LANGUAGE USE, INTERACTIONS, AND SOCIAL DIMENSIONS: ARE THERE ANY CONSIDERATIONS TAKEN BY CHILDREN WHEN MAKING REQUESTS TO THEIR INTERLOCUTORS?

According to literature, a child’s request is always addressed to a specific person or group of people. To our knowledge, however, studies on language use, interactions, and social dimensions in relation to request making to an interlocutor are uncommon in the Indonesian context; therefore, we sought to describe the considerations taken by children when making requests. Forty children between the ages of 6 and 10 took part in this qualitative study. We collected data using observation and field notes. The collected data were subsequently analyzed using an interactive model. The findings indicate that the majority of children's requests are directed toward interlocutors who are classified as having an extremely close relationship. In contrast, children never make direct requests to interlocutors classified as quite distant or extremely distant. The findings also indicate that requests made to interlocutors with a higher social status than children use a particular verbal form based on the nature of the request and the implied context. In contrast to reality, requests made to interlocutors with a lower social status are more likely to be made directly. It is hoped that the findings of this study will contribute to pragmatic and speech-related theories, as well as to improvements in language education based on a communicative and contextual approach that returns language to its primary function as a tool for communication and places language learning in a meaningful context.


Introduction
As stated in literature, a child's request is always directed at a specific individual or group of individuals. Children's and interlocutors' levels of closeness and social status are both factors in their relationship status (Chang and Ren, 2020). Children's approach to making a request is heavily influenced by their parents' different relationship statuses (Abdullaeva, 2021;Cai, Sun, and Zhao, 2021;Hymes 1989;Sperry, Sperry, and Miller, 2019). Thus, the speaker-interlocutors relationship can take the form of an associative or dissociative relationship, where the former refers to cooperation, accommodation (dissipation), and assimilation in order to maximize the productivity result expected by both

Aspect of Closeness Relationship
The closeness relationship referred to in this study refers to the degree of familiarity and closeness between child and interlocutor. The familiarity and closeness of this relationship are determined by the intensity of the child's relationship with the interlocutor. To facilitate discussion, the closeness relationships in this study are divided into four categories: extremely close relationships, quite close relationships, relationships at a considerable distance, and extremely distant relationships.

Extremely Close Relationship Classification
Children are more likely to address their requests to interlocutors with the relationship classification of extremely close relationship. This is due to the fact that the psychological distance between the child and the interlocutor is very small. A relationship feels more appropriate and has the right to extend a request to an interlocutor with the classification of extremely close relationship than to an interlocutor with another relationship classification.
Based on an analysis of the data, it was determined that children proposing a request to an interlocutor who was classified as having an extremely close relationship used all verbal forms, including both direct and indirect requests. Children's use of direct requests, a type of request that tends to be less considerate of etiquette principles, is surprisingly effective. It corresponds to the fact that the degree of politeness required in communication is inversely proportional to the closeness or familiarity of the relationship between the speaker and the interlocutor. In other words, the closer a speaker is to his or her interlocutor, the less politeness is required when communicating. The greater the distance between the speaker and interlocutor, the greater the need for good manners and conduct when communicating.
In addition, data analysis reveals that when children propose a request for something that falls under the "usual" category (rather than a request for a special category) to an interlocutor with an extremely close relationship classification, they tend to use a direct request form, which is in line with previous findings (Keizer, Helmerhorst, and van Rijn-van Gelderen, 2019;Steinbach, 2019). Here is a sample of the subject's data. Moreover, when children are confronted with an interlocutor who is classified as having an extremely close relationship with them and a lower social status, and the requests made are 'ordinary' (not extraordinary), the child frequently uses direct, authoritarian requests towards the target. Here is a sample of the data.
(2) B : Take care of the playthings, Ester! (while making a way to the kitchen after having finished playing). : Be prompt about it, Bro! With "unusual" or "special" requests, however, the use of direct request form with arguments to the interlocutor with an extremely close relationship classification is common. These requests that fall under the "unusual" category may be associated with some of the following: (1) the cost of the requested item is high, (2) the request is prohibited or becomes a ban, (3) the request is unusual or out of the ordinary, and (4) the request is a follow-up to a request that receives rejection responses from the interlocutor. Here are instances of it. : I am warning you, do not make any more requests for it! "The remote control car" as in the expression data (3) is a special thing for a child to ask his father for; "No napping" (expression data 4) is something prohibited by the interlocutor; "take out to the school with motorcycle" (expression data 5) is an unusual or rare thing; "Let's exchange with my Go-Go" (expression data 6) is a second request after the first request (silverqueen) was denied by the interlocutor. Even though the relationship between the child and the interlocutor falls into the category of extremely close, the child As a result of data analysis, it is also known that all indirect requisition forms are used by children to propose requests to interlocutors with a classification of extremely close relationship. The application of this indirect request form is influenced by the following factors and objectives. (1) There is uncertainty regarding the legitimacy of the request. Such skepticism stems from factors that make it impossible to satisfy children's requests, such as the high price, inappropriate circumstances, or inappropriate habits (example 7). (2) A child must be informed of the underlying condition underlying the request (example 8).
(3) to convince the interlocutors of the legitimacy of the request (example 9). (4) to point out the child's item's lack of value in relation to his or her request (example 10). (5) Insinuate to the interlocutor a request made by the children. Its primary objective is to avoid open conflict with the interlocutor (example 11). (6) When making requests, create a humorous, joyful, and pleasant atmosphere. With such an amusing and pleasant atmosphere, it is hoped that a child's relationship with his former interlocutor can be preserved (example 12). (7) have a pessimistic outlook on something he or she requests. This occurs when a child is confronted with a helpless situation or condition pertaining to a request (example 13). (8) include others in his or her request. The inclusion of another person in relation to the child's request is intended to demonstrate to the interlocutor that there is support for the request or that the inclusion of others is an appropriate part of the request (example 14). This request is typically accompanied by a description of the child's unpleasant experiences in relation to a previous request (example15). (10) request something that should be delivered only under specific ideal conditions that allow a child to make the request (example 16

