THE ACQUISITION OF WH QUESTION BY EFL STUDENTS’ LEARNING ENGLISH AS A FOREIGN LANGUAGE The Acquisition of WH Question by EFL Students' Learning English as a Foreign Language.
THE ACQUISITION OF WH QUESTION BY EFL STUDENTS’
LEARNING ENGLISH AS A FOREIGN LANGUAGE
THESIS
Submitted as a Partial Fulfillment of the Requirements
For Getting Master Degree of Education
in Magister of Language Study
Written by
ELLEN ANDRIYANI
S200140089
POST GRADUATE PROGRAM
MAGISTER OF LANGUAGE STUDY
MUHAMMADIYAH UNIVERSITY OF SURAKARTA
2016
i
ii
iii
iv
v
MOTTO
Learn from the mistakes of others.
You cannot live long enough to do all the error itself.
(Martin Vanbee)
vi
DEDICATION
With thankfulness for all kinds of support given by all of them, this study is
dedicated to:
1.
My beloved parents, Mr. Iptu. R. Sularto and Mrs. Elly R.
2.
My beloved youngest brother, Wendy Andriyanto, and my beloved
twin, Errin Andriyanti, S. Pd.
3.
My beloved grandmother, grandfather, uncle, aunt, cousins, and all
of my father’s big family in Central Java.
vii
ACKNOWLEDGEMENT
Assalamu’alaikum Warrahmatullahi Wabarokatuh
The first, the writer would like to express her gratitude to Allah SWT
who has given the fervency to finish this study entitled “THE
ACQUISITION
OF
WH
QUESTION
BY
EFL
STUDENTS’
LEARNING ENGLSIH AS A FOREIGN LANGUAGE”. The second the
writer also would like to say thank you so much to all people and institution
for helping and guiding the writer in accomplishing this study. In this
chance, the writer would like to express deepest gratitude and appreciation
to:
1.
Prof. Dr. Khudzaifah Dimyati, SH, M. Hum. as the Director of
Muhammadiyah University of Surakarta.
2.
Prof. Dr. Markhamah, M. Hum. as the Head of Post Graduate of
Language Study.
3.
Prof. Dr. Endang Fauziati, M. Hum. as the first advisor who has
guided the writer to accomplish this thesis.
4.
Muamaroh, Ph.D., as the second advisor who has guided the writer
to accomplish this thesis.
5.
Tri Pujiastuti, S. Pd. M.M as the headmaster of SMPN 1 Sidoharjo
and Drs. Rochmat, MSI as the headmaster of SMAN 1 Sidoharjo.
6.
Sri Haryanti, S.Pd. M. Pd. as the teacher who has guided me in
SMPN 1 Sidoharjo and Sri Sunarni, S.Pd. as the teacher who has
guided me in SMAN 1 Sidoharjo.
viii
7.
All of my friends in Magister of Language Study (MPB) in B class.
8.
All of students in the seventh grade and ninth grade of SMPN 1
Sidoharjo, and the eleventh grade of SMAN 1 Sidoharjo.
The writer realizes that the content of this paper still need to be repaired
because still there is a mistake. Therefore the writer hopes suggestion and
criticism to make this paper to be better.
Wassalamu’alaikum Warahmatullahi Wabarokatuh
Surakarta,
November 2016
ELLEN ANDRIYANI
S200140089
ix
LIST OF CONTENT
TITLE ............................................................................................................. i
APPROVAL PAGE
................................................................................... ii
NOTE OF ADVISOR 1 ................................................................................ iii
NOTE OF ADVISOR 2 ................................................................................ iv
PRONOUNCEMENT ................................................................................... v
MOTTO .......................................................................................................... vi
DEDICATION .............................................................................................. vii
ACKNOWLEDGEMENT ............................................................................ viii
LIST OF CONTENT ................................................................................... x
LIST OF FIGURE ........................................................................................ xiv
LIST OF TABLE ......................................................................................... xv
LIST OF APPENDIX .................................................................................... xix
ABSTRACT .................................................................................................. xx
CHAPTER 1 INTRODUCTION ..................................................................
