang berkaitan dengan
prinsip akan kita masukkan kedalam program-program pemerintahan baru kita.
Untuk selanjutnya silahkan pak Jusuf Kala untuk melanjutkan.
JK: Terimakasih pak Jokowi . tentu kita harus melankjutkan, utamannya ialah target2
utama tujuan berbangsa ini dan prinsip2 utama untuk melaksanakan pemerintahan
dengan demokratis, melaksanakan pemerintahan yang bersifat otonomi
melaksanakan pemerintahan yang memberikan kepercayaan kepada masyarakat,
melaksanakan pemerintahan yang taat hukum. Dalam hal ini kebijakan yang
menyangkut lima tahunan tentu pemerintah yang melaksanakan tugas itu
mengevaluasi tiap hitungan tahun program2 itu. Contohnya adalah: pada dewasa ini,
ekonomi kita merosot, defisit banyak, anggaran kita tidak berfungsi dengan betul
maka tentu produksi minyak turun. Karena itu, pemerintah yang akan datang
memperbaiki kebijakan itu. Tanpa itu negara tidak bisa berkembang kalau pada
dewasa ini sebelumnya pertumbuhan kita 7%, sekarang merosot menjadi 5%. Semua
itu dikorelasi hingga mencapai pertumbuhan yang lebih baik lagi. Efisiensi
pemerintahan tidak lebih mementingkan rutin dan yang tidak penting, itu harus
direformasi karena itu bagian kita untuk mencapai tujuan. Tanpa reformasi yang
baik, begitu juga sistem pemerintahan, semangat kita, sehingga kita sebut revolusi
mental karena harus dirobah baik sistem pendidikan, baik sisi semangat, baik badan
hukum, jangan banyak korupsi, harus tegas semuanya. Hal2 itulah tugas pemerintah
yang akan datang untuk melaksanakan bahwa itu menentukan progress. Karena
pemerintahan dibentuk untuk membuat perubahan. Tanpa pemerintahan yang
membentuk perubahan, bukan pemerintahan yang baik untuk mencapai tujuan itu.
Namun prinsip pokok tetap dijaga, prinsip pokok tujuan, prinsip pokok hak asasi,
prinsip pokok hukum, prinsip pokok otonomi, memberikan kewenangan yang baik
kepada daerah karena daerah lah yang harus memutuskan itu. Bagaimana desa
dibangun yang baik karena desa lah yang menjadi sumber dana kita semua,
bagaimana usaha kecil diberikan keutamaan karena usaha kecil lah yang menjadi
pokok inti dari permasalahan kesejahteraan rakyat ini. Tanpa itu semua, maka kita
tidak bisa mencapai pemerintahan yang bersih, yang efektif. Pemerintahan yang
bersih adalah pemerintahan yang efektif, bukan pemerintahan yang hanya besar,
yang hanya gagah, tetapi pemerintahan efektif melayani secepat-cepatnya seperti
yang dikatakan tadi oleh pak Jokowi. Sistem, sistem pemerintahan apa yang lebih
baik, sistem pemerintahan yang transparan, yang terbuka, yang rakyatnya
mengetahui itu. Itulah asas hubungan antara demokrasi yang baik, pemerintahan
yang baik, demokratis dan tata hukum yang baik. Mudah-mudahan itu dapat kita
laksanakan dan itulah asas kita.
Moderator : Masih mau ditambahkan? Bapak masih punya waktu sekitar 41 menit , silahkan jika
mau ditambahkan langsung pak Jokowi
Jokowi : Dan menurut kami yang paling penting itu, memang perencanaan itu penting, rencana
itu penting, tetapi yang lebih penting bagaimana melaksanakan nya, bagaimana
meng eksekusinya, bagaimana memutuskannya dan bagaimana manajemen
pengawasan itu bisa kita lakukan dari detik ke detik. Hari ke hari, dari minggu ke
minggu dan dari bulan ke bulan, terus kita lakukan manajemen pengawasan, yang
paling penting menurut saya di negara kita ini yang paling lemah ada di manajemen
pengawasan
Moderator : Baik terima kasih pak Jokowi, itulah tadi, itulah tadi eee jawaban dari pasangan
nomor urut 2 , pak Jokowi dan ee Jusuf Kalla, sekarang kita akan menuju ke
pasangan nomor urut 1, pak Prabowo dan pak Hatta Rajasa, pak Prabowo dan pak
Hatta Rajasa, tadi kami mendengarkan begitu banyak eee misi dan visi, visi dan misi
yang anda ingin sampaikan, tapi begini sayangnya Indonesia masih dipersepsikan
sebagai negara yang memiliki tingkat korupsi yang tinggi sebagaimana pandangan
tergambar dari berbagai angka survei. Indonesia juga dilihat sebagai negara yang
masih memiliki kinerja pemerintahan yang belum baik kalau kita lihat dari indeks
efisiensi dan efektifitas pemerintahan, yang memprihantinkan. Indonesia dilihat
belum dapat melangsu-melakukan perlindungan hak asasi manusia secara baik.
Sebagai negara hukum, Indonesia dinilai belum dapat menegakkan hukum secara
adil karena penegakan hukum Indonesia dianggap cenderung tajam ke bawah namun
tumpul ke atas. Lagipula masih banyak pula mafia peradilan di dalamnya.
Perntahyaannya begini, pak Prabowo dan pak Hatta, apa agenda khusus yang lebih
detail. apa aganda khusus yang akan anda lakukan untuk memperbaiki keadaan ini,
silahkan yakinkan rakyat indonesia bahwa anda orang yang tepa, orang yang tepat
sebagai pendorong efektifitas dan efesiensi pemerintahan, pendukung kuat
pemberantasan korupsi, pendorong penegakan hukum yang adil serta pelindung kuat
atas hak hak asasi manusia, saya persilahkan, anda punya waktu 5 menit dari
sekarang
Pranowo : Baik, terimakasih, memang yang kita rasakan, inilah kelemahan kelemahan manusia
kita sekarang, korupsi, kinerja pemerintah yang kurang maksimal, dan keadilan
hanya pada yang kuat, pada yang kaya, ini kita rasakan, tetapi ini semua menurut
kami, ini adalah suatu akibat dari kebocoran kebocoran kekayaan nasional yang
besar. Dengan kebocoran kebocoran yang besar yang diakibatkan memang oleh
masalah sistemik, akhirnya tidak ada seumber daya yang cukup untuk menjamin
kualitas hidup para pejabat pejabat aparatur negara yang menentukan eee eee jalan
nya pemerintah. Artinya korupsi terjadi di Indonesia karena para pejabat pekabat
berkuasa takut, takut masa depan, takut pensiun, gaji bupati umpamanya adalah
sekitar enem sampe tujuh juta rupiah, padahal dia kampanye , dia ikut pilkada
langsung, dia habis 15 miliar, iya kan, akibatnya di mana mana, akhirnya eee, dia
akan ambil dari BPBD, sama menteri menteri juga begitu, menteri kalau tidak salah
mungkin gajinya adalah 18 juta rupiah, padahal tanggung jawab yang dikelola sangat
besar, karena kualitas hidup rasa ketakutan ini dan juga sistem demokrasi kita,
sistem demokrasi kita yang begitu liberal mewajibkan setiap pemimpin politik untuk
mencari uang, untuk melaksanakan kampanye politik, dengan demikian dia akan
mengandalkan kader kader dia di DPR dan di department department, inilah sumber
daripada masalah bangsa, juga bahwa elik bansgsa indonesia selama beberapa puluh
tahun ini menurut saya agak lengah, membiarkan sumber sumber daya ekonomi kita
mengalir terlalu banyak ke luar bangsa kita, nah kalau kita mau memperbaiki, meng
mengkurangi korupsi, kita harus jamin kualitas hidup para pejabat negara, pegawai
pegawai yang mentnukan pemerintahan negeri, hakim, polisi, jaksa semua penegak
hukum, semua pejabat dan pegawai pegawaj negeri yang di tempat, yang penting
harus dijamin kualitas hidupnya, sebagai contoh hakim agung di Inggris, gajinya
terbesar, lebih besar dari perdana menteri, ini strategi kami, kami ingin menutupi
pertama kebocoran, kita jika berbicara, ingin memperbaiki ini, ingin memperbaiki
itu, ujung-ujungnya urusan uang, urusan duit, karena itulah penegak penegak hukum
harus ditingkatkan kemampual managerial, kemapuan teknisnya, pendidikan, ini
semua harus diperbaiki, ini dibutuhkan investasi, dana yang besar, kemudian
rektument, saya setuju dengan pak Joko Widodo dan pak Jusuf Kalla, kita harus
rekrut orang orang terbaik dengan sistem yang terbuka, transparansi, penggunaan
teknologi informatika yang terbaru, saya sangat setuju, e-government, eee sebanyak
mungkin kita menggunakan teknologi modern, kita bisa kurangi kebocoran
kebocoran itu, dengan kita mengurangi kebocoran kebocoran itu, kita punya dana,
kita perbaiki kualitas hidup baru kita hasilkan suatu pemerintahan yang bersih yang
bebas dari korupsi yang berkinerja tinggi yang melayani hak hak rakyat dan
melindungi hak hak rakyatnya, saya kira itu
Moderator : Masih ada waktu tiga puluh satu..
Hatta : Saya ingin menambahkan, kita harus agresif di dalam pencegahan dan
pemberantasan korupsi, oleh sebab itu strategi kita harus jelas, perkuat KPK, KPK
memiliki lima tugas pokok, dua tugas pokok utama saya kira sudah tepat dan
delapan kebijakan yang diterapkan KPK harus kita dukung, yang pertama adalah
pencegahan, ini membangun sistem building yang baik, yang kedua monitor,
sehingga seluruh institusi institusi harus dapat dipertanggungjawabkan kinerjanya,
waktu saya selesai, terima kasih
Moderator : Terima kasih Pak Prabowo dan Pak Hatta Rajasa, anda sudah mendengarkan
paparan yang lugas dan jelas dari para kandidat, anda sudah dengarkan, eee kita
lanjutkan ke sesi berikutnya nanti, sesi berikutnya itu adalah sesi di mana saya akan
memberikan pertanyaan yang berkaitan dengan tema , masing-masing satu yang
mana masing-masing akan menjawab dengan waktu yang ditentukan, tentu ini
sangar anda nanti-natikan karenanya jangan ke mana-mana kita kembali debat
kandidat calon presiden dan calon wakil presiden sesaat lagi.
 Transcript of Donald Trump in Presidential Debate
Raddatz: Good evening. I'm Martha Raddatz from ABC news.

