CHAPTER I INTRODUCTION - Skripsi BAB I V The Analysis of Questions of the English Lec

CHAPTER I INTRODUCTION This chapter presents an introduction of the research which describes how

  the research is conducted. The fundamental details of the research in this chapter are described as following topics: Background of the Research, Problems of the research, Objectives of the Research, Scope and Limitation of the Research, Significance of the Research, Definition of Key Term, and Organization of the Paper.

A. Background of the Research

  Classroom is defined as a particular place that is designed to accommodate for the place of learning process. Classroom is a place for the teachers and students as the main components that having position as the subject and the object of the learning process. Between these two components there is an activity which conducted by teacher in case of delivering the material learning and student’s participation that become the main essence of that learning process of the classroom.

  In the classroom learning, teacher plays as one of the most important person that having responsibility toward the classroom activity. According to Purwanto (2002: 19) teacher as an educator is a mature person that having a big responsibility to guide the students in their development into a maturity. In the process of growing student

  ’s maturity through the classroom teaching, the teacher must create the proper conditions that make students are enjoy and wish to follow the learning activities.

  According to Froyen and Iverson (1999: 3), there are two dominant roles

  

played by a teacher in the classroom. The roles are first concern with the

contents of education or subject matter that is going to be learned. Second, the

role concerns with the process of instruction or how the students learn, their

attitudes towards learning, and the resources and technology needed to support

such learning and the context in which it occurs. In the classroom teaching,

teachers are challenged to combine these two roles accordingly to build the

proper conditions that make students feel enjoyable and enthusiastic to follow

the learning process in the classroom.

  English classroom teaching, included the English classroom happened in

the English as Foreign Language (EFL) in English Education Department of

State Islamic Institute (IAIN) Salatiga is such a unique classroom teaching. It is

because English is not only put as the tool to deliver the lesson in the teaching by

the lecturers, but also functions as the lesson itself. Considering the definition of

language that according to Behnan and Pouriran (2008: 118), language is an

outward extension of thought towards classroom teaching, in the English

classroom as well as happened in the English Education Department, the thought

itself is talking about particular language that is English. The unique of English

classroom teaching is then located on the use of English that becomes the main

language of the classroom to communicate and also the main material of the

study. Furthermore, the use of English can also become the language in making

  

a communicative activity in order to engage the students towards the classroom

activities that is also important in the classroom.

  Communicative activity through the communication in the classroom is important. Widdowson (1979: 118) argued that communications implied in using them into making statements of different kinds, to describe, to record, to classify and so on, or to ask questions, make requests and give orders. As communicative approach concerned on, these implications are suitable to conduct the process of building communicative process in the classroom activity. Moreover, in language learner especially English language learner, these things can underlie knowledge and ability for English use which the speaker-listener possesses.

  Considering the arguments of Widdowson (1979) in case of building the communicative activity of classroom teaching, asking questions according to Leven and Long (1981) in McComas and Abraham (2002: 1) is such a tremendously effective way to teach and it can be recognized that teachers are willing to engage the students in the process of asking questions while instructing. This is because questioning plays a critical role in the way instructors structure the class environment, organize the content of the course and has deep implications in the way that students assimilate the information that is presented and discussed in the classroom. Furthermore, according to Leven and Long’s research, teachers able to propose 300-400 question a day to the students with the varieties or types of questioning in the classroom teaching.

  Similar to Leven and Long (1981), Chastain (1988: 18) argued that

  

Questions and answers (Q and A) form a high percentage of classroom activities

that are supposed to get the learners involved in creation or recreation of

  

meaning through language. Therefore, not only the creation of learning activity

is made by the teachers but also the students are also having very big

contributions in the activity. They use their tongue to create the words orally that

can also give the students chance to express their ideas, views and opinion that

would make the students are feeling ‘recreated’. It would be happen because the

communications occur not in one side but face to face communication between

teachers and students.