1
A Background of the Study .............................................................
1
x
B Research question ........................................................................
6
C Limitation of the Study ................................................................
6
D Objective of the Study .................................................................
7
E Benefit of the Study .....................................................................
7
F Organization of the Study ............................................................
8
CHAPTER II REVIEW OF RELATED LITERATURE ..........................
10
A Previous Study .............................................................................
10
1
Lee’s Study (2012) ................................................................
10
2
Abdolmanafi’s study (2012) . ................................................
12
3
Almacioğlu (2013). ................................................................
13
4
Hasebe and Maki (2014). .......................................................
15
5
Galbat and Maleki (2014) . ....................................................
16
6
II-jae Lee (2014) . ..................................................................
18
7
Morishita and Harada (2015) . ...............................................
19
8
Position of the Current Study . .............................................
20
9
Table of the Differences between the Previous Studies
and Current Study ..................................................................
xi
24
B Underlying Theory.......................................................................
1
2
27
Interlanguage .........................................................................
27
a
The Notion of Interlanguage ...........................................
27
b
The Notion of Dynamicity of Interlanguage ..................
30
c
Stages of Interlanguage Development .............................
31
Second Language Acquisition ...............................................
33
a
The Notion of Second Language Acquisition..................
33
b
The Process of Second Language Acquisition ...............
37
c
The Developmental Stages of Second Language
Acquisition .......................................................................
38
Question .................................................................................
39
a
The Notion of English Question ......................................
39
b
Developmental Stages of Question ..................................
40
CHAPTER III RESEARCH METHODOLOGY ........................................
44
A Type of the Study ........................................................................
44
B Setting of the Study .....................................................................
47
3
xii
C Object of the Study ......................................................................
47
D Subject of the Study .....................................................................
47
E Data .............................................................................................
49
F Data Source ..................................................................................
49
G Technique of Collecting Data .....................................................
50
H Reliability and Validity of the Data .............................................
52
I
Technique of Analyzing Data ......................................................
53
CHAPTER IV FINDING AND DISCUSSION ............................................
56
A Findings of the Study ...................................................................
56
1
The Patterns of Question Written by the Seventh Grade
Students..................................................................................
2
The Patterns of Question Written by the Ninth Grade
Students..................................................................................
3
70
The Patterns of Question Written by the Eleventh Grade
Students..................................................................................
4
57
The Development of Patterns of Question Written by the
Seventh Grade Students of Junior High School, the Ninth
Grade Students of Junior High School, and the Eleventh
xiii
83
Grade of Senior High School .................................................
96
B The Discussion of the Findings of this Study .............................. 101
CHAPTER V CONCLUSION, SUGGESTION, AND
PEDAGOGIACAL IMPLICATION ............................................................ 108
A CONCLUSION............................................................................ 108
B SUGGESTION ............................................................................ 111
1
To the Teacher ....................................................................... 111
2
To the Students ...................................................................... 112
3
To the Next Researchers ........................................................ 112
C PEDAGOGICAL IMPLICATION .............................................. 113
BIBLIOGRAPHY............................................................................................. 116
APPENDIX ..................................................................................................... 119
xiv
LIST OF FIGURE
Figure 1 Three Mode System According to Fauziati ............................. 35
xv
LIST OF TABLE
Table 2.1
the Differences between the Previous Studies and the
Current Study ....................................................................... 24
Table 2.2
the Kinds of English Questions .......................................... 39
Table 2.3
the Developmental Sequence for Interrogatives in ESL
according to Larsen and Long (1991: 93) ........................... 41
Table 2.4
the Six Developmental Stages in English Question
according to Pienemann et al (1988) .................................. 42
Table 4.1
the Patterns of Question Written by the Seventh Grade
Students by Using ”What” .................................................. 57
Table 4.2
the Patterns of Question Written by the Seventh Grade
Students by Using ”Where” ................................................ 59
Table 4.3
the Patterns of Question Written by the Seventh Grade
Students by Using ”When” ................................................. 61
Table 4.4
the Patterns of Question Written by the Seventh Grade
Students by Using ”Why” ................................................... 63
xvi
Table 4.5
the Patterns of Question Written by the Seventh Grade
Students by Using ”Who” ..................................................