Cooper: And I'm Anderson Cooper from CNN, we want to welcome you to Washington
University in St. Louis for the second presidential debate between Hillary Clinton
and Donald Trump sponsored by the Commission on presidential debates. Tonight's
debate is a town hall format which gives voters the chance to directly ask the
candidates questions. Martha and I will ask follow-up questions but the night really
belongs to the people in this room and to people across the country who committed
questions online. The people you see on this stage were chosen by the Gallup
organization, are all from the St. Louis area and told Gallup they have not committed
to a candidate. Each of them came here with questions they wanted to ask and we
saw the questions for the first time this morning. Anderson and I and our team from
ABC and CNN are the only ones who have seen them. Both candidates will have
two minutes to answer each audience and online question we hope to get to as many
questions as we can. We asked the audience not to slow things down with any
applause, except for now. Ladies and gentlemen, the Republican nominee for
president, Donald J. Trump and the democratic nominee for president, Hillary
Clinton.
Story Continued Below
Cooper: Thank you very much for being here. We will begin with a question from one of the
members in our town hall. Each of you will have two minutes to respond to this
question. Secretary Clinton, you won the coin toss so you’ll go first. Our first
question comes from Patrice Brock. Patrice?
Brock: Thank you and good evening. The last presidential debate could have been rated as
MA, mature audiences per TV parental guidelines. Knowing that educators assign
viewing the presidential debates as students’ homework, do you feel you are
modelling appropriate and positive behavior for today’s youth?
Clinton: Thank you. Are you a teacher? Yes, I think that's a very good question because I
heard from lots of teachers and parents about some of our concerns about some of
the things being said and done in this campaign. And I think it is very important for
us to make clear to our children that our country really is great because we are good.
And we are going to respect one another, lift each other up. We are going to be
looking for ways to celebrate our diversity and we are going to try to reach out to
every boy and girl as well as every adult to bring them into working on behalf of our
country. I have a positive and optimistic view of what we can do together. That’s
why the slogan of my campaign is stronger together. Because I think if we work
together, if we overcome the divisiveness that sometimes sets Americans against one
another and instead we make some big goals and I’ve set forth some big goals,
getting the economy to work for everyone, not just those at the top. Making sure we
have the best education from preschool through college and making it affordable and
so much else. If we set those goals and we go together to try to achieve them, there is
nothing, in my opinion, America can't do. I hope we will all come together in this
campaign. Obviously I'm hoping to earn your vote, I’m hoping to be elected in
November and I can promise you I will work with every American. I want to be the
president for all Americans regardless of your political beliefs, what you look like,
your religion. I want us to heal our country and bring it together. Because that's, I
think, the best way to get the future that our children and grandchildren deserve.
Cooper: Mr. Trump you have two minutes.
Trump: Well I’ll actually agree with that. I agree with everything she said. I began this
campaign because I was so tired of seeing such foolish things happen to our country.
This is a great country. This is a great land. I have gotten to know the people of the
country over the last year and a half that I have been doing this as a politician. I
cannot believe I'm saying that about myself, but I guess I have been a politician. And
my whole concept was to make America great again. When I watch the deals being
made. When I watch what's happening with some horrible things like Obamacare
where your health insurance and health care is going up by numbers that are
astronomical: 68%, 59%, 71%. When I look at the Iran deal and how bad a deal it is
for us, it’s a one-sided transaction, where we’re giving back $150 billion to a
terrorist state, really the number one terrorist state, we’ve made them a strong
country from, really, a very weak country just three years ago. When I look at all of
the things that I see and all of the potential that our country has, we have such
tremendous potential. Whether it's in business and trade, where we are doing so
badly. Last year we had an almost $800 billion trade deficit. In other words, trading
with other countries. We had an $800 billion deficit. It’s hard to believe.
Inconceivable. You say who’s making these deals? We’re going to make great trade
deals, we‘re going to have a strong border, we’re going to bring back law and order.
Just today, policeman was shot. Two killed. And this is happening on a weekly basis.
We have to bring back respect to law enforcement. At the same time we have to take
cake of people on all sides. We need justice. But I want to do things that haven’t
been done, including fixing and making our inner cities better for the African-
American citizens that are so great and for the Latinos, hispanics, and I looking
forward to doing- It’s called make America great again.
Cooper: Thank you Mr. Trump. The question from Patrice was about ‘Are you both modeling
positive and appropriate behaviors for today's youth?’ We received a lot of questions
online, Mr. Trump about the tape that was released on Friday, as you can imagine.
You called what you said ‘locker room banter’. You described kissing women
without consent, grabbing their genitals. That is sexual assault. You bragged that you
have sexually assaulted women. Do you understand that?
Trump: No, I didn’t say that at all. I don't think you understood what was said. This was
locker room talk. I am not proud of it. I apologize to my family, I apologized to the
American people. Certainly, I am not proud of it. But this is locker room talk. You
know, when we have a world where you have ISIS chopping off heads, where you
have them, frankly, drowning people in steel cages, where you have wars and
horrible, horrible sights all over and you have so many bad things happening, this is
like medieval times. We haven’t seen anything likes this. The carnage all over the
world and they look and they see, can you imagine the people that are frankly doing
so well against us with ISIS and they look at our country and see what's going on.
Yes, I am very embarrassed by it and I hate it, but it's locker room talk and it’s one
of those things. I will knock the hell out of ISIS. We are going to defeat ISIS. ISIS
happened a number of years ago in a vacuum that was left because of bad judgment.
And I will tell you, I will take care of ISIS. We need to get on to much more
important and bigger things.
Cooper: For the record, are you saying that what you said on the bus 11 years ago, that you
did not actually kiss women without consent or grope women without consent?
Trump: I have great respect for women. Nobody has more respect for women than I do.
Cooper: So for the record, you’re saying you never did that?
Trump: Frankly, you hear these things. They are said. And I was am embarrassed by it. But I
have respect for women--
Cooper: Have you ever done those things?
Trump: And they have respect for me. And I will tell you, no I have not. And I will tell you,
that I’m going to make our country safe and we’re going to have borders which we
don't have now. People are pouring into our country and they’re coming in from the
Middle East and other places. We’re gonna make America safe again, we’re gonna
make America great again but we’re gonna make America safe again and we’re
gonna make America wealthy again. Because if you don't do that, it just, it sounds
harsh to say, but we have to build up the wealth of our nation. Other nations are
taking our job and they’re taking our wealth.
Cooper: Thank you very much. Secretary Clinton, do you want to respond?
Clinton: Well, like everyone else, I’ve spent a lot of time thinking over the last 48 hours
about what we heard and saw. You know, with prior Republican nominees for
president, I disagreed with them on politics, policies, principles, but I never
questioned their fitness to serve. Donald Trump is different. I said starting back in
June that he was not fit to be president and commander in chief. And many
Republicans and independents have said the same thing. What we all saw and heard
on Friday was Donald talking about women, what he thinks about women, what he
does to women, and he has said that the video doesn’t represent who he is. But I
think it's clear to anyone who heard it, that it represents exactly who he is. Because
we have seen this throughout the campaign. We have seen him insult women. We
have seen him rate women on their appearance, ranking them from one to ten, we’ve
seen him embarrass women on TV and on Twitter. We saw him after the first debate,
spend nearly a week denigrating a former miss universe in the harshest, most
personal terms. So, yes, this is who Donald Trump is. But it's not only women and
it’s not only this video that raises questions about his fitness to be our president.
Because he has also targeted immigrants, African-Americans, Latinos, people with
disabilities, POWs, Muslims and so many others. So this is who Donald Trump is.
And the question for us, the question our country must answer is that this is not who
we are. That's why to go back to your question, I want to send a message. We all
should, to every boy and girl and indeed, to the entire world. That America already is
great, but we are great because we are good. And we will respect one another and we
will work with one another and we will celebrate our diversity. These are very
important values to me because this is the America that I know and love. And I can
pledge to you tonight that this is the America that I will serve if I'm so fortunate
enough to become your president.
Raddatz: We want to get to some questions.
Trump: I’d like to respond to that. I assume I can.
Raddatz: Yes, you can respond to that.
Trump: It's just words, folks. It's just words. These words, I have been hearing for many
years. I heard them when they were running for the Senate in New York where
Hillary was going to bring back jobs to upstate New York and she failed. I’ve heard
them where Hillary is constantly talking about the inner cities of our country which
are a disaster education-wise, job-wise, safety-wise, in every way possible. I’m
going to help the African-Americans, I’m going to help the Latinos, hispanics. I am
going to help the inner cities. She has done a terrible job for the African-Americans.
She wants their vote and she does nothing. And then she comes back four years later,
we saw that firsthand when she saw United States senator, she campaigned where--
Raddatz: Mr. Trump, Mr. Trump, I want to get to audience questions and online questions.
Trump: She is allowed to do that, but I'm not? Sounds fair, sounds fair.
Raddatz: You will get to respond right now. This tape is generating intense interest. In just 48
hours it has become the single most talked about story of the entire 2016 election on
Facebook with millions and millions of people discussing it on the social network.
As we said a moment ago, we do want to bring in questions from voters around the
country via social media. And our first stays on this topic. Jeff from Ohio asks on
Facebook, Trump says the campaign has changed him. When did that happen? So
Mr. Trump, let me add to that, when you walked off that bus at age 59, were you a
different man or did that behavior continue until just recently? And you have two
minutes for this.
Trump: That was locker room talk. I'm not proud of it. I am a person who has great respect
for people, for my family, for the people of this country and certainly I am not proud
of it, but that was something that happened. If you look at Bill Clinton, far worse.
Mine are words and his was action. His words, what he has done to women. There’s
never been anybody in the history of politics in this nation that has been so abusive
to women. So you can say any way you want to say it, but Bill Clinton is abusive to
women. Hillary Clinton attacked those same women, and attacked them viciously,
four of them here tonight. One of the women, who is a wonderful woman at 12 years
old was raped. At 12. Her client, she represented, got him off and she is seen
laughing on two occasions laughing at the girl who was raped. Kathy Shelton, that
young woman, is here with us tonight. So don't tell me about words. I am,
absolutely, I apologize for those words, but it is things that people say, but what
President Clinton did, he was impeached, he lost his license to practice law, he had
to pay an $850,000 fine to one of the women. Paula Jones who is also here tonight.
And I will tell you that when Hillary brings up a point like that and she talks about
words that I said 11 years ago, I think it's disgraceful and I think she should be
ashamed of herself, if you want to know the truth.
Raddatz: Please hold the applause. Secretary Clinton, you have two minutes.
Clinton: Well, first let me start by saying that so much of what he just said is not right, but he
gets to run his campaign any way he chooses. He gets to decide what he wants to
talk about instead of answering people's questions, talking about our agenda, laying
out the plans that we have that we think can make a better life and a better country.
That's his choice. When I hear something like that, I am reminded of what my friend
Michelle Obama advised us all. When they go low, you go high.
[ Applause ]
And look, if this were just about one video, maybe what he is saying tonight would be
understandable. But everyone can draw their own conclusions at this point about whether or not
the man in the video or the man on the stage respects women. But he never apologizes for
anything to anyone. He never apologized to Mr. And Mrs. Khan, the gold star family whose son,
Captain Khan died in the line of duty in Iraq and Donald insulted and attacked them for weeks
over their religion. He never apologized to the distinguished federal judge who was born in
Indiana, but Donald said he couldn't be trusted to be a judge because his parents were "Mexican."
He never apologized to the reporter that he mimicked and mocked on national television and our
children were watching. And he never apologized for the racist lie that President Obama was not
born in the United States of America. He owes the president an apology and he owes our country
an apology and he needs to take responsibility for his actions and his words.
Trump: Well you owe the president an apology because as you know very well, your
campaign, Sidney Blumenthal, he’s another real winner that you have and he’s the
one that got this started along with your campaign manager and they were on
television just two weeks ago, she was saying exactly that. So you really owe him an
apology. You’re the one that sent the pictures around, your campaign sent the
pictures around with President Obama in a certain garb, that was long before I was
ever involved. So you actually owe an apology. Number two, Michelle Obama. I’ve
gotten to see the commercials that they did on you and the I’ve gotten to see some of
the most vicious commercials I’ve ever seen, of Michelle Obama talking about you,
Hillary. So you talk about framed, go back and take a look at those commercials. A
race where you lost, fair and square, unlike the Bernie Sanders race where you won,
but not fair and square, in my opinion and all you have to do is take a look at
WikiLeaks and just see what they said about Bernie Sanders and see what Debra
Wasserman Schultz had in mind, because Bernie Sanders, between superdelegates
and Debra Wasserman Schultz, he never had a chance and I was so surprised to see
him sign on with the devil. But when we talk about apology, I think the one that you
should really be apologizing for, the thing that you should be apologizing for are the
33,000 e-mails that you deleted and that you acid washed and the two boxes of e-
mails and other things last week that were taken from an office and are now missing.
And I tell you what, I didn't think I would say this, but I'm going to and I hate to say
it. But if I win, I am going to instruct my attorney general to get a special prosecutor
to look into your situation. Because there has never been so many lies, so much
deception. There has never been anything like it. And we’re gonna have a special
prosecutor. When I speak, I go out and speak, the people of this country are furious.
In my opinion, the people that have been long time workers at the FBI are furious.
There has never been anything like this where e-mails, and you get a subpoena. You
get a subpoena, and after getting the subpoena you delete 33,000 e-mails and then
you acid wash them or bleach them, as you would say. Very expensive process. So
we’re gonna get a special prosecutor and we’re gonna look into it. Because you
know what, people have been -- their lives have been destroyed for doing 1/5 of
what you have done. And it’s a disgrace, and honestly, you oughta be ashamed of
yourself.
Raddatz: Secretary Clinton,I will let you respond.
Clinton: Everything he just said is absolutely false, but I’m not surprised. In the first debate, I
told people it would be impossible to be fact checking Donald all the time. I would
never get to talk about anything I’d want to do and how we’re really, going to really,
make lives better for people. So once again, go to Hillaryclinton.com. We have
literally Trump - you can fact check him in real time. Last time at the first debate ,we
had millions of people fact checking so I expect we will have millions more fact
checking because, you know, it's just awfully good that someone with the
temperament of Donald Trump is not in charge of the law in our country.
Trump: Because you would be in jail.

