Grice Maxims Breaking in the Teacher and Students’ Online Interaction
Gender Role Perspective
Abstract
Grice promotes four maxims to obey as the requirements for successful communication, including quality, quantity, relevance, and manner. However, several conditions require breaking the maxims to make communication more effective, including an interaction between teachers and students. The gender of the students and the practice of online classes also contribute to the breaking of maxims. Hence, this study aims to examine the breaking of Grice maxims in the online classroom interaction between the teacher and students of different genders. The communication between an English teacher and her students in an online class was observed to gather the data. Then, the results were analyzed qualitatively. Finally, this study found that teachers’ interaction with students of both genders produced flouting of quantity maxim. The teacher’s interaction with the female students flouted quantity, relevance, and manner maxims which is caused by the cooperative communication leading females to talk a lot, while the teacher's interaction with male students flouted the quality, relevance, and manner maxims, which is caused by the dominance that males tend to show to female. Moreover, the flouting of maxims made positive and negative results in the communication. Lastly, a more extended period study is suggested to produce further findings.
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References
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Windiarti, S., Fadilah, N., Dhermawati, E., & Pratolo, B. W. (2019). Teachers’ Perception toward the Obstacles of E-Learning Classes. Journal of Language Teaching and Literature, 3448, 117–128.
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Ary, D., Jacobs, L. C., Sorensen, C. K., & Walker, D. A. (2014). Introduction to Research in Education (9th ed.). Wadsworth.
Black, E. (2006). Pragmatic Stylistics. Edinburgh University Press Ltd.
Coates, J. (2013). Women, Men and Language A Sociolinguistic Account of Gender Differences in Language (G. Leech (ed.); 3rd ed.). Pearson Education. http://library1.nida.ac.th/termpaper6/sd/2554/19755.pdf
Coates, J. (2016). Women, Men and Language: A Sociolinguistic Account of Gender Differences in Language (3rd (reiss). Routledge.
Fahmi, R. (2016). An Analysis of Grice’s Maxims in Violation in Daily Conversation. Journal of Language Teaching, 4(2).
Grice, H. P. (1975). Logic and Conversation. In P. Cole & J. Morgan (Eds.), Syntax and semantics 3: SPeech arts (pp. 41–58). Elsevier.
Hardiyanty, Y. Y., Supiani, & Perdana, I. (2021). Learning to Teach: A Narrative Study of Pre-service EFL Teachers’ Experiences in the Teaching Practicum Program Amidst Covid-19 Outbreak. Pioneer: Journal of Language and Literature, 13(2), 197–212.
Khayati, I., Mujiyanto, J., & Warsono. (2019). The Realization of Grice ’ s Maxims in English Teacher ’ s Interaction with Male and Female Students. English Education Journal, 9(3), 391–398.
Namaziandost, E., & Shafiee, S. (2018). Gender Differences in the Use of Lexical Hedges in Academic Spoken Language among Iranian EFL Learners: A Comparative Study. International Journal of Research in English Education (IJREE), 3(4).
Nunn, R. (2006). The Pragmatics of Cooperation and Relevance for Teaching and Learning. The Linguistic Journal, 1(1), 5–16.
Nurani, S. G., & Widiati, U. (2021). Students’ Perceptions about The Online Listening Courses during The Covid-19 Pandemic. Celtic: A Journal of Culture, English Language Teaching, Literature and Linguistics, 8(1), 126–139.
Rashid, B. N. (2020). Flouting Grice Maxim of Concision by Male and Female in A Selected Political Interviews. International Journal of Professional Studies, 10.
Rasmitadila, Aliyah, R. R., Rachmadtullah, R., Samsudin, A., Syaodih, E., Nurtanto, M., & Tambunan, A. R. S. (2020). The Perceptions of Primary School Teachers of Online Learning during the COVID-19 Pandemic Period: A Case Study in Indonesia. Journal of Ethnic and Cultural Studies, 7(2), 90–109.
Sadeghi, S., Ketabi, S., Tavakoli, M., & Sadeghi, M. (2012). Application of Critical Classroom Discourse Analysis (CCDA) in Analyzing Classroom Interaction. English Language Teaching, 5(1), 166–173. https://doi.org/10.5539/elt.v5n1p166
Safitri, L. M., Seken, I. K., & Putra, I. N. A. J. (2014). Observance and Non-observance of Gricean Maxims in Instructional Context : An Analysis of EFL Classroom Interaction. Jurnal Pendidikan Bahasa Inggris, 2(1).
Saputri, T., Khan, A. K. B. S., & Kafi, M. A. (2020). Comparison of Online Learning Effectiveness in the ELE during COVID-19 in Malaysia and in Indonesia. Pioneer: Journal of Language and Literature, 12(2), 103–119.
Sobhani, A., & Saghebi, A. (2014). The Violation of Cooperative Principles and Four Maxims in Iranian Psychological Consultation. Open Journal of Modern Linguistics, 4, 91–99. https://doi.org/http://dx.doi.org/10.4236/ojml.2014.41009
Sukriwati, & Salija, K. (2019). A Gricean Maxim Analysis in EFL Classroom Interaction. Jurnal UNM, 1–23.
Susanto, F. D. (2017). Analysis of Flouting Maxim in “Need For Speed (2014)” Movie. Pioneer: Journal of Language and Literature, 09(2), 141–150.
Wahyudi, A., Yusuf, S., & Lestari, Z. W. (2020). Maxim’s Flouting: An Analysis of Classroom Interaction Abdi. Journal of English Education and Teaching (JEET), 4(2), 219–231.
Widiasri, D. A., Budiarsa, M., Sudipa, N., & Satyawati, M. S. (2019). Cooperative Principle Implementation between Teachers and Students: Indonesian Language Teaching Case. International Journal of Social Sciences and Humanities, 3(2), 302–308.
Windiarti, S., Fadilah, N., Dhermawati, E., & Pratolo, B. W. (2019). Teachers’ Perception toward the Obstacles of E-Learning Classes. Journal of Language Teaching and Literature, 3448, 117–128.
Wu, Y. (2019). A Literature Review on Cooperative Principle. Advances in Social Science, Education and Humanities Research, 329, 974–978.
Published
2022-06-30
How to Cite
WICAKSONO, Agnes Lintangsasi et al.
Grice Maxims Breaking in the Teacher and Students’ Online Interaction.
Pioneer: Journal of Language and Literature, [S.l.], v. 14, n. 1, p. 101-119, june 2022.
ISSN 2655-8718.
Available at: <https://unars.ac.id/ojs/index.php/pioneer/article/view/1658>. Date accessed: 27 nov. 2024.
doi: https://doi.org/10.36841/pioneer.v14i1.1658.
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