ǡ Ǥ ȋʹͲͳͻȌǤǦ
Ǧ Ǥ ȋȌǡ ͳͺ–ͳͻͲǤ
ǣȀȀǤȀͳͲǤʹͷʹ͵ȀǤʹͲͳͻǤͲ͵͵
Zulianti, H. (2018). Speech Acts on Efl Learners’ Teaching Performance and Its
Ǥ ǡ ͶȋʹȌǡ ͻ͵–ͳͲǤ
ǣȀȀǤȀͳͲǤʹ͵ͺȀǤͻ͵ǤʹͲ͵
THE STRATEGIES OF REQUEST BY INDONESIAN AND AUSTRALIAN STUDENTS
Assayyidah Bil Ichromatil Ilmi
ǣ ̷ǤǤ Ǥ
Abstract:
Ǥ Ǥ
ǡ
Ǥ
ǡǤ ǡ
Ǥ
Ǥ ǡ
Ǧ
Ǥǡ
Ǥ ǡ
ǡǤ
Keywords: Australian Students, Cross-cultural, Indonesia Students, Request Strategies
INTRODUCTION
Ǥ
ǡ ǡ Ǥ
Ǥ ǡ
Ǥ ȋʹͲͳ͵Ȍ
Ǥ ǡ
Ǥ
ȋƬǡͳͻͺȌǤ
Ǧ Ǥ ǡǤȋʹͲʹͲȌ
Ǥ
ǦKulka’s theory (1989) about a modified
Ǧ ȋȌ
Assayyidah Bil Ichromatil Ilmi
ǦǤ
Ǥ
Ǧ
ȋʹͲͳ͵Ȍ Ǥ
ǦKulka’s t Ǥ
ǣ ǡ
ǡ Ǧ Ǥ
ǡ
Ǥ
Ǥ
Ǥ
Ǥ
Ǥ
ǦKulka and Olshtain’s
ȋͳͻͺͶȌ Ǥ
ǡ ǡ ǡ Ǧ ǡ
Ǥ LITERATURE REVIEW
Speech Acts
ȋʹͲͲͻȌ
Ǥ
̵Ǩ̵ ȋǡʹͲͲͻȌǤǡ
Ǥǡ ǡ
ǡ ǡ ǡ
ȋ Ƭ ǡ ͳͻͺǢ ǡ ʹͲͲͻǢ ǡ ͳͻͺͷǢ
ǡʹͲͳ͵ȌǤ ǡǡ̵ǡ
ǡ
Ǥ
ȋͳͻͺͷȌ
Ǥǡ ǡ
ȋǦƬǡͳͻͺͶȌǤǡȋͳͻͺȌ
ǦǤ
Ǥ
Ǧ
ȋʹͲͳ͵Ȍ Ǥ
ǦKulka’s t Ǥ
ǣ ǡ
ǡ Ǧ Ǥ
ǡ
Ǥ
Ǥ
Ǥ
Ǥ
Ǥ
ǦKulka and Olshtain’s
ȋͳͻͺͶȌ Ǥ
ǡ ǡ ǡ Ǧ ǡ
Ǥ LITERATURE REVIEW
Speech Acts
ȋʹͲͲͻȌ
Ǥ
̵Ǩ̵ ȋǡʹͲͲͻȌǤǡ
Ǥǡ ǡ
ǡ ǡ ǡ
ȋ Ƭ ǡ ͳͻͺǢ ǡ ʹͲͲͻǢ ǡ ͳͻͺͷǢ
ǡʹͲͳ͵ȌǤ ǡǡ̵ǡ
ǡ
Ǥ
ȋͳͻͺͷȌ
Ǥǡ ǡ
ȋǦƬǡͳͻͺͶȌǤǡȋͳͻͺȌ
ǡ Ǥ Request Strategies
—
Ǥ
ȋʹͲͳ͵ȌȋʹͲͲͻȌ
ǤǦ
ȋͳͻͺͶȌ
Ǥ ǡ
ǡǦ Ǥ
Ǥ
ǡ
ǡ Ǧ
Ǥ ǡ
ǣ ǡ ǡ
ǡ Ǥ ǡ
Ǥ
Ǧ
Ǥ METHOD
ǡ
Ǥ
Ǥ
ǦȋͳͻͺʹȌǡǦ
Ǧ ȋȌǤ
ȋǡʹͲͳͶȌǤȋʹͲͳͲȌ
Ǧ Ǥ
Ǥ ǡ
Ǥ ǡ
̵ Ǥ ǡ
Ǥǡ
Ǥ ǡ
Ǥ ǡ Ǧ
Assayyidah Bil Ichromatil Ilmi
Ǥ ǡ
ǦȋͳͻͺͶȌǤǡ
Ǥ FINDINGS
Ǥ
Ǥ
Ǥ
Ǥ ǡǡǤ
ǡΪǤǡα
ǡǦ
Ǥ
ǡ ǣ
Ϊ ǦǤ
ǡ
Ǥ
ǡ
Ǥ
Ǥ
Ǥ ǡ
Ǥ
Ǥ
Ǥ ǡ