[Applause]
Cooper: We want to remind the audience to please not talk out loud. Please do not applaud.
You are just wasting time.
Raddatz: And Secretary Clinton, I do want to follow-up on e-mails. You’ve said your
handling of your e-mails was a mistake, you’ve disagreed with the FBI Director
James Comey calling your handling of classified information “extremely careless”.
The FBI said there were 110 classified e-mails which were exchanged, eight of
which were top secret and it was possible hostile actors did gain access to those e-
mails. You don't call that extremely careless?
Clinton: Well, Martha, first let me say, and I said it before but I will repeat it because I want
everyone to hear it. That was a mistake and I take responsibility for using a personal
email account. Obviously, if I were to do it over again, I would not. I am not making
any excuses, it was a mistake. And I am very sorry about that, but I think it's also
important to point out where there are some misleading accusations from critics and
others. After a year long investigation, there is no evidence that anyone hacked the
server I was using and there is no evidence that anyone can point to at all, anyone
who says otherwise has no basis, that any classified materials ended up in the wrong
hands. I take classified materials very seriously and always have. When I was on the
Senate Armed Services Committee, I was privy to a lot of classified material.
Obviously, as secretary of state I had some of the most important secrets that we
possess, such as going after Bin Laden. So, I am very committed to taking classified
information seriously and as I said, there is no evidence that any classified
information ended up in the wrong hands.
Trump: And yet she didn't know the word, the letter C on a document. Right? She didn't
even know what that letter meant. You know, it's amazing. I'm watching Hillary go
over facts and she is going after fact after fact and she’s lying again because she said
she, you know, what she did with e-mails was fine. You think it was fine to delete
33,000 e-mails? I don't think so. She said that 33,000 e-mails had to do with her
daughter's wedding, number one and a yoga class. Well, maybe we will give three or
three or four or five or something. 33,000 e-mails deleted and now she’s saying there
wasn’t anything wrong. And more importantly, that was after getting a subpoena.
That wasn’t before. That was after. She got it from the United States Congress, and I
will be honest. I am so disappointed in congressmen, including Republicans, for
allowing this to happen. Our Justice Department where her husband goes on to the
back of an airplane for 39 minutes, talks to the Attorney General days before a ruling
has to be made on her case. But for you to say that there was nothing wrong with
you deleting 39,000 e-mails, again, you should be ashamed of yourself. What you
did, now this was after getting a subpoena from the United States Congress--
Cooper: We have to move on. Secretary Clinton you get to respond, then we have to move
on.
Trump: Hold on, wait a minute, if a member of the private sector did that, they’d be in jail.
Let alone, after getting a subpoena from the United States Congress.
Cooper: Secretary Clinton, you get to respond then we have to move on to a audience
question.
Clinton: It's just not true.
Trump: You didn't delete them?
Clinton: They were personal e-mails and not official. We turned over 35,000.
Trump: What are about the other 15,000.
Cooper: Please allow her to respond. She didn't talk while you talked.
Clinton: Yes, that's true. I didn't.
Trump: Because you had nothing to say.
Clinton: I didn’t in the first debate and I’m gonna try not to on this debate because I would
like to get to the questions people brought to us tonight.
Trump: And get off this question.

