A Pragmatics Analysis About The Usage of Cooperative

A PRAGMATICS ANALYSIS ABOUT THE USAGE OF COOPERATIVE
PRINCIPLE ON ORDERING SOMEONE AT ENGLISH DRAMA SUBJECT IN THE

INTERNATIONAL CLASS PROGRAM OF STAIN SALATIGA
THESIS
Submitted to the Board of Examiners in Partial Fulfillment of the Requirement
for the Degree of Sarjana Pendidikan Islam (S. Pd. I) in English Department of
Educational Faculty
By:
DONNY TANGGUH PRAKOSA
113 07 078
ENGLISH DEPARTMENT OF EDUCATIONAL FACULTY

STATE COLLEGE FOR ISLAMIC STUDIES (STAIN) OF SALATIGA
2012
MINISTRY OF RELIGIOUS AFFAIRS

STATE COLLEGE FOR ISLAMIC STUDIES (STAIN) OF
SALATIGA
Jl. Tentara Pelajar 02 Telp. (0298) 323706, 323433 Salatiga 50721
Website: www.stainsalatiga.ac.id E-mail: administrasi@stainsalatiga.ac.id
DECLARATION
Pronounces whole heartedly that the graduating paper entitled A PRAGMATICS

ANALYSIS ABOUT THE USAGE OF COOPERATIVE PRINCIPLE ON ORDERING SOMEONE
AT ENGLISH DRAMA SUBJECT IN THE INTERNATIONAL CLASS PROGRAM OF STAIN
SALATIGA is originally made by the researcher. It is not a plagiarism nor made by
others. The things related to other people works are written in quotation and included
in the bibliography.
If it is then proved that the researcher cheats, the researcher is ready to take the
responsibilities.
MOTTO
Religion without Science is Blind, and Science without

Religion is Lame
(Albert Einstein)
Ing ngarsa sung tuladha, Ing madya mangun karsa, Tut wuri
handhayani
(Ki Hadjar Dewantara)
DEDICATION
This thesis is wholeheartedly dedicated to:
1. Allah SWT the Almigthy God for the everything to me.

2. My Conselour (Mrs. Dra. Woro Retnaningsih, M. Pd.), and all the
lecturers of English department of STAIN Salatiga
3. My Academic Conselour, Mr. Prof. Dr. Zakiyuddin Baedhawi, M. Ag.
4. My beloved mother (Isnawati) and my beloved father (Dwiyono), thank
you very much for the love, trust, finance, and encouragement.
5. My Old brother (Donny) thank you very much for your support, love, and
help to finishing my graduating paper.
6. My communities in Communicative English Club and Racana Kusuma
Dilaga-Woro Srikandhi.
7. My friends TBI C 07 Crazy Comfort Colour Vo Funs (Liya K, Ops

Dhani, Arien Ramona, Ryuuna, Lia Panda Portnoy, Desta Unzib, Maniez
Byolali, Piyang Piyung, Noor Manggolo, Akh Hasbi, Sakhban, Dea, Heru
S, Anas,. etc) thank you for your motivation, suggestions, love, slapping
once I false, pray, care, honest, support and attention. Im difficult to live
alone without you all thanks for your kidding and kindness.
8. All of you who can not be mentioned one by one, because of your
supports.
ABSTRACT
Prakosa, Donny Tangguh (2012) A PRAGMATICS ANALYSIS ABOUT THE USAGE OF

COOPERATIVE PRINCIPLE ON ORDERING SOMEONE AT ENGLISH DRAMA SUBJECT IN THE
INTERNATIONAL CLASS PROGRAM OF STAIN SALATIGA. Thesis. Salatiga. State College for
Islamic Studies (STAIN) of Salatiga, January 2012. Counselor: Dra. Woro Retnaningsih, M.
Pd.
Keywords: pragmatics, cooperative principle, and ordering someone.
In the daily conversation, it is often found some people who order

or command someone do not use the imperative sentence which has function to
order someone. More people are using question, even statement sentences to order
someone which grammatically has function to ask and give information to
listener. However, the response that performed by the listener is like getting
command with imperative sentence. That is one of the reasons why a person needs
to learn Pragmatics. In the pragmatic, Cahyono (1995) assumes that the meaning
of utterance is assessed according to the meaning intended by speakers and by the
9
context. Webster (2004) defines that order is to give authoritative instruction to

someone to do something or for something to be done. On his book, Pardiyono
(2005) explains that each sentence has different function, and it is depend on its
type. For example, the question that is used to ask information is declarative or
question sentence, and the sentence that is used to order someone is called as
imperative or command sentence. Beside that, in the conversation there is
cooperative principle proposing by Grice that must be obeyed by the participants
in the conversation, so that the conversation can be done comfortably. Based on
this, the writer decides to collect data about the conversation containing ordering
someone in English drama class at International Class Program of STAIN
Salatiga, using simak technique. In this study, the writer wants to know, what
kinds of sentence that is used by the teacher and students in ordering someone,
there, and how is the usage of cooperative principle in ordering someone in
English drama class. The data, in the form of conversation containing ordering
someone, that have been collected before is analyzed using padan method with
the cooperative principle proposing by Grice. After analyzing the data, the study
shows that most of students and the teacher in English drama class at International
class program are not only using imperative sentence, but also statement and
question sentence in ordering someone. The study also shows that there are some
violations towards several maxims in the cooperative principle that was proposed
by Grice. Finally, in a great expectation, by reading this study, people could learn
how the usage of cooperative principle in daily conversation, especially in
ordering someone.
ACKNOWLEDGEMENT
All praises to Allah the Lord of the universe, the thesis entitlingA PRAGMATICS
ANALAYSIS ABOUT THE USAGE OF COOPERATIVE PRINCIPLE ON ORDERING SOMEONE
AT ENGLISH DRAMA SUBJECT IN THE INTERNATIONAL CLASS PROGRAM OF STAIN
SALATIGA has been finished. This research could not have been completed without the
help and support of many people and sides. I am very grateful to all of them.
This thesis is presented to English department of State College for Islamic
Studies (STAIN) of Salatiga to fulfill the requirements of the Degree of Sarjana
Pendidikan Islam (S. Pd. I) in English And Educational Department. My thank you to the
Rector of STAIN, Dr. Imam Sutomo, M. Ag, for approving this thesis. Thanks to the Dean
of English Department, Mrs. Maslikhatul Umami, S. Pd. I, M. A, for giving me permission
to do this research.
10
I wish to convey my thanks to Mrs. Dra. Woro Retnaningsih, M. Pd, my attentive

counselor. I am greatly indebted to her. This thesis would not have been carried out an
written without his valuable guidance, comment and show the scientific way. I am very
grateful for all of the very helpful discussion, supports, times, and advice in helping me
conducting this thesis.
I would like to express my gratitude to Mr. Prof. Dr. Zakiyuddin Baedhawi, M.
Ag, my academic counselor who always accompanies, guides, helps, and motivates the
writer during in State College for Islamic Studies of Salatiga.
I also would like to express my gratitude to my lecturers who already become
great inspirational people for me; Mr. Hanung, Mr. Hammam, Mr. Norwanto, Mr.
Ruwandi, Mr. Saadi, Mr. Faizal, Mr. Rifki, Mrs. Umami, Mrs. Woro, Mrs. Setiarini, Mrs.
Widi, Mrs Noor, Mrs, Sari, Mrs. Evi and Mrs. Hastanthi. I am also greatful to my
classmates Anas, Sahid, Sakhban, Sofiul, Heru, Hasbi, Bayu, Andi, Kharis, Nuah, Arun,
Ela, Dani, Desti, Arina, Arini, Ambar, Titis, the other classes (Saipul, Jati, Anas M. and
etc) for providing a friendly atmosphere during the struggle time and the others favor to
me.
I would like to offer my sincere gratitude to Communicative English Club
members and the beloved Racana Kusuma Dilaga Woro Srikandhi members. I also
sincerely thank to Karren Foshdahl, Tabita. I also sincerely thank to my Pramuka
students at Al Falah Vocational High School, Al Azhar Junior High School and Mangunsari
5 Elementary School of Salatiga for their remarkable help and support. I owe a lot to
Language Education Center (LEC) Surakarta and Primagama course of Salatiga, that the
writer serves as TOEIC and English Teacher there.
I owe a lot to my parents (Dwiyono and Isnawati), my brother (Donny Irawan),
my sister in law (Astri) and my beautiful niece (Anes) for being the reason I can finish my
undergraduate program. They have been constant sources of patience and
encouragement.
I owe a lot to support me during my study and especially within the research
work. Hopefully people who have helped me to perform the research and finalize this
11
thesis by providing scientific, technical, administrative, and moral support that I could
not list one by one, Allah will replay all of their kindness and this thesis will become one
of the reference especially the improvement of learning and teaching of Pragmatics
Studies. Critiques and Suggestion will be highly expected for the development. Finally,
the highest salutation for all the greatest friend that cannot be mentioned one by one
keep moving forward My Allah guide us all to the straight path.
LIST OF TABLE
1. The target of International Class opening
4. 1
2. The schedule International Class for first semester Tarbiyah Faculty
4. 2
3. The schedule International Class for second semester Tarbiyah Faculty 4. 3

4. The schedule International Class for third semester TBI
5. The schedule International Class for fourth semester TBI
4. 4
4. 5
6. The schedule International Class for fifth semester TBI
4. 6
7. The schedule International Class for sixth semester TBI
4. 7
8. The schedule International Class for seventh semester TBI
4. 8
12
9. The schedule International Class for eight semester TBI
4. 9
10. The schedule International Class for third semester PAI
4. 10
11. The schedule International Class for fourth semester PAI
4. 11
12. The schedule International Class for fifth semester PAI
4. 12
13. The schedule International Class for sixth semester PAI
4. 13
14. The schedule International Class for seventh semester PAI
4. 14
15. The schedule International Class for eight semester PAI
4. 15
16. The schedule International Class for third semester PBA
4. 16
17. The schedule International Class for fourth semester PBA
4. 17
18. The schedule International Class for fifth semester PBA
4. 18
19. The schedule International Class for sixth semester PBA
4. 19
20. The schedule International Class for seventh semester PBA
4. 20
21. The schedule International Class for eight semester PBA
4. 21
LIST OF PICTURES
1. The students of drama class are practicing the Saman dance Picture 1
2. The students of drama class are practicing the pronunciation
Picture 2
3. The students are practicing the facial expression
Picture 3
4. The students are practicing the gesture expression
Picture 4
13
TABLE OF CONTENTS
TITLE PAGE ................................................................................................................ i

DECLARATION ............................................................................................................
ii
14
ATTENTIVE COUNSELOR NOTE ...................................................................................
iii
STATEMENT OF CERTIFICATION .................................................................................
iv
MOTTO
.................................................................................................................
DEDICATION ...............................................................................................................
vi
ABSTRACT ..............................................................................................................vii
ACKNOWLEDGEMENT .................................................................................................
viii
LIST OF TABLE ........................................................................................... .................
LIST OF PICTURES .. ...........................................
xi
TABLE OF CONTENTS ..................................................................................................
xii
CHAPTER I : INTRODUCTION ......................................................................................
A. Background of the Study ............................................................
B. Problem of the Study..................................................................
C. Purposes of the Study ...............................................................
D. Benefits of the Study .................................................................
E. Limitation of the Study ..............................................................
F. Definition of Key Terms .............................................................
G. Research Method ......................................................................
11
H. Research Paper Organization ....................................................
15
CHAPTER II : THEORETICAL FRAMEWORK ..................................................................
16
A. The Definitions of Pragmatics ...................................................
16
B. The Definition of Context ...........................................................
18
C. The Definition of Cooperative Principle ....................................
20
D. Ordering Someone ....................................................................
30
E. Types of Sentences ....................................................................
31
CHAPTER III : RESEARCH METHOD .............................................................................
36
A. Research Method ......................................................................
36
15
B. Data Sources ...............................................................................
37
C. Technique of Data Collecting ....................................................
38
D. Technique of Data Analysis .......................................................
39
CHAPTERIV:GENERAL DESCRIPTION AND DATA ANALYSIS ..... ...................................
41
A. General Description of International Class Program ......... ........
41
B. Data Analysis ...................... .......................................................
68
CHAPTER V : CONCLUSION AND SUGGESTION .................................. ........................
76
A. Conclusion .......................................................................... ... 76

