An investigation of Non-Observance of Maxim in Teacher’s Instruction of Cadet Afternoon Speaking Class at Merchant Marine Polytechnic

Yatun Yatun

Abstract

Abstract: Teacher instruction is an important factor that affected teaching effectiveness and the way students carry out learning activity. Therefore, teacher must give instruction clearly, simply and easy to understand. Students, on the other hand, as the one who is given instruction needed to respond to teachers’ question to make sure that they understand the instruction. Moreover, during this communication of teachers and students, they need to obey the theory of maxim to avoid ambiguity, misunderstanding and complicated instruction. This study is aimed to analyze non-observance of maxim that experienced by students’ response to teachers’ instruction. This data were used observation from Cadet Afternoon Speaking Class to find out what kind of non-observance of the maxim happened in the class during the learning process. The result showed that there are some non-observance of maxim which experienced by cadets and teacher in the classroom. Those are infringing of the maxim, violating the maxim of relevance and violating the maxim of quantity. Those happened because some cadets want to attracted teachers attention by saying a funny thing which is not related to the question. Since this study is taken only once, it is not trying to generalize the finding, and of course, it needed further research regarding the theory of maxim which applied in the learning process especially in English language learning class.

Abstrak: Pengajaran guru merupakan faktor penting yang mempengaruhi efektivitas mengajar dan cara siswa melakukan kegiatan belajar. Oleh karena itu, guru harus memberikan instruksi dengan jelas, sederhana dan mudah dimengerti. Siswa, di sisi lain, sebagai orang yang diberi instruksi ditugaskan untuk menjawab pertanyaan dari guru untuk memastikan bahwa mereka memahami instruksi tersebut. Selain itu, selama komunikasi guru dan siswa ini, mereka perlu mematuhi teori maksim untuk menghindari ambiguitas, kesalahpahaman dan instruksi yang rumit. Penelitian ini bertujuan untuk menganalisis maksim non-ketaatan yang dialami oleh siswa terhadap instruksi guru. Data ini menggunakan observasi dari Cadet Afternoon Speaking Class untuk mengetahui seperti apa ketaatan terhadap maksim yang terjadi di kelas selama proses pembelajaran. Hasil penelitian menunjukkan bahwa ada beberapa maksim ketaatan yang dialami oleh taruna dan guru di kelas. Hal tersebut melanggar maksim, melanggar maksim relevansi dan melanggar maksim kuantitas. Hal itu terjadi karena beberapa taruna ingin menarik perhatian guru dengan mengatakan hal lucu yang tidak terkait dengan pertanyaan. Karena studi ini hanya diambil satu kali, maka penelitian ini tidak mencoba untuk menggeneralisasi temuan, dan tentu saja, perlu penelitian lebih lanjut mengenai teori maksim yang diterapkan dalam proses pembelajaran terutama di kelas pembelajaran bahasa Inggris.

Keywords

Theory of maxim, non-observance of the maxim; teacher instruction; students’ response

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