128 Copyright © 2021 The Author IDEAS is licensed under CC-BY-SA 4.0 License Issued by English study program of IAIN Palopo IDEAS Journal of Language Teaching and Learning, Linguistics and Literature ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) Volume 9, Number 2, December 2021 pp. 128 – 137 Indonesian EFL Learners’ Ability to Comprehend and Produce Implicature WidyaCaterine1, Tasya Amalia2,Shafira Ghoni Rosyida Shaberina3 caterine_widya@ub.ac.id1, tasyamaliaa@student.ub.ac.id2, shafirash@student.ub.ac.id3 1, 2, 3 Faculty of Cultural Studies, Universitas Brawijaya, Malang, Indonesia Received: 2021-06-11 Accepted: 2021-12-15 DOI: 10.24256/ideas.v912.1924 Abstract According to Stanford Encyclopedia of Philosophy (2019), implicature can be defined as the act of implying meaning by saying something else. The aim of using implicature is to mislead a response without lying while also maintaining a good social interaction. Implicature is very much related to the culture of the language. Most Indonesian EFL learners are still having issues in comprehending English implicature due to the lack of cross-cultural understanding of the target language. Hence, this study was done to identify Indonesian EFL learners’ capability in comprehending and producing implicature, one of pragmatics subfields. The method used in this study is descriptive qualitative research, using survey method for data collection. The data was collected through assigning an open-ended questionnaire test on comprehending and producing implicature and doing further interviews on UniversitasBrawijaya students. The result of the study shows more than half of students are able to comprehend and produce implicature in English. The type of implicature they used was conversational implicature, one of the principal subjects of pragmatics. As for the minority of the students who were having issues in understanding implicature, the reason being their lack of comprehension in the material implicature. Keywords: EFL learners; Implicature; Pragmatic competence Introduction In the English language, there are two types of speakers. There are native speakers and non-native speakers. According to the Merriam-Webster dictionary, native speaker is a person who learns to speak the language of the place where he or she was born. The language that they speak is also considered as their first language. On the other hand, In Cambridge Dictionary, a non-native speaker is defined as a person who has learned a particular language as a child or adult rather than as a baby. As non-native speakers, they learn English in two ways, such as an ESL (English as Second Language) learner and EFL (English as Foreign Language) learner. A study from (Harlig&Dornyei, 1998) found that ESL and EFL learners have particular differences in interpreting social context. ESL learners tend to understand English Sociopragmatics better than EFL learners. Sociopragmatics plays an important role in daily communication. Based on (Vellenga, 2004). To be able to make that choice, one has to understand the function of pragmatic competence. In other words, by having good pragmatic competence, learners are mailto:caterine_widya@ub.ac.id mailto:tasyamaliaa@student.ub.ac.id mailto:shafirash@student.ub.ac.id IDEAS, Vol. 9, No. 2, December 2021 ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) 129 able to produce utterances which are socio-culturally appropriate and grammatically correct. (Lestari, 2017). Lestari (2017) explained how in Indonesia, the most common instrument being used for EFL learners is a textbook, however, it does not show authentic social interaction of native speakers. Students’ ability to acquire English pragmatics is very limited and hence obstructed. The reason this is happening is because as stated by Retnowaty (2017), pragmatic competence of English as Foreign Language (EFL) “has not been the focus in language learning”. A study done by Suprijadi (2013) concluded that in Indonesian EFL classrooms, activities given by teachers do not have the objectives of giving students the opportunity to practice their communicative exercise or increasing their pragmatic competence. There are very few studies which have talked about the issue implicature. One of the views is library research on types of implicature from Amrullah (2015) which elaborates detailed explanations on various types of implicature. Other than that there are also several various studies on the use of various types of implicature on students’ daily life researched by Rahayu&Safnil (2020). The result of this study was that two types of implicature were discovered on