2 research outputs found
THE USE OF ENGLISH QUESTION TAG AMONG ENGLISH DEPARTMENT STUDENT
Get PDFABSTRACT
Novytasari, Dining Ayu. 2020. The Use of English Question Tag among English
Department Student. Thesis, English Education Department, State
Islamic Institute (IAIN) of Tulungagung. Supervisors: (I) Dr. Nurul
Chojimah, M.Pd, (II) Dr. Sukarsono, M.Pd.
Keywords: Question Tag, Types of Question Tag, Respond to Question Tag,
Pragmatic, Sociocultural
Misunderstanding in communication can be avoided by comprehending
pragmatic competence. People should master the ability to speak English properly
according to whom, how, and what they speak. The native speakers of English
commonly use English question tag. Question tag is one of the materials being
taught for Indonesian eight-graders. Previous studies show that they made
mistakes in creating one, did not know other types of question tag excepts
grammatically dependent, and had problems in responding to it. This study tried
to know how English department students especially Indonesian create and
respond to English question tag properly and appropriately.
Qualitative approach was chosen as it fits best with the purpose of study. It
relies on the linguistic rather than numerical and aims to interpret phenomena. The
20 English department students of IAIN Tulungagung and five British natives
were selected. The Discourse Completion Test (DCT) sheet was handed to
English department students; and the interview was administered to natives.
All research subjects used grammatically dependent English question tag
type. However, there is a possibility of using grammatically independent. In
addition, affirmative responses were used to answer all question tags with positive
statements. Affirmative and negative responses were used to answer question tags
with negative statements. Affirmative response to answer question tag with
negative statement was the opposite ideas with Azar’s.
All question tag created aim to seek confirmation. The natives agreed it is
possible to use it to respond DCT sheets. Moreover, the affirmative responses to
all question tags with positive statements are appropriate to the contexts. Some
responses to the question tags with negative statements were affirmative
responses; and the rest were negative responses. The natives claimed that it is
possible to give the affirmative responses but then give additional information to
respond English question tags with negative statements.
This study is advantageous for several groups like English department
students and future researchers. English department students may consider the
findings for improving their skills and learn sociocultural aspects. The future
research who takes interest in it may consider the criteria used in this study or
develop other criteria from another expert
Analysis of Reading Comprehension Questions in the English Textbook for Eleventh Graders Based on Barrett’s Taxonomy
No full textABSTRACTNovytasari, Dining Ayu. 2017. Analysis of Reading Comprehension Questions in the English Textbook for Eleventh Graders Based on Barrett’s Taxonomy. Sarjana Thesis, English Department, Faculty of Letters, Universitas Negeri Malang. Supervisors: (I) Dr. Furaidah, M.A, (II) Dr. Sri Rahmajanti, Dipl. TESL, M.Pd.Keywords: Reading Comprehension Question, Textbook, Barrett’s TaxonomyIn the context of the English as a foreign language, Indonesian students still need questions that require low level of thinking before they embark on questions for higher level of thinking skills. Considering that, the proportion of the questions from the two categories in learning resources should be in balance. The researcher conducted this research to know whether the textbook for eleventh graders published by the government presents balanced distribution of questions for lower and higher levels of thinking. The researcher used Barrett’s Taxonomy because it is taxonomy specifically evaluates reading comprehension questions.A descriptive qualitative design was used in this study. The researcher developed evaluation sheets to collect the data and to analyze the reading comprehension question in the textbook based on Barrett’s Taxonomy. After the researcher analyzed the data, it can be concluded that the most dominant form of the question was Wh-questions and the percentage of it was 52.5%. The percentage of Yes/no questions was 45.9% and Alternative question was 1.6% of the entire reading comprehension questions. Meanwhile, the textbook did not contain True/false and Multiple choice questions. The most dominant Barrett’s Taxonomy category found in the textbook was Evaluation (E) and the percentage of it was 44.3%. The percentage of the Appreciation was 19.7%, Literal Comprehension and Inferential Comprehension was 18%. Meanwhile, the textbook did not contain any Reorganization question.In the context of learning English as a foreign language learning, variety of question forms and levels of difficulty can help the learners develop their reading ability to comprehend reading texts. The distribution of them should be in balance. This study is advantageous for groups of people like textbook authors, English teachers, and future researchers. The textbook authors may consider these findings for improving the quality of the textbooks. The English teachers may consider modifying the question or use another supplementary material when the reading comprehension questions are not suitable for the students. The future researchers who are interested in conducting study on the same field may evaluate other textbooks or learning materials by considering the criteria used in this study or develop other criteria from another expert of textbook evaluation.
