CHAPTER I

INTRODUCTION

In this chapter, the researcher presents background of the study,

identification of the problem, limitation of the study, statement of the

problem, objectives of the study, significance of the study.

A. Background of the Study

Language is one of important things in human life. It is how the

way people communicate and interact with other. Language cannot be

separated from human in daily life, it means for communication. We use

communication with spoken or written to socialize, express our feeling,

and get information or knowledge what we need. People make

conversation and interaction with language.

Speaking becomes essential for everyone to get information or

knowledge. Speaking skill is essential whether in the target of sources

language. If the student speak in their native language, it is not difficult,

but when they speak in foreign language they will make many mistakes,

because there are so many differences between their own language or

native language and their foreign language. Therefore when they speak

with foreigner, they will get understood.

Conversation happens when there is two or more participants.

When making conversation people of course have aim and needs. When

producing utterances people do not only concentrated based on

grammatical structure and appropriate vocabulary but also containing

explicit and implicit meaning. To know how human think, how human

communicate, how they use language in all the ways and with all the

means, we need pragmatics as the study of language. They learn how to

adapt their behavior depending on their conversation and social

environment.

Pragmatic have theories to minimize misunderstanding in

conversation. This is cooperative principle. We need cooperative principle

to help account for the relation between sense and force; and this kind of

explanation is particularly welcome where it solves puzzles which arise in

a truth based approach to semantic. There are four maxims in cooperative

principle. They are quality, quantity, relation and manner. In real life

people often break these maxims in order to hide the implicit meaning of

the utterance so that the hearer makes the inference from the utterance.

When we learn deeper about cooperative principle we get more

advantages as our communication run well with our interlocutors, easier to

understand, relevance.

Based on the background above the researcher interest to choose

analyze of flouting maxim in the movie script big friendly giant because

almost people still make conversation unclear, irrelevance, ambiguity etc.

Cooperative principle useful for communication in daily life, by using

movie script or watching the movie directly the researcher believes that the
 student more interest to learn English especially in speaking. So that their

utterances will be relevant, clear and correct with his or her interlocutors.

B. Identification of the problem

Speaking is one of important thing to communicate with other people.

When the researcher did PPL (Teach Practice) in SMA N 1

Buluspesantren, the researcher saw many students still make mistake in

conversation when they talk each other. Sometimes they give response to

their friends question with no relevance, so that their conversation

becomes not unclear and they would not achieve their conversation well.

C. Limitation of the study

Based on the background and identification of the problem the

researcher wants to limit the problem to focus on the analysis of flouting

maxim in the movie script “Big Friendly Giant” and its application in

teaching speaking for senior high school. In this thesis the researcher

describes the types of flouting maxims they are: quality, quantity, relation

and manner in the movie.

The researcher is interested to analyze flouting maxim because

student still make mistake when they are having conversation, by using

movie student more interesting to pay attention as teaching learning.

D. Statement of the problem

Many aspects can be analyzed from the script movie “Big Friendly

Giant”. However the researcher wants to state two problems that going to

discussed are:

1. What kinds of flouting maxim in the movie script “Big Friendly

Giant”?

2. How is the application of flouting maxim in movie script “Big

Friendly Giant” in teaching speaking?

E. Objectives of the study

There are two objective of the study in the research:

1. To identify what kinds of flouting maxim in the script movie “ Big

Friendly Giant”

2. To describe the application of flouting maxim in teaching speaking for

senior high school

F. Significance of the study

There are some expected benefits from the result of this study. The

significance of the study is explained as below:

1. English Teacher

The researcher hopes that her research can be useful to teach

Pragmatic that can be application to teach speaking English. As we

 know that speaking is one of something necessary in learn English. We

can make correct conversation after we learn cooperative principle in

script movie “Big Friendly Giant”. Using script movie of “Big

Friendly Giant” teacher explain the material easier to understand their

students because use real film.

2. Students

The students know more about pragmatic especially about cooperative

principle in language. It can be use as additional knowledge in

pragmatics and make correct conversation.