B. Suggestion .......................................................................... .......
78
BIBLIOGRAPHY ........................................................................................... ................
80
DATA FOUND ..............................................................................................................
82
APPENDIX : ....................... .......................................................................................
85
A.Consulting Sheets...................................................... ....................
85
B. S. K. K ............................................................................. ..............
86
C. Letter ........................................................ ...................................
89
D. Documentation ........................................................ ...................
93
CURRICULUM VITAE................................................................................. ..................
95
16
CHAPTER I
INTRODUCTION
A. Background of the Study

Communication is the process of delivering information from the
speaker to the partner (Suryani, 2009:2). To make it can be done comfortably;
they have to work together on their utterances during in the conversation. The
speaker and the partner must have similarities in the perception, referent,
context and goal. The Pragmatics studies suggest a principle that can make the
communication could be comfortably. The principle today is well- known as
the Cooperative Principle that proposed by H. P. Grice.
According to Grice as has been cited by Mey (1994:65), to make the
communication can work smoothly, it needs cooperation. It means make your
contribution such as required, at the stage at which it occurs, by the accepted
purpose or direction of the talk exchange in which you are engaged. He
suggests that there is an accepted way of speaking which we all accept
as
standard behavior. When we produce, or hear, an utterance, we assume that it

will generally be true, have the right amount of information, be relevant, and
will be couched in understandable terms.
On the other hand, some daily conversations often violate this
principle. For example, this conversation was occurred in the writers class
when the lecture asked the students to clean the white board.
17
Teacher
: Student, is this Arabic class?
Student
: A second Sir, I will clean it.

(Come forward, and then clean the white board)
From the conversation above the teacher giving message through

question that why did the white board still contain the previous lesson notes,
the utterance or sentence that be used is question sentence. Whereas, the
student responses the information is like getting command to clean the white
board from him. As a result, the student comes forward to clean the board.
This language phenomenon is interesting to be analyzed. The utterance
or sentence that be used by the teacher has function like imperative sentence
that can make the student to do something that the teacher wants.
Related with this case, Pragmatics is a study about the meaning that
given by the speaker and it is interpreted by the partner. The type of the study
involving the meaning in the particular place and situation, during the
language is used in the communication. It means that the meaning is not
literally, but contextually. A consideration is necessary by the communicant to
manage what they want to say, to get the effect that be wanted (Yule, 1996:3).
The Cooperative Principle, proposed by Grice, helps the speaker and
partner to manage their conversation can work relevant. However, in the
conversation, the people are not always using this principle when ordering
someone. Based on this phenomenon, the writer is much interested in
conducting research dealing with the usage of Cooperative Principle in the
English drama subject at the International Class Program of STAIN Salatiga,
18
entitled A PRAGMATICS ANALYSIS ABOUT THE USAGE OF

COOPERATIVE PRINCIPLE ON ORDERING SOMEONE AT ENGLISH
DRAMA SUBJECT IN THE INTERNATIONAL CLASS PROGRAM OF
STAIN SALATIGA.
B. Problems of the Study

Based on the background of the study, the writer decides some
problems statement as follows:
1. What are the types of sentences that be used for ordering someone in the
English Drama subject class?
2. How is the usage of Cooperative Principle on ordering someone in the
English Drama subject class?
C. Purposes of the Study

Based on the problem of the study the purposes of the research are:
1. To describe the sentences of ordering someone in the English Drama
subject class.
2. To analyze the usage of cooperative principle on ordering someone in the
English Drama subject class.
19
D. Benefits of the Study

The benefits of the research are:
Academically, this research provides an example about the usage of
cooperative principle in the daily conversation, especially in ordering
someone.
Practically, this research signified for stimulating the other researcher
to conduct such a kind of the research in the future.
E. Limitation of the Study

In this research, the writer uses the pragmatics study to analyze the
utterances or sentences that be used by teacher and students in the
International Class Program when ordering someone. For getting the data the
writer only observes in the English drama class on Wednesday, 5-6 period.
Due to the scope of Pragmatics is too broad, the writer only focuses on the
usage of Cooperative Principle to analyze the problem. Are the types
sentences that be used to order someone are appropriate with the function of
its sentences. For example, Question sentence is used to question. And how is
the usage of Cooperative Principle on ordering someone in the International
Class Program.
20
F. Definition of Key Terms

The writer, here, would like to explain some definitions that related
with pragmatics, context, cooperative principle, and ordering someone, types
of English sentences, and International Class Program in the STAIN of
Salatiga.
1. The definitions of pragmatics
A word in a sentence is interpreted its meaning according to formal
relations of the sentence. However, in daily life, the meaning of the word
does not only depend on its position in the sentence, but it also depends on
the speakers that convey the word. Meaning intended by the speakers was
learnt in Pragmatic.
According to Levinson, as has been cited by Cahyono (1995:214),
the term of Pragmatic itself was born from a philosopher named Charles
Morris who reworks his predecessor philosophers thought about the sign
and symbol of science called semiotics. Semiotics is divided into three
branches, namely Semantics, Syntax, and Pragmatics. The Semantics
studies the languages in general with the objects to which it refers. Both
Syntax and Pragmatics learn about the meaning of the word. But the
meaning that studied in these languages is different. Syntax studies the
meaning of words by observing the pattern structurally and their formal
relationships with the other patterns, for example in the form of subject,
predicate, object, and so on. Even, this pattern can still be divided into
smaller units. Context, when used the sentences is not be concerned. In the
21
pragmatic, the meaning of utterance is assessed according to the meaning

intended by speakers and by the context, (Cahyono, 1995:214).
Most of linguists believe that Pragmatics can be defined as the
study of how utterances have meanings in situations. Moreover, Leech
(1991) on his book explains that Pragmatics is by way of the thesis that
communication is problem solving. A speaker has to solve the problem.
For the partner, there is another kind of problem to solve: Given that
speaker said such-and-such, what did the speaker mean me to understand
by that? This conception of communication leads to a rhetorical approach
to Pragmatics, whereby the speaker is seen as trying to achieve his aims
within constraints imposed by principles and maxims of good
communicative behavior ( Leech, 1991:1).
2. The definitions of cooperative principle
According to Grice to make the communication can work
comfortably, it needs a principle. It means make your contribution such as
required, at the stage at which it occurs, by the accepted purpose or
direction of the talk exchange in which you are engaged. He suggests that
there is an accepted way of speaking which we all accept as standard
behavior. When we produce, or hear, an utterance, we assume that it will
generally be true, have the right amount of information, be relevant, and
will be couched in understandable terms. Related with this, Grice proposed
a postulate namely the Cooperative Principle that consists of four maxims:
22
a. Maxim of Quantity
Give the right amount of information, make your contribution as
informative as is required and do not make your contribution more
informative than is required.
b. Maxim of Quality
Try to make your contribution one that is true, do not say what
you believe to be false, and do not say that for which you lack
adequate evidence.
c. Maxim of Relevance
Be relevant in giving information.
d. Maxim of Manner
Be perspicuous, avoid obscurity of expression, avoid ambiguity,
be brief (avoid unnecessary prolixity), and be orderly.
These four maxims, or sub-principles, can be seen as instances of
one super ordinate (as Grice calls it) Cooperative Principle. To begin with,
lets consider an example that shows how the Cooperative Principle
works, not in the abstract world of principles, but in real life, in actual
language use. When do we use the maxims, when do we fail to use them,
and why are they necessary in the first place?
The answer, broadly, to the third question is: Because otherwise
communication would be very difficult, and perhaps break down
altogether. The following story shows the usefulness, even the necessity,
23
one of the Gricean maxims, that of quantity, in everyday conversation (

Mey, 1994: 65-66).
Leech (1991:81) adds that not only Cooperative Principle that
important to be used in the conversation, but also there is another factor
that influences the usage of Cooperative Principle, it is called as the
Politeness Principle. Because of the involving of the Politeness Principle,
people could violate the Cooperative Principle.
3. Ordering someone
According to Webster (2004:706), order means to give
authoritative instruction to someone to do something or for something to
be done.
The sentence that is used to order someone in the English language
is imperative sentence. In this study the explanation of imperative sentence
will be explained in the types of English sentence.
4. Types of English sentences
According to the types, sentences are classified into some
categories, Marcella Frank (1972) states there are four types of sentences.
It consists of declarative, interrogative, imperative, and exclamatory
sentence. In declarative sentence the subject and predicate have normal
word order. The sentence ends with a period or full stop and a drop in
pitch in speech. E. g: The child ate his dinner.
In an interrogative sentence the subject and auxiliary are often
reversed. The sentence ends with a question mark (or, interrogation point)
24
in writing. In the spoken language, most yes-no questions ends with a rise
in pitch. E. g: Did the child eat his dinner?
In an imperative sentence (commands and request), only the
predicate is expressed. The simple form of the verb is used, regardless of
person or tense. The imperative sentence ends with a period in writing and
a drop in pitch in speech. E. g: Eat your dinner!
Exclamatory sentence (exclamations), the exclamatory phrase is
followed by the subject and the balance of the predicate. In writing, the
exclamatory sentence ends with an exclamation mark or exclamation
point. Sometimes a period is used to lessen the force of the exclamation. In
speech, the most important word in the exclamatory phrase may receive a
stronger degree of stress and be accompanied by a rise in pitch.
E. g : What a beautiful hair!
How beautiful!
Declarative and interrogative sentence may take the passive and
negative form. Exclamatory sentence are not usually negative. Sometimes,
however, they are passive-What a sight was seen last night!
Imperative sentence maybe negative-Dont close the door. On
occasion they may be passive-Dont be fooled by his mild manner, (Frank,
1972:221-222).
Similar with Frank (1972), Pardiyono (2005) explain that there are
four types of sentences; declarative, question, and imperative, and
exclamation sentence. Different from Frank (1972), Pardiyono (2005)
25
explain the imperative sentence in detailed. He classifies the imperative

sentence into three types; commands, request, and prohibition, (Pardiyono,
2005:62-64). Pardiyono defines types of sentence as follow:
Declarative sentence is a statement sentence that contains story or
information. The message that contained in declarative sentence is
information or general knowledge.
E. g: The president has called all his ministers to have special meeting.
Question sentence is a type of sentence that is uses to ask
information. The usage of question sentence can be seen from the question
word that be used. Pardiyono (2005), here, divide the question sentence
into yes/no question and wh-question.
E. g: Has the president called the ministers to have meeting?
When did the president and the vice president have a meeting?
Imperative sentence is sentence that contains command expression,
request for someone to do or not do a thing. Imperative sentence can be
classified into tree expression, command, request, and prohibition
expressions.
Command, it can be grouped into verb-command and adjectivecommand. In a verb-command, verb is placed at the beginning of the
sentence. Add the word please to make the meaning sounds more polite.
E. g: Please remember that June the 1st is my birth day!
26
In a command adjective-command, or noun, put be at the

beginning of the sentence. The word please can be added to make the
meaning sounds more polite. E. g: Be careful in driving!
Request, is a sentence that ask someone to do or not a thing.
Generally this expression uses would you mind.., would you like.,
could you., will you, and etc. E. g : Could you come to attend the
meeting?
Prohibition is a sentence that asks someone does not to do
anything. Usually this expression is started with do not and followed by
adjective, verb, and noun. E. g : Do not be sad!
Exclamatory, it is a sentence of praise, flattery, or expression of
admiration for a thing.
E. g: Fantastic what a car is it!
How beautiful you are!
G. Research Method
1. Research method
Research Method is an instrument of procedure and technique that
be used to make a research (Djajasudarma, 1993:3). To achieve the
purpose of the research, the writer uses Qualitative approach by using the
Descriptive method. It explains the data naturally, objectively and
factually (Arikunto, 1993:310). The goal of the descriptive method is to
conduct a description systematically, factually and accurately about some
27
facts in certain place, (Suryabrata, 1983:75). Descriptive method is used to

