This study was aimed at finding out the implicatures, the types of the implicatures, and the intended meaning of the implicatures employed by the characters in Jane Austen's Pride and Prejudice. This study was a descriptive qualitative study with a corpus-based approach. The data were collected through some procedures, namely reading the novel repeatedly and thoroughly, determining the utterances containing implicatures in dialogues based on the relevance theory, and selecting and organizing the data to be analyzed. To analyze the data, the procedures were presenting and describing the data, interpreting the data by referring to the relevance theory, determining the implicated premises and implicated conclusions, determining the strongly implicated conclusions and weakly implicated conclusions, and interpreting and describing the intended meanings of the implicatures. From the results, there were 60 implicatures found in the novel and the two types of them were strong and weak implicatures. As the follow-up, dissemination to the second-semester students of Graduate Program of Sriwijaya University was conducted which yielded to the result that there was no significant association between the respondents' knowledge of implicatures and relevance theory and their performance in analyzing implicatures using the theory with the p-value of 0.406 (p-value > 0.05).

The outbreak of COVID-19 has put the universe into a big changes. Most sectors of life including education has to be adjusted for the sake of everybody’s safety. Language learning, which ideally needs a lot of interactions, should be held virtually. This sudden shift may cause several intervening factors which influence the success of it. This study was aimed at discussing the factors that may challenge the language learning during the virtual learning mode amidst the COVID-19. After studying some research about this issue, several factors namely lack of internet access, poor comprehension, poor interaction, overload tasks, insufficient infrastructure support, environmental distraction, and lack of motivation are found to be the challenges in implementing a successful virtual language learning amidst the outbreak.

This study was aimed at finding out the leadership style used by the manager and how it corresponds to the instructors’ teaching performance. The samples were a manager and eight instructors of one of English courses selected by using purposeful sampling and maximal variation sampling as the strategy. To collect the data, questionnaires were used and an interview was conducted. The collected data were analyzed by using percentage analysis and descriptive analysis. The results of leadership style questionnaire show that the manager 76.7% believes that she applies both autocratic and democratic leadership style while the instructors 66.7% believe that their manager is a democratic. From the interview and open-ended questionnaire for instructors’ teaching performance, it can be explained that under the leadership of the manager, they have a good teaching performance.