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The Use of Cooperative Principle in Teaching English as a Foreign
Language to Children at Eddy‟s English
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SUMMARY
“The Use of Cooperative Principle in Teaching English as a Foreign Language to
Children at Eddy‟s English Centre, Jember”; Nila Andrianti, 070110101083;
2011: 65 pages; English Department, Faculty of Letters, Jember University.
In daily communication, people sometimes fail to understand what others
mean, and this leads to confusion or misunderstanding between the two parties.
However, there is a way to avoid this confusion or misunderstanding that may occur
during the conversation, which is described by Grice as Cooperative Principle with
four conversational maxims. Considering the phenomenon above, this thesis analyzes
the use of Cooperative Principle in an English teaching classroom, in which the
students are children of 10-15 years old. A qualitative research is conducted as the
method to analyze the sentences that either follow or break the conversational
maxims, while the field research type is used to collect the data by recording five of
24 meetings at Eddy‟s English Centre. There are two main focuses of this thesis. First
is the discussion of how the communication between the teacher and the students go
during the teaching process, and the second focus is on what impacts the use of
Cooperative Principle contributes to the English teaching process. The writer begins
the discussion by elaborating types of conversational maxims that are used in the
English classroom, and as the follow-up elaboration, explores the impacts that the
Cooperative Principle brings to the teaching process itself. To support the
argumentation, some sentences are presented in the discussion as proofs that the use
of Cooperative Principle occurs during the conversation between the teacher and the
student. The result of the discussion proves that the use of conversational maxims by
the teacher influences the understanding of the students about the material given in
the class. When the teacher violates the maxim, for example, the students fail to see
what the teacher mean.
viii
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DEDICATION
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TABLE OF CONTENTS
MOTTO ...............................................................................................................
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ca.cid.id DECLARATION .................................................................................................
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APPROVAL
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ACKNOWLEDGEMENT
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SUMMARY .........................................................................................................
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CHAPTER 1 INTRODUCTION .......................................................................
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The Use of Cooperative Principle in Teaching English as a Foreign
Language to Children at Eddy‟s English
Centre, Jember
THESIS
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Written by:
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NIM 070110101083
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Jember, September 20 2011
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SUMMARY
“The Use of Cooperative Principle in Teaching English as a Foreign Language to
Children at Eddy‟s English Centre, Jember”; Nila Andrianti, 070110101083;
2011: 65 pages; English Department, Faculty of Letters, Jember University.
In daily communication, people sometimes fail to understand what others
mean, and this leads to confusion or misunderstanding between the two parties.
However, there is a way to avoid this confusion or misunderstanding that may occur
during the conversation, which is described by Grice as Cooperative Principle with
four conversational maxims. Considering the phenomenon above, this thesis analyzes
the use of Cooperative Principle in an English teaching classroom, in which the
students are children of 10-15 years old. A qualitative research is conducted as the
method to analyze the sentences that either follow or break the conversational
maxims, while the field research type is used to collect the data by recording five of
24 meetings at Eddy‟s English Centre. There are two main focuses of this thesis. First
is the discussion of how the communication between the teacher and the students go
during the teaching process, and the second focus is on what impacts the use of
Cooperative Principle contributes to the English teaching process. The writer begins
the discussion by elaborating types of conversational maxims that are used in the
English classroom, and as the follow-up elaboration, explores the impacts that the
Cooperative Principle brings to the teaching process itself. To support the
argumentation, some sentences are presented in the discussion as proofs that the use
of Cooperative Principle occurs during the conversation between the teacher and the
student. The result of the discussion proves that the use of conversational maxims by
the teacher influences the understanding of the students about the material given in
the class. When the teacher violates the maxim, for example, the students fail to see
what the teacher mean.
viii
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DEDICATION
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TABLE OF CONTENTS
MOTTO ...............................................................................................................
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ca.cid.id DECLARATION .................................................................................................
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ACKNOWLEDGEMENT
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SUMMARY .........................................................................................................
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CHAPTER 1 INTRODUCTION .......................................................................
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APPENDIX ..........................................................................................................
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