describe the problem that arises from the data which collected by the
writer. This method is chosen by the writer because it can give description
in detailed towards individual, language, and certain group, like the
Suryabratas statement that defines the Description method as a research
that tries to make a description relating with certain situation and events,
(Suryabrata, 1983:76).
2. Data sources
The data sources that be used in this research is called as Primery
data, it is directly related with the problem that be observed and directly it
is delivered from the sources. The sources could be in a dialogue or
conversation that happened in Drama subject at International Class
Program in the STAIN of Salatiga, which contain ordering someone and
the response from the partner. The responses, perhaps, could be verbally or
non-verbally.
3. Technique of data collection
In this research, the method of data collection that be used is Simak
method. The Simak method has basic technique which called as Sadap
technique (Mahsun, 2005:90). This technique is called as basic technique
because penyimakan (listening attentively) often always is done with
penyadapan (recording). It means to get the data, the writer records the
dialogue or conversation among students and the teacher in English drama
subject of International Class Program that contains how to order
28
someone, and then, write it as the data, as further technique. However, in

this research, the writer will replace the recorder with a pen and papers. In
other words, the writer uses taking notes technique during the data
collecting. The writer does not use recorder because this technique has
some disadvantages (1) if the recorder is failed the writer would not has
data; (2) the writer could not hear much of conversation or data; (3) the
data source will run unnaturally because of the writer existence, (Widiono
and Zuhris, 2010:77). Beside that according to Widiono and Zuhris
opinion that said if the writer has decided not to use a recorder tape as
instrument during the observation, he could replace it with a pen and paper
and write it directly in same time during the observation process, (Widiono
and Zuhri, Saifudin, 2010:73). They also explain that this technique also
has advantages. Some the advantages are this technique is not depend on
the instrument such as recorder that perhaps could be failed, taking notes is
the cheapest way if the writer has limited found, when the writer is
writing, perhaps the informant will give more information. On the other
hand this technique also has disadvantages. Here some the disadvantages
of taking notes technique, firstly, the writer could not make an eyes
contact continuously with the informants, secondly, it is difficult to be
concentrated during the observation to listen and write what the informant
says in the same time, and the last, this technique is so tired for the writer.
Thats why Widiono and Zuhri suggest that the writer who will use this
29
technique must practice to write faster and could understand about their
own notes, (Widiono and Zuhri, Saifudin, 2010:78).
4. Technique of data analysis
The analysis implies the determination of certain units on the
theory of the lingual and with testing a particular technique as well
(Sudaryanto, 1998:51). In this analysis the writer uses the method of
Padan pragmatic, where the partner said the determining device
(Sudaryanto, 1993:13-15). Pragmatics in Padan methods must be
understood with the decisive element outside language (Djajasudarma,
1993:59). In the approach to linguistic analysis, pragmatics is defined as
the study of the use of language in communication, particularly the
relationship between the sentences and the context and situations which
they are used.
In other words, Pragmatics is the study of how speakers can use
and understand speech utterance in accordance with the proper context of
the situation (Mulyana, 2005:78).
Analysis is defined as determining lingual unit based on certain
theories and it must be examined with certain technique (Sudaryanto,
1998:51). In this analysis the researcher uses Pragmatics Padan method to
describe the use of cooperative principle on ordering someone in the
drama subject at International class program of STAIN Salatiga in the
interaction and this method to support the descriptive research method that
be used by the researcher. Result of analysis is presented informally.
30
Informal presentation method is in sentence elaborations (Sudaryanto,

1993:145). In this study, the elaborations are about the usage of
cooperative principle on ordering someone in the International Class
Program of STAIN Salatiga, especially at English drama subject class, on
Wednesday, at 5-6 periods.
H. Research Paper Organization

This paper consists into five chapters, Chapter I is an introduction,
which contains background of the study, statements of the problems, purpose
of the study, benefits of the study, limitation of the problem, definition of key
term, research methodology and paper organization.
Chapter II gives some definitions concerning the Pragmatics, Context,
Cooperative Principle, ordering someone, and types of English sentence.
Chapter III discusses the research method. It contains research
methodology, data sources, technique of data collection, and technique of data
analysis.
Chapter IV contains situational description and data analysis. The
writer, here, explains the International Class Program conditions and the data
that have been collected before will be analyzed by the cooperative principle.
The last is chapter V, closure which concludes all of the data analysis
and give some suggestions of the problems discussed.
31
CHAPTER II
THEORITICAL FRAMEWORK
In this chapter, the writer would like to explain some definitions

related with the Pragmatics, Context, Cooperative Principle, ordering someone
and the types of English sentences. These are done to get the complete
understanding about it.
A. The Definition Of Pragmatics

A word in a sentence is interpreted its meaning according to formal
relations of the sentence. However, in daily life, the meaning of the word does
not only depend on its position in the sentence, but it also depends on the
speakers that convey the word. Meaning intended by the speakers is learnt in
Pragmatic.
According to Levinson, as has been cited by Cahyono (1995:214), the
term of Pragmatic itself was born from a philosopher named Charles Morris
who reworked his predecessor philosophers thought about the sign and symbol
of science called semiotics. Semiotics is divided into three branches, namely
Semantics, Syntax, and Pragmatics. The Semantics studies the languages in
general with the objects to which it refers. Both Syntax and Pragmatics learn
about the meaning of the word. But the meaning that studied in these
languages is different. Syntax studies the meaning of words by observing the
32
pattern structurally and their formal relationships with the other patterns, for
example in the form of subject, predicate, object, and so on. Even, this pattern
can still be divided into smaller units. Context, when used the sentences is not
be concerned. In the pragmatic, the meaning of utterance is assessed according
to the meaning intended by speakers and by the context, (Cahyono, 1995:214).
To understand the intended meaning of speakers in a Pragmatics, let us
consider the example conversation below:
Anak : Ibu, buku catatanku sudah habis.
(Son
: Mom, my notes book has been up.)
Ibu
(taking
the
money,
then
given
to
her
son)
From the conversation we learns that the child does not just tell the mother
that his book is up, but in fact, the son wants his mother to give him money to
be used as the cost to buy a new notebook. The mother is seemed to know
what is desired by the child with no answers like "well, yes, why could run
out?. Therefore, the participants of conversation use the meanings of words
are combined with the context in which those words occurred in order to
distinguish the meaning intended by speakers.
According to Juicker, that be cited by Soenjono, Pragmatics is not one
of the components in the language, it is only giving perspective towards
language. Because Pragmatics talks about meaning, it is often related with the
Semantics, the study of meaning. However, the Pragmatics only focuses on
the meaning that be used in the interaction between the speaker and the partner
(Soenjono, 2003:26).
33
Parker, on his book, states the definition of Pragmatics more precise

than Juicker, He says that Pragmatics is the study of how language is used to
communicate. Pragmatics is distinct from grammar, which is the study of the
internal structure of language (Parker, 11).
Here, to make this paper, the writer agrees with the Soenjonos
definition. He says that pragmatics is the study of meaning and it is only focus
on the meaning that be used in the interaction between the speaker and the
partner. The researcher chooses this definition because the definition of
pragmatics that proposed by Soenjono is suitable with the research that
observed the language when be used in communication.
B. The Context in Pragmatics

The type of the study in the Pragmatics is involving the meaning in the
particular place and situation, during the language is used in the
communication. It means that the meaning is not literally, but contextually.
Thus, context is one of the important theories in the Pragmatics study.
According to Stubbs that be cited by Cahyono (1995:2014-1015), the Context
has several elements as follow:
1. The speaker and the listener
The speaker and the listener are the participants in the conversation
(speech event). Dealing with the participants, some factors that influence
the speech event are the amount of the participant, the usage of sapaan, the
statue, and the social role.
34
Nin, lets go to the canteen!

The example above shows the friendly relationship between the
speaker and the listener.
2. The setting or situation
The setting is not only related with the particular place and time,
merely. However, it is related with the abstract concept called adegan
(stage), as in the drama performance.
Breaking the merchandise means buying
The sentence above is often found in the shops, it means we should
do window shopping carefully.
3. The messages or topic
There are two points in the topic, message form and message
content. The message form means of how we are expressing something.
The form is variety and it depends on the situation. The message content
means of what we say.
4. The channel
When the speaker is saying the utterance, it is always followed by a
gesture that called para language, included with facial expression, voice
intonation. It is influenced by specific culture. Beside para language,
there is pseudo language that consist of vocal voices which showing the
listener is thinking, asking attention, agreeing and wonder expressing.
35
5. The Code
The code means points to the language that be used by the speaker
to deliver the message. The language could be in dialect, idiolect and etc.
C. The Definition Of Cooperative Principle

According to Grice in Meys book (Mey, 1994:65) to make the
communication can work smoothly, it needs a cooperation. It means make
your contribution such as required, at the stage at which it occurs, by the
accepted purpose or direction of the talk exchange in which you are engaged.
He suggests that there is an accepted way of speaking which we all accept as
standard behavior. When we produce, or hear, an utterance, we assume that it
will generally be true, have the right amount of information, be relevant, and
will be couched in understandable terms. Related with this, Grice proposed a
postulate namely the Cooperative Principle that consists of four maxims:
1. Maxim of Quality
Maxim of quality states try to keep your contribution to give true
information. The maxim consists of two points, (1) do not say something
that it is not true, and (2) do not say anything less convincing evidence of
its truth. Maxim of quality is related to speakers responsibility. With these
limitations, speakers are required to provide the really information and the
partners are required to believe what the speakers delivered. With this
principle, the communication is occurred in concrete reality, speakers and
36
partners have same perception during the conversation, (Rani, Arifin and
Martutik, 2006:244-245).
Rani, Arifin and Martutik on their book give example about the
application of this principle, he presents the conversation in a court
between the judge and the witness:
Hakim
: Kamu yang lapor?
(The Judge
: Are you the reporter?)
Saksi
: Ya.
(The Witness
: Yes.)
Hakim
: Mengapa dilaporkan?
(The Judge
: Why did you report it?
Saksi
: Lha, kehilangan lho, Pak.
(The Witness
: Because of lossing, Sir.)
(Rani, Arifin and Martutik, 2006:244-245)

When viewed from the usage of quality principles, the witness
answer has fulfilled both points of quality principle. The answer is
accordance with the reality as the victim-witness is only natural that he
reports the stealing that he gets to the police.
Beside fulfilled the quality principle, the answer of suspected in a
court, sometimes, is also found violation. The information contained in the
answer of suspected or witness does not correspond to reality and truth
conditions that exist in the real world and in suspected or witness it self.
Therefore, and apparently by the questioner that what is raised by a
37
suspected or witness is literally not in accordance with the situation said or

contextual data that accompanies the response. Rani, Arifin and Martutik
(2006) gave the following examples:
Hakim
: Sugiono pernah tidak, sering tidak ke rumah

mertuanya?
(The Judge
: Has Sugiono ever or come to his parent in

laws home?)
Saksi
: Tidak pernah, Pak.
(The Witness
: Never, Sir.)
Hakim
: Tidak pernah? Sama sekali tidak pernah?.
(The Judge
: No? Never?)
Saksi
: ((diam) Sebab saya Plaosan itu jauh, Pak.
(The Witness
: (silently) Because the Plaosan and me is far a

way.)
Hakim
: Kamu, kok bilang tidak pernah, dasarnya

apa? Kalau dekat, kamu tidak pernah itu
wajar.
(The Judge
: Why did you say never, What is the reason?

