INDONESIAN CULTURE INFLUENCE TOWARDS ENGLISH DIRECTIVE ACTS USED BY SENIOR HIGH SCHOOL STUDENTS

In uttering the English language, especially English directive acts, Indonesian people do not deliver it directly, but they convey it long-winded. It is influenced by the Indonesian culture that tends to convolute in explaining something which is different from the English-speaking culture that speaks straight to the point. The objectives of the study were to identify the common types of directive illocutionary acts and to describe how the Indonesian culture is represented in English illocutionary acts made by the students of SMA Negeri 10 Palembang. The method of the study was descriptive-qualitative. The data was collected from twenty-six participants of SMA Negeri 10 Palembang through the role-play technique. Results of this study showed eight common types of English directive acts: commanding, requesting, suggesting, forbidding, questioning, permitting, encouraging, and wishing. Besides, the resemblance between the Indonesian culture and illocutionary acts has an interconnection shown in culture transfer. In this this study in particular, questioning was the most dominant directive act, and this is because Indonesian people tend to ask first before uttering straight to the point and suggesting was the second most dominant whereas requesting was the least dominant.


INTRODUCTION
Indonesian people tend to respect others in such an indirect way. Joyce (2012) illustrates that indirect communication is the norm, although indirectness varies with cultures and geographic regions. Indirect communicators seek to avoid conflict, tension and uncomfortable situations. In a high-context culture, which may be relatively homogeneous and emphasize interdependence and social relationships, people develop deep and often unconscious understandings of what is expected in that culture. Because of shared expectations about behavior, the context can be altered by the speaker to convey information. In short, indirectness is a communication tend to have mutual harmony for maintaining good relationship because it is safe enough in a polite way that is very useful in a social situation.
Besides, Mansyur (2016) illustrates that Indonesia is known as a friendly nation and has a noble character, both in behaving and in speech acts. Commonly, manifested behavior in politeness is known in linguistics as directive acts. Lailiyah (2015) assumes that the directive speech act is an act that is used to get someone doing something is not merely giving an order or making a request. According to the meaning and context of the utterance, there are a variety of actions that can be performed through directive speech act, such as requesting, asking, commanding, suggesting, advising, inviting, and so on.
Additionally, Puri (2015) explains that the directive speech act attempts by the speaker to get addressee to do something. These cases include advice, commands, orders, questions, and requests. Moreover, Syahri (2013) declares that Indonesian cultural norms considered varied in speech act realizations. For instance, many of the subjects used "Sorry" or "I am sorry" instead of "Excuse me" as the attention getters, while the native speakers of English did not start the requests in such a way. This culture will influence Indonesian people in uttering or doing speech acts. It will not the same as native speakers" speech acts.
In uttering the English language, especially English directive acts, Indonesian people do not deliver it directly, but they convey it longwinded.
This way of speaking is influenced by the Indonesian culture that convoluted in explaining something different from English culture that speaks straight to the point. been English lessons since elementary school, at least a little of the vocabulary has been mastered. Despite the fact that there are still some who find it difficult to speak English actively. When someone asks others to speak English, the answers were still halting, nervous, even worse, they do not connect with what is being asked. Therefore, this study is intended to address the following problems: 1) What are the common types of directive illocutionary acts used by SMA Negeri 10 Palembang students?; 2) How does the Indonesian culture resemble illocutionary acts made by SMA Negeri 10 Palembang students?.
Speech acts generally can be defined as the actions performed via utterances (Permana and Citraresmana, 2017). It is an act that consists of many performances such as congratulating, inviting, greeting, ordering, promising and warning. This notion is applied to speech acts. The speaker communicates to the hearer more than transferring his message by means of relying on their standard cultural background information such as requesting, refusing, apologizing, etc (Aliakbari, Aghaee, and AzimiAmoli, 2015). A speech act is not merely relaying; it presumes such action of a language. Furthermore, speech act focuses on what speakers" mean in the linguistic theory that can be seen from their action or communicative action.
In this case, Searle (1975) cited in Roberts (2017) clarifies that the Austinian tradition best exemplified by Searle's work aims to classify the kinds of speech acts we perform. For example, here"s the taxonomy from Searle: Assertive: This category means to propose something from the speaker to the hearer. Directives: Attempt to make the addressee perform an action: asking, ordering, requesting, inviting, advising, begging.
Commissives: Commit the speaker to some future course of action: promising, planning, vowing, betting, opposing. Expressives: Express how the speaker feels about a state of affairs: thanking, apologizing, welcoming, deploring. I am sorry that I lied to you. Declarations: Change the state of the world to bring it into conformity with the propositional content.
Directives are a speech that aims to produce an effect on a speech partner in the form of an action or has the intention to make a speech partner doing something ( (1) Commanding is the function used to ask or order someone to do something in a direct way. It is usually done by the powerful one to powerless one. (2) Requesting can be defined to ask or order someone to do something indirectly or politely. By asking a request, the hearer has the right to refuse or deny it. In other words, the hearer has the choices of whether to accept or reject the request. (3) Suggesting can be defined as what the speaker"s purpose to get the hearer to do something in some future action. The speaker can also perform it for the hearer by attaching or putting forward an idea or plan to think about. (4) Forbidding is used usually to ask or order someone not to do something. It can be defined that the speaker prohibits the hearer from doing an act. (5) Questioning is the speaker expresses this illocutionary function in order to get the reply, answer, or information from the listener. (6) Permitting includes agree to, allow, authorize, bless, consent to, dismiss, excuse, exempt, forgive, grant leave or permission, license, pardon, permit, release, and sanction. (7) Encouraging can be defined that as giving the listener support or courage to do something. (8) Wishing can be defined that the speaker hopes something good to happen in future. In addition, the act of pray refers to the future act.
Considering the directive acts means that to make the hearers" doing an action or giving the statements first to have communicative action between the speaker and the hearer in terms of commanding, requesting, suggesting, forbidding, questioning, permitting, encouraging, and wishing.

