In teaching-learning activities, teachers and students must use speech act as a medium of interaction and communication. However, pre-service teachers, especially preservice English teachers who are non-native speakers is possible to make misunderstandings in communication while teaching because they do not have much experience in teaching in the classroom. Thus, this study aims to investigate the types and functions of speech acts used by pre-service English teachers in Microteaching practices. To limit this research, the researcher used Searle’s speech act theory (1976). The researcher used a qualitative method with a descriptive qualitative design to analyze the types and functions of speech acts. The data collection technique used a documentation technique because the pre-service English teachers’ utterances were transcribed into the transcript. Furthermore, content analysis is used to analyze the data. The subject of this research is two pre-service English teachers in Microteaching practices. The result of this research is that during microteaching practices, pre-service English teachers use four types of speech acts, and those are representative, directive, commissive, and expressive. The declarative act is not found in their utterances. Meanwhile, the functions of speech acts varied depending on what type of speech act was performed by the speakers in their utterances.

Keywords: Pre-service English Teachers, Microteaching, Speech Acts, Types, Function.