THE ANALYSIS OF CONVERSATIONAL IMPLICATURE IN
THE MOVIE SCRIPT OF “DESPICABLE ME”
A GRADUATING PAPER
Submitted to the Board of Examiners as a Partial Fulfillment of the Requirements
for the Degree of Sarjana Pendidikan Bahasa Inggris (S.Pd.I)
in the English Department of Education Faculty
State Institute for Islamic Studies (STAIN) Salatiga
LESTARI
11307014
ENGLISH STUDY PROGRAM
STATE INSTITUTE FOR ISLAMIC STUDIES (STAIN)
SALATIGA
2013
i
ii
iii
iv
DEDICATION
This graduating paper is sincerely dedicated for:
1. My beloved son: Fathir Dimas Saputra as the candle in my life.
2. My dearest husband: Fatahul Mubin. Thanks for the supports, love and the
fund.
3. My parents and parents in law that always give me prayers and love.
4. All the teachers in MI Krandon Lor as my friends. Thanks for the
supports.
5. My classmates in TBI A 2007. Thanks for the friendship and jokes.
6. My special friends: Endang Emawati, Merita, Dewi, Dani, Siwi, Soraya,
Danang, and Teguh.
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ACKNOWLEDGMENT
In the name of Allah, The Most Gracious and The Most Merciful, The
Lord of Universe. Because of Him, the writer could finish this graduating paper as
one of the requirement for Sarjana Pendidikan Islam in English Department of
Educational Faculty of State Institute of Islamic Studies (STAIN) Salatiga in
2013.
Secondly, peace and salutation are always given to our prophet
Muhammad SAW who has guided us from the darkness to the lightness.
However, this success would not be achieved without the supports,
guidance, advices, helps, and encouragements from individual and institution, and
I somehow realize that an appropriate moment for me to the deepest gratitude for:
1. Dr. Imam Sutomo, M.Ag, the chief of State Institute of Islamic Studies (STAIN)
Salatiga.
2. Suwardi, M.Pd, S.Pd, as the chief of Educational Faculty
3. Maslihatul Umami, S.Pd.I MA as the Chief of English Education Department.
4. Faizal Risdianto, M.Hum as the writer’s counselor who has educated, supported,
directed and given the writer advices, suggestions, and recommendations for this
graduating paper from beginning until the end.
5. All the lecturers in English Education Department.
6. My beloved family
7. All the staffs that have helped the writer in processing of graduating paper
administration.
8. All of my friends that have helped me in finishing this graduating paper.
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Finally this graduating paper is expected to be able to provide useful
knowledge and information to the readers. The writer is pleased to accept more
suggestion and contribution from the readers.
Salatiga, March 7th, 2013
The Writer
Lestari_
NIM. 11307014
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ABSTRACT
Lestari. 2013. The Analysis of Conversational Implicature on the Movie Script of
“Despicable Me”. Consultant: Faizal Risdianto, M.Hum. 197509172008 01 1010
Keywords: Conversational Implicature, Movie, Script.
The important of understanding the different views of the context of
situation surrounding the events is needed in communication. It is common that
the participants ask questions, and then the others give irrelevant answers because
of a different interpretation and reference, view, understanding and knowledge
about an object entity on a person. In Pragmatics, it is known as conversational
implicature which is studied by the writer. This study is made to analyze the use
of conversational implicature on the movie script “Despicable Me”. The purposes
of doing this research are to explain the types and the context of situation of each
utterance contains conversational implicature used in “Despicable Me” movie
script. The technique of collecting the data that is applied by the writer is
documentation method. The data which have been collected are analyzed by using
some books, websites and documents for the theoretical data and using referential
method (Padan method). This is a qualitative study that focuses on the
conversational implicature based on cooperative principles on the movie script.
The writer analyses four cooperative principles which are maxim of quality,
maxim of quantity, maxim of manner and maxim of relation in the movie script.
The maxim of quality and maxim of manner are the most violated on the movie
“Despicable Me” conversations. In addition, the researcher also explains the
context of situation of each utterance that the movie writer writes the dialogues
which do not follow maxim rules in order to make the movie can be fun and is not
too serious.
viii
TABLE OF CONTENTS
TITLE......................................................................................................
i
ATTENTIVE COUNSELOR NOTES ...................................................
ii
STATEMENT OF CERTIFICATION ...................................................
iii
DECLARATION.....................................................................................
iv
MOTTO...................................................................................................
v
DEDICATION ........................................................................................
vi
ACKNOWLEDGEMENT ......................................................................
vii
ABSTRACT ...........................................................................................
ix
TABLE OF CONTENTS .......................................................................
x
CHAPTER I
INTRODUCTION
A. Background of the Research ...........................................
1
B. Problems of the Research ..............................................
5
C. Objectives of the Research .............................................
5
D. Benefits of the Research .................................................
5
E. Limitation of the Research ............................................
6
F. Clarification of Key Terms ............................................
6
1. Use.................................................................................
6
2. Conversational Implicature .............................................
7
3. Movie.............................................................................
7
4. Script ............................................................................
7
G. Research Methodology .........................................................
7
H. Paper Outline ................................................................
7
CHAPTER II
THEORITICAL REVIEW
ix
A. Overview of Pragmatics .................................................
9
B. Implicature.....................................................................
10
C. Conversational Implicature ...........................................
11
1. Cooperative Principles ...................................................
13
a. Maxim of Quantity ...................................................
13
b. Maxim of Quality .....................................................
14
c. Maxim of Relation....................................................
14
d. Maxim of Manner .....................................................
14
D. Movie and Film .............................................................
15
E. Synopsis of “Despicble Me” Movie ...............................
17
F. Elements of Fiction ........................................................
19
1. Plot and Structure.............................................................
19
2. Character and Characterization.........................................
20
3. Setting .............................................................................
22
4. Plot and View ..................................................................
22
5. Theme..............................................................................
22
CHAPTER III RESEARCH METHODOLGY
A. Type of Research ..................................................................
24
B. Object of the Research ..........................................................
25
C. Data Sources .........................................................................
25
D. Technique of Collecting Data ................................................
25
E. Technique of Analyzing Data ................................................
26
CHAPTER IV
DATA ANALYSIS
A. Maxim of Quality ..........................................................
35
B. Maxim of Quantity ........................................................
37
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C. Maxim of Manner ..........................................................
38
D. Maxim of Relation .........................................................
41
CHAPTER V
CLOSURE
A. Conclusion ....................................................................
43
B. Suggestions ...................................................................
44
BIBLIOGRAPHY
APPENDIXES
xi
CHAPTER 1
INTRODUCTION
A. Background of the Research
Nobody can imagine what life will be without language. The world
perhaps will seem such a dumb person with no voice and no sound.
Language is a part of life that can’t be separated with living creatures,
especially human being. Through language people can convey their ideas,
feelings, or thought to others. Language should be conveyed as clearly as
possible in order the message can be understood and interpreted each
others. When people know a language, they can speak and be understood
by others who know that language. It also means that someone has to say
certain meaning and that message which becomes the core of
communication can be accepted and interpreted by others.
In the same way, language will work on if there are some people
that use altogether or minimally two people which is called
communicative language. People communicate each other with their
language to transfer the point that is talking about. By communicating, all
of the aims of the communication can be achieved. Some people
communicate to the others in order to get information about someone, a
place, a job, to know the direction of somewhere, to express something
such as love, sadness, sympathy, hate and many things else. Afterwards,
those will be accomplished, if the participants do the communication well.
12
On the other hand, the communication or conversation among the
people does not always go well. Sometimes there is any lie, ambiguity,
irrelevant or uninformative conversation which creates confusion even
misunderstanding among the participants.
