ANALISIS ENGLISH LEARNING ELEMENTARY SCHOOLSESING INTERPRETIVE QUESTION WORLD &PASSIVE VOICE

Abstract

This study aims to conduct an in-depth analysis of English language learning at the elementary school level, with a particular focus on the use of interpretive question words and the passive voice in both teaching and student comprehension. Specifically, the main objective of this research is to evaluate the extent to which elementary school English teachers understand and integrate interpretive question words—such as “why,” “how,” and “what if”—as well as passive voice constructions into their lesson content, teaching activities, and assessment methods. The study also seeks to identify the challenges faced by both teachers and students in accurately understanding and applying these grammatical features. Moreover, this research aims to examine the level of mastery students have regarding these language structures,taking into account their age and grade level. It also seeks to assess the effectiveness of teaching strategies in fostering students’ critical thinking, interpretive skills, and their abilities in writing and speaking English. Another important goal of this study is to formulate strategic recommendations that can be utilized by educators, curriculum developers, and other stakeholders to improve the quality of English instruction in elementary schools. This is particularly relevant for enhancing students’ grasp of more complex yet essential language components—such as interpretive question words and the passive voice—which are fundamental in developing strong communication skills and analytical thinking abilities for future academic and social success.