Clinton: Okay, Donald. I know you are into big diversion tonight, anything to avoid talking
about your campaign and the way it’s exploding, and the way Republicans are
leaving you, but --
Trump: Let’s see what happens.
Cooper: Let her respond.
Clinton: Let’s get to the issues that people care about tonight. Let's get to their question.
Anderson: We have a question here from Ken Karpowitz, it’s a question about health care.
Trump: I’d liked to know Anderson, Why aren't you bringing up the e-mails? I’d like to
know.
Cooper: We brought up the e-mails.
Trump: No it hasn’t, it hasn’t and it hasn't been finished at all.
Cooper: Ken Karpowitz has a question.
Trump: One on three.
Karpowicz: The Affordable Care Act known as Obamacare, it is not affordable. Premiums have
gone up, deductibles have gone up, copays has gone up, prescriptions have gone up
and the coverage has gone down. What will you do to bring the cost down and make
coverage better?
Cooper: That first one goes to secretary Clinton. You started out the last one to the audience.
Clinton: He wants to start it, he can start it. No, go ahead, Donald.
Trump: No, I'm a gentlemen, Hillary. Go ahead.
Cooper: Secretary Clinton.
Clinton: I think Donald was about to say he’s gonna solve it by repealing it and getting rid of
the Affordable Care Act. And I'm going to fix it because I agree with you. Premiums
have gotten too high, copays, deductibles, prescription drug costs and I have laid out
a series of actions that we can take to try to get those costs down. But here's what I
don't want people to forget when we’re talking about reigning in the cost that has to
be the highest priority of the next president. When the affordable care act passed, it
wasn't just that 20 million people got insurance who didn't have it before. But that, in
and of itself is a good thing. I meet these people all the time and they tell me what a
difference having that insurance meant to them and their families. But everybody
else, the 170 million of us who get health insurance through our employers got big
benefits. Number one, insurance companies can't deny you coverage because of a
preexisting condition. Number two, no lifetime limits which is a big deal if you have
serious health problems. Number three, women can't be charged more than men for
our health insurance, which is the way it used to be before the affordable care act.
Number four, if you are under 26 and your parents have a policy, you can be on that
policy until the age of 26, something that didn't happen before. So I want very much
to save what works and is good about the affordable care act. But we’ve got to get
costs down, we’ve got to provide some additional help to small businesses so that
they can afford to provide health insurance. But if we repeal it as Donald has
proposed and start over again, all of those benefits I mentioned are lost to everybody.
Not just people who get health insurance on the exchange. And then we would have
to start all over again. Right now we are at 90% health insurance coverage. That's the
highest we have ever been, in our country. I want to get to 100% and get cost down
and quality up.
Cooper: Secretary Clinton, you are out of time. Mr. Trump, You have two minutes.
Trump: It is such a great question and it’s maybe the question I get almost, more than
anything else. Outside of defense. Obamacare is a disaster. You know it, we all
know it. It's going up at numbers that nobody’s ever seen, worldwide. It’s-nobody
has ever seen numbers like this for health care. It's only getting worse. In 17, it
implodes by itself. Their method of fixing it is to go back and ask Congress for more
money. More, more money and we have right now almost $20 trillion in debt.
Obamacare will never work. It’s very bad, very bad health insurance, far too
expensive, and not only expensive for the person that has it, unbelievably expensive
for our country. It’s going to be one of the biggest line items very shortly. We have
to repeal it and replace it with something absolutely much less expensive. And
something that works, where your plan can actually be tailored. We have to get rid
of the lines around the state, artificial lines, where we stop insurance companies
from coming in and competing because they wanted President Obama and whoever
was working on it, they want to leave those lines because that gives the insurance
companies, essentially monopolies. We want competition. You will have the finest
health care plan there is. She wants to go to a single player plan which would be a
disaster. Somewhat similar to Canada. If you ever noticed, the Canadians, when they
need a big operation, when something happens, they come into the United States in
many cases. Because their system is so slow, it's catastrophic in certain ways. But
she wants to go to single payer, which means the government basically rules
everything. Hillary Clinton has been after this for years. Obamacare was the first
step, Obamacare is a total disaster and not only are your rates going up by numbers
that nobody’s ever believed, but your deductibles are going up. So that unless you
get hit by a truck, you will never be able to use it. It's a disastrous plan and it has to
be repealed and replaced.
Cooper: Secretary Clinton, let me follow-up with you, your husband called Obamacare “the
craziest thing in the world”, saying small business owners are getting killed,
premiums doubled, coverage is cut in half. Was he mistaken or was his mistake
simply telling the truth?
Clinton: No. I mean, he clarified what he meant and it’s very clear. Look, we are in a
situation in our country where if we were to start all over again, we might come up
with a different system. But we have an employer-based system: that’s where the
vast majority of people get their health care. And the affordable care act is meant to
try to fill the gap between people who are too poor and couldn’t put together any
resources to afford healthcare, namely people on medicaid. Obviously, Medicare
which is a single payer system which takes care of our elderly, and does a great job
doing it, by the way, and then all the people who were employed, but people who
were working but didn't have the money to afford insurance and didn’t have
anybody, an employer or anybody else to help them. That was the slot that the
Obamacare approach was to take. And like I say, 20 million people now have health
insurance. So, if we rip it up and throw it away, what Donald is not telling you is we
turn it back to the insurance companies the way it used to be. And that means that
insurance companies get to do pretty much whatever they want including saying
look, I'm sorry, you have diabetes, you had cancer--
Cooper: Your time is up
Clinton: Your child had asthma, you may not be able to have insurance because you can't
afford it. So let's fix what's broken about it, but let’s not throw it away and give it
back to the insurance companies. That's not going to work.
Cooper: Mr. Trump, let me just follow-up
Trump: I want to -- just one thing. Hillary, everything is broken about it. Everything.
Number two, Bernie Sanders said Hillary Clinton has very bad judgment. This is a
perfect example of it. Trying to save Obamacare--
Cooper: Mr. Trump, you’ve said you want to end Obamacare, you’ve also said you want to
make coverage accessible for people with preexisting conditions. How do you force
insurance companies to do that if you are not mandating that everyone has
insurance?
Trump: You’re going to have plans.
Cooper: What does that mean?
Trump: Well, I’ll tell you what it means. You’re gonna have plans that are so good because
we’re going to have so much competition in the insurance industry, once we break
out the lines and allow the competition to come.
Cooper: Are you going to have a mandate that Americans have to have health insurance?
Trump: Excuse me. President Obama by keeping those lines, the boundary lines around each
state and it was almost done until just towards the end of the passage of Obamacare.
Which by the way was a fraud. You know that. Because Jonathan Grouper, the
architect of Obamacare was said, he said it was a great lie, it was a big lie. President
Obama said you keep your doctor, keep your plan. The whole thing was a fraud and
it doesn't work. But when we get rid of those lines, you have competition and we
will be able to keep preexisting, we’ll also be able to help people that can't get, don't
have money because we are going to have people protected. And Republicans feel
this way. Believe it or not, we’re going to block grant into the states we’re going to
block grant into medicaid so we will be able to take care of people without the
necessary funds to cake care of themselves.
Cooper: Thank you Mr. Trump.
Raddatz: We go to Gorbah Hameed for a question for both candidates.
Hamed: Hi. There are 3.3 million Muslims in the United States and I'm one of them. You’ve
mentioned working with Muslim nations. But with Islamophobia on the rise, how
will you help people like me deal with the consequences of being labelled as a threat
to the country after the election is over?
Raddatz: Mr. Trump, you’re first.
Trump: You are right about Islamophobia and that's a shame. But one thing we have to do is,
we have to make sure that, because there is a problem. I mean, whether we like it or
not and we can be politically correct, but whether we like it or not, there is a
problem. And we have to be sure that Muslims come in and report when they see
something going on. When they see hatred going on, they have to report it. As the
example in San Bernardino. Many people saw the bombs all over the apartment of
the two people that killed 14 and wounded many, many people. Horribly wounded,
they will never be the same. Muslims have to report the problems when they see
them. And, you know, there is always a reason for everything. If they don't do that,
it's a very difficult situation for our country. Because you look at Orlando and you
look at San Bernardino and you look at the World Trade Center. Go outside and you
look at Paris, look at that horrible thing. These are radical Islamic terrorists and she
won't even mention the word and nor will President Obama. He won't use the term
radical Islamic terrorist, no. To solve a problem you have to be able to state what the
problem is or at least, say the name. She won't say the name and President Obama
won't say the name. But the name is there. It's radical Islamic terror. And before you
solve it, you have to say the name.
Raddatz: Secretary Clinton.
Clinton: Thank you for asking your question and I’ve heard this question from a lot of
Muslim Americans across our country. Because unfortunately there has been a lot of
very divise, dark things said about Muslims. And even someone like Captain Khan,
the young man who sacrificed himself defending our country in the United States
Army has been subject to attack by Donald. I want to say just a couple of things.
First: We’ve had Muslims in America since George Washington. And we’ve had
many successful Muslims. We just lost a particularly well-known one with
Muhammad Ali. My vision of America is an America where everyone has a place, if
you are willing to work hard, do your part and you contribute to the community.
That's what America is. That's what we want America to be for our children and our
grandchildren. It's also very short-sighted and even dangerous to be engaging in the
kind of demagogic rhetoric that Donald has about Muslims. We need American
Muslims to be part of our eyes and ears on our front lawns. I’ve worked with a lot of
Muslim groups around America. I’ve met with a lot of them and I’ve heard how
important it is for them to feel that they are wanted and included and part of our
country. Part of our homeland security. And that's what I want to see. It's also
important, I intend to defeat ISIS,to do so in a coalition with majority Muslim
nations. Right now, a lot of those nations are hearing what Donald says and
wondering why should we cooperate with the Americans and this is a gift to ISIS
and the terrorists. Violent jihadist terrorists. We are not at war with Islam and it is a
mistake, and it plays into the hands of the terrorists, to act as though we are. So I
want a country where citizens like you and your family are just as welcome as
anyone else.
Raddatz: Thank you, secretary Clinton. Mr. Trump, in December you said this: ‘Donald J.
Trump is calling if are a total and complete shut down of Muslims entering the
United States until our country's representatives can figure out what the hell is going
on. We have no choice. We have no choice.’ Your running mate said the Muslim ban
is no longer your position. Is that correct and if it is, was it a mistake to have a
religious test?
Trump: First of all, Captain Khan is an American hero and if I were president at that time he
would be alive today because, unlike her who voted for the war without knowing
what she was doing, I would not have had our people in Iraq. Iraq was a disaster. So
he would have been alive today. The Muslim ban is something that in some form has
morphed into an extreme vetting from certain areas of the world. Hillary Clinton
wants to allow --
Raddatz: Why did it morph into that. No answer the question. Would you please explain
whether or not the Muslim ban still stands?
Trump: It is called extreme vetting. We are going to areas like Syria where they are coming
in by the tens of thousands because of Barack Obama and Hillary Clinton wants
wants to allow a 550% increase over Obama. People are coming into our country
like we have no idea who they are, where they are from, what their feelings about
our country is and she wants 550% more. This is going to be the great Trojan horse
of all time. We have enough problems in this country. I believe in building safe
zone, I believe in having other people pay for them, as an example the [Arabian]
Gulf states who are not carrying their weight but they have nothing but money and
take care of people. But I don't want to have, with all the problems this country has
and all of the problems you see going on, hundreds of thousands of people come in
from Syria where we know nothing about them. We know nothing about their values
and we know nothing about their love for our country.
Raddatz: Secretary Clinton, let me ask you about that. You have asked for an increase from 10
to 65,000 Syrian refugees. We know you want tougher vetting. That's not a perfect
system. So why take the risk of having those refugees come into the country?
Clinton: First of all, I will not let anyone into our country that I think poses a risk to us. But
there are a lot of refugees, women and children, think of that picture we all saw of
that 4-year-old boy with the blood on his forehead because he’d been bombed by the
Russian and Syrian air forces. There are children suffering in this catastrophic war,
largely, I believe because of Russian aggression. And we need to do our part. We, by
no means, are carrying anywhere near the load that Europe and others are. But we
will have vetting that is as tough as it needs to be from our professionals, our
intelligence experts and others. But it is important for us as a policy not to say, as
Donald has said, we’re going to ban people based on a religion. How do you that?
We are a country founded on religious freedom and liberty. How do we do what he
has advocated without causing great distress within our own country? Are we going
to have religious tests when people fly into our country and how do we expect to be
able to implement those? So I thought that what he said was extremely unwise and
even dangerous and indeed you can look at the propaganda on a lot of the terrorist
sites and what Donald Trump says about Muslims is used to recruit fighters. Because
they want to create a war between us. And the final thing I say, this is the 10th or
12th time he denied being for the war in Iraq. We have it on tape, the entire press
corps has looked at it, it’s been debunked but it never stops him from saying
whatever he wants to say. Go to Hillaryclinton.com.
Trump: It has not been debunked. I was against the war in Iraq.
Clinton: Go to Hillaryclinton.com and you can see it.
Trump: It has not been debunked and you voted for it and shouldn't have.
Raddatz: I would like to move on.
Trump: Excuse me, she just went about 25 seconds over her time. Can I respond?
Raddatz: She did not. Very quickly please.
Trump: Hillary Clinton in terms of having people come into our country. We have many
criminal illegal aliens. When we want to send them back to their country, their
country says: we don't want them. In some cases they are murderers, drug lords, drug
problems and they don't want them. And Hillary Clinton when she was Secretary of
State said, that’s okay, we can’t force them back into their country. Let me tell you,
I’m going to force them right back into their country. They are murderers and some
very bad people. And I will tell you very strongly, when Bernie Sanders said she had
bad judgment, she has really bad judgement because we are letting people into this
country that are gonna cause problems and crime like you’ve never seen. We’re also
letting drugs pour through our southern border at a record clip. At a record clip. And
It shouldn't be allowed to happen. ICE just endorsed me. They never endorsed a
presidential candidate. The border patrol agents, 16,500 just recently endorsed me.
And they endorsed me because I understand the border. She doesn't. She wants
amnesty for everybody. Come right in. Come right over. It's a horrible thing she is
doing. She’s got bad judgment and honestly, so bad that she should never be
president of the United States. That I can tell you.
Raddatz: Thank you Mr. Trump. I want to move on. This next question comes from the public
through the bipartisan open debate coalition’s online forum where Americans
submitted questions that generated millions of votes. This question involves
WikiLeaks’ release of purported excerpts of Secretary Clinton’s paid speeches
speeches, which she has refused to release. In one line in particular, in which you
Secretary Clinton purportedly say, ‘You need both a public and private position on
certain issues.’ So, two from Virginia asks: ‘is it okay for politicians to be two-
faced? Is it acceptable for a politician to have have a private stance on issues?’
Secretary Clinton? Two minutes.
Clinton: Right. As I recall, that was something I said about Abraham Lincoln after having
seen the wonderful Steven Spielberg movie called Lincoln. It was a master class
watching president Lincoln get the congress to approve the 13th amendment. It was
principled and it was strategic and I was making the point that it is hard, sometimes,
to get the congress to do what you want to do. And you have to keep working at it
and yes, president Lincoln was trying to convince some people, he used some
arguments, convincing other people, he used other arguments. That was a great, I
thought, a great display of presidential leadership. But, you know, let's talk about
what's really going on here, Martha because our intelligence community just came
out and said in the last few days that the Kremlin, meaning Putin and the Russian
government, are directing the attacks, the hacking on American accounts to
influence our election. And WikiLeaks is part of that as are other sites where the
Russians hack information, we don't even know if it's accurate information and then
they put it out. We have never in the history of our country been in a situation where
an adversary, a foreign power, is working so hard to influence the outcome of the
election, and believe, they’re not doing it to get me elected. They are doing it to try
to influence the election for Donald Trump. Now, maybe because he praised Putin,
maybe because he says he agrees with a lot of what Putin wants to do, maybe
because he wants to do business in Moscow. I don’t know the reasons, but we
deserve answers, and should demand that Donald release all of his tax returns so that
people can see what are the entanglements and the financial relationships--
Raddatz: We will get to that later. Secretary Clinton, you are out of time.
Trump: I think I should respond because, so ridiculous. Look, now she is blaming -- she got
caught in a total lie. Her papers went out to all her friends at the banks, Goldman
Sachs and everybody else. And she said things, WikiLeaks, that just came out. And
she lied. Now she’s blaming the lie on the late great Abraham Lincoln. That’s when-
okay, Honest Abe never lied. That’s the good thing. That's the big difference
between Abraham Lincoln and you. That's a big, big difference. We’re talking about
some difference. But, as far as other elements of what you were saying, I don't know
Putin. I think it would be great if we got along with Russia because we could fight
ISIS together, as an example, but I don't know Putin. But I notice, any time anything
wrong happens, they like to say the Russians, well she doesn't know if it's the
Russians doing the hacking. Maybe there is no hacking, but there is - now Russia -
and the reason they blame Russia is they think they’re trying to tarnish me with
Russia. I know nothing about Russia - I know about Russia, but I know nothing
about the inner workings of Russia. I don’t deal there, I have no businesses there, I
have no loans from Russia. I have a very very great balance sheet. So great that
when I did the old post office, on Pennsylvania Avenue, the United States
government because of my balance sheet, which they actually know very well, chose
me to do the old post office between the White House and Congress. They chose me
to do the old post office - one of the primary things, in fact, perhaps the primary
thing was balance sheet. But I have no loans with Russia. You could go to the United
States government and they would probably tell you that because they know my
sheet very well in order to get that development, I had to have - now the taxes are a
very simple thing. As soon as I have - first of all, I pay hundreds of millions of
dollars in taxes. Many of her friends took bigger deductions. Warren Buffett took a
massive deduction, Soros, who’s a friend of hers took a massive deduction. Many of
the people that are giving her all this money so that she can do many more
commercials than me, gave her - took massive deductions. I pay hundreds of
millions in taxes, but, but as soon as my routine audit is finished, I’ll release my
returns. I’ll be very proud to.
Raddatz: Thank you Mr. Trump.
Cooper: Actually on the topic of taxes, we have a question from Spencer Moss.
Moss: Good evening. My question is what specific tax provisions will you change to ensure
the wealthiest Americans pay their fair share in taxes?
Cooper: Mr. Trump, you have two minutes.
Trump: One thing I’d do is get rid of carried interest. The - one of the greatest provisions for
people like me, to be honest with you, I give up a lot when I run because I knockout
the tax code. And she could have done this years ago, by the way. She is - she was a
United States senator. She complains that Donald Trump took advantage of the tax
code. Well, why didn't you change it, why didn’t you change it when you were a
senator? The reason you didn’t is that all your friends take the same advantage that I
do. And they do, you have provisions in the tax code, that frankly, we could change.
But you wouldn't change it because all of these people gave you the money so you
can take negative ads on Donald Trump. But, and I say that about a lot of things. I
heard Hillary complaining about so many different things over the years, I wish we
would have done this. But she’s been there for 30 years, she’s been doing this stuff,
she never changed, and she never will change. She never will change. We are getting
rid of carried interest provisions. I’m lowering taxes, actually, because I think it's so
important for corporations because we have corporations leaving, massive
corporations, and little ones. The little ones can't form. We are getting rid of
regulations, which goes hand in hand with the, lowering the taxes. But we’re
bringing the tax rate down from 35% to 15%. We are cutting taxes for the middle
class and I will tell you, we are cutting them big league for the middle class. And I’ll
tell you, Hillary Clinton is raising your taxes, folks, she can look at me, she is raising
your taxes, really high and what that's going to do is a disaster for the country. But
she is raising the taxes and I'm lowering the taxes. That in itself is a big difference.
We are going to be thriving again. We have no growth in this country. There is no
growth. If China has a GDP of 7% it's like a national catastrophe. We’re down at
1%, and that's like no growth. And we are going lower, in my opinion. And a lot of
that has to do with the fact that our taxes are so high. Just about the highest in the
world, and I'm bringing them down to one of the lower in the world. And I think it's
so important. One of the most important things we can do. But she is raising
everybody's taxes massively.
Cooper: Secretary Clinton you have two minutes. The question was, what specific tax
provisions would you change to ensure the wealthiest Americans pay their fair share
of taxes.
Clinton: Well, everything you’ve heard from Donald is not true. I'm sorry I have to keep
saying this, but he lives in an alternative reality. And it is sort of amusing to hear
somebody who hasn't paid federal income taxes in maybe 20 years talking about
what he’s going to do, but I’ll tell you what he’s going to do. His plan will give the
wealthy and corporations the biggest tax cuts they have ever had. More than the
Bush tax cuts by at least a factor of two. Donald always takes care of Donald and
people like Donald. And this would be a massive gift. And indeed the way that he
talks about his tax cuts would end up raising taxes on middle class families. Millions
of middle class families. Now, here's what I want to do. I have said nobody who
makes less than $250,000 a year and that's the vast majority of Americans, as you
know will have their taxes raised. Because I think we have got to go where the
money is and the money is with people who have taken advantage of every single
break in the tax code. And yes, when I was a senator, I did vote to close corporate
loopholes. I voted to close, I think, one of the loopholes he took advantage of when
he claimed a billion dollar loss that enabled him to avoid paying taxes. I want to
have a tax on people who are making a million dollars, it's called the Buffett rule.
Yes, Warren Buffett is the one who’s gone out and said somebody like him should
not be paying a lower tax rate than his secretary. I wanna have a surcharge on
incomes above 5 million. We have to make up for lost times, because I want to
invest in you, I want to invest in hard working families. And I think it has been
unfortunate, but it's happened, that since the great recession, the gains have all gone
to the top. And we need to reverse that. People like Donald who paid zero in taxes,
zero for our vets, zero for our military, zero for health and education. That is wrong.
And we’re going to make sure that nobody, no corporation and no individual can get
away without paying his fair share to support our country.
Cooper: Mr. Trump, I want to give the chance to respond. I just want to tell our viewers what
she’s referring to. In the last month, taxes were the number one issue on Facebook
for the first time in the campaign. The New York Times published three pages of
your 1995 tax returns that show you claimed a $960 million loss, which means you
could have avoided paying personal federal income taxes for years. You’ve said you
pay state taxes, employee taxes, real estate taxes, property taxes. You have not
answered, though, a simple question. Did you use that $960 million loss to avoid
paying personal federal income taxes?
Trump: Of course I did. Of course I did. And so do all of her donors, or most of her donors. I
know many of her donors. Her donors took massive tax write offs. A lot lot of my
write off was depreciation and a lot of other things Hillary Clinton as a senator
allowed and she always allowed because the people that give her all this money, they
want it. That’s why. See, I understand the tax code better than anybody that’s ever
run for president. Hillary Clinton is extremely complex. Hillary Clinton has friends
that want all of these provisions, including, they want the carried interest provision,
which is very important to Wall Street people, but they really want the carried
interest provision, which I believe Hillary is leaving, and it's very interesting why
she is leaving carried interest. But I will tell, you that, number one, I pay tremendous
numbers of taxes. I absolutely used it and so did Warren Buffett and so did George
Soros and so did many of the other people that Hillary is getting money from. Now, I
won't mention their names because they are rich, but they’re not famous. So we
won’t make them famous.
Cooper: Can you say how many years you have avoided paying personal federal income
taxes?
Trump: No. but I pay tax and I pay federal tax too. But I have a write off, a lot of it is
depreciation, which is a wonderful charge. I love depreciation. You know, she has
given it to us. Hey, if she had a problem, for 30 years she’s been doing this,
Anderson, I say it all the time, she talks about health care. Why didn't you do
something about it? She talks about taxes. Why didn't she do something about it?
She doesn't do anything about anything other than talk. With her, it's all talk and no
action. And again, Bernie Sanders, it's really bad judgment. She has made bad
judgment not only on taxes, she’s made bad judgements on Libya, on Syria, on Iraq.
Her and Obama whether you like it or not, the way they got out of Iraq, the vacuum
they left, that's why ISIS formed in the first place. They started from the little area
and now they are in 32 different nations, Hillary. Congratulations. Great job.
Cooper: I want you to respond,
Clinton: Well, here we go again. I have been in favor of getting rid of carried interest for
years starting when I was a senator from New York. But that's not the point here.
Trump: Why didn't you do it? Why didn’t you do it?
Clinton: Because I was a senator with a Republican president.
Trump: You could have done it. If you were an effective senator, you could have done it. But
you were not an effective senator.
Cooper: Please allow her to respond. She didn't interrupt you.