In pragmatics, it is so called conversational implicature. Grice says
that conversational implicature can be defined as a different (opposite,
additional, etc) pragmatic meaning of an utterance with respect to the
literal meaning expressed by utterance (Jacob L. Mey, 1998: 731). The
hearer makes the assumption that the speaker is not violating one of the
conversational maxims, relevance, informativeness, or clarity. Implicature
is a concept of utterance meaning as opposed to sentence meaning.
By focusing on conversational implicature, the writer finds many
conversational maxims that are violated. Afterwards, while watching
“Despicable Me” the movie, the writer also finds the conversational
maxims and many violations about it. So then, she tries to get its
manuscript and analyze it deeply.
Example of the violation of maxim quality;
1. Margo
: Cookies for sale.
Gru
: Go away. l'm not home.
Margo
: Yes, you are. l heard you.
Margo
: No, you didn't.
Gru
: This is a recording.
Margo
: No, it isn't.
13
Gru
: Yes, it is. Watch this. Leave a message, beep.
Agnes
: Goodbye, recorded message.
It happened when the girls; Margo, Agnes and Edith sold cookies
to Gru’s house. In that conversation, Gru totally lied to Margo, Agnes
and Edith. He said that he was not at home whereas in the fact he was
in. Actually the girls did not believe it because there was Gru’s voice
which replied. But finally the girls leaved Gru’s home for selling their
cookies. It contains conversational implicature based on cooperative
principle which violates maxim of quality where the speaker does not
tell the truth in the situation.
Example of violation of maxim quantity;
Mr. Perkins
:l'd like to see this shrink ray.
Gru
: Absolutely! Will do. Soon as l have it.
Mr. Perkins
: You don't have it?
The conversation happened in the Mr. Perkin’s office when Gru
asked him to give a loan. Gru would get a loan, if he had a shrink ray
that he had not had yet. In that case, the conversation includes
conversational implicature based on maxim of quantity. Gru did not
give informative information to Mr. Perkins which stated that he had
not had shrink ray yet. When Mr. Perkins wanted to see the shrink ray,
Gru just said he would show it, if he already had it.
Example of violation of maxim of manner;
Gru
: Question. What are these?
14
Dr. Nefario: A dozen boogie robots! Boogie! Look at this. Watch me!
Gru
: Cookie robots. l said cookie robots. Why are you so old?
Dr. Nefario: Okay. l'm on it.
It occurred when Dr. Nefario showed robots that were ordered by
Gru, but unluckily he made wrong robots. Then, the words “why are
you so old?” shows ambiguity for the hearer because in the fact Dr.
Nefario is absolutely old. It was said by Gru to express his
disappointment to Dr. Nefario who misunderstood with Gru’s
command in making cookie robots. The word “old” should be replaced
by “miserable or fool” in order to make the hearer understands. So
then, it disobeys maxim of manner.
Example of violation of maxim relation;
Gru
: Ma, someday l'm going to go to the moon.
Gru’s Mother
: l'm afraid you're too late, Son. NASA isn't sending
the monkeys any more.
The conversation destroys maxim of relation where the impossibility
of going to the moon cannot be expressed by comparing human with
monkey. It happened when Gru was still a boy while wearing astronaut
costume. Then, he told his wish to his mom that he would go to the
moon. But, his mom’s respond was so hurt.
Therefore, the researcher finds out and analyzes conversational
implicatuture which are on “Despicable Me” manuscript and the violations
and conducts the research with a title “THE ANALYSIS OF
15
CONVERSATIONAL IMPLICATURE IN THE MOVIE SCRIPT OF
“DESPICABLE ME”.
B. Problems of the Research
Based on the background of the research, the writer decides the problems
of the research are:
1. What are the types of conversational implicature used in “Despicable
Me” movie script?
2. What are the context of situation of each utterance contains
conversational implicature used in “Despicable Me” movie script?
C. Objectives of the Research
The objectives of this research are:
1. To describe the types of the conversational implicature used in
“Despicable Me” movie script.
2. To explain the context of situation of each utterance contains
conversational implicature used in “Despicable Me” movie script.
D. Benefits of the Research
The writer expects that this research will be beneficial to:
1.
The researcher
The researcher can be easier in understanding the conversational
implicature on the movie script and the story of movie itself.
2.
Lecturers
16
The result of the research can be used as additional and deeper
materials in giving the lectures to the students at STAIN especially in
conversational implicature case.
3.
Students
The result of the research can stimulate the students in studying
linguistic, especially about conversational implicature and it can be
used as additional knowledge in sociolinguistic, pragmatic and others.
4.
Other researchers
The result of the research can be used as additional references and
information for further researches related with the field.
E. Limitation of the Research
The researcher analyzes conversational implicature which are taken
from “Despicable Me” manuscript. In this discussion, to limit the analysis
the researcher focuses on analyzing the variations of meanings of the
conversational implicature used in “Despicable Me” movie script and the
reasons of the conversational implicature used in “Despicable Me” movie
script.
F. Clarification of Key Terms
1. Use
Use is doing a thing with something. (Oxford Dictionary, 2002: 296).
2. Conversational Implicature
Conversational implicature can be defined as a different (opposite,
additional, etc) pragmatic meaning of an utterance with respect to the
17
literal meaning expressed by utterance (Jacob L. Mey on Sudarni,
2011: 1).
3. Movie
Movie is a sequence of picture projected on a screen from a developed
and prepared film especially with an accompanying sound track
(Webster’s Dictionary, 2004: 654).
4. Script
Script is an original or principal instrument or document (as a will or
codicil) when executed with copies or a copy when the original is lost
(Webster’s Dictionary, 1981: 2041).
G. Paper Outline
As a guidance for either researcher in writing the paper or reader
on whole content of the paper, the researcher who also the writer needs to
set up paper outline. This paper consists of five chapters, those are
following:
Chapter 1 is introduction that discusses background of the study, problems
of the study, objectives of the study, benefits of the study, limitation of the
study, clarification of key terms, research methodology and paper outline.
Chapter II presents theoretical review. It consists of discussion about the
conversational implicature, the theories of cooperative principles, types of
cooperative principles and the synopsis.
Chapter III is Research methodology.
18
Chapter IV discusess data analysis which includes the types of cooperative
principles on “Despicable Me” manuscript,
analysis of cooperative
principles violations on “ Despicable Me “ manuscript.
Chapter V tells about closure. It presents conclusion and suggestions.
The last part is bibliography and appendix.
19
CHAPTER II
THEORETICAL REVIEW
A. Overview of Pragmatics
Pragmatic
is concerned
with the study of meaning as
communicated by a speaker (or writer) and interpreted by a listener (or
reader). This type of study necessarily involves the interpretation of what
people mean in particular context and how the context influences what is
said. It requires a consideration of how speaker organize what they want to
say in accordance with who they are talking to, where, when and under
what circumstance.
One traditionally distinction in language analysis contrasts
pragmatics with syntax and semantics. Syntax is the study of the
relationships between linguistic forms, how they are arranged in sequence
and which sequence are well formed (George Yule, 1996: 4). This type of
study generally takes place without considering any world of reference or
any user of the forms. According to George Yule in “Pragmatics”,
semantics is the study of the relationships between linguistic forms and
entities in the world; that is, how words literally connect to things (1996:
4). Semantic analysis also attempts to establish the relationships between
verbal descriptions and states of affairs in the world as accurate (true) or
not, regardless of who produces that description.
