Effect of Pragmatic-Based Learning Model on Students’ Pragmatic Competence

Despite a number of research in interlanguage pragmatic teaching investigating how pragmatics is taught, none has been focused on developing English learning model particularly for vocational college. The research was aimed at developing and proving whether (or not) pragmatic-based English learning model is effective to improve students’ pragmatic competence. The development included development of learning stages, learning module, and development of assessment. The participants involved in the research was twenty three semester four students of tourism department, Bali State Polytechnic. The research participants were given two tests, test one (T1) given prior to model implementation and test two (T2) given upon its implementation. Each participant was given four oral role play cards to respond. The respondents’ responses in form of two request utterances and two refusal untterances were rated by a native English speaker pursuant to the assessment rubric. Statistical analysis using t-test revealed that the model developed was effective as it could improve student’s pragmatic competence. In addition, the effectiveness was showed by significance difference between means of T2 and T1 (t (22) = −7,854, p < 0,05). The finding strongly suggests that pragmatic-based English learning model shall be implemented in English learning at higher education institutions.