  Moreover, according to Brown and Wrag (1997) cited by Mukhid (2009: 2) argued that giving questioning to the students gives more advantages both for students and teachers. Brown and Wragg explained that by giving questions, the students are stimulated the interest and curiosity of one or view topics, focusing the concern towards concepts, help for developing of thinking competency, able to develop the reflection capability and comment or respond to the teacher’s stimulus. Thus, the stimuli given by the teacher trough the questions can be processed by the student’s mind with thinking. Students can understand the stimuli by viewing the utterance that consists of its stimuli by regarding the understanding the question utterance that structured by the grammatical form.

  After understanding the questions, later students can express the answers through verbal communications that involve brief, manner and pronunciation.

  According to those explanations, questioning in the classroom is such an important thing dealing with the communicative classroom activity. It will be useful for making a proper condition that can make the students enjoy and enthusiastic to fo llow the teacher’s instruction. It can also build the interactive activity between the teachers and students in the classroom teaching. Further, especially to the English classroom teaching, question will encourage the students to generate the structure of the language into communications function that also deliberating the understanding of the structure of the utterance. Due to this case, the English learners will simultaneously receive two advantages. The first one is able to develop and elaborate the material learning by their mind and also second is able to use the theory of language into practical use.

  Hence, how is the questions uttered by the English lecturers in the English classroom is such an interested thing to know remembering that the questions are uttered through the grammatical form. That is why then the researcher focusing this research into the research under the title “The Analysis

  of Questions of the English Lecturers of English Education Department

  IAIN Salatiga ”.

B. Problems of the Research

  Based on the background above, the problems of the research are designed to answer the questions as follow:

  1. What are the types of question used by the English lecturers of the English Education Department of IAIN Salatiga? 2. How is the distribution of the structure of question used by the English lecturers of the English Education Department of IAIN Salatiga?

  3. What is the dominant structure of question used by English lecturers of the English Education Department of IAIN Salatiga?

C. Objectives of the Research

  The objectives of the research of Teacher’s Question in English Classroom Teaching are listed below: 1.

  To describe for the types of question proposed by the English lecturers to the students in the English Education Department of IAIN Salatiga

  2. To demonstrate the frequency of the types of question used by the English lecturers of the English Education Department of IAIN Salatiga.

  3. To find the dominant type of question used by English lecturer of the English Education Department of IAIN Salatiga.

D. Significance of the Research

  The significance of the research according to Creswell (1994:113) should describe the importance of the research for the selected audiences. In this research, I expect that this will meaningfully contributes to give some benefits to the question as a linguistic expression on English classroom teaching such as follow: 1.

  The results of this research can provide information to the English lecturers of the English classroom towards what they utter in the classroom situations that demand the teachers to ask or question. By knowing this, teacher could consider the structure of the question types.

  2. The results of this research will give additional information to the readers who are interested in studying a question. They can gain knowledge on the teacher's question in the English classroom teaching.

  3. The results of this research can be used as a reference for other following studies focusing on the teacher's question or in the branch of any linguistic expression.

E. Definition of Key term 1.

  Question Question is a sentence, phrase, or gesture that seeks information through a reply. It means that question is when the teachers say something like words, phrase or sentences which are needed to replay by the interlocutor or listener. Some definition of vocabulary is proposed by some experts. According to Lynch (1991) states that question is a command or interrogative expressions used to elicit information or a response or to test knowledge. In other words, when the people produce sentences to other people when it involves command and interrogative expression to get any information or responses means a question.

  Long & Sato (1983: 44) states that question is a linguistic expression used to make a request for information, or the request made using such an expression. So, the information requested may be provided in the form of an answer. Cotton (1998: 1) defines question as any sentence which has an interrogative form or function. In classroom settings, teacher’s questions are defined as instructional cues or stimuli that convey to students the content elements to be learned and directions for what they are going to do and how they are going to do it. It focuses on the relationship between teachers' classroom questioning behaviors and a variety of student outcomes, including achievement, retention, and level of student participation

2. English Classroom

  English classroom as a language teaching is defined According to Littlewood (1994: 4) as the teaching process that is conducted in order to make the students realize the relationship between their classroom work and the ability to communicate in real word trough communicative activities by using English. In case of English classroom as well as happened in the