20
George Yule in “Pragmatics” said that pragmatics is the study of
the relationships between linguistic forms and the users of those forms
(1996: 4). Furthermore, pragmatics is the study of those relations between
language and context that are grammaticalized or encoded in the structure
of language (Levinson, 1991:9, H.D. Edi Subroto, 2004:9). In this three
part distinction, only pragmatics allows human into the analysis. The
advantage of studying language via pragmatics is that one can talk about
people’s intended meanings, their assumptions, their purposes or goals and
the kinds of actions that they are performing when they speak.
Further Kreidler (1998:18) states that pragmatics is another branch
of linguistics that is concerned with meaning. While, Peccei (1999:5)
states that pragmatics concentrates on the aspect of meaning that could not
be predicted by linguistic knowledge alone and take into account our
knowledge about the physical and social world. The focus of pragmatics
analysis is on the meaning of words or sentence.
According to Yule (1996: 129-133), the coverage of pragmatics
includes presupposition, implicature, entailment, speech act, and deixis.
From the definition above, the writer concludes that pragmatics is the
study about meaning conveyed by the speaker or writer and interpreted by
listener or reader. From the speaker view, pragmatics is an analysis about
meaning of the speaker utterance rather than the meaning of a word or
phrase that is used them. From the contextual point of view, pragmatics is
the interpretation about the meaning of a person in a particular context and
21
the influence of context to his or her statement. So, pragmatics is an
approach used to explore the way of listener to inference an utterance that
utters by the speaker in order to arrive at an interpretation of the speaker’s
intended meaning.
According to Yule (1996:129-133) pragmatics study covers:
a) Entailment
Entailment is the relationship between two sentences where the
truth of one (A) requires the truth of the other (B).
b) Implicature
Implicature is the relationship between two statements where the
truth of one suggests the truth of the other, but distinguishing implicature
from entailment does not require two statements.
c) Presupposition
Presupposition is an assumption about the world whose truth is
taken for granted in discourse.
d) Speech Act
Speech act is the study of how we do things with utterance. There
are the basic acts in saying utterance namely: Locutionary act,
illocutionary act, and perlocutionary act.
e) Deixis
Deixis is the way in which languages encode-feature of the context
and thus concerns ways in which the interpretation of utterance depends on
the analysis of that context of utterance.
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B. Implicature
Implicature can be considered as an additional conveyed meaning (Yule,
1996:35). It is attained when a speaker intends to communicate more than just
what the words mean. It is the speaker who communicates something via
implicatures and the listener recognizes those communicated meanings via
inference. Implicatures are inferred based on assumption that the speaker
observes or flouts some principles of cooperation.
In pragmatics, there are two types of implicature; they are
conversational implicature and conventional implicature. Grice says that
conversational implicature can be defined as “A different (opposite,
additional, etc) pragmatic meaning of an utterance with respect to the
literal meaning expressed by utterance” (Jacob L. Mey, 1998: 371).
Conversational implicature is to be related to cooperative principle. Grice
(1975:45), states:
“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”
C. Conversational Implicature
The notion of conversational implicature is one of the single most
important ideas in pragmatics (people shall often refer to the notion simply
as implicature as a shorthand). Implicature is generated intentionally by
the speaker and may (or may not) be understood by the hearer (Jenny
Thomas, 1995: 58).
23
Conversational implicature deals with utterance meaning which is
the study of extra linguistic. According to James P. Hurford (1983: 3),
utterance meaning is what the speaker means (i.e. intends to convey) when
he uses a piece of language. Utterance meaning also called pragmatics
meaning that means the meaning of a sentence when it is used by speaker
and a hearer. Then, sentence meaning is the study of intra linguistic.
Sentence meaning is what a sentence (or word) means, i.e. what it counts
as the equivalent of in the language concerned (1983: 3).
Furthermore, implicature is related to the method by which speakers
work out the indirect illocutions of utterance (James R. Hurford, 1983:
278). When the listeners hear the expression in a certain conversation, they
first have to assume that the speaker is being cooperative and intends to
communicate something. That something must be more than just what the
words mean. It is an additional conveyed meaning which is called an
implicature.
Conversational implicature can be defined as a different (opposite,
additional, etc) pragmatic meaning of an utterance with respect to the
literal meaning expressed by that utterance (Jacob L. Mey, 1998: 371).
This different meaning is, in the prototypical case, intended by the speaker
and expected to be understood (implied) by the hearer. The basic
assumption in conversation is that, unless otherwise indicated, the
participants stick to the cooperative principle and the maxims.
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Grice’s term of conversational implicature which provides some
explicit account of how it is possible to mean (in some general meaning)
more than it is actually ‘said’ (i.e. more than what is literary expressed by
the conventional sense of linguistic expression uttered (Levinson, 1983:
97). Conversational implicature is implied varies according to the context
of utterance. Furthermore, Jacob L. Mey in “An Introduction of
Pragmatics” said that conversational implicature is dependent on the
context of a particular language use (1983: 103).
In contrast to conversational implicature there is conventional
implicature.
It
elaborates
about
conventional
implicature.
The
conversational implicature discussed here, conventional implicature are
not based on the cooperative principle or the maxims. They do not have to
occur in conversation, and they do not depend on special contexts for their
interpretation.
Same
with
lexical
presuppositions,
conventional
implicatures are associated with specific words and have a result in
additional conveyed meanings when those words are used (George Yule,
1996: 45).
In conclusion, it is quite different from conventional implicature,
conversational implicatures are primary examples of more being
communicated than is said, but in order for them to be interpreted, some
basic cooperative principle must first be assumed to be in operation.
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1. Cooperative Principles
According to Grice in Palmer’s book (1981: 173), there is a general
cooperative principle between speakers and hearers which controls or
guides the way they speak. The cooperative principle consists of four
maxims with their sub maxims. The four maxims are:
a. Maxim of Quantity
1) Make the contribution as informative as required (for the
current purposes of exchange).
2) Do not make the contribution more informative than is
required.
Grundy (2000: 74) stated that maxim of quantity as one of
the cooperative principles is concerned in giving the
information as it is required and is not giving the information
more than it is required. The speakers just say the information
needed, it should not be less informative or more informative.
In a normal circumstance, the maxim of quantity provides
that the speaker say just enough, that they do not supply less
information or more that is necessary.
Examples:
a) Ray
: What is the capital of United States of America?
Tom : It is somewhere in America continent.
b) Anne : Where is Rose book store?
Lynch : There will be a signboard.
26
b. Maxim of Quality:
1) Try to make the contribution one is true.
2) Do not say what is believed to be false.
3) Do not say that for which lack evidence.
Add by Grundy (2000: 74), 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. However, the
speaker must aware of this expression, that the hearers expect them
to honor the maxim of quality.
Examples:
a) Romeo : Dear, I totally love you. I will pick up the stars
from the sky and bring them to you to prove it.
Juliet
b) Alexa
: Oo.. That sounds so pretty nice.
: Joanne told me that you had known who the
thief was.
Jim
c.
: Yes, I think I saw him while I was sleeping.
Maxim of Relation:
Maxim of relation or maxim of relevance means the
utterance must be relevant with the topic that being
27
discussed. Cutting (2002:35) state that speakers are expected
to give information about something that is relevant to what
has been said before. Furthermore, 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.
Examples:
a) Kelly
: Mom, I got 3 on my English.
Mommy : You can be an excellent English teacher.
b) Abraham : Mike, your girlfriend is really awesome.
Mike
: Yesterday I hit John until he got fainted.
d. Maxim of Manner: be clear in giving an information
1) Avoid unclearness of expression.
2) Avoid ambiguity.
3) Be brief.
4) Be orderly.
Add by Cutting (2000:35), maxim of manner is when the
speakers put information briefly 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.
28
This maxim is related to the form of speech we use.
