ALFIN YUSRO, 0203514061 (2019) THE APPLICATION OF COOPERATIVE PRINCIPLE IN EFL CLASSROOM INTERACTION: THE CASE OF SMA 4 PEKALONGAN. Masters thesis, Universitas Negeri Semarang.

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Abstract

Yusro, Alfin (2019). The Application of Cooperative Principles in EFL Classroom Interaction: Case of SMAN 4 Pekalongan. Thesis. English Department, Pascasarjana, Universiatas Negeri Semarang. Advisor I: Dr.Djoko Sutopo,M.Si., Advisor II: Dr. Issy Yuliasri, M.Pd. Keywords: cooperative principles, EFL classroom, senior high school In classroom interaction, we sometimes find misunderstanding between teacher and student or among the students. Grice said that cooperative principles can lead the speakers and hearers to uncooperative conversation and misunderstanding about the message delivered (Grice: 1989). Based on that theory, an investigation about observance and non-observance of the maxim should be done to understand how they apply the cooperative principles in classroom interaction. Many Indonesian learners of English have not got the awareness about studying English in broad sense. Most of them only care about being able to speak in English well without considering that there are some parts which they have to master, such as how to understand about the meaning in the utterances. The objective of the studies are: (1) to analyze EFL classroom interaction in order to explain the way cooperative principles are applied, (2) to analyze EFL classroom interaction in order to explain the way participants violate the maxim (3) to analyze the most frequent violation in non-observance of the maxim. Many researchers conducted the graduating paper on Cooperative Principle analysis previously. I classify sixty previous studies into six parts. This study applied descriptive qualitative method. The data of this study was transcription of EFL classroom interaction between teachers and students. The interaction was natural interaction without any intervention from the researcher. The findings of this research showed that teachers and students not only observed the maxim but also violate the maxim in the EFL classroom interaction. The results of this study can pedagogically contribute to the English language studies. In the classroom discourse and material development in general, the application of cooperative principles can be indirectly included as a good example of the natural authentic usage of English. This can help develop students’ pragmatic competence, as a part of communicative competence.

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