  English Education Department of State Institute for Islamic Studies (IAIN) Salatiga , the ability to communicate in particular language that is English is

  the dominant issue that is concerned in the teaching process. The process of teaching in the English classroom teaching will be conducted much to discuss about English. Not merely as the discourse, but the English will be the classroom’s language tool in order to develop the skill of language. As the language learning, English classroom teaching gives the starting point for learning and interactional language that contributes directly to the nature and quality of linguistic skill. The activity of English classroom is influenced fundamentally by the quality of the talk and the maturity of the language theory. To pursue it, then, in the English classroom teaching, the learning process is conducted to develop the ability of learners to use the theory of language into the practical use. The practical use of the language is to communicate and to talk. However, talk itself according to Scarino & Liddicoat (2001) needs to be about something and the substance of the talk needs to have value in its own right. Thus, in the language classroom learning, combining the mature of the theory of language and the mature of discourse is the main purpose that is going to be pursued by the process of learning.

F. Organization of the Graduating Paper

  This research is systematically divided into five chapters. The short description of each chapter is explained as follow:

  Chapter One

  :Introduction. It includes background of the research, problems of the research, objectives of the research, significance of the research, research methodology, definition of key term and the organization of the graduating paper.

  Chapter Two

  :Theoretical Framework. It discusses about the use of Written Discourse Completion Tasks (WDCT) in the pragmatic scope as the tool in covering the research elicitations. In this chapter will also elaborate the questions as the utterance in pragmatic’s speech act that consists of: nature of question, the type of question, and the use of question. This chapter will also discuss about the review of English classroom teaching; the definition and the elements of language utterance. The last, the review of the previous literature will be served to pint out the distinguish of this research towards the previous research.

  

Chapter Three :Research Methodology. It includes of what type and

  design of the research, subjects of the research, how to collect the data, how to analyze the data, and what is the procedure of the research.

  

Chapter Four :Research Finding and Discussion. It includes the

description of the data and presents the interpretation.

  

Chapter Five :Conclusion and Suggestion. It contains conclusion and

  suggestion for the development on the field of pedagogical beliefs research from the writer based on the discussion.

CHAPTER II THEORETICAL FRAMEWORK This chapter presents the comprehensive theories which will be the basis for this research. It takes a part as the foundation in determining the extent of the research. Since the research concerns on the pragmatic scope with Discourse Completion Tasks

  (DCT)’s tool, this chapter definitely covers the discussion of overview of DCT, the overview of utterance, the overview of speech acts, the overview of questions, language classroom review and also serving the previous studies.

A. Overview of Written Discourse Completion Tasks (WDCT) in Pragmatics

  A Written Discourse Completion Tasks (WDCT) is a kind instrument of collecting data in a pragmatic deal. In a WDCT instrument, the data collected through the described situation that is then fulfilled by the respondent of the research. As teaching and learning second language pragmatics are based on the instinct of educators and/or researchers, many researchers have pointed out that the most authentic and reliable data in the field of pragmatics is naturally occurring speech gathered by ethnographic observation (Manes & Wolfson, 1981; Kasper & Dahl, 1991; Rose & Ono, 1995; Rose, 1998; Kim, 2007: 241). However, difficulties in collecting data with this method are well-documented and have led to the wide use of alternative methods such as interviews, role-plays, think- aloud protocols, diaries, and others (Blum-Kulka, House, & Kasper, 1989; Kim, 2007: 241). WDCT as another method of an elicitation procedure as part of the the Discourse Completion Tasks (DCT) instrument has been much favored in the studies of language use by English Second Language (ESL) and English as Foreign Language (EFL) learners as the instrument of collecting data in the pragmatic study (Kim 2007: 242).

  WDCT is one of the instruments for collecting data in research. Particularly in pragmatic study, DCT as well as WDCT became one of the most reliable data collection instrument which produces artificial linguistic action (Beebe and Cummings, 1996; Nurani, 2009: 669). Nelson, Carson, Al Batal, and El Bakary (2002) in Nurani (2009: 669) added that DCT and all its branch as well as WDCT is an appropriate instrument for interlanguage pragmatic research. WDCT can be applied directly to participants coming from different cultural background whilst natural data cannot provide such facility since in natural data collection, participants’ variables such as status and ethnic background are difficult to control.

