Sebuah pemikiran:::Dwi Setyawan & Drs. Magihut Nababan, M.

Hum

CHAPTER I

INTRODUCTION

1.1 The Background

Making questions is as important as making statements because questions

must be required in communication to find out the information. Questions are

sentence, phrase, etc used to ask for information, such as asking for identity,

direction, and address. However, teachers emphasize on giving exercise in making

and answering questions, but many students still have difficulties in making and

answering questions even the questions are simple.

According to Azar (1986: 16) questions can be divided into three group

questions. They are yes-no questions, information questions and tag questions. Yes-

No questions require yes or no as the answer. An information question is question

requires information as the answer. Information questions are also called as Wh-

Questions because these questions begin with questions word with “WH” like “what,

who, when, how, etc, except How. Tag questions are a grammatical structure in

which a declarative statement or an imperative is turned into a question by adding an

interrogative fragment (the "tag"), such as "right"—for example, "You remembered

the eggs, didn’t you?" Tag questions can be answered with a yes or no.

In the real life and based on the writers’ experience, he found out that many

students got difficulties and are confused in making and answering questions. That

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makes the teachers felt disappointed when they corrected students’ work. The

problems might comes form the lack of the students’ ability in making and answering

questions and the lack of knowledge rules in using Wh-Question.

It is very disappointing for the teacher to see students’ work sheets which are

blank. Even though frequently, students can answer the questions easily if translated

into Indonesian. Based on the situation, as a teacher, we should find out the problem

solving to help the students in answering questions. This thesis entitles answering

Wh-questions with “X”

Language and mathematic have something in common. Both have formulas.

In mathematics things can be temporarily answered with “X”. Meaning, even though

the real answer is not found yet, it can be assumed to be “X” for temporary answer.

The most important are the students can answer the question even the answer is

wrong, but they know the process in finding the answer. In question we also can

change the answer with “X” if we do not the answer yet. It makes the teacher or the

evaluator does not feel disappointed when they see the students’ work sheet.

Questions answers

What is your father? My father is X

How is your father? My father is X

What is your name? My name is X

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Who is the director of the school? He/she is X

Where is he? In the X

From the example above, the answers of the two questions are X, actually “X”

in the answer can be replaced with blank. By using X as temporary answers, the

teachers must be less disappointed to face students’ work with the answers above

than really blank papers. Answerin wh-Questions with hypothetical X is a tentative

technique for teaching and learning information questions.

Based on the problems above, the writer interested to make a research entitled

“Answering Wh-Question with Hypothetical X”

1.2 Setting of the Problem

Making and answering questions are the most important aspect in language.

The students at SMA YLPI PERHENTIAN MARPOYAN experience this. Most of

the students find a difficulty in answering information questions (wh-questions).

These might caused by some factors. They are:

1. Most of the students do not know the rules of using Wh-Questions.

2. Many students have problems in define the object. They can not differentiate

the object such time, place, person or something else.

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3. The students do not understand what is Wh-Questions and do not know the

functions of Wh-Questions,

As the writer’s experience in learning English, there is available lesson about

Wh-Question. But, the lesson only discusses simple questions form and how to

answer the questions. There is no special lesson discussing rule of Wh-Question. The

students must be active to find out by them self about rule of Wh-Question. But in the

fact the students are lazy to do that.

1.3 Limitation the Problem

Because of the limitation of time and writer’s capability, it is necessary to

limit the problem of the study in order to pay more attention to the specific problem.

The problem that will be discussed in this paper in concerned with the ability in

answering information questions (Wh-Questions). In this research the writer uses

hypothetical X in answering Wh-Questions. It means the writer use X as temporary

answer, and then the writer explain the position of X in the answers.

1.4 Formulation of the Problem

Based on the background and the limitation of the problem, this research is

formulated as follows: “Can the practice of answering Wh-Questions with X as

temporary answer improve the students’ ability in answering information questions?”

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1.5. The General Objective of the Study

The general objective of this research is to try applying mathematic

phenomenon into language learning in answering information questions/Wh-

Questions.

1.6. The Need of the Research

The finding of this research, the writer expects that the finding of this research

will give valuable contribution to the followings:

1. To inform and explain to the lecturers and students at English study program how

important Wh-Question is in order to improve the students’ ability in

understanding and using Wh-Question.

