Abstract
To accommodate meaningful students’ speaking activity with the situation that can create communicative atmosphere, include pragmatic features, and arise motivation, role play is highly proposed due to its salient features . This paper aims to explain what kinds of pragmatic aspects that can be found in role-play activity and how pragmatic insight can be inserted in classroom activities in the context of TEFL (Teaching English as a Foreign Language), particularly in developing students ’ speaking skill. This study is limited in the context of TEFL for Senior High School students. The findings show that the pragmatic aspects which can be found in role-play activities include maxim of quantity (be as informative as needed), maxim of quality (give true contribution), maxim of relevance (be relevant), and maxim of manner (avoid ambiguity and be orderly) , turn-taking, and adjacency pairs . The ways how to teach role-play based on the pragmatic aspects are also presented in this study.
Highlights
English language teaching (ELT), nowadays, has focused on teach English language rather than teach about English language
This article aims to explain what kinds of pragmatic aspects which can be found in role-play activity as the proposed teaching technique in teaching speaking
In order to answer the focus of the study dealing with kinds of pragmatic features in role-play activity, an analysis is done by comparing details of role-play activity with the theory of pragmatics
Summary
English language teaching (ELT), nowadays, has focused on teach English language rather than teach about English language. The emphasis is on linguistic competence of the language learners, and on the development of their communicative ability. In order to develop the learners' communicative ability, the teacher needs to create a scenario to teach the target language in a vibrant, active and interesting manner. For teaching speaking, communicative function is really needed since in the process of uttering something, it is expected that there should be sound communication that can avoid misunderstanding between speaker and hearer (student and teacher or student and student). To know the intended meaning of the speaker of the hearer, the students need to be introduced to pragmatic knowledge at least the aspects related to their material. One important thing that needs to be considered in teaching speaking is motivating strategy that can enhance the students’
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
