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ABSTRACT

Limbong, Kristin Natalia. Registration Number: 8136112041. Conversational Maxims of Autism Children. Thesis: English Applied Linguistic Program, Postgraduate School, State University of Medan, 2017.

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ABSTRAK

Limbong, Kristin Natalia. Registration Number: 8136112041. Conversational Maxims of Autism Children. Thesis: English Applied Linguistic Program, Postgraduate School, State University of Medan, 2017.

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iii

ACKNOWLEDGEMENTS

In the name of Almighty, the most gracious and merciful, all praises for His mercy

and guidance to bless the writer so this thesis entitled “Conversational Maxim of Autism

Children” could be completed. Blessing and peace be upon our prophet Muhammad SAW

who has brought human being to the better life.

This thesis is conducted to fulfill of the requirements for the degree of Magister

Humaniora at the English Applied Linguistics Study Program, Postgraduate Schoold of State

University of Medan. This thesis could not be completed without a great deal of help of many

people. In accomplishing this thesis, the writer would like to extend her deepest gratitude for

her beloved parents, Bapak (Sahat Limbong, S.Pd), and mamak (Arta Sitorus, S.Pd) for

their endless love, prays, motivations, and financial support and her beloved sister (Silvia

Nurhafiza) who had given great inspiration in accomplishing this thesis. She is nothing

without all of you.

Her enormous gratitude and best appreciation are expressed to both of her advisers,

Prof. Dr. Lince Sihombing, M. Pd and Dr. Didik Santoso, M. Pd who had spent precious

time in giving suggestions, encouragement, guidance, advices until this thesis comes to its

due time.

The writer’s appreciation also goes to all lecturers who have given her the valuable

knowledge and science during her study at the English Applied Linguistics Study Program of

Postgraduate School, State University of Medan. In particular, she addresses her gratitude

also to Dr. Rahmad Husein, M.Pd, the Head of English Applied Linguistics Study Program,

Dr. Anni Holila Pulungan, M.Hum, the secretary of English Applied Linguistics Study

Program. The Administration staff (Farid), for his assistance in the administrative

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She is also deeply grateful to all her sisters and her brothers and family. Furthermore,

she would like to express her gratitude to her best friends (Willy Andika, Erikayani

Sembiring, Yuswita, Sukma Angraini, Khaulah and Sumayyah), and LTBI Unimed

Group and friends that can not mention for sharing ideas and developing friendship.

The writer realizes that this thesis is far from being perfect. Therefore, the writer

expects some suggestions and critics for this thesis. At last, the writer hopes that this thesis

will be useful for all.

Medan, January 18th, 2017

The Writer,

Kristin Natalia Limbong

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v

2.3.1. Pragmatic Deficitss of Autism children ... 20

2.4. Reasons of Conversational Maxim ... 22

Occurrences 2.5. Relevant Studies ... 25

2.6. Conceptual Framework ... 27

CHAPTER III RESEARCH METHODOLOGY ... 29

3.1. Research Design ... 29

3.2. Data and Sources of Data. ... 29

3.3. Instrument of Data Collection ... 30

3.4. Technique of Data Collection ... 30

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3.6. Trustworthiness ... 32

CHAPTER IV DATA ANALYSIS, ... 34

RESEARCH FINDINGS, DISCUSSION 4.1 Data Analysis ... 34

4. 1.1 Data Collection... 34

4. 1.2 Data Condensation ... 34

4. 1.3 Data Display ... 37

4. 1.4 Drawing Conclusion / Verifying ... 38

4. 1.5 The conversational maxim occurrence of autistic children... 39

4.1.5.1 Observance Maxim ... 39

4. 1.5.2 Non Observance Maxim ... 47

4.1.6 The Reasons of The Autistic children’s Conversational Maxim Occurrences ... 55

4.2 Research Findings ... 72

4.3 Discussion ... 72

CHAPTER V CONCLUSION AND SUGGESTION ... 76

5.1 Conclusions ... 76

5.2 Suggestions ... 76

REFERENCES ... 78

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vii

LIST OF TABLES

Page

Table 4.1.2.3 The Conversational Maxims of Autism Children ... 36

Table 4.1.4 The Percentage of The Autism ... 38

Children’s Conversational Maxims

Table 4.1.5 List of Data Used for finding in 4.1.2.1 ... 54

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LIST OF DIAGRAM

Page

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ix

LIST OF APPENDICES

Appendix A Data I ... 81

Appendix B Data I... 112

B Data II... 124

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CHAPTER I

1.1 The Background of the Study

The speakers and listeners always make efforts to contribute efficiently

when they partake in conversation in order to achieve the purpose. In achieving

the purpose, the conversation should have direction. Grice considered this by

proposing conversational maxims to set the mechanism of conversation in order to

make the speaker and listener understand each other based on which people

interpret others’ utterances.

