PRAGMATIC COMPETENCE IN REQUESTS : A CASE OF THAI ENGLISH TEACHERS Pragmatic Competence in Requests : A Case of Thai English Teachers.

PRAGMATIC COMPETENCE IN REQUESTS : A CASE OF
THAI ENGLISH TEACHERS

RESEARCH PAPER
Submitted as a Partial Fulfillment of the Requirements
for Getting Bachelor Degree of Education
in English Department

Written by
MR. IMRON YARANG
A320100038

SCHOOL OF TEACHER TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF SURAKARTA
2016

i

APPROVAL

PRAGMATIC COMPETENCE IN REQUESTS: A CASE OF

THAI ENGLISH TEACHERS

RESEARCH PAPER
by:

MR. IMRON YARANG
A 320100038

Approved by Consul tans to be Examined

FIRST CONSULTANT

//

SECOND CONSULTANT

NIK.978

II


ACCiEPTANCE

PRAGMATIC COMPETENCE IN REQUESTS: A CASE OF
THAI ENGLISH TEACHERS

by

MR. IMRON YARANG
A 320100038
Accepted by the Board of Examiners
School of Teacher Training and Education
Muhammadiyah University ofSurakar1a
On,2016

Team of Examiners
1. Drs. Agus Wijayanto, M. A., Ph. D.
(Chair Person)

)


2. Dra. Siti Zuhriah Aryatmi, M. Hum.
(Secretary)
Sセ

Dr. Maryadi, M. A.
(Member)

Pro

M.Hum.
993031001

III

STATEMENT

In this occasion, the researcher states that there is no proposed \-vork before
in this research to get Bachelor Degree in a certain University and as long as the
research knows that there is also no work or idea that have ever been written or
publ ished by other people, except referred written in this reseach paper and

mentioned in the bibliography.
if it is provided that there is mistake in writer's statement above later in the
future, so she will be totally responsible for that.

Mr. Imron Yarang
NIM A 320 lOO 038

IV

MOTTO

“SO, VERILY, WITH EVERY DIFFICULTY, THERE IS RELIEF.”

ALL THAT COUNTS IN LIFE IS INTENTION
(Andrea Bocelli in Reader’s Digest)

ALLAH WILL NOT CHANGE MAN’S CONDITION UNLESS THEY
CHANGE THEIR INNER SELVES (QS. Ar Ra’du, 13:11)

v


DEDICATION

Thanks for Allah SWT
The reseach paper is dedicated to:
-

My beloved, honorfather and Mather.

-

My beloved sisters, “Latifah, Sapuroh and Masna”.

-

My beloved brothers, “Burhan, Bukhoree and Ridwan”.

-

My beloved PhatnaWitya High School in Thailand.


-

My favorited Place PondokInternasional KH. Mas Mansur.

-

My dearest friends.

vi

ACKNOWLEDGMENT

Assalamu’alaikumWr.Wb.
Alhamdulillahirobil’alamin, Praise be to ALLAH SWT, the ALMIGHTY
GOD, for blessing and guiding the researcher in completing this title of research
paper: PRAGMATIC COMPETENCE IN REQUESTS: A CASE OF THAI
ENGLISH TEACHERS, as a partial fulfillment of the requirements for getting
bachelor degree of education in English Department of Muhammadiyah
University of Surakarta.

The researcher would like to express her sincere gratitude for all people
who give contribution to make this research paper more completely. Without their
contribution the researcher is likely impossible to finish it. In this opportunity, the
researcher would like to express her gratitude and appreciation to:
1. Prof. Dr. HarunJoko P, M. Hum. as the Dean of the School of Teacher
Training and Education of Muhammadiyah University of Surakarta.
2. MaulyHalwat, H, Ph. D. as the head of English Department for the permit
of research.
3. Drs. AgusWijayanto, M. A., Ph. D. as the first research consultant who has
guided and advises her during the arrangement of research paper from the
beginning until the end.
4. Dra. SitiZuhriahAryatmi, M. Hum.as the second consultant who has
guided and advises her during the arrangement of research paper from the
beginning until the end.