students’ usage in their daily conversation. Based on the explanation above, there are still limited studies about students’ ability in comprehending and producing implicature in general for EFL learners. From this point of view, the research gap is found.Therefore, the question that needs to be answered in this study is: What are the capabilities of Indonesian EFL learners in comprehending and producing implicature? Since studies done on Indonesian EFL learners’ ability to comprehend and to produce implicature arelimited,hence, this issue is being brought up to be studied further. The purpose of this study was done to identify Indonesian EFL learners’ capability in comprehending and producing implicature, one of pragmatics subfields. Method The approachfor this study is a descriptive qualitative approach, using survey study method. The survey method used in this study was open-ended questions in a form of five-question comprehension and production implicaturetest.Other than giving questionnaires, further interviews were also done with the participants who were having trouble answering the implicature test. The participants of the study consisted of 27 students of UniversitasBrawijaya majoring in English Education. The reason why researchers chose the 27 students of English Education major in UniversitasBrawijaya was due to the compatibility of the students who were taking the Pragmatics course. The students were already exposed to the basic knowledge of Pragmatics. Thus, making them suitable to be the participant of this research. The questionnaire consisted of five questions and the further interview consisted of two questions regarding students’ comprehension on the instruction of the questionnaire and their ability to produce implicature. The data were analyzed by confirming with the theory on Betty J. Birner’s book namely “Introduction to Pragmatics”, published in 2013. Specifically, the analysis of the data was based on the theory from the chapter Caterine, et al. Indonesian EFL Learners’ Ability to Comprehend and Produce Implicature 130 “GriceanImplicature”, talking about types of implicature. The analysis was also done by looking at the similarities and differences of the answers on the questionnaire until categories were developed and identified. Results Questionnaires on implicature of acceptance and refusal The 27 students of English Education major in UniversitasBrawijaya were given questionnaires containing sentences which need to be answered with implicature on accepting or refusing offers. Table 1.Implicature of acceptance and refusal: Correct answers Questions Participants Response Acceptance Refusal If you like, I’ll fix your computer tomorrow Participant 1 See you tomorrow, then Participant 2 No thanks, I will do that Participant 3 Thanks, I’ll contact you tomorrow. Participant 4 Really? Yeah, sure. Thanks a lot. Participant 5 Nah, don’t bother with it. I’ll try it on my own for now. Participant 6 No thanks. Participant 7 I will take it later to the repairman. Participant 8 I can’t go home tonight. Participant 9 I’ll bring it to the service center. Participant 10 Thank you. That’s very kind of you. Participant 11 My father will fix it today. Participant 12 Don’t worry about it. I’m doing all I can do Participant 13 Looks like it’s going to rain all day tomorrow. Participant 14 I have to work tomorrow. IDEAS, Vol. 9, No. 2, December 2021 ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) 131 Participant 15 It’s okay. Please fix it carefully. Participant 16. Sure. I’ll wait for it. Participant 17 Oh of course with pleasure. Participant 18 What time can you pick it up? Participant 19 Yes, you can fix my computer tomorrow. Participant 20 Call me if you’re on your way to my house then, thanks. Participant 21 Thank you for offering, but my sister will fix it later. Participant 22 Thank you, but I’ve already asked someone to fix it. Participant 23 I’ll go to my grandma’s house tomorrow. How about seeing the movie tonight? Participant 1 I think I caught a cold Participant 2 I am sorry, I am busy tonight Participant 3 I have no plans tonight Participant 4 I don’t think I can Participant 5 Sure why not? I am free tonight anyway Participant 6 I really enjoy it Participant 7 I will buy the popcorn Participant 8 I have headache Participant 9 I have an appointment Participant 10 I am sorry I can’t. I have a meeting tonight. Participant 11 My cousin come to my house tonight for doing Caterine, et al. Indonesian EFL Learners’ Ability to Comprehend and Produce Implicature 132 his assignments Participant 12 I won’t be any fun tonight to refuse your invitation