Conversational maxims are a set of rule in conversation between speaker

and the listener as Chapman (2000:131) says that conversational maxims are the

areas in which conversational partners cooperate. The speaker and the listener

cooperate during conversation by delivering his/ her intention for speaker and

interpreting the speaker’s intention for the listener so that the communication

becomes effective. Therefore, understanding conversational maxims is

fundamental for smooth communication, and conversational maxims which are

shared in society may contribute to mutual understanding during conversation.

Sometimes the listener misunderstands what the speaker says. This can

occur if the speaker does not say something directly what he/ she means. When

the speaker does not say what he/ she means, it means he/ she implies the

meaning. It can be understood if the listener can misunderstand the speaker’s

utterance because sometimes what the speaker means is different with what

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Therefore Thomas (1995: 63) divided conversational maxims into two

types, they are Observance maxims and Non-Observance maxims. Observance

maxims are the speaker and listener observe or obey the maxims during

conversation. Meanwhile, non-observance maxims are the speaker and listener

disobey the maxims during conversation.

Conversational maxim is not a challenge to the majority of normal people

because they have intact pragmatic language skills. However for a significant

number of people like Austim Spectrum Disorder (ASD) children, conversational

maxim is difficult to be understood. Autism Spectrum Disorder (ASD) is known

as developmental disorder characterized by atypical deficit in social,

communicative and cognitive functioning.

American Psychiatric Association (1994) defines autism as a pervasive

developmental disorder which is characterized by impairments in communication

and social interaction and restricted, repetitive and stereotypic patterns of

behavior, interests and activities, less frequent and varied speech acts, difficulty in

making appropriate judgments about how much/little to say in conversational

responses, problems in taking another’s perspective in conversation.

Autism children lack of the cognitive and linguistic skills which take the

listener from a decoded utterance to what the utterance means in a particular

context so that they have poor topic maintenance, preservation with language,

failure to signal turn taking, etc.

SLB Yapsi Tebing Tinggi is an elementary school for children with

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functioning children, hyperactivity disorder children and learning disability

children. This school educates these children to be independent in doing their

activities and help them to develop their potential. The researcher chose SDLB

Yapsi as the data because this school manages the class based on the children’s

severe such as children with mentally retardation will be in a class, children with

autism will be in a class so on. Furthermore autism children at this school are able

to communicate with others.

The researcher observed autism children during learning activities in this

school. The following is an example that researcher found at SDLB Yapsi Tebing

Tinggi. An autism child did not obey conversational maxim. In Bahasa Indonesia

lesson, the teacher asked Yoga about daily life as follows:

T: Y di mana kita buang sampah? Y: Bu buang sampah.

T: Y di mana kita buang sampah? Y: Buang sampah.

The example above shows Yoga disobeyed conversational maxim. When

the teacher asked where he should throw the trash, he misunderstood by repeating

his teacher’s words. Realizing he misunderstood with the question, the teacher

repeated the question to make it clear. Nevertheless he still gave wrong answer by

repeating his teacher’s words.

Furthermore, some previous studies about conversational maxim

performance of autism children support the communication characteristic of

autism children which are deficit in communication especially in identifying the

conversational maxim. These previous studies found that autism children are not

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Baron-Cohen et al (1996) tested three different groups of children, one of

the group is autism children. They found that, autism children offered extra

information that is known to the listener. Here examiner asked Jane about

breakfast: Examiner: What did you have for breakfast?

Jane : A hard boiled egg cooked in hot water in a saucepan.

In this example, Jane answered overly precise to the question. She added extra

information that was already known. She must not add “cooked in hot water in a

saucepan”. It was enough to say “A hard boiled egg”.

Perkins (2007:231) tested an autism child by playing guessing game. Here

he found that the child had difficult to draw the conclusion to the clue as follows:

Adult: this is something to help you travel, to go places on and it’s got wheels.

Child: car

Adult: and it’s got a seat to sit on, and it’s got a handlebar, and only one person can ride on it.

