COOPERATIVE PRINCIPLE IN QUESTION AND ANSWER ON PRESENTATION

OF PRAGMATICS

Submitted as a partial fulfillment of the final test of Semantic and pragmatics subject to English
study

Program of muhammadiyah University of Tangerang

Compiled by :

NENENG SURYANI 1688203137

NIKEN WAHYU 1688203179

ZAHWA SYIFA 1688203027

ENGLISH EDUCATION STUDY PROGRAM

FACULTY OF TEACHER TRAINING AND EDUCATION

MUHAMMADIYAH UNIVERSITY TANGERANG

2019
 CHAPTER I

INTRODUCTION

A. BACKGROUND OF PROBLEM

The principle of cooperation is one of the principles of conversation in science

pragmatics. This principle emphasizes the existence of collaborative efforts that are

established between speakers and partners speak in a conversation. The intended

collaboration relating to the utterances spoken. Therefore, speakers always try so that

the speech is relevant to the context, clear and easy to understand, solid and concise,

and always on issues. This is summarized in the maxims contained in the principle of

cooperation.

In Cooperative principle, Grice (in Leech: 1993) argues that in order to implement

the cooperative principles, each element must obey four conversational maxims. They

are maxim of quantity, quality, relevance, and Manner.

These conversational maxims above explain that the success of a conversation

depends on the various speaker' approach to the interaction. Thus, if you want to

make the process of interactions and communication between the speaker and the

listener is going well, you have to be cooperative with the maxims.

Grice proposes that in ordinary conversation, speaker and listener share a

cooperative principle. Speaker shapes their utterances to be understood by listener

and the listener is expected to give an expected answer to the speaker. So, in order to

create a good conversation, there will be a conversational maxim which make a good

conversation is going well.    

B. FOCUS OF PROBLEM

1. What is the principle in the question and answer on presentation of pragmatics ?

2. What is the mistakes are often made when question answer happen ?

3. What is the form of violation of the principle of cooperation in question and

answer on presentation of pragmatics ?

4. What are the goals along with the conversion implications of violation of

principles deep collaboration in question and answer on presentation

C. FORMULATION OF PROBLEM

In this paper there are problems that will be discussed ;

1. What is the principle in the question answer on presentation of pragmatics ?

2. What is the mistakes are often made when question answer happen ?

D. PURPOSE OF PROBLEM
The purpose of the study is expected to be able to answer the problem statement. As
for ;
The objectives of this study are:
1. Describe the form of violation of the principle of cooperation in question and
answer on presentation of pragmatics.
2. Describe the objectives along with conversational implicatures from
violation of the principle of cooperation.

E. BENEFIT OF PROBLEM
1. Develop a study of violations of the principle of cooperation
found in question and answer on presentation of pragmatics.
2. Deepen understanding that there is a violation of work principles
same between presenters and audiences in a conversation.
 CHAPTER II

THEORY AND OBSERVATION

In this chapter, a number of theoretical references are used in this chapter research,
including (a) Pragmatics, (b) Principles of Cooperation, and (c) Discussion.

A. THEORY
There are many theories about cooperative principles form some sources.

According to Oxford Dictionary, cooperative means involving mutual assistance in

working towards a common goal, principles means A fundamental truth or proposition

that serves as the foundation for a system of belief or behaviour or for a chain of

reasoning. So, based on every meaning of those words from oxford dictionary, it can be

said cooperative principles is a fundamental proposition of involving mutual assistance in

working towards a common goal.

The concept of the cooperative principle was introduced by philosopher H. Paul

Grice in his article "Logic and Conversation" (Syntax and Semantics, 1975). In that

article, Grice argued that "talk exchanges" aren't merely a "succession of disconnected

remarks, and would not be rational if they did. They are characteristically, to some degree

at least, cooperative efforts; and each participant recognizes in them, to some extent, a

common purpose or set of purposes, or at least a mutually accepted direction."