3. Other Researcher

The result of this research also contributes to other researchers to give

references to the next researcher.

 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter explains theoretically the topics that strengthen this

research that can become a basic of the research. The researcher

presents about review theories and studies that are closely related to

the study. They are theoretical review and previous study.

A. Theoretical review

1. Pragmatic

According to Levinson (2008 : 9-24 ) pragmatics is the study of those

relation between language and context that are grammaticalized, or

encoded in the structure of language. Besides that pragmatics is the study

of all these aspect of meaning not captured in a semantic theory.

Pragmatics is the study of the relations between language and context that

are basic to an account of language understanding. Pragmatics is the study

of the ability of language users to pair sentences with the contexts in

which they would be appropriate.

Grifiths (2006:1) states that pragmatic is concerned with the use of

these tools in meaningful communication. Pragmatics is about the

interaction of semantic knowledge with our knowledge of the world,

taking into account context of use.

 Moreover, according to Schauer (2009: 5-6), pragmatics is a relatively

young linguistic discipline compared to, for example, phonetic and syntax

which began to establish itself as an independent area of linguistic research

only about 40 years ago. Linguistic pragmatics has its foundation in

language philosophy and developed as a result of ideas concerning the

function and use of language by Philosopher such as Wittgenstein and

Bach. The term of pragmatic it goes back to another philosopher, Peirc,

and his work of pragmatism. The first definition of pragmatics that is

generally quoted was developed by Morris, Who defined pragmatics as the

study of relation of signs to interpreters. It has to be noted, however, that

his definition based on a semiotic view of pragmatic and that subsequent

definition of linguistic pragmatic tend to use different terms and are often

more detailed. He has included below three definitions that are now

commonly used to describe pragmatics from perspective that is also

relevant for the present investigation:

1) Pragmatic is study of language from the point of view users,

especially of the choices they make, the constraint key encounter in

using language in social interaction and the effect their use of

language has on other participants in the act of communication.

2) Linguistic pragmatics, from the Greek Pragma, activity or deed, is the

study of communication principles to which people adhere when they

interact rationally and efficiently in social contexts. Speakers/writers

follow these principles to imply additional meaning to a sentence, and

 hearer or reader follow these principles to infer the possible meaning

of an utterance out of all available option in a given context.

Pragmatic describes the linguistics form, action, patterns and

strategies that are used to imply and interpret which enable

interlocutors to comprehend the intended, but not uttering meaning.

3) Pragmatic studies use of language in human communication as

determined by conditions of society.

On the other hand, Mey (2004:6 ) explains that pragmatics studies the

use of language in human communication as determined by the condition

of society.

Moreover, Chaika (2000:39) he stated that pragmatics is the social

uses of language especially in terms of the preconditions that bring about

the meaning of what is said.

Based on explanations above, the researcher concludes the pragmatics

is studies about meaning which the human use for communication as

condition of society and also relation between semantic knowledge with

our knowledge.

2. Cooperative Principle

Cooperative principle rise in communication which provides rules

for conversation. It controls the participants in doing conversation, so their

conversation works in cooperative and polite ways. The controls of the

participants in conversation are called cooperative principle. Cooperative

 principle is introduced by Grice in 1975. This conversation mechanism is

explained in four maxims, namely: maxim quantity, maxim quality,

maxim relevance and maxim manner. These maxims deal with their

certain part of the rules in this cooperative principle.

The cooperative principle is that speakers want to be understood

and interpreted correctly and hearers want to be effective decoders of the

messages they receive. They are perceived as constructing meaning

cooperatively during communicative interaction. In other words, both

patties make an effort to cooperate in this exchange of ideas, feelings,

beliefs, and so forth. A nonnative speaker, however, is someone who does

not have full command of the target language, is often to concern with his/

her linguistic performance, and thus cannot always concern him/herself

with these maxims. Furthermore, although such maxim probably exists in

every human language, they can function quite differently from language

to language with respect to the value of any given maxim.(Celce,2007:17)

In Grice’s theory of cooperative principle, Grice formulated four

maxims: Maxim of Quality, maxim of Quantity, maxim of relevance, and

maxim of manner. Which are known as the maxim of Cooperative

Principle.(Mey,2004-65). The maxims of cooperative of cooperative

principle as formulated by Grice are:

a. Maxim of Quality:

Try to make your contribution one that is true.

i) Do not say what you believe to be false.

ii) Do not say that for which you lack adequate evidence.