vii

5. Dr. Maryadi. M. A. as the third examiner who has given corrections in the
research.
6. All the lectures of English Department who have guided and taught her

during her study in this university.
7. All of Librarians in Muhammadiyah University of Suwkarta for giving
permission and privilege to obtain the required references.
8. His beloved Mother for prayer, love, support advices, attention and help.
9. His beloved Brothers and Sisters for supports.
10. His beloved friends in IPMITI (Association of Thai Moslem Students in
Indonesia), who ahvays supports.
11. Forever thanks to all Thai English teacher participants, without, the writer
this research would not be perfect.
Wassa/a!11U 'a/aikum WI'. Who

Surakarta, 26 January 2016
The researcher

#

Mr. Imron Yarang
NIM A 320 100038

VIII


LIST OF ABBREVIATION

DCT

: Discourse Completion Test

FTA

: Face Threatening Act

F

: The request uttered by female

M

: The request uttered by male

CE


: The relationship of the interlocutors is Close – Equal

CL

: The relationship of the interlocutors is Close – Low

CH

: The relationship of the interlocutors is Close – Higher

FE

: The relationship of the interlocutors is Familiar – Equal

FL

: The relationship of the interlocutors is Familiar – Low

FH


: The relationship of the interlocutors is Familiar – Higher

UE

: The relationship of the interlocutors is Unfamiliar – Equal

UL

: The relationship of the interlocutors is Unfamiliar – Low

UH

: The relationship of the interlocutors is Unfamiliar – Higher

ix

SUMMARY

MR. IMRON YARANG. A 320100038. PRAGMATIC COMPETENCE IN
REQUESTS: A CASE OF THAI ENGLISH TEACHERS. RESEARCH
PAPER. M-UHAMMADIY AH NIVERSITY OF SlJRAKARTA. 2016

This research aims to describe the usc of request strategies in relation to
social status (S) and social distance (D) by Thai English teachers in junior and
senior high school.
The study uses descriptive 4ualitative research in which the research
participants were fourteen by Thai English teachers at junior and senior high
school. The data were spoken utterances of request strategies elicited though
Discourse Completion Test (OCT) scenarios. The subjects were taken using the
technique of proporsional ramdom sampling comprising seven male and seven
female participants.
The research shows that I) Thai English teachers' strategies of request
have tendency of (a) 34.12% of ability, (b) 19.04% of willingness, (c) 24.60% of
permission, (d) 1.58% of wishes, (e) 6.34°IrJ of needs, (f) 07.93% of obligation, (g)
07.93% of performative, (h) 12.69% of imperative and 2) social status to the way
the participant elicit their request strategy was also found in this study of social
status (equal, lower, higher), there are (a) 33.33% of equal, (b) 33.33% of lower,
and (c) 33.33% of higher. The last is 3) social distance (close, familiar,
unfamiliar), there are (a) 33.33% of close, (b) 33.33% of familiar, and (c) 33.33%
of unfamiliar.

Consultant I

Consultant II

,'a anto M. A. Ph. D.)
NIK.978

M. Hum.)

Dean of
eacher Training and Education

.Joko Pra itno M. Hum.
6504281993031001

x

ABSTRAK

MR. IMRON YARANG. A 320100038. PRAGMATIC COMPETENCE IN
REQUESTS: A CASE OF THAI ENGLISH TEACHERS.RESEARCH
PAPER.MUHAMMADIYAH UNIVERSITY OF SURAKARTA. 2016
Penelitian ini bertujuan untuk mendeskripsikan penggunaan strategi
permintaan dalam kaitannya dengan status sosial (S) dan jarak sosial (J) oleh guru
bahasa Inggris thai di SMP dan SMA.
Penelitian ini menggunakan penelitian deskriptif dimana peserta penelitian
yang empat belas oleh guru bahasa Inggris thai di SMP dan SMA. Data diucapkan
ucapan strategi permintaan diambil dengan menggunakan teknik sampling
ramdom proporsional terdiri dari tujuh laki-laki dan tujuh peserta perempuan.
Penelitian menunjukkan bahwa strategi 1) guru bahasa Inggris thai
permintaan memiliki kecenderungan (a) 34.12% dari kemampuan, (b) 19.04%
dari kemauan, (c) 24.60% dari izin, (d) 1.58% dari keinginan, (e) 6.34% dari
kebutuhan, (f) 07.93% dari kewajiban, (g) 07.93% dari performatif, (h) 12.69%
dari imperative dan 2) status social dengan cara peserta memperoleh strategi
permintaan mereka juga di temukan dalam penelitian ini status sosial (sama, lebih
rendah, lebih tinggi), ada (a) 33.33% dari sama, (b) 33.33% dari lebih rendah, dan
(c) 33.33% dari lebih tinggi. Yang terakhir adalah 3) jarak sosial (dekat, akrab,
asing), ada(a) 33.33% dari dekat, (b) 33.33% dari akrab, dan (c) 33.33% dari
asing.