2. To share information with the students about how to improve their understanding

about Wh-Question.

3. To help the writer as English teacher in order he is able to improve his knowledge

especially in solving the students’ problem in organizing the information questions

and also to apply knowledge and develop the writer’s way of thinking in research

field.

1.7. The Definition of the Terms

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• According to Gacic (1992:23) in Yulinar (2006: 8) Wh-questions is questions

with a WH word such as who, which, what, when where, why, at the

beginning of the questions.

• According to Richard, plat and platt (1992) in yulinar (2006: 1) a Questions is

sentence, which is addressed to listener or reader and ask for expression of

fact, opinion, belief and etc.

• According to A Gemini Merriam-Webster, question is an interrogative

expression like doubt, dispute etc. (Merriam

Webster.inc.,publisshersspringfield,massachusetts, U.S.A.1989). In this

research, Wh-Question is important for English learners in making and

answering question, and the students can use Wh-Question correctly.

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CHAPTER II

THEORITICAL FRAMEWORK

2.1. The Nature of Questions

2.1.1. The Definition of questions

Questions are one of the most significant aspects of communication. Question

is sentence, phrase, etc used to ask for information. Making Question is as important

as making statements. It is due to the fact that human’s communications must be need

information and they found out the information by using questions. C.L.Hamblin says

in http://www.socialresearchmethods.net/kb/questype.php question may be either a

linguistic expression used to make a request for information, or else the request itself

made by such an expression. This information is provided with an answer.

Questions are part of language and it is very important in communication,

because in humans’ communication, taking and giving in formations are a necessity.

According to Concise Oxford English Dictionary (Eleventh Edition), Question is a

sentence worded or expressed so as to elicit information. It is clear that the speaker

use questions when they need to know about things.

On the other hand, question also can use to show the speakers’ doubt about

something. According to a Gemini Merriam-Webster, question is an interrogative

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expression like doubt, dispute etc. means, questions not only use to find out about

thing, but we also can use question to show doubt or dispute about things.

In daily communication it is usual to use questions. Every body has something

to know and they try to find out by using questions. It is appropriate with A.J.

Augarde, Colin hope, John Butterworth. They said in Oxford Primary School

dictionary, question is kind of sentence used for ask information.

Petterson.R.F (1989), says that question is act of asking an interrogative; or

inquiry to interrogate (new expanded Webster’s dictionary.1989). Based on the

statement above, there is special act when someone using questions. The special act

of questions is the intonation.

Information questions are also called Wh-Questions. Because the questions

with a WH word such as who, which, what, when where, why, at the beginning of the

questions. According to Fernandez.Alberto (1996), Wh-Question is a question that

contains an interrogative form. It means the interrogative word include WH word.

Wh-question uses to look for information according to question word. The answer is

a statement with the information according to the questions.

To make a good communication, a person should have either the knowledge

or materials which she/he wants to be express. The ability in making and answering

questions are very important in communication.

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From the explanation above we can conclude that making and answering

questions are very important in learning language. It is cause by making and

answering questions; people can send and get the information that they need.

2.2. The nature of Wh-Question

According to Fernandez Alberto (2008) in www.scribd.com/rules/wh-

questions/, wh-question is a question that contains an interrogative form. The wh-

questions look for information according to the questions word. This kind of

questions the answers never yes or no. because they are asking for some information.

The answer in Wh-questions is statement according to the questions word. Bellow are

little about Wh-Questions.

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Holcomb.Sam (1996) in NTID Research Bulletin says WH-questions are

marked in two ways: with an overt (i.e., explicit) WH-word such as WHO, WHERE,

W-H-E-N, WHY, and WHAT or WHAT (where: indicates a finger spelled loan sign)

and with a particular WH-facial expression. It mean, when we using Wh-Questions

we will have special expression.

Since Wh-Questions are an important aspect in English. There are two main

problems the writer believes with an insistence on full answers. The first is that it is

teaching them to do something that most native speakers rarely do. The second is that

there are many occasions when students understand the question and know the

answer but can't remember how to say the first part of the answer. Very often this will

prevent them from answering because they feel they must give the whole sentence. In

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fact if they just gave the short answer, it would more closely resemble a native

speaker's answer. For example:

How do you go to school? I go to school by bus.