Table 4.6
the Patterns of Question Written by the Seventh Grade
Students by Using ”How” ..................................................
Table 4.7
67
the Patterns of Question Written by the Seventh Grade
Students...............................................................................
Table 4.9
66
the Dominance Patterns of Question Written by the
Seventh Grade Students ......................................................
Table 4.8
65
68
the Patterns of Question Written by the Ninth Grade
Students by Using ”What” .................................................
71
Table 4.10 the Patterns of Question Written by the Ninth Grade
Students by Using ”Where” ..............................................
72
Table 4.11 the Patterns of Question Written by the Ninth Grade
Students by Using ”When” ...............................................
74
Table 4.12 the Patterns of Question Written by the Ninth Grade
Students by Using ”Why” .................................................
Table 4.13 the Patterns of Question Written by the Ninth Grade
xvii
75
Students by Using ”Who” .................................................
78
Table 4.14 the Patterns of Question Written by the Ninth Grade
Students by Using ”How” .................................................
80
Table 4.15 the Dominace Patterns of Question Written by the Ninth
Grade Students ...................................................................
80
Table 4.16 the Patterns of Question Written by the Ninth Grade
Students...............................................................................
81
Table 4.17 the Patterns of Question Written by the Eleventh
Grade Students by Using ”What” ......................................
84
Table 4.18 the Patterns of Question Written by the Eleventh
Grade Students by Using ”Where” ....................................
86
Table 4.19 the Patterns of Question Written by the Eleventh
Grade Students by Using ”When” .....................................
88
Table 4.20 the Patterns of Question Written by the Eleventh
Grade Students by Using ”Why” .......................................
90
Table 4.21 the Patterns of Question Written by the Eleventh
Grade Students by Using ”Who” .......................................
xviii
91
Table 4.22 the Patterns of Question Written by the Eleventh
Grade Students by Using ”How” .......................................
92
............................................................................................
Table 4.23 the Dominance Patterns of Question Written by the
Eleventh Grade Students ....................................................
93
Table 4.24 the Patterns of Question Written by the Eleventh
Grade Students ....................................................................
94
Table 4.25 the Comparison of the Development of Pattern of
Question Written by the Seventh Grade, the Ninth Grade,
and the Eleventh Grade Students .......................................
95
Table 4.26 Three Stages of Development Pattern of Question Written
by the Seventh, Ninth and Eleventh Grade Students .........
xix
99
LIST OF APPENDIX
APPENDIX 1
Pronouncement from Senior High School Number One of
Sidoharjo
APPENDIX 2
Pronouncement from Senior High School Number One of
Sidoharjo
APPENDIX 3
Question Test
APPENDIX 4
Question Test and Answer
APPENDIX 5
the Seven Grader Data of Wh-Question
APPENDIX 6
the Nine Grader Data of Wh-Question
APPENDIX 7
the Eleven Grader Data of Wh-Question
APPENDIX 8
Data 3 of the Seven, Nine, and Eleven Grader Data of
Wh-Question
xx
THE ACQUISITION OF WH QUESTION BY EFL STUDENTS’
LEARNING ENGLISH AS A FOREIGN LANGUAGE
ASTRACT
Andriyani, Ellen. “The Acquisition of Wh Question by EFL students’
learning English as a Foreign Language”. Thesis. English Department,
Post Graduate Program. Muhammadiyah University, Surakarta. 2016.
This study aims to describe the acquisition of wh question by EFL
students’ learning English as a Foreign Language. Especially to describe the
patterns of question written by the students of the seventh and the ninth
grade students of junior high school and the eleventh grade students of
senior high school. Then the development patterns of question between
three of them. The method of this study was qualitative and cross-sectional
study.
The writer analyzed the patterns of question written by the seventh
grade, the ninth grade, and the eleventh grade students. Then the writer
combined the theory by Dulay et al (1982: 128) and Freeman-Larsen (1991:
93). The writer found that there are three stages of the development pattern
of question: Stage two: Uninverted WH (+/- aux.). “wh question + S +
verb”. Step three: The early auxiliaries. “wh question + unanalyzed to be +
S + verb”. Stage four: The learner reaches the full target system. “wh
question + analyzed to be + S + verb”.
