ASSERTIVE SPEECH ACTS AND COOPERATIVE PRINCIPLES IN TEACHER-STUDENT INTERACTIONS IN LEARNING

Abstract

This study aims to describe the form of assertive speech acts and the application of cooperative principles in teacher and student interactions and their relevance for Javanese language learning in junior high school. This research uses descriptive qualitative method with pragmatic approach. The data in this study are in the form of teacher and student utterances during Javanese language learning. The data sources in this research are documents and informants. The technique of taking research subjects used purposive sampling technique. Data collection techniques used were observation and interview. The data validation technique used theoretical triangulation and source triangulation. Data analysis technique involved (1) data collection; (2) data reduction; (3) data presentation; (4) conclusion. The results of this study (1) the form of assertive speech acts found consists of speech acts of stating 34.3%, speech acts of proposing 22,8%, speech acts of complaining 14,3%, speech acts of satirizing 25,7% and speech acts of claiming 2,9%; (2) the application of cooperative principles found consists of maxim of quantity 40%, maxim of quality 26,7%, maxim of relevance 20% and maxim of execution 13,3%. The research results show that when implementing speech acts during learning, both teachers and students engaged in several conversations that included assertive speech acts. The speech acts between teachers and students applied the cooperative principles. This is crucial because speech acts require cooperation to convey information clearly and accurately.