ǡ
Ǥ
Ǥ
Ǥ
Ǥǡ
Ǥǡ
Ǥ
ǡ
Ǥ
Ǥ ǡ
ǦȋͳͻͺͶȌǤǡ
Ǥ FINDINGS
Ǥ
Ǥ
Ǥ
Ǥ ǡǡǤ
ǡΪǤǡα
ǡǦ
Ǥ
ǡ ǣ
Ϊ ǦǤ
ǡ
Ǥ
ǡ
Ǥ
Ǥ
Ǥ ǡ
Ǥ
Ǥ
Ǥ ǡ
ǡ
Ǥ
Ǥ
Ǥ
Ǥǡ
Ǥǡ
Ǥ
ǡ
Ǥ
Ǥ
Ǥǡ
Ǥ
Ǥ
Ǥ Australian Students
ǡ
ǡ
Ǥ ǡ
ǡ ǡ
Ǧ ǡ Ǥͳ
Ǥ
“I’m just wondering ǡ̶
ȋͳȌ
ͳ
ǡ Ǥ
ǡ̶
ǤǤ̶Ǥ Ǥ
̶̶Ǥ
Ǥ
ǡ
Ǥ Ǥǡ
Ǧ Ǥ
Ǥ
ǤǦ
Ǥǡ
Ǥ
“Hi (lecturers name), just on behalf of myself and other classmates, as we have
ǡ
assignment due to be collected today?”ȋʹȌ
ǡ
Ǥ
Assayyidah Bil Ichromatil Ilmi
ǡ
Ǥ Ǥ
Ǥ
query preparatory because the words “could we request.." shows if the speaker
̵Ǥ
Ǥ
ǡǡ
ǡ Ǥ
ǡ
Ǧ Ǥ
Ǧ
Ǥǡ
Ǥ
“Excuse me *name*, would you mind going outside to smoke, or even waiting until the meeting is over?”ȋ͵Ȍ
ǡ Ǥ
̶ǤǤ̶ǡ
̵
Ǥǡ
Ǥ
̶̶Ǥ
Ǥ
ǡǡ
ǡ
Ǥ
Ǥ ǡ
Ǥ
“Hi, if you’ve got a second, could you please take a picture of us?”ȋͶȌ
Ǥ
Ǥ
Ǥǡ
Ǥ ǡ
Ǥǡ
“could you please..” that shows if the speaker were asking for the hearer’s ability
Ǥ
ǡ
Ǥ Ǥ
Ǥ
query preparatory because the words “could we request.." shows if the speaker
̵Ǥ
Ǥ
ǡǡ
ǡ Ǥ
ǡ
Ǧ Ǥ
Ǧ
Ǥǡ
Ǥ
“Excuse me *name*, would you mind going outside to smoke, or even waiting until the meeting is over?”ȋ͵Ȍ
ǡ Ǥ
̶ǤǤ̶ǡ
̵
Ǥǡ
Ǥ
̶̶Ǥ
Ǥ
ǡǡ
ǡ
Ǥ
Ǥ ǡ
Ǥ
“Hi, if you’ve got a second, could you please take a picture of us?”ȋͶȌ
Ǥ
Ǥ
Ǥǡ
Ǥ ǡ
Ǥǡ
“could you please..” that shows if the speaker were asking for the hearer’s ability
Ǥ
Indonesian Students
ǡ