Clinton: You know, under our constitution, presidents have something called veto power.
Look, he has now said repeatedly 30 years this and 30 years that. So let me talk
about my 30 years in public service. I'm very glad to do so. Eight million kids every
year have health insurance because when I was first lady I worked with Democrats
and Republicans to create the children's health insurance program. Hundreds of
thousands of kids now have a chance to be adopted because I worked to change our
adoption and foster care system. After 9/11, I went to work with Republican mayor,
governor and president to rebuild New York and to get health care for our first
responders who were suffering because they had run towards danger and gotten
sickened by it. Hundreds of thousands of National Guard and reserve members have
healthcare because of work that I did and children have safer medicines because I
was able to pass a law that required the dosing to be more carefully done. When I
was secretary of state, I went around the world advocating for our country, but also
advocating for women's rights to make sure that women had a decent chance to have
a better life and negotiated a treaty with Russia to lower nuclear weapons. 400 pieces
of legislation have my name on it as a sponsor or cosponsor when I was a senator for
eight years. I worked very hard and was proud to be reelected in New York by an
even bigger margin than I had been elected the first time. And as president, I will
take that work, that bipartisan work, that finding common ground. Because you have
to be able to get along with people to get things done in Washington. And I have
proven that I can and for thirty years, I’ve produced results for the people.
Raddatz: We’re going to move on to Syria. Both of you have mentioned that.
Trump: But she said a lot of things that were false. I think we should --
Raddatz: Mr. Trump, we will go on. Mr. Trump, we are going to move on. The heart breaking
video of a 5-year-old Syrian boy named Omran sitting in an ambulance after being
pulled from the rubble after an airstrike in Aleppo focused the world's attention on
the horrors of the war in Syria, with 136 million views on Facebook alone. But there
are much worse images coming out of Aleppo every day now where in the past few
weeks alone 400 have been killed, at least 100 of them children. Just days ago, the
State Department called for a war crimes investigation of the Syrian regime of
Bashar al-Assad and of its ally, Russia, for their bombardment of Aleppo. So this
next question comes from social media, through Facebook. Diane from Pennsylvania
asks If you were president, what would you do about Syria and the humanitarian
crisis in Aleppo? Isn’t is a lot like wasn't it like the Holocaust when the U.S. waited
too long before we helped? Secretary Clinton, we will begin with your two minutes.
Clinton: The situation in Syria is catastrophic and everyday that goes by, we see the results of
the regime, by Assad in partnership with the Iranians on the ground and the Russians
in the air, bombarding places in particular aleppo, where there are hundreds of
thousands of people, probably about 250,000 people still left. And there is a
determined effort by the Russian Air Force to destroy Aleppo in order to eliminate
the last of the Syrian rebels who are really holding out against the Assad regime.
Russia hasn't paid any attention to ISIS. They are interested in keeping Assad in
power. So I, when I was secretary of state advocated, and I advocate today a no-fly
and safe zones. We need some leverage with the Russians because they are not going
to come to the negotiating table for a diplomatic resolution unless there is leverage
over them. And we have to work more closely with our partners and allies on the
ground. But I want to emphasize that what is at stake here is the ambitions and
aggressiveness of Russia. Russia has decided it is all in in Syria, and they’ve also
decided who they want to see become President of the United States too and it's not
me. I stood up to Russia; I’ve taken on Putin and others and I would do that as
president. I think wherever we can cooperate with Russia, that's fine and I did, as
Secretary of State, that's how we got a treaty reducing nuclear weapons, it’s how we
got the sanctions on Iran that put a lid on the nuclear weapons program without
firing a single shot. So I would go with more leverage than we have now. But I
support the efforts to investigate for crimes, war crimes, committed by the Syrians
and the Russians and try to hold them accountable.
Raddatz: Thank you Secretary Clinton. Mr. Trump.
Trump: First of all, she was there as Secretary of State with the so-called line in the sand.
Clinton: No I wasn't, I was gone. I hate to interrupt you. At some point we need to get the
facts out.
Trump: You were still in contact with the White House. And perhaps sadly, Obama probably
still listened to you. I don't think he would listen to you very much anymore. Obama
draws the line in the sand. It was laughed at all over the world what happened. Now,
with that being said, she talks tough against Russia, but our nuclear program has
fallen way behind and they have gone wild with their nuclear program. Not good.
Our government shouldn’t have allowed that to happen. Russia is new in terms of
nuclear and we are old and tired and exhausted in terms of nuclear. A very bad thing.
Now, she talks tough. She talks really tough against Putin and against Assad. She
talks in favor of the rebels. She doesn't even know who the rebels are. You know,
every time we take rebels whether it's in Iraq or anywhere else, we’re arming people.
And you know what happens? They end up being worse than the people. Look at
what she did in Libya with Qaddafi. Qaddafi is out. It's a mess. And by the way, ISIS
has a good chunk of their oil. I'm sure you’ve probably have heard that. It was a
disaster. The fact is almost everything she has done has been a mistake and it’s been
a disaster. But if you look at Russia, just take a look at Russia and look at what they
did this week, and I agree she wasn't there, but possibly she’s consulted.
We sign a peace treaty and everyone’s all excited, but what Russia did with Assad
and by the way with Iran who you made very powerful with the dumbest deal
perhaps I have seen in the history of making, with the $150 billion and with the $1.7
billion in cash, which is enough cash to fill up this room, but look at that deal. Iran
and Russia are against us. So she wants to fight. She wants to fight for rebels.
There’s one problem. You don’t even know who the rebels are. So what’s the
purpose?
Raddatz: Mr. Trump, your two minutes is up.
Trump: I don't like Assad at all, but Assad is killing ISIS. Russia is killing ISIS and Iran is
killing ISIS and they have lined up because of weak foreign policy.
Raddatz: Mr. Trump, let me repeat the question. If you were president, what would you do
about Syria and the humanitarian crisis in Aleppo, and I want to remind you what
your running mate said. He said provocations by Russia need to be met with
American strength and that if Russia continues to be involved in airstrikes along
with the Syrian government forces of Assad, the United States of America should be
prepared to use military force to strike the military targets of the Assad regime.
Trump: Okay. He and I haven't spoken, and I disagree.
Raddatz: You disagree with your running mate?
Trump: I disagree. Right now, Syria is fighting ISIS. We have people that want to fight both
at the same time. But Syria is no longer Syria. Syria is Russia and it’s Iran who she
made strong and Kerry and Obama made into a powerful nation and a rich nation,
very quickly, very, very quickly. I believe we have to get ISIS. We have to worry
about ISIS before we can get too much more involved. She had a chance to do
something with Syria, they had a chance, and that was the line.
Raddatz: What are do you think will happen if Aleppo falls?
Trump: Aleppo is a disaster, humanitarian wise.
Raddatz: What will happen if it falls?
Trump: I think that it basically has fallen, okay? It basically has fallen. Let me tell you
something: you take a look at Mosul. The biggest problem I have with the stupidity
of our foreign policy. We have Mosul, they think a lot of the ISIS leaders are in
Mosul. So we have announcements out of Washington and coming out Iraq. We will
be attacking Mosul in three weeks or four weeks. So all of these bad leaders from
ISIS are leaving Mosul. Why can't they do it quietly? We can’t they do the attack
and make it a sneak attack and after the attack is made inform the American public
that we have knocked out the leaders; we’ve have a tremendous success. People
leave. Why do they have to say we are going to be attacking Mosul within the next
four to six weeks, which is what they’re saying. How stupid is our country?
Raddatz: There are sometimes reasons the military does that. Psychological warfare.
Trump: I can't think of any.
Raddatz: It might be to get civilians out.
Trump: I can't think of any. I have 200 generals and admirals who endorsed me. I have 21
congressional Medal of Honor recipients who endorse me. We talk about it all the
time. They understand. Why can't they do something secretively where they go in
and knock out the leadership. Why would these people stay there? I’ve been reading
there for weeks about Mosul...
Raddatz: Tell me what your strategy is it.
Trump: That it’s the harbor between Raqqa and Mosul, this is why where they think the ISIS
leaders are. Why would they be staying...they are not staying there anymore. They
are gone. Because everybody is talking about how Iraq which is us with our
leadership goes into fight Mosul. With the 200 admirals and generals, they can't
believe it. General George Patton and General Douglas MacArthur are spinning in
their grave at the stupidity of what we are doing in the Middle East.
Raddatz: I’m going to go to Secretary Clinton, you want Assad to go, you advocated arming
rebels, but it looks like that may be too late for Aleppo. You talk about diplomatic
efforts, those that failed, ceasefires have failed. Would you introduce the threat of
U.S. military force beyond a no-fly zone against the Assad regime to back up
diplomacy?
Clinton: I would not use American ground forces in Syria. I think that would be a very
serious mistake. I don't think American troops should be holding territory which is
what they would have to do as an occupying force. I don't think that is a smart
strategy. I do think the use of special forces, which we’re using, the use of enablers
and trainers in Iraq, which has had positive effects, are very much in our interests. So
I do support what is happening.
Raddatz: What would you do different than than President Obama is doing?
Trump: Everything.
Clinton: Martha, I hope that by the time I am president that we will have pushed ISIS out of
Iraq. I do think that there is a good chance that we can take Mosul. And you know,
Donald said he knows more about ISIS than the generals. No, he doesn't. There are a
lot of very important planning going on and some of it is to signal to the Sunnis in
the are,a as well as Kurdish Peshmerga fighters that we all need to be in this. And
that takes a lot of planning and preparation. I would go after Baghdadi . I would
specifically target Baghdadi. Because I think our targeting of Al Qaeda leaders, and I
was involved in a lot of those operations, highly classified ones, made a difference. I
think that could help. I would consider arming the Kurds. The kurds have been our
best partners in Syria, as well as Iraq. And I know there’s a lot of concern about that
in some circles, but they should have the equipment they need so that Kurdish and
Arab fighters on the ground are the principal way we take Raqqa after pushing ISIS
out of Iraq.
Trump: You know that’s funny. She went over a minute over and you don't stop her. When I
go one second over --
Raddatz: You had many answers.
Trump: It's very interesting.
Cooper: We have a question from James Carter.
Carter: My question is, do you believe you can be a devoted president to all the people in the
United States.
Cooper: That question begins for Mr. Trump.
Trump: Absolutely. I mean, she calls our people deplorable. A large group. And
irredeemable. I will be a president for all of our people. And I’lll be a people that
will turn our inner cities around and will give strength to people and will give
economics to people and will bring jobs back. Because NAFTA, signed by her
husband, is perhaps the greatest disaster trade deal in the history of the world. Not of
this country. It stripped us of manufacturing jobs. We lost our jobs, we lost our
money, we lost our plants. It is a disaster.
And now she wants to sign TPP, even though she said now she’s for it. She called it
the gold standard. And by the way, at the last debate she lied. Because it turns out
that she did say the gold standard, and said she didn't say it. They actually said that
she lied. Okay. And she lied. Because it turned out she did say the gold standard and
she said she didn’t say it. But she lied about a lot of things. I would be a president
for all of the people. African-Americans, the inner cities. Devastating what's
happening to our inner cities. She’s been talking about for years. As usual, she talks
about it, nothing happens. She doesn't get it done. Same with the Latino Americans.
The Hispanic Americans. The same exact thing. They talk. Theydon't get it done.
You go into the inner cities, it's 45% poverty. African-Americans now 45% poverty
in the inner cities. The education is a disaster. Jobs are essentially nonexistent. I
mean, I’ve been saying in big speeches where I have 20 and 30,000 people. What do
you have to lose? It can't get worse? She has been talking about the inner cities for
25 years. Nothing is going to ever happen. Let me tell you, if she is president of the
United States, nothing’s going to happen. it's going to be talk. All of her friends, the
taxes we are talking about. And i would just get it by osmosis. She is not doing me
favors, but by doing all the others favors, she is doing me favors. But I will tell you
the is all talk and it doesn't get done. All you have to do is take a look at her senate
run, take a look at upstate New York.
Cooper: Your two minutes is up.
Trump: It turned out to be a disaster.
Cooper: You have two minutes.
Clinton: Well, 67% of the people voted to reelect me when I ran for my second term, and I
was very proud and very humbled by that. Mr. Carter, I have tried my entire life to
do what I can to support children and families. You know, right out of law school I
went to work for the children's defense fund. Donald talks a lot about the 30 years
I’ve been in public service. I’m proud of that. You know, I started off as a young
lawyer working against discrimination against African-American children and
schools and in the criminal justice system. I worked to make sure that kids with
disabilities could get a public education, something I cared very much about. I
worked with Latinos, one of my favorite jobs in politics was down in south Texas
registering Latino citizens to be able to vote. So I have a deep devotion, to use your
absolutely correct words, to making sure that every American feels like he or she has
a place in our country.
And I think when you look at the letters that I get, a lot of people are worried that
maybe they wouldn't have a place in Donald Trump's America. They write me and
one woman wrote me about her son, Felix. She adopted him from Ethiopia when he
was a toddler. He is 10 years old now. This is the only country he has ever known.
And he listens to Donald on TV and he said to his mother one day: ‘will he send me
back to Ethiopia if he gets elected?’ You know children listen to what is being said
to go back to the very, very first question. There is a lot of fear. In fact teachers and
parents are calling it the Trump effect. Bullying is up and a lot of people are feeling
uneasy, a lot of kids are expressing their concerns. First and foremost, I will do
everything I can to reach out to everybody. Democrats, Republicans, independents,
and people across our country. If you don't vote for me, I still want to be your
president. I want to be the best president I can be for everyone.
Cooper: Secretary Clinton, your two minutes is up. I want to follow on with something
Donald Trump said to you. A comment you made last month. You said half of
Donald Trump supporters are quote deplorables. Racist, sexist, homophobic,
xenophobic, islamophobic. You later said you regretted saying half. You didn't
express regret for using the term deplorables. To Mr. Carter’s question, how can you
unite a country if you've written off tens of millions of Americans?
Clinton: Well within hours I said I was sorry about the way I talked about that because my
argument is not with his supporters, it's with him and the divisive campaign he has
run and the inciting of violence at his rallies and the very brutal kinds of comments
about not just women, but all Americans. All kinds of Americans. And what he said
about African-Americans and Latinos, about Muslims, about POWs, about
immigrants, about people with disabilities, he’s never apologized for. So I do think
that a lot of tone and tenor... I am proud of the campaigns Bernie Sanders and I ran.
We ran a campaign based on issue, not insults. He is supporting me 100% because
we talked about what we wanted to do. We might have had differences and we had a
lot of debate, but we believed that we could make the country better and I was proud
of that.
Trump: We have a divided nation. We have a very divided nation. You look at Charlotte,
you look at Baltimore, you look at the violence taking place in the inner cities.
Chicago. You look at Washington, D.C. We have an increase in murder within our
cities, the biggest in 45 years. We have a divided nation because of people like her.
Believe me, she has tremendous hate in her heart. When she said deplorables, she
meant it. And when she said irredeemable, they’re irredeemable! You didn't mention
that, but when she said they’re irredeemable, to me that might have been worse.
She’s got tremendous hatred. And this country cannot take another four years of
Barack Obama and that's what you are getting with her.
Cooper: Mr. Trump, let me follow-up with you. In 2008, you wrote in one of your books that
the most important characteristic of a good leader is discipline. You said if a leader
doesn't have it, quote he or she won't be one for long. In the days after the first
debate, you sent out a series of tweets from 3:00 A.M. To 5:00 A.M. including one
that told people to check out a sex tape. Is that the kind of discipline...
Trump: No it wasn't check out a sex tape. It was take a look at this person she build up to be
this wonderful, uh, girl scout, who was no girl scout.
Cooper: You mentioned ‘‘sex tape.’
Trump: Just so you understand: When she said 3 o’clock in the morning, take a look at
Benghazi. She said who is going to answer the call at 3 o’clock in the morning,
guess what? She didn't answer. Because when ambassador Stevens -- she said she
was awake of at 3:00 in the morning. And she also sent a tweet out at 3 o’clock in
the morning, but I won’t mention that. But he said she will be awake, the famous
thing ‘we’re going to answer the call at 3:00 in the morning. Guess what happened,
Ambassador Stevens, Ambassador Stevens sent 600 requests for help and the only
one she talked to was Sidney Blumenthal who’s her friend and not a good guy, by
the way. So she shouldn't be talking about that. Now, tweeting happens to be a
modern day form of communication. You can like it or not. Between Facebook and
Twitter, I have 25 million people. It's a very effective way of communication. So
you can put it down, but it's an effective form of communication. I'm not unproud of
it to be honest with you.
Cooper: Secretary Clinton, does Mr. Trump have the discipline to be a good leader?
Clinton: No.
Trump: I'm shocked to hear that.
Clinton: Well, it's not only my opinion, but it's the opinion of many others. National security
experts, Republicans, former Republican members of congress. But it’s in part
