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AN ANALYSIS OF COOPERATIVE PRINCIPLES USED AND VIOLATED BY ENGLISH TEACHERS AT SMKN 6 PADANG
Widya Astuti, Sri Imelwaty, Lili Perpisa
English Education Program STKIP PGRI West Sumatera. Jl. Gunung Pangilun Padang.
[email protected] [email protected]
ABSTRACT
The background of this research is used and violated of cooperative principles that apply in classroom context. The aims of this research was to describe the types of cooperative principles that used and also violated in English teachers’ utterances at SMKN 6 Padang. This research is qualitative research with using Content Analisis approach. By using purposive sampling which taking the samples based on the research questions needed, the totaled were about 3 participants. In taking the data, the writer conducted the observation by record the teachers’activities exactly use the audio recording.
From analyzing the data, the writer found that all of english teachers used all of types cooperative principles, they were maxim of quantity, maxim of quality, maxim of relevance, and maxim of manner. Moreover, the writer was also found that there are two types of violations for instances, the violation of maxim quantity, and maxim quality. In addition, there are some data which indicated the used of multiple maxim of cooperative principles. Based on the result of this journal, it can be concluded that, used and violated maxim of cooperative principles were employed by the teachers.
Used of cooperative principles were found when the teachers conveyed the material clearly, truely, relevanly, and orderly to the students.
Keyword: Cooperative Principles
INTRODUCTION
Language is a communication device that used to communicate with each other. By using language, someone can make statement about an issue, giving question, conveying fact, reporting something and also keep social relationship among the language users.
Language is used such in conversation.
Conversation is a communication which is done by two or more people. They are as the speaker and the listener who involve in topic conversation. Conversation not only depends on the speaker who delivers information, but also to the listener who draws a conclusion or making inference from the speaker’s utterance.
In order to make successful conversation, the speaker and listener have to consider used of cooperative principles in their utterances.
According to Grice in Li (2015, p. 40), CP describes how effective communication in conversation is achieved in common socials situation and divided into four maxims of quality, quantity, relation, and manner. The cooperative principles are one of pragmatic part which focus on how used language and it proposed by Grice (1975). Grice suggests that, it’s better if verbal communication will be done clearly, briefly, truly, coherently, and relevancy. Cooperative means that the speaker is able to deliver a message well, while the listener can draw a conclusion or making inference based on the speaker’s utterance.
They have same interpretation and intended meaning about conversation which discussed.
Many linguist such as Levinson (1983) and Yule (1996) were discuss about the theory
2 of cooperative principles. They have similar
concepts and opinions about that. According to Levinson (1983, p. 102) these maxims specify what participants have to do in order to converse in a maximally efficient, rational, co- operative way: they should speak sincerely, relevantly and clearly, while providing sufficient information. It means that cooperative principles is a rule that has a function to make an effective and cooperative conversation. It can be done by the communicants who involved in topic conversation by using clearly language, related to the topic which is being discuss, and also can giving the enough information to the listener. In addition, Yule (1996, p. 37) states that “It is important to recognize these maxims as unstated assumptions we have in conversations. We assume that people are normally going to provide an appropriate amount of information; we assume that they are telling the truth, being relevant, and trying to be as clear as they can”. It means that, cooperative principles ask the communicants should enable say statement which has true thing to the listener, providing the information just what the listener’s required or need, relevant with the context, and also has clear meaning when communicate.
Moreover, J. Traxler (2012) states that cooperative principles are a set of guidelines that speakers normally adhere to, but sometimes ignore. It means that in the real conversation, sometimes people adhering to this maxims and also sometimes violated it for a specific purpose.
The utterance which violated of cooperative principles is when someone gives a vague information, use unclearly language, responds someone’s statement by gives information which not relevant to topic conversation, etc. According to Littlejohn and Foss (2011), one of the most common types of violation is to say something indirectly. It means that, in reality mostly someone violated maxim of cooperative principle by using indirectly utterance, for instance java society usually violated maxim of cooperative principle for showed the politeness to other people. When someone used direct language,
it means that he or she used long utterance and cannot talk to the point. If someone conveys something by used short utterance it will indicated she or he was impolite, but if used long utterance means that someone was polite.
So, that’s why java society mostly were not consider the used of maxim cooperative principle in her utterances, because they would like to show politeness by using direct utterance.
Generally, cooperative principles had already used by English teacher and students at SMKN 6 Padang. Cooperative principles can occur in the opening, middle and also at the end of teaching learning process. The teacher had already used maxim of cooperative principles during teaching learning process. But maybe sometimes, it was also found miscommunication and different interpretation between students.
Based on the phenomenon above, the writer concludes that, cooperative principles are very needed in teaching learning process.
Cooperative principles have a function to create meaningful and effective conversation and also can avoid misunderstanding among the participants. In classroom context, teacher have to consider the used of cooperative principles in their utterances, because by adhering this rules, the teacher can create an effective conversation with students. Because maxims of cooperative principle have rules to manage conversation between the participants.