  In a WDCT instrument, the questionnaire requires participant of the research to read a written description of a situation and then asks them to write what they would say in that situation. WDCTs or production questionnaires were first adapted by Blum-Kulka (1982) to study speech act realization patterns. WDCT items typically consist of descriptions of speech act situations followed by incomplete discourse sequences that the respondents are requested to complete. The informants are requested to write down whatever they would say in a given situation as illustrated by Moon (2006:12) as an example below.

  “It is cold outside. You are on the bus. The passenger sitting next to you keeps the window open. You feel extremely cold and other people also seem irritated by the situation. You turn to the person and say? The respondent would say: __________

  _____________________” As a pragmatic scope has been explained by Searle et al. (1980) that stated:

  “the theory of speech acts starts with the assumption that the minimal unit of human communication is not a sentence or other expression, but rather the performance of certain kinds of acts, such as making statements, asking questions, giving orders, …, etc”

  Questions according to Searle et al (1980) take part of the pragmatic discussion. In the method of collecting data, figuring the WDCT as the instrument of collecting data is such an appropriate way. Therefore, in collecting data for this research, the researcher will conduct the research through the WDCT instrument for eliciting the data.

B. Overview of Utterance

  According to Purwo (1990:16), pragmatic is a study of utterance contained in the context. However, the consensus of the clear explanation about the definition of an utterance has never existed. Some experts provided several different descriptions dealing with the discussion. Hurford et al. (2007) argued that utterance is any stretch of talk before and after which there is silence on the part of that person. It is used by a particular speaker, on a particular occasion, of a piece of language, such as a sequence of sentences or a single phrase or even a single word.

  Furthermore, Traum and Heeman (1997) described utterance as stretches of speech bounded by the boundary tones and silent pauses. They attempt to define it with the several factors. These are speech by single speaker, speaking without interruption by speech of the other, constituting a single turn. Then, it has semantic completion, defines a single speech act and separated by a pause.

  Utterance could be said as core point in speech. Utterance means what is said by any one person before or after another person begins to speak. It commonly defines as a sequence of words within a single person’s turn at talks (Richards and Schmidt,

  2010:620). It means that when people have a conversation, utterance exists in it. It is also executed in order to have some effects on the hearer. This effect typically involves modifying the hearer’s beliefs or aims. It produced an action and took a result or effect to perform actions for the hearers. In addition, Capone (2006) cited in Mey (2009) explained the purpose of utterance use in the conversation between speaker and hearer:

  “To speak a language is to express thoughts in the form of linguistic utterances that employ words and follow combinatorial rules. When a person A speaks communicatively, she transmits a thought to a hearer H with a certain official aim and possibly with other consequential effects. By an utterance, a speaker can inform the hearer of a certain situation, express an inner state of mind (emotions or feelings), or modify the behavior of the recipient. In all cases, a certain thought is expressed by the vocalization of an utterance.”

  In addition, according to Yule (1996:47), he stated that “people perform actions through utterance and actions performed via utterances is called speech act.”

C. Overview of Speech Acts 1.

  Definition of Speech Acts Speech act is a kind of verbal communication. The words speech acts are derived from two words ‘speech’ and ‘act’. Speech is the utterance that occurs and act means action. People do not only produce utterances which contain grammatical structure and lexical form when they speak, but also perform action through those utterances (eg., Austin, 1962; McCarthy, 1991; Yule, 1996).

  The functions of the speech act itself is to state the speaker’s intention to the hearer.

  In addition, Yule (1996: 47) argued that the discussion of speech act cannot be separated from speech events. In a conversation, the speaker normally expects that his/her communicative intention will be recognized by the hearer. Both speaker and hearer are usually helped in the process of communication by the circumstances surrounding the utterance. These circumstances are called by the speech events that will determine the interpretation of an utterance as performing a particular speech acts.

  Moreover, Yule (1996: 54) treated speech acts in to direct speech acts and indirect speech act. A direct speech act occurs when there is a direct relationship between a structure and a function. In contrasts, the indirect speech acts occur when there is an indirect relation between a structure and a function. However, indirect speech acts are generally associated with greater politeness in English than direct speech acts.

