An Analysis of Request Speech Act Strategies Used by Sixth-Semester EFL Students In The English Department at UIN Imam Bonjol Padang

Efrika, Citra (2026) An Analysis of Request Speech Act Strategies Used by Sixth-Semester EFL Students In The English Department at UIN Imam Bonjol Padang. Skripsi thesis, Universitas Islam Negeri Imam Bonjol Padang.

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Abstract

This study analyzes the use of request speech act strategies by EFL learners in the English Department at UIN Imam Bonjol Padang. It focuses on the types of strategies employed and the social variables influencing the requests made by the students. The study aims to (1) identify the types of request speech act strategies used by EFL learners and (2) analyze how social variables, specifically power, social distance, and the ranking of imposition, are reflected in the students' request responses. A qualitative descriptive research design was employed. The participants consisted of 81 sixth-semester students selected via total sampling. Data were collected using a Written Discourse Completion Test (WDCT) covering six interactional scenarios involving two types of relationships: student-to-peer and student-to-lecturer. The data were analyzed based on the Cross-Cultural Speech Act Realization Project (CCSARP) framework proposed by Blum-Kulka et al. (1989). The results indicate that participants utilized three types of request strategies: direct, conventionally indirect, and non-conventionally indirect. Among the nine strategies identified within the CCSARP framework, Query Preparatory (QP) was the most frequently used, while Explicit Performative and Suggestory Formula were the least common. The prevalence of Query Preparatory strategies was largely linked to situational characteristics, specifically, the need to convey requests clearly while maintaining politeness. The analysis reveals that social distance and power influenced how students formulated their requests; requests directed at peers, characterized by social closeness and equal power, tended to be more direct and informal. Conversely, requests directed at lecturers, who hold higher social status and with whom there is greater social distance, tend to incorporate politeness markers, explanations, apologies, and more indirect request forms. The degree of imposition also influences students' choice of request strategies, particularly when the requested action places a heavier burden on the interlocutor. These findings indicate that EFL learners adjust their request strategies based on social relationships and the situational demands of the interaction

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