Participant 13 I’m a good one to choose a movie. Participant 14 yeah, pick me at 7 pm Participant 15 Sorry, I am in a full-day business meeting. Participant 16 Sounds good, I'm in! Participant 17 I think yes Participant 18 I have done my assignment so... Participant 19 my car has broken down Participant 20 I already have plan to visit my friend tonight Participant 21 My mother came tonight. Participant 22 That will be fun! Participant 23 I have no other occasions tonight Let’s have some ice cream. Participant 1 Sounds good to me. Participant 2 Sure Participant 3 I have a sore throat Participant 4 Let's go! Participant 5 I think my nose is runny today, I don't think I am able to get that now. Participant 6 I'd love to but i have a fever maybe someday Participant 7 I have a toothache. Participant 8 You can buy me then Participant 9 I just saw a doctor, this is my IDEAS, Vol. 9, No. 2, December 2021 ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) 133 cold medicine. Participant 10 yeah cool, that's a good idea Participant 11 I like the strawberry one Participant 12 That would be great Participant 13 I like vanilla! Participant 14 i do not like ice cream Participant 15 Forgive me, Ice cream makes my allergies come again Participant 16 ah I'm full Participant 17 Okay come on Participant 18 I am sick Participant 19 I'm finishing my assignment Participant 20 good idea, today is really hot. Participant 21 I would love to freeze my brain after that unbearable task. Participant 22 Sure! Participant 23 My throat feels like disagree with it Do you want me to carry your suitcase? Participant 1 If you don't mind, yes please Participant 2 I think I can handle it Participant 3 It is pretty light, actually Participant 4 Thank you for the offer but, I can carry it myself Participant 5 Thanks, but I'll handle it myself thank you Participant 6 Its sound nice but thank you Participant 7 My brother will arrive soon Caterine, et al. Indonesian EFL Learners’ Ability to Comprehend and Produce Implicature 134 Participant 8 I am strong enough Participant 9 Wait for me to finish calling my mother Participant 10 No thanks Participant 11 I will carry it by myself Participant 12 I am a natural born to be a strong woman Participant 13 I’m a good one to choose a movie. Participant 14 yeah, i have a heavy suitcase Participant 15 Oh sure, you can brought it Participant 16 no, thank you it's okay i can carry it myself Participant 17 Yes, with pleasure Participant 18 It is not too heavy Participant 19 I'm okay, I can carry it myself Participant 20 don't worry, it's not too heavy Participant 21 No, I could carry this by myself. Participant 22 Yes, please Participant 23 It is light as feather May I offer you a soft drink? Participant 1 You are so generous and so kind, thank you! Participant 2 Please Participant 3 I'm cutting back on sugar Participant 4 That will be good. Thank you Participant 5 Sure! toss me a coke IDEAS, Vol. 9, No. 2, December 2021 ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) 135 Participant 6 Yes of course, thank you Participant 7 I have a mineral water here Participant 8 I am thirsty Participant 9 I have one Participant 10 It's ok I am not thirsty. thanks Participant 11 Yeah, I want some strawberry banana smoothie Participant 12 Why don’t you ask someone else? Participant 13 I may have a cheeseburger after this Participant 14 I am not thirsty Participant 15 Sure, I wanted it one Participant 16 no it's alright I still have one with me Participant 17 Yes,thank you Participant 18 No, just mineral water, please Participant 19 yes, you may offer me a soft drink Participant 20 I prefer mineral water, thank you Participant 21 Yes, why not? Participant 22 No, thanks. Participant 23 I think I'm good Table 2.Implicature of acceptance and refusal: Incorrect answers Name Responses Participant 24 "Acceptance", "Acceptance", "Acceptance" ,"Refusal", "Acceptance" Participant 25 "Acceptance", "Acceptance", "Acceptance", "Refusal", "Refusal" Participant 26 “acceptance", "acceptance", "acceptance", "acceptance", "acceptance" Participant 27 Acceptance: Thank you, that's really helpful Refuse: No thank you. I'll get my computer fixed this evening Acceptance: sure, i would love to Caterine, et al. Indonesian EFL Learners’ Ability to Comprehend and Produce Implicature 136 Refuse: i'm sorry, i'm kind of busy tonight Acceptance: alright, what flavor do you want? Refuse: no thanks, i'm allergic to ice cream Acceptance: yes, if you don’t mind Refuse: no, but thank you for offering Acceptance: sure, thanks Refuse: no thanks Discussion The result of the questionnaires shows various