Secondary school teachers must master and understand speech acts as well as teaching materials well. Whereas, speech acts are very important for students of English as a foreign language, especially in high school. Therefore, they may have difficulty understanding themselves since speech acts in high school are so different.
Therefore, it is necessary to investigate the speech act knowledge of English teachers in junior high school, especially in SMPN 2 Mataram (National Junior High School No. 2 Mataram). Speech act theory is essentially concerned with what people do with language through the function of language. Types of speech acts prove that speech acts are important in effective human communication.
Directives are the kind of speech acts through which the speaker makes the addressee do something. Commissives about the kind of speech acts that speakers use to commit themselves to future actions such as promises, threats, refusals, offers, etc. It was used because of describing the speech act skills of secondary school teachers in terms of the ability to define. speech acts, identify the conversations and utterances of the speech acts.
The ability to identify types of English texts was teachers' knowledge of Junior High School English materials, which cover genres, short functional texts and speech acts (transactional and interpersonal conversations).
The Ability to Identify Speech Acts Conversations A. Mentioning Kinds of Speech Acts Conversations
It seems that the A teachers do not know anything about “English text types”, moreover AM could not differentiate between English materials and English skills. These answers do not match as stated with the references in the study background for the English text types in Standar Isi. Can you name the types of texts in English?). ya seperti yang saya jelaskan tadi, transactional and interpersonal text, functional text, monolog text terus atau bisa mekut genre.
4): In fact, transcript (2) shows that BM was well versed in English text types, but here BM only strengthened his statements. In short, teacher B has more knowledge than teachers A because teacher B was able to identify English text types and correctly mention an example of each text type. Nevertheless, examples of speech acts and statements of both transactional and interpersonal conversations could be given.
2): BM also correctly named the conversations of speech acts and BM was able to give the correct and complete definition of transactional and interpersonal conversations. Finally, teacher A and teacher B are knowledgeable because both of them are able to name the types of speech acts conversations, gave the example of speech acts and utterances of both conversations.
Stating the Differences between Transactional &
In conclusion, teacher A and teacher B are knowledgeable because they are both able to name the kind of speech act conversations, gave the example of speech acts and utterances of both conversations. give me an example?). Like the previous example, in the beginning is politeness and get to the point.). 1): Teacher A could answer all the questions correctly, so automatically they could also distinguish between transactional and interpersonal conversations.
BM Jika subjeknya bebas dan luas, maka bersifat interpersonal. doktrinnya sendiri sebenarnya tidak bisa dipisahkan antara transaksional dan interpersonal, maka dalam suatu dialog bagian pembukanya bersifat transaksional, tidak mungkin orang berbicara langsung pada pokok bahasannya, harus ada basa-basi dulu, baru berikutnya bagiannya bersifat transaksional, tujuan inti dari setiap dialog, jual beli, misalnya meminta informasi. Untuk doktrinnya sendiri tidak bisa dibedakan antara transaksional dan interpersonal, jadi dalam satu dialog pembukaannya bersifat transaksional, tidak mungkin orang ngomong langsung to the point, harus ada kesantunan, kemudian bagian selanjutnya adalah transaksional, yang titik dialog apa pun, seperti berdagang, meminta informasi). 2): Sebenarnya pada transkrip (12), BM sudah dengan jelas mendefinisikan dan menyatakan perbedaan antara transaksional dan interpersonal, sehingga disini peneliti tidak perlu menanyakan pertanyaan secara lengkap, seperti transkrip (13).
The Ability to Identify Speech Acts Utterances
To what extent do CCU learning activities contribute toward EFL students’ awareness on apology?