Its normally, if you are nearby, but never.)
(Rani, Arifin and Martutik, 2006:246)

The witness answer, tidak pernah, Pak is not accordance with
the reality. The fact shows the witness home is far away with the Plaosan
38
village (suspecteds home). So, if the witness said that Sugiono never
visits her mother in law, it is not true. How a person could observed
another which live far away from his home. Therefore, the witness answer
that stating that the witness knows that Sugiono never comes to his mother
in law is a violation of the maxim of qualities that reads 'you must keep
your contribution in giving true information', (Rani, Arifin and Martutik,
2006:246).
2. Maxim of Quantity
Maxim of quantity explains that speakers generally use the
language that fits, no less and no more, for what were trying to convey, to
whom delivered, and for what purpose. Within the limits of this principle,
speakers attempt to ascertain how far the mastery of partners said about
the information you want delivered and expected behavior. There are two
points supporting these principles: (1) your contribution to give
information must be accordance with the necessity or required, and (2) you
do not exceed to give more information if it is not required.
On his book, Rani, Arifin and Martutik (2006) also gives examples
that illustrate the application of the maxim of quantity in interviewing
process between judge and suspected in the court.
Hakim
: Berapa kali saudara mengayunkan pedang

itu ketubuh Mui?
(The Judge
: How many you cut down your sword to

Muis body?)
39
Terdakwa
: Satu kali, Pak.
(The defendant
: One, Sir.)

The example above shows that the answer of suspected has applied
the maxim of quantity. The information that wanted by the judge is the
number of strokes using sword by the suspected towards the victim (Mui).
It is accordance with the question given by the judge.
Beside fulfilled the maxim of quantity, sometimes also found
violence, in the conversation. Most of them give more information than
required. For example, Rani, Arifin and Martutik (2006) returned to give
an example violation of this principle in the court that illustrated below:
Terdakwa
: Tidak benar saya mengambilnya, Pak.
(The defendant
: Its not true that I take it, Sir.)
Hakim
: Lantas siapa?
(The Judge
: So, whom?)
Terdakwa
: Saya tidak tahu, Pak. Kalau waktu itu

polisi bisa fair menerima keterangan saya
mungkin
kasus
ini
terungkap,
Pak.
Berhubung polisi menerima keterangan

secara sepihak, jadi saya dengan buktibukti ini saya tersudut, Pak. Tapi saya
tidak mengakui, Pak.
40
(The Defendant
: I dont know, Sir. If the Police accepted

my witnesseth fairly, perhapes this case
would finished, Sir. Because the Police
accept it unilaterally, it makes me looked
as the defendant, Sir. But, I really denie
it.)
(Rani, Arifin and Martutik, 2006:243-244)

In this conversation, the question lantas siapa? means that the
judge wants to know who actually the person who did stealing is.
Additional information given by suspected is not really required by the
judge. So, additional information here is violence towards maxim of
quantity.
3. Maxim of Manner
According to Grice that be cited by Rani, Arifin and Martutik
(2006), maxim of manner says keep your words easily understood. Maxim
of manner has four points, (1) avoid vague statements, (2) avoid
ambiguity, (3) try to give enough information, and (4) arrange your talk
regularly. The maxim is related to linguistic norms and ways of delivering
a matching between the speakers.
Analysis of the conversation in the court showed that in general the
suspected or witness answer has to obey the maxim of manner. For
example, the suspected answer the judges question clearly. No
41
misinterpretations, concise, and orderly. There is no violation here,

because the question is delivered clearly according to the topic about a
crime case that be investigated. That is way, the previous example about
the conversation between judge and suspected in maxim quantity above
has fulfilled the maxim of manner, (Rani, Arifin and Martutik 2006:248).
4. Maxim of Relevance
Maxim of relevance ask the speaker and the partner in the
conversation must has meaningfully utterance. They are required to focus
on the topic that is being discussed. Therefore, all the explanation,
response, opinion, and action must have the relation with the topic
discussed. Maxim of relevance states try to keep your words relevant. So,
there is a question, the answer must be relevant with the question, or the
information that given to response the question must have the same topic.
In a court, this maxim always fulfilled as usual. On their book
Rani, Arifin and Martutik (2006), illustrate the usage of maxim of manner:
Hakim
: Nama Saudara?
(The Judge
: Your name?)
Terdakwa
: Andrianto.
(The Defendant
: Andrianto.)
Hakim
: Umur?
(The Judge
: Age?)
Terdakwa
: Dua puluh tahun.
(The Defendant
: Twenty years old.)

42
Hakim
: Pekerjaan kamu apa?
(The Judge
: Who are you?)
Terdakwa
: Tukang rombeng.
(The Defendant
: Second hands seller.)
Hakim
: Alamat?
(The Judge
: Where do you live?)
Terdakwa
: Jalan Muharto, gang empat, nomor tiga

Sembilan, Malang.
(The Defendant
: Jl. Muharto, gang empat, number 9,

Malang.)

The conversation above showed that all the answers have fulfilled
the topic being discussed. The information given by the suspected to
response the question has same topic and these are appropriate with the
question. When the judge asks about his name, the answer is the suspected
name. It means the question and the response are relevant.
Sometimes, the answer of the suspected is not relevant with the
question. Illustration below shows the violence towards maxim of manner:
Hakim
: Sugiono pernah tidak, sering tidak ke

rumah mertuanya?
43
(The Judge
Has Sugiono ever or come to his parent

in laws home?)
Saksi
: Tidak pernah, Pak.
(The Witness
: Never, Sir.)
Hakim
: Tidak
pernah?
Sama
sekali
tidak
pernah?.
(The Judge
: No? Never?)
Saksi
: (diam) Sebab saya Palosan itu jauh,

Pak.
(The Witness
: ((silently) Because the Plaosan and me is

far a way.)
Hakim
: Kamu, kok bilang tidak pernah, dasarnya

apa? Kalau dekat, kamu tidak pernah itu
wajar.
(The Judge
: Why did you say never, What is the

reason? Its normally, if you are nearby,
but never.)
(Rani, Arifin and Martutik 2006:247-248)

In the first question, the witness answers the question appropriately
with the question, but when the judge asks sama sekali tidak pernah?
the answer is not relevant with the question, because the answer is not
required and does not have relationship with the question. Or in other
44
word the conversation above does not fulfill the maxim of manner, (Rani,
Arifin and Martutik 2006:247-248).
The four maxims above explain about what should be done by the
participants of conversation in order to speak efficiently, rationally, and
based by the cooperativeness. It means that the speaker has to speak
honestly, relevantly, clearly by giving enough information. Perhaps, in
some cases, we will not get the conversation which it is impossible to use
the cooperative principle. However, that explanation helps us to know
certain characteristics that be used by the people to say something.
Sometimes, people often try to show that something that they state
is something that they think and feel. Something that people does not
know exactly, but something that it is still possibility. Therefore, Joni is
sick is different with I think Joni is sick. The first sentence, here, the
speaker is regarded has strong evidence in order to say that statement.
Based on the usage of cooperative principle, it is clear that certain
answer towards a question can interpret logically, even though, sometimes
the answer is not relevant.
Tomi : Would you come to Nuniks party, to night?
Lusi
: I have examination tomorrow.
(Cahyono, 1995:221)
Here, Lusis answer is not the appropriate answer for the question
that given by Tomi. Lusi does not say yes or no. However, Tomi can
interpreted the answer, so that the sentence has equal meaning with the
45
word no. How could people explain to understand the sentence

meaning?, whereas, the sentences have different meaning. Perhaps, the
answer depends on guessing that Lusi uses maxim of relevance and maxim
of quality. Therefore, Lusis answer is not only a statement that shows her
activities tomorrow, but also this answer contains implicature about her
activities that will be done to night, (Cahyono, 1995:221-222).
Leech (1991:81) adds that not only Cooperative Principle that
important to be used in the conversation, but also there is another factor
that influences the usage of Cooperative Principle, it is called as the
Politeness Principle. Because of the involving of the Politeness Principle,
people could violate the Cooperative Principle, (Leech, 1991:81).
Based on the elaboration above, the researcher concludes that to
make the conversation smoothly the partner and the listener had better
obey the cooperative principle, and they also could involve the politeness
principle in order to make the conversation can work comfortably.
D. Ordering Someone
Webster (1971) states, order is to direct or command to be done,
(Webster, 1971:666). In another book, Webster defines the ordering word
more clearly, he states that order is to give authoritative instruction to
someone to do something or for something to be done, (Webster, 2004:706).
From both of those definitions that stated by Webster, the writer can conclude
that order is a command that given by someone to another to do or give
46
something that the commander wants, the expressing could be in a gesture or

using imperative sentence, and the response could be verbally or non-verbally.
According to Lyons (1971), based on their function, sentences are
classified into statement, question, and commands, (Lyons, 1971:178). The
statement sentence has function to give information, question is to ask or get
information, and sentence that has function to order or command someone is
called as command or imperative sentence. Pardiyono (2005) classifies the
imperative sentence into three expressions namely, command, prohibition and
request, (Pardiyono, 2005:62-64). In this study, the writer would like to
explain the imperative sentence in the next subtitle, namely types of sentences.
E. Types of Sentences
A sentence is traditionally defined as a group of words which express
a complete thought, (Robert, 1972:3). Sentence could be classified into some
classifications, based on the function, tenses, types, kinds, and etc.
1. Based on their function, Lyons (1971) classifies the sentence into
statement, question, exclamation, and command, (Lyons, 1971:178). The
statement sentence has function to give information, question sentence is
to ask information, exclamation is to express an admiration towards
something, and command is to order, to prohibit, and to request.
2. Different from Lyons (1971) who calls those classifications based on the
function, Marcella Frank (1972) is tend to call that classification is based
47
on the types, she states there are four types of sentences. It consists of
declarative, interrogative, imperative, and exclamatory sentence.
a. In declarative sentence the subject and predicate have normal word
order. The sentence ends with a period or full stop and a drop in pitch
in speech. E. g: The child ate his dinner.
b. In an interrogative sentence the subject and auxiliary are often
reversed. The sentence ends with a question mark (or, interrogation
point) in writing. In the spoken language, most yes-no questions ends
with a rise in pitch. E. g : Did the child eat his dinner?
c. In an imperative sentence (commands and request), only the predicate
is expressed. The simple form of the verb is used, regardless of person
or tense. The imperative sentence ends with a period in writing and a
drop in pitch in speech. E. g: Eat your dinner!
d. Exclamatory sentence (exclamations), the exclamatory phrase is
followed by the subject and the balance of the predicate. In writing, the
exclamatory sentence ends with an exclamation mark or exclamation
point. Sometimes a period is used to lessen the force of the
exclamation. In speech, the most important word in the exclamatory
phrase may receive a stronger degree of stress and be accompanied by
a rise in pitch.
E. g: What a beautiful hair!
How beautiful!
48
e. Declarative and interrogative sentence may take the passive and

negative form. Exclamatory sentence are not usually negative.
Sometimes, however, they are passive.
E. g: What a sight was seen last night!
Imperative sentence maybe is negative. On occasion they may be are
passive.
E. g: Dont close the door
Dont be fooled by his mild manner,
(Frank, 1972:221-222).
3. Similar with Frank (1972), Pardiyono (2005) explains that there are four
types of sentences; declarative, question, and imperative, and exclamation
sentence. Different from Frank (1972), Pardiyono (2005) explains the
imperative sentence in detailed. He classifies the imperative sentence into
three types; commands, request, and prohibition, (Pardiyono, 2005:62-64).
Pardiyono defines types of sentence as follow:
a. Declarative sentence is a statement sentence that contains story or
information. The message that contained in declarative sentence is
information or general knowledge.
E. g: The president has called all his ministers to have special
meeting.
b. Question sentence is a type of sentence that is uses to ask information.
The usage of question sentence can be seen from the question word
49
that be used. Pardiyono (2005), here, divides the question sentence into
yes/no question and wh-question.
E. g: Has the president called the ministers to have meeting?
When did the president and the vice president have a meeting?
c. Imperative sentence is sentence that contains command expression,
request for someone to do or not do a thing. Imperative sentence can
be classified into tree expression, command, request, and prohibition
expressions.
1) Command, it can be grouped into verb-command and adjectivecommand. In a verb-command, verb is placed at the beginning of
the sentence. Add the word please to make the meaning sounds
more polite.
E. g: Please remember that June the 1st is my birth day!
In a command adjective-command, or noun, put be at the
beginning of the sentence. The word please can be added to
make the meaning sounds more polite.
E. g: Be careful in driving!
2) Request, is a sentence that ask someone to do or not a thing.
Generally this expression uses would you mind.., would you
like., could you., will you, and etc.
E. g: Could you come to attend the meeting?
50
3) Prohibition is a sentence that asks someone does not to do