Ǥ Ǧ
Ǥ
Ǥ
Ǥ
Ǥ
“Assalamuallaikum, permisi bapak/ibu. Mohon maaf pak/ ibu mengganggu, permisi pak/bu saya mau mendaftar beasiswa. Jika masih sibuk saya bisa menemui bapak/ ibu kapan ya? Baik pak/ bu. Terima kasih.” ȋͷȌǤ
statement. It is proven by the statement “saya mau mendaftar beasiswaǡ̶
̶ Ǥ̶
̶ǡ̶ Ǥ
ǡ ǡ
̶Jika masih sibuk saya bisa menemui Bapak kapan yaǫ̶ ǡ̶Ǥ̶
Ǥ
Ǥ
ǡ Ǥǡ
Ǥ
Ǥ
Ǥ
“Mohon maaf Pak/Bu, apakah Anda berkenan jika tugasnya kami kumpulkan maksimal pukul 00.00?” ȋȌǤ
ǡ
Ǥ
Ǥǡ̶apakah anda berkenan,”
which means “Would you mind..” means that the speaker used query preparatory because the speaker asked for a request to the hearer’s willingness to give the
Ǥ
Ǥ ǡ
Ǧ ǡ
Ǥ ǡ
ǡ
Assayyidah Bil Ichromatil Ilmi
Ǥ Ǥ
ǡ
Ǥ
ǡ
Ǥ
“((Pura-pura batuk)), Aduh asep nya bau banget!”ȋȌ
ǣ
Ǥ
Ǧ Ǥ Ǧ
Ǥ
Ǥ
ǡ
Ǥǡ ǡ
ǡ
Ǥ
̵
ǡ Ǥ
ǡ Ǥ
Ǧ Ǥ
Ǥ
“ang fotografer, minta tolong fotoin dong.”ȋͺȌǤ
ͺ Ǥ
Ǥ
Ǥǡ
Ǥ
Ǥ̶minta tolong fotoin dong!” means
“Take a picture of us, lease,” shows if it is an imperative
Ǥ DISCUSSION
ǡ
Ǥ
ʹǡǦ
Ǥ ǦȋͳͻͺͶȌǡ
ǡ ǡǦ ǤǡǤ
Ǥ Ǥ
ǡ
Ǥ
ǡ
Ǥ
“((Pura-pura batuk)), Aduh asep nya bau banget!”ȋȌ
ǣ
Ǥ
Ǧ Ǥ Ǧ
Ǥ
Ǥ
ǡ
Ǥǡ ǡ
ǡ
Ǥ
̵
ǡ Ǥ
ǡ Ǥ
Ǧ Ǥ
Ǥ
“ang fotografer, minta tolong fotoin dong.”ȋͺȌǤ
ͺ Ǥ
Ǥ
Ǥǡ
Ǥ
Ǥ̶minta tolong fotoin dong!” means
“Take a picture of us, lease,” shows if it is an imperative
Ǥ DISCUSSION