Group discussion for apology function as one of CCU learning activities viewed from communication strategies
Strategies Used in Apology Function
Imagine you are travelling on a bus. You put your bag in the rack, but it fell down and hit another passenger
Group discussions in teaching materials preparation: as topic oriented activity
When dealing with these topics, EFL students prefer to conduct group discussions to discuss the cultural boundary between their own and the target language world in relation to the function of speech acts. Considering that EFL students need to acquire two skills: linguistic and pragmatic knowledge, the findings of Watts (2010), Alemi & Tajeddin (2013), Jalilifar (2009) showed that EFL students do not have enough pragmatic knowledge. The most common function that EFL students use in their daily life is the apology that they do not know.
So, group discussion: sharing ideas, experience with classmates will lead EFL students to understand the practices of apology function (Lave & . Wenger, 1991). The following will be the effects of two types of group discussions that improve EFL learners' awareness of apology function. They speak or say the word sorry only when they do something wrong or he or she is older or younger than them for sorry function.
The group discussion with classmates who came from many countries such as America, Italy and Germany about the function of forgiveness in terms of politeness made TY more aware of addressing the expression of forgiveness to young people, the same age or even older. elderly Similar to TY, WL gained more understanding of how to address the forgiveness function by having discussions with locals when encountering the CCU course. WL considered this by having discussions with natives as an effective way to raise EFL students' awareness of the function of forgiveness.
Thus, by having conversations with the natives, WL learns how to express his apologies and handle them appropriately. Acquiring linguistic and pragmatic competence is thus required to properly understand and put into practice the apology function. Culture festival is a form of visible culture that is visible to everyone and can be discussed and explained relatively easily (Hinkel, 2018, p. 5).
Similarly, the culture festival was chosen as a favorite activity that provided insights from EFL students to be a culturally sensitive person. When a culture festival is held, EFL students had to choose an ethnicity from Indonesia or other countries and dress up as it. The same goes for LAU, who loved culture festivals as a leading discussion to raise her awareness of the function of apology.
Role Playing In Teaching Materials Preparation: As Authentic Materials Selection
Similarly, role play is considered and proven to be an effective way to bridge students to their real world. This means that when they roleplay, they practice what they face in real life. Moreover, RI has the same idea about role playing when she could share her understanding about other cultures with her classmates.
Role playing the apology function also promotes interaction between players: those who are in the dialogue (Van Ments 1989 as cited in Greco 2009 p. 163). Therefore, engagement among students who came from many ethnic groups was increased through role playing (Clark &Choi, 2005, Wishart et.al., 2007 as cited in Greco 2009 p. 163). Based on the analysis above, CCU learning activities which contributed to EFL students' awareness were apology, group discussion and role play.
By doing group discussions, EFL students gain more knowledge about other cultures and at the same time maintain good relations between others (Holmes, 1990). In addition, doing group discussions made EFL students recognize their position when talking to each other: the social distance (the relationship between the speaker and the listener). Likewise, EFL learners should be aware of behavior, intonation pattern, choice of expressions used, which are appropriate in their own speech community with different cultural background (Peterson&Coltrane, 2003; Flood, 2003).
For strategies used in apology, EFL learners were able to distinguish between the expressions "sorry", "please forgive me" and intensifiers such as "very" and "really" (Olshtain & Cohen (1983); The findings on strategies used in apology showed that EFL learners used an expression of apology such as "sorry" with intensifiers such as "so". Furthermore, EFL learners gave an explanation of the situation by saying "I wanted to put this bag in the rack", "I didn't" see it coming”, “thanks for staying.”, “my watch battery is dead and I have two meetings today”, “I had a meeting earlier”, “I got caught in traffic” (in full sentence) and “ ..it just happened” (in incomplete sentence).
Finally, some EFL students declared an offer of recovery by saying "can we start now?" and "let's start now". Group discussion as one of cross-cultural learning activities has therefore contributed to EFL students' awareness of apology function in the form of a leading activity that promotes and increases students' awareness by conducting discussions among students with different cultures and ethnicities in certain situations by using of certain speech acts in this case apology and its strategies. Finally, role playing as authentic material selection is considered as the second way to improve EFL students' awareness about apology.