Maxim quality can be defined as truthful as required. That

means the speaker should inform the truth and they are not allowed

to say what they think false and give the statement that run short of

proof. Here speaker write are expected to say only what they believe

to be true and to have evidence for what they say. Consider the

example below:

John :”Does your farm contain 400 acres?”

Berta :”I do not know that it does, and I want to know if it does.”

The example extends the scope of quality by viewing truth as

a special sub-case of sincerity applied to assertions; when one asks a

question, one may standardly be taken to be asking sincerely and

hence to be indeed lacking and requiring the request information.

Other simple example see following below:

X : ‘why did you come late last night?’

Y : ‘The car was broken down’

In the example Y gives the truth that his car was broken down. So

that he came late.

Cutting (2008:34) stated maxim of quality, which says that

speakers are expected to be sincere, to be saying something that they

believe corresponds to reality. They are assumed not to say anything

that that they believe to be false or anything for which they lack

evidence. Some speakers like to draw their hearers’ attention to the

fact that they are only saying what they believe to be true, and that

they lack adequate evidence, for example:

A : “I’ll ring you tomorrow afternoon then.”

B : “Erm, I shall be there as far as I know, and in the

meantime have a word with Mum and Dad if they’re

free.

Right. Bye-bye then sweetheart.”

A :”Bye-bye, bye”

From the example above , B says as far as I know, meaning I

can’t be totally sure if this is true, So that if A rings up and finds that

B is not there, B is protected from accusations of lying by the fact

that B did make it clear that B was uncertain. Most hearers assume

that speakers are not lying, and most speakers know that.

Moreover, Grundy (2000:74) gives more examples:

Pragmatics is difficult. Based on the example, being assumed to be

well founded, gives rise to be imlicature that the speaker believes or

has evidence that it is, and When will dinner be ready?. It is being

assumed to be a sincere question, gives rise to the implicature that

the speaker does not know, has a reason for wanting to know, and

thinks the addressee does know.

Refer to the speaker conviction and belief that she/he is

starting the truth. The cooperative assumption between speaker and

hearer such that the hearer accepts the utterance made by speaker as
 statements of the way thing are from speaker’s point of view. By this

maxim, means that speakers should always provide true and valid

information

b. Maxim of Quantity

i) Make your contribution as informative as is required.

ii) Do not make your contribution more informative than is required.

See simple example :

X : ‘Where are you going?’

Y : ‘I’m going to the post office.’

In the example, Y gives comments to X’s statement without adding

other information.

According to Cutting (2008:34) maxim of quantity says that

speakers should be as informative as is required, that they should give

neither too little information nor too much. Some speakers like to point to

the fact that they know how much information the hearer requires or can

be bothered with, and say something like, ‘well, to cut a long story short,

she didn’t get home till two.’ People who give too little information risk

their hearer not being able to identify what they are talking about because

they are not explicit enough; those who give more information than the

hearer needs risk boring them.

Grundy (2000: 74) gives more examples: The students are making

progress. Based on the example, being all the information the speaker
 provides, gives rise to the implicature that the students are not doing

brilliantly.

This relates to the provision of information by the speaker for the

hearer’s benefit. In other words, we are concerned here with the speaker’s

evaluation of what the hearer knows as opposed to what hearer needs to

find out about the content of the communicative interaction in order to

interpret the message. In this maxim, means to say that in conversation

people should always check the quantity of information that is required at

a particular stage and in a particular context of communication to be

cooperative.( Celce,2007:171)

c. Maxim of Relation:

Be relevant.

Cuting (2008:35) argues that maxim of relation says that speakers

are assumed to be saying something that is relevant to what has been said

before. See the following example:

X : “There’s somebody at the door.”