  Austin (in Levinson, 1983:236) divided three kinds of acts, they are: a. Locutionary act is the real word that is uttered by the speaker and it contains the speaker’s verbalized message.

  b.

  Illocutionary act is the power or intention behind the words that is uttered by the speaker. It indicates the speaker’s purpose in saying something. The speaker’s expression can be in the form of statement, offer, promise, etc.

  c.

  Perlocutionary act is the effect of the illocution on the hearer, such as the effect on the feelings, thoughts, or action of hearers.

  In the other word, locutionary act is the simple act of saying words and the meaning of those words which are spoken by the speaker. While illocutionary act is what is done the speaker is saying something, and finally perlocutionary act is the effect that arises when the speaker is saying something

2. The Classification of Speech Act

  Searle (in Levinson, 1983:240) proposed that in speaking, one can perform five basic kinds of action namely: a.

  Representative Representative is a kind of speech act that states what the speaker believes to be the case or not, for example state, conclude, represent, deduce, etc. By using this utterance, his or her expresses belief that the proportional content is true.

  b.

  Directive In this type of speech acts, the speaker wants to ask someone else to do something. Acts of commanding, ordering, requesting, asking/questioning, inviting, are all the examples of how the speaker expressing his or her wants.

  c.

  Commisive When the speaker uses commisive speech acts, it means that he or she will commit some future action. Basically, it expresses what the speaker intends. The examples are promises, offers, threats, and refusals.

  d.

  Expressive Expressive is a kind of speech acts that states what the speaker feels.

  The form of expressive can be statements of pleasure, pain, like, dislike, joy, or sorrow. In this case, the speaker makes the words fit with the situation which his or her feeling also includes in it. Acts of thanking, apologizing, congratulating are all the examples of what the speaker feels.

  e.

  Declaration

  Declaration is a kind of speech acts that change the situation via the speaker’s utterance. In order to perform a declaration correctly, the speaker has to have a special institutional role, in a specific context. For example, appoint, nominate, sentence, pronounce, fire, and resign

  In this research, the researcher focuses to analyze the directive function of the speech act’s classification that will be discussed in the next section.

3. Directive

  Directive is used when the speaker wants the hearer to do things for him or her. Searle (in Levinson, 1983:241) gave the notion of directive as the utterance which is used by a speaker to get the hearer to do something. Similarly, Holmes says that directive is a linguistic utterance which is meant to ask someone to do something (1992:239). Directive can be in a form of commanding, offering, requesting, asking/questioning, inviting, ordering, begging, permitting, daring or challenging. Directive include acts of requesting and asking that lead for further actions of the hearers, and the actions are in accordance with the speaker’s instruction.

  Based on the theory of Gordon and Lakoff (1975) cited in Bovillain (2003:119) to employ directive, a speaker must fulfill the certain conditions as follows: a.

  The speaker wants the hearer to do some actions.

  b.

  The speaker assumes that the hearer is able to do the act.

  c.

  The speaker assumes that the hearer is willing to do the action.

  d.

  The speaker assumes that the hearer would not do an action if there is no request.

  Furthermore, Holmes (1992: 290) argued that directive can be performed directly and also indirectly. When a speaker expresses an utterance in an imperative form, it means that he or she uses a direct directive and when he or she expresses in an interrogative and declarative forms, he or she uses an indirect directive. Request and question are generally expressed in an interrogative form. The use of interrogative forms in the indirect directive is in order to be more polite in asking someone. The example (2), (3) and (4) below may clarify the explanation above: (1)

  Sit down! (2)

  Could you sit down? (3) You’d be more comfortable sitting down.

  In addition, Holmes (1992:294) stated that there are many factors that influence the use of a certain form of directive, such as social distance between the participants, their status, and the formality of the context. To get what he or she wants from someone else, a speaker must know the rule in expressing his or her desire and it should be relevant to the socio-cultural context. In choosing the appropriate linguistic form of directive to family, friends, and foreigners, the speaker involves the dimensions of solidarity/social distance and status/power.

