COOPERATIVE PRINCIPLE IN THE DIALOGUES IN

“DEVELOPING ENGLISH COMPETENCIES FOR SENIOR

HIGH SCHOOL GRADE X”

BY

USWATUN HIDAYAH

NIM 200932058

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

MURIA KUDUS UNIVERSITY

2013

COOPERATIVE PRINCIPLE IN THE DIALOGUES IN

“DEVELOPING ENGLISH COMPETENCIES FOR SENIOR

HIGH SCHOOL GRADE X”

SKRIPSI

Presented to the University of Muria Kudus

In Partial Fulfillment of the Requirements for Completing the Sarjana

Program in the Department of English Education

By:

Uswatun Hidayah

NIM 200932058

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

MURIA KUDUS UNIVERSITY

2013

MOTTO AND DEDICATION

MOTTO:

“Live as if you were to die tomorrow. Learn as if you were to live

forever”. (Mahatma Gandhi)

DEDICATION:

I dedicate this research to:

My beloved parents

My beloved brothers

My beloved best friend

ACKNOWLEDGEMENT

Alhamdulillah, the writer says thank to Allah SWT for the entire blessing

and mercy so that she can finish her study in the English Education Department of

Muria Kudus University and accomplish this research entitled “Cooperative

Principle in the Dialogues in “Developing English Competencies for Senior

High School Grade X”. The writer realizes that she would not be able to

complete this research without the kind support and help from many people

around her. Therefore, the writer would like to extend her sincere thanks to all of

them. They are:

1. Dr. Slamet Utomo, M.Pd, the Dean of Teacher Training and Education

Faculty of Muria Kudus University.

2. Diah Kurniati, S.Pd, M.Pd, the Head of English Education Department of

Teacher Training and Education Faculty of Muria Kudus University.

3. Agung Dwi Nurcahyo, SS, M.Pd, the first advisor who has given his worthy

guidance, correction and suggestion for making this research better.

4. Atik Rokhayani, S.Pd, M.Pd, the second advisor who always gives idea and

suggestions to the writer for the improvement of this research.

5. The lecturers of English Education Department of Teacher Training and

Education Faculty of Muria Kudus University who have taught the writer

from the first semester until the end of the study.

6. The Writer’s beloved parents (Sutiyono, and Musti’ah) for their everlasting

love, support, and pray in her life so that she can finish this research.

7. The writer’s beloved brothers (Budi Rifana, Sholikhul Muchid, Mustaqim,

and M. Abd. Kholiq) who give cheerful life for her.

8. All dearest best friends (Asih, Tri Setyaningsih, Astika, Risma, Ririn, Uma,

Ani, Toni, Anton, Huda, Shofa) for their support and help in finishing this

research.

9. All the writer’s friends of the year 2009, who have been the best friends

during the study.

No body’s perfect in this world so the writer realizes that there are many

mistakes in writing this research. Therefore, suggestion from the readers will be

appreciated. Furthermore, the writer expects that this research will be useful

especially for those in the field of English teaching and learning.

Kudus, September 2013

Uswatun Hidayah

ABSTRACT

Hidayah, Uswatun. 2013. Cooperative Principle in the Dialogues in “Developing

English Competencies for Senior High School Grade X”. Skripsi.

English Education Department Teacher Training And Education

Faculty, Muria Kudus University. Advisor: (1) Agung Dwi Nurcahyo,

SS, M.Pd, (2) Atik Rokhayani, S.Pd, M.Pd

Key words: Cooperative Principle, Maxim, Speaker Meaning.

Theoretically, in communication, people should apply the cooperative

principle that consists of four maxims of conversation. They are maxim of

quantity, maxim of quality, maxim of relevance, and maxim of manner.

According to Grice in Yule (1996:37), since the utterance given naturally, people

tend to not follow the rules of four maxims or flout the maxims. People mostly

have intention meaning behind of flouting the maxims. The “Developing English

Competencies for Grade X” is a textbook that presents many dialogues set in

natural language and in the authentic situations and sometimes it did not follow

the maxims of cooperative principle.

This research aims to know the kinds of maxim, the kinds of flouting

maxim, and the speaker’s meaning of the flouting maxims in the dialogues found

in the “Developing English Competencies for Senior High School Grade X”.

This research belongs to descriptive qualitative research. The data of this

study is the cooperative principle in dialogues found in “Developing English

Competencies for Senior High School Grade X.” The data source of this study is

the dialogues found in “Developing English Competencies for Senior High School

Grade X.”

