Speech Acts of Requests: A Case of Indonesian EFL Learners

Nugroho, Arif; Rekha, Agnira

doi:10.21462/jeltl.v5i1.371

Cited by 14 publications

(12 citation statements)

References 25 publications

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“…In the descriptive approach, data is broken down into words or pictures and all things are described as they are. Qualitative approach is the process of collecting data in which the results of the processing or analysis of the data are in the form of descriptive sentences that try to explain in depth everything that happens in a particular situation (Nugroho & Rekha, 2020).…”

Section: Methodsmentioning

confidence: 99%

A Case Study of Locutionary, Illocutionary, and Perlocutionary Speech Acts in English Learning Interactions in Junior High School

Stevani

Tarigan

Sawalmeh

et al. 2023

JWEEP

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This study aimed to describe the forms and functions of speech acts used by teachers and students in learning English in class VII-A of State Junior High School 1 Medan, North Sumatra. The method used was a descriptive method using a qualitative approach. The data sources used were 2 English teachers and 30 students of State Junior High School 1 Medan. The technique used was the technique of recording, observing, and taking notes. Data analysis techniques consisted of (1) data collection, (2) data reduction, (3) data presentation, and (4) verification or concluding. The results of this study indicated that there were three forms and functions of teacher and student speech acts in learning. These speech acts included perlocutionary, locutionary, and perlocutionary speech acts. Locutionary speech acts included directive, assertive, and imperative. Illocutionary speech acts included assertive, directive, expressive, commissive, and declarative. Perlocutionary speech acts included satire, understanding, submission, and convincing shape. The functions of locutionary, illocutionary, and perlocutionary speech acts were report, tell, inquire, inquire, order, beg, mention, sue, and praise.

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Section: Methodsmentioning

confidence: 99%

A Case Study of Locutionary, Illocutionary, and Perlocutionary Speech Acts in English Learning Interactions in Junior High School

Stevani

Tarigan

Sawalmeh

et al. 2023

JWEEP

View full text Add to dashboard Cite

show abstract

“…As for language functions, they must be taught as they help in real-world communication (Nugroho and Rekha, 2020) and conversation exercises can assess them (Jennach et al, 2021). Echcharfy (2019: 361) advocates language functions forming communicative competence and leading to what is called interculturality learning showing people's understanding of each other's culture in a multi-cultural society.…”

Section: Challenges To Changementioning

confidence: 99%

Evaluating 2020-2021 and 2021-2022 GCSE English Exams and Exam Method against Related Curriculum Goals and Stakeholders’ and Experts’ Perceptions

Albaaly¹

2022

IJELLR

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Evaluation instigates learning and teaching and is central to them. All elements in the educational process have to be evaluated, including the evaluation of exams and related exam methods. This study aimed at evaluating the Egyptian GCSE English exam and exam method against GCSE curriculum goals and stakeholders’ (i.e. teachers’ and students’) perceptions of the exams. The study adopted a qualitative approach: a fixed alternative questionnaire and a semi-structured E-interview both administered to participant experts and practitioner teachers (n 50 and 5, respectively), and it also incorporated designing and using another questionnaire (in two versions) administered to GCSE graduates: 50 for the school year 2020-2021 and 100 for the 2021-2022. Results revealed that certain curriculum language skills and elements were absent, and the vast majority of them were under-represented and improperly addressed. Even, the curriculum novel content was covered inappropriately. It was then found out that the exams had few strengths and many weaknesses, regarding the question type, language skill and language element representation/coverage, exam nature and appropriateness for students, incompliance with curriculum and OBD. Other exam implications were covered. Plans and recommendations for intervention included inclusion of performance-based questions for three language skills and the translation element, coverage of grammar and vocabulary, inclusion of language functions and idioms, variation of question types appropriate for language skill/element, and commitment to the OBE approach in the exams as well as to research.

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“…Over the years, there have been a lot of studies concerning various types of speech acts. In particular, recent studies related to speech act of request mostly describe the patterns of request strategy in the same language and examine pragmatic competence employed by English as Second or Foreign Language (ESL/EFL) learners (Hashemian & Farhang-Ju, 2017;Megaiab et al, 2019;Lenchuk & Ahmed, 2019;Nugroho & Rekha, 2020;Nugroho et al, 2021). Meanwhile, there is a limited number of recent studies focusing on request strategies employed in different languages from different cultures, especially local cultures in a specific country.…”

Section: Introductionmentioning

confidence: 99%

A Cross-Cultural Pragmatics Study of Request Strategies and Politeness in Javanese and Sundanese

Chintawidy

Sartini

2022

jopr

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This study aims to examine and compare request strategies and politeness of two groups of native speakers from two different ethnic groups in Indonesia, i.e., Javanese and Sundanese. The data were collected by using Discourse Completion Task (DCT) with 60 participants from 30 Javanese (East Java) and 30 Sundanese (West Java) speakers. The data were analyzed by using the classification of request strategies by Blum-Kulka et al., 1989) and social contexts in terms of social power, social distance, and degree of imposition by Brown and Levinson (1987) to reveal the levels of directness and politeness of request employed by each group of speakers. The result of this study indicates that Direct Strategy in the form of mood derivable and Conventionally Indirect Strategy in the form of query preparatory are two request strategies that are mainly employed by both Javanese and Sundanese speakers. In particular, Javanese speakers employ a more Direct Strategy than Sundanese speakers. However, the patterns of request strategies employed by Javanese and Sundanese speakers in most social contexts are similar. In addition, both groups of speakers can also adapt to the situations and employ appropriate requests to the hearer. Therefore, politeness and appropriateness in requests employed by each group of speakers in their DCT responses can reflect the local wisdom of each culture.Keywords: requests; social contexts; politeness; Javanese; Sundanese

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Speech Acts of Requests: A Case of Indonesian EFL Learners

Cited by 14 publications

References 25 publications

A Case Study of Locutionary, Illocutionary, and Perlocutionary Speech Acts in English Learning Interactions in Junior High School

A Case Study of Locutionary, Illocutionary, and Perlocutionary Speech Acts in English Learning Interactions in Junior High School

Evaluating 2020-2021 and 2021-2022 GCSE English Exams and Exam Method against Related Curriculum Goals and Stakeholders’ and Experts’ Perceptions

A Cross-Cultural Pragmatics Study of Request Strategies and Politeness in Javanese and Sundanese

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