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the research. The researcher was interested in linguistic field, particularly pragmatics. In connection with that, the researcher chose the topic related to
pragmatics which became the main interest of the researcher in academic field. Therefore, in order to know whether the topic was researchable or not, the
researcher had consultation with the thesis advisor to gain feedback.
2. Formulating the research problems
After having the topic which was accepted by the thesis advisor, the researcher started to formulate the research problems. The research problems had
to be significant with the topic and the main purpose of the research. The whole research which was conducted would have to answer those research problems.
The researcher formulated two research problems as stated in the first chapter.
3. Reviewing the literature
The research which was conducted by the researcher had to be based on theories. Therefore, the researcher needed to review lots of theories related to the
topic. The theories which were reviewed were not only the theories of pragmatics, particularly speech acts and politeness, but the researcher also reviewed the
theories of the research technique and method which was conducted in this research. A large number of theories were needed to validate this whole research.
4. Designing and distributing the questionnaire
In order to collect the data for this research, the researcher used the questionnaire as the instrument. Hence, before collecting the data, the researcher
needed to design the questionnaire first. The questionnaire was designed by adapting discourse completion test DCT. First, the researcher designed the
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scenarios which were going to be put in the questionnaire. The researcher consulted the draft of the questionnaire to the thesis advisor to gain feedback.
Then, the researcher also asked feedback and suggestion from fellow students related to the questionnaire before it was distributed. After making sure that the
questionnaire was understandable, the researcher started to distribute the questionnaire to the participants.
5. Identifying the types of illocutionary acts and the politeness strategies in
students’ utterances using coding process
When the data was complete, the researcher started to categorize the students‟ utterances which were shown in their questionnaire using coding
process. The researcher classified the data using two tables of categorization as stated before. First, the researcher analyzed the types of illocutionary acts shown
in students‟ written messages which were based on the scenarios. Then, the researcher analyzed the politeness strategies which were shown in students‟
illocutionary acts and utterances to their lecturers.
6. Writing up the report
The last step taken by the researcher was writing up the report of the research. In this step, the researcher discussed the finding of the data collection to
answer the research problems. In reporting the finding and drawing the conclusion, the researcher associated with the theories of the types of illocutionary
acts by Searle 1969 and the theories of politeness strategies by Brown and Levinson 1987.
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CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
This chapter presents the research findings and discussion in order to answer the research questions which are formulated in the first chapter. There are
two sections in this chapter. The first section is about speech acts shown by the students, particularly related to illocutionary acts, which answers the first research
question. The second section is about politeness strategies. It answers the second research question. The findings are analyzed based on the data gathered by the
researcher.
A. Types of Illocutionary Acts Shown by the Students
This section discusses the types of illocutionary acts that appeared in the written messages of seventh semester students of ELESP sent to the lecturers. It
answers the first research question as presented previously in Chapter 1. According to Searle‟s theory 1969 on speech acts, there are three categories of
speech acts. Illocu tionary act is one of those categories. Based on Searle‟s theory,
an illocutionary act performs the act of doing something 1969. When the speakers communicate their intention to do something by speaking or writing the
words, they are performing illocutionary acts. It is different from the other categories, namely locutionary acts performing the act of saying something and
41 describing the literal meaning of something and perlocutionary acts performing
the act of affecting people. Since this study analy zes students‟ written messages
to their lecturers based on some scenarios to show how students communicate their intention to the lecturers, illocutionary acts will be the focus instead of two
other categories. Illocutionary acts are divided into five categories, namely assertive,
directive, commissive, expressive and declaration. Here is the predicted use of illocutionary act based on the scenarios which were given to the participants.
Table 4.1: The Predicted Use of Illocutionary Acts Based on the Scenarios Scenarios
Types of Illocutionary Acts Assertive
Directive Commissive
Expressive Declaration
S1 Requesting
S2 Reporting
S3 Reporting
Apologizing S4
Reporting Requesting
Apologizing
The predicted results were expected to be based on the scenarios which were given in the questionnaire. The scenarios showed certain cases and the
participants should give their responses on the cases. The cases were designed by the researcher and there were some specific acts which were expected to be shown
on those cases. The first case can be seen as follows. Scenario 1
You want to have consultation with your lecturer advisor related to your thesisproposal seminar. But, you cannot meet himher in
person to arrange the schedule. So, you send the text message to PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
