This study reports on politeness in directive speech acts appearing within the proceedings of the local parliament for Sukoharjo, Indonesia. The aim is to explain the politeness strategies used to convey intended persuasive forces during parliamentary discourses. Drawing upon the pragmatic qualitative approach, this study examined 18 parliamentarians and data on their previous utterances' form, function, meaning, and context in the proceedings. Using data collected through observation, records, and documentation, it looks at how the politicians acted. The results show that directive acts represent the main performance, with 154 tokens of illocution and 44 directive speech acts for politeness. Politeness strategies to perform directive speech acts are colored with on record, positive politeness, and aversion-to-acting negative politeness. The characters for positive politeness include inviting- gentle-direct, repressing-gentle-direct, suggesting-gentle-indirect, repressing-gentle-indirect, gentle-indirect, and respecting direct. This study implies pragmatic analysis in a different setting where an emphasized degree of formality is required. Suggestions are made to compare or contrast with utterances in less formal interactions, such as in the negotiations between a buyer and seller, and in religious circumstances like sermons in a mosque, church, or colloquial proceedings.

This article describes the result of the research study of persuasive utterances used by the campaign speakers of the Regent and vice Regent election at Pasuruan, East Java. The specific aim of the study is to describe the patterns, strategies and culture-social norms of persuasive utterances used in the political campaign based on the pragmatic perspective. Theoretically, persuasive utterances are defined as the ones to influence and convince the hearers to do the acts wanted by the speakers. Therefore, the utterance types can be categorized into "directive-speech acts". Having been pragmatically studied, however, the persuasive utterances which have been functioned as "directive-speech acts", are not merely used in "directives" but also in other speech-acts such as: assertive/representatives, commissives, expressives, and declaration. That"s why, they can be classified into "directives" in the form of direct utterances and "directives" in the form of indirect utterances. Then, in this study direct utterances are categorized into "directives" while indirect utterances are 193 categorized into combination forms such as: assertive-directives, commissive-directives, expressive-directives, and declaration-directives. Besides reflecting the patterns, these speech-acts also reflected the strategies of utterances in which the norms of culture and social life of the local people can be described. These norms can be identified based on the utterance forms and strategies that the speakers used and also the attitudes or social behaviors that they showed, such as: politeness, the harmony of the team work, and their obedience to kiai or ulama (Moslem scholars) in determining their political wisdom. Thus, the persuasive utterances and persuasive acts produced by the speakers can be said to have an impact to the norms of positive and negative politeness of speakers and hearers. (1923) which show that each utterance made by a speaker is an act. In this case, Malinowski argued that language was not only used as a means of saying the words but also doing the acts. Even, in a phatic communication, what a speaker says also produces an act. The other linguists who developed Malinowski"s theory are Jacobson (1960), Searle (1969), and Kreidler (1998. Then, these linguists" arguments were followed by Hymes (1964, 1972, 1974) who introduced the theory of "ethnography of speaking". In this case, he argued that the culture and language were applied in the speech-acts made by a speaker.Related to the speech-act theory described above, Hymes (1962), furthermore, proposed some components of speech-acts, namely: time and place, participants and their background, such as: age, gender, education, social status etc. The other components of speech acts are: channel, code, topic, message and culture norms of interaction and expectation. These components are formulated in an acronym of SPEAKING. This acronym represents speech-act components, namely: setting or a place where the conversation takes place, participants or speaker and the hearer invol...