This study aims to describe (1) compliance with the language politeness principle, (2) violation of the language politeness principle in the talk show segment in the NET Morning TV Show Indonesia and (3) its relevance to learning Indonesian in class X SMA. In this research, the data collection uses competent and free listening techniques and note taking techniques and the data presentation techniques use informal techniques. Based on the results of data analysis, the 76 principles of politeness maxim that were found in this study consisted of 14 maxims of wisdom maxims, 14 maxims of generosity, 19 maxims of praise, 6 of maxims of humility, 19 of maxims of agreement, and 4 of maxims of sympathy . The violations of the language politeness principle found in this study amounted to 25 consisting of 2 violations of wisdom maxim, 3 violations of generosity maxim, 2 violations of praise maxim, 5 violations of humility maxim, 11 violations of agreement maxims, and 2 violations of sympathy maxim. The results of the analysis in the study are relevant to Indonesian language learning in class X SMA, as stated in the basic competency syllabus (KD) 4.3, which is developing the contents of the exposition text (problems, arguments, knowledge, and recommendations) verbally and on basic competencies (KD) 4.10 namely submitting submission, offer, approval and concluding in the negotiating text verbally.

Kaidah berbahasa yang diterapkan dalam percakapan berbahasa Indonesia terdiri atas kaidah linguistis, kaidah sosiolinguistis, kaidah pragmatis, dan kaidah psikolinguistis,  tetapi penerapannya berkaitan dengan komponen percakapan, yang di antaranya adalah (1) partisipan, (2) maksud, dan (3) instrumen. Partisipan yang bersikap tidak formal dan mempunyai hubungan akrab dan hangat, menerapkan kaidah linguistis, tetapi tidak terikat ketat. Sementara itu, partisipan yang bersikap formal, mempunyai hubungan kurang akrab dan kurang hangat, menerapkan kaidah linguistis secara ketat. Lazimnya, secara linguistis, bahasa Indonesia yang digunakan oleh partisipan yang demikian memiliki ciri kebakuan fonologis, morfologis, struktur sintaktis, dan semantis, bahkan kewacanaan. Dalam percakapan berbahasa Indonesia, prinsip kerja sama dan prinsip kesantunan juga diterapkan. Bertindak tutur tidak langsung merupakan salah satu cara yang digunakan oleh partisipan untuk menyampaikan maksud secara santun. Dalam hal tertentu, ada perbedaan kaidah yang diterapkan dalam percakapan bersemuka dari percakapan melalui telepon. Ada tuturan yang khusus hanya digunakan untuk membuka dan/menutup percakapan bersemuka, tetapi tidak digunakan untuk membuka dan/atau menutup percakapan melalaui telepon. Ada tuturan yang lazim difungsikan untuk melakukan klarifikasi dalam percakapan melalui telepon, tetapi tidak demikian halnya untuk melakukan klarifikasi dalam percakapan bersemuka.

Penelitian ini bertujuan mendeskripsikan penggunaan tindak tutur konstatif berbahasa Indonesia dan cara menguji kesahihan isinya. Data yang berupa tuturan bersumber pada media cetak dan media elektronik. Data tersebut disediakan dengan teknik baca-catat, rekam-catat, dan pembangkitan kembali secara kreatif oleh peneliti. Analisis data dilakukan dengan metode padan, sedangkan hasil analisis data disajikan dengan teknik informal. Dalam penelitian ini disimpulkan bahwa (1) tindak tutur konstatif berbahasa Indonesia dapat ditemukan dalam kehidupan sehari-hari, terutama dalam wacana ilmiah, (2) agar dapat memastikan kesahihan isi tuturan, petutur harus mengujinya, (3) pengujian dapat dilakukan dengan mengajukan pertanyaan tentang ”dunia” isi tuturan, dan (4) berdasarkan kesahihan isinya, ada dua macam tindak tutur konstatif berbahasa Indonesia, yakni (a) tidak tutur konstatif yang sahih dan (b) tidak tutur konstatif yang tidak sahih.

Modern Islamic boarding school has become one of the trends to study since it offers teaching Islamic subjects through bilingual programs: English and Arabic. Concerning the use of English program, either the teachers or students must use the language either inside or outside the classroom. To run the program, the teachers must be wellqualified for they must be both teachers in the classroom and supervisors in the bilingual dormitory. These demands create overloaded work for the teachers. Thus, this study aims to identify the impact of Islamic boarding school teachers' workload. A descriptive case study was employed in this study. Then, the data were obtained through the interview to bilingual English teachers and direct observation. The result shows that bilingual teachers' workloads negatively affected their teaching performance quality; they have limited time to do self-reflection and prepare a clear objective of the lesson and the expected outcome.

Teachers' intensification has become a concern in these recent years. For English bilingual program teachers, there are duties besides teaching to complete by them such as becoming a coach, dormitory supervisor, and organization supervisor. These demands create an overloaded work for the teachers. Thus, this study is aimed at identifying the impact of Islamic boarding school teachers' workload on their teaching performance quality. A descriptive case study was employed in this study. Then, the data were analysed using the interview to three Islamic boarding school English teachers and added with the researcher's experience. The result shows that bilingual teachers' intensification affected negatively towards English teachers' performance quality.