Autism is considered as the cause of linguistics impairment. It was believed to be responsible for a pragmatic deficit for the person with autism. This study aims to describe how children with autism use speech act as the strategy of their communication in the classroom. The data was taken from one special needs school (SLBN) in Surakarta. The study involved five students at the elementary level and two students at a junior high level. The data were taken from the recording of the classroom activity to get the lingual set used for further analysis. The data were then transcribed and analyzed using a matching technique. Means-end analysis from the speakers' point of view was employed to find out what speech act strategy the speakers used, in this case, children with autism, to reach their goal in the utterance. The results surprisingly showed that most of the children with autism were using a directive speech act. The other type of speech acts employed by the children was assertive. In directive utterance uttered by the children with autism, it was predominantly used to ask or request. However, this strategy is helpful for them to ask for reassurance from the speaking partner, teacher, to get clear comprehension.

The involvement of children with autism in social interaction is mostly at a lower level. It is due to the language obstacles faced by children with autism that become the reason why children with autism tend to violate the cooperative principles in communication. This study aims to demonstrate how children with autism violate Grice's cooperative principles maxims and what causes it. The Grice's cooperative principles maxims are the focus of this observation and 5 children with autism were the subjects of this study. The research was done in SLBN Surakarta which is the school for exceptional children in Surakarta. By utilizing the observational approach, the data were collected using recording and transcribing technique. Leech's heuristic pragmatic analysis method was used to analyze the data. The results showed that 67.65% of utterances spoken by the children with autism violated 1 maxim, 20.59% utterances violated 2 maxims and 3 maxims violation was found in 2.94% utterances. 4 maxims violation was also found indicating that there are 8.82% utterances of the children with autism failed to fulfill cooperative principles. Language and social development problems are considered responsible for the violations well as their disability to stay focus are considered the cause of maxim of relevance become the most violated maxim in this study.ABSTRAK. Keterlibatan anak autisme dalam interaksi sosial sebagian besar berada di tingkat yang rendah. Hal ini disebabkan oleh berbagai kendala kebahasaan yang dihadapi oleh anak autis yang menjadi alasan mengapa anak autis cenderung melanggar prinsip kerja sama dalam komunikasi. Penelitian ini bertujuan untuk menunjukkan bagaimana anak autisme melanggar prinsip-prinsip kerja sama Grice dan apa yang menyebabkannya. Prinsip-prinsip kerja sama Grice menjadi fokus dari penelitian ini dan 5 anak autis menjadi subjek penelitian ini. Penelitian ini dilakukan di SLBN Surakarta. Dengan menggunakan metode simak, data dikumpulkan dengan menggunakan teknik rekam dan catat. Metode analisis pragmatis heuristik Leech digunakan untuk menganalisis data. Hasil penelitian menunjukkan bahwa 67,65% tuturan oleh anak autis melanggar 1 maksim, 20,59% tuturan melanggar 2 maksim serta pelanggaran 3 maksim ditemukan pada 2,94% tuturan. Pelanggaran 4 maksim juga ditemukan dan menunjukkan bahwa ada 8,82% tuturan anak autis gagal memenuhi prinsip kerja sama. Gangguan perkembangan bahasa dan sosial dianggap bertanggung jawab atas terjadinya pelanggaran. Ketidakmampuan mereka untuk tetap fokus juga dianggap sebagai penyebab maksim relevansi menjadi maksim yang paling banyak dilanggar dalam penelitian ini. Kata kunci: autisme; prinsip kerja sama Grice; pelanggaran maksim

Wolionese language is the language spoken by the people in Bau-Bau, Southeast Sulawesi. The objective of this study is to describe active-passive voice of Wolionese that has not been widely studied. This study applied descriptive qualitative approachusing basic method, direct constituent division and advanced method form changing. The data were obtained by using cooperative method. The change of active sentence structure into passive sentence in Wolionese has its own pattern. Based on the data analysis of the active-passive voice of Wolionese, the result shows that Wolionese has specific markers attached in the verbs of the sentences to form or change from active voice to passive voice and vice versa. In the active voice, the markers found are ku-, ta-, u-, and a- that always be attached in the beginning of the verbs. They sometimes are also followed by -aka, -mo attached in the end of the verb. Meanwhile, in the passive voice there are also several markers found, they are -a, to- and i- that are attached in the end of the verb (-a) and in the beginning of the verb (to- and i-).

The coexistence of Bahasa Indonesia and Javanese has become an issue in the Javanese language preservation. Such strong contact is finally resulting in bilingual individuals in which language interference often occur. In this study, however, is aiming at describing how and why Bahasa Indonesia is interfering Javanese in Javanese children speech. By using task-based approach by Grosjean, this study manipulated language production in Javanese children using wordless narrative book Frog, Where Are You? created by Mercer Mayer. The results show that Bahasa Indonesia is interfering Javanese in phonic, morphological, syntactic, lexical, and even semantic aspects. Nevertheless, lexical level interference is the most noticeable interference since both language share quite similar structure. It is believed that, in sociolinguistics perspective, Bahasa Indonesia has gradually shift Javanese gradually. It is also seen that Javanese children with strong exposure of Bahasa Indonesia are eventually perceive more Bahasa Indonesia structure than Javanese.

Autism is also believed to be one of the linguistics impairment causes. Not only having problems in the language acquisition in general, but pragmatic deficit has also become serious problem of the children with autism. The objective of this study is to demonstrate how children with autism obey the Grice’s cooperative principles. There are 5 children with autism that become subjects of this study. Those 5 children are specifically children with autism that is categorized as verbal autism children. The data are speech produced by the children with autism in the class. Data collection is done by recording and followed by transcribing. It is analyzed using Grice’s cooperative principles with 4 maxims to be obeyed. The results showed that most of the utterances produced by the children with autism obeying 2 maxims with the most frequent maxim to be obeyed was maxim of quantity.