Speaker should not to use the words they know but the listeners
do not understand or say things. They speaker also should not
state something in a long drawn out way if they could say it in
a simple manner.
Examples:
a) Lionel : Pizza that is in that café is big enough.
Mark
b) Diego
: Who knows the cooks are.
: Do you watch football matches every Saturday
night?
Shane
: Talk show program is my favorite.
It is important to recognize these maxims as unstated assumptions
we have in conversations. We assume that people are normally going to
provide an appropriate amount of information and they are telling the
truth, being relevant and trying to be as clear as they can. These rules
according to people are expected to behave when communicating with
one another are frequently flouted or violated. And that is the factor
which conversational implicative results from. It occurs when people do
not observe the conversational maxims, it does not matter which one or
how many of them.
29
2. The Politeness Principles
According to George Yule in “Pragmatics”, politeness can be
defined as the means employed to show awareness of another person’s
face (1996: 60). In this sense, politeness can be accomplished in
situations of social distance or closeness. Showing awareness for
another person’s face when the others seem socially distant is often
described in terms of respect or deference. Showing the equivalent
awareness when the other is socially close is often described in terms
of friendliness, camaraderie or solidarity.
In simple terms, George Yule distinguished two politenesses, there are:
1. Positive Politeness
Positive politeness is a face saving act which is concerned
with the person’s positive face will tend to show solidarity,
emphasize that both speakers want the same thing, and they have
a common goal.
2. Negative Politeness
Negative politeness can be defined a face saving act
which is oriented to the person’s negative face will tend to show
difference, emphasize the importance of the other’s time or
concerns, and even include an apology for the imposition or
interruption.
Besides that, according to Geoffrey Leech, politeness
principles distinguish into six maxims, there are:
30
1) The Maxim of Tact
1) Minimize the expression of beliefs which imply cost to
other.
2) Maximize the expression of beliefs which imply benefit
to other.
2) The Maxim of Generosity
1) Minimize the expression of beliefs that express or imply
benefit to self.
2) Maximize the expression of beliefs that express or imply
cost to self.
3) The Maxim of Approbation
1) Minimize the expression of beliefs which express
dispraise of other.
2) Maximize the expression of beliefs which express
approval of other.
4) The Maxim of Modesty
1) Minimize the expression of praise of self.
2) Maximize the expression of dispraise of self.
5) The Maxim of Agreement
1)
Minimize the expression of disagreement between self
and other.
2) Maximize the expression of agreement between self and
other.
31
6) The Maxim of Sympathy
1)
Minimize antipathy between self and other.
2) Maximize sympathy between self and other.
3.
The Ironical Principles
The phenomenon of irony has been employed in ordinary
conversation as well as in literature since ancient times and it is still a
popular means of expression, especially in English culture. English
liking for the use of irony in conversation in apparent from interaction
among friends, television programs, radio broadcasting and a number
of other ordinary speech situations and there can be no wonder that the
use of this linguistic device is frequently present in fictional discourse
if an author tries to make his/her work of art sound more authentic,
Irony indicates that what is meant is the contradictory of what is
said. The use of irony is intentional. In other word, we employ this
linguistic device in utterance if we want the addressee to encode the
extra meaning hidden in the ironical remark. Irony is contradicting
either what the speaker has said or usually says, or, contradicting what
the take to be true. To read the irony a hearer or reader do not just have
to know the context, but also have to be committed to specific beliefs
and positions within that context (Colebrook, 2004: 166, Martina
Stykatova, 2009: 53).
32
Irony principle is a second order principle, which builds upon, or
exploits, the Principle of Politeness. It allows the hearer to arrive at the
offensive point of the speaker’s remark indirectly, by way of
implicature (Leech, 1983: 82, Martina Stykatova, 2009: 5). Irony, as a
number of other means of expression, is also frequently employed in
fiction movie. It provides interestingness in dialogue, it makes explicit
and implicit dialogues more sophisticated and it is more laborious for
viewers.
The use of irony in conversation is intentional. The author of
movie script employs irony with some particular goal; they wish to
achieve a particular purpose. Irony can have a function humor,
ridicule, it can serve only for entertaining the viewers or the readers,
the speaker or writer may want to be sarcastic, he or she may want to
indicate that something is disapproved but does not want to be too
direct when criticizing (Martina Stykatova, 2009: 55).
D. Conventional Implicature
In contrast to all the conversational implicature discussed so far,
conventional implicature are not based on the cooperative principle or the
maxims. They do not have to occur in conversation, and they do not
depend on special contexts for their interpretation. Same with lexical
presuppositions, conventional implicatures are associated with specific
33
words and result in additional conveyed meanings when those words are
used (George Yule, 1996: 45).
Conventional implicature is always conveyed, regardless of
context. According Levinson, conventional implicature are non-truthconditional inferences that are not derived from super ordinate pragmatic
principles like the maxims, but are simply attached by convention to
particular lexical item (1983: 127).
E. Movie and Film
Both film and movie are nearly equivalent but film is considered a bit
more formal or pretentious. Film is defined as a sequence of images of
moving objects photographed by a camera and providing the optical
illusion of continuous movement when projected onto a screen or as a
form of entertainment, information which composed of such a sequence of
images and shown in a cinema, etc.( http://www.thefreedictionary.
com/film)
Besides, a film which generally also is called a movie or motion
picture, is defined as a series of still or moving images and it is produced
by recording photographic images with cameras, or by creating images
using animation techniques or visual effects. (http://en.wikipedia.org/
wiki/Film) Sometimes, "Movies" more often refer to entertainment or
commercial aspects, as where to go for fun on a date or a theatre where moving
pictures are shown or a branch of the entertainment industry, like in the
34
example: Last night I went to the movie with my friends to watch the latest
Harry Potter film.
That’s why sometimes people confuse to differ between both those terms
“Film and Movie” and they use those terms interchangeably, based on
Princeton University, Farlex Inc. ( http://www.thefreedictionary.com/
movie), the explanation about definition of film and movie are same (a
form of entertainment that enacts a story by sound and a sequence of
images giving the illusion of continuous movement; "that was the first
movie he ever made”: they went to a movie every Saturday night")
Therefore, in the researcher’s idea, simply movies are generally made to
produce money, whereas films are made, typically speaking, as a means to
convey a story. It is due to the term of “movie” which is considered as
commercial thing and the term “film” is used when people consider aspect such
as artistic, theoretical, or technical aspects, as a material of study in a
university class.
F. Synopsis of “Despicable Me” Movie
The film begins with the news revealing that an Egyptian pyramid was
stolen. When super-villain Gru hears of this, his pride is wounded and he
plans to pull the biggest heist of the century by stealing the moon.
Gru tries to get the loan from the Bank of Evil and meets a young
super-villain, Vector who annoys him. Bank president Mr. Perkins refuses
to grant Gru the loan until he obtains the shrink ray necessary for the plan.
35
Mr. Perkins tells Gru that he is getting too old and that new super-villains
are younger and better, like Vector who is revealed to be the one who stole
the Pyramid of Giza.
Gru and his minions steal the shrink ray from a secret lab in East Asia,
but Vector steals it from him and shrinks his ship. He attempts to get the
shrink ray back from Vector's lair, but all his attempts to enter the lair
prove futile. After seeing three orphaned girls, Margo, Edith, and Agnes
enter the lair to sell cookies to Vector. Gru adopts the girls from Miss
Hattie, the head of the orphanage, to use them to steal back the shrink ray.
Gru has his assistant Dr. Nefario build robots disguised as cookies. He
then has the girls sell the robots to Vector, and the robots help Gru steal
the shrink ray.
