Dasep Suprijadi


This study intends to portray whether or not the teacher is developing learners’
pragmatic competence in the teaching of English at the tenth grade of a senior
high school in southern Bandung. This study is descriptive in nature guided by
two research questions covering: 1) What method is used by the teacher in the
teaching of English?, and 2) Does the method indicate the teacher’s awareness
in developing learners’ pragmatic competence? The data for this study were
compiled through classroom observation. The study found out that the
language-centered method used by the teacher does not indicate the teacher’s
awareness in developing learners’ pragmatic competence, since such a method
only focuses on linguistic forms or grammatical structures. This method seeks
to provide opportunities for learners to practice pre-selected, pre-sequenced
linguistic structure through form-focused exercises in class. This study
concludes that the teacher’s activities are not aimed at raising students’
pragmatic competence or offering opportunities for communicative practice.
She does not have any effort to equip her students with the necessary knowledge
to enable them to use the target language appropriately. Thus, the teacher tends
to be unaware of developing learners’ pragmatic competence in the teaching of

KEYWORDS: awareness, teaching, pragmatic competence


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DOI: https://doi.org/10.22460/eltin.v1i1.p%25p

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