Y : “I’m in the bath.”

Based on the example above, Y expects X to understand that his

present location is relevant to her comment that there is someone at the

door, and that he cannot go and see who it is because he is in the bath.

Some speakers like to indicate how their comment has relevance to the

conversation.
 Moreover, Grundy (2000:74) state that maxim of relevance is

fulfilled when the speaker give information that is relevant to the topic

proceeding. Therefore, each of the speaker or hearer must be relevant to

the topic of conversation.

Example:

X : “Can you tell me the time?”

Y : “Well, the milkman has come.”

It is only on the basis of assuming the relevance of Y’s response that we

can understand it as providing a partial answer to X’s question.

Refers to the fact that the speaker needs to make sure that the

hearer sees the relevance of what is being said to what she/he knows about

situation and the goal of the interaction. If for some reason the speaker

suddenly decides to change the topic or interrupt the normal flow of the

conversation, it will be expected that she/he explain the reasons for this

relevant to the topic of conversation. The information must be related to

the subject matter of their communication in some way. (Celce, 2007:171).

d. Maxim of Manner:

Be perspicuous.

i) Avoid obscurity of expression.

ii) Avoid ambiguity.

iii) Be brief.

iv) Be orderly.

See following example below:

X : ‘Where was Alfred yesterday?’

Y : ‘Alfred went to the store and bought some whiskey.’

In the example, Y’s answer obeys the manner maxim: be orderly, because

she gives a clear explanation where X was.

According by Cutting (2000:35), maxim of manner is when the

speakers put information brief and orderly, the speaker must avoid the

obscure and ambiguous information from the hearer. Therefore, each

participant must give the information directly and reasonably, and it

should not be vague, ambiguous or excessive.

Example:

Diego : “Do you watch football matches every Saturday night?”

Shane : “Talk Show program is my favorite.”

Refer to delivery of the message. The speaker is expected to

produce a coherent, well-presented utterance that does not make it difficult

for the hearer to carry out the interpretation process. It is the speaker’s

responsibility, therefore in case of a faulty start or an ambiguous outcome

to clarify and adjust the utterance so that it abides by the maxim of manner

and is accessible for interpretation.(Celce,2007:172)

Based on explanation above the researcher concludes that

cooperative principle use to make conversation clear and informative.

There are four maxim in the cooperative principle theory; Maxim of

Quantity, Maxim of Quality, Maxim of Relevance and Maxim of Manner.

3. Flouting Maxim

According to Black (2006:25) flouting this is the most interesting way

of breaking maxim. One makes clear to the hearer that one is aware of the

cooperative principle and the maxims, so that the audience is led to

consider why the principle or a maxim was broken. The assumption, in

other words, is not that communication has broken down, but that the

speaker has chosen an indirect way of achieving it.it may be that

something in the situation prevents giving a direct answer to a question;

considerations of politeness may inhibit the speaker. This is one of the

most crucial aspects of Grice’s theory for the interpretation of literary. We

assume that flouts generate implicatures, and it is up to the reader to pick

up appropriate ones.

According cutting (2008:36) when speakers appear not to follow the

maxims but expect hearers to appreciate the meaning implied, he say that

with flouting maxim. Just as with an indirect speech, the speaker implies a

function different the literal meaning of form, when flouting a maxim, the

speaker assumes that the hearer knows that their words should not be taken

at face value and that they can infer the implicit meaning.

a. Flouting Quantity

The speaker who flouts the maxim of quantity seems to give too

little or too much information. If peter asks, ‘Well, how do I look?’ and
 Mary replies ‘Your Shoes are nice’, Peter knows that Mary is not

impressed with the rest of what he is wearing. If we look again at the

old lady in the sheltered home, in the example that started this unit, we

see that she flouts the maxim of quantity when she says, ‘Oh yes, you

will get other opinions, but that’s my opinion’. The interviewer knows

that she is not giving all information that he needs in order to fully

appreciate what is being said.

b. Flouting Quality

The speaker flouting the maxim of quality may do it in several

ways. Firstly, they may quite simply say something that obviously

does not represent what they think.

