ENGLISH II PAPER

Enitled:
Wh– Question

Lecturer :
Dr. Rohimah, S.Pd.I, M.Pd., M.Pd

Structured by :
(Group 1 – Class 3C - PAI)
Ahmad Alvin Zuhri (3120220059)
FadhilatunNisa (3120220107)
Ferdi Yansyah (3120220082)
Muhammad Raafi (3120220009)
Salma Nur Aprillianti (3120220022)

DEPARTMENT OF EDUCATION IN ISLAMIC STUDIES

FACULTY OF ISLAMIC STUDIES
AS-SYAFI’IYAH ISLAMIC UNIVERSITY
JAKARTA
2023

1
 PREFACE

Praise our graces to Allah SWT for His mercy and guidance; with His guidance, we
are allowed to finish a paper in subject of English II, entitled “Wh-Question”. This paper is
compiled to fulfill a class assignment for the third-semester. Hopefully, this paper will add
some insight for the readers and also for us as the authors.
We, the authors, would also like to thank our lecturer, Mrs. Dr. Rohimah, S.Pd.I,
M.Pd., M.Pd., for her guidance, feedbacks, assistances, and advices during the process of
making this paper. We also would like to thank other parties— which we cannot mention
their names one by one—who helped us finish this paper with any form of assistance.
We realized this paper is far from perfect, and because of that, we welcome any forms
of constructive suggestions and criticism in order to give ourselves useful feedback.

Jakarta, November 29, 2023

Authors

2
 TABLE OF CONTENTS

PREFACE ................................................................................................................ .............2

TABLE OF CONTENTS .....................................................................................................3

CHAPTER I: INTRODUCTION ........................................................................................4

A. Background of the Study ..................................................................................................4

B. Identification of the Problem ............................................................................................5

CHAPTER II: LITERATURE REVIEW ..........................................................................6

A. Definition of Wh-Question ...............................................................................................6

B. WH Questions Formula.....................................................................................................6
C. Difference Between Yes-No Questions an Information Question....................................7
D. Types, Functions, and Examples of Wh-Questions...........................................................8
E. Additional Explanation of Who, Whom, and How.........................................................10
F. How to form Wh-Questions.............................................................................................11
G. The Intervention...............................................................................................................13

CHAPTER III: EXCERCISE.............................................................................................14

A. Reading I ........................................................................................................................14
B. Reading II ........................................................................................................................17
C. Listening ..........................................................................................................................20
D. Grammar ..........................................................................................................................23
E. Writing ................................................................................................................ ............24

REFERENCES .....................................................................................................................25

3
 CHAPTER I
INTRODUCTION

A. Background of the Study

One of the foreign languages that people utilize worldwide is English. It is significant
because many people use English as an international language when visiting other nations
where it is the native tongue. Among the nations. Additionally, it seeks to foster positive
connections with other countries. In this global community. In keeping with the significance
of the English language as stated. It is intended that Indonesians will become more
knowledgeable and proficient in English.

Based on the aforementioned information, the Indonesian government, acting through

the National Education Department, determined that teaching English to students should be
one of the topics that is required of them in order. It serves as the foundation for English
instruction in Indonesian school’s curriculum. It was created with each educational level's
requirements in mind. English is one of the instruments for written and spoken
communication. Proficiency in communication is the capacity to comprehend and generate
written or spoken language to be manifested in the four language abilities, including
speaking, writing, listening, and reading. Thus, the goal of English courses is to help students
acquire these abilities so that they can converse in English at a specific reading level.

The literacy level encompasses informational, performative, functional, and

epistemological domains. People can read, write, listen, and speak using the symbols utilized
at the performative level. Functionally speaking, individuals can use language for everyday
necessities like reading and for survival purposes articles, guides, or guidelines. People can at
the informational level linguistic proficiency to access knowledge, but at the epistemic level,
they are capable of communicating in the target language. 1

1
Kalayo Hasibuan and Muhammad Fauzan Ansyari. 2007. Teaching English as a Foreign Language
(TEFL).Pekanbaru: Alaf Riau Graha UNRI Press.