METHOD
Since the study aimed to know the common types of directive illocutionary acts and these resembled to Indonesian culture, it utilized the descriptive qualitative research. Creswell (2012) states that qualitative methods can be used to obtain the intricate details about phenomena such as feelings, thought processes, and emotions that are difficult to extract or learn about through more conventional methods. In other words, qualitative research focuses on describing, understanding and clarifying a human"s experience.

Respondents
The participants were 26 students from grade 11, Science 7 class of SMA Negeri 10 Palembang. The students were grouped into 13 groups composed of 2 students to act out the different given role plays. They were prepared to initiate conversation using the English language since English is their foreign language.

Data collection and analysis
In collecting the data, this study used the elicitation technique. It is in line with Kaswan (2014) stated in his study, the English teaching and learning is still dominated by the teacher-centered approach. As a result, students" communicative competence is below expectation. For that reason and another, the teacher should shift their teaching approach from the teachercentered approach to learner-centered approach by using the elicitation technique. It was adopted in the data gathering procedure to draw out necessary information because English is not used to communicate among Indonesian students. In this case, this study used role-play for collecting the data of English directive acts.
In collecting the data, the writer analysed the data using pragmatics analysis in terms of social context and qualitative data analysis in this study. Yule (1993), cited in Yuliana (2011), elaborates that pragmatics analysis is social. The linguistics context arises from communication emergence and interaction between members of the community with a very specific socialcultural background. In this case, it related to the local culture that is Indonesian culture.
The steps of collecting the data are firstly the writer prepared some scenarios about English directive acts. Secondly, the writer asked the students to conduct role-play based on the scenarios. Thirdly, the writer recorded and saved them. Then, the writer made the transcription based on recording.
At first, the writer made the scenarios of role-plays as follow:

Role-Plays
Instruction: Read the scenarios carefully and try to comprehend the contents and roles of the interlocutors in them. Demonstrate a dialogue of each scenario below with your friends. The result of the recording was added in the attachment. There are some explanations about a symbol in the recording which the writer wrote in order to make the description easy to understand, such as (a) italic words mean selected items that the writer took to discuss; (b) slash (/) means a short pause; (c) twice slash (//) means a long pause; (d) … means some more utterances Secondly, the writer distributed the scenarios of role-plays to thirteen partners of twenty-six students in the classroom. The writer explained in a glance about English directive acts in order to make them understand what they should do. Afterwards, the writer gave the rules that they must conduct role play in a partner in front of the class. Then, they had to follow the scenario of role-plays.
Thirdly, the students were recorded while conducting role-plays. They started to utter a sentence after the writer said one, two, three. Besides, the writer stopped the recording after they finished talking. Finally, the writer collected the recording and saved it, which would be made the transcription of the recording in her attachment of study. Then, the writer decided selected items from the recording transcription to discuss the study's objective.
In this context, by using pragmatics analysis and qualitative data analysis, after the writer got the data, the writer analysed the data by applying the following steps: 1) Organizing the data. The writer organized the data by collecting dialogues in role-plays, such as listening to the data gathering on the phone, typing them through a laptop and saving the data. 2) Classifying kinds of English directive acts used by the students of SMA Negeri 10 Palembang. The writer decided on selected items by giving numbers in italic words to know English directive acts from the data gathering. Then, the writer classified the data by sorting out items chosen into each type of English directive to have a further explanation; 3) Categorizing the data, The last, the writer categorized the data that included Indonesian culture transferred in English directive acts.

FINDINGS AND DISCUSSIONS
Based on the method of this study, the authors used role-play to collect the data. The writer played the recording of role play conducted by the students of SMA Negeri 10 Palembang in Science 7 class of eleventh-grade students. In this class, it has thirty-six students but only twenty-six students who demonstrated the role-plays. From thirteen role-plays scenarios as mentioned in the methodology, the writer embodied eight types of English directive acts in scenarios of role-plays such as commanding, requesting, suggesting, forbidding, questioning, permitting, encouraging, and wishing.
Moreover, there are seventy-three selected items from the recording of role-play to each type of English directive act that the writer put in the appendix. Based on the selected items, we notice that the first, questioning is dominant to utter by students. Secondly, the students utter suggesting, the third is requesting and so on.

Commanding
Scenario number one discusses a teacher asking a student to submit his/her homework. While a teacher is asking in a direct way to a student, that is called command. Commanding is effective only if the speaker has some degree of control over the addressee's actions. It also means that sentences normally have no grammatical subject and whose verb is imperatives (Assola, 2017). One type of English directive acts that use imperative forms as shown in (1) and (2) as the same cases.
(1) Submit your homework / ABY! (2) Collect homework! In case number (2), the word submits in (1) changes into collect that still has the same meaning used by the students. As in (1) and (3), the students in the different situation take the same verb clauses that submit your homework. Furthermore, there is an addition please at the last words in (3) and in front words as in (4) to indicate more polite. In scenario one, after the teacher asks, Student B answered it as in (4) for having extra time before submitting the homework. For instance, the students realized the commanding as in the following excerpt: (3) Everyone / submit your homework / please // right now! (4) Yes, sure / but // please give me five minutes more!