Quite Close Relationship Classification
In contrast to requests made to interlocutors with a classification of extremely close relationship, the child request productivity to interlocutors with a classification of quite close relationship is low, as is the variety of verbal forms used. Children prefer indirect request forms over direct request forms when proposing a request to an interlocutor with this relationship classification. This fact is in line with what has been stated in the literature that higher or lower status of interlocutors is taken into consideration by children (Annan, 2022;Hubscher, Garufi, and Prieto, 2019;Ren, 2019).
Direct requests on the target are used by the children to propose a request to the interlocutor with quite close relationship classification when presented by the following: (1) something that the child asked for is something the child is entitled to, that is something that belonged to the child that is worn or borrowed by his or her interlocutor and (2)  : Oh no, the classroom teacher is going to be very upset with you! I : No, no. I'll just go ahead and copy! It is not going to count as one of my assignments!

Relationships at a Considerable Distance Classification
Along with the distance level of the closeness relationship between the child and the interlocutors they encountered, the child's request productivity and variety of verbal forms decrease. Based on the outcome of the data analysis, it has been determined that there are only five copies of the child request data addressed to the interlocutor with the classification of a distant relationship. No data utilizes direct requests. All demand data addressed to an interlocutor with a relatively distant relationship are classified using an indirect request (Ronan, 2022;Webman, 2019), with two data using an indirect request with an inquiry mode and three data using an indirect request with an involvement mode. Here is an instance:

Extremely Distant Relationship Classification
Interlocutors with extremely distant relationship classification are previously unknown distant family members and people completely unknown to the child (e.g., interlocutors in terminals, public buses, etc.) who have the time to communicate with the child. From all the collected data, it is known that there are only two instances of child requests made to interlocutors classified as having an extremely distant relationshipi. Both sets of information are presented using an indirect request that involves another individual.
Here is an illustration of this data. (15) I : I'm thirsty, Dad, and I'd like some water. I'm a father (approaching the father while visiting a family in Surabaya). E : Take a step inside and speak with Grandma on your own. I : Grandma, my dad asked me to get some water to drink. ES : All right, you can find the water on the table. The glass is right here. You should handle it on your own.

Social Status Aspects
Compared to the interlocutors, the social status referred to in this study is primarily determined by individual positions and roles within the family or community. In some instances, this aspect of social status is also associated with the age of the child relative to the interlocutors. In contrast, gender, personality, and dominance are not considered because they lack sufficient relevance to the study.
According to data analysis, in addition to the closeness of the relationship with the interlocutor, which is the most important aspect of the relationship that children consider when proposing requests, the social status of the interlocutor that is compared with the children is also the most important factor. This is seen in light of the different types of data requests, both in terms of quality and context, that children with different social statuses make to their interlocutors (Chang and Ren, 2020;Matthews, Biney, and Abbot-Smith, 2018).
Children are more circumspect when addressing requests to individuals with a higher social status. The use of verbal forms of requests in accordance with the circumstances and conditions under which it operated demonstrates this. In other words, children are likely to use all verbal forms to propose a request to an interlocutor with a higher social status, given their situation and condition. For instance, if a child wishes to make a request to an interloctor with a classification of extremely close relationship, he or she must use a direct request form, which is directed at the target. To make a request that is likely to be elicited by unfavorable circumstances and conditions, the child instead employs an indirect form of request with a feeling mode.
In contrast, requests made to an interlocutor with a lower social status tend to be carefree. Therefore, children frequently use direct requests on targets. Even in some instances, direct requests are made in a more authoritative manner. This is a sample of the data.

Conclusion
The majority of children's requests are directed at interlocutors with the classification of extremely close relationship. Children use all verbal forms and their usage modes when making requests to their interlocutors. It differs significantly from the request made for interlocutors with other relationship types. Although requests addressed to an interlocutor with a relatively close relationship classification are still colored by the use of two verbal forms, direct and indirect request, productivity and variation are limited. When the child has a higher social status than the interlocutor and the object of the request belongs to the child, a direct request is utilized. In contrast, children never make a direct request to an interlocutor with a relationship classification of quite distant or extremely distant. The findings of the study also indicate that requests made to interlocutors with a higher social status than children use a specific verbal form based on the nature of the request and the context it implies. In contrast to actuality, requests made to interlocutors with a lower social status are likely to be made in a direct manner. Even in some instances, the target is directly requested in an authoritative manner.