4
 B. Identification of the Problem
The ubiquitous presence of “Wh-Question” in language prompts an exploration into
their multifaced nature, delving into the complexities underlying their structure, function, and
role in linguistic development and communication. The core problem lies in unraveling the
intricate mechanism that govern “Wh-Question” across languages, understanding their
varying syntactic, semantic, and pragmatic nuances, and comprehending their impact on
language acquisition, cognitive processes, and cross-culturalcommunication. This
investigation seeks to address the fundamental questions surrounding “Wh-Question”:

1. What are the definitions of “Wh-Question”?

2. What are types of “Wh-Question”?
3. What are the examples of usage of “Wh-Question”?

5
 CHAPTER II
LITERATURE REVIEW

A. Definition of Wh-Question
Information Questions (Wh-Questions and how) are forms of questions that ask for
information using Question Words. Often called Wh-questions because all question words
begin with Wh-, except How. Question Words (QW) include: What, Who, Whom, Whose,
Why, Where, When, Which and How. Because these Question Words consist of 9 question
words, they are commonly called 8W+1..2

Therefore, Information Questions (Wh-questions and How) Are questions that ask for
information using Question Words. Often called a Wh-question because all question words
begin with Wh-, except How. Included in Question Words (QW) are: What, Who, Whom,
Whose, Why, Where, When, Which and How.3

B. WH Questions Formula
The following is the formula for WH-Questions.

WH Question + Auxiliary Verb (to be, do, have) + Subject + Main Verb +
Question Mark (?)
 Who opened the window?
Siapakah yang membuka jendelanya?
Bukan
Who did open the window
Siapakah yang membuka jendelanya?

 What happened last night?

Apa yang terjadi kemarin malam?
What are you doing?

Apa yang kamu lakukan?

2
Fatimah Kesuma Astuti dan Fery Adrianto, Modul Perkuliahan Mata Kuliah Bahasa Inggris II. 2017.
Akademi Manajemen Informatika dan Komputer Baturaja. Hlm. 1.
Crystal, David. "English as a Global Language." Cambridge University Press.(2016)
3
Celce-Murcia, Marianne, et al. "Teaching English as a Second or Foreign Language." Heinle ELT.
(2018)
6
  When is your birthday?
Kapan ulang tahunmu?

 Where do you live?

Dimana kamu tinggal?
 Whose car is that?
Mobil siapa itu?

Wh questions are used to communicate in English, make friends, and learn about the
world around us. Wh questions also help us to develop grammar, vocabulary and
comprehension skills 4

C. Difference Between Yes-No Questions and Information Questions

From the picture above, it is clear the difference between Yes-No Questions and
Information Questions. A yes / no question = a question that can be answered by “yes” or
“no”. For example:

A: Does Ann live in Montreal?

B: Yes, she does. OR. No, she doesn’t.

An information question = a question that asks for information by using a question

word: where, when, why, who, whom, what, which, whose, how.

A: Where does Ann live?

B: In Montreal.

From the explanation above, it is clear the difference between Yes-No Questions
and Information Questions. Information Questions, where yes/no questions are a form of
question that can be answered can be answered with a Yes or No answer, while information
questions are questions that aim to ask for information by using question words, namely
where, when, why, who, whom, what, which, whose, and how.

4
Crystal, David. "English as a Global Language." Cambridge University Press.(2016)
7
 Information Questions, where yes/no questions are a form of question that can be
answered by can be answered with a Yes or No answer, while information questions are
questions that aim to ask for information by using question words, namely where, when,
why, who, whom, what, which, whose, and how.

