THE TYPES OF REQUEST EXPRESSIONS USED IN NOVEL “HARRY POTTER AND THE CHAMBER OF SECRETS”: Their Appropriateness to ESL/EFL Teaching for Junior High School Students in Indonesia

Novels can be authentic sources for learning ESL/EFL, especially in non-English speaking countries. They may present reliable learning references in the absence of native speakers. This article aims to identify the types of request expressions originated in novel “Harry Potter and the Chamber of Secrets” as well as their appropriateness for teaching ESL/EFL in aligment to current applied curriculum (2006 curriculum) in junior high school level in Indonesia. This research employed a qualitative research which was based on content analysis methodology. The data analysis revealed the types of request expressions (Tsui, 1989) generated out of 110 items uttered by the characters in the novel. 65.5% of the finding matched the nine request expressions learning materials embedded in the 2006 curriculum. Indeed, this finding may significantly contribute to the addition of authentic English learning source, especially in teaching speaking skill.


INTRODUCTION
Learning English as the second language (EFL) or English as a foreign language (EFL) was not intentionally focused on learning a single English skill or aspect. It takes an integrated collaboration between those skills and its aspects to be able to possess the whole comprehension of a language (Hinkel, 2008).

THE TYPES OF REQUEST EXPRESSIONS USED IN NOVEL "HARRY POTTER AND THE CHAMBER OF SECRETS": Their Appropriateness to ESL/EFL Teaching for Junior High School Students in Indonesia
Nonetheless, there were still issues found in Learning English as ESL/EFL in societies in Asia, as greatest concentration the "outer-circle" English using society. Bolton (2008) points out English proficiency as the issue in a number of Asian Society, where the interest to English seems to be driven by market forces. The ability of mastering English was usually measured by a standardized test, such as TOEFL, IELTS, or TOIEC. This test could be hard for ESL/EFL learners; even Raimes (1990) raised some concerns of their application in assessing English native speakers' mastery.
In speaking skill, pronunciation has no longer become the only main learning focus, however as Tarone highlights in Hinkel's handbook (2005) that the goal of pronunciation has shifted from focusing a nativelike accent to focusing on intelligibility, where the listeners understand and comprehend the speaker's utterances. In Indonesia, the process of learning English was endorsed at school from the elementary level. It is one of the required subjects taught in educational curriculum. The use of materials in its teaching refers to the textbooks being assigned under the curriculum.
Reading texts out loud has still been seen as popular activities in teaching English in Indonesia while the application of audio-lingual approach has been incorporated into the textbook in 2006 curriculum. Although there is a shift in the focus of the syllabus, there was no such assurance on its application in the field.
The scarcity of authentic material in supporting listening and speaking skills remains the focus in teaching English at schools.
Reading is a skill generated from habits. Reading English books or novels may generate further other English skills such as speaking. However, ESL/EFL teaching at schools, especially in Junior High schools in Aceh seems to rely on utilizing the texts in English textbooks. Some teachers have also found that internet surfing as another option in the effort of searching the text. Nevertheless, it was uncommon for the teachers to generate the teaching material from novels.
Harry Potter is one the most famous series of novels in the world. Up until now, seven series have been released publicly in English. Students in Indonesia are quite familiar with the story since it was a well-known novel. The characters in this novel use a great number of request expressions. Accordingly, the researchers chose a specific novel of the series, "Harry Potter and the Chamber of Secrets" as the object of research. In this article, the researchers wants to determine the types of request expressions based on Tsui's classification (1989) and their alignment with English teaching materials. Therefore, the purposes of this research are formulated in the following questions: 1. What types of request expressions are found in the novel "Harry Potter and the Chamber of Secrets"? 2. Can these finding contribute to the English learning process at school properly based on Junior High School 2006 curriculum?