Keywords: Development, Patterns, Wh question
xxi
ASTRACT
Andriyani, Ellen. “The Acquisition of Wh Question by EFL students’
learning English as a Foreign Language”. Thesis. English Department,
Post Graduate Program. Muhammadiyah University, Surakarta. 2016.
Penelitian ini bertujuan untuk mendeskripsikan pemerolehan kata Tanya
wh oleh siswa EFL yang mempelajari bahasa Inggris sebagai bahasa Asing.
Terutama untuk mendeskripsikan pola pertanyaan yang ditulis oleh siswa
sekolah menengah pertama kelas tujuh, pola pertanyaan yang ditulis oleh
siswa sekolah menengah pertama kelas sembilan, pola pertanyaan yang
ditulis oleh siswa sekolah menengah atas kelas sebelas. Kemudian
perkembangan pola pertanyaan yang ditulis oleh siswa sekolah menengah
pertama kelas tujuh, siswa sekolah menengah pertama kelas Sembilan,
siswa sekolah menengah atas kelas sebelas. Penelitian ini menggunakan
metode kualitatif dan cross-sectional.
Penulis menganalisa pola kalimat pertanyaan yang ditulis oleh siswa
kelas tujuh, Sembilan, dan sebelas. Kemuadian penulis menggabungkan
teori dari Dulay et al (1982: 182) dan Freeman-Larsen (1991: 93). Penulis
menemukan ada tiga tahap perkembangan pola pertanyaan yang ditulis oleh
siswa sekolah menengah pertama kelas tujuh, siswa sekolah menengah
pertama kelas Sembilan, siswa sekolah menengah atas kelas sebelas.
Perkembangannya yaitu: Stage two: Uninverted WH (+/- aux.). “wh
question + S + verb”. Step three: The early auxiliaries. “wh question +
unanalyzed to be + S + verb”. Stage four: The learner reaches the full target
system. “wh question + analyzed to be + S + verb”.
Kata kunci: Perkembangan, Pola, Kata Tanya Wh
xxii
LEARNING ENGLISH AS A FOREIGN LANGUAGE
THESIS
Submitted as a Partial Fulfillment of the Requirements
For Getting Master Degree of Education
in Magister of Language Study
Written by
ELLEN ANDRIYANI
S200140089
POST GRADUATE PROGRAM
MAGISTER OF LANGUAGE STUDY
MUHAMMADIYAH UNIVERSITY OF SURAKARTA
2016
i
ii
iii
iv
v
MOTTO
Learn from the mistakes of others.
You cannot live long enough to do all the error itself.
(Martin Vanbee)
vi
DEDICATION
With thankfulness for all kinds of support given by all of them, this study is
dedicated to:
1.
My beloved parents, Mr. Iptu. R. Sularto and Mrs. Elly R.
2.
My beloved youngest brother, Wendy Andriyanto, and my beloved
twin, Errin Andriyanti, S. Pd.
3.
My beloved grandmother, grandfather, uncle, aunt, cousins, and all
of my father’s big family in Central Java.
vii
ACKNOWLEDGEMENT
Assalamu’alaikum Warrahmatullahi Wabarokatuh
The first, the writer would like to express her gratitude to Allah SWT
who has given the fervency to finish this study entitled “THE
ACQUISITION
OF
WH
QUESTION
BY
EFL
STUDENTS’
LEARNING ENGLSIH AS A FOREIGN LANGUAGE”. The second the
writer also would like to say thank you so much to all people and institution
for helping and guiding the writer in accomplishing this study. In this
chance, the writer would like to express deepest gratitude and appreciation
to:
1.
Prof. Dr. Khudzaifah Dimyati, SH, M. Hum. as the Director of
Muhammadiyah University of Surakarta.
2.
Prof. Dr. Markhamah, M. Hum. as the Head of Post Graduate of
Language Study.
3.
Prof. Dr. Endang Fauziati, M. Hum. as the first advisor who has
guided the writer to accomplish this thesis.