D. Types, Functions, and Examples of Wh-Questions

No. Wh-Questions Function Contoh

1. What (apa) Ask for the name of an 1. Question: What is that?
object, the name of a Answer: That is an
person or a type of apple.
profession. 2. Question: What are
you? Answer: I am a
soldier.
3. Question: What is your name?
Answer: My name is Ivanka.
2. Who (siapa) Asking the person as 1. Question: Who are you?
the subject. Answer: I am Joko
Pinurbo.
2. Question: Who writes the
letter?Answer: Martin does.
3. Who is very beautiful?
Answer: Agnes Monica is very
beautiful. 5
3. Whom (siapa) Asking the person as 1. Question: Whom do you
the object. meet? Answer: I meet Inul
Daratista.
2. Question: Whom is she looking for?
Answer: She is looking for Brian
Safina.

5
Celce-Murcia, Marianne, et al. "Teaching English as a Second or Foreign Language." Heinle
ELT.(2018)
8
4. Whose Ask the owner of an object. 1. Question: Whose bag is
(milik siapa) this? Answer: This is my
bag
2. Question: Whose sister is the girl?
Answer: She is my sister
5. Why (mengapa) Ask for the reason or 1. Question: Why do you come late?
cause of something Answer: Because I missed the bus
happening. this morning
2. Question: Why is Mrs. Julia
veryhealthy?
3. Answer: Because she does sport
every morning.
4. Question: Why do you love me?
5. Answer: Because you are very rich.
6. Where (dimana) Ask for a place. 1. Question: Where does Alicia study?
Answer: She studies in SMPN 03
Wonogiri.
2. Question: Where do you go every
day? Answer: I go to school every
day.
3. Question: Where is the library?
Answer: The library is beside the
hall.
7. When (kapan) Asking for time. 1. Question: When does Alfian get up?
Answer: He gets up at five o‟clock
every morning.
2. Question: When did you go to
Eromoko?Answer: I go to Eromoko
last week.
3. Question: When do you go to
school? Answer: I go to school at
06.30.

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 E. Additional Explanation of Who, Whom, and How
1. Who, as the subject

a. Who is used to ask about people (as the subject).

For examples, you can see the sentences below:

a. Who is that? [Siapa itu?]

b. Who is going to come with Messi? [Siapa yang akan datang dengan Messi?]
c. Who is she dating now? [Siapa yang sedang dia kencani sekarang?]
d. Who can help me bring this table? [Siapa yang bisa membantu saya
membawa meja ini?]
e. Who were you calling? [Siapa yang sedang Anda telepon? ]
f. Who will you invite to the party? [Siapa yang akan Anda undang ke pesta?]

i. In addition, who can also be directly followed by a verb. Take a look at the examples in
1. Who wants to eat? [Siapa yang mau makan?]
2. Who cares? [Siapa yang peduli?]
3. Who won the match? [Siapa yang memenangkan pertandingan?]
4. Who wrote the Harry Potter? [Siapa yang menulis Harry Potter?]

3. Whom (Who, as an object)

Unlike who, whom is used to ask about people as objects. The example sentences
are described in teks 2 as follows:

Difference between whom and whom:

a. Who

Question : Who will carry the table? (Siapa yang akan membawa meja ini?)

b. Whom

Question : Whom did you ace? ( Siapa yang anda lihat?)

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 Answer : I saw Parto. [saya melihat parto. (Parto di sini sebagai objek)]

4. How, How much, How much (Bagaimana, Berapa, Seberapa)

How is usually used to ask about method, condition/quality, news/health of a person,

amount (which can and cannot be counted), age, distance, duration, and frequency.
Example sentences are as follows:

a. How does the washing machine work? [Bagaimana cara kerja mesin cuci?]

b. How was your exam? [Bagaimana ujian Anda?]

c. How are you? [Bagaimana kabar Anda?]

d. How many children does Parto have? [Berapa banyak anak yang Parto miliki?]

e. How much money have you spent this month? [Berapa banyak uang yang telah Anda
habiskan bulan ini?]

f. How old are you? [Berapa usia Anda?]

g. How far is Bali from Jakarta? [Seberapa jauh Bali dari Jakarta?]

h. How long can you go? [Berapa lama Anda bisa pergi?]

i. How often do you visit your grandmother? [Seberapa sering Anda mengunjungi nenek
Anda?]