LITERATURE REVIEW
Novel as one of authentic learning resources Authentic material holds significant effects on the learners; increasing students' motivation for learning is one of them (Guariento & Morley, 2001). Some researchers (Philips & Shettlesworth, 1978;Clarke, 1989;Peacock, 1997, Richard, 2001) also listed other positive influences of authentic material that include providing cultural information, the exposure to real language, relating more closely to learners' needs and supporting a more creative approach to teaching. These advantages may develop a pleasure situation for students in which they are voluntarily involved. Effective ESL/EFL education can be accomplished by triggering the process of natural language acquisition. One way of doing that was by exposing the students to authentic materials (Hwang, 2005).
English novels can be another authentic learning resource for teaching English. The use of its literature could enhance English skills, such as reading and speaking. The focus and attention on word combinations create a feeling for language recognition and help draw attention to different types of language usage and levels of discourse (Ainy, 2008). The use of literature is also highly recommended to teach both English basic skills and language areas (Hişmanoğlu, 2005). Furthermore, Sánchez and Schmitt (2010) argue that second language learners retained better meaning and spelling as well as meaning and word class above 50% from an authentic novel, where most of the students experienced incidental vocabulary acquisition. Therefore, the use of novels in teaching English Consequently, teachers are expected to possess a great amount of authentic learning resources. Marianingtyas (2007) in her thesis, "An analysis of Requestives in Novel The Glass House by Lynn Bushell and Its Implication to Teaching English", observes that both the English teachers and the students should know more about speech acts' theories such as requestives and types of sentences since they are important in teaching English and improving the students' communicative skill.

Speech Acts
Speech acts are part of pragmatics study. People do not only produce utterance containing grammatical structures and words when they attempt to express themselves, but also perform actions via those utterances. Actions performed via utterances are generally called speech acts (Yule, 1996). Therefore, speech acts are the act performed by a speaker in uttering a sentence. Jucker and Taavitsainen utterances. Speech acts also convey the meaning of utterances produced by the speakers.
Yule (1996) also divided speech into three related acts, (1) locutionary act, (2) illocutionary act/force, and (3) perlocutionary effect. The discussion in this article focuses more detailed in illocutionary forces/acts as they are bound with effect (Tsui, 1987). Practically, the illucutionary acts convey the purpose of the speakers whose intention to receive actions to be performed by the listeners.

Request Expressions
Requests are one of the most important speech acts that occur frequently in day to day situations. The desired aim of the request utterance can involve a diverse number of actions or things (Halupka-Rešetar, 2014). Thus, request expressions cannot be separated with the communication in daily life. Floris and Loanata (2011) define request as an illocutionary act whereby a speaker (requester) conveys to a hearer (requestee) that he/she wants the requestee to perform an act which is for the benefit of the speaker. Therefore, the function or purpose of the request is to involve the hearer in some future actions which have positive consequences for the speaker. Tsui (1989) elaborated that requests are initiations in which the addressee is expected to respond by a non-verbal action and depends on him/her if he/she wishes to carry out the expected action or not. Moreover, requests are also presented in imperative forms which follow directives. It is as though the speaker is putting pressure on the addressee to comply with the requestives. This indicates his/her sincerity in having the addressee accept the prospected actions.
Nevertheless, when presenting requests in this form, the speaker does not have authority towards the addressee. Therefore, the addressee may agree or refuse to comply. In conclusion, request expression is the speech act of the speaker to ask the hearer to do something and get the benefit of it. However, the hearer may agree or disagree to do it.  Tsui (1989) classified requests into five classes, they are: a. Request for Permission Request for permission is a request that asks someone to allow something or to ask permission to do something. Request for permission involves the speaker's performance in the future action which is aimed to his or her own benefit.

b.
Offer Offer is a request of offering something to be accepted or refused. It commits the future action and benefit to the addressee. An appreciation and thank are expressed by the addressee. c.
Request for Action Request for action is a request that asks someone to do something. It prospects addressee's action and it is for the speaker's benefit. A positive response will commit the addressee to some non-verbal actions.

d.
Invitation Invitation is a request that prospects the addressee's action. The addressee's action is for the benefit of the addressee himself and the speaker. The addressee will perform the non-verbal action if there is a compliance response.

e.
Proposal Proposal is a request of suggestion that the speaker and the hearer perform non-verbal action and it is beneficial for both the speaker and hearer. Chart 1. System Network of Requestives (Tsui, 1989 The above chart discloses that should the action performed by the speaker for the speaker's benefit, it is called request for permission, such as, "May I use the car?", or for the hearer's benefit, which is called offer, in which the example of it is, "Can I help you?". Another example is when the action performed by the hearer for the speaker's benefit, then it is called request for action. "Could you open the door, please?" is the example of request for action.