The writer found that the speakers of the dialogues followed the maxim

of quantity, quality, relevance, and manner. The speaker also flouted the maxim of

quantity, quality, relevance, and manner. The writer also found that the speaker

meaning of the flouting maxim are vary. It was not a mistake because it was a

natural conversation. Sometimes, the speaker needed to share something through

flouting maxim when speaking.

The writer suggests to the English teacher to apply the appropriate

cooperative principle and use the appropriate book as a media while teaching.

ABSTRAK

Hidayah, Uswatun. 2013. Prinsip Kerja Sama dalam Dialog di “Developing

English Competencies for Senior High School Grade X”. Skripsi.

Program Studi Pendidikan Bahasa Inggris Fakultas Keguruan dan Ilmu

Pendidikan Universitas Muria Kudus. Pembimbing (1) Agung Dwi

Nurcahyo, SS, M.Pd, (2) Atik Rokhayani, S.Pd, M.Pd

Kata Kunci: Prinsip Kerjasama, Maksim, Makna Penutur

Secara teoritis, dalam komunikasi, orang seharusnya menerapkan prinsip

kerja sama yang terdiri dari empat macam maksim percakapan. Yaitu maksim

kuantitas, maksim kualitas, maksim relevan, dan maksim cara. Menurut Grice

dalam Yule (1996:37), karena percakapan dilakukan secara alamiah, orang

biasanya tidak mematuhi ke empat maksim atau menyimpang maksim.

“Developing English Competencies for Senior High School Grade X” adalah buku

teks yang menyediakan banyak dialog yang diatur dalam bahasa yang alami dan

situasi yang asli dan terkadang, dialog ini tidak mematuhi maksim dalam prinsip

kerja sama.

Penelitian ini bertujuan untuk mengetahui jenis-jenis maksim, jenis-jenis

maksim yang dilanggar, dan makna penutur dalam penyimpangan maksim dalam

dialog yang ditemukan di “Developing English Competencies for Senior High

School Grade X.”

Penelitian ini tergolong ke dalam penelitian deskriptif kualitatiif. data

dalam penelitian ini adalah prinsip kerjasama dalam dialog di “Developing

English Competencies for Senior High School Grade X.” Sedangkan, sumber data

penelitian ini adalah dialog dalam “Developing English Competencies for Senior

High School Grade X.”

Penulis menemukan bahwa penutur dalam dialog mematuhi maksim

kuantitas, maksim kualitas, maksim relevan, dan maksim cara. Tetapi, penutur

juga melanggar maksim kuantitas, maksim kualitas, maksim relevan, dan maksim

cara. Penulis juga menemukan bahwa makna penutur dalam melanggar maksim

itu bervariasi. Hal ini bukanlah sebuah kesalahan karena percakapan dilakukan

secara alami. Tekadang, penutur perlu untuk menjelaskan sesuatu dengan cara

menyimpang dari maksim saat berbicara.

Penulis menyarankan kepada guru bahasa inggris untuk menerapkan

prinsip kerjasama yang tepat dan menggunakan buku yang tepat sebagai media

ketika mengajar.

TABLE OF CONTENTS

Page

COVER ........................................................................................................ i

LOGO ........................................................................................................... ii

TITLE .......................................................................................................... iii

MOTTO AND DEDICATION ................................................................... iv

ADVISORS’S APPROVAL ....................................................................... v

EXAMINER’S APPROVAL ...................................................................... vi

ACKNOWLEDGEMENT .......................................................................... vii

ABSTRACT ................................................................................................. xi

ABSTRAK ................................................................................................... x

TABLE OF CONTENTS ............................................................................ xi

LIST OF TABLES ...................................................................................... xiv