ǡ
Ǥ
ʹǡǦ
Ǥ ǦȋͳͻͺͶȌǡ
ǡ ǡǦ ǤǡǤ
ǡ
ǡ ΪǡǦǡαǡǦǤǡ
ǡ
Ǥ
Ǥ
Ǥ
ǡ
Ǥǡ
ǡ
Ǧ
Ǥ ǡ
Ǥ
ǡ
Ǧ Ǥǡ
ǡ
Ǥ ǡ
Ǧ ǡ Ǥ
Ǥ
ǡ
ǡ Ǥ
ǡǡ
Ǥ ǡ
Ǥ ǡ
Ǥ
Ǥ ǡ Ǧ ǡ
ǡ
Ǥ
Ǥ ǡ
Ǧ Ǥ CONCLUSIONS
ǡ
Ǥ ǡ
ǡ ǡ
Assayyidah Bil Ichromatil Ilmi
Ǥǡ Ǥ ǡǡ
Ǥ
Ǥ
Ǥ
Ǥ
ǡ Ǧ
ǡ Ǥ
Ǥ
ǡ
Ǥ
ǡ
Ǥ
Ǥ ǡ
̵Ǥ
Ǥ
ǡ
Ǥ
Ǥ
Ǥ REFERENCES
ǡ Ǥǡ ǡ Ǥǡ Ƭ ǡ Ǥ ȋʹͲʹͲȌǤ
ǣ Ǥ Studies in English Language and Education, 7ȋʹȌǡ ͵ͻǦ͵ͻʹǤ
ǣǣȀȀǤȀͳͲǤʹͶͺͳͷȀǤʹǤͳͺͲ
ǡ Ǥ Ƭ ǡ Ǥ ȋʹͲͳͲȌǤ Ǧ
ǤILI Language Teaching Journal (Special Issue: Proceedings of the First Conference on ELT in the Islamic World), 6ȋͳǡʹȌǡͶ͵ǦͷͺǤ
Ǥǡ Ǥ ǡǡ
Ǥ
Ǥ
Ǥ
Ǥ
ǡ Ǧ
ǡ Ǥ
Ǥ
ǡ
Ǥ
ǡ
Ǥ
Ǥ ǡ
̵Ǥ
Ǥ
ǡ
Ǥ
Ǥ
Ǥ REFERENCES
ǡ Ǥǡ ǡ Ǥǡ Ƭ ǡ Ǥ ȋʹͲʹͲȌǤ
ǣ Ǥ Studies in English Language and Education, 7ȋʹȌǡ ͵ͻǦ͵ͻʹǤ
ǣǣȀȀǤȀͳͲǤʹͶͺͳͷȀǤʹǤͳͺͲ
ǡ Ǥ Ƭ ǡ Ǥ ȋʹͲͳͲȌǤ Ǧ
ǤILI Language Teaching Journal (Special Issue: Proceedings of the First Conference on ELT in the Islamic World), 6ȋͳǡʹȌǡͶ͵ǦͷͺǤ
ǦǡǤȋͳͻͺʹȌǤ ǣ
Ǥ ǡͳȋͳȌǡʹͻǦͷͻǤ
ǦǡǤǡƬǡǤȋͳͻͺͶȌǤǣǦ
ȋȌǤApplied Linguistics 5ȋ͵ȌǡͳͻǦʹͳ͵
Ǧǡ Ǥ ȋͳͻͺȌǤ ǣ
ǫJournal of Pragmatics, 11ǡͳ͵ͳǦͳͶǤ
ǡ Ǥǡ Ƭ ǡ Ǥ Ǥ ȋͳͻͺȌǤ ǣ
ǤǣǤ
ǡ ǤǤ ȋʹͲͳͶȌǤResearch Design: Qualitative, Quantitative, and Mixed Methods ApproachesȋͶǤȌǤǣ
ǡ Ǥ ȋʹͲͳ͵ȌǤ
ǤJournal of Language Teaching &
Research, 4ȋͷȌǤ
ǡ Ǥ Ǥ ȋʹͲͲͻȌǤ Ǥ ǣ
Ǥ
ǡǤȋͳͻͺͷȌǤǦ ǤǤǤǡHandbook of Discourse AnalysisȋǤʹͲ͵–ʹͳͷȌǤǣ Ǥ
ǡ Ǥ ȋʹͲͳ͵ȌǤCross-Cultural Pragmatics: The Semantics of Human InteractionǤǣǤ