Kata Kunci:

Pragmatis, Tindak Tutur, Permintaan, Status, Jarak.

xi

TABIE OF CONTENTS

Page
TITLE …………………………………………………………………………

i

APPROVAL ……………………………………………………………….....

ii

ACCEPTANCE……………………………………………………………....

iii

STATEMENT ………………………………………………………………..

iv

MOTTO……………………………………………………………………….

v

DEDICATION……………………………………………………………….

vi

ACKNOWLEDGMENT……………………………………………………..

vii

LIST OF ABBREVIATIONS………………………………………………..

ix

SUMMARY…………………………………………………………………..

x

ABSTAK ..……………………………………………………………………

xi

TABLE OF CONTENTS……………………………………………………..

xii

LIST OF TABLES……………………………………………………………

xv

LIST OF APPENDICES……………………………………………………..

xvi

CHAPTER I : INTRODUCTION
A. Background of the Study………………………………

1

B. Problem Statement……………………………………..

5

C. Objectives of the Study………………………………...

5

D. Benefit of the Study…………………………………....

5

CHAPTER II : RELATED LITERATURE
A. Underlying Theory……………………………………...

xii

7

1. Pragmatics…………………………………………..

7

a. Sociopragmatics..………………………………

9

b. Pragmalinguistics…..…………………………..

9

2. Speech Act…..……………………………………..

10

a. Notion of Speech Act ..………………………..

10

1) Locutionary Act …………………………..

11

2) Ilocutionary Act.………………………….

11

3) perlocutionary Act …………………….….

12

b. Classification of Speech Act .…………………

12

3. Speech Act of Request …………………………….

15

a. Notion of Request .…………………………….

15

b. Request Strategies .…….……………………...

17

4. Social Status ..……………………………………...

23

5. Social Studies and Distance in Language use..…….

27

6. Related Studies on the Speech Act of Requests..….

29

B. Previous Study………………………………………..

36

CHAPTER III :RESEARCH METHOD
A. Type of Research………………………………………

39

B. Subject of Research.…………………………………...

39

C. Technique of Collecting Data…………………………

39

D. Data and Data Source……………………………….....

40

E. Technique of Analyzing Data…………………………

41

xiii

CHAPTER IV : DATA ANALYSIS AND DISCUSSION OF
THE FINDINGS
A. Data Analysis…………………………………………..

43

1. The Request Strategies are used
by Thai English teachers…………………………...

43

2. The influence of Social Status……………………..

71

3. The influence of Social Distance…………………..

75

B. Discussion of the Findings………….………………….

79

1. Findings…………………………………………….

79

a. The Request Strategies are used by
Thai English teachers…..………………………

79

b. The influence of Social Status…………………

80

c. The influence of Social Distance………………

81

2. Discussion………………………………………….

81

CHAPTER V :CONCLUSIONAND SUGGESTION
A. Conclusion...……………....…………………………….

88

B. Suggestion……………………..………………………..

89

BIBLIOGRAPHY
APPENDICES

xiv

LIST OF TABLES

Page
Table 4.1 Request strategies……………………………….………………….

79

Table 4.2 Social Status………………………………………………………..

80

Table 4.3 Social Distance……………………………………………………..

81

xv

LIST OF APPENDICES

Page
Appendix A:Pragmatic Completion Test (English Version)...……….……….

93

Appendix B: Pragmatic Completion Test (Thai Version)…………………….

95

Appendix C: Appropriate Answers for the Discourse Completion Test……...

97

xvi