Constructing WH-Questions Througn An Error Analysis at Junior High School of Indonesia

Masruddin, Masruddin; Karmila, Karmila

doi:10.31332/lkw.v4i2.852

Cited by 4 publications

(10 citation statements)

References 5 publications

(5 reference statements)

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“…In P12's, 'are' are should have been placed between business and they. The finding supports the study of Masruddin and Karmila (2018) that revealed that one of the errors committed to constructing wh-questions is misordering. Clearly, misordering errors are caused by incorrect placement of a morpheme or group of morphemes in a given utterance (Tizazu, 2014).…”

Section: Resultssupporting

confidence: 88%

Milieu of English language use in industrial-technical classrooms: Implication for intervention and policy formulation

Azarias¹

2022

IJRSE

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Using English as a Medium of Instruction (EMI) has gained attention in language and pedagogical researches. Reviewed literature revealed a dearth of studies on the use of EMI in industrial-technical education. In such light, this qualitative case study was conceptualized to identify the language needs of industrial-technical teachers in using EMI. Through analyses of the observation transcripts and related documents, the study revealed that the language needs (LNs) of the participants are questioning technique retooling, formulating questions with correct language mechanics, using praise words, using transitional markers, minimizing verbal fillers, giving feedback, giving instructions, constructing test items with correct language mechanics, and producing the sounds of [θ], [ð]and [ᴂ]. Finally, the study concludes that equipping industrial-technical teachers with pedagogical English language skills and knowledge is vital as they act as content teachers and language teachers. Hence, a continuous perusal of institutions' faculty development programs should allow multi-disciplinary opportunities.

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Section: Resultssupporting

confidence: 88%

Milieu of English language use in industrial-technical classrooms: Implication for intervention and policy formulation

Azarias¹

2022

IJRSE

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“…The first error type was "Wrong Wh Question Word," which had the highest number of Saudi students' errors (113 errors out of 300 wh questions). Compared to the previous studies, this finding does not support other studies' findings where the "Wrong Wh Question Word" category received one of the least categories of EFL learners' errors (Iqramah, 2018;Masruddin & Karmila, 2018;Rowland, 2006;Nurjanah et al, 2018;Pathan,2021, Al-Mekhlafi, 2013Addaibani, 2017). Then, "Incorrect Verb Tense" had the second rank in which students made 35 errors.…”

Section: Reasons and Sources Of Participants' Errorscontrasting

confidence: 99%

“…The "Auxiliary Omission" is the sixth category in which there was no auxiliary used in the question, such as the morning movie start; in this case, the participant did not use the auxiliary verb "did" to be as did the movie start this morning? In this study, this category "Auxiliary Omission" ranked sixth, while in all the previous studies globally or locally, it was the first error category of both wh and yes/no questions (Rowland, 2006;Irfaniaah, 2014;Nurjanah et al, 2018;Masruddin & Karmila, 2018;Pathan,2021, Al-Mekhlafi, 2013Addaibani, 2017). It is worth mentioning that this study came up with exciting and surprising results.…”

Section: Redundantcontrasting

confidence: 41%

“…The importance of generating questions in the EFL classroom has been of great interest to applied linguistics researchers to enhance the process of teaching and learning (Erlinda & Dewi, 2014;Gabrielatos, 1997;Omari, 2018;Samrin, 2011;Nurjanah, Anggoro, & Dwiastuty 2018;Heendriyono, 2018;Iqramah, 2018;Nurafifah, 2018;Masruddin & Karmila, 2018;Pathan, 2021;Zhang, 2010;Octafia & Adinda, 2021;Al-Mekhlafi, 2013;Addaibani, 2017;Al-Hassaani, 2016). Erlinda and Dewi (2014) emphasized the significant value of asking questions in the classroom interaction between teachers and students.…”

Section: Question Formation In the Efl Classroommentioning

confidence: 99%

“…English question formation has been studied in many different contexts (Samrin, 2011;Al-Mekhlafi, 2013;Addaibani, 2017;Nurjanah et al, 2017;Heendriyono, 2018;Iqramah, 2018;Nurafifah, 2018;Masruddin & Karmila, 2018;Pathan, 2021). First of all, Masruddin and Karmila (2018) discovered that Indonesian students had great difficulty constructing wh questions that were used in ESL/EFL or even in social interaction. The researchers found that Indonesian English language learners made errors such as omission, simple addition, archiform, alternating form, mis-ordering, and mis-selection.…”

Section: Question Formation Of English As a Foreign Languagementioning

confidence: 99%

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https://awej.org/current-theses/

Alqahtani¹

2022

AWEJ

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English Question Formation in the Saudi context has received very little attention. To the best of our knowledge, there are two studies conducted in the Kingdom of Saudi Arabia (KSA): one looked at the difficulties Saudi students faced when constructing English questions with specific regard to wh and yes/no questions, and the primary problems associated with their difficulties (Al-Hassaani, 2016). Another study analyzed the errors Saudi EFL learners made when forming wh questions and the reasons behind making them (Addaibani, 2017). Therefore, this current study is seen as the first study that aims to analyze Saudi students’ errors in constructing tag questions (canonical tag questions), wh questions, and yes/ no questions at King Khalid University (KKU). It found out the reasons behind making such errors and the difficulties that they faced when forming these English question types. For achieving this study’s aims, a mixed-method research approach was employed, and data were collected from grammatical tests and interviews (open-ended interviews). Saudi students’ errors were examined by using the grammatical test in which they were required to generate wh, yes/no, and canonical tag questions. Further, to examine Saudi students’ difficulties and causes of making errors, the researcher conducted open-ended interviews. After reaching out to the findings of this study, it showed disagreement with similar previous studies. First, the most difficult English type in terms of formation was wh questions, including the highest number of errors in the “Wrong Wh Question Word” category. Then tag questions (canonical tag questions) came to be in the second rank of difficulty, and “Mis-formation Alternating Forms” was the highest category of errors. Lastly, yes/no questions were the easiest ones for Saudi EFL learners, and the common type was the “Wrong Auxiliary” category. This current study has also revealed that some of the students’ errors were due to lack of practice and community as affected reasons, and intensive curriculum and unqualified teachers as less affected reasons.

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Unveiling the Diverse Language Learning Strategy of Indonesian Efl Twins: a Case Study

Hz,

Ginting

2023

Celtic

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Each individual possesses a distinct essence that sets them apart, even in the case of identical twins. In language acquisition, learners’ personality type has emerged as one of the most determining constructions for students’ learning strategy. Through a phenomenological case study, intricate interplay between personality types and language learning strategies of two Indonesian identical twin girls studying English language education were investigated, supported by one triangulator participant. By employing the Oxford (1990) Strategy Inventory for Language Learning and the MBTI test, the researchers gathered the extensive data on their language learning strategy distinctions and personality differences. The results indicate that despite sharing the same upbringing, their diverse personalities - one an ENFJ and the other an ENTJ - have contributed to vastly different cognitive, memorization, compensation, metacognitive, social learning, and affective learning approaches. The findings provide intriguing insights into the intricacies of language acquisition and highlight the significance of individual differences in shaping the learning styles.

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Constructing WH-Questions Througn An Error Analysis at Junior High School of Indonesia

Cited by 4 publications

References 5 publications

Milieu of English language use in industrial-technical classrooms: Implication for intervention and policy formulation

Milieu of English language use in industrial-technical classrooms: Implication for intervention and policy formulation

https://awej.org/current-theses/

Unveiling the Diverse Language Learning Strategy of Indonesian Efl Twins: a Case Study

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