Analysis of Cooperative Principles in Classroom Interaction

Trying to understand the meaning of the speaker’s words in the context of communication can be included in Pragmatic scope. This study investigated on how often students and teachers violate the maxim of cooperative principles in the classroom interaction and the reason why students and teacher violate those maxims. The purpose of this study is to know how far students and the teacher violate the maxim of cooperative principles and to what extent they violate those maxims. This study is based on the Grice theory about cooperative principles (1989). For this study, the data was taken by recording the whole conversation in a class and analyzing which conversation violates the maxim of cooperative principles. After analyzing the data, the next step is identifying and classifying the data into four types of maxim violations. The result of this study showed that in the classroom interaction, violations happen to only two maxims of cooperative principles. What happens the most in the violation in classroom interaction is violation maxim of relevance. After violation maxim of quantity, violation maxim of quality comes up. Violation of maxim of quantity and maxim of manner did not occur in this study. The reasons for violating maxims are different for each violation. Reasons for violating the maxim of relevance and quality is to liven up the situation in classroom and to make a joke