because those of us who have had the great privilege of seeing this job up close and
know how difficult it is and it's not just because I watched my husband take a $300
billion deficit and turn it into a $200 billion surplus and 23 million new jobs were
created and incomes went up for everybody. Everybody. African-American incomes
went up 33%. And it’s not just because worked with George W. Bush after 9/11 and
I was very proud that when I told them what the city need and what we needed to
recover, he said you got it and he never wavered. He stuck with me. And I have
worked and i admire President Obama. He inherited the worst financial crisis since
the Great Depression. That was a terrible time for our country.
Cooper: We have to move along.
Clinton: 9 million people lost their jobs, five million homes were lost.
Raddatz: Secretary Clinton -- we are moving on.
Clinton: And $13 trillion in family wealth was wiped out. We are back on the right track. He
would send us back into a recession with his tax plan.
Raddatz: Secretary Clinton we are moving to an audience question, we are almost out of time
and we have another question. Mr. Trump, we are moving on.
Trump: We have the slowest growth and our country is a disaster.
Raddatz: Mr. Trump, we want to get to the audience. Thank you very much, both of you. We
have another audience question. Beth Miller has a question for both candidates.
Miller: Good evening. Perhaps the most important aspect of this election is the Supreme
Court justice. What would you prioritize size as the most important aspect of
selecting a Supreme Court justice?
Raddatz: We begin with your two minutes, Secretary Clinton.
Clinton: Thank you. You are right. This is one of the most important issues in this election. I
want to appoint Supreme Court justices who understand the way the world really
works, who have real life experience. Who have not just been in a big law firm and
maybe clerked for a judge and then gotten on the bench, but maybe they tried more
cases. Actually understand what people are up against. Because I think the current
court has gone in the wrong direction. I would want to see the Supreme Court
reverse Citizens United and get dark unaccountable money out of our politics.
Donald doesn't agree with that. I would like the Supreme Court to understand that
voting rights are a big problem in many parts of the country. That we don't do
always do everything we can to make it possible for people of color and older people
and young people to be able to exercise their franchise. I want a Supreme Court that
will stick with Roe v. Wade and a woman’s right to choose, and I want a Supreme
Court that will stick with marriage equality. Now, Donald put forth of the names of
people he would consider. And among the ones that he has suggested are people who
would reverse Roe v. Wade and reverse marriage equality. I think that would would
be a terrible mistake and take us backwards. I want a Supreme Court that doesn’t
always side with corporate interests. I want a Supreme Court that understands
because you are wealthy and you can give more money to something doesn’t mean
you have more rights or should have any more rights than anything else. So I have
clear views about what I want to see to change the balance on the Supreme Court
and I regret deeply that the senate has not done its job and they have not permitted a
vote on the person that President Obama, a highly qualified person. They have not
given him a vote to be able to have the full complement of nine Supreme Court
justices. I think that was a dereliction of duty. I hope they will see their way to doing
it, but if I am so fortunate as to be president, I will immediately move to make sure
that we fill that. We have nine justices and that they get to work on behalf of our
people.
Raddatz: Secretary Clinton. Thank you. You are out of time. Mr. Trump?
Trump: Justice Scalia, great judge, died recently and we have a vacancy. I am looking to
appoint judges very much in the mold of justice Scalia. I am looking for judges and
have actually picked 20 of them. So that people would say: Highly respected. Highly
thought of and actually very beautifully reviewed by just about everybody. But
people that will respect the Constitution of the United States. And I think that this is
so important. Also, the Second Amendment which is totally under siege by people
like Hillary Clinton. They’ll respect the second amendment and what it stands for
and what it represents.
Now, Hillary mentioned contributions. Just so you could, I will have in my race
more than $100 million put in of my money. Meaning, I’m not taking all of this big
money from all of these corporations like she is doing. What I ask is this: so I am
putting in... by the time it's finished, I’ll have more than 100 million dollars invested.
Pretty much self-funding mine. We’re raising money for the Republican party and
we’re doing tremendously on the small donations. $61 average or so.
I ask Hillary: why doesn't she make $250,000 by being in office? She used the power
of her office to make a lot of money. Why isn't she funding.. Not for a hundred
million, why don’t you put 10 or 20 or 25 or $30 million into your campaign. It's $30
million less for special interests that will tell the you exactly what to do and it would
really be a nice sign to the American public. Why aren't you putting some money in?
You have a lot of it. You made a lot of it because of the fact that you’ve been in
office. You made a lot while you were secretary of state, actually. So why aren't you
putting your own money into your campaign, just curious?
Raddatz: We will get on to one more question.
Clinton: The question was about the supreme court. I respect the second amendment, but I
believe there should be background checks and we should close the gun show
loophole and close the online loophole...
Raddatz: We have one more question.
Cooper: We have one more question from Ken Bone about energy policy.
Bone: What steps will your energy policy take to meet our energy needs, while at the same
time remaining environmentally-friendly and minimizing job loss for fossil power
plant workers?
Cooper: Mr. Trump, two minutes.
Trump: Such a great question because energy is under siege by the Obama administration.
Under absolute siege. The EPA, Environmental Protection Agency, is killing these
energy companies. And foreign companies are now coming in. Buying so many of
our different plants and then rejiggering the plant, so they take care of their oil. We
are killing, absolutely killing our energy business in this country. Now I am all for
alternative forms of energy including: wind and solar, etc. But we need much more
than wind and solar. And you look at the miners, Hillary Clinton wants to put the
miners out of business. There is a thing called clean coal. Coal will last for 1,000
years in this country. Now we have natural gas, and so other things because of
technology, we have unbelievable, we have found over the last seven years, we
found tremendous wealth right under our feet. So good, especially when you have
$20 trillion in debt. I will bring our energy companies back and they will be able to
compete and they’ll make money and pay off our national debt and budget deficits
which are tremendous. But we are putting our energy companies out of business. We
have to bring back our workers. You take a look at what's happening to steel and the
cost of steel and China dumping vast amounts steel all over the United States, which
essentially is killing our steelworkers and steel companies. We have to guard our
energy companies, we have to make it possible. The EPA is so restrictive that they
are putting our energy companies out of business. And all you have to do is go to a
great place like West Virginia or places like Ohio which is phenomenal or places
like Pennsylvania and you see what they are doing to the people, miners and others
in the energy business. It's a disgrace. It’s an absolute disgrace.
Cooper: Your time is up. Secretary Clinton, two minutes.
Clinton: Well, that was very interesting. First of all, China is illegally dumping steel in the
United States and Donald Trump is buying it to build his buildings, putting
steelworkers and American steel plants out of business. That's something that I
fought against as a senator and something I would have a trade prosecutor to make
sure we don't get taken advantage of by China on steel or anything else. You know
because it sounds like you are in the business or you’re aware of people in the
business. You know that we are now for the first time energy independent. We are
not dependent on the Middle East, but the Middle East controls a lot of prices. So the
price of oil has been way down and that has a damaging effect on a lot the oil
companies, right? We are however producing a lot of natural gas that serves as a
bridge to more renewable fuels and I think that's an important transition. We’ve got
to remain energy independent. It gives us much more power and freedom than to be
worried about what goes on in the Middle East. We have enough worried over there
without having to worry about that. So I have a comprehensive energy policy, but it
really does include fighting climate change because I think that is a serious problem.
And I support moving towards more clean renewable energy as quickly as we can.
Because I think we can be the 21st century clean energy superpower and create
millions of new jobs and businesses. But I want to be sure that we don't leave people
behind. That’s why I'm the only candidate from the very beginning of this campaign
who had a plan to help us revitalize coal country. Because those coal miners and
their fathers and grandfathers, they dug that coal out, a lot of them lost their lives.
They were injured. But they turn the lights on and powered our factories. I don't
want to walk away from them. So we’ve got to do something for them. But the price
of coal is down worldwide. We have to look at this comprehensively and that's what
I have proposed. I hope you will go to hillaryclinton.com and read my entire policy.
Raddatz: We sneak in one more question from Karl Becker.
Becker: My question to both of you is, regardless of the current rhetoric, would either of you
name one positive thing that you respect in one another?
Raddatz: Mr. Trump, would you like to go first?
Clinton: Well, I certainly will, because I think that's a very fair and important question. Well,
I respect his children. His children are incredibly able and devoted and I think that
says a lot about Donald. I don't agree with nearly anything else he says or does, but I
do respect that and think that is something that as a mother and a grandmother is
very important to me. So I believe that this election has become in part so conflict-
oriented, so intense because there is a lot at stake. This is not an ordinary time and
this is not an ordinary election. We are going to be choosing a president who will set
policy for not just four or eight years, but because some of the important decisions
we have to make at home and around the world from the Supreme Court to energy
and so much else, and so there is a lot at stake it's one of the most consequential
elections that we’ve had — and that's why I tried to put forth specific policies and
plans — trying to get it off of the personal and put it on to what it is on I want to do
as president. And that's why I hope people will check on that for themselves. So that
they can see that yes, I spent 30 years, actually a little more, working to help kids
and families and I want to take all that experience to the White House and do that
every single day.
Raddatz: Mr. Trump?
Trump: Well, I consider her statement about my children to be a very nice compliment. I
don't know if it was meant to be a compliment, but it is a great... I'm proud of my
children. They have done a wonderful job and they have been wonderful, wonderful
kids. So I consider that a compliment. I will say this about Hillary. She doesn't quit
and she doesn't give up. I respect that. I tell it like it is. She is a fighter. I disagree
with much of what she is fighting for, I do disagree with her judgment in many
cases, but she does fights hard and doesn't quit and she doesn’t give up, and I
consider that a very good trait.
Raddatz: Thanks to both of you.
Cooper: I want to thank the university here and this concludes the town hall meeting. Thank
you to Washington university and everybody who watched.
Raddatz: Tune in on October 19th for the final debate at the University of Nevada Las Vegas.
Good night, everyone.
The Application of Cooperative Principle in Millennials Talking about Instagram (by: Ella
Marissa Pardede)
General Abbreviations
I : Interviewer Qt :
Quantity
R : Respondent Ql :
Quality
O : Obey Rl :
Relevant
X : Disobey Mn :
Manner
Respondent 1
Role Utterances Maxim Used
Qt Ql Rl Mn
I Apa yang kamu sukai dari instagram?
O O O X
R Bisa share foto perjalanan kita lagi dimana
I Apakah kamu bisa satu hari tanpa mengecek akun instagrammu?
X O O O
R Gak
I Bagaimana menurutmu bila kamu melihat ada orang yang mem-posting foto
yang terlalu vulgar? X X O O
R Kaya ngerasa lebay
I Apa yang akan kamu katakan kalau ada orang yang berkomentar pada fotomu
“jelek” ? X X X X
R Dimatiin komennya
I Bagaimana menurutmu jika ada teman yang meng-block akun mu tanpa
diketahui sebabnya? X X X X
R Bodo amat
I Siapa selebgram favoritmu?
X O O O
R Rachel Vennya
I Bagaimana menurutmu ketika melihat instastory selebritis yang halaman
instastorynya penuh (dengan titik-titik)? X X X X
R Sah sah aja, namanya dia cari duit dari situ. Biar diliat orang juga
I Mengapa kamu mengikuti seorang selebgram?
O O O O
R Karena pengen tau kegiatannya. Kepo
I Apakah hal yang terpenting yang bisa kamu peroleh dari instagram?
O O O O
R Informasi
I Apakah kamu pernah berkeinginan menjadi selebgram ?
X X X X
R Mau lah.
Maxim Usage totals 3 5 6 5
Respondent 2
Qt Ql Rl Mn
O O O X
R Ngeliat foto-foto, tumblr, quote
X O O O
R No
yang terlalu vulgar? X X O O
R Biasa aja
R Balas tapi gak nge-judge balik, paling “haha iya”
R Nanya, tapi kalau udah tau alasannya ya udah terima aja
X O O O
R Awkarin
instastorynya penuh (dengan titik-titik)? X O O O
R Semak dan abisin kuota
O O O O
R Pengen liat feeds nya
X X X X
R Hmm apa ya, killing time
X O O O
R Gak sama sekali
Respondent 3
Qt Ql Rl Mn
X X X X
R I can get so many information, up to date mungkin karena kekinian
X O O O
R Bisa
yang terlalu vulgar?
X X X X
R Biasa aja. Itu urusan dia, akun akun dia, kalau terjerat pasal berapa itu
tugasnya masing-masing
“jelek” ? X O O X
R Komen balik, “kalau jelek gak usah diliat!”. Beres kan!
R Gimana ya, kadang aku diemin aja
X O O O
R Revina VT
instastorynya penuh (dengan titik-titik)?
X X X X
R Itu kan hak dia, akun akun dia. Kalau lagi malas ya gak kuliat. Kalau lagi
mau, kuliat sampai titik terakhir
O O O O
R Curious awalnya
O O O O
R Informasi, bahkan lowongan kerja
X O O O
R Gak
Respondent 4
Qt Ql Rl Mn
R Bisa mengisi hari yang bosan. Actually aku sih gak terlalu suka sosmed tapi X X X X
untuk mengisi kebosanan ya aku liat liat
X O O O
R Bisa
X X O X
R Aku sih agak risihan orangnya walaupun aku sih gak ngaruh tapi aku kurang
terlalu suka ngeliat yang begitu
R Cuek aja
R Aku marah
X O O O
R Arif Muhammad (Mak Beti)
I Bagaimana menurutmu ketika melihat instastory selebritis yang halaman X X O O
R Gak ambil pusing, biarin aja
O O O O
R Karena dia lucu dan gak garing
O O O O
R Informasi, berita-berita terbaru
X O O O
R Pernah donk
Respondent 5
Qt Ql Rl Mn
O O O O
R Tentang berita-berita terbaru
X O O O
R Gak bias
yang terlalu vulgar? X X X X
R Bodo amat
“jelek” ? X X O O
R “Lo lebih jelek”
R Bodo amat, block balik
X O O O
R Edlaura
R Biasa aja
X X O X
R Pengen ngeliat liat aja sih
O O O O
R Berita terbaru terutama politik
X O O O
R Gak
Respondent 6
Qt Ql Rl Mn
O O O O
R Berita
X X X X
R Belum bias
I Bagaimana menurutmu bila kamu melihat ada orang yang mem-posting foto X X X X
R Paling dilewatin, di scroll gitu
R Diemin aja, gak usah direspon
R Ya udah lah gak penting juga
X O O O
R Gempi
instastorynya penuh (dengan titik-titik)? X X X X
R Di skip aja, dilewatin
O O O O
R Lucu
O O O O
R Informasi terupdate
X X X X
R Gak, paling cuma nengok-nengok aja
Respondent 7
Qt Ql Rl Mn
R Melihat foto-foto keren, upload foto, liat-liat instagram orang yang lucu, yang O O O X
unik unik
X O O O
R Bisa
yang terlalu vulgar? X X X X
R Menurutku tergantung pembawaan badan dia di foto itu
“jelek” ? X X O O
R “Ini diriku, urus diri masing-masing aja”
R Agak terkejut sih kenapa tiba-tiba di block nya, agak bertanya-tanya
X O O O
R Gak punya favorit
X X X X
R No comment yang penting bisa kuliat yang cakep-cakep. Kalau gak
berfaedah, gak mau aku
X X X X
R Gak pernah aku follow selebgram
O O O O
R Mendapatkan pengetahuan melalui akun yang mengandung edukasi
X O O O
R Pernah
Respondent 8
Qt Ql Rl Mn
R Suka liat liat banyak sih, bisa liat berita-berita terbaru, terus untuk liat resep O O O X
makan yang baru-baru
X X X X
R Kayaknya gak bisa deh
X O O X
R Kalau menurut saya kurang cocok sih untuk di sosial media di update foto-
foto yang begitu, agak gak suka sih
R Gak ada sih, paling responnya “makasih mba”
diketahui sebabnya?
X X X X
R Kalau saya sih nyantai aja, paling ditanya baik-baik kenapa, paling kalau gak
ada jawaban ya udah lah
X O O O
X X X X
R Jujur sih kalau yang kayak gitu jarang diliat, kecuali artis-artis yang update
an nya lucu, tapi kalau gak penting jarang diliat
O O O O
R Karena ngefans
R Dari instagram kita banyak pengetahuan dari situ, berita-berita, terus gossip,
O O O X
atau apapun lumayan banyak dari instagram, karena saya jarang nonto tv, gak
ada waktu
X X X X
R Pengen, tapi kayaknya gak berbakat
Respondent 9
Qt Ql Rl Mn
X X O X
R Jadi cctv, kepoin orang
X O O O
R Gak bias
X O O O
R Gak pada tempatnya
R Bodo amat
R Gak peduli
X O O O
R Alay
O O O O
R Suka sama dia
O O O O
R Banyak info, update an terbaru
X O O O
R Gak
Respondent 10
Qt Ql Rl Mn
O O O X
R Penyebar berita tercepat, atau bisa dapat informasi tercepat dari situ
X O O X
R Gak, kecuali kalau gak ada paket data
yang terlalu vulgar? X X O X
R Gak suka, kaya respect nya jadi berkurang
“jelek” ?
X X X X
R Gampang, tinggal hapus komennya atau diabaikan, kalau dibalas malah
makin panjang
diketahui sebabnya?
X X X X
R Tanda Tanya sih pasti, cuma kalau dari temen deket pasti dicari tau kenapa,
kalau gak ya biarin aja
X O O O
X X X X
R Pasti saya lewatkan karena menghabiskan paket data saya, kayanya gak
penting sekali untuk diliat
O O O O
R Hiburan
O O O X
R Informasi, hiburan, postingan soal makanan sih nomor satu
X O O O
R Gak
THE EFFECT A ROLE OF COOPERATIVE PRINCIPLE ON STUDENTS ABILITY AT MTS BUSTANUL ALIM BOSAR
MALIGAS (by: Astari Rara Sandy)
Data IMG 1210
Maxims Used
Role Utterances
Ql Qt Rl Mn
I Apa yang tidak kamu sukai dari gurumu dan temanmu hari ini?
O X X O
R Karena pelajarannya susah susah miss, kawannya pun ga enak pelit pelit hari ini
I Setelah pulang sekolah sering ditanyain pelajaran sekolah atau tidaK?
O X O O
R Enggak lah, langsung tidor
I Sekarang Ini kamu sering kumpul dengan teman atau di rumah
O O O O
R Di rumah
I Kalau di rumah kamu lebih sering ngabisin waktu dengan hp atau kegiatan yang lain?
O X O O
R Hp lah, ga adak yang lain
I Apa yang kamu katakan kepada ibu kalau kamu pulang terlambat?
O X O X
R Mak, tadi aku ini apa (menggaruk garuk kepala) kerja kelompok, padahal aku main-main
I Apa yang kamu katakan kepada orang tua, jika mendapatkan nilai ujian rendah?
O O O X
R O mak, maaf ya mak, aku rendah, gapapa la ya, dah gapapa itu
I Apa yang kamu katakan kepada orang tua saat kamu mendapat panggilan SP?
X O O X
R Mak, dapat bantuan suruh ke sekolah gitu (sambil ketawa kecil)
I Apa yang akan kamu katakan kepada temanmu ketika ia mencontekmu tapi nilainya lebih tinggi darimu?
X O O O
R Ga ada otak ko ya, dah nyontak, tinggi pulak nilaimu, asu
I Bagaimana menurutmu jika temanmu suka meminjam barangmu tapi tidak dipulangkan?
O O X O
R Ih, ga bermodal kau, dah minjam gak dipulangkan
I Bagaimana menurutmu jika temanmu tidak mau memberikan tumpangan kendaraan ketika pulang?
X O X O
R Ya Allah, parahnya dirimu, ckckck
Maxim Usage Totals 7 5 7 7
Data IMG 1252