Requesting
In scenario number two, you forget to bring a pen while having an English exam and you want to borrow your friend"s pen that implies a requesting to your friend. Requesting is an illocutionary function used to ask or order someone to do something indirectly or politely. Request can also be defined as a polite or indirect command (Kusumo, 2015). For example, it can be seen from example (8).   She said to your friend that ILLUH / I am so sad because I lost my notebook. In this case, the answer of student B was You must smile every day which means Student A should joy in daily life even her notebook was lost. Therefore, the word "must" state that is a suggestion form because Student A should accept her advice in order not to be sad anymore. Moreover, suggesting means communicating an idea or feeling to consider or recommending something. The function of suggesting a directive speech act is intended to make the hearer consider matters presented by speakers. Furthermore, the hearer is willing to follow the suggestions given (Fitriana, 2013).
The explanation of scenario four means that your friend stole your pen. Thus, you have to forbid his/her in making a bad habit. While student B answered, he/she gave prohibition or forbidding something to his/her friend. Forbidding is one of type English directive acts mentioned by Searle.
Forbidding is defined as someone was allowed to do something or not do something. In terms of the function of speech, forbidding means asking the hearer not to do something. For instance "Don"t ask these In (35), scenario six gives a scenario about a student want to go to toilet but the other student prohibits something to his/her as in the example.
Further more, scenario number nine would like to forbid your friend who wants to cheat your answer while doing exam in the classroom so that you must convey prohibition form. By saying don"t cheat, it can be interpreted that the student prohibited his/her friends as shown in (36). Besides, it has different verbs that cheat converted to copy as in (37). The different situation made by scenario ten that the student gets lower score because of playing games as in (38). Moreover, in scenario eleven the student prohibits his/her friend in order not to smoke again as in (39) In keeping with these as Najjar  The scenario number six tells that Student A wanted to go to the toilet while his teacher explained a lesson. Here, Student A said "Excuse me. In this case, the word "Excuse me" showed attention-getter (Syahri, 2013), which means Student A needed an attention-getter from Student B to ask permission.
Additionally, permitting is part of English directive acts means asking permission. The same cases are as presented in (63)   The scenario number twelve declares that you want to go out because someone calls you outside of classroom and you want to ask permission from your teacher. At first, Student A started to say "Excuse me, I want to go to .. out". By saying "Excuse me", it is an attention getter to have a permission from another speaker. Afterwards, it can be noticed as in (64).

Wishing
The words "wish" and "hope" are the statements of wishing. Lukman (2016) cited in Sirwan and Yulia (2017) declare that wishing is a feeling or expresses a strong desire or hope for something that is not easily attainable; want something that cannot or probably not happen. Wishing is to want something to happen or be true even though it is unlikely or impossible and wants to do something to happen. The scenario number seven informs that your student wants to debate competition next week and want to give support as a good teacher. In sum, wishing is one of English directive acts that hope something. It is shown as the following excerpt in (68).

CONCLUSIONS AND SUGGESTION
Based on the findings, it can be concluded that the data showed eight common types of English directive acts, which demonstrated in 13 scenarios of role-plays by the students of SMA Negeri 10 Palembang, such as commanding (to ask a direct way), requesting (asking indirect way), suggesting (giving advice or suggestion), forbidding (prohibiting to do something), questioning (to make a question), permitting (asking an excuse), encouraging (giving support), and wishing (to hope of something).
There were four dialogues in each scenario from the thirteenth scenarios of role-plays, so there were fifty-two dialogues of all scenarios in the recording. In addition, from fifty-two dialogues of all scenarios, there were seventy-three selected items of each type of English directive acts. The first there were seven selected items in commanding, secondly ten selected items in requesting, thirdly in suggesting had thirteen selected items, fourthly forbidding had nine selected items, fifthly questioning had twenty selected items, sixthly permitting had five selected items, the next is encouraging had three selected items, and the last is wishing had six selected items in this study.
The culture transfer of Indonesian culture in English directive acts was happened. While the students uttered English directive acts in this study, they naturally showed an interconnection between Indonesian culture and English directive acts. In politeness and indirectness, there were three dominance types mentioned previously, such as questioning, suggesting, and requesting. It can be concluded that from this study, Indonesian culture, especially the students of SMA Negeri 10 Palembang tend to ask a question before speaking straight to the point. They also tend to give a suggestion and make a request.

Scenario 9
In the exam, your friend would like to cheat your answers. What will you say to your friend? 1.Student A : I want to / cheat your answers.

Scenario 10
Your student gets a lower score in English exam. As a teacher, you want to give him/her suggestion. What do you suggest?