D. Overview of Question 1.

  The Nature of Question Quirk et al., (1970) cited in Shomoossi (2004:97) defined a question as a semantic class used to seek information on a specific subject. Lynch (1991) cited in Shomoossi (2004:96) characterized a question as an utterance with a particular illocutionary force. Furthermore, Willen (1991:6) defined questions as any sentence having either an interrogative form or function. Questions are instructional cues or stimuli that convey the content elements to be learned and directions for what students are to do and how they are to do it. Question functions as a command or interrogative expression used to elicit information or a response, or to test knowledge.

  Longer, Hamblin (1958) argued that questions differ from statements in an important way. A statement is sometimes true and sometimes false but a question is never either. Hamblin proposed a set of postulates to get us started, by relating questions to the statements that we already knew how to handle. The postulates are as follow: Postulate I : An answer to a question is a statement.

  Postulate II : Knowing what counts as an answer is equivalent to knowing the question.

  Postulate III : The possible answers to a question are an exhaustive set of mutually exclusive possibilities.

  For the first postulate formalizes the idea that a statement (a proposition) is the basic unit of information. It implies that “fragment” answer, which communicate information, are really standing in elliptically for the whole statement.

  The second postulate establishes the same kind of foothold for question that we had with statements. It means just as the content of a proposition which is known when the conditions under which it is true are known (its truth conditions), the content of question is known when the condition under which it is answered are known (its answer hood conditions). A question then picks out a set of propositions: those that count as an answer. As for the exact constitution of that set of propositions and how a question picks them out to a divergence analysis.

  Hamblin’s third’s postulate embodies the claim that a question divides all of the possible worlds (or, at least, hose possible world consistent with common background assumptions) into non-overlapping compartments. Those, we might say that to ask a question is to present a particular way of compartmentalizing possible worlds, with a request for information about which compartment the actual world is to be found in. A simple yes-no question as illustrated (5): (4)

  Did Quinn leave? The (5) divides the possible words picked out by the two compartments, one containing the possible worlds picked out by the preposition of Quinn left, and the other containing those picked out by Quinn didn’t leave. These compartments are exhaustive and mutually exclusive in the sense that in a given possible world, exactly one of two propositions is true.

  Furthermore, according to Cotton (2001), in the classroom settings, teacher questions are defined as instructional cues or a stimulus of student’s learning. Teacher questions are also giving a direction of how the students would think in case of giving an answer toward the question for the best and proper.

  This present review focuses on the relationship between teachers classroom questioning and a variety of student outcomes, including achievement, retention, level of student participation and surely the level of students cognitive. By the answers of students in the daily question-answer, teacher could make a measurement of student’s thinking order and familiarizing his/her question into the students based on the basis of the mental activity or intellectual behavior required by the students to formulate the answers of the questions. Voggler (2008) added that this condition –the students’ answers of the questions at different intellectual behavior– is the cognitive level that could be measured by the teacher in order the students in the classroom developing critical thinking and communication skill.

2. The Types of Question

  Structurally, question types are divided based upon the grammatical sentence used to utter the questions. The production of questions is according to the situation and preference of the questioner, yet the organization of the sentence in uttering the questions is uttered in sudden.

  According to Dixon (1957: 26-44), there are four types of questions analyzed based on the structure of the sentence of the question. They are: a)

  Yes-no questions A yes no question is the most basic interrogative type. It figures as a typically seeking information rather than confirmation. The short answer of the question makes this type of question is simply a delivering information through simple grammatical form. Dixon (1957:40) explained that in this type of question, it uses only the subject of the sentence, expressed by a pronoun, and indicated by auxiliary verb such as follow:

  A: “Did you see John?”

  B: “Yes, I did” “No, I did not”

  Furthermore, for the grammatical use of this type of question, Dixon (1957:34) explained the general structure of yes-no question. According to him, there are three rules in making the yes-no question. They are: 1)

  With Modal The modals defined used to modify the meaning of the verb.

  There are some particular modals and its function in modifying the verb for a particular purpose that can be seen on the table 2.1.