anything. Usually this expression is started with do not and
followed by adjective, verb, and noun.
E. g: Do not be sad!
d. Exclamatory, it is a sentence of praise, flattery, or expression of
admiration for a thing.
E. g: Fantastic what a car is it!
How beautiful you are!
From the elaboration above, could be draw a conclusion that each of
sentence has own function. Question sentence is used to ask information, and
statement or declarative sentence is to give information, while exclamation
sentence is used to express of admiration, and the imperative or command
sentence has function to order someone to do something to be done. It consists
of command, prohibition, and request sentence.
51
CHAPTER III
RESEARCH METHOD
Suryabrata said, the knowledge that gained by scientific approach

is gained by scientific research and certain theories. The theories could be proven
by another writer. It means, if it is done the same research with following the
same steps in the same condition, it will find the same conclusion, or it must be
consistent, (Suryabrata, 1983:6). Thats why in conducting this research, the
writer is not based on the writers assumption merely, but tries to make it
objectively.
Concerning to the research problems and the purposes of the study,
the writer had designed the study in descriptive-qualitative research towards
answering the problems. It means the data are in the form of phenomenon which
observing through process, meaning and understanding gained through words or
phrases, (Cresswell, 1994:145). This is done because according to Lofland that be
cited by Moleong (2002) states that the main data in a qualitative research is
words and actions and the other are additional data such as photos, documents,
etc, (Moleong, 2002:112).
A. Research Method
Research Methodology is an instrument of procedure and
technique that be used to make a research (Djajasudarma, 1993:3). To achieve
52
the purpose of the research, the writer uses Qualitative approach by using the
Descriptive method. It explains the data naturally, objectively and factually
(Arikunto, 1993:310). The goal of the descriptive method is to conduct a
description systematically, factually and accurately about some facts in certain
place, (Suryabrata, 1983:75). Descriptive method is used to describe the
problem that arise from the data which collected by the writer. This method is
chosen by the writer because it can give description in detailed towards
individual, language, and certain group, like the Suryabratas statement that
defines the Description method as a research that tries to make a description
relating with certain situation and events, (Suryabrata, 1983:76).
B. Data Sources
On his book, Suryabrata (1983) explains that there are two types of
Data source. The data that is collected directly from the main source is called
as Primary data and the data that collected through documents, such as,
photos, demography is called as Secondary data, (Suryabrata, 1983:39).
The data sources that be used in this research is called as Primer
data, it is directly related with the problem that be observed and directly it is
delivered from the sources. The sources in this research are the students and
the lecturer in English drama subject class at International Class Program of
STAIN Salatiga, who study English drama every Wednesday at 5-6 periods,
they are as key informants. The data itself could be in a dialogue or
conversation that happened in English drama subject of International Class
53
Program in STAIN of Salatiga which contain ordering someone and the

response from the partner. The responses, perhaps, could be verbally or nonverbally. Beside that, the writer also uses secondary data to describe the
profile of International Class Program.
C. Technique Of Data Collecting

In this research, the method of data collection that be used is Simak
method. The Simak method has basic technique which called as Sadap
technique (Mahsun, 2005:90). This technique is called as basic technique
because penyimakan (listening attentively) often always is done with
penyadapan (recording). It means to get the data, the writer records the
dialogue or conversation among students and the teacher in English drama
subject of International Class Program that contains how to order someone,
and then, write it as the data, as further technique. However, in this research,
the writer will replace the recorder with a pen and papers. In other words, the
writer uses taking notes technique during the data collecting. The writer does
not use recorder because this technique has some disadvantages (1) if the
recorder is failed the writer would not has data; (2) the writer could not hear
much of conversation or data; (3) the data source will run unnaturally because
of the writer existence, (Widiono and Zuhris, 2010:77). Beside that according
to Widiono and Zuhris opinion that said if the writer has decided not to use a
recorder tape as instrument during the observation, he could replace it with a
pen and paper and write it directly in same time during the observation
54
process, (Widiono and Zuhri, Saifudin, 2010:73). They also explain that this
technique also has advantages. Some the advantages are this technique is not
depend on the instrument such as recorder that perhaps could be failed, taking
notes is the cheapest way if the writer has limited found, when the writer is
writing, perhaps the informant will give more information. On the other hand
this technique also has disadvantages. Here some the disadvantages of taking
notes technique, firstly, the writer could not make an eyes contact
continuously with the informants, secondly, it is difficult to be concentrated
during the observation to listen and write what the informant says in the same
time, and the last, this technique is so tired for the writer. Thats why Widiono
and Zuhri suggest that the writer who will use this technique must practice to
write faster and could understand about their own notes, (Widiono and Zuhri,
Saifudin, 2010:78).
D. Technique Of Data Analysis

The analysis implies the determination of certain units on the
theory of the lingual and with testing a particular technique as well
(Sudaryanto, 1998:51). In this analysis the writer uses the methods of Padan
pragmatic, where the partner said the determining device (Sudaryanto,
1993:13-15). Pragmatics in Padan methods must be understood with the
decisive element, outside the language (Djajasudarma, 1993:59). In the
approach to linguistic analysis, pragmatics is defined as the study of the use of
55
language in communication, particularly the relationship between the

sentences and the context and situations which they are used.
In other words, Pragmatics is the study of how speakers can use
and understand speech utterance in accordance with the proper context of the
situation (Mulyana, 2005:78).
In this analysis the writer uses Padan Pragmatics method to
describe the usage of cooperative principle on ordering someone at English
drama subject of International Class Program.
Result of analysis is presented informally. Informal presentation
method is in sentence elaborations (Sudaryanto, 1993:145). In this study, the
elaborations are about the usage of cooperative principle on ordering someone
in the International Class Program of STAIN Salatiga, especially at English
drama subject class, on Wednesday, at 5-6 periods.
56
CHAPTER IV
GENERAL DESCRIPTION AND DATA ANALYSIS
The chapter IV, the writer attempts to answer those research problems
with analyzing the data gained before, during the observation. However, before
analyzing the data, the writer would explain the general description of
International Class Program in the State College for Islamic Studies of Salatiga.
A. General Description of International Class Program

In the general description, the writer will present several data dealing
with the research such as, history of international class, vision, mission,
educational purpose of International Class, study program and curriculum,
target of International class, and lecture schedule of International class in
STAIN of Salatiga.
1.
History of International Class

STAIN Salatiga, in this globalization era has realized the
opportunity and the challenge of higher education in the future. Moreover,
STAIN Salatiga stands nearby Satya Wacana Christian University
(SWCU) which has international reputation and link for many years. By
regarding Satya Wacana Christian University (SWCU) as a benchmark,
STAIN Salatiga is striving for internationalization through developing
International Class.
57
Historically, from 1980 to 2000 STAIN Salatiga has accepted

foreigner students such as Malaya, Thailand (Pattani). However, their
presence was influenced by historical reason and alumni intervention and
not by STAIN quality and intensive cooperation. As the result, from time
to time this college does not have any foreigner students any more.
In last five years, STAIN Salatiga intends made interaction with
international university. There are many lecturers finessed get opportunity
to study overseas both degree and non-degree programs, such as Australia,
Dutch, English, Germany, USA and then Egypt. Besides, there are many
lecturers who get short course program sandwich or visit in foreign
countries such as Singapore, Malaysia, Australia, Dutch, American, Japan,
Turkey, and Maroko.
In 2009 and 2011 there are students of STAIN Salatiga who
establish networking with international university through Indonesian
English Language Study Program (IELSP) program like Ohio State
University, Oregon, Arizona, South Carolina, Syracuse, and Virginia Tech
University. In the other hands, there are many foreigners who visit STAIN
Salatiga like Egypt, Saudi Arabia, Canada, Japan, California, Switzerland,
and Australia. The accessibility STAIN Salatiga has students to improve
and articulate development with international network by means of
commencement international class in the academic year of 2010/2011.
This decision is based on Ministering of Religious Affair letter c.q.
Founding
Directorate
of
Islamic
Studies
Institute
Number
58
SE.Dj.I/I.IV/PP.00. Date April 11, 2008 about planning strategies in the

academic year of 2010-2014.
2.
Vision and Mission

a. Vision
Special Program in International Class (Program Kelas Khusus
International) in the academic year of 2011-2014 is excellent center to
develop strength of individual as lecturer and students Program Kelas
Khusus International became creativity people, using potential and
make self image to be able curious as a study creature.
b. Mission
The mission of international class is presented in the following:
1) To develop the religion as moral base and character building for all
academic at State Institute of Islamic Studies (STAIN) Salatiga
generally and especially international class.
2) Academic atmosphere and intellectual tradition for lecture and
students program international class areas.
3) Make active, productive, and cooperative network.
4) Make a graduate from KKI program proportional between
academic
ability
and
talent
interested
sets
out
spirit
entrepreneurship.
59
3.
Educational pupose
The educational purpose of International Class STAIN Salatiga are:
a. To give more service to the students who has more potential
b. To prepare the class which is joined for foreign students
c. To prepare teacher of the International standard school (RSBI) and
Indonesian school in overseas.
4.
Study Program and Curriculum

a. The program of quality development for international class
International class encourages and advocates actively every lecture
and students to get the educational access area taking root from study
program. Beside, study program and curriculum in International Class
improve the quality of library international class kind of manual or
online system.
b. The program of quality, creativity, achievement and moral enrichment
for KKI
The implementations for international class are training, workshop
and seminar for students then giving scholarship during eight semeter
from STAIN and international scholarship assistance such as
Indonesian English Language Study Program (IELSP) and Ugrad in
American, Chevening in England, ADS in Australia, and Stunned in
Dutch and so on.
60
c. Curriculum
Curriculum in International Class followed of curriculum at
STAIN Salatiga in the academic year of 2010. This curriculum
includes as:
1) The syllabus in STAIN Salatiga for all study program of religion
2) The subject of faculty
3) The subject of study program
Besides, International class is prepared for students to get working
in foreign country, such as:
1) The students have to write paper in English or Arabic
2) They have to teach Indonesian language for foreigner
3) They have to teach Islamic education in Indonesian school in
international
4) The students have to teach Indonesian studies such as specific
aspect Islam in Indonesian, Javanese culture and Social Values
5.
Target of International Class

The targets that can be reached in opening international class, for
four years are as seen on the following table:
61
Table 4.1
The Opening of Target International Class
Year of
The target will be reached
Academic
The opening of International Class first years which
2010-2011
involve the undergraduate students
1. The opening of International Class second years which
2011-2012
2. To build networking with Islamic country

3. To formed memorandum of agreement with Sister
University or College
1. Networking the foreigner to study in STAIN Salatiga
2. The opening of International Class third years which
2012-2013

3. The opening study program students STAIN Salatiga
with the other country
1. The opening of International Class third years which
2013-2014

2. The realization of practice or program and the students
exchange with other countries for the first year students
62
6.
Lecture Schedule of International Class