Maxims Used
Role Utterances
Ql Qt Rl Mn
O X O O
R Cerewet
I Setelah pulang sekolah sering ditanyain pelajaran sekolah atau tidaK? O O O O
R Sering
O O O O
R Di rumah
O O O O
R Kegiatan yang lain
I Apa yang akan kamu katakan kepada ibu kalau kamu pulang terlambat?
O O O O
R Maaf buk, saya terlambat
X X O X
R (hening beberapa saat) tidak ada
O X X X
R Jujur
I Apa yang akan kamu katakan kepada temanmu ketika ia mencontekmu tapi nilainya lebih tinggi darimu?
O X X O
R Marah marah
I Bagaimana menurutmu jika temanmu suka meminjam barangmu tapi tidak dipulang eee gak dipulangin?
O X X O
R Tidak dipinjemi lagi
O X X O
R Jalan kaki saja
Data IMG 1230

Maxims Used
Role Utterances
Ql Qt Rl Mn
O X O O
R Terlalu cerewet
O O O O
R Tidak
O O O O
R Di rumah
O O O O
R Maen HP
I Apa yang kamu katakan kepada ibu kalau kamu pulang terlambat?
O O O O
R Ma, tadi di sekolah ada mata pelajaran tambahan
O O O O
R Ma, saya jarang belajar
O O O O
R Mak, tadi saya ngelawan guru
I Apa yang akan kamu katakan kepada teman jika ia mencontek tapi nilainya lebih tinggi darimu?
O O O O
R Hoo, kau yang nyontek kok kau yang lebih tinggi nilainya daripada aku
I Bagaimana menurutmu jika temanmu suka pinjam barang tapi tidak dipulangin?
O X X O
R Au minjam kau balekkan lah
X X X O
R Parah kali kau, gak tau balas budi kau
Data IMG 1239

