QUESTIONS IN ENGLISH AND TOBA BATAK LANGUAGE.

QUESTIONS·IN ENGLISH AND
TOBA BATAK LANGUAGE

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a Thesis
by

Imelda M. Simorangkir
NIM: 055010174.
(&.S Vaivenitas Methodist Indonesia)
sub•ltted to die 'nl''+ AppiW Lillpiada Study Proanm Ia partial fulfiiiiDnt
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Advisers' Statements

I certifY that l have read this thesis and that, in my opinion it is fully adequate in scope
and quality as a Thesis for the Degree of Magister Hwnaniora.

----'ng. M.Pd
First A viser

'I certifY that I have read this thesis and that, in my opinion it is fully adequate in scope
and quality as a Thesis for the Degree of Magister Humaniora.

M."

Prof Amrin Saragih,
Second Adviser

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Approval

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Trus Thesis was examined on 20 September 2007 by the Board of Examiners.

Board of Examiaers

Dr. Busmin Guming, M.Pd.

Prof. Amrin Saragib, M.A, Ph.D

Prof. Tina Mariany Arifin, M.A., Ph.D

Prof. D.P Tampubolon. Ph.D

Dr. Lince Sihombing, M.Pd

Approved by

The Director

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ostgraduate School

Prof. Dr. Belfrik Manullang
NIP: 130 518 778

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ACKNOWLEDGEMENTS

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ABSTRACT

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Simonmgkir, Imelda Malawaty. QnestioDS in English and Toba Batak Language.
Thesis. Post Graduate School Stllte University ofMedan. 2007.
The thesis addresses questions in English and Toba Batak Language (TBL). Specifically,
the srudy describes similarities and differences of question sentences in. the two

languages. The objectives of the srudy are to describe the similarities and differences in
structure and mood between English and TBL. Mood is one part of analyzing sentence in
Systemic Functional Linguistic (SFL). The da"tll for TBL are taken from some
informants. Tbe fmdings indicate that there are two types of question in English and
TBL, they are those using question words and yes/no questions. In English a question
there are eigllt question words in English and eleven in TBL. In question sentences.
English uses tense sequence finite as the marker but in TBL there is no tense ~'equnc
one of the Mood elements in English is finite but in TBL the Mood is constituted by
most mood element consists only adjunct. The finite as the tense sequence marker in
English includes to be, auxiliary verbs, and modal such as Am, Are, Did, Do, Will, Can,
etc. Finite as the question marker in TBL are do and na..

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CHAPTER I
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INTRODUCTION

1.1. The Ba(:kgrouud of the Study
Human beings u.o;e and need language every day. They can express
everything in their mind by using language. Language follows every human's
activity. If someone cannot communicate with the other, s/hc would find
everything in his or her world difficult; therefore it is important to see clearly what
language is. According to the Webster's New World College Dictionary (1986)
language is human speech or the ability to communicate by human speech, and the
vocal sounds used in spoken or the written symbols for them. By the ability to
communicate, human beings are able to express their ideas, to live and work.
Without language, problems in society may appear legions and misunderstanding.
Sapir (1921 :8) defines language as a purely human being and non-instinctive
method of communicating ideas, emotion and desires by mean of voluntarily
produced symbols. The function or role of language may be differently
interpreted. Thus, Hall (1968:158) says that language is an institution where by a
human being communicates and interacts with one another by means of habitually
used oral-auditory, arbitrary and symbols. Jn the light of this defmition, language
is viewed as is a system of arbitrary, vocal, symbols, this permits all people in a

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given culture, or other people who have learned the system of culture to
commwricate and interact
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Language as a means of communication is not only used for daily
commwrication but also for its great concern with other field. Language has so
many interrelationshlps with variable aspects of human life. Acconting to
Bloomfield (1933:3) language plays a great part in our life. English is the most
important language in the world. There is a term whlch says that if one wants to
know the world one must know English. English has the most speakers in the
world. Many citizens in other nations study English as their second language.
In Indonesia, as one of the developing countries, English is learnt as a
foreign language. Indonesia are constituted by ethnic groups such as the Javanese,
Bataks and others. The Bataks as one of the biggest ethnic groups in Indonesia and
the biggest in Sumatera Utara also learn English for special purposes sueh as
tourism, academic and occupational pwposes. Learning English for the Bataks is
not easy because the patterns, structures and gnunmar of English are viewed as
very different by the Bataks. The differences can be seen in the pattern of the
sentences.

In general, sentences differ in lCrlllS of moocl, i.e positive sentence, negative
sentence, and interrogative sentence. Tilis addresses questions in English and Toba
baralc Language (TBL). An interrogative sentence is one that introduces a

question. Newby (1987:69) introduces two typeS of question in English. They are
yes-no question type and wh-question. It is called yes-no question because they

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eXpect a yes or no answer. Whereas wh-quest:ion is a question started with

question words (who, what, which, whose, when, where, why, and how). It is also
used to signal the need for further information. The essence of studying how
questions are formed in English and TBL is tha1 learners can gain benefit the
comparisons, thus enhancing the effectiveness and efficiency of learning the
languages.