On the way home the girls ask to go to an amusement park. Gru
agrees, intending to leave the girls there. Instead, the attendant says he, as
an adult, has to ride the roller coaster with them. Gru ends up having fun
with the girls. Back at home, he presents his plan to Mr. Perkins via video.
The girls keep interrupting him. Perkins again refuses to give him the loan,
claiming that although he doesn't have a problem with the plan, he just
wants a younger villain to do it instead. Gru has a flashback of his
childhood, depicting his wanting to go to the moon after seeing the first
moon landing. When he tried to impress his mother with models of the
rocket (and an actual working one), she just ignored him. Mr. Perkins calls
Vector (revealed to be his son, whose real name is Victor) to the Bank of
36
Evil to inform him that Gru has the shrink ray. Vector reassures his father
that he will get the Moon. Gru almost abandons his plan due to lack of
funds, but the girls and the minions take up a collection to keep it going.
However, Gru has to make a choice, because the moon will be in the
optimal position for the heist on the same day as the girls' ballet recital. Dr.
Nefario, seeing the girls as a distraction, contacts Miss Hattie, who arrives
to take the girls back. Gru, the Minions, and the girls are heartbroken. Gru
goes on with his plan and flies to the moon.
Gru successfully shrinks and pockets the Moon. Gru remembers the
ballet recital and rushes to it. However, it has ended by the time he arrived.
There, he finds a ransom note from Vector demanding the moon in
exchange for the girls. After Gru hands over the moon, Vector reneges on
the deal, keeping the girls and the moon. This enrages Gru, who storms
Vector's lair, this time successfully breaching the defenses. Vector flies off
in an escape pod with the girls. Gru holds on to the exterior of the ship. He
nearly falls to his death, but is rescued by Dr. Nefario piloting the same
ship that Vector shrunk before. Nefario reveals that the bigger the object,
the quicker the effects of the shrink ray wear off. Very soon, the moon
begins to grow and roll around inside Vector's ship, hurting him and
freeing the girls. The girls see Gru outside of the ship, and Gru tells them
to jump over to him. Edith and Agnes successfully make it onto the ship,
but before Margo can jump, Vector grabs her. The moon rolls again and
knocks Vector over, and Margo grabs onto Gru's grappling hook. Gru
37
rescues her with the help of his minions, while the rapidly-expanding
Moon wrecks Vector's controls, causing his ship to carry it back into orbit.
Gru and the girls settle down to live a happy life as a family and
Vector is stranded on the Moon. The girls give a special ballet recital for
Gru, his minions, and his mother, who finally tells him she is proud of him
and acknowledges him to be the better parent. The music changes from
Swan Lake to You Should Be Dancing, and everyone rushes on stage to
dance as the film ends.
G. Elements of Fiction
When people read a fiction, they must understand about plot,
structure, character, setting, point of view, style and language, symbol,
irony, and theme. Those all are the element of story work together to
convey feeling and to embody meaning.
1.
Plot and Structure
Plot is the arrangement of events that make up a story. A story’s
plot keeps the reader turning page: people read to find out what will
happen next. For a plot to be effective, it must include a sequence of
incidents that bear a significant causal relationship to each other.
Causality is an important feature of realistic fictional plots: it simply
means that one thing happens as a result of something else.
Add by Diyani (2004:43), plot is the information of event in the
story, which holds on the story in the line. It includes a combination of
38
event that contains the relationship of events in the story about what
happen and what will happen then. In the fiction, there are some
elements in the plot, which is explained as follow:
a. Exposition
According to Diyanni (2004:43), exposition tells about the
background information or the introduction of the story, which
describes the beginning setting and introduces the major characters
and its characteristic.
b. Conflict or complication
Diyanni (2004:44) suggest that complication in the fiction
leads to the crisis or the part, which has great tension. It is the
essence past of the story.
c. Climax
According to Diyanni (2004:44), climax is the turning point
or the major crisis in the whole action or the story.
d. Resolution
Diyanni (2004:44) states that resolution is the complication
of the story starts to be sorted out and be solved.
Many fictional plots turn on a conflict, or struggle between
opposing forces, that is usually resolved by the end of the story.
Typically fictional plots begin with an exposition that provides
background information people need to make sense of the action that
describes the setting, and that introduces the major characters; these
39
plots develop a series of complications or intensifications of the
conflict that lead to a crisis or moment of great tension. The conflict
may reach a climax or turning point, a moment of greatest tension that
fixes the outcome; then, the action falls off as the plot’s complications
are sorted out and resolved (the resolution or denouement).
A story’s structure can be examined in relation to its plot. If plot
is the sequence of unfolding action, structure is the design or form of
the completed action. In examining plot, people are concerned with
causality, with how one action leads into or ties in with another.
Structure is important in fiction for a number of reasons. It
satisfies people’s need for order, for proportion, for arrangement. A
story’s symmetry or balance of details may please people, as may its
alternation of moments of tension and relaxation.
2.
Character and Characterization
As readers, people often come to care about fictional characters,
sometimes indentifying with them, sometimes judging them. Plot and
character, in fact, are inseparable; people are often less concerned with
what happened that what happened to him or her. Furthermore,
Diyanni (2004: 923) also says that characters can be classified as major
and minor, static and dynamic, flat and round are as follow:
a. Major character is an important figure at the center of the action and
meaning.
40
b. Minor character is the character that supports the major character,
whose function is partly to illuminate the major characters.
c. Static character is the characters which remain essentially the same
throughout the story.
d. Dynamic character exhibits some kind of change of attitude,
purpose and behavior.
e. Flat character reveals only a single dimension which the behavior
and speech are predictable.
f. Round character reveals more than one aspect of their human nature
and is not predictable in behavior and speech (Diyanni. 2004: 922).
In addition, fiction also has protagonist and antagonist characters.
The protagonist is the main character in a story. Generally it is
introduced to the audience very early and this is the character that the
author expects should most engage the audience’s interest and
sympathies. On the other hand, the antagonist is the character or force
against which the protagonist struggles. The antagonist may be another
character; a culture and its laws or traditions, natural elements that the
protagonist divides gainst (Diyanni. 2004: 923).
Besides character, there is also characterization. It is the means
by which writers present and reveal character. The method of
characterization is narrative description with explicit judgment
(Diyanni, 2004: 55).
3. Setting
41
Writers tend to describe the world they know, its sight and
sound, its colors, textures, and accents. Stories come to life in a place,
rooted in the soil of a writer’s memories. This place or location of a
story’s action along with the time in which it occurs is its setting (
Diyanni, 2004: 60).
It describes the location where the action occurs and the time of
the time action happen. The setting of the story also provides the
historical and cultural context that extends our understanding of the
character in the story. In addition, the settings of a story are related to
the values, ideals, and attitudes of a place in different times, which is a
crucial dimension to reflect the character and embody the theme.
Generally, setting is dividing into two; setting of time and setting of
place. Setting of time shows the time of the action in the story, where
setting of time shows the location or place of the action in the story.
4. Point of View
Point of view is a specific concept that people must understand
clearly. According to Dietrich and Sundell in Sudarni’s graduating
paper (2011: 44), point of view divides into categories: the first and
third person. In the first-person point of view, the narrator is
sometimes related to participant in the action, sometimes he becomes
protagonist, and sometimes he becomes a reporter of the central
action. Third person narration subdivides into a greater number of
42
categories: range of knowledge, readiness, to past judgment and focus
on character.
5. Theme
Theme is to designate the main idea or point of a drama stated as
a generalization. The notion of theme inevitably moves away from the
very details of character and action that give the drama its life. This is
not to suggest that it is not rewarding or useful to attempt to identify a
central idea or set of ideas from dramas, but only that the audience
should be aware of the limitations of their doing so (Diyanni. 2004:
934).