F. How to form Wh-Questions

WH-question is formed with the aid of one of the following simple interrogative
words (Q-words); Who, Whom, Whose, What, Which, When, Where, Why and How. 6

Things to remember in forming/creating Wh-Questions are:

1. Tense.

6
Dadang Hidayat. A Study on the Students’ Difficuties in Using Request and Wh-Question: A Case
study at the First Grade Students of SMKN 1 Mataram. 2017. Page 8-22.

11
2. Does it have a main verb or not? If it has a main verb, use the formula

3. QASM (Question word, Auxiliary verb, Subject, Main verb).

4. Is it accompanied by an adverb or not?

For more details, please refer to the table below:

Tense Question Auxiliary Subject Main Description

word verb verb

Simple What Does Sarah think about the project?

Present

What Is your name? – –

What Are You doing? –

What Would You do if you have a

million dollars?

Where Are You – now?

Why Do You love me?

Who Is she? – –

How Does the washing work? –

machine

How many Do You have? –

kids

Simpe Past What Did You do yesterday?

When Did You create the blog?

Where Did You buy that T-shirt?

Why Were You late? –

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G.The Intervention
The Intervention used in this study was the WH-questions strategy and poetry.
Specifically, each line of the poem contained WH-questions in it. The first line had one
WH-question, followed by two questions in the second line and three questions in the third
line. During English lessons, the pupils were instructed to write a short poem using the WH-
questions in each line. The WH-questions used in this poem were Who, What, Where or
How questions and this was adapted from Azar and Betty (2006). The following (Figure 1
and Figure 2) are the body of poems using WH-questions.

Who
Who, What
Who, What, Where/How

Figure 1: Poem Format

A cat (Who)
A cat runs (Who, What)
A cat runs behind my house (Who, What, Where)

Figure 2: Example of a Poem

Steps to write a poem:

1) Pupils are asked to create a poem using their surroundings or based on their observation.

2) The first who refers to who the pupils see doing the action.

3) The second refers to the action done by the subject.

4) Where or how refers to the place or how the action is done.

5) They will write down the object, action and places of their surrounding into a poem. 7

7
Zachary Farouk Chai; Suyansah Swanto; Wardatul Akmal Din; Irma Wani Othman. Using WH-
Questions Strategy and Poetry to Improve Writing Skills Among ESL Malaysian Primary School Learners

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 CHAPTER III
EXERCISE

A.Reading 1

Bussiness education enters the Milennium Era

According to Gates & Hemingway, the new millennium is characterized by a new era
called the era of velocity. In this new era, information, decisions, and actions will take place
at the speed of trought. This leads to faster changes in business characteristics, easier access
to information, changing lifestyles and consumer expectations of the business world, as well
as faster quality improvement and refinement of business processes. All of this is facilitated
by the digitization of information flows (especially through internet networks) which are
increasingly sophisticated.
According to Drucker, the implication of one of the biggest challenges for universities
in order to prepare graduates to face the new millennium is to form an intellectual attitude
that includes mastering how to learn to learn (learning to learn) which is supported by four
pillars: Learning to live together, learning to know, learning to do, learning to be.
Furthermore, Drost said that, defining an intellectual as someone who is gifted in education
and experience, he is a person who is able to understand the world. His education and
experience become a person who is open to all realities, able and capable of associating with
any group, free but respectful to high-ranking people, but no less respectful to ordinary
people; In other words, an intellectual is a critical, ethical and moral person.
Kanungo & Mendonca, Quaccuarelli that, In the context of business education,
universities are required to be able to produce future alumni with a number of characteristics,
including: critical and academic achievement, entrepreneurial spirit, creative and independent
(able to learn to learn), 'literate' technology and internet savvy mastering more than one
international language. High ability in inter-personal communication, cross-cultural
understanding, potential as a leader, able to design their own expected career path
(employability), ethical from purpose, pride, patience, persistence and perspective), and has
high moral standards.

