PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI - USD ...

ERRORS ON THE USE OF CONDITIONAL SENTENCES

AMONG THE STUDENTS

OF THE ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

A THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By Fransisca Wuri Krissanti

Student Number: 051214079

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

2011

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

i

ERRORS ON THE USE OF CONDITIONAL SENTENCES

AMONG THE STUDENTS

OF THE ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

A THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By Fransisca Wuri Krissanti

Student Number: 051214079

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

2011


iv

PAGE OF DEDICATION

““““There is an appointed time for There is an appointed time for There is an appointed time for There is an appointed time for everything, and a time for every everything, and a time for every everything, and a time for every everything, and a time for every affair under the heavens.affair under the heavens.affair under the heavens.affair under the heavens. He has He has He has He has made everything appropriate to its made everything appropriate to its made everything appropriate to its made everything appropriate to its time, and has put the timeless into time, and has put the timeless into time, and has put the timeless into time, and has put the timeless into their hearts, without men's ever their hearts, without men's ever their hearts, without men's ever their hearts, without men's ever discovering, from beginning to end, discovering, from beginning to end, discovering, from beginning to end, discovering, from beginning to end, the work which God has done.the work which God has done.the work which God has done.the work which God has done.” ” ” ”

EcclesiastesEcclesiastesEcclesiastesEcclesiastes 3:1.113:1.113:1.113:1.11

This thesis is dedicated to my beloved parentsThis thesis is dedicated to my beloved parentsThis thesis is dedicated to my beloved parentsThis thesis is dedicated to my beloved parents,,,,

Ignatius Suhardi and Anastasia SudartiIgnatius Suhardi and Anastasia SudartiIgnatius Suhardi and Anastasia SudartiIgnatius Suhardi and Anastasia Sudarti


vi

ABSTRACT

Krissanti, Fransisca Wuri. 2011. Errors on The Use of Conditional Sentences among the Students of the English Language Education Study Program. Yogyakarta: Sanata Dharma University.

Conditional sentences topic is one of the important topics learnt in English Education Study Program. It has three types which make conditional sentences difficult to understand. Those three types have different pattern and meaning. This case makes the students of the English Language Education Study Program still make errors. Whereas, they are prepared to be English teachers who have to master them.

There are two research questions which are presented in this study: (1) What are the errors made by the fifth semester students of the English Language Study Program of Sanata Dharma University in the use of conditional sentences? and (2) What are the factors which cause the students to make errors in the use of conditional sentences? In order to answer those research questions, the writer used survey as her method research. The participants of this research were the fifth semester students of the English Language Education Study Program. The writer conducted the research in two classes in Structure V class in the academic year 2010/2011.

The writer constructed test and questionnaire as the instruments of this research. The test was arranged to measure the students’ understanding on conditional sentences. Besides, the writer also used questionnaire as the instrument. The questionnaire was used to find out the factors which cause the students to make errors in the use of conditional sentences.

Based on the gathered data, the writer found that there were many students who still had problems in using conditional sentences. There were only 29.82% of the total students who fulfilled the minimum standard score of mastery which was written in the academic regulation of Sanata Dharma University. Based on the analized data of the test, it can be seen that they faced difficulties when they had to complete the conditional sentences. They also had the problem in making conditional sentences by using the correct type and tense when they were given the fact. Then, they also shared their problems by answering questions in the questionnaire which was constructed based on some criteria. Based on their responses in the questionnaire, most of the students agreed that conditional sentences topic was an important and difficult topic. Nevertheless, most of them could understand conditional sentences at the time they learn. It is because they have already known conditional sentences before. In the next criterion, some of them had high motivation in learning conditional sentences, but some of them had no motivation. Moreover, some of them agreed that having more exercise could help them to understand conditional sentences. Besides, the appropriate method in explaining conditional sentences is also have big role in helping them to understand conditional sentences. The last, they admitted that time, class, and social really affect their teaching-learning activities. Besides, there were seven


vii

problems which cause the students to make errors. They are memorizing, differentiating, understanding, class influence, practicing, mood, and presence.

Based on the result of the data analysis, there is conclusion that there were many students who had problem in understanding conditional sentences. It can be influenced by many factors mentioned above. Therefore, there were also the suggestions for the lecturers, students, and other researchers. For the lecturers, it is recommended to give more attention to students’ understanding and ability. For the students, it is recommended to pay attention to the lecturers when the lecturers give the explanation. The last was the suggestion for the other researchers. It is recommended to explore or modify this research in order to have the better result. Keywords: error, conditional sentences


viii

ABSTRAK

Krissanti, Fransisca Wuri. 2011. Errors on The Use of Conditional Sentences among the Students of the English Language Education Study Program. Yogyakarta: Universitas Sanata Dharma.

Kalimat pengandaian adalah salah satu topik penting yang dipelajari di Program Studi Bahasa Inggris. Kalimat pengandaian mempunyai tiga tipe yang membuatnya susah untuk dipahami. Ketiga tipe tersebut mempunyai pola dan arti yang berbeda. Hal ini membuat mahasiswa Program Studi Pendidikan Bahasa Inggris masih saja membuat kesalahan. Padahal mereka dipersiapkan untuk menjadi guru yang harus bisa menguasainya.

Ada dua pertanyaan dalam penelitian ini: (1) Kesalahan apakah yang dibuat oleh mahasiswa semester lima program studi Pendidikan Bahasa Inggris dalam penggunaan kalimat pengandaian? dan (2) Apa saja faktor-faktor yang menyebabkan mahasiswa membuat kesalahan dalam penggunaan kalimat pengandaian? Untuk menjawab pertanyaan-pertanyaan tersebut, penulis menggunakan survey sebagai metode peneliannya. Partisipan dalam penelitian ini adalah mahasiswa semester lima Program Studi Pendidikan Bahasa Inggris. Penulis melakukan penelitian di dua kelas dalam kelas Structure V tahun ajaran 2010/2011.

Penulis membuat tes dan kuesioner sebagai instrumen penelitian. Tes disusun untuk mengukur pemahaman mahasiswa tentang kalimat pengandaian. Selain itu, penulis juga memakai kuesioner sebagai instrumen. Kuesioner digunakan untuk menemukan faktor-faktor yang memungkinkan yang menyebabkan mahasiswa membuat kesalahan dalam penggunaan kalimat pengandaian.

