'Azza, Istikhonul (2011) Pragmatic competence of upper secondary school students as EFL learners / Istikhonul 'Azza. Masters thesis, Universitas Negeri Malang.
Full text not available from this repository.Abstract
Thesis. Graduate Program in English Language Teaching State University of Malang. Advisors (I) A Effendi Kadarisman M.A. Ph.D. and (II) Dr. Yazid Basthomi M.A. Keywords pragmatic competence EFL learners speech act strategy Research has shown that one aspect of communicative competence namely pragmatic competence lacks attention in EFL teaching. Consequently students are exposed more to grammatical competence than other competence such as pragmatic competence. This present study aims to investigate the pragmatic strategies used by upper secondary school students in realizing speech acts particularly in 5 speech acts namely thanking apologizing requesting refusing and responding to compliments which more or less reflect their pragmatic competence. Since this study took an exemplary class as subjects of the study the students of SMAN 3 Malang (IX IS 2) consisting of 25 students were chosen to complete the DCT questionnaire and perform role-play to obtain the data as they were assumed to have better English proficiency. The design used in this study is descriptive research. Both quantitative and qualitative analyses were employed. Data for analysis consisted of 500 utterances elicited from DCT questionnaire as the main data and 20 dialogues were taken from Role-play as additional data for the purpose of confirming the main data. Further the obtained data were coded based on the code scheme developed by Cheng (2005) for thanking Olstain and Cohen (1983) for apologizing Blum-Kulka (1989) for requesting Beebe et al. (1990) for refusing and Holmes (1988) for responding to compliments. The results show that the students employed almost the same pragmatic strategies in realizing speech acts of thanking apologizing requesting refusing and responding to compliments which means that they were on the same level of competence. In realizing thanking the students dominantly utilized direct thanking strategy (80%) which was quite similar to the strategy used by native speakers of English. Also the students mostly used combination strategy (70%) in their apology realization which combined explicit apology with the strategy of explanations acknowledgment of responsibility offer of repair or promise of forbearance this kind of realization is different from that of English native speakers. Next it was found that the students realized their request act most frequently in conventionally indirect strategy particularly query preparatory strategy (72%) which is a native-like strategy. Refusing was another speech act realized most frequently in combination strategy (79%) by combining direct refusal with regret or reason strategy which is different from native speakers strategy preference. Additionally the students also tended to use an accepting strategy (57%) in realizing compliment responses similar to native speakers strategy preference. When the students were influenced by their native language and culture oftentimes a negative pragmatic transfer occurred. Since the students strategy preferences in realizing their speech acts were influenced by their native language and culture it can be assumed that the students emphasized intimacy informality closeness solidarity and the need for being polite for the purpose of maintaining the relationship to their interlocutors. With regard to this phenomenon the knowledge on cultural differences should be developed more in the teaching and learning process to make the students culturally aware of the differences between their native culture and foreign culture. Being culturally aware of the target language it is expected that the students can achieve the goal of their communication successfully. This finding is quite similar to the previous findings which confirm that lots of EFL learners cannot avoid pragmatic failures caused by their insufficient pragmatic knowledge potentially emanating from the students lack of cultural sensitiveness to the target language particularly in performing speech acts. Consequently it is suggested that EFL teachers provide the students with more opportunities in having English exposure particularly in cultural differences in using the language. The teachers can also use DCTs in the classroom as pragmatic exercises to assess the students pragmatic development. Finally it is recommended that future research be focused on how the speech acts are taught in EFL classroom to describe the real picture of the teaching of English with insights from pragmatics.
| Item Type: | Thesis (Masters) |
|---|---|
| Subjects: | L Education > L Education (General) |
| Divisions: | Fakultas Sastra (FS) > Departemen Sastra Inggris (ING) > S2 Pendidikan Bahasa Inggris |
| Depositing User: | library UM |
| Date Deposited: | 21 Sep 2011 04:29 |
| Last Modified: | 09 Sep 2011 03:00 |
| URI: | http://repository.um.ac.id/id/eprint/58559 |
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