During Post-Pandemic, Vol. 7, No. 48, ISSN: 0128-164X. 2022. International Journal of Education,
Psychology, and Counseling. Page 363-368.

14
 All of this has resulted in an increasingly urgent need to reform HEIs, particularly
with regard to products (e.g. curricula and courses offered), processes (admissions,
registration, teaching and learning, student affairs, etc.), services (facilities and support and
special services), human resources (academic and non-academic staff) and the environment
(sensitivity to social, ethical and environmental issues). Equally important is that HEIs must
be able to provide equality of opportunity for each student to develop themselves according
to their abilities (Drost).
In addition, ethical and moral aspects should also be included in the curriculum, either
in the form of separate courses or integrated in other courses, especially those designed in
such a way that they can support the formation of students' ability to make ethical decisions
and behave ethically. 8

Instruction: Read the text above to answer the questions bellow

1. Question: What areas require reform in Higher Education Institutions (HEIs) according to
the text?
Options:
a) Only curricula and courses offered
b) Processes related to admissions and registration
c) Services concerning facilities and support
d) All of the mentioned areas: products, processes, services, human resources, and
environment
Answer: d) All of the mentioned areas: products, processes, services, human
resources, and environment

2. Question: According to the text, what is an equally important aspect that HEIs should
provide for each student?
Options:
a) Equal financial support
b) Equal opportunities based on merit
c) Equality of opportunity for development according to abilities
d) Equitable access to recreational facilities

8
Rohimah. Pendidikan Bisnis Melalui Era Milenium Baru Tantangan dan Harapan, Vol. 9, No.1,
ISSN: 2686-2107 Jakarta. Ar-Risalah: Jurnal Studi Agama dan Pemikiran Islam. Hlm. 50-62.

15
 Answer: c) Equality of opportunity for development according to abilities

3. Question: How should ethical and moral aspects be included in the curriculum according to
the text?
Options:
a) Separately in every course
b) Only in courses related to ethics and morality
c) Integrated within courses to support ethical decision-making
d) As standalone workshops outside the curriculum
Answer: c) Integrated within courses to support ethical decision-making

4. Question: Which among the following is NOT emphasized as an area needing reform in
the HEI environment?
Options:
a) Sensitivity to social issues
b) Ethical considerations
c) Financial incentives for students
d) Environmental awareness
Answer: c) Financial incentives for students

5. Question: What objective should courses designed to support students' ethical behavior aim
for according to the text?
Options:
a) Instilling fear of consequences for unethical behavior
b) Encouraging competitiveness among students
c) Fostering the ability to make ethical decisions and behave ethically
d) Promoting academic excellence as the primary focus
Answer: c) Fostering the ability to make ethical decisions and behave ethically

