COOPERATIVE PRINCIPLE IN THE DIALOGUES IN “DEVELOPING ENGLISH COMPETENCIES FOR SENIOR HIGH SCHOOL GRADE X” BY USWATUN HIDAYAH NIM 200932058

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

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