This article analyses expressive utterances as found in Zach Sang Show on YouTube. This video is an interview of Zach Sang and the Gang to Selena Gomez as the guest of the show. The aim of this research is to analyse the types of expressive utterances and identify the functions of the expressive utterances found in the interview. Data were collected by using observational method and note-taking technique. Data were studied by using pragmatic identity method. Data were analyzed by using theory of types of expressive utterances proposed by Ronan (2015) and theory of function of expressive utterances proposed by Searle and Venderveken (1985). Data presented in narration and by using tables. Expressive utterances found in the video are 87 utterances. The writer finds 10 types of expressive utterance. They are agreement, volition, disagreement, compliment, pride, expressing sorrow, thanking, greetings, non-directed complaints in exclamations and apologizing. The most dominant type of expressive utterances is agreement. It shows the same perception between the speaker and the interlocutor. There are 14 functions of expressive utterance. They are to please, to desire, to agree, to disagree, to compliment, to boast, to lament, to thank, to greet, to complain, to surprise, to apologize, to congratulate and to praise. The most dominant function of the expressive utterances is to please. It shows the feeling of satisfaction, enjoyment and convenient to the proposition.

Blended-learning is a learning strategy in which the class activities are carried out by combining technology-based learning and information that is done online with classroom-based or face-to-face learning. Traditionally, the learning process is done in the classroom, even in the era of 4.0 where every lecture is challenged to make use of technology in teaching. This writing is aimed at describing how blended-learning is applied in the Pragmatics class. The objective of this study is to explain the alternative of the learning process in the Pragmatics class by implementing blended learning. The research was conducted on Pragmatics Class (A). By combining the offline and online classes, the spirit of either the students or lecturers become higher. It is due to the variation of the learning process that makes the students not bored.

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The study focuses on politeness of merchants and managers in the Minang tourism area in the use of aizuchi towards Japanese tourists in Padang city. Politeness in terms of the language used by Minang merchants in tourism areas can be seen in the daily lives of those who use the Kato Nan Ampek culture. The ampek kato are kato malereng, kato mandaki, kato manurun, and kato mandata. Based on the five characteristics proposed by Mynard, there are only three characteristics, namely expressing confirmation, showing concern, and surprise. These characteristics indicate a cultural attitude that uses Kato Nan Ampek, namely kato mandaki and kato mandata. Politeness that is done to Japanese people who have aizuchi culture, namely the response to the interlocutor varies depending on the place. In general, merchants and tourism object managers are very polite in order to attract tourists to their business. Because of the limitations in mastering the Japanese language, the characteristic forms shown by the merchants are only in the form of confirmation by using the words はい (hai), はい、そうです (hai sou desu), and the form of one's attention in the form of そうですね (sou desune), expressing doubts by using the phrase わかりません (wakarimasen). Meanwhile, the politeness given by merchants and tourism managers is based on the functions put forward by Horiguchi, namely stating that the interlocutor is listening, understanding the conversation, agreeing, and expressing feelings.

The aim of this course is to augment student's mindsets, attitudes and personalities in order to be creative and innovative in entrepreneurship. Students were trained to plan, start and manage a new business. In this case, Self-Directed Learning (SDL) method was applied in the entrepreneurship course. This method was adjusted to Work from Home (WfH) and Study from Home (SfH) due to the Covid-19 pandemic. The SDL method was applied to foster the student's independence in learning and doing business. Therefore, the study of the application of SDL method in the entrepreneurship course was to analyze student's competence and motivation after doing SDL. Student collected the data individually from business people around them and also from YouTube. Then, student created a Simple Business Plan (SBP) and run the business personally. In controlling the student's business, peer review and class discussion were done in some meetings. Finally, the students returned to the class and presented their sales results and findings. In the finding of this research, student showed better competence and higher motivation in entrepreneurship.