answers from students. The answers were classified into the ones who are able and unable to produce implicature. For the ones who were able to produce implicature, most of them used particularized implicature, which is included as conversational implicature, one of the principal subjects of pragmatics. It is one type of implicature that is strongly based on context. It violates the maxim of relevance (Birner, 2013, p.62-65). However, some of the students who were already able to produce implicatures still used explicit statements of acceptance or refusal, such as “yes” and “no”. Implicature can be defined as an utterance that implies meaning beyond what is said. Therefore, to produce implicature, a speaker must not directly say what he or she means (Birner, 2013, p.62). For the ones who were unable to answer, further interviews were done to find out the reason for their answers. Since there were not many incorrect answers, the interviews were conducted through one-on-one conversations. The questions on the interview were about their comprehension of the instruction of the questionnaire and how they answered the questionnaire. Out of 27 students, four students answered that they did not understand the instructions of the questionnaire and they had not fully comprehended the material as well. A study done by Rızaoğlu&Yavuz (2017) on English Language Learners’ ability to comprehend and produce implicature showed various results depending on the implicature type. However, the questions on this study’s questionnaire are leaning to the implicature type that violates maxim of relevance. Resonating to that study, the result shows a considerable success on the comprehension of Relevance on implicature. In the case of producing implicature, the majority of the students’ responses were already consisting of implicature. Thus, it could be denoted that upper-intermediate learners are able to deliver their message through implicature in Foreign Language. Conclusion Implicature can be considered as the most paramount aspect in the course of a successful conversation. From what we can see, without the knowledge of the speech act, speakers will be facing a hard time to understand and produce implicatures, specifically particularized conversational implicature. This indicates how complicated an utterance can be. Thus, it is important for Indonesian EFL learners to be able to understand and comprehend implicatures. Researchers suggest future studies should do further exploration on the benefit and effect of implicature in cross-cultural communication. Moreover, IDEAS, Vol. 9, No. 2, December 2021 ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) 137 researchers suggest the application of teaching implicature to Indonesian EFL learners to enhance a better flow of conversation between native and non-native speakers of English. References Amrullah, L. (2015). Implicature in The Study of Pragmatics. JurnalBahasa Lingua Scientia, 57-63. Birner, B. J. (2013). Introduction to Pragmatics. Sussex: Blackwell. Cambridge dictionary.(n.d.). Retrieved from https://dictionary.cambridge.org/ Davis, W. (2019, September 6). Implicature.Stanford Encyclopedia of Philosophy. Retrieved May 7,2020, from https://plato.stanford.edu/entries/implicature Harlig,&Dornyei. (1998). Do language learners recognize pragmatic violations? Pragmatic versus grammatical awareness in instructed L2 learning. TESOL Quarterly, 233-259. Lestari, D. E. (2017).Teaching Pragmatics to Indonesian Learners of English.METATHESIS, 45-60. Merriam-Webster dictionary.(n.d.). Retrieved from https://www.merriam- webster.com/ Rahayu, E. S., &Safnil.(2018). Types of implicature in informal conversations used by the English Education Study Program Students.JOALL (Journal of Applied Linguistics & Literature), 1(1), 65–83. https://doi.org/10.33369/joall.v1i1.3942 Retnowaty.(2017). Pragmatics Competence of Indonesian EFL Learners.Journal of English Language and Education, 74-83. Rızaoğlu , F., &Yavuz, M. A. (2017). English Language Learners' Comprehension and Production of Implicature.H. U. Journal of Education, 818-837. Sihotang, A., Sitanggang, F., Hasugian, N., &Saragih, E. (2021).The Effective Way to Develop Speaking Skills. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 9(1). doi: https://doi.org/10.24256/ideas.v9i1.1777 Suprijadi, D. (2013). Teacher's Awareness in Developing Pragmatic Competence of EFL Learners.ELTIN Journal, 1-10. Vellenga, H. (2004). Learning Pragmatics from ESL & EFL Textbooks: How Likely? TESL- EJ. https://www.merriam-webster.com/ https://www.merriam-webster.com/ https://doi.org/10.24256/ideas.v9i1.1777