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5. Uninverted Questions
Spoken questions may also be formed without applying any transformation but by putting final rising intonation in statements. Celce-Murcia and Larsen-
Freeman 1999: 214-216 name those questions uninverted questions, while Gunlogson 2001 names them rising declarative questions. Frequently, rising
declarative questions are used to ask yes-no questions. There are some restrictions to the use of uninverted questions. Gunlogson
2001 states that uninverted questions differ from interrogatives because uninverted questions can only be used when there is preceding context.
Conversely, “interrogatives are uninformative by nature and thus can meet the condition in any context.” In addition, Celce-Murcia and Larsen-Freeman 1999
write that uninverted questions are marked “in the sense that the speaker who poses the question is anticipating confirmation of either a positive or a negative
presupposition.”
B. Theoretical Framework
In this part, the writer would like to synthesize the relevant theories which become the grounds to analyze the data. In defining error, the writer agrees with
Brown 1987: 171 and Dulay et al. 1982: 139, who state that the differences of error and mistake cannot always be clearly observed. Thus, the writer regards all
deviant forms in forming English questions as errors. In addition, in order to classify the errors that the participants make, the writer applies the error
classification based on surface strategy taxonomy proposed by Dulay et al. 1982:
24 150. Dealing with the structural deformations that a sentence undergoes Johnson
and Johnson, 1999: 111, this taxonomy is relevant to the focus of this study, which is the formation of English questions. Nevertheless, the writer does not
differentiate between archi-forms and alternating forms as they both refer to errors as the result of alternation in sentence production. Uninverted questions, which
can only be applied in restricted contexts, are also considered as deviant forms in question formations. It will require careful analysis to determine whether the
participants produce them in appropriate circumstances. Furthermore, besides the interview results, supporting references and
theories are beneficial for the writer to both discover the causes for the errors and propose possible recommendations to improve the production of grammatical
English questions. The writer, then, may have interference in elaborating the interview results in order to explain more about what has been found through the
interview.
25
CHAPTER III METHODOLOGY
This chapter presents the research methodology as a means to answer the research questions, which covers research method, research participants, research
instruments, data gathering technique, data analysis technique, and research procedure.
A. Research Method
The basic principle underlying this study was qualitative method, which does not deal with numerical data Brown and Rodgers, 2002: 12. According to
Ary, Jacobs, and Razavieh 2002: 25, qualitative research aims to get a holistic depiction and in-depth understanding, rather than to obtain numerical analysis of
data. In particular, this research was a document analysis. Ary et al. 2002: 27 state that the focuses of document analysis are the analysis and the interpretation
of recorded materials. The documents which were analyzed in this study were the transcripts of the video recordings of the participants’ teaching performances. As
a qualitative one, this research spotted the types of error and the reasons causing the errors, rather than the number of errors that the participants made.
B. Research Participants
The participants of this research were 40 students from four different Microteaching classes of ELESP Sanata Dharma University Yogyakarta. Most of
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