Theme in literature is often regarded as the authors way to
communicate and share ideas, perception and filling with the readers.
It can be said that theme is what the author intends to tell to the
readers. According to Kennedy, the theme of story is general idea or
insight the entire story reveals and in some the theme is unmistakable
and is seldom obvious (1983: 103). Theme is derived from the total
effect of the entire of the element of a story, character, tone, plot and
the rest.
Furthermore, Kennedy said that in literary fiction a theme is
seldom so obvious and theme need not be a moral or a message, it
may be what the happening add up to, what the story is about (1983:
104). In another statement of the story theme is unarguably sight but
43
at least the sentence helps the readers bring into focus one central idea
(1983: 104).
44
CHAPTER III
RESEARCH METHOLODY
In this research, the researcher chooses a descriptive method to analyze the
data. According to Nurul Zuriah (2007: 47), descriptive method is to give accurate
signs, facts and events systematically. Therefore it can be understood and
concluded easily.
A. Type of Research
The researcher uses a qualitative research, which is defined as a
research of which the data in the form of written or oral words that is
descriptively analyzed. Moleong on Zuriah (2007: 92) says that a
qualitative research deals with a kind of research which doesn’t use
statistic procedures in analyzing the data. In a qualitative research, the
researcher tends to prior in accurate explanation to analyze and present
what have been found.
Qualitative research always has descriptive quality, it means that
the data which are analyzed and the data analysis result have the form of
phenomenon descriptive, not nominal form or coefficient about relationship
among variable (Aminudin, 1999: 16). It can be inferred that qualitative
research is systematic application of the problems and the data here can be
oral or written.
Moleong (2002: 4) affirms that, qualitative research is a research of
which the data is in the form of written or oral word is descriptive method.
45
Descriptive is serving to describe or analogy something and it deals the
meaning of thing and view of meaning is associate. Furthermore, Moleong
(2002: 3) says that qualitative research is a search of which data in the forms
of written or oral word are descriptively analyzed, which does not include
any calculation or numerating.
B. Object of the Research
The object of the research is the conversational implicature used in
“Despicable Me” movie script. The data can be in the forms of clauses and
sentences.
C. Data Sources
The researcher looks for the primary data from movie script of
“Despicable
Me”
which
is
taken
from
http://subscene.com/indonesian/Despicable-Me/subtitle-363230.aspx
(accessed on Monday, January 02, 2012 at 11:02 a.m). Then, the
secondary data were taken from books and websites.
D. Technique of Collecting Data
In this research, the writer uses documentation as the way to collect the
data. Documentation is finding the data about all variables in the
notebooks, newspapers, magazines, and so on (Arikunto. 2002: 206).
Documentation in this case is “Despicable Me” movie script. Moreover,
taking note technique is also used in this research. The writer takes notes
then classifies the movie’s conversations while checking at the printed
subtitles. In this technique, the researcher is directly taken a part to create
46
the data itself (Sudaryanto. 1993: 134). Meanwhile, the steps that are used
to collect the data are as follow:
The writer uses these steps for collecting the data are as follow:
a. Watching “Despicable Me” movie, trying to understand it
thoroughly, finding any important details that supported this
research and then looking for all of utterances.
b. Reading and observing dialog from “Despicable Me” movie script.
c. Selecting the Conversational Implicatures which are found on
“Despicable Me” movie script.
d. Collecting the Conversational Implicatures which are found on
“Despicable Me” movie script.
e. Collecting some references.
E. Technique of Analyzing Data
In analyzing the data, the writer uses referential method (Padan
method). It is a method that is used to find the rule in the analyzing step
(Sudaryanto. 1993: 13). Referential method consists of 5 sub methods
which are referential (referent), phonetic articulator (articulator),
translational (other language), orthographic (written) and pragmatics
(partner) (Sudaryanto.1993: 15). Furthermore, the steps which the writer
uses in analyzing the data are below:
a. Reading and analyzing “Despicable Me” movie script.
b. Selecting the Conversational Implicature on “Despicable Me”
movie script.
47
c. Collecting the Conversational Implicature on “Despicable Me”
manuscript.
d. Describing and analyzing the Conversational Implicature and
socio-cultural background on “Despicable Me” movie script.
e. Making the conclusion and suggestions based on data analysis.
48
CHAPTER IV
DATA ANALYSIS
In this chapter, the researcher presents the data violations, the types of
conversational implicature used in “Despicable Me” movie and explains the
reasons of each utterance which contains conversational implicature in that movie.
No
Type of Maxim
Quotation
1. Maxim of Quality
Margo: Cookies for sale.
00:05:47,759-->
Gru: Go away. l'm not home.
00:06:14,200
Time
Code
1A
Margo: Yes, you are. l heard
you.
Margo: No, you didn't.
Gru: This is a recording.
Margo: No, it isn't.
Gru: Yes, it is. Watch this.
Leave a message, beep.
Agnes:Goodbye,
recorded
message.
Gru: Now, l realise that you
00:08:42,200-->
guys probably heard about
00:09:00,280
this other villain who stole
49
1B
the pyramids. Apparently, it's
a big deal. People are calling
it the crime of the century and
stuff like that. But am l upset?
No, l am not! A little.
Gru’s Mother: l iust wanted
00:13:24,200-->
to congratulate you on
00:13:42,920
1C
stealing the pyramid. That
was you, wasn't it? Or was it
a villain who's actually
successful?
Gru: Just so you know, Mom,
l am about to do something
that's very, very big, very
important.When you hear
about it, you're going to be
very proud.
Margo: Wait a sec... You're
00:29:40,119-->
the guy who pretended he
00:29:46,080
was a recorded message!
Gru: No, that was someone
50
1D
else.
Gru: We did it! Come on, 00:46:15,280-->
girls, let's go!
1E
00:46:33,480
Margo: But what about the
other people who ordered
cookies?
Gru:
Life
is
disappointments
full
for
of
some
people.
2. Maxim of Quantity
Edith: Now you brush the fur.
01:01:08,400-->
Gru: This is literature!
01:01:13,800
Mr. Perkins :l'd like to see 00:16:36,759-->
this shrink ray.
1F
2A
00:16:45,880
Gru: Absolutely! Will do.
Soon as l have it.
Mr. Perkins: You don't have
it?
Gru: l'm going to need a 00:24:41,880-->
dozen tiny robots disguised as 00:24:49,360
cookies!
51
2B
Dr. Nefario: What?
Gru: Cookie robots!
Dr. Nefario: Who is this?
Gru: Oh, forget it.
3. Maxim of Manner
Gru: Hello, Fred. FYl, your 00:04:51,680
--> 3A
dog has been leaving little 00:05:04,160
bombs all over my yard, and l
don't appreciate it.
Fred: Sorry. You know dogs.
They go wherever they want
to go.
Margo: We sold 43 mini- 00:12:35,320
mints, 30 choco-swirlies and 00:13:02,240
18 coco-nutties.
Miss Hattie: Okay. Well, you
say that like it's a great sale
day. Look at my face! Do you
still think it's a great sale day?
Eighteen coco-nutties. l think
we can do a little better than
that. don't you? Yeah.
52
--> 3B
Mr. Perkins: Look, Gru, the
00:17:13,799-->
point is, there are a lot of new
00:17:32,520
3C
villains out there, Younger
than you, hungrier than you,
younger than you. Like that
young fellow out there named
Vector. He just stole a
pyramid!
Gru: l've got it. l've got it.
Gru: Question.
What
are 00:33:00,680
these?