Speaker also flout maxim of quality by exaggerating as in the

hyperbole. For example:

‘I could eat a horse, or I’m starving ’

Which are well-established exaggerating expressions. No speaker

would expect their hearer to say, ‘what you could eat a whole horse?’

or ‘I don’t think you are dying of hunger-you don’t even look thin’.

Hearers would be expected to know that the speaker simply meant that

they were very hungry. Hyperbole is often ata the basis of humor.

Take this example from social studies:

Remember that as a teenager you are at the last stage in your life
when you will be happy to hear that the phone is for you.
(Lebowitz,1985,quoted in Sherrin 1995)
 It is an exaggeration to say that adults are never happy to hear that the

phone is for them, even though this may often be the case. Anybody

reading this humorous line would know not to take it at its face value.

Similarly, a speaker can flout the maxim of quality by using

metaphor, as in ‘my house is a refrigerator in January’ or ‘don’t be

such a wet blanket-we just want to have fun’. Here again, hearers

would understand that the house was very cold indeed, and the other

person trying to reduce other people’s enjoyment.

The last two main ways of flouting the maxim of quality are

irony and banter, and they form a pair. As Leech (1983:144) says,

‘while irony is an apparently friendly way of being offensive (mock-

politeness), the type of verbal behavior known as ‘banter’ is an

offensive way of being friendly (mock impoliteness).’

c. Flouting relation

According Cutting (2008: 37-38) he state, If speakers flout the maxim

of relation, they expect that the hearers will be able to imagine what

the utterance did not say and make the connection between their

utterance and the preceding one(s).

For example : “The baby cried”. The mommy picked up it up.

We assume that the ‘mommy’ was the mother of the crying baby and

that she picked the baby up because it was crying. Similarly, in the

following exchange:

X : ‘There’s somebody at the door.’

 Y : ‘I’m in the bath.’

Y expects X to understand that his present location is relevant to her

comment that there is someone at the door, and that he cannot go and

see who it is because he is in the bath.

d. Flouting manner

According cutting (2008: 38) flout the maxim of manner,

appearing to be obscure, are often trying to exclude third party. For

example

If a husband says to a wife: “I was thinking of going out to get some of

that funny white stuff for somebody”, he speaks in an ambiguous way,

because he is avoiding saying ‘ice-cream’ and ‘Michelle’, so that his

little daughter does not become excited and ask for the ice-cream

before her meal.

4. Teaching Speaking

According to Brown (2007:8) teaching is guiding and facilitating

learning, enabling the learner to learn, and setting the condition for

learning. It means that teaching is a process to facilitate transferring

knowledge from the teacher to their students in comfortable condition in

teaching process. Teaching is to give someone knowledge or instructor to

train someone, or to show somebody how to do something or to do change

somebody’s ideas.

Not only Brown explanation about teaching, on the other hand,

Harmer (2002:56) also defined teaching, He said teaching is about

transmission of knowledge from teacher to student, or is it about creating

conditions in which, somehow, students learn for themselves.

The researcher defines teaching as activities transferring knowledge

from teacher to student in good situation and condition so that the students

will accept knowledge easier and add their knowledge than before.

According to Luoma (2009: 1), speaking skills are an important part of

the curriculum in language teaching, and this makes them an important

object of assessment as well. Moreover (Brown, Burns & Joyce in Kosar

Gulten et al, 2014p.13) explain that Speaking is an interactive process of

constructing meaning which is comprised of producing and receiving

information

Brown (2000:266) states that listening and speaking skills are closely

intertwined viewed from the pragmatic of the language classroom. More

often than not, ESL curricula that treat oral communication skill will

simply be labeled as”Listening/Speaking” courses. The interaction

between these two modes of performance applies especially strongly

conversation, the most popular discourse category in the profession, and in

the classroom, even relatively unidirectional types of spoken language

input (speeches, lectures, etc.) are often followed or preceded by various

forms of oral production on the part of the students.

