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All Journal SoCul: International Journal of Research in Social Cultural Issues Austronesian: Journal of Language Science & Literature
Maukar, Merlin Maya
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Arts Humanities Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences

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ANALYSIS OF MAXIM VIOLATION IN THE NOVEL ALL THE BRIGHT PLACES BY JENNIFER NIVEN Sigarlaki, Triqzy Moniq; Mogea, Tini; Maukar, Merlin Maya
SoCul: International Journal of Research in Social Cultural Issues Vol. 4 No. 6 (2024): SoCul: International Journal of Research in Social Cultural Issues
Publisher : Faculty of Language and Arts (Fakultas Bahasa dan Seni) Universitas Negeri Manado

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53682/4t1pxk93

Abstract

As a popular young adult novel, All the Bright Places frequently portrays characters who often violate Grice’s maxim violation when dealing with sensitive and emotional situations. Analyzing these maxim violations is important because it facilitates a more comprehensive understanding of the author’s intentional construction of dialogue to reveal pragmatic meanings, particularly maxim violations within the Cooperative Principle. This study aims to analyze violations of Grice’s Cooperative Principle in the novel All the Bright Places by Jennifer Niven, focusing on dialogues between Theodore Finch and Violet Markey. This study employs a descriptive qualitative method. The data are taken from dialogues between the two main characters in the novel All the Bright Places by Jennifer Niven and are collected through documentation and note-taking techniques. The data are analyzed using the Miles, Huberman, and Saldaña model, which includes data condensation, data display, and conclusion drawing/verification, based on Grice’s Cooperative Principle and interpreted using Brown and Levinson’s politeness theory.The findings show that these maxim violations are used as communication strategies to avoid discussing sensitive topics, maintain personal boundaries, and manage social interaction dynamics. Brown and Levinson’s politeness theory is applied to explain the reasons behind these violations, such as efforts to protect face and avoid emotional conflicts. These findings contribute to the development of pragmatic theory and enrich literary studies, especially on how maxim violations deepen characterization and enhance narrative complexity. This study is expected to benefit students, educators, and researchers in linguistics, pragmatics, and literature.
Teaching English Literature Based on Minahasa Local Wisdom through the Magiyan Folktale Maukar, Merlin Maya
Austronesian: Journal of Language Science & Literature Vol. 5 No. 1 (2026): Austronesian: Journal of Language Science & Literature
Publisher : CV Wahana Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59011/austronesian.5.1.2026.134-151

Abstract

This research is motivated by the importance of teaching English literature that is not only oriented towards Western texts, but also able to integrate local wisdom as a learning resource relevant to students’ cultural identity. The Magiyan folktale from Minahasa is seen as having pedagogical potential because it contains narrative structures, cultural symbols, moral conflicts, and local values ​​such as obedience, forgiveness, divine justice, and cultural identity. The purpose of this study is to describe lecturers’ and students’ interpretations of the Magiyan folktale as a teaching material for English literature, identify the values ​​of local wisdom that emerge in the learning process, and formulate pedagogical strategies to recontextualize these values ​​to suit the needs of contemporary students. This study uses a qualitative approach with a descriptive-interpretive case study design. Data were obtained through semi-structured interviews with three lecturers and fifteen students, and supported by learning documents. Data were analyzed using reflective thematic analysis with reference to Alan Dundes’ folklore theory, Vladimir Propp’s folktale morphology, and culturally responsive pedagogy. The results show that Magiyan can increase student engagement, strengthen cultural identity awareness, and foster critical interpretation skills in English. However, learning requires support in the form of cultural context, a bilingual glossary, visual media, thematic discussions, and narrative structure mapping. In conclusion, Magiyan can be used as a local wisdom-based English literature teaching material that not only supports language competence but also develops students’ cultural literacy, ethical reflection, and critical thinking skills.
Co-Authors Sigarlaki, Triqzy Moniq Tini Mogea