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compliment phenomena or situations they are; achievement intelectual, appearance physical and possession.
Based on the reasons above, the problem of the research are: 1 what are the compliment strategies uttered by the English Teacher Association
of Senior High School in Pacitan?, 2 what are the compliment response strategies uttered by English Teacher Association of Senior High School in Pacitan
to respond to the compliment?, 3 are there any differences between male and female in giving and responding to compliment?. Consistent with the problem
statements above, the objectives of the research are: 1 to reveal compliment strategies uttered by English Teacher Association of Senior High School in
Pacitan, 2 to reveal compliment responses applied by the English Teacher Association of Senior High School in Pacitan, 3 to explain the differences
between male and female in giving and responding to compliment.
2. THEORETICAL REVIEW
2.1 Pragmatics
According to Yule 1996: 3 that is; pragmatics is the study of the relationship between linguistics forms and the users of those forms.
By studying via pragmatics, one can talk and understand about peopl e s
intended. The benefits of studying language via pragmatics are that one can talk about peopl
e s intended meanings, their assumptions, their purposes or goals, and the kind of actions that they are performing when
they speak. Yule 1996 defines pragmatics into four, they are: 1. Pragmatics is the study of speaker meaning.
2. Pragmatics is the study of contextual meaning. 3. Pragmatics is the study of how the people become more
communicative. 4. Pragmatics is the study of the expression of relative distance.
2.1.1 Sociopragmatics
According to Kasper Rose 2001: 2 socio-pragmatics is the i te fa e of so iolog a g p ag ati s a d efe s to the so ial
pe eptio s u de l i g pa ti ipa ts i te p etatio a d pe fo a e of o
u i ati e a tio . As Kaspe a d ‘oe e state, so io-
pragmatics encompasses the knowledge of the relationship between communicative action and power, social distance, imposition, and the
social conditions and consequences of what you do, when and to whom.
2.1.2 Pragmalinguistics
According to
Kasper and
Rose 2001,
p.2, pragmalinguistics is he linguistics resources available for conveying
communicative acts and performing pragmatics functions. The
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esou es i lude p ag ati st ateg su h as di e t ess a d indirectness, routines, and a large range of linguistic forms which can
i te sif o softe o u i ati e a ts .
2.2 Speech Acts
Speech acts is a part of pragmatics study. It focuses on how to do something by saying utterance. It means that the speaker uses a language
to get the hearer to do something and expects that the hearer will understand his her communicative intention.
2.2.1 Definition of Speech Acts
The term speech act was thought up by Austin 1962 and followed up by Searle 1969, Austin defines speech acts as acts
performed in saying something. He identifies three different leels of action beyond the utterance of act. He differentiates the act of saying
something, what one does in saying it, and what one does by saying it, and calls these a locutionary, an illocutionary, and a perlocutionary act.
2.2.2 Speech Act Classification
Austin 1962: 101 classifies three different levels of action beyond the utterance of act, they are:
a. Locutionary Act