The lecture schedule of International Class in STAIN Salatiga is
divided into two groups, namely Tarbiyah faculty and the schedule for its
major, such as English major, Arabic major and Islamic education major.
Table 4.2 bellow shows the subjects that must be studied in the first
semester for Tarbiyah faculty:
Table 4.2
The Schedule of International Class for First Semester of Tarbiyah
Faculty
NO
CODE
SUBJECT
STA 1 01 2
Al Quran
STA 1 02 2
Bahasa Indonesia
STA 1 03 3
Arabic I (SIBA)
STA 1 04 2
English I (SIBI)
TAR 1 01 2
Education Science
STA 1 06 3
Fiqh
STA 1 07 2
History of Islamic Civilization
Sum of SKS School
SUBJECT
SKS
20
NO
CODE
SKS
KKI 1 01 2
Sharaf I
KKI 1 02 2
Nahwu I
KKI 1 03 2
Istima'
2
63
KKI 1 04 2
Listening I
KKI 1 05 2
Reading I
Sum of SKS School
10
In second semester, the students of International Class Program

still have several subjects that related with the group of Tarbiyah subjects.
Something that makes it different with the Tarbiyah subject of the first
semester are there are seven subjects that should be learnt in the second
semester and it is added with five additional majors. The scedule can be
seen in table 4.3 as follows:
Table 4.3
The Schedule of International Class for Second Semester of Tarbiyah
Faculty
NO
CODE
STA 1 01 2
Al Quran
STA 1 02 2
Bahasa Indonesia
STA 1 03 3
Arabic I (SIBA)
STA 1 04 2
English I (SIBA)
TAR 1 01 2 Education Science
STA 1 06 3
Fiqh
STA 1 07 2
History of Islamic Civillization
Sum of SKS School
20
CODE
SUBJECT
ADDITIONAL MAJOR
SKS
SKS
NO
1
KKI 1 01 2
Sharaf I
2
64
KKI 1 02 2
Nahwu I
KKI 1 03 2
Istima I
KKI 1 04 2
Listening I
KKI 1 05 2
Reading I
Sum of SKS School
10
On the third semester, the subjects that learnt by the students of

International Class Program have been appropriate with the students
major. Table 4.4 bellow shows the subjects that must be studied in third
semester, especially for English major:
Table 4.4
The Schedule of International Class for Third Semester of English
Major (TBI)
NO
CODE
SUBJECT
SKS
STA 3 01 2
FILSAFAT ILMU
STA 3 02 2
TAFSIR
STA 3 03 3
HADIS
STA 3 04 2
STATISTIK
STA 3 05 2
ADMINISTRASI PENDIDIKAN
STA 3 06 3
USHUL FIQH
STA 3 07 2
AKHLAK TASAWUF
STA 3 08 2
STRUCTURE II
STA 3 09 2
BIMBINGAN KONSELING
10
TBI 3 01 2
READING III
2
65
Sum of SKS School

NO
ADDITIONAL MAJOR
22
SKS
CODE
1
KKI 3 01 2
TIFL I
KKI 3 02 2
DRAMA INGGRIS
KKI 3 03 2
AL-QUR'AN
KKI 3 04 2
TARJAMAH/TRANSLATION I
Sum of SKS School
There are twelve subjects of English major and four additional

subjects that should be taken for fourth semester. Table 4.5 presents the all
subjects that should be taken as follows:
Table 4.5
The Schedule of International Class for Fourth Semester of English
Major (TBI)
NO
CODE
STA 4 01 2
ILMU KALAM
STA 4 02 2
METODOLOGI STUDI ISLAM
STA 4 03 2
TEORI PEMBELAJARAN
STA 4 04 2
ULUMUL QUR'AN
STA 4 05 2
METODOLOGI
PEMBELAJARAN
STA 4 06 2
METODOLOGI PENELITIAN
TBI 4 01 2
VOCABULARY I
SUBJECT
SKS
66
TBI 4 02 2
CROSS
CULTURAL
UNDERSTANDING
TBI 4 03 2
WRITING I
10
TBI 4 04 2
STRUCTURE III
11
TBI 4 05 2
READING IV
TBI 4 06 2
ENGLISH
PURPOSE
12
FOR
SPESIFIC
Sum of SKS School
24
NO
CODE
ADDITIONAL MAJOR
KKI 4 01 2
TRANSLATION II
KKI 4 02 4
TOEFL PREPARATION
KKI 4 03 2
TIFL II
KKI 4 04 0
AL-QUR'AN
Sum of SKS School
SKS
There are twelve subjects and four additional majors that should be
studied for the fifth semester. The schedule is like that is presented by
table 4.6 as follows:
Table 4.6
The Schedule of International Class for Fifth Semester of English
Major (TBI)
NO
CODE
STA 5 01 2
SUBJECT
EVALUATION
TEACHING
OF
SKS
LANGUAGE
67
STA 5 02 2
CURRICULUM AND
DEVELOPMENT
STA 5 03 2
DESIGN
TEACHING
STA 5 04 2
CLASSROOM MANAGEMENT
STA 5 05 2
RESEARCH
IN
ENGLISH
LANGUAGE TEACHING
STA 5 06 2
PENULISAN KARYA ILMIAH
STA 5 07 2
FILSAFAT PENDIDIKAN
STA 5 08 2
MEDIUM
TEACHING
TBI 5 01 2
STRUCTURE IV
10
TBI 5 02 2
VOCABULARY II
11
TBI 5 03 2
WRITING II
12
TBI 5 04 2
SPEAKING III
3
4
OF
OF
MATERIAL
LANGUAGE
LANGUAGE
Sum of SKS School

NO
CODE
KKI 5 01 2
HADIS TARBAWI
KKI 5 02 2
JAVANICE
MUSIC
24
ADDITIONAL MAJOR
CULTURE/DANCE
SKS
2
&
2
KKI 5 03 2
ISLAM IN INDONESIA
KKI 5 04 0
AL-QURÀN V
Sum of SKS School
68
There are nine subjects and four additional majors that should be
learnt by the students for sixth semester. Table 4.7 bellow shows the
schedule as follows:
Table 4.7
The Schedule of International Class for Sisxth Semester of English
Major (TBI)
NO
CODE
SUBJECT
STA 6 01 3
ULUMUL HADITS
STA 6 02 2
MICRO TEACHING
TBI 6 01 2
WRITING III
TBI 6 02 2
VOCABULARY III
TBI 6 03 2
INTRODUCTION TO LINGUISTICS
TBI 6 04 2
LITERATURE APRECIATION
TBI 6 05 2
TRANSLATION III
TBI 6 06 2
LISTENING III
TBI 6 07 2
SOCIOLINGUISTICS
Sum of SKS School

ADDITIONAL MAJOR
SKS
19
NO
CODE
SKS
KKI 6 01 4
ILAIK
KKI 6 02 2
ISLAM IN INDONESIA II
KKI 6 03 2
KHITABAH
KKI 6 04 2
AL-QURÀN VI
Sum of SKS School
69
Table 4.8 bellow shows the schedule of English major that consist
of five English subjects and two additional majors. The table is as follows:
Table 4.8
The Schedule of International Class for Seventh Semester of English
Major (TBI)
NO
CODE
SUBJECT
SKS
STA 7 01 4
PRAKTIKUM
PENGEMBANGAN
PROFESI KEPENDIDIKAN
TBI 7 01 2
WRITING IV
TBI 7 02 2
PSYCHOLINGUISTICS
TBI 7 03 2
SEMANTICS
TBI 7 04 2
PRAGMATICS
Sum of SKS School
12
NO
CODE
ADDITIONAL MAJOR
SKS
KKI 7 01 2
FIELD TRIP
KKI 7 02 2
AL-QURÀN VII
Sum of SKS School
Table 4.9 shows the schedule of English major for eight semester.
There are three subjects of English major and two additional major. The
schedule that should be studied by the students of International Class
Program in English major, for the eight semester is seen as follows:
70
Table 4.9
The Schedule of International Class for Eight Semester of English
Major (TBI)
N
SUBJECT
SKS
CODE
O
STA 8 01 4
1
PRAKTIKUM
MASYARAKAT
PENGABDIAN
STA 8 02 4
2
PRAKTIKUM PENGEMBANGAN
PROFESI
3 8 03 6
STA
SKRIPSI
Sum of SKS School

N
CODE
ADDITIONAL MAJOR
14
SKS
O
1 8 01 2
KKI
SCHOLARSHIP PREPARATION
2 8 02 0
KKI
AL-QUR'AN VIII
3
4
Sum of SKS School
Similar with English major,on the third semester, the subjects that
learnt by the students of International Class Program have been
appropriate with the students major. Table 4.10 bellow shows the subjects
that must be studied in third semester, especially for Islamic Education
major:
71
Table 4.10
The Schedule of International Class for Third Semester of PAI Major
NO
CODE
SUBJECT
STA 3 01 2
FILSAFAT ILMU
STA 3 02 2
TAFSIR
STA 3 03 3
HADIS
STA 3 04 2
STATISTIK
STA 3 05 2
STA 3 06 3
USHUL FIQH
STA 3 07 2
AKHLAK TASAWUF
STA 3 08 2
STRUCTURE II
STA 3 09 2
BIMBINGAN KONSELING
10
PAI 3 01 4
STUDI KEISLAMAN I
Sum of SKS School
24
NO
CODE
ADDITIONAL MAJOR
TIFL I
KKI 3
01 2
DRAMA INGGRIS
KKI 3
02 2
KKI 3
03 2
AL-QUR'AN
KKI 3
04 2
SKS
SKS
72
Sum of SKS School
There are twelve subjects of Islamic education major and four

additional subjects that should be taken for fourth semester. Table 4.11
presents the all subjects that should be taken as follow:
Table 4.11
The Schedule of International Class for Fourth Semester of PAI Major
NO
CODE
STA 4 01 2
ILMU KALAM
STA 4 02 2
STA 4 03 2
TEORI PEMBELAJARAN
STA 4 04 2
ULUMUL QUR'AN
STA 4 05 2
METODOLOGI PEMBELAJARAN
STA 4 06 2
PAI 4 01 2
ETIKA PROFESI KEGURUAN
PAI 4 02 2
ILMU JIWA UMUM
PAI 4 03 2
KOMPUTER MULTIMEDIA
10
PAI 4 04 2
SEJARAH PENDIDIKAN ISLAM
11
PAI 4 05 2
TAFSIR TARBAWI
12
PAI 4 06 2
SIRAH NABAWI
Sum of SKS School
24
NO
CODE
KKI 4 01 2
SUBJECT
ADDITIONAL MAJOR
TRANSLATION II
SKS
SKS
2
73
KKI 4 02 4
TOEFL PREPARATION
KKI 4 03 2
TIFL II
KKI 4 04 0
AL-QUR'AN
Sum of SKS School
There are eleven subjects and four additional majors that should be
studied for the fifth semester. The schedule is like that is presented by
table 4.12 as follows:
Table 4.12
The Schedule of International Class for Fifth Semester of PAI Major
NO
SUBJECT
CODE
STA 5 01 2
EVALUATION
TEACHING
STA 5 02 2
CURRICULUM AND
DEVELOPMENT
STA 5 03 2
DESIGN
TEACHING
STA 5 04 2
STA 5 05 2
RESEARCH
IN
ENGLISH
LANGUAGE TEACHING
STA 5 06 2
STA 5 07 2
FILSAFAT PENDIDIKAN
STA 5 08 2
MEDIUM
TEACHING
PAI 5 01 2
ILMU JIWA PERKEMBANGAN
3
4
8
9
OF
SKS
OF
OF
LANGUAGE
MATERIAL
LANGUAGE
LANGUAGE
74
10
PAI 5 02 2
TELAAH KURIKULUM PAI I
11
PAI 5 03 4
STUDI KEISLAMAN II
Sum of SKS School