--> 3D
00:33:24,080
Dr. Nefario: A dozen boogie
robots! Boogie! Look at this.
Watch me!
Gru: Cookie robots. l said
cookie robots. Why are you
so old?
Dr. Nefario: Okay. l'm on it.
Agnes: Will you read us a 00:38:52,760
bedtime story?
Gru: No
53
00:39:02,360
--> 3E
Agnes: But we can't go to
sleep without a bedtime story.
Gru:Well, then it's going to
be a long night for you, isn't
it?
Mr. Perkins: No need to 00:53:21,519-->
continue.
l've
seen
3F
quite 00:53:32,800
enough.
Gru: But my plan...is a great
plan
Mr. Perkins: I love everything
about your plan, except for
one thing. You.
Agnes: Will you read us a 00:59:55,679
bedtime story?
Gru: No.
Agnes: Pretty please!
Gru: The physical appearance
of the ''please'' makes no
difference.
54
01:00:07,880
--> 3G
Agnes: He's still not here.
01:10:55,039
--> 3H
Margo: Why would he come? 01:11:00,520
He gave us up. Agnes: But he
pinkie promised!
4. Maxim of Relation
Gru: Ma, someday l'm going
00:15:15,360
to go to the moon.
00:15:23,520
--> 4A
Gru’s Mother: l'm afraid
you're too late, Son. NASA
isn't sending the monkeys any
more.
Edith: Can l drink this?
00:35:22,800-->
4B
00:35:26,920
Dr. Nefario: Do you want to
explode?
Vector: Do you have my 00:42:37,079-->
cookies for me?
Margo: Four boxes of minimints, two toffee totes, two
caramel clumpies and fifteen
boxes of coco-nutties.
55
00:42:53,360
4C
Gru: Wow! This is garbage.
01:00:49,079-->
You actually like this?
01:00:54,280
Agnes: Keep reading!
A. Maxim of Quality
2. Margo
Gru
Margo
Margo
Gru
Margo
Gru
Agnes
: Cookies for sale.
: Go away. l'm not home.
: Yes, you are. l heard you.
: No, you didn't.
: This is a recording.
: No, it isn't.
: Yes, it is. Watch this. Leave a message, beep.
: Goodbye, recorded message.
It happened when the girls; Margo, Agnes and Edith sold cookies
to Gru’s house. In that conversation, Gru totally lied to Margo, Agnes
and Edith. He said that he was not at home whereas in the fact he was
in. Actually the girls did not believe it because there was Gru’s voice
which replied. But finally the girls leaved Gru’s home for selling their
cookies. It contains conversational implicature based on cooperative
principle which violates maxim of quality where the speaker does not
tell the truth in the situation.
3. Gru
: Now, l realise that you guys probably heard about this
other villain who stole the pyramids. Apparently, it's a big deal. People
are calling it the crime of the century and stuff like that. But am l
upset? No, l am not! A little.
56
4D
The situation was when Gru gave speech in front of his crew that
got shocks because pyramid was lost. The statement deals with maxim
of quality because Gru said something untrue. He felt very upset with a
news that informed a villain stole the pyramid. Gru must be so sad
because it made his reputation as a villain. But, he just said that he was
not upset, in spite of having a little bit uneasy feelings.
4. Gru’s Mother
pyramid.
Gru
: l iust wanted to congratulate you on stealing the
That was you, wasn't it? Or was it a villain who's
actually successful?
: Just so you know, Mom, l am about to do
something that's very, very big, very important.
When you hear about it, you're going to be very
proud.
At the time, Gru’s mother phoned Gru to confirm the news of lost
pyramid. By viewing the conversation, it cannot be found the answer
“Yes or No” based on the question. Gru’s mother congratulated his son
for his great work because she thought it was Gru who stole the
pyramid. Eventhough she also asked him may be there was another
villain who did it. However, Gru did not say “Yes or Not” because he
was too shy to confess to his mother that someone who stole the
pyramid was not him. It violates maxim of quality because the speaker
did not tell the truth.
5. Margo
: Wait a sec... You're the guy who pretended he was a
recorded message!
Gru
: No, that was someone else.
It happened when the girls came to Gru’s house because they were
adopted by him. The conversation contains maxim of quality because
57
Gru told a lie to Margo. He denied that he was someone who pretended
become a recorded message when Margo came to his house to offering
cookies. In the fact, the person was totally him because of the same
house where was visited.
6. Gru
Margo
Gru
: We did it! Come on, girls, let's go!
: But what about the other people who ordered cookies?
: Life is full of disappointments for some people.
In the situation, in the car Gru forced Margo to let go home and she
was not allowed to give people’s cookies which had been ordered. But,
Gru did not tell the truth that he would not pick Margo up to other
people’s house in order to give the cookies. Gru just said a statement
which could cover his unwillingness. It means Gru disobey the maxim
of quality.
7. Edith
Gru
: Now you brush the fur.
: This is literature!
It happened when Gru read a bedtime story book for the girls
where in that book gave a command to brush the kitten’s fur. Then,
Edith asked Gru to do that, but he would not do it because it was just a
literature. This conversation includes conversational implicature deals
with maxim of quality because Gru states something that hides his
unwillingness to do what book commands.
B. Maxim of Quantity
1. Mr. Perkins :l'd like to see this shrink ray.
Gru
: Absolutely! Will do. Soon as l have it.
Mr. Perkins : You don't have it?
58
The conversation happened in the Mr. Perkin’s office when Gru
asked him to give a loan. Gru would get a loan, if he had a shrink ray
that he had not had yet. In that case, the conversation includes
conversational implicature based on maxim of quantity. Gru did not
give informative information to Mr. Perkins which stated that he had
not had shrink ray yet. When Mr. Perkins wanted to see the shrink ray,
Gru just said he would show it, if he already had it.
2. Gru
cookies!
Dr. Nefario
Gru
Dr. Nefario
Gru
: l'm going to need a dozen tiny robots disguised as
: What?
: Cookie robots!
: Who is this?
: Oh, forget it.
Gru called Dr. Nefario to create cookie robots in order to steal a
shrink ray in Vector’s house. It was caused Gru himself failed entering
the house because there was full of protection. He thought tiny cookies
robots would be easier to enter. The words “Oh, forget it” shows the
violation of maxim of quantity. Dr. Nefario needed more information
and wanted to know who was the person in a phone call that asked him
to make a dozen tiny robots. However, Gru as the caller did not explain
that it was him because of his annoyance to Dr. Nefario’s questions.
C. Maxim of Manner
1. Gru
: Hello, Fred. FYl, your dog has been leaving little bombs
all over my
yard, and l don't appreciate it.
Fred
: Sorry. You know dogs.
They go wherever they want to go.
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The conversation occurred between Gru’s and Fed’s yard. It
contains conversational implicature which deals with maxim of
manner. Gru described dog’s pups as little bombs. It raised an
ambiguity for the hearer how pup could be said as bomb. It was just an
expression of a hyperbole. Gru should say that your dog had been
leaving pups all over his yard.
2. Margo
coco-nutties.
Miss Hattie
: We sold 43 mini-mints, 30 choco-swirlies and 18
: Okay. Well, you say that like it's a great sale day.
Look at my face! Do you still think it's a great sale
day? Eighteen coco-nutties. l think we can do a little
better than that. Don’t you? Yeah.
In the conversation, Miss Hattie’s statement showed unclearness
because she expressed her disappointment with the sale just by an
ambiguity question. She should say orderly that 18 coco-nutties which
were sold by Margo was still in low sale. It means the conversation
violates maxim of manner. Moreover, it happened when the girls were
back from selling cookies and told Miss Hattie as the chief of the
orphanage how many cookies that had already sold out.
