Face-threatening acts: conflicts between pre-service teachers and students in efl classroom  

Oleh:

Angelina Aruan, Dora

Jenis: Article from Proceeding
Dalam koleksi: KOLITA 16: Konferensi Linguistik Tahunan Atma Jaya Keenam Belas Tingkat Internasional, page 141-144.
Topik: Face Threatening Acts; EFL Students; Indirect Threats; Indirect Accusation
Fulltext: 141-144 Dora Angelina Aruan, Jimmy Sapoetra.pdf (297.21KB)

Isi artikel

Education is not only teaching and learning but also maintaining relationship between teachers and students. This issue is important issue since the relationship influences the teachers' teaching effectiveness and the students' learning outcomes. This kind of relationship can be observed on how the teachers interact with the students in the classroom. In this research we would like to see whether teachers’ attitude affects students’ perception on such a behavior. This behavior was seen through the language that teachers use in the classroom. In some schools, teachers tend to minimize the effectiveness of teaching and learning process by doing face threatening acts (FTA), which causes the students feel uncomfortable, tense, and anxious (Pomerantz 1984, Beebe & Cummings 1985, Chen, 2006). As a result, the students’ learning outcomes might be deteriorated. In some cultures, doing such a thing would be considered impolite not to mention rude. Therefore, the need of highlighting the delicate issue of FTA to the pre-service teachers should be raised as early as possible during their teaching practicum. The research was conducted in one of the private senior high schools in Jakarta with a sample of two teachers and 60 students of Grades 11 & 12 from two classrooms of English. The research method was using qualitative and quantitative approach with descriptive statistics to analyze the findings. A list of questionnaires was used along with an interview with the two teachers to clarify the results. The discussion covered several aspects regarding the existence of FTA in EFL classrooms : the threatening acts used by EFL teachers in class, the patterns of pre-service teachers’ use of the threatening acts, the factors affecting EFL teachers’ use of threatening acts, and the students’ responses and their perceptions of the pre-service teachers’ use of threatening acts in EFL classrooms. The investigation was expected to give insights for the pre-service teachers and also for the teacher training program to anticipate the use of FTA in the classroom.

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