Maxims Used
Role Utterances
Ql Qt Rl Mn
X O O X
R Kalau guru malas belajar, kalau teman, nakal buk nakal
O O O O
R Enggak
O O O O
R Di rumah
I Kalau di rumah kamu lebih sering main hp atau kegiatan yang lain?
O O O O
R Kegiatan yang lain
I Apa yang kamu katakan kepada orang tua kalau pulang terlambat?
X X X X
R Kena Adzab
X X X X
R Kena Adzab
X X X X
R Bandel
I Apa yang akan kamu katakan kepada teman ketika ia mencontekmu tapi nilainya lebih tinggi darimu?
X O O O
R Ga da otak ko
I Bagaimana menurutmu jika temanmu suka pinjam barangmu tapi tidak dipulangin?
X O X O
R Suruh beli sendiri la buk
X O X O
R Ku cabe mulutnya buk
Data IMG 1235
Maxims Used
Role Utterances
Ql Qt Rl Mn
O X X X
R Cerewet
O X X X
R Tidak
O X X X
R Dirumah
O X X X
R Main Hp
X X O X
R Bannya Bocor
X X O X
R Bandel
X X O X
R Bandel Juga
X O X X
R Apa – Apa ini, kau yang nyontek kok aku yang rendah
X X X O
R Tumbok
X X X O
R Parah kali ah, tunjang kepalanya
Data IMG 1237

Maxims Used
Role Utterances
Ql Qt Rl Mn
O X X X
R Cerewet
O X X X
R Enggak
O X X X
R Sama Temen
O X X X
R Kegiatan lain
X X O X
R Bannya bocor
X X O X
R Melawan Guru
X X O X
R Berantam
O X X X
R Apa – Apaan ini, aku yang kerja kok kau pula yang tinggi
X X X O
R Keplak
X X X O
R Tunjang
Data IMG 1242

Maxims Used
Role Utterances
Ql Qt Rl Mn
X O X X
R Karena membosankan pelajarannya, karena hari ini hujan jadi bosenlah belajar pada males
O X X X
R Tidak
X X X O
R Dua – Duanya
O X X X
R Main Hp
X X O X
R Maaf bu saya pulang terlambat
X X O X
R maaf bu, kurasa saya kurang giat lagi belajar
X X O X
R maaf yah, kurasa saya bandal disekolah
X X X O
R kok bisa kayak gini
X X X O
R tau diri sikit la, beli biar tau harga
X X X O
R celit kali kau
Data IMG 1244

Maxims Used
Role Utterances
Ql Qt Rl Mn
O X X X
R Membosankan
O X X X
R Tidak
X X O X
R Sering kumpul sama Temen
O X X X
R Kegiatan lain
X X O X
R Maaf bu saya terlambat
X X O X
R Maaf bu saya kurang belajar
X X O X
R Maaf bu saya terlalu bandal
X X X O
R Kok bisa gitu
X X X O
R Eh kalau pinjem balekan dong
I Bagaimana menurutmu jika temanmu tidak mau memberikan tumpangan kendaraan ketika pulang? X X X O
R Celit kali kau, awas kau
Data IMG 1241

Maxims Used
Role Utterances
Ql Qt Rl Mn
O X X X
R Membosankan
O X X X
R Tidak
X X O X
R Sering Kumpul dengan teman
O X X X
R Hp
X O X X
R Maaf bu, tadi pulang terlambat, hmm tadi saya main gadget
X O X X
R maaf bu, kurasa saya kurang belajar, kurang giat belajar
X X O X
R maaf bu mungkin saya disekolah terlalu bandal
1I Apa yang akan kamu katakan kepada teman ketika ia mencontekmu tapi nilainya lebih tinggi darimu?
X X X O
R Kok Bisa kayak gini
X O X X
R tau diri la, beli sana, biar tau harga, jangan pinjam aja
X X X O
R dasar pelit
Data IMG 1243

Maxims Used
Role Utterances
Ql Qt Rl Mn
O X X X
R Membosankan
O X X X
R Tidak
O X X X
R Di rumah
O X X X
R Main Hp
X X O X
R Maaf bu saya terlambat
X X O X
R Maaf bu saya tidak rajin belajar
X X O X
R Maaf bu saya bandal disekolah
X X X O
R Kok bisa begini
X X X O
R Beli lah
X X X O
R Celit

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000 Commented [u1]: Design?

MINI RESEARCHES AND PROJECTS

OF SEMANTIC AND PRAGMATICS STUDY

COMPILATION Commented [u2]: Anthol;ogy

ENGLISH APPLIED LINGUISTICS, POSTGRADUATE SCHOOL

MEDAN, 27 NOVEMBER 2018

PUBLISHER LTBI BI 2018

UNIVERSITAS NEGERI MEDAN

ENGLISH APPLIED LINGUISTICS, POSTGRADUATE SCHOOL

Responsible Team Work:

First Published in November 2018

English Applied Linguistics Postgraduate School 2018 organized in Medan (Sumatera

UNIT I : SPEECH ACT

A Speech Acts of Teacher Talk Teaching Learning Activities in an English Classroom

UNIT 2 : TACT MAXIM

UNIT 3: COOPERATIVE PRINCIPLE

REFERENCES Commented [u10]:

THE USE OF ILLOCUTIONARY ACTS BY BATAKNESE IN KM.15,5

Keywords :Speech Act, Illocutionary Acts, Bataknese

investigated the role of language in the communication and interpretation of intentions by

Types of Speech Act

1. Representative is an act of representing the statement of affairs. It has 9 subcategories, they

This research was conducted by using descriptive qualitative design. According to

1) Secondly, the researcher transcribed the conversations into Bahasa Indonesia

RESULTS Commented [u35]: Youmiss this part.

Data and analysis…..? Commented [u36]: Display and analyze the

FINDINGS AND DISCUSSION

as the table below :

 Chandra Sitorus : tujia ho borngini? (kemana kau tadi malam?)

More…….. Commented [u43]: elaborate more,

REFERENCES Commented [u44]: No references?

Keywords: Speech acts, Teacher and students interaction, EFL Classroom

Learning is a process when knowledge is created through the transformation of

Understanding language means the understanding of pragmatics in classroom interaction.

In comprehending the message that discovered in every expression we heard, Austin

(SMP N 3)Rantau Utara ”

REVIEW OF RELATED LITERATURE

A. Speech act theories

As a language learner has to possess, in tandem, a good grammatical and lexical

B. Austin’s speech act theories and Searle’s developed classification

a. Representatives (assertion, claim, report, conclusion)

C. Speech act’s role in English language teaching and learning

D. Austin’s Theory: Locutionary, Illocutionary and Perlocutionary Acts

“Act (A) or Locution

E. Speech acts in classroom

FINDING AND DISCUSSIONS

Extract 1: Teacher and students’ interaction

Extract 2: Teacher and students’ interaction

Extract 4: Teacher and students’ interaction

Extract 6: Teacher and students’ interaction

Teaching English nowadays is a must for a professional English teacher. It is because

REFERENCES Commented [u63]: Books and journals ?

Keywords: Commented [u68]: Complete it….

Speech Acts Classification

are presented in the table below. Commented [u78]: idem

D. FINDINGS AND DISCUSSION

“I think this is such a hard question” Assuming

S: “Maybe meatball” Concluding/stating

Tell me, Nani!” Ordering

The percentage of each speech act classification is drawn in Figure 1. It excludes

REFERTENCES Commented [u81]: Books and journals???

Registration Number: 8186112017