5. Movie

a. Definition Movie

Movie which is known film is type of visual communication

which moving pictures and sounds to tell stories or inform.

Danyger (2011:287) said about movie is a visual medium

movement which was originally the novelty of the medium has

naturally become its showpiece.

Moreover, Barsam and Monahan (2010:3) explain movie as follows:

“A movie is a popular entertainment, a product produced and

marketed by a large commercial studio. Every image is well polished
by an army of skilled artists and technicians. The finished product,
which is about two hours long, screens initially in movie theaters, is
eventually released to DVD, and ultimately winds up on television.”

In this research the researcher using movie as object research

entitled Big Friendly Giant. The researcher use movie because the

researcher believes that student will be interest to watching movie

than hear their teacher explanation more about material, beside that

movie has advantages and disadvantages in teaching learning.

b. Advantages using movie

1) Visual images stimulate student’s perception directly, while written

words can do this indirectly.

2) Movies are more sensory experience than reading-besides verbal

language, there is also color, movement, and sound.

 3) Class was livelier and the students were more interested in

following the lesson carefully, contrary to the other class were

reading was presented through graded readers only.

4) Movies draw students’ attention and captured their interest.

5) Unquestionable.

Ismail (2013:128)

c. Disadvantages movies

1) The participating teacher was that using movies in the classroom

meant lost class time and the difficulty of showing movies in

class periods.

2) Watching movie must generally reduce events into two hours or

so while there is no time constraint on a novel.

3) Movies do not allow interacting with the plot or characters by

imagining them in our minds.

4) For some teachers, this is often the most frustrating aspect of

turning a novel into a movie.

5) Some students might resist viewing the movie without or with

English subtitles. These films take more effort to follow because

of the need to read the subtitles and watch the scenes.

Ismaili (2013:128)
d. Genre of Movie

1) Action

Action movies usually include high energy, big-budget

physical stunts and chases, possibly with rescues, battles, fights,

escapes, destructive crises (explosions, natural disasters, fires,

etc), non-stop motion, spectacular rhythm and pacing, and

adventurous, often two-dimensional “good-guy” heroes battling

“bad guys”. The achievement of one character’s goals may well

mean the end of another character. An action sequence is an

accelerated version of the traditional film scene. This is why the

action sequence so often plays itself out as a matter of life or

death. The examples of action movies are Die Hard, Mission

Impossible, Countdown, Spectre, The Challenger etc.

2) Adventure

Adventure films are usually exciting stories, with new

experiences or exotic locales, very similar to or often paired

with the action film genre. They can include traditional

swashbucklers, serialized films, and historical spectacles

(similar to the epics film genre), searches or expeditions for lost

continents, "jungle" and "desert" epics, treasure hunts, disaster

films, or searches for the unknown. The example of adventure

movies are Warcraft, The Jungle Book, The Maze Runner,

Pirates of Carribean, The Hunger Games etc.

3) Comedy

Comedies are light-hearted plots consistently and

deliberately designed to amuse and provoke laughter (with one-

liners, jokes, etc.) by exaggerating the situation, the language,

action, relationships and characters. This section describes

various forms of comedy through cinematic history, including;

slapstick, screwball, spoofs and parodies, romantic comedies,

black comedy (dark satirical comedy), and more. The examples

of comedy movies are Mrs. Doubtfire, Taxi, Ace Ventura, Mr.

Right, Kindergarten Cop etc.

4) Crime and Gangster

Crime (gangster) films are developed around the sinister

actions of criminals or mobsters, particularly bankrobbers,

underworld figures, or ruthless hoodlums who operate outside

the law, stealing and murdering their way through life. Criminal

and gangster films are often categorized as film noir or

detective-mystery films - because of underlying similarities

between these cinematic forms. This category includes a

description of various 'serial killer' films. The examples of crime

movies are The Departed, Fast and Furious, American

Gangster, The Trust, Point Break etc.

5) Drama

Dramas are serious, plot-driven presentations, portraying

realistic characters, settings, life situations, and stories involving

intense character development and interaction. Usually, they are

not focused on special-effects, comedy, or action, Dramatic

films are probably the largest film genre, with many subsets.