NO
CODE
KKI 5 01 2
HADIS TARBAWI
KKI 5 02 2
JAVANICE
MUSIC
24
ADDITIONAL MAJOR
CULTURE/DANCE
SKS
2
&
2
KKI 5 03 2
ISLAM IN INDONESIA
KKI 5 04 0
AL-QURÀN V
Sum of SKS School
Table 4.13
The Schedule of International Class for Sixth Semester of PAI Major
NO
CODE
SUBJECT
SKS
STA 6 01 3
ULUMUL HADITS
STA 6 02 2
MICRO TEACHING
PAI 6 01 2
ILMU JIWA AGAMA
PAI 6 02 2
PERBANDINGAN AGAMA
PAI 6 03 2
PERBANDINGAN MADZHAB
PAI 6 04 2
MANAJEMEN KELEMBAGAAN
2
75
PAI 6 05 2
KAPITA SELEKTA PENDIDIKAN

ISLAM
PAI 6 06 2
MASAIL FIQHIYAH
PAI 6 07 2
TELAAH KURIKULUM PAI II
Sum of SKS School
19
NO
CODE
ADDITIONAL MAJOR
SKS
KKI 6 01 4
ILAIK
KKI 6 02 2
KKI 6 03 2
KHITABAH
KKI 6 04 2
AL-QURÀN VI
Sum of SKS School
Table 4.14 bellow shows the schedule of Islamic education major

that consist of three PAI subjects and two additional majors. The table is
as follows:
Table 4.14
The Schedule of International Class for Seventh Semester of PAI
Major
NO
CODE
SUBJECT
SKS
STA 7 01 4
PRAKTIKUM
PENGEMBANGAN
PAI 7 01 2
METODOLOGI
SOSIAL AGAMA
PENELITIAN
PAI 7 02 2
METODOLOGI
PENDIDIKAN
PENELITIAN
76
Sum of SKS School
NO
CODE
ADDITIONAL MAJOR
SKS
KKI 7 01 2
FIELD TRIP
KKI 7 02 2
AL-QURÀN VII
Sum of SKS School
Table 4.9 shows the schedule of PAI major for eight semester.
There are three subjects of PAI major and two additional majors. The
Program in Islamic education major, for the eight semester is seen as
follows:
Table 4.15
The Schedule of International Class for Eighth Semester of PAI Major
NO
SKS
STA 8 01 4
PRAKTIKUM
MASYARAKAT
STA 8 02 4
PRAKTIKUM
PROFESI
STA 8 03 6
SKRIPSI
Sum of SKS School
14
2
3
SUBJECT
CODE
NO
CODE
KKI 8 01 2
PENGABDIAN
PENGEMBANGAN
ADDITIONAL MAJOR
SKS
2
77
KKI 8 02 0
AL-QUR'AN VIII
Sum of SKS School
Table 4.16 shows the schedule of Arabic major for third semester.
There are eleven subjects of Arabic major and four additional major. The
Program in Arabic major, for the third semester is seen as follows:
Table 4.16
The Schedule of International Class for Third Semester of Arabic
Major (PBA)
NO
CODE
STA 3 01 2
FILSAFAT ILMU
STA 3 02 2
TAFSIR
STA 3 03 3
HADIS
STA 3 04 2
STATISTIK
STA 3 05 2
STA 3 06 3
USHUL FIQH
STA 3 07 2
AKHLAK TASAWUF
STA 3 08 2
STRUCTURE II
STA 3 09 2
BIMBINGAN KONSELING
10
PBA 3 01 2
MUFRODAT I
11
PBA 3 02 2
BALAGHAH I
Sum of SKS School
24
NO
SUBJECT
ADDITIONAL MAJOR
SKS
SKS
78
CODE
1
KKI 3 01 2
TIFL I
KKI 3 02 2
DRAMA INGGRIS
KKI 3 03 2
AL-QUR'AN
KKI 3 04 2
Sum of SKS School
There are twelve subjects of Arabic major and four additional

subjects that should be taken for fourth semester. Table 4.17 presents the
all subjects that should be taken as follows:
Table 4.17
The Schedule of International Class for Fourth Semester of Arabic
Major (PBA)
NO
CODE
SUBJECT
SKS
STA 4 01 2
ILMU KALAM
STA 4 02 2
STA 4 03 2
TEORI PEMBELAJARAN
STA 4 04 2
ULUMUL QUR'AN
STA 4 05 2
METODOLOGI PEMBELAJARAN
STA 4 06 2
PBA 4 01 2
NAHWU III
PBA 4 02 3
QOWAIDUL IMLA`
PBA 4 03 2
BALAGHAH II
10
PBA 4 04 2
MUFRODAT II
2
79
11
PBA 4 05 2
MUHADATSAH I
Sum of SKS School
23
NO
CODE
ADDITIONAL MAJOR
KKI 4 01 2
TRANSLATION II
KKI 4 02 4
TOEFL PREPARATION
KKI 4 03 2
TIFL II
KKI 4 04 0
AL-QUR'AN
Sum of SKS School
SKS
There are twelve subjects and four additional majors that should be
Table 4.18
The Schedule of International Class for Fifth Semester of Arabic
Major (PBA)
NO
EVALUATION
TEACHING
STA 5 02 2
CURRICULUM AND
DEVELOPMENT
STA 5 03 2
DESIGN
TEACHING
STA 5 04 2
STA 5 05 2
RESEARCH
IN
ENGLISH
LANGUAGE TEACHING
OF
OF
SKS
STA 5 01 2
1
SUBJECT
CODE
LANGUAGE
MATERIAL
LANGUAGE
80
STA 5 06 2
STA 5 07 2
FILSAFAT PENDIDIKAN
STA 5 08 2
MEDIUM
TEACHING
TBI 5 01 2
STRUCTURE IV
10
TBI 5 02 2
VOCABULARY II
11
TBI 5 03 2
WRITING II
12
TBI 5 04 2
SPEAKING III
OF
LANGUAGE
Sum of SKS School

NO
CODE
KKI 5 01 2
HADIS TARBAWI
KKI 5 02 2
JAVANICE
MUSIC
24
ADDITIONAL MAJOR
CULTURE/DANCE
SKS
2
&
2
KKI 5 03 2
ISLAM IN INDONESIA
KKI 5 04 0
AL-QURÀN V
Sum of SKS School
There are eight subjects and four additional major that should be
taken in sixth semester in Arabic. Table 4.19 bellow shows the schedule of
sixth semester for Arabic major:
Table 4.19
The Schedule of International Class for Sixth Semester of Arabic
Major (PBA)
NO
CODE
SUBJECT
SKS
81
STA 6 01 3
ULUMUL HADITS
STA 6 02 2
MICRO TEACHING
PBA 6 01 2
TARIKH ADAB
PBA 6 02 2
INSYA` II
PBA 6 03 2
BALAGHAH IV
PBA 6 04 2
FIQH LUGHOH
PBA 6 05 2
ILMU LUGHOH
PBA 6 06 2
MUTHOLAÀH III
Sum of SKS School
17
NO
CODE
ADDITIONAL MAJOR
SKS
KKI 6 01 4
ILAIK
KKI 6 02 2
KKI 6 03 2
KHITABAH
KKI 6 04 2
AL-QURÀN VI
Sum of SKS School
schedule as follow:
Table 4.20
The Schedule of International Class for Seventh Semester of Arabic
Major (PBA)
NO
CODE
SUBJECT
SKS
82
STA 7 01 4
PRAKTIKUM
PENGEMBANGAN
PBA 7 01 2
INSYA' III
PBA 7 02 2
ARABIC FOR SPECIFIC PURPOSE
PBA 7 03 2
METODOLOGI
BAHASA ARAB
PENELITIAN
PBA 7 04 2
METODOLOGI
PENDIDIKAN
PENENLITIAN
Sum of SKS School
12
NO
CODE
ADDITIONAL MAJOR
SKS
KKI 7 01 2
FIELD TRIP
KKI 7 02 2
AL-QURÀN VII
Sum of SKS School
Table 4.9 shows the schedule of Arabic major for eight semester.
There are three subjects of Arabic major and two additional major. The
Program in Islamic education major, for the eight semester is seen as
follows:
Table 4.21
The Schedule of International Class for Eight Semester of Arabic
Major (PBA)
NO
CODE
STA 8 01 4
SUBJECT
PRAKTIKUM
MASYARAKAT
PENGABDIAN
SKS
4
83
STA 8 02 4
PRAKTIKUM
PROFESI
STA 8 03 6
SKRIPSI
Sum of SKS School
14
2
3
PENGEMBANGAN
ADDITIONAL MAJOR
NO
CODE
SKS
KKI 8 01 2
KKI 8 02 0
AL-QUR'AN VIII
Sum of SKS School
B. Data Analysis
The writer, here, attempts to answer those research problems by
analyzing the data gained before, during the observation.
Data number
Situation
Because of the students have not finished the drama

script, the lecturer ordered the students to share
their ideas what will they do in the drama class.
Teacher
Well, could you tell what will we do now? Do you

have any idea?
Student 1
Eee, could we begin with practice our

character?
Teacher
Thats good idea, you need to know your own

character.
Student 2
What about, watch the movie of Cut nyak dien?,

So, we can observe the character together.
Teacher
Oh., unfortunately, I didnt bring the video right

now.
84
Student 2
We can watch it from the computer, we have saved

it.
Teacher
Sure, lets open your computer. Let me know all

the character.
The conversation above implied that the teacher ordered the students to
share their ideas, what would they do in the drama class. However, the
sentence that was used by the father was a question sentence, instead of
ordering sentence. On the other hand, according to Lyons, a question sentence
has function to ask information. Furthermore, student (1) did not response the
question with giving information, but, she responded the teacher with using
question sentence again. It meant their sentence did not fulfill the cooperative
principle that was proposed by Grice, especially maxim of manner. Therefore,
the conversation above had fulfilled maxim of relevance, because the response
of student (1) was still relevant with the context. Beside that, the conversation
also fulfilled maxim of quality and maxim of quantity, because their sentence
was not less or more, so that the partner could understand the topic in that
conversation. On the other hand, if we focused on types of sentence that was
used by the teacher to order students, it could be categorized as ordering or
imperative sentence. Because according to Pardiyono, imperative sentence
sometimes uses would, can, could, and etc. If the imperative sentence
was like that, it could be categorized as ordering sentence, namely requesting
sentence. So, according to Pardiyono, this sentence had fulfilled maxim of
manner when ordering the students.
85
Different from the first teachers ordering which did not fulfill maxim
of manner, the second ordering from the teacher when talking with the second
student had fulfilled all the maxims in the cooperative principle. The teacher
used a command sentence. The sentence was also not too short or long and it
was relevant with the context. So, it had fulfilled all the maxims in cooperative
principle. However, the response that given by the student (2) did not fulfill
the maxim of quantity, because he gave additional information that it was
actually not required, by saying we have saved it.
Data number
: 2
Situation
: The lecturer and the students were watching the

movie. Suddenly, one of the student who coming late
opened the door and come inside. There was a student
who ordered the lately student to turn on her
computer.
Student 1
: Excussme.
Teacher
: Oh.come in, please!
Student 2
: IsnaIsna, Do you bring laptop, right?
Student 1
: Kosek tak leren sek, I am so tired. (she sit on the

chair, then, take the computer and give it to her
friend)
In this conversation, student (2) used question sentence to order

student (1) turn on her computer. The answer that was given by student (1)
also lack of word sedelok. It meant the conversation above, in the part of
ordering someone, did not fulfill maxim of manner and maxim of quantity.
However, the conversation above had fulfilled maxim of quality and maxim of
relevance.
86
From the types of sentences, the sentence that was used to order
someone could not be categorized as ordering or imperative sentence. It
happened because the question sentence here, different from the question
sentence in data (1) which used the word can.
Data number
: 3
Situation
: The student who borrow computer from her friend

ordered the owner to show the folder where the Cut
nyak dien movie be saved.
Student 1
: Isna, where is the movie?
Student 2
: Let me check.
Here you are
From the types of sentence, the ordering sentence that was used by
student (1) could not be categorized as imperative sentence, because did not
fulfill with any explanations about imperative sentence.
Similar with data number (2), in this conversation, student (1) used
question sentence to order student (2). The usage of question sentence to order
someone, here, had showed the violation towards maxim of manner.
Therefore, this conversation had fulfilled maxim of quantity, because of not
more or less of information. Beside that, this conversation also had fulfilled
maxim of quality, because student (2) told the reality, and fulfilled maxim of
relevant, because the conversation was relevant.
Data number
: 4
Situation
: The lecturer and the students were practicing

pronunciations together. There was wrong spelling on
the script, and the lecturer ordered the students to
correct it.
87
Teacher
: stuboorn!....please correct your script! Only one

o.
Students
: (correcting their script)
In data number (4), the imperative sentence that was used by the
teacher to order students could be categorized as imperative sentence, namely
command sentence. Here, the teacher added with word please to make it
more polite.
The conversation above also had fulfilled maxim of manner because
the command was very clear enough. Even though, the students did not say
anything, this had fulfilled maxim of quantity, because the response could be
in gesture not verbally. The context was also relevant, so that, the listener
could understand with the command. It meant the conversation had fulfilled
maxim of relevance. Beside that, the conversation also had fulfilled maxim of
quality, because the teacher told the reality about the script.
Data number
: 5
Situation
: In the end of the meeting, the lecturer ordered the

students to observe their character.
Teacher
: I remember all of you need to research the character!

