SPEECH FUNCTIONS AND THEIR IMPACT ON STUDENTS’ ENGAGEMENT IN MICROTEACHING SESSIONS: (A case study of the sixth semester English education study program students at university of Bengkulu)

This research examines the relationship between speech functions and student engagement
in microteaching sessions among sixth-semester students of the English Education Study
Program at the University of Bengkulu. Motivated by the observation that student teachers often
rely heavily on statements or explanations that result in one-way communication, this research
aims to analyze how various speech functions influence students’ behavioral, emotional, and
cognitive engagement. Using a qualitative case study approach based on Halliday’s (1994)
theory of speech functions and Fredricks et al.’s (2004) multidimensional engagement
framework, the data were collected through video-recorded observations, engagement
checklists, and semi-structured interviews. The findings reveal that statements are the most
frequently used speech function, while questions, instructions, and offers appear less frequently,
leading to limited classroom interaction. The most influential factor affecting the use of speech
functions is teaching style and personality as an internal factor, whereas cognitive engagement
emerges as the most dominant type of student engagement observed during the microteaching
sessions. Overall, this research concludes that the strategic and varied use of speech functions
can enhance two-way interaction and foster deeper and more active student engagement in
learning. This research provides both theoretical and practical contributions to teacher education
by offering insights into developing effective communication competence within
microteaching environments.
Keywords: Factor, Impact, Microteaching, Student Engagement, Speech Functions