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CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
This chapter consists of both the presentation and the discussion of the research findings. There are three sections presented in this chapter. The first
section A, which is the answer to the first research question, concerns itself with the errors found in the English question formations that the participants made. The
second section B discusses the causes why the participants made the errors, which also answers the second research question. As the answer to the third
research question, the last section C deals with possible recommendations in order to improve the production of grammatical English questions.
A. The Errors in the English Questions
1. Data Presentation
As an attempt to obtain errors in forming English questions, the writer analyzed the transcripts of the video recordings of 40 participants while they
practiced teaching in Microteaching class. The questions analyzed were only the questions asked by the participants who were performing as teachers. Hence,
although some other participants made errors when they were pretending as students, the writer did not analyze them since there was a possibility that the
participants intentionally made errors to test their teachers whether they were aware or not of the errors.
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33 In addition, the writer excluded questions in phrase forms, e.g. Another
answers?, Amplaz what kind of?, into the analysis. The writer merely focused the
analysis on the questions containing subject and verb to make it clearer to see the rules violated in forming the questions. They were then classified into four
categories based on surface strategy taxonomy, which are 1 omission, 2 addition, which covers double marking, regularization and simple addition, 3
misformation, which consists of regularization, archi-form, and alternating form, and 4 misordering. Yet, the writer did not find errors which fell into
regularization subcategory of both addition and misformation category. Moreover, as stated in Theoretical Framework, the writer did not differentiate between archi-
form and alternating form. The writer also classified questions which were the results of uninverted form of questions into other errors.
There were 305 errors found in the formations of English questions. It should be recognized that the number of errors is not the same as the number of
the erroneous questions since one question may contain more than one error. For example, an erroneous question When the expressions of sympathy you use?,
whose correction should be When do you use the expressions of sympathy?, contains two errors falling under two different categories, which are omission of
‘do’ and misordering. The errors and the examples as well as the number and the percentage of each category are presented in Table 4.1 overleaf.
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Table 4.1 The Classifications of Errors and Their Examples No
Category of Errors
Subcategory of Errors
Example of Errors Number
of Errors Percentage
Auxiliary ‘do’ What word you say to
express happiness? Singular marker
Who get the answer? ‘Be’
What repetitive procedures usually
called? Perfect tense
marker ‘-ed’ Have you complete
with the answer? Gerund marker
‘-ing’ Have you finished tell
your friends about the story?
Plural marker What are the
expression of giving compliments?
Infinitive marker ‘to’
Who wants answer this question?
Genitive marker ‘-’s’
Is Lia answer correct?
1. Omission
Article ‘a’ Who wants to be
volunteer? 94
30.8
Double marking Past tense
marker Did you ever heard
this story before? Present tense
marker Do you know what
does family stands for?
Object How do you spell it
it? Subject
Anyone volunteer to say something about
the purpose of this procedure text?
Simple addition
Plural marker Where is the
imperatives? 2
Addition
‘-s’ in
non- finite verb
Who can helps Pita? 29
9.5
Continued to page 35
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Continued from page 34
No Category of
Errors Subcategory of
Errors Example of
Errors Number
of Errors
Percentage
Archialternat- ing form
Overgeneraliza- tion of auxiliary
‘do’ in perfect tense
Do you have read a narrative,
right?
Use of infinitive marker ‘to’
instead of gerund Would you mind
to read it using skimming
technique the main ideas?
Overgeneraliza- tion of auxiliary
‘does’ in a sentence with
modal Does anyone can
tell the summary?
Inconsistent application of
tense marker Do you ever ask
your mother or your father when
you were child before you sleep
to tell you a story?
Overgeneraliza- tion of ‘be’
Are you agree, guys?
Incorrect use of verb form
Do you ever heard the story
about Cinderella? Incorrect
application of perfect tense
Who still remember what
we have learned last week?
Incorrect application of
word class You know the
write of describe?
Misformation
Incorrect form of ‘be’
What are important
information that you get there?
3.
Incorrect form of non-finite verb
What is the moral value you can got
from the story? 37
12.1
Continued to page 36
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Continued from page 35
No Category of
Errors Subcategory of
Errors Example of
Errors Number
of Errors
Percentage
Auxiliary ‘have’
as operator What
we have
learned today? Do
you know
what is that? Verb in an
embedded question
Can you explain what
is identification?
Modal auxiliary as operator
What kind
of expression
you should use?
4. Misordering
‘Be’ as operator Why we are not
allowed to
use them too often?
80 26.2
You like to read a magazine?
After orientation we have what?
It is sad ending or happy ending?
Being a mother is difficult?
Everybody
got one?
5. Other Errors
Uninverted forms
Usually it
uses what
kind or
types of tense? 65
21.3
Total number of errors 305
2. Discussion
Kategori