Grice argues that the understanding between the participants in interaction is

achieved by following the co-operative principles. According to Grice, to be cooperative

in interaction is to make conversational contribution such as is required, at the stage at

which it occurs, by the accepted purpose or direction of the talk exchange in which you

are engaged (Grice, 1975:46). Grice classified this cooperative principle into 4 sub-

principles called Maxims (Grice, 1975: 26–30).

a. Maxim of quantity

Be as informative as required. This means participants of interaction to give information as

much as needed and no more. For example:

A man stops his vehicle in the middle of the road to briefly ask you for directions.

 A : where is the post office?

 B improper : There are two in town, but the closest one is brand new. Down the road,

about 50 meters past the second left. Also, you should not stop your car in the middle of the

road anymore.

 B improrer : continue on, and make the second left up there. You will see it.

b. Maxim of quality

The maxim of quality requires the speakers to be truthful. They should not make statement

for which they have no evidence. For example:

A friend’s father considers whether or not to buy your friend a new car, and you are aware

that the old car has broken down before.

 A : Should I buy my son this new sport car?

 B improrer : I do not know if that is such a good idea, his car runs fine.

 B proper : yeah, that sounds like a good idea, his car has broken down before.

c. Maxim of relevant

Be relevant. It means participants of interaction should give relevant information to the

matter being discussed. For example:

 A : Ugh, I wonder what time it is.....

 B improrer : It is 6.30.
 B proper : It is 6.30. So, you have the whole night ahead of you! Have you eaten at

Hardy’s before?

d. Maxim of manner

Be perspicuous; so avoid obscurity and ambiguity, and strive for brevity and order. For

example:

 A : Can you take out the trash?

 B improper : Well, it is probable that I would take out the trash more often if someone

were not flagrantly wasteful, such that, the majority of trash was not always coming from

that person.

 B proper : Sure, but we need to talk about how we are assigning the chores around

here when I get back.

In conclusion, the co-operative principles proposed by Grice are important to understand

the meaning of the conversations. Grice categorized the cooperative principles into four sub-

principles called maxims. These four maxims help and guide the speakers to communicate in

effective way while maintaining clarity and truth of an utterance.

However, the four maxims or the co-operative principles not always obeyed by the speakers

in conversation. There are times when speaker say something but mean something else. The

speaker may not follow the co-operative principles, and furthermore these co-operative

principles can be the basis to look for the implied meaning of an utterance.
B. OBSERVATION

From the tittle of these paper, the writer has already observated

cooperative principle in question and answer on presentation of pragmatics. First situation is

when one of groups in our class presented the material about “Deixis”, the presenter

containing of 4 students explained the material correctly and confidently, in other hand their

voice was clear when explaining the material, so all participants could hear the material that

is explained. After 4 presenters explained all material, they open Q and A session, there were

two students asking questions. First question was “Do we have to use absolute social deixis

when we talk in every situation?”. This question was answered by a presenter, then the

presenter allowed all participants to respond and there were two participants gave the opinion

based on their thought.

Then, second question was “When we mention one name of place for example Dufan or

Pandawa Beach, is it also mentioned as deixis of place or deixis of place is only about

preposition and something like that?”. This question was answered by others presenter, but

the participant respond by giving own assumption, then another participant explained based

on a theory, so every person in classroom got more than one point of view that can be used as

references. That situation can be said as effective conversational communication because

four cooperative principles can be seen in it.

 CHAPTER III

RESULT AND DISCUSSION

A. RESULT

The results of our research in the class for pragmatic courses in

the Q & A session between presenters can work with each other to answer

the questions then for members to also give information to each other or

their idea of making a question and answer session just asking and answ

ering and giving their opinions one another. So the question and answer

session in the class is very cooperative and effective.

Grice (1975: 45) suggests that a conversation is usually requires cooperation

between speakers and speech partners to achieve a goal desired destination. The principle

that governs cooperation between speakers and the speech partner in a conversation is

called the principle of cooperation (cooperative principle). In order to carry out the

principle of cooperation, every speaker must obey the four maxims of conversation

(conversational maxim), namely maxims quantity (maxim of quantity), maxim of quality

(maxim of quality), maxim relevance (maxim of relevance), and maxim implementation

(maxim of manner).
B. DISCUSSION

What is Cooperative learning

According to Johnson et al. (1991), cooperative learning is an educational tool in which small

groups of students work together to increase individual, as well as, group member learning.