so, you know who you are.
Students
: O. k
Similar with data number (4), this conversation or data number (5) had
fulfilled all maxims in the cooperative principle. The imperative sentence that
was used to order someone was clear enough, not too short or too long. It
meant the sentence had fulfilled maxim of quantity and maxim of manner. The
response that was given by the students also relevant with the context. So, it
88
had fulfilled maxim of relevant. Doing research about the character was really
required in drama performing. So, this conversation also had fulfilled maxim
of quality. From the sentence that was used to order students was very clear. It
could be categorized as imperative sentence, namely command sentence.
Data number
: 6
Situation
: The Lecturer ordered the students dont behind to the

audience, when some students were acting in the class.
Teacher
: Where is your audience?
Students
: Over there.
Teacher
: O. k. Dont behind your audience, you must face

your audience!
Students
: O. k (correcting their blocking)
Different from data number (5) who had fulfilled all maxims in the
cooperative principle, data number (6) had not fulfilled maxim of manner. It
happened because the ordering or imperative sentence that was used by the
teacher was not imperative sentence, but question sentence. Therefore, this
conversation had fulfilled maxim of relevance, maxim of quantity, and maxim
of quality.
A question sentence here also could not be categorized as imperative
sentence to order students, even though the response was appropriate with the
teacher wants.
Data number
: 7
Situation
: The lecturer ordered the students to ban the past tense

on the script.
89
Teacher
: I remember you, you did not need to use past tense in

the script!
Students
: O. k
If focus on the sentence that was used by the teacher to order student, it
could be categorized as imperative sentence, namely command sentence. The
conversation also had fulfilled all maxims that were proposed by Grice. The
sentence was relevant and not ambiguity, the information was clear not lack of
information. On the other hand, it had fulfilled maxim of manner, quantity,
quality, and maxim of relevance.
Data number
: 8
Situation
: The Lecturer requested the students to change the

script dealing with Teuku Umar death.
Teacher
: I think we need to change the script, because cutting

means (expressing to cut head). I think hanging is
more dramatic for Teuku Umars death. But, up to
you, thats just my suggestion.
Student 1
: O. k, Miss, I agree.
The conversation above did not fulfill maxim of quantity, because the
imperative sentence that was used by the teacher was too long. Sentence but,
up to you, thats just my suggestion was not really required, because without
this sentence the listener had understand what the teacher wants.
From the type of sentence side, the sentence that was used to order
students was statement sentence, which had function to give information. It
meant, beside the conversation did not fulfilled maxim of quantity, it also did
90
not fulfill maxim of manner. However, it had fulfilled maxim of relevance and
maxim of quality.
91
CHAPTER V
CLOSURE
The last chapter, the writer tries to draw the conclusions based on
the analysis which done before, towards the data that collected during the
observation process. Moreover, as the closure in this study, the writer will end
this study with some suggestions, as follow.
A. Conclusions
Based on the statement of the problems, and the analysis of the
data, the writer concludes the study as follow:
1. Based on the data and its analysis, it can be seen that students of
International Class Program especially in the drama subject class uses
different types of sentences in ordering someone. The ordering
sentences that are used in the conversation are not always in imperative
sentence. It could be in other types of sentences. The data shows that
most of students at English drama class often use statement or question
sentence in ordering someone. However, the response that is shown by
the listener or conversation partner is like they ordered using
imperative sentence. It occurred because statement and question
sentences are not only used to give and ask information but also they
could be used like imperative sentences, to order someone. That is why
92
statement and question sentences can be categorized as imperative

sentence, as command and request sentence like Pardiyonos
explanation in the theoretical frame work, chapter two. And most of
them use command and requesting sentence in ordering someone.
2. The cooperative principle that is proposed by Grice consist of four
maxims. They are maxim of quantity, maxim of quality, maxim of
manner and maxim of relevance. All of the maxims that are proposed,
have function or rules to make the conversation can work comfortably.
However, based on the data analysis, there are some violations towards
the usage of cooperative principle that are done by students of
International Class Program at English drama class when ordering
someone. The maxim that often gets violation in ordering someone is
maxim of relevance. This occurred because the ordering sentences that
are used to order someone are not imperative sentence, but most of
students often use statement, even question sentence. This happened
because most students in English drama subject are Javanese people,
and they assume that the most important rule in the conversation that
must be obeyed is their sentence will not hurt the conversation partner
or listener. That is why the Javanese people assume that politeness is
the important rule that must be obeyed before other rules in the
conversation. And statement and question sentence are more polite to
order someone than imperative sentence
93
B. Suggestions
The writer realizes that this Pragmatics study only focuses in the
sentence that used in ordering someone that demonstrated by students of
International Class Program in the STAIN of Salatiga, especially in
English drama class. This is happened because of the limited time and
knowledge that the writer has to conduct this study. Therefore, the writer
stay would like to give some suggestions for the reader as follow:
1. Suggestion for the teacher:
Pragmatics study is important to be transmitted to the students because
there are some principles such as cooperative principle, politeness
principle and pragmatics principle that are important to be learned by
students. By transmitting the pragmatics study, students are expected
to get some moral values that can be applied in the conversation in the
daily life. So, they will be more polite and respectful man to another
during the conversation done.
2. Suggestion for the student:
After learning the Pragmatics, and related with this study, students are
expected to care more with their words or utterance in the
conversation. They must know and aware with their partner or
someone that spooked with the students. Students can use the
appropriate sentence to order someone in the conversation. Therefore,
when ordering someone, their sentence or utterance will not hurt the
94
partner feeling, or in other words they will grow to be the polite

people.
95
BIBLIOGRAPHY
Arikunto, Suharsini. 1993. Prosedur Penelitian. Jakarta: PT Bina Angkasa

Cahyono, Bambang Yudi. Kristal-Kristal Ilmu Bahasa. Surabaya: Airlangga
University Press.
Cresswell, John W. 1994. Research Designed Qualitative and Quantitative
Approaches. Thousand Oaks: Sage Publication Inc.
Djajasudarma, Fatimah. 1993. Metode Linguistik Ancangan Metode Penelitian
dan Kajian. Bandung: PT Eresco.
Frank, Marcella. 1972. Modern English: A Practical Reference Guide. New
Jersey: Prentice-Hall, Inc.
Leech, Geoffrey. 1991. Principles of Pragmatics. New York: Longman Inc.
Lyons, John. 1971. Introduction to Theoretical Linguistics. New York:
Cambridge University Press.
Mahsun. 2005. Metode Penelitian Bahasa. Yogyakarta: Duta Wacana University
Press.
Mey, Jacob L. 1994. Pragmatics an Introduction. United of Kingdom: Blackwell
Publishers.
Moleong, Lexi. 2002. Metodologi Penelitian Kualitatif. Bandung: PT. Remaja
Rosdakarya.
Mulyana. 2005. Kajian Wacana: Teori, Metode dan Aplikasi Prinsip-prinsip
Analisis Wacana. Yogyakarta: Tiara Wacana.
Pardiyono. 2005. Pasti Bisa TOEFEL: Practical Strategy for the Best Scores.
Yogyakarta: C.V. Andi Offset.
Parker, Frank. Linguistics for Non-Linguists. London: Tailor and Francis Ltd.
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Pemakaian. Malang: Bayumedia Publishing.
Robert, Allen. 1972. English Grammars and English Grammar. New York:
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Soenjono, Dardjowidjoyo. Psikolinguistik: Pengantar Bahasa Manusia. Jakarta:

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97
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PRINCIPLE ON ORDERING SOMEONE AT ENGLISH DRAMA SUBJECT IN THE

ENGLISH DEPARTMENT OF EDUCATIONAL FACULTY

MINISTRY OF RELIGIOUS AFFAIRS

Pronounces whole heartedly that the graduating paper entitled A PRAGMATICS

Religion without Science is Blind, and Science without

This thesis is wholeheartedly dedicated to:

1. Allah SWT the Almigthy God for the everything to me.

7. My friends TBI C 07 Crazy Comfort Colour Vo Funs (Liya K, Ops

Prakosa, Donny Tangguh (2012) A PRAGMATICS ANALYSIS ABOUT THE USAGE OF

Keywords: pragmatics, cooperative principle, and ordering someone.

In the daily conversation, it is often found some people who order

context. Webster (2004) defines that order is to give authoritative instruction to

I wish to convey my thanks to Mrs. Dra. Woro Retnaningsih, M. Pd, my attentive

1. The target of International Class opening

2. The schedule International Class for first semester Tarbiyah Faculty

3. The schedule International Class for second semester Tarbiyah Faculty 4. 3

6. The schedule International Class for fifth semester TBI

7. The schedule International Class for sixth semester TBI

8. The schedule International Class for seventh semester TBI

9. The schedule International Class for eight semester TBI

10. The schedule International Class for third semester PAI

11. The schedule International Class for fourth semester PAI

12. The schedule International Class for fifth semester PAI

13. The schedule International Class for sixth semester PAI

14. The schedule International Class for seventh semester PAI

15. The schedule International Class for eight semester PAI

16. The schedule International Class for third semester PBA

17. The schedule International Class for fourth semester PBA

18. The schedule International Class for fifth semester PBA

19. The schedule International Class for sixth semester PBA

20. The schedule International Class for seventh semester PBA

21. The schedule International Class for eight semester PBA

3. The students are practicing the facial expression

4. The students are practicing the gesture expression

TITLE PAGE ................................................................................................................ i

ATTENTIVE COUNSELOR NOTE ...................................................................................

STATEMENT OF CERTIFICATION .................................................................................

LIST OF TABLE ........................................................................................... .................

LIST OF PICTURES .. ...........................................

TABLE OF CONTENTS ..................................................................................................

CHAPTER I : INTRODUCTION ......................................................................................

A. Background of the Study ............................................................

B. Problem of the Study..................................................................

C. Purposes of the Study ...............................................................

D. Benefits of the Study .................................................................

E. Limitation of the Study ..............................................................

F. Definition of Key Terms .............................................................

G. Research Method ......................................................................

H. Research Paper Organization ....................................................

CHAPTER II : THEORETICAL FRAMEWORK ..................................................................

A. The Definitions of Pragmatics ...................................................

B. The Definition of Context ...........................................................

C. The Definition of Cooperative Principle ....................................

D. Ordering Someone ....................................................................

E. Types of Sentences ....................................................................

CHAPTER III : RESEARCH METHOD .............................................................................

A. Research Method ......................................................................

B. Data Sources ...............................................................................

C. Technique of Data Collecting ....................................................

D. Technique of Data Analysis .......................................................

CHAPTERIV:GENERAL DESCRIPTION AND DATA ANALYSIS ..... ...................................

A. General Description of International Class Program ......... ........