4.
Muamaroh, Ph.D., as the second advisor who has guided the writer
to accomplish this thesis.
5.
Tri Pujiastuti, S. Pd. M.M as the headmaster of SMPN 1 Sidoharjo
and Drs. Rochmat, MSI as the headmaster of SMAN 1 Sidoharjo.
6.
Sri Haryanti, S.Pd. M. Pd. as the teacher who has guided me in
SMPN 1 Sidoharjo and Sri Sunarni, S.Pd. as the teacher who has
guided me in SMAN 1 Sidoharjo.
viii
7.
All of my friends in Magister of Language Study (MPB) in B class.
8.
All of students in the seventh grade and ninth grade of SMPN 1
Sidoharjo, and the eleventh grade of SMAN 1 Sidoharjo.
The writer realizes that the content of this paper still need to be repaired
because still there is a mistake. Therefore the writer hopes suggestion and
criticism to make this paper to be better.
Wassalamu’alaikum Warahmatullahi Wabarokatuh
Surakarta,
November 2016
ELLEN ANDRIYANI
S200140089
ix
LIST OF CONTENT
TITLE ............................................................................................................. i
APPROVAL PAGE
................................................................................... ii
NOTE OF ADVISOR 1 ................................................................................ iii
NOTE OF ADVISOR 2 ................................................................................ iv
PRONOUNCEMENT ................................................................................... v
MOTTO .......................................................................................................... vi
DEDICATION .............................................................................................. vii
ACKNOWLEDGEMENT ............................................................................ viii
LIST OF CONTENT ................................................................................... x
LIST OF FIGURE ........................................................................................ xiv
LIST OF TABLE ......................................................................................... xv
LIST OF APPENDIX .................................................................................... xix
ABSTRACT .................................................................................................. xx
CHAPTER 1 INTRODUCTION ..................................................................
1
A Background of the Study .............................................................
1
x
B Research question ........................................................................
6
C Limitation of the Study ................................................................
6
D Objective of the Study .................................................................
7
E Benefit of the Study .....................................................................
7
F Organization of the Study ............................................................
8
CHAPTER II REVIEW OF RELATED LITERATURE ..........................
10
A Previous Study .............................................................................
10
1
Lee’s Study (2012) ................................................................
10
2
Abdolmanafi’s study (2012) . ................................................
12
3
Almacioğlu (2013). ................................................................
13
4
Hasebe and Maki (2014). .......................................................
15
5
Galbat and Maleki (2014) . ....................................................
16
6
II-jae Lee (2014) . ..................................................................
18
7
Morishita and Harada (2015) . ...............................................
19
8
Position of the Current Study . .............................................
20
9
Table of the Differences between the Previous Studies
and Current Study ..................................................................
xi
24
B Underlying Theory.......................................................................
1
2
27
Interlanguage .........................................................................
27
a
The Notion of Interlanguage ...........................................
27
b
The Notion of Dynamicity of Interlanguage ..................
30
c
Stages of Interlanguage Development .............................
31
Second Language Acquisition ...............................................
33
a
The Notion of Second Language Acquisition..................
33
b
The Process of Second Language Acquisition ...............
37
c
The Developmental Stages of Second Language
Acquisition .......................................................................
38
Question .................................................................................
39
a
The Notion of English Question ......................................
39
b
Developmental Stages of Question ..................................
40
CHAPTER III RESEARCH METHODOLOGY ........................................
44
A Type of the Study ........................................................................
44
B Setting of the Study .....................................................................
47
3
xii
C Object of the Study ......................................................................
47
D Subject of the Study .....................................................................
47
E Data .............................................................................................
49
F Data Source ..................................................................................
49
G Technique of Collecting Data .....................................................
50
H Reliability and Validity of the Data .............................................
52
I
Technique of Analyzing Data ......................................................
53
CHAPTER IV FINDING AND DISCUSSION ............................................
56
A Findings of the Study ...................................................................
56
1
The Patterns of Question Written by the Seventh Grade
Students..................................................................................
2
The Patterns of Question Written by the Ninth Grade
Students..................................................................................