Child: wheelchair

Adult: and it’s got pedals. It’s got two wheels and pedals and a seat and a handlebar and one person can ride it.

Child: wheelchair

When the adult generally gave the first clue, the child could understand by

answering car but because the child could not get enough with the clue, then the

adult gave another clue. On the second clue, the child misunderstood that seat

with handlebar and only one person ride on it was wheelchair. On the third clue,

the adult gave specific clue but the child still could not answer it. Here the child

was hard to draw conclusion of the clue given even the adult had give specific

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Ghani (2010:90) did research about conversational skill of autism

teenager. He found that Y (the autism teenager) always lost his focus in

conversation as follows:

M: What did you have for breakfast? Y: wang (money)

M: What did you have for breakfast this morning? Y: I see……

M: No,not I see. Say “I had ……….. “ Y: I had………….

M: nasi lemak, chicken…. Y: nugget, egg

In this example, Ghani explained that Y knew “money” is not food; and he

knew that M wanted to know what he had at the school canteen. M continued

asking Y until he was able to tell what he had for breakfast. So, in order to obtain

the truth from Y, the conversational partner had to ask him several times because

he got distracted and always lost his focus in a conversation.

Based on these phenomena, the researcher is interested to investigate the

conversational maxim of autism children in SLB Yapsi Tebing Tinggi. This

research observed the occurrence of autistic children’s conversational maxim

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1.2 The Problem of the Study

Based on the explanation given in the background, the problems of the study

are formulated in the following questions:

1. What types of conversational maxims are used by the autistic children?

2. Why are the conversational maxims used in the way they are?

1.3 The Objectives of the Study

In accordance with the problems of the study, the objectives of this research

are:

1. To find out the types of conversational maxims used by the autism children.

2. To give the reasons of conversational maxims used by the autism children in

the way they are.

1.4 The Scope of the Study

The scope of this study is limited into conversational maxim in autism

children. The data is limited to the Indonesian words that produced by autism

children at SLB Yapsi Tebing Tinggi. The aspects of the study are the occurrences

of observance and non-observance in maxims proposed by Grice.

1.5 The Significance of the Study

The findings of this study have two general significances, namely theoretical

and practical significance.

1. Theoretically, this study enriches the theory of pragmatics especially in the

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2. Practically, the findings of this study could be used for further research

and sort of guidelines for the teachers and parents who directly involve in

this area, in order to be able to guide autism children to create good

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76 CHAPTER V

CONCLUSIONS AND SUGGESTIONS

5.1 Conclusions

Based on the analysis, the conclusions were stated as the following:

1. The observance maxim and non observance maxim occur in autistic

children’s conversation except suspending maxim. The observance

maxims are (1) Quantity maxim, (2) Quality maxim, (3) Relevant maxim,

(4) Manner maxim. The non- observance maxims are (1) Flouting maxim,

(2) Violating maxim, (7) Infringing maxim, (8) Opting out maxim.

2. The reasons of the autistic children’s conversation occurrences are the

combination of (1) The theory of mind deficit; (2) Executive function

deficit; (3) The linguistic deficit.

5.2 Suggestions

In relation to the conclusions, suggestions are offered as the following:

1. Since the subjects of this study were limited to the autistic children, it is

suggested that further research focuses on autistic teens or adults in order

to have further data or finding which may support or weaken the findings

of the present study.

2. Based on the place of the research, this study is focused on school

environment which the communication was limited on the autistic children

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research at home to get deeper findings of autistic children’s conversation

with their member family.

3. The teacher and parents should keep teaching the autistic children how to

have proper conversation because actually they can answer the

conversational partner’s question but it is different from the way normal

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78

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American Psychological Association (2013). Diagnostic and statistical manual of mental disorders (5th Edition). Washington DC: APA.

Baron-Cohen, et al. 1996. Are Children with Autism Deaf to Gricean Maxims?.”

Cognitive Neuropsychiatry. Vol. 1: 55-71

Baron-Cohen, S., Leslie, A & Frith, U. 1985. Does the autistic child have a theory of mind? Cognition, 21, 37-46

Baron-Cohen. 1985. Autism and Asperger Syndrome (The Fact Series). UK:

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Belkadi, A. (2006). Language impairments in autism: evidence against

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Gambar

Table       4.1.2.3   The Conversational Maxims of Autism Children ..............

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