Cooperative learning exists when students work together to achieve joint learning goals (Johnson

et al., 1992, 1993). Any assignment in any curriculum for any age student can be done

cooperatively. There are three ways that cooperative learning may be used. Formal cooperative

learning groups may last for one class period to several weeks to complete any course

requirement (such as solving problems, reading complex text material, writing an essay or report,

conducting a

survey or experiment, learning vocabulary, or answering questions at the end of a chapter). The

teacher introduces the lesson, assigns students to groups (two to five members), gives students

the materials they need to complete the assignment, and assigns students roles. The teacher

explains the task, teaches any concepts or procedures the students need in order to complete the

assignment, and structures the cooperation among students. Students work on the assignment

until all group members have successfully understood and completed it. While the students work

together the teacher moves from group to group systematically monitoring their interaction. The

teacher intervenes when students do not understand the academic task or when there are

problems in working together. After the assignment is completed the teacher evaluates the

academic success of each student and has the groups process how well they functioned as a team.

In working cooperatively, students realize they (a) are mutually responsible for each other's

learning and (b) have a stake in each other's success.

It is important to highlight the distinctions between cooperative learning, individualistic learning,

and competitive learning. In individualistic learning, students learn independently, without

working in conjunction with their classmates. In competitive learning, students also learn

independently, but are especially concerned about outperforming their classmates. In cooperative

learning, students work with one another in small groups, in a non-competitive fashion to

accomplish a goal. Examples of goals may include learning a concept in science, practicing the

application of a formula or procedure, or solving a complicated science problem over the course

of several days. It is also important to distinguish cooperative learning from simple group work.

It is a common misconception that the two are the same, or similar. In simple group work, it is

possible, and perhaps very likely, for students to continue working individually or competitively,

despite the fact that they are physically clustered together. In cooperative learning, students work

together non-competitively to accomplish a shared goal

Characteristics of Cooperative Learning Groups

Cooperative learning is a method of promoting learning through studen ts’ cooperation rather

than competition. It is a method of effectively using students' groups in a classroom. It is only

under certain conditions that cooperative efforts may be expected to be more productive than

competitive and individualistic efforts. Those conditions are: positive interdependence on the

feeling that individual goal-attainment relies on performance of all group members, individual

accountability, face-to-face interaction with peers, use of pro-social skil ls and group processing

of a given academic task. Johnson et al. (1991) have presented following six characteristics of

cooperative learning groups-

1. Positive Interdependence: Team members are obliged to rely on one another to achieve their

goal.

2. Individual Accountability: All students in a group are held accountable for doing their share of

the work.

3. Face-to-Face Promotive Interaction: Group assignments should be constructed so that the

work cannot be simply parcelled out and done individually. Assignments must include work that

has to be done interactively.

4. Appropriate Collaborative Skills: Students are encouraged and helped to develop and practice

trust building, leadership, decision-making, communication and conflict management.

5. Group Processing: Team members set up group goals, periodically assess whether they are

doing well as a team, and identify changes they will make to function more effectively in the

future.

6. Heterogeneous Groups: Individuals benefit the most from working with people different from

themselves.

CONCLUSION
 In conclusion, the co-operative principles proposed by Grice are important to understand

the meaning of the conversations. Grice categorized the cooperative principles into four sub-

principles called maxims. These four maxims help and guide the speakers to communicate in

effective way while maintaining clarity and truth of an utterance.

However, the four maxims or the co-operative principles not always obeyed by the

speakers in conversation. There are times when speaker say something but mean something

else. The speaker may not follow the co-operative principles, and furthermore these co-

operative principles can be the basis to look for the implied meaning of an utterance.

REFERENCE
 https://www.researchgate.net/publication/270494960_INTRODUCTION_TO_CO-
OPERATIVE_LEARNING