3. Mr. Perkins
Gru
: Look, Gru, the point is,
There are a lot of new villains out there, Younger
than you, hungrier than you, younger than you. Like
that young fellow out there named Vector. He just
stole a pyramid!
: l've got it. l've got it.
When Gru came to Mr. Perkins’ office for the twice, Mr. Perkins
wanted to say that Gru was incapable to be the best villain and there
was other villain. He just told with over words which did not show the
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main point. It includes conversational implicature in line with the
maxim of manner.
4. Gru
Dr. Nefario
Watch me!
Gru
so old?
Dr. Nefario
: Question. What are these?
: A dozen boogie robots! Boogie! Look at this.
: Cookie robots. l said cookie robots. Why are you
: Okay. l'm on it.
It occurred when Dr. Nefario showed robots that were ordered by
Gru, but unluckily he made wrong robots. Then, the words “why are
you so old?” shows ambiguity for the hearer because in the fact Dr.
Nefario is absolutely old. It was said by Gru to express his
disappointment to Dr. Nefario who misunderstood with Gru’s
command in making cookie robots. The word “old” should be replaced
by “miserable or fool” in order to make the hearer understands. So
then, it disobeys maxim of manner.
5.
Agnes : Will you read us a bedtime story?
Gru : No.
Agnes : But we can't go to sleep without a bedtime story.
Gru :Well, then it's going to be a long night for you, isn't it?
The last Gru’s statement shows unclear expression. He was in
girls’ bedroom then Agnes asked him to read a bedtime story for her,
but he refused it. Then, Agnes stated that she could not sleep without a
story and Gru said it would be a long night for her. Implicitly it
showed that Gru would not tell a story for Agnes. But, for the hearer
the real statement can be meant as Agnes must be waiting whole night
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until Gru wants to read the story. Then, it includes conversational
implicature which flouts maxim of manner.
6. Mr. Perkins
Gru
Mr. Perkins
thing. You.
: No need to continue. l've seen quite enough.
: But my plan...is a great plan
: I love everything about your plan, except for one
Mr. Perkins did not say that actually he disliked Gru so much. It
was showed when Gru presented his plan to Mr. Perkins, he was
totally rejected although the plan was so great. Mr. Perkins’s statement
is ambiguous because the hearer can be misunderstood how someone
can carry on a plan whereas he is hated. Its expression disobeys maxim
of manner.
7. Agnes
Gru
Agnes
Gru
difference.
: Will you read us a bedtime story?
: No.
: Pretty please!
: The physical appearance of the ''please'' makes no
If Gru will not read a story for Agnes, he must say “No” even in a
begging situation. The last Gru’s statement raised unclearness to be
understood by the hearer. It means, it includes maxim of manner’s
violation. It happened at the night when Gru was in the girls’ bedroom
and he refused to read a bedtime story for the girls.
8. Agnes : He's still not here.
Margo : Why would he come? He gave us up.
Agnes : But he pinkie promised!
“But he pinkie promised” shows an ambiguity to the hearer. It
should be said explicitly that someone who was Agnes waiting for
would come because the person gave an oath. So then, the
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conversation includes conversational implicature in the case maxim of
manner. Agnes said like that when she and the other girls would have
ballet show, but Gru that promised to attend had not appeared yet
whereas the show would be showed next a minute.
D. Maxim of Relation
1. Gru
Gru’s Mother
: Ma, someday l'm going to go to the moon.
: l'm afraid you're too late, Son. NASA isn't sending
the monkeys anymore.
The conversation destroys maxim of relation where the
impossibility of going to the moon cannot be expressed by comparing
human with monkey. It happened when Gru was still a boy while
wearing astronaut costume. Then, he told his wish to his mom that he
would go to the moon. But, his mom’s respond was so hurt.
2. Edith
Dr. Nefario
: Can l drink this?
: Do you want to explode?
Dr. Nefario should explain clearly that Edith was not allowed to
drink the liquid because it contained dangerous chemical elements.
Edith could explode, if she drank it. But in fact, Dr. Nefario answered
Edith’s question with the question as well. So then, the conversation
deals with maxim of quantity which does have a complete information.
The conversations occurred when Edith was in the Dr. Nefario’s
laboratory.
3. Vector
Margo
: Do you have my cookies for me?
: Four boxes of mini-mints, two toffee totes, two caramel
clumpies and fifteen boxes of coco-nutties.
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The conversations happened when Margo came to Vector’s house
in order to give cookies as his order. The answer “Yes or No” is not
found in that conversation. Margo should be said “Yes, I do or No, I
do not” based on Vector’s question “Do you have my cookies for
me?”. In that case, the conversation violates maxim of relation.
4. Gru
Agnes
: Wow! This is garbage. You actually like this?
: Keep reading!
In that situation, Agnes did not answer Gru’s question who
wondered how she could like an unqualified story book. Agnes just
asked Gru to continue reading and did not care with Gru’s comment
which actually the book was old enough. So then, it deals with maxim
of relation. The conversations occurred when Gru was reading a
bedtime story for the girls.
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CHAPTER V
CLOSURE
A. Conclusion
After analyzing the types of conversational implicature based on
cooperative principle and the context of situation of each utterance
contains conversational implicature used in “Despicable Me” movie script,
the writer would like to draw the conclusion as follow:
1. It is important to understand the types of conversational implicature
based on
cooperative principle used in “Despicable Me” movie in
order to comprehend it deeper. The writer analyses four cooperative
principles which are maxim of quality, maxim of quantity, maxim of
manner and maxim of relation in the movie script.
There are maxim of quality and maxim of manner which are most
violated in the
conversations. It is common that
1) A speaker asks questions
2) Then the other gives different even wrong and irrelevant answers
3) It is because between speaker and listener has a different
interpretation and reference, view, understanding and knowledge
about an object entity on a person.
Moreover, the participants have different views of the context of
situation around the events.
Additionally, sometimes the participants feel that the questions are not
important to be answered truthfully whereas if it happens, the
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conversations disobey cooperative principles. It can be found in the
conversations in the movie script which is the writer analyzed.
2. The writer also explains the context of situation of each utterance contains
conversational implicature in the movie script. In each utterance, it has
been explained the context of situation of each utterance and the
explanation of conversational implicature based on maxims’ violation. It
can be seen that the movie writer wrote the dialogues which did not follow
maxim rules in order to make the movie could be fun and is not too
serious. If the whole conversations contain formal dialogues, the movie
will be in linear boring story. It describes that in the real life, people often
use so many informal words, irrelevant statements, ambiguous sentences,
uninformative information and untruthful answers as speaker meaning in
the case of conversational implicature though it does not appropriate with
cooperative principles.
A. Suggestions
Based on the explanation, to close this graduating paper the writer
proposes some suggestions as follow:
1. It is essential to study conversational implicature and cooperative
principles because people will understand what other people
exactly mean. Therefore, lecturers should teach and explain the
knowledge about conversational implicature clearly to their
students.
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2. In
study
process,
learning,
understanding
and
analyzing
conversational implicature can be done through watching movies or
reading novels. It will make the students understand clearly about
conversational implicature when they analyze it than just get
materials theoretically from their teachers.
3. The advantages of conversational implicature and cooperative
principles analysis are in illustrating the kinds of things, people can
do with words and identifying some of the conversational utterance
forms people use to perform specific actions.
4. Finally, knowledge of types of conversational implicature and
cooperative principles from utterances constitutes part of our
knowledge of the rules in language use in our daily
5. By learning and understanding of conversational implicature,
people will be more understandable in communication process in
their daily life because they have understood about people’s mean
in what they say.
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