The examples of drama movies are Beyond of the Blackboard,

The Club, The American Side, Shakespeare in Love, Freedom

Writers etc.

6) Epics / Historical

Epics include costume dramas, historical dramas, war

films, medieval romps, or 'period pictures' that often cover a

large expanse of time set against a vast, panoramic backdrop.

Epics often share elements of the elaborate adventure films

genre. Epics take an historical or imagined event, mythic,

legendary, or heroic figure, and add an extravagant setting and

lavish costumes, accompanied by grandeur and spectacle,

dramatic scope, high production values, and a sweeping musical

score. Epics are often a more spectacular, lavish version of a

biopic film. Some 'sword and sandal' films (Biblical epics or

films occurring during antiquity) qualify as a sub-genre. The

examples of epic or historical movies are Gladiator, Kingdom of

Heaven, Exodus, Colonia, Experimenter etc.

7) Horror

Horror films are designed to frighten and to invoke our

hidden worst fears, often in a terrifying, shocking finale, while

captivating and entertaining us at the same time in a cathartic

experience. Horror films feature a wide range of styles, from the

earliest silent Nosferatu classic, to today's CGI monsters and

deranged humans. They are often combined with science fiction

when the menace or monster is related to a corruption of

technology, or when Earth is threatened by aliens. The fantasy

and supernatural film genres are not usually synonymous with

the horror genre. The examples of horror movies are The

Conjuring, Paranormal Activity, Insidious, The Channel,

Southbound etc.

8) Musicals/Dance

Musical/dance films are cinematic forms that emphasize

full-scale scores or song and dance routines in a significant way

(usually with a musical or dance performance integrated as part

of the film narrative), or they are films that are centered on

combinations of music, dance, song or choreography. The

examples of musical or dance movies are The Sound of Music,

Wiplash, School of Rock, Another Cinderela Story, Rock of Ages

etc.
9) Science fiction

Sci-fi films are often quasi-scientific, visionary and

imaginative - complete with heroes, aliens, distant planets,

impossible quests, improbable settings, fantastic places, great

dark and shadowy villains, futuristic technology, unknown and

unknowable forces, and extraordinary monsters ('things or

creatures from space'). The examples of science fiction movies

are Star Wars, Transformes, Oblivion, Lazer Team, Lavalantula

etc.

10) War

War (and anti-war) films acknowledge the horror and

heartbreak of war, letting the actual combat fighting (against

nations or humankind) on land, sea, or in the air provide the

primary plot or background for the action of the film. War films

are often paired with other genres, such as action, adventure,

drama, romance, comedy (black), suspense, and even epics and

westerns, and they often take a denunciatory approach toward

warfare. They may include POW tales, stories of military

operations, and training. See this site's Greatest War Movies (in

multiple parts).

11) Westerns

Westerns are the major defining genre of the American

film industry - a eulogy to the early days of the expansive

 American frontier. They are one of the oldest, most enduring

genres with very recognizable plots, elements, and characters

(six-guns, horses, dusty towns and trails, cowboys, Indians,

etc.). Over time, westerns have been re-defined, re-invented and

expanded, dismissed, re-discovered, and spoofed.

http://www.filmsite.org/genres.html

6. Big Friendly Movie

Roald Dahl was a British Novelist, short story writer, poet,

screenwriter. Roald dahl (1916-1990) was a World War II fighter ace who

became a writer for adults and then an immensely popular writer for

children. Among his well-known books for children are James and the

Giant Peach, Charlie and the chocolate Factory, Matilda, The Witches,

Fantastic Mr. Fox, and The Twits. With more than 200 million books in

print, Dahl is ranked among the best-selling authors of the world; and, far

and away, he is the best-selling children’s writer in the UK. Dahl was

married for thirty years to the actress Patricia Neal and had five children.

The BFG is dedicated to his daughter Olivia who was seven years old

when she died of measles encephalitis, a rare side effect of measles.