LIST OF APPENDICES ............................................................................ xvi

CHAPTER I INTRODUCTION ............................................................... 1

1.1 Background of the Research ................................................................... 1

1.2 Statement of the Problem ........................................................................ 4

1.3 Objective of the Research ....................................................................... 4

1.4 Significance of the Research .................................................................. 4

1.5 Scope of the Research ............................................................................. 5

1.6 Operational Definition ........................................................................... 5

CHAPTER II REVIEW TO RELATED LITERATURE ...................... 8

2.1 Pragmatics ............................................................................................... 7

2.1.1 Language in Context ............................................................................ 9

2.1.2 Cooperative Principle ........................................................................... 10

2.1.2.1 Maxim of Quantity ............................................................................ 11

2.1.2.2 Maxim of Quality .............................................................................. 12

2.1.2.3 Maxim of Relevance ......................................................................... 13

2.1.2.4 Maxim of Manner ............................................................................. 13

2.1.3 The Flouting of Cooperative Principle ................................................. 14

2.1.3.1. Meaning in Flouting Cooperative Principle Maxim ........................ 15

2.1.3.2 The Flouting Maxim of Quantity ...................................................... 16

2.1.3.3 The Flouting Maxim of Quality ........................................................ 17

2.1.3.4 The Flouting Maxim of Relevance ................................................... 18

2.1.3.5 The Flouting Maxim of Manner ........................................................ 19

2.2 Dialogue .................................................................................................. 19

2.3 “Developing English Competencies for Senior High School Grade X” . 21

2.4 Review of Previous Research.................................................................. 22

2.5 Theoritical Framework ............................................................................ 23

CHAPTER III METHOD OF THE RESEARCH ................................... 24

3.1 Design of the Research............................................................................ 24

3.2 Data and Data Source .............................................................................. 24

3.3 Data Collecting........................................................................................ 25

3.4 Data Analysis .......................................................................................... 25

CHAPTER IV FINDING OF THE RESEARCH .................................... 28

4.1 Research Finding ..................................................................................... 28

4.1.1 The Kind of Maxims Used and the Kind of Flouting Maxims in

the Dialogues in “Developing English Competencies for Senior

High School Grade X” ......................................................................... 29

4.1.3 The Speaker Meaning of Flouting Maxims in the Dialogues in

“Developing English Competencies for Senior High School

Grade X” ............................................................................................. 40

CHAPTER V DISCUSSION ..................................................................... 46

5.1 Kinds of maxims Used in the Dialogues in “Developing

English Competencies for Senior High School Grade X” ...................... 46

5.1.1 Maxim of Quantity ............................................................................... 46

5.1.2 Maxim of Quality ................................................................................. 50

5.1.3 Maxim of Relevance ............................................................................ 54

5.1.4 Maxim of Manner ................................................................................ 57

5.2 The Kind of Flouting Maxims in the Dialogues in “Developing

English Competencies for Senior High School Grade X” ...................... 60

5.2.1 Flouting Maxim of Quantity .............................................................. 60

5.2.2 Flouting Maxim of Quality .................................................................. 64

5.2.3 Flouting Maxim of Relevance ............................................................. 65

5.2.4 Flouting Maxim of Manner ................................................................. 66

5.3 The Speaker Meaning of Flouting Maxims in the Dialogues

in “Developing English Competencies for Senior High School

Grade X” ............................................................................................... 67

CHAPTER VI CONCLUSION AND SUGGESTION ............................ 69

6.1 Conclusion .............................................................................................. 69

6.2 Suggestion ............................................................................................... 71

BIBLIOGRAPHY ....................................................................................... 72

APPENDICES ............................................................................................. 73

STATEMENT

CURRICULUM VITAE

LIST OF TABLES

Table Page

Table 3.1 The Kind of Maxims Used and the Kind of Flouting Maxims

in the Dialogues in “Developing English Competencies for Senior

High School Grade X” .................................................................. 27

Table 3.2 The Speaker Meaning of Flouting Maxim in the Dialogues

in “Developing English Competencies for Senior High School

Grade X” ....................................................................................... 27

Table 4.1.1.1 Dialogue 1 .............................................................................. 29

Table 4.1.1.2 Dialogue 2 ............................................................................... 30

Table 4.1.1.3 Dialogue 3 ............................................................................... 31

Table 4.1.1.4 Dialogue 4 ............................................................................... 32

Table 4.1.1.5 Dialogue 5 ............................................................................... 32

Table 4.1.1.6 Dialogue 6 ............................................................................... 33

Table 4.1.1.7 Dialogue 7 ............................................................................... 34

Table 4.1.1.8 Dialogue 8 ............................................................................... 34

Table 4.1.1.9 Dialogue 9 ............................................................................... 35

Table 4.1.1.10 Dialogue 10 ........................................................................... 36

Table 4.1.1.11 Dialogue 11 ........................................................................... 36

Table 4.1.1.12 Dialogue 12 ........................................................................... 37

Table 4.1.1.13 Dialogue 13 ........................................................................... 37

Table 4.1.1.14 Dialogue 14 ........................................................................... 38

Table 4.1.1.15 Dialogue 15 ........................................................................... 38

Table 4.1.1.16 Dialogue 16 ........................................................................... 39

Table 4.1.1.17 Dialogue 17 ........................................................................... 39

Table 4.1.3.1 The Speaker Meaning of Flouting Maxim ............................. 41

LIST OF APPENDICES

Appendix Page

Appendix 1 ................................................................................................... 73