3
70
The Patterns of Question Written by the Eleventh Grade
Students..................................................................................
4
57
The Development of Patterns of Question Written by the
Seventh Grade Students of Junior High School, the Ninth
Grade Students of Junior High School, and the Eleventh
xiii
83
Grade of Senior High School .................................................
96
B The Discussion of the Findings of this Study .............................. 101
CHAPTER V CONCLUSION, SUGGESTION, AND
PEDAGOGIACAL IMPLICATION ............................................................ 108
A CONCLUSION............................................................................ 108
B SUGGESTION ............................................................................ 111
1
To the Teacher ....................................................................... 111
2
To the Students ...................................................................... 112
3
To the Next Researchers ........................................................ 112
C PEDAGOGICAL IMPLICATION .............................................. 113
BIBLIOGRAPHY............................................................................................. 116
APPENDIX ..................................................................................................... 119
xiv
LIST OF FIGURE
Figure 1 Three Mode System According to Fauziati ............................. 35
xv
LIST OF TABLE
Table 2.1
the Differences between the Previous Studies and the
Current Study ....................................................................... 24
Table 2.2
the Kinds of English Questions .......................................... 39
Table 2.3
the Developmental Sequence for Interrogatives in ESL
according to Larsen and Long (1991: 93) ........................... 41
Table 2.4
the Six Developmental Stages in English Question
according to Pienemann et al (1988) .................................. 42
Table 4.1
the Patterns of Question Written by the Seventh Grade
Students by Using ”What” .................................................. 57
Table 4.2
the Patterns of Question Written by the Seventh Grade
Students by Using ”Where” ................................................ 59
Table 4.3
the Patterns of Question Written by the Seventh Grade
Students by Using ”When” ................................................. 61
Table 4.4
the Patterns of Question Written by the Seventh Grade
Students by Using ”Why” ................................................... 63
xvi
Table 4.5
the Patterns of Question Written by the Seventh Grade
Students by Using ”Who” ..................................................
Table 4.6
the Patterns of Question Written by the Seventh Grade
Students by Using ”How” ..................................................
Table 4.7
67
the Patterns of Question Written by the Seventh Grade
Students...............................................................................
Table 4.9
66
the Dominance Patterns of Question Written by the
Seventh Grade Students ......................................................
Table 4.8
65
68
the Patterns of Question Written by the Ninth Grade
Students by Using ”What” .................................................
71
Table 4.10 the Patterns of Question Written by the Ninth Grade
Students by Using ”Where” ..............................................
72
Table 4.11 the Patterns of Question Written by the Ninth Grade
Students by Using ”When” ...............................................
74
Table 4.12 the Patterns of Question Written by the Ninth Grade
Students by Using ”Why” .................................................
Table 4.13 the Patterns of Question Written by the Ninth Grade
xvii
75
Students by Using ”Who” .................................................
78
Table 4.14 the Patterns of Question Written by the Ninth Grade
Students by Using ”How” .................................................
80
Table 4.15 the Dominace Patterns of Question Written by the Ninth
Grade Students ...................................................................
80
Table 4.16 the Patterns of Question Written by the Ninth Grade
Students...............................................................................
81
Table 4.17 the Patterns of Question Written by the Eleventh
Grade Students by Using ”What” ......................................
84
Table 4.18 the Patterns of Question Written by the Eleventh
Grade Students by Using ”Where” ....................................
86
Table 4.19 the Patterns of Question Written by the Eleventh
Grade Students by Using ”When” .....................................
88
Table 4.20 the Patterns of Question Written by the Eleventh
Grade Students by Using ”Why” .......................................
90
Table 4.21 the Patterns of Question Written by the Eleventh
Grade Students by Using ”Who” .......................................
xviii
91
Table 4.22 the Patterns of Question Written by the Eleventh
Grade Students by Using ”How” .......................................
92
............................................................................................
Table 4.23 the Dominance Patterns of Question Written by the
Eleventh Grade Students ....................................................
93
Table 4.24 the Patterns of Question Written by the Eleventh
Grade Students ....................................................................