Big Friendly Giant is 2016 American fantasy adventure film directed

and co-produced by Steven Spielberg, written by Melissa Mathson and

based on the 1982 novel of the same name by Roald Dahl. Big Friendly

Giant release on July 1, 2016 in United States. Big Friendly giants is one

of film that can inspire many people to having empathy and brave to help
other, beside that Big Friendly Giant also suitable for all ages , everyone

allow to watch this movie because the movie not only entertain the

audience but also give some lesson, especially for the parents about world

life and also about how important to have a dream or imagination for their

children to support their future.

Based explanation above the researcher choose big friendly giant to

analyze because big friendly giant is one of novel writer by Roald dahl, he

is one of British Novel that ever best-selling authors of the world, beside

that his creation interest to watch for everyone no exception, in this

research related with pragmatics which is learn something as context and

situation, use movie as media make teaching learning more interest, beside

that student should observe how the actors speak with their interlocutors as

context and situation, to help students easily in understanding the dialogue

in the movie script by the actor.

In the BFG, young orphan Sophie meets the BFG one night when she

can’t sleep. He takes her back to his cave, where she meets nine other

giants, all of whom eat humans. To stop the giants, Sophie and the BFG go

to the Queen of England, who traps the giants in a pit.

The BFG kidnaps Sophie so that she can’t tell anyone about his

existence. He fears being captured and put in a cave. He’s much nicer than

his fellow giants, who treat him terribly and eat human beings for every

meal.
 Determined to stop the giants, Sophie and the BFG devise a plan:

they are going to plant a nightmare about man-eating giants during the

Queen of England’s sleep. To do this, they mix a number of dreams that

the BFG has caught in his butterfly net.

The Queen of England decides to capture the giants instead of kill

them. Her soldiers dig a huge pit, into which they throw the sleeping

giants. https://www.enotes.com/topics/the-bfg

B. Previous study

Generally, some researchers who conducted research in the same field

have analyzed maxim. The first previous study is done by Wida Noviyana

(2016) from Muhammadiyah University of Purworejo. She conducted her

thesis entitled The analysis of Dialogues in A Textbook Entitled Bahasa

Inggris ”When English Rings A Bell” year VIII Using Cooperative Principle

(Maxim) and Its Application to Teach Speaking At the Eight Grade Students of

Junior High School. The objectives of the study to find out of maxims are

flouted by Dialogues in A textbook Entitled “When English Rings A Bell”.

The researcher applies descriptive research using pragmatics approach

particularly, the cooperative principle. She conduct the way her research by

using descriptive qualitative research. The procedures of analyzing the data are

describing the data in form dialogue of the textbook, describing the context,

and analyzing the data based on Grice’s cooperative principle, and analyzing

the implicatures. The result shows that in her research, in textbook entitled
“When English Rings A Bell” found flouted the maxim of quantity 79 times or

54, 86%, the maxim of quality flouted 19 times or 13,19%, the maxim of

relation flouted 31 times or 21,52%, and the maxim of manner flouted 15 times

or 10,41%. The result shows that all of maxim flouting was in this textbook,

there is similarity between her research and this thesis, the similarity is that use

descriptive qualitative research but there are differences between he research

with this thesis use text book as object of analyze.

The second previous study is done by Ratna Wulandari (2013) from

English Department of Educational Faculty State Institute for Islamic Studies

(STAIN). She conducted a research under tittle “The pragmatic analysis of

Cooperative Principle on Contraband Movie”. In conducting the research, the

researcher uses documentation method to collecting the data. The data are

taken from the dialogue in the movie and they are explained descriptively. The

result of the research show that the maxim flouted 28 times in the whole

dialogue of the movie. The maxim of quantity flouted 4 times, the maxim of

quality flouted 15 times, the maxim of relation flouted 5 times, and the maxim

of manner flouted 4 times. The result shows that the implicature is related to

the context situation. There is similarity between her research and this thesis,

the similarity is that use movie as object of analyze but there are differences

between her research with this thesis, her research use documentation method

to collect data in this thesis use watching the movie, downloading the script

and taking all utterances which contain flouting maxim the data.