Abstract
Junior High School English teachers involved in this study taught English‘ speech acts at a Junior High School, where the materials taught include high level of spoken English. Thus, the English teachers need to be proficient in this particular skill. As professional educators, the teachers must have professionalcompetencies, particularly a good comprehension of the materials. Speech act constitutes spoken English, which is generally taught in Junior High School. Developing communication competence in English is the main purpose of English teaching in Junior High School. This descriptive qualitative research aims to describe a phenomenon: the ability of speech acts of Junior High School teachers. This knowledge comprises of several categories, namely the ability to define of speech acts, to identify speech acts conversations and to figure out speech act utterances. Drawing on the data garnered through the interviews, it was unveiled that most of the Junior High School English teachers could respond the given questions pertinent to speech acts. They could define the meaning of speech acts, identify the speech act conversations and figure out the speech act utterances. This study demonstrates that the proficiency level of the Junior High School English teachers is very good as they comprehend teaching materials and have good pedagogical skills.
Highlights
Finocchiaro (1989) says that a teacher is considered as one of the important keys to successful language learning
The Ability to Define Speech Acts The ability to define speech acts was subdivided into four parts, which were the ability to identify the English text types, the ability to define speech acts, the ability to mention the example of speech acts and the ability to identify the characteristics of speech acts in Junior High School
Based on the result of the study, it is conclude that the teacher A was capable enough in defining speech acts; he could mention the example of speech acts and identify speech acts characteristics in Junior High School but he confused to identify the English text types
Summary
Finocchiaro (1989) says that a teacher is considered as one of the important keys to successful language learning. When they were joking and started to make stereotype by labeling their race In this case, when she came back to Indonesia, she felt that implementing CCU based learning activity with speech act theory topic really helps to overcome similar problems she ever faced. A student who went abroad for vacation found that the degree of speech acts is different in each language, and it needs adjustments and familiarization. For apology forms he found quite difficult for his to adjust within the beginning. He felt that as EFL learners, we do have to acquire grammatical theories and pragmatic theories in this case apology forms
Sign-in/Register to view highlights & summary 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.