94
Table 4.25 the Comparison of the Development of Pattern of
Question Written by the Seventh Grade, the Ninth Grade,
and the Eleventh Grade Students .......................................
95
Table 4.26 Three Stages of Development Pattern of Question Written
by the Seventh, Ninth and Eleventh Grade Students .........
xix
99
LIST OF APPENDIX
APPENDIX 1
Pronouncement from Senior High School Number One of
Sidoharjo
APPENDIX 2
Pronouncement from Senior High School Number One of
Sidoharjo
APPENDIX 3
Question Test
APPENDIX 4
Question Test and Answer
APPENDIX 5
the Seven Grader Data of Wh-Question
APPENDIX 6
the Nine Grader Data of Wh-Question
APPENDIX 7
the Eleven Grader Data of Wh-Question
APPENDIX 8
Data 3 of the Seven, Nine, and Eleven Grader Data of
Wh-Question
xx
THE ACQUISITION OF WH QUESTION BY EFL STUDENTS’
LEARNING ENGLISH AS A FOREIGN LANGUAGE
ASTRACT
Andriyani, Ellen. “The Acquisition of Wh Question by EFL students’
learning English as a Foreign Language”. Thesis. English Department,
Post Graduate Program. Muhammadiyah University, Surakarta. 2016.
This study aims to describe the acquisition of wh question by EFL
students’ learning English as a Foreign Language. Especially to describe the
patterns of question written by the students of the seventh and the ninth
grade students of junior high school and the eleventh grade students of
senior high school. Then the development patterns of question between
three of them. The method of this study was qualitative and cross-sectional
study.
The writer analyzed the patterns of question written by the seventh
grade, the ninth grade, and the eleventh grade students. Then the writer
combined the theory by Dulay et al (1982: 128) and Freeman-Larsen (1991:
93). The writer found that there are three stages of the development pattern
of question: Stage two: Uninverted WH (+/- aux.). “wh question + S +
verb”. Step three: The early auxiliaries. “wh question + unanalyzed to be +
S + verb”. Stage four: The learner reaches the full target system. “wh
question + analyzed to be + S + verb”.
Keywords: Development, Patterns, Wh question
xxi
ASTRACT
Andriyani, Ellen. “The Acquisition of Wh Question by EFL students’
learning English as a Foreign Language”. Thesis. English Department,
Post Graduate Program. Muhammadiyah University, Surakarta. 2016.
Penelitian ini bertujuan untuk mendeskripsikan pemerolehan kata Tanya
wh oleh siswa EFL yang mempelajari bahasa Inggris sebagai bahasa Asing.
Terutama untuk mendeskripsikan pola pertanyaan yang ditulis oleh siswa
sekolah menengah pertama kelas tujuh, pola pertanyaan yang ditulis oleh
siswa sekolah menengah pertama kelas sembilan, pola pertanyaan yang
ditulis oleh siswa sekolah menengah atas kelas sebelas. Kemudian
perkembangan pola pertanyaan yang ditulis oleh siswa sekolah menengah
pertama kelas tujuh, siswa sekolah menengah pertama kelas Sembilan,
siswa sekolah menengah atas kelas sebelas. Penelitian ini menggunakan
metode kualitatif dan cross-sectional.
Penulis menganalisa pola kalimat pertanyaan yang ditulis oleh siswa
kelas tujuh, Sembilan, dan sebelas. Kemuadian penulis menggabungkan
teori dari Dulay et al (1982: 182) dan Freeman-Larsen (1991: 93). Penulis
menemukan ada tiga tahap perkembangan pola pertanyaan yang ditulis oleh
siswa sekolah menengah pertama kelas tujuh, siswa sekolah menengah
pertama kelas Sembilan, siswa sekolah menengah atas kelas sebelas.
Perkembangannya yaitu: Stage two: Uninverted WH (+/- aux.). “wh
question + S + verb”. Step three: The early auxiliaries. “wh question +
unanalyzed to be + S + verb”. Stage four: The learner reaches the full target
system. “wh question + analyzed to be + S + verb”.
Kata kunci: Perkembangan, Pola, Kata Tanya Wh
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