Based on the problems that states by the writer above, the writer interests and wants to find out what are the types of cooperative principles that used and also violated by the English teachers at Vocational School 6 Padang.
METHOD
In this journal, the writer used qualitative research. There are many types of qualitative research, but in this jounal the writer specifically will be used the qualitative content analysis. It is because the writer wants to analyze the cooperative principles in conversation between the teacher and students.
According to Ari, et. al (2010, p. 457), content
3 or document analysis is a research method
applied to written or visual materials for the purpose of identifying specified characteristics of the material. In this journal, the material is the written text that had transcribed from the spoken language. It would be described the types of cooperative principles which used and violated by English teacher.
In addition, this journal realized in The Vocational School 6 Padang. The participants were three English teachers who teach the second, and the third students of SMKN 6 Padang. In selecting the participants, the writer used purposive sampling as a technique.
In this journal, the writer used observation as instrument in collecting the data. In doing the observation, the writer used observation tools such as: field notes and video recordings to collect the data accurately.
After collecting the data the writer analyzed the data. According to Ary, et. al (2010, p. 481), the approaches to analysis of qualitative data vary slightly, but we believe they can be described in three stagesthey are organizing and familiarizing, coding and reducing, and interpreting and representing. It means that, in this journal, the writer described the data based on technique of data analyze proposed by Ary, et.al (2010, p. 481).
FINDINGS AND DISCUSSION
Referring to the data who described by the writer, for the research question 1 the writer found that all of types of the cooperative principles were used by the English teachers. They were maxims of quantity, maxims of quality, maxim of relevance, and maxims of manner. Then, it was also found some data which indicated used of multiple maxims.
Based on the data. It was found that, the teacher had used all of types cooperative principles when they are communicate with their students and it can answered research question one “What are the types of cooperative principles that used by English teachers at SMKN 6 Padang”. Based on the
result of data, the teachers had used the four maxim of quantity, maxim of quality, maxim of relevance and also maxim of manner in their utterances. The teacher were able to used maxim of quality to conveyed true information to the students, the teacher had used maxim of manner in shared the ideas to students, the teacher had used maxim of relevance in conveyed the relevance information to the students, and also the teacher were able to used maxim of quantity when giving the sufficient contribution to the students.
Certainly, all of the participants were not always used maxim of cooperative principles in conversation and it was similar with expert’s opinion. In fact, the cooperative principles are not always adhering by participants in reality. There were some data which indicated about the failed in used maxim of cooperative principles in class and also can answer research question two “What are the types of cooperative principles that violated by the English teachers when they are communicating with the students in classroom”. They were maxim of quantity, and maxim of quality which violated by the English teacher.
Moreover, it was also found that some data which indicated the used of multiple maxims. For example used of multiple maxims manner and quality that produced by teacher 1, 2, and 3, used of multiple maxims quantity and relevancy that produced by teacher 2 and 3, and used of multiple maxims relevancy and quality that produced by teacher 2.
Based on the finding of this research, it can concluded that, used of Cooperative Principle as general had already used by all of the English teachers, because as we know in classroom context, teacher demanded to used language clearly, relevantly, and orderly in order to make students were able to catch teacher’s ideas, so that the student will understand about the material that giving by the teacher. The teachers are able to communicate with students clearly, briefly, relevantly, and orderly as it found on their utterances.
4 Beside that, there were also some
utterances that failed in used of Cooperative Principles. For instance, the violations of maxim quantity that are do frequently by the teachers. The teachers violated this maxim aware because the teachers faced on holding their language clearly without used maxim of quantity and keep used this maxim by giving the sufficient information to the students. So that, the teacher chose to violated maxim of quantity in their utterances in order to produce utterance clearly and mostly the teachers used repetition on her utterances, it was done by them in order to make students more understanding about the material.
Because, it is impossible if teacher just used sufficient information in presenting lesson to students.
CONCLUSION
The purposes of this journal was to find out the types of Cooperative Principles used and also violated by English teachers at SMKN 6 Padang. In collecting the data, the writer conducted this journal at SMK N 6 Padang. The writer used deductive approach, it means that, the researcher had classified the data by using categories that had available from Literature in Chapter II before. There were some types of cooperative principles based on experts and the researcher classified the data based on those types.
Generally used of Cooperative Principles had done aware by the teachers in classroom. It can be seen that, the teachers were able to deliver the lessons as clearly, briefly, and orderly. Beside that, there are also some utterances that failed in used cooperative principles. It happened because the teacher’s effort in ignore this maxim intentionally because the teachers faced on holding their language clearly without using maxim of quantity and keep used this maxim by giving the sufficient information to the students. So that, the teacher chose to violated maxim of quantity in their utterances in order to produce utterance clearly and mostly the teachers used repetition on her utterances, it had done by them in order to make students more understanding about the material.
ACKNOWLEDGEMENTS
In this journal, The writer would like to express her deepest gratitude to her first advisors Sri Imelwaty, Ph.D and for second advisors Lili Perpisa, S.S, M.Pd who gave their valuable time, guidance, suggestion, support and comment during the process of finishing this journal.
REFERENCES
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