VIOLATIONS OF GRICE’S CONVERSATIONAL MAXIMS BY AN ENGLISH TEACHER AT AN ELEMENTARY SCHOOL IN BINJAI

Rizka Sari

Abstract


This research focuses on the Gricean maxim of teacher in Muhammadiyah Elementary School 01 Binjai. It happened during the activity in the class when the teacher gave material to the students. In teaching English, the English teacher still found some obstacles in maxim, especially in Grices conversational maxim for doing the communication with the students. There are four kinds of Grices conversational maxims, i.e. maxim of quality, maxim of quantity, maxim of relevant and maxim of manner. The objective of the study is to investigate kinds of Grices conversational maxim that happened to the responses of English teacher in Muhammadiyah Elementary School 01 Binjai during the learning and teaching process in fifth grade class. This study belongs to qualitative research. The data collection is collected by observation and taking a video. The sample of the study is the English teacher of Muhammadiyah Elementary School 01 Binjai. The result of this research shows that the sentence transcript by teacher speaking from twenty sentences, the teacher uses the maxim of quality 12.5%, the maxim of quantity 42.5%, the maxim of relevant 42.5%, the maxim of manner 2.5%. The maxim of quantity and the maxim of relevant are dominated in English teacher speaking by using Gricean maxim. From the available sentences, the teacher uses the sentences based on her needs, and the sentences of the teacher are related to each other. The lowest maxim of the English teacher speaking is maxim of manner which is only one sentence used from twenty sentences which are available. Only one sentence gives information that is brief and orderly.


Keywords


Grice’s Conversational Maxims; violations; English teacher

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References


Goodwyn, A. (1997). Developing English teachers: The role of mentorship in a reflective profession. Buckingham: Open University Press.

Levinson, S. C. (1983). Pragmatic. Cambridge: Cambridge University Press.

Nikhilkumar D. P. (2016). Effectiveness of teaching through mind mapping technique. The International Journal of Indian Psychology, 3(3), 148-156.


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