Permainan? Gobak sodor? Game? Gobak sodor? No.

used to get the hearer to do something. More specifically, her utterance is included into the illocutionary force of asking. It was marked by the use of interrogative form and the purpose of uttering that utterance is to get the answer from the students as the hearer. In this case, the teacher used the WH question by using the word “what” to perform directives. The teacher’s act of questioning can also be found in the following example: In this case, the teacher asked the students about the answer for the question number eight when they had listening activity. Her utterance is categorized as directive with questioning as its illocutionary force since it attempted to get the students do something for her; the students were demanded to provide the answer for question number one. In addition, the device that indicates the illocutionary force of questioning was the structure of the utterance which was presented in the form of interrogative. 2 Requesting The purpose of requesting is to politely ask something or someone to do something. Requesting was produced by the teacher during the teaching and learning process as shown in the following example: T: OK. So, the answer is? Ss: E. M-241362:56-62:57 T: Can you make it into Indonesian? S: Waktu dan tempat. Place and time. M-461713:22-13:23 The teacher and the students had been talking about the elements of story. They had arrived to talk about one of the elements of story, setting. She asked the meaning of setting to her students. However, the students kept silent. Then, the teacher asked them to make it into Indonesian. Based on the data, the teacher performed directive with the illocutionary force of requesting. Requesting is included into directives because it is performed when the speaker wants the hearer to do something. In this case, the teacher tried to ask the students to translate the word “setting” into Indonesian. In performing the request, the teacher employed the conventionally indirect level strategy with reference to preparatory condition. In simple words, she deployed the request indirectly. This strategy is mostly used based on the assumption that the hearer is able to do what the speaker instructed. It is typically marked by the use modal can, could, will, would followed by pronoun ‘you’ and the desired actions. Based on the example, the teacher applied this formulaic structure of requesting with the use of modal ‘can’ followed by the pronoun ‘you’ which refer to the students and the actions that is to translate something into Indonesian. By performing requesting, the teacher attempted to minimize the imposition, hence, her utterances sound more polite. Another example of requesting is presented below: T: Who? You will go to the library? S: No. T: Leo, will you go to the library? S: No. M-16419:22-19:23