Table 2.1. The particular purpose of the kinds of modal

  Modal Function Can Ability, permission Could May Possibility, permission Might Will Willingness, invitation Would Shall Willingness Should Suggestion, advise Must Prohibition, obligation Ought to Exactness

  In all cases where the regular modal form part of the verb phrase, yes no question form is putting the modal verb before the subject.

  The rules are in the table 2.2 below:

Table 2.2. The rules of yes no questions with modal Modal Subject Main verb Adverb Will John Return From europe? Can You Meet Us tonight?

  2) With Auxiliary

  In tenses such as present, past and perfect there is an auxiliary function to show the type of tenses. Particularly in aa questions or interrogative forms, the auxiliary functions to construct the interrogative sentence. Auxiliary is divided into three types they are: to be, to do and to have. It can be observed in the table 2.3 below:

Table 2.3. The types of auxiliary

  To be To do To have Is, am, are, was, Do, does did Has, have, had were, being, been

  Grammatically, these three types of auxiliary are having its own determination in constructing a sentence. The auxiliary to be is used to make a continuous sentence that is also applied in the participle. While auxiliary to do is used to show a simple present and simple past and indicate a verbal sentence. Furthermore, auxiliary to have is used together with a main verb to construct a perfect tense.

  However, between the three auxiliary in constructing a questions form having a similar rule. The rules in making a questions or an interrogative form are in the table 2.4 below:

Table 2.4. The rules of yes no questions with auxiliary

  Auxiliary Subject Main verb Adverb Are Does Have you john they going speak returned to the class? so slowly? from Europe? b)

  Wh-questions Wh-questions are typically formed with the help of interrogative words

  (wh words) representing interrogative pro-forms. Referring to some syntactic category, a preform specifies the direction in which the speaker wants to extend the presupposition implied by the question. Each one of the WH’s having a reference to a particular thing as explained in the table 2.5 as follow:

Table 2.5. The references of the interrogative words of whs’ questions

  WHs Intended Reference What Matter Who Person Why Reason When Time Where Place How Manner

  These usesuch as when, which, who, how, etc. to specify the information that is desired.

  Grammatically, the form of wh-question is the developing the yes-no question which embodies the interrogative words. The simple interrogative question of yes-no question is preceded by the interrogative words. Dixon (1957:35) explained the similarity of whs’ Question towards yes no-question in the form of grammatical.

  Whs’ questions are contained of the information notification that are when, where, what, when, why and how. However, the whs

  ’ questions can be both with auxiliary/to be and modal. The table 2.6 will show the auxiliary and modal.

Table 2.6. The auxiliary and modal

  Auxiliary Is, am, are, was, were, being, been (to be);

  Do, does did (to do); Has, have, had (to have) Modal Can, could, may, might, will would, shall, should, must, ought to

  Dixon argued that even though some question word is used to produce the question, the question form is still the same; that is, the auxiliary verb must be placed before the subject such as the yes-no question forms. See the example of questions with whs’ on the table 2.7 below:

Table 2.7. The examples of the questions with whs

  Question with whs’ examples Wh’s Auxiliary verb Subject Main verb adverb When Can You Meet Us? What Did They Do Tonight? Where Is She now

  c) Tag Questions

  In the literature, such questions are claimed to be requests for confirmation of the information presented in the statement, rather than requests for (new) information (Overdiep & Van Es 1949). So it is also for the question tag, this type of question is a structure used to confirm a statement. In another occasion, the use of the question tag is also properly to emphasize to information. The question tag is given via a short question at the end of the sentence.

  The sentence structure in the question tag is following the rules as follows: 1)

  Negative tag questions Negative tag questions is a questions with the tag formed as a negative. It is following the rule as follow: Positive statement | | Negative tag question Example: Harold found a new job, didn't he?

  2) Affirmative tag questions

  In contrast of negative tag questions, affirmative tag questions formed by the affirmative tag. It is following the rule below: Negative statement | | Positive question tag Example: Most people in your company couldn't get a raise, could they?

  Structural type of questions proposed by Dixon is typically a questions type in which the questions are uttered by a sentence grammatical form. It may an oral in its production but the organizations of the words for questions utterance may be written in a sentence. Therefore, by those utterance the analysis of what grammatical type of questions used in uttering questions is understandable.

