Conclusion The Development of the students pragmatic competence of implicature in spoken English.
to add some more activities which facilitate the cultural immersion to the target language. The activities can be such as once a week, Friday night or Saturday
night, an English free value-laden big movie screen with no assignment where any students are free to watch and enjoy. When our mind is fresh and have no
burden, we still can get the target language input. The most important is not on the assessment, but is on the exposure.
2. Based on Kasper 1997:1’s argument that pragmatic competence is not teachable and Adopting Vygotsky’s one of the sociocultural theorists view
that language is seen as the means by which humans achieve the goal of social living, the idea of always activating what so called “English Zone” around the
campus can a supporting atmosphere, too. The more the L2 learners use the target language not only formally in the class but also informally to achieve the
goal of social living the more pragmatic competence have a room to develop. Very few English language programs in almost all Universities around
Indonesia hold a special program such as English day comparing with some Senior or Junior High Schools that have started to practice it, just because they
feel that they have enough using the target language in all classes, but language is not only to communicate in the class which tends to be formal, language is
the means by which humans achieve the goal of social living. The English atmosphere might surprisingly arise the students’ inner feeling to practice and
transfer their L1 pragmatic competence when they speak using the target language.
Those are two simple suggestions that the researcher offers. The researcher believes the suggestions can give more or less the cultural immersion a space to
take place.