Research Design
Our research was conducted by employing qualitative content analysis. It

Analysis of Request Expressions
Collin's utterance is the request for action. In a request for action, the speaker prospects the addressee's action.

Analysis of Request Expressions
Myrtle's utterance is the request for action. She asked Hermione to tell her the truth. If Hermione tells the truth, Myrtle will know the fact. It makes her feel satisfied. Hermione responded it regretfully. Myrtle's request refers to ask for facts. Professor Lockhart taught how to block unfriendly spells, but he did it carelessly.
Professor Snape then chose Harry to try dueling with Malfoy.

Analysis of Request Expressions
Harry's utterance is request for action. He asked Professor Lockhart to show again how to block the spells, because he did not explain it clearly. Unfortunately,

Request for Permission
Datum 66/RP/Asking for Thing "Hermione, let me read your composition," said Ron desperately, "No, I won't," said Hermione, suddenly severe.

The Context of Situation
The conversation took place in the library. Ron, Harry, and Hermione got the assignment from Professor Binns to write three feet long composition. Ron has written eight inches, while Hermione has done four feet. Ron asked to read Hermione's composition before the bell rang.

Analysis of Request Expressions
Ron's utterance is the request for permission. In a request for permission, the speaker asked the addressee to allow him to do something and it is for the benefit of the speaker. Here, Ron asked Hermione to give a permission to read her compositions. If Hermione permits it, Ron will copy Hermione's writing. Nevertheless, Hermione gave a negative response. Ron's request refers to ask for things indirectly.
When Ron asks to read Hermione's composition, he asks for her composition indirectly.

The Context of Situation
The conversation took place in the corridor. The participants were Harry, Professor Dumbledore, Mr. Malfoy and Dobby who is Mr. Malfoy's house elf. Mr.
Malfoy was abusive to Dobby. Harry could not stand it and wanted to help setting Dobby free. Dobby could be free if his master gives him something. Harry planned something with Mr. Malfoy's diary. He asked the diary from Professor Dumbledore.

The Context of Situation
The situation took place at King's Cross station. The participants were Ron, Harry, Ron's mother, and Ginny. Ron's mother would take Ginny to Hogwarts, she told Ron and Harry to come after them. Ron asked Harry to go together.

Analysis of Request Expressions
Ron's utterance is the proposal. A proposal prospects both the speaker's and the addressee's action. Ron asked Harry to go together. His utterance actually prospects both Ron's and Harry's actions. Harry responded Ron's utterance with nonverbal action. Both of them walked together. Ron's request can refer to inviting because he invites Harry to go together.
The discussions above clearly indicated that "Harry Potter and the Chamber of Secrets" Novel has five types of request expressions. They were requests for action, requests for permission, offer, invitation, and proposal.

Appropriateness to 2006 Curriculum
In meeting their purposes as the authentic sources in teaching English as the second or foreign language, the researchers obtained 72 data which are in line with  The request expression expected both the speaker's and the hearer's action.
Consequently, it would be more appropriate to classify the expression into the request to propose. Unlike the request to propose, invitation only expects the hearer action such as in the following: Datum 53/IV/Inviting "It would be such an honor if you would attend." He watched Harry on tenterhooks.
Additionally, the topics on request expressions materials were found in basic competences of grade VII and VII.

CONCLUSIONS AND SUGGESTIONS
The objective of this paper is to analyze the types of expressions used in "Harry Potter and The Chamber of Secret" Novel and their usefulness in English learning process at schools. After analyzing the data, the result revealed five types of request expressions originated in the novel, which are requests for action, permission, invitation, offer, and proposal. These expressions served nine topics on teaching English speaking material for junior high school level. Therefore, the expressions generated from the novel could be used as authentic materials for teaching request expressions in additions to the textbook used at schools.
The researchers also would like to emphasize on incorporating these findings into learning activities at schools since they will enrich teachers' authentic learning resources in teaching as well as developing students' excitement in learning English.
Hence, the students are more exposed to the use of English in its natural context and could potentially expand their English skills.