If students are capable of this, the students can answer only “by bus”. This is

the closest to a native speaker's answer

2.3. The advantages of using hypothetical x in answer the questions

According to Smith & Ennis, (1961:112) Learning to ask wh- questions

requires two things of students: the first is the students must learn the correct words

to use, this statement also suitable with Saville-Troike (1991), he says “vocabulary

knowledge is one of the most important determinants of language. Because there are

many words in English has the same meaning, but we must know where we should

put the word is. The second the students must learn the word order for two different

types of Wh- Questions. There are two types Wh-Questions in English, Wh-Questions

for asking information and Wh-Questions for repeat the statement.

1. What is your father’s job?

Two types Wh-Questions

2. What did you say?

The advantages of using hypothetical X in answering questions, it can help

the students to answer every questions with x even the students do not the real answer

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yet. It will make the teacher or the evaluator does not feel disappointed when check

the students’ work sheet. In the other hand, the teacher can give more explanation for

the students the process to decide the answer and the position of answer in sentence.

CHAPTER III

RESEARCH METODOLOGY

3.1. Research Design

This study is experimental research. Gay (2000:367) states that Experimental

research is the only type of research that can test the hypothesis to establish the cause

and affect relationship. It involves two groups; the experimental group, which

receives special treatment, namely, hypothetical X in answering Wh-Questions and

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the control group, which does not. The teacher, the length of time, and the material to

be studied are the same for both groups.

In this research, the writer uses two variables. Hypothetical X Teaching as the

independent variable, and the students’ score of answering Wh-questions as the

dependent variable

The design for this research can be diagrammed as follows:

Table 1. The Figure of the Research Design

Group Pre-test Treatment Post-test

E X1 X Y1

Where:

E = Experimental Group

X = Treatment of experimental group using Reciprocal Teaching (RT)

X1 and X2 = Pre-test

Y1 and Y2 = Post-test

3.2. The Location and Time of the Study

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This study will conduct at SMA YLPI Perhentian Marpoyan in 2009/2010

academic year.

3.3. The Specific Objectives of the Study

The specific objectives of this study are as follows:

• To realize the effectiveness of Hypothetical X teaching in improving

students’ ability and understanding in answering Wh-Questions at SMA

YLPI Perhentian Marpoyan.

• To find out the first year students’ ability in answering Wh-Questions SMA

YLPI Perhentian Marpoyan by using hypothetical X.

• To see if there is any significant difference in students’ ability in answering

Wh-Questions between those who were taught by Hypothetical X Teaching

and those who were taught without using Hypothetical X

3.4. The Population and Sample of the Study

The population of this study will be the first year students of SMA YLPI

Perhentian Marpoyan in academic year 2009/2010. The students will divide into two

classes and assumed to have similar characteristics. They have the same age, taught

by the same teacher with the same time allocation and materials, and they have been

divided into two classes by the school so to have equal classes.

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According to Azhar Fadly (2006: 12) if the total number of the students is not

large and homogenous, all of the population is taken as the sample of this research.

The sample of this is called total sampling. The reason for choosing them as the

sample is that they are taught by the same teacher with the same time allocation and

materials.

To obtain the sample for the experimental group and the control group, the

writer will prepare cards. On one card was written experimental group and on the

other card was written control group. A student will chose from each class as a

representative to choose a card to see which class would become the experimental

group and which class would become the control group. Before the experiment

conduct, a try out is administered to test the validity and reliability of the test.

3.6. The Assumption

In this study, the writer assumes that the students at SMA YLIP Perhentian

Marpoyan, who are taught by using hypothetical X in answering Wh-Questions will

have a good achievement in their understanding on answering Wh-Questions if there

is any continuous evaluation and monitoring of performance by the teacher and the

student.

3.7. The Hypothesis

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3.7.1. The Null Hypothesis

Ho: There is no significant effect on the students’ ability achievement

before and after they are taught by using Hypothetical X in answering Wh-Questions.

3.7.2. The Alternative Hypothesis

H 1 : There is any significant effect on the students’ students’ ability

achievement before and after they are taught by using Hypothetical X in

answering Wh-Questions.

The level difficulty of the questions shows how easy or difficult the particular

question was. It is expressed as the percentage of the students who answered the

question correctly. In calculating it, the following formula was used:

R
F. V =
N

Where:

F.V = the index of difficulty

R = the number of the correct answer

N = the number of the students taking test

(Heaton, 1975:178)

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According to J.B Heaton (1975:179) the test is accepted if the degree of

difficulty is between 0.30-0.70 and it is rejected if the degree of difficulty is less than

0.30(difficult) or bigger than 0.70(easy).

The discrimination index of an item indicates the extent to which the items

discriminate between the students and separate the more able students from the less

able ones. It was calculated by the following formula:

D = CorrectU - CorrectL

Where :

D = discrimination index

U = upper group answering (upper half)

L = lower group answering (lower half)

n = the number of candidates in one group

(Heaton, 1975: 180)

The next step is to compute the reliability of the test. According to Heaton,

(1975) reliability is necessary characteristic of a good test. In order to find the

reliability of the test, the following formula was used:

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N  m( N − m ) 
R ii =
N −1 1 − Nx 2 

Where:

N = the number of the items in the test

M = the mean score on the test of try out test

x = the standard deviation of try out

R ii = reliability

(Heaton, 1975: 164)

According to Tinambunan in Siti Rabiha (46:2008), she added that the reliability of

the test can be divided as follows:

• 0.0 - 0.20 = reliability is low

• 0.21 -0.40 = reliability is sufficient

• 0.41- 0.70 = reliability is high

• Above 0.70 = reliability is very high

In order to get the description of the answer given by the students, the data

was analyzed using Wayan and Sumartana’s formula as follows:

X
P= Χ100
N

Where:

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P = Individual score

X = The number of correct answer

N = The number of items

(Wayan and Sunartana, 1986:176)

The classification of students’ score

Test Score Probable Class Performance

80-100 Good to Excellent

60-79 Average to Good

50-59 Poor to Average

0-49 Poor

(Harris, 1974:134)

3.9. The Data Analysis Technique

After doing hypothetical X in answering Questions, the writer uses a

statistical analysis to analyze the data. In order to know if the result is statically

significant, it is analyzed by using t-test. T-test is a procedure that tests the difference

between two groups for normally distributed interval data. According to Hatch and

Farhady (1982:114), the t-test is one of the most frequently used statistical procedures

that are most often used to compare two groups.

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Before applying the t-test, it is necessary to follow the following steps:

1. To find the means of each group. It was calculated by using the formula:

X = ∑X

Where:

X = the average score

∑X = sum of the raw score

N = the number of the students

(Hatch and Farhady, 1982: 55)

2. To know the percentage of students’ score , the formula used is as follow:

F
P= x100
N

Where:

P= the percentage

F= frequency

N= the number of the students

3. To find out the standard deviation of each group.

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∑ (X )
2
− X
S=
N −1

Where:

S = standard deviation

∑ (X − X )
2
= sigma of Individual deviation of students score

N = the number of the students

1 = constant Number

(Hatch and Farhady, 1982: 59)

4. Variance is used to measure the variability of each group.

∑ (X − X )
2

Variance =
N −1

(Hatch and Farhady, 1982: 60)

5. To find the standard error or differences between the means:

2 2
 Se   Sc 
S( xe − xc ) =   +  
 n1   n2 

(Hatch and Farhady, 1982:112)

1. After knowing the standard error of the means score, the writer will calculate

the t-test by using formula:

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Xe − Xc
T obs =
(
S xe − xc )
Where:

t = the value which statistical significant of the mean difference will be

judge

Xe = mean score of experimental group

Xc = mean score of control group

Ν1 = the number of students in experimental group

Ν2 = the number of students in control group.

S1 = standard deviation of experimental group

S2 = standard deviation of control group.

(Hatch and Farhady, 1982: 112)

The final step is to find out the t-score so to figure out the degree of

freedom for the two groups. It is done to determine whether the t-score is a

significant value. To find the degree of freedom, the following formula is used:

(
df = n1 − 1 + n 2 − 1 )

Where:

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df = the degree of freedom of the two groups

N = the number of individual in the two groups

1 = constant number

(Hatch and Farhady, 1982: 112)

If the value of t-score calculated is the same or less than the value of t-table,

the null hypothesis is accepted. On the other hand, if the value of t-score calculated is

more than the value of t-table, the alternative hypothesis is accepted.

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