An Analysis of Non-Observance Maxims and The Implicature in The Podcast Youtube Channel The Leonardo's "Face To Face With Onadio Leonardo - Vior"

Authors

  • Veronika Simbolon Institut Prima Bangsa

DOI:

https://doi.org/10.70152/jees.v1i1.15

Keywords:

Non-Observance Maxims, The Implicature, Podcast

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Abstract

This research is Analysis of Non-Observance Maxims and The Implicature In The Podcast On The Leonardo's youtube Channel "Face to Face with Onadio Leonardo - Vior" which is 41:10 minutes long. This research uses Qualitative descriptive method, data collection technique by watching podcasts then analyzing the non-observant maxims in the conversation and then writing them down.The data source in this research is conversations in podcasts on channels Youtube “Face to Face with Onadio Leonardo - Vior”. Analysis results show podcast reveals six non-observance maxims, including flouting relevance 4, violating maxim 1, and opting out maxim 1. The most common non-observance maxim is flouting relevance, consisting of three statements. This investigation helps determine which maxims were broken in the podcast.

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References

Alhadlaq, I. (2016). How Technology Influences Communication. International Journal Of Scientific & Engineering Research, 7(1), 960-963.

Grice, H. P. (1975). Logic And Conversation. In Speech Acts (Pp. 41-58). Brill.

Sullivan, J. L. (2019). The Platforms Of Podcasting: Past And Present. Social Media+ Society, 5(4), 2056305119880002.

Zahra, T. N., & Suyudi, I. (2023). The Non-Observance Of Maxims In Dialogues Of Harry Potter And The Cursed Child Book. Journal Of Language And Literature, 11(2), 209-218.

https://youtu.be/XWZ6HMhtyhY?si=VI4p71YDmvPS742F

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Published

2024-11-14

How to Cite

Simbolon, V. (2024). An Analysis of Non-Observance Maxims and The Implicature in The Podcast Youtube Channel The Leonardo’s "Face To Face With Onadio Leonardo - Vior". JEES: Journal of Education and Educational Sciences, 1(1), 26–32. https://doi.org/10.70152/jees.v1i1.15

Issue

Vol. 1 No. 1 (2024): JEES: Journal of Education and Educational Sciences

Section

Reseacrh Article

License

Copyright (c) 2024 Veronika Simbolon

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This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Copyright for this article is held by the authors under the Creative Commons Attribution-ShareAlike 4.0 International (CC BY-SA 4.0). The article may be used, shared, and adapted for any purpose with proper attribution and distribution under the same license. Full license details: https://creativecommons.org/licenses/by-sa/4.0/