Conversation is one of the activities carried out in the classroom, which is also
contained in the textbook as a medium used in the teaching and learning process.
The students are expected to conduct a good dialogue by following the maxims
contained in the Cooperation Principle (Grice's theory). This study aims to identify
the types and flouting of Gricean maxims (maxim of quantity, maxim of quality,
maxim of relevance, and maxim of manner), in the dialogues of English textbooks
of grade 11th high school and explain the contexts that influence the appearance of
these maxims in the conversation. The writer use descriptive qualitative techniques
for research methods, and the writer collects data from a textbook. Based on the
research, the results show that there are 4 dialogue responses in this textbook that
do not comply with the maxims contained in Grice's theory and flouted the maxim
of quality and relevance and it was also found that most of them fulfilled the
maxims contained in Grice's theory, which were 15 dialogues containing the maxim
of quantity, 6 dialogues containing the maxim of quality, 13 dialogues containing
the maxim of relevance, and 4 dialogues containing the maxim of manner. Based
on the data, it can be seen that the dominant maxim is the maxim of quantity. It can
be concluded that the textbook is informative as much as possible.
Keywords: Gricean maxim, pragmatics, floutin maxim, maxim quality, maxim
relevance, maxim quantity, maxim manner, english textbook