<![CDATA[The purpose of this study was to collect descriptions of the conversational implicatures made by students while they were engaged in a dialogue of other students. The descriptive qualitative research method was used in this study. The writer used student conversations from the student dialogue conversation task as the data source for this study. This activity was carried out between October and November of 2023 as part of the study's data collection methodology, which involved asking students to create a dialogue on paper. By recording the dialogue's outcomes, categorizing and identifying the data, assessing the data, and summarizing the data, the data was qualitatively analyzed. The primary tool used in this study was the researcher herself, along with observations and interviews to corroborate the findings. The study's conclusions are as follows: conversational implicatures that were identified in student speeches and discussion were divided into two categories: generalized and particularized implicatures. Compared to the implicature of a particularized conversational implicature, the generalized conversational implicature is more frequently encountered. Because of this, even if they do not yet grasp conversational implicature, kids essentially already use it. Based on the study's findings, the researcher recommends that English teachers provide students with a foundational understanding of conversational implicature in writing, particularly when teaching conversation, narrative texts, and other types of texts.]]>
Copyrights © 2025