16
B. READING II

People with Schizophrenia

Understanding of schizophrenia in this paper, our group will briefly present
information about Schizophrenia as a form of mental disorder that lasts for the long term.
People with mental disorders are people who experience disturbances in thoughts, behaviors,
and feelings manifested in the form of a set of symptoms and / or behavioral changes that are
meaningful, and can cause suffering and obstacles in carrying out the functions of people as
human beings. This is to differentiate from people with psychiatric problems are people who
have physical, mental, social, growth and development, and / or quality of life problems so
that they have the risk of experiencing mental disorders.
This explanation was taken from Law No. 18 of 2014 concerning Mental
Health. Schizophrenia comes from Greek, schizein which means separate or broken and
phren which means soul. Breaking out or mismatch between cognitive and behavioral
effects. Schizophrenia is a functional psychosis with major disturbances in the thinking
process and disharminalization between thought processes, affect or emotion, will and
psychomotor accompanied by distortion of reality, especially due to delusions and
hallucinations, divided associations so that appear incoherence, affect and emotional
inadequate, and psychomotor shows withdrawal, ambivalence and bizarre behavior.
Schizophrenia is a disorder that lasts for at least 6 months and covers at least 1 month
of active phase symptoms. Meanwhile schizophrenia disorders are characterized by positive
symptoms (delusions and hallucinations), negative symptoms (apathy, withdrawal, decreased
thinking power, and decreased affect), and cognitive disorders (memory and attention).
Based on the 10th International Statistical Classification of Diseases and Related
Health Problems or abbreviated as ICD-10 and Comparison of Classification of Diagnosis for
Mental Disorders III or abbreviated PPDGJ III, to establish a diagnosis of schizophrenia must
have at least one of the following clear symptoms. Listed below are the symptoms that appear
in schizophrenics.
1. Thought Echo The contents of his own thoughts that echo and repeat in his head
(not hard) and the contents of the mind repeat, although the contents are the same, but the
quality is different.
2. Thought Insertion or withdrawal the contents of foreign thoughts from outside
enter ked ala his mind (insertion) or the contents of his mind are taken out by something
from outside himself (withdrawal).
17
 3. Thought broadcasting The contents of his mind spread out so that other people or
the public found out.
4. Delution of Control Understanding about itself is controlled by a certain force
from the outside
5. Delution of Influence His understanding of himself is influenced by certain
powers from outside.
6. Delution of Passivity Understanding about himself is helpless and resigned
to outside forces.
7. Delution of Perception Unusual sensory experience that is meaningful is very
distinctive for him, usually mystical or miraculous.
8. Delution of Auditors Hallucinations that comment continuously and so forth

By looking at the symptoms of schizophrenia above, we can see how exactly

a schizophrenic person thinks, so that we can understand the extent to which human rightslaw
in schizophrenics can be applied.9

Instruction: Read the text above to answer the questions bellow

1. Question:
What is the duration requirement for the diagnosis of schizophrenia?
A) 3 months
B) 6 months
C) 9 months
D) 12 months
Answer: B) 6 months

9
Rohimah. Forms of Human Rights Violations Faced by People with Schizophrenia, Vol. 5, No.1,
ISSN: 2686-2107. 2020. Jakarta. Ar-Risalah: Jurnal Studi Agama dan Pemikiran Islam. Hlm. 87-94.

18
 2. Question:
Which of the following symptoms is NOT characteristic of schizophrenia?
A) Thought Echo
B) Delusion of Perception
C) Delusion of Grandeur
D) Thought Broadcasting
Answer: C) Delusion of Grandeur

3. Question:
What does "schizein" mean in the term "schizophrenia"?
A) Soul
B) Separate or broken
C) Thought
D) Reality
Answer 3: B) Separate or broken

4. Question:
What are the three main categories of symptoms seen in schizophrenia according to the
text?
A) Positive, neutral, cognitive
B) Positive, negative, cognitive
C) Positive, withdrawal, hallucinatory
D) Negative, cognitive, perceptual
Answer: B) Positive, negative, cognitive

5. Question:
Which symptom involves the belief that one's thoughts are being controlled by an
external force?
A) Thought Echo
B) Thought Insertion
C) Delusion of Control
D) Thought Broadcasting
Answer: C) Delusion of Control

19
C. Listening
In the listening test, you will be asked to demonstrate how well you understand
spoken English. The entire listening test will last approximately 45 minutes. There are four
parts, and directions are given for each part. You must mark your answers on the separate
answer sheet. Do not write your answers in your test book.

Part 1: Photographs
Instructions: for each question in this part, you will hear four statements about a
picture in your test book. When you hear the statements, you must select the one statement
that best describes what you see in the picture. Then find the number of the question on your
answer sheet and mark your answer. The statements will not be printed in your test and will
be spoken only one time.

1. Look at the picture marked number 1 in your textbook.

(A)
(B)
(C)
(D)
2. Look at the picture marked number 2 in your textbook.

(A)
(B)
(C)
(D)

3. Look at the picture marked number 3 in your textbook.

(A)
(B)
(C)
(D)

20
4. Look at the picture marked number 4 in your textbook.

(A)
(B)
(C)
(D)

5. Look at the picture marked number 5 in your textbook.

(A)
(B)
(C)
(D)

6. Look at the picture marked number 6 in your textbook.

(A)
(B)
(C)
(D)

7. Look at the picture marked number 7 in your textbook.

(A)
(B)
(C)
(D)

8. Look at the picture marked number 8 in your textbook.

(A)
(B)
(C)
(D)
21
9. Look at the picture marked number 9 in your textbook.

(A)
(B)
(C)
(D)

10. Look at the picture marked number 10 in your textbook.

(A)
(B)
(C)
(D)

22
D. WRITING
To : Amelia Sahara, S.Pd

From : Ahmad Kurnia,M.Pd

Date : February 25, 2016

Subject : Proposal of International Educational Conference

During the next month starting on March 2nd, we are going to conduct a conference
titled International Educational Conference. This conference will be attended by 54
representatives from 27 countries. The conference will discuss about the methods in teaching
and training for teachers. Please kindly send me the proposal related to this event to my room
today as soon as possible.

Exercise

Write a memo based on the following description!

Ahmad Kurnia asked Amelia to send him a proposal regarding the International
Education Conference that will be held starting on March 2. The conference will discuss
teaching methods and training for teachers and will be attended by 54 representatives from 27
countries. Ahmad Kurnia requested a proposal for the event as soon as possible.

E.Vocabulary
easier = lebih mudah

refinement = penyempurnaan

digitization = digitalisasi

increasingly = semakin banyak

furthemore = lebih jauh lagi

gifted = berbakat

become = menjadi

capable = mampu

required = diperlukan

23
entrepreneurial = wirausaha

able = mampu

ability = keahlian

purpose = tujuan

pride = kebanggaan

patience = kesabaran

disturbances = gangguan

disharminalization = disharminalisasi

accompanied = mendampingi

withdrawal = penarikan dana

emphasis = penekanan10

10
https://www.deepl.com/translator?u

24
 REFERENCES

Chai, Z. F., Swanto, S., Din, W. A., & Othman, I. W. (2022). Using WH-Questions Strategy and
Poetry to Imrpove Writing Skills Among ESL Malaysian Primary School Learners During
Post-Pandemic. International Journal of Education, Psychology and Counseling, 7(48), 359–
368. https://doi.org/10.35631/ijepc.748027
Hasbiah. (2021). Makalah Bahasa Inggris: WH-Question Dalam Bentuk Simple Present Tense.
Hidayat Dadang. (2017). A Study On the Students’ Difficulties In Using Request And WH-
Question: A Case Study At The First Grade Students OF SMKN 1 Mataram.
Irawan, G. (2013). Interferensi Struktur WH-Questions Pada Karangan Dialog Mahasiswa
Semester V di Universitas Islam Negeri Malang.
Luphita Mufi, A., & Adnan, A. (2013). Teaching Listening News Item Text by Giving News Video
and WH-Question To Senior High School Students.
Muin, J. (2016). Acquisition of English WH-Questions By Kadazandusun Speakers in Malaysia.
Rohimah. (2018). Improving Students’ Motivation In Writing Descriptive Texts By Using Mind
Mapping Technique At SMA Labs School Keizen.
Rohimah. (2019a). A Genre Based Approach In Improving Students’ Writing Narrative Text.
Rohimah. (2019b). Pendidikan Bisnis Memasuki Era Milenium Baru Tantangan dan Harapan.
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