  From those three structural types of questions, here is the brief explanation of the structural types of questions developed by Dixon (1957). It can be seen on the table 2.8 below:

Table 2.8. The structural types of questions developed by Dixon (1957)

  Type of Questions

  Structure of Questions Form of the Questions Yes-no Questions

  With Modal Modal+Subject+Verb+Adverb With Auxiliary to be Auxiliary+Subject+Verb/Adjectiv e+Adverb With Auxiliary to do With Auxiliary to have

  WHs’ Questions

  With Modal WHs+Modal+Subject+Verb+Adve rb With Auxiliary to be

  WHs’+Auxiliary+Subject+Verb+ Adverb

  With Auxiliary to do With Auxiliary to have

  Tag Questions Negative tag Possitive | Negative

  Affirmative tag Negative | Possitive

3. The Use of Questions

  The principal use of questions is to elicit information from the person being addressed, by indicating, more or less precisely, the information which the speaker (or writer) desires. However questions can also be used for a number of other purposes. Questions may be asked for the purpose of testing someone's knowledge, as in a

  Althanasiadou (1991: 3) elaborated that the function of questions are divided into four types. They are: a.

  Requesting Information Questioning for information is the traditional perspective which considers that a question is a request to supply unknown information. That what is linked to a question, i.e. a response, is the utterance which provides this information. In this type, the main motivation for information questions is to be found in a desire for knowledge. In other words, the speaker wants to know something and he/she assumes that the hearer knows it.

  b.

  Interrogation In the type of interrogation purposes, the questioning aims at establishing a fact and pinning down responsibilities. Used in this sense to question is to test, to challenge and to control. Some interrogation questions may be conducted to a positive (24) or to a negative answer (25): (5)

  Weren't you at the scene of the crime at 10 o'clock? (6)

  You weren't at the scene of the crime, were you? Although exam and interrogation questions imply the dominance of the speaker when requiring an answer, there is a crucial difference. Exam questions, the questioner knows the answer, whereas in interrogation questions the questioner doesn't always know it. But in both cases, the one who asks the question implies the authority to require an appropriate answer.

  c.

  To Assess of Knowledge In this function of question, the questioner asks a question not because he/she assumes that the hearer has some information that he needs, but because he wants to find out whether the hearer knows the answer or not. This type of question in other word is called as examination question. The questioner puts himself as a person in higher position like a teacher in front of the students to assess the knowledge of students.

  d.

  Emphasizing to an Information This type of question’s function is the opposite of requesting information question. The question that is purposed to emphasize the information is not seeking information but in contrary it is intended to providing the information. The emphasizing to an information question only happened in the type of rhetorical question.

E. Review of Classroom Language 1.

  The Definition of Classroom Language Teaching a particular language like English in the classroom environment as well as happened in the English Education Department in IAIN Salatig is simply recall as a classroom language. However, classroom itself is understood as a unique social environment with its own human activities and its own conventions governing these activities (Breen and Candlin (1980) cited in Legutke and Thomas (1991:2). The classroom in the language classroom teaching designed to establish the environment that having activities governing to develop the language skill and knowledge regarding the all aspects of linguistic. The all aspects of linguistics to be taught during the activities in the language classroom teaching specifically defined by Scarcella (2003) including the phonology, the lexicon, the grammar, sociolinguistics, and discourse patterns and practices.

  The goals of the establishing the language classroom teaching or specifically according to this paper’s theme, English classroom teaching, is the linguistic competence. Hedge (2001:3) defined the linguistic competence concerned with knowledge of the language itself, its form and meaning. Moreover, stern (1983) cited in Hedge (2001:3) includes these two aspects in the characteristic of what it means to know a language:

  “The language user knows the rules governing his native language and he can ‘apply’ them without paying attention to them. The native speaker has an intuitive grasp of the linguistic, cognitive, affective and sociocultural meanings expressed by language forms (Stern 1983: 342-343)” And of course the linguistic competence involves knowledge of spelling, pronunciation, vocabulary, word formation, grammatical structure, sentence structure, and linguistic semantics.