In TBL according to Sibarani (1997:139) based on the formation question
sentences is divided into nominal question sentences, temporal question sentences,
numeral question sentences, adjectival question sentences, special question
sentences, causal question sentences, and verbal question sentences. TBL also has
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yes-no question. Sibarani's dcscriptioos arc structurally based.
However, questions can also be described functionally. Specifically the
question can also be studied from the perspective of Systemic Functional
Linguistics (SFL). SFL is first proposed by M.A.K Haliday in 1961 in Australia.
SFL views that language has meta function c overing experiential, logical,
interpersonal, and textual functions. This study is related to the interpersonal
function. Interpersonal function is aiS() known as exchange information in one
language. The sentence or information is signed with mood and residue. Mood
consists of two parts (I) the subject, which is a nominal group, and (2) the frnite
operator, which is part of a verbal group. The finite element is one of a small
number of verbal operators expressing tense (e.g. is, has) or modality (e.g. can,
must). The Residue consists of functional elements of three kinds: Predicator,

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Complement and Adjunct. There can be only one Predicator, one or two
Complement and an indefinite number of Adjunct up to, in principle, about seven.

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description about the SFL theories is devoted in chapter 2.
Similarities and differences of questions in English and TBL arc

assumed to be inherent in the two languages. This study specifically addresses the
two aspects. 'The importance of studying questions in the two languages lies on the
relevance to learning the two languages. It is specifically expected that by
knowing the similarities and differences of questions in the two languages, the
learners can effectively and sufficiently learn English or TBL.

1.2. The Problem of the Study
In relation to the background of the study, the problems are formulated in
the form of the questions as follows:
I. How are questions realized in English and 'IBL?
2. What are the similarities of English and TBL questions?
3. What are the differences of English and T BL questions?

1.3. The Objective of the Study
In relation to the problems, the objectives ofthis study are

1. to describe the realizations of questions in English and TBL ,
2. to describe the similarities of English and 'IBL questions in structure, and

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3. to describe differences of questions realizations of mood in English and
TBL.

1.4. The Scope ofthe Study

The study is focused on questions in both English and the TBL. The
questions are reali7..ed in interrogative moods. Thus, the study also involves
interrogative moods of sentences. Realizations of questions in moods of the two
languages share similarities. However, they also differ in some aspec.:ts. Both the
similarities and differences of questions in the two· languages are addressed in this
study.

1.5. The Significance ofthe Study

The fmdings of study are expected to provide relevant information for
1. those who want to add their knowledge of questions in the TBL.
2. those who want to find out the similarities and tb.e differences of the use
interrogative sentences in Toba Batak Language and English.
3. the Bataks who want to study English as foreign language.
4. to enrich the study of English and the TBL.

CHAPTERV
CONCLUSIONS AND SUGGESTIONS

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S.l Conclusions
Based on the above analysis, it could be concluded that:
l. The similarities between both languages arc drawn below:
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Both languages have question sentences using question words and yes/no
question.

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The question words are placed in initial part of the sentence.

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2. The differences between both languages are drawn below:

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There arc eight question words in English, but in TBL there are eleven
question words. Question words in English and TBL are:

In English:

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( I) What

(2) Who

(5) Why

(6) Which

(7) Whose

(8) How

(I) Aha

(2) Ise

(3) Dia

(4) Andiga11

(5) Nandigan

(6) Boasa

(7)Boba

(8)Piga

(9) Sadia

(10) Mahua

(II) Mai.liua

(3) Where

(4) When

In TBL:

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• English has finite such as to be, auxiliary verbs, and modals. TBL doesn't have
any finite.

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• TBL puts predicator and complement in initial part of the sentence to make a
question sentence.
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5.2 Suggestions
In relation to the conclusion, suggestions are staged as the following:
I. Traditional languages are getting rarely in used especially by young generation.
· Many young generations don't know their traditional language detail.
2. It is suggested to introduce the traditional language to young generation because
Indonesia is rich by tradition.
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3. The TBL as one of the traditional languages in Indonesia should be given
attention to preserve it. lt is needed more research about this language in many
aspects. TBL is the reflection of the Batakncse, so if TBL rare in used so
·Batakllese are getting 1~

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REFERENCES

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Azar, Betty Schr.unper. 1992. Fundamental ofEnglish Grammar Secorui edition. U.S. A.
Regents/ Pressice Hall.

, Bloch, Band Tragger, s. 1942. An Outline a/Linguistic Analysis. Baltimore: Waverly
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, Bloomfield, Leonardo. 1993. Language. New York: Holt Rinehart and Winston.
· Hall, R. 1968. An Introduction to Linguistics. Philadelphia: Chilton
Halliday, M.A. K., 1975. Learning How to Mean: Exploration in the Developmenl of
language. Londoo: Edward Arnold.
-------------, 1978. language as Social Semiotic. Loodon: F.dward Arnold.
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Utara. Press.

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Sinar, T., 1998. Ana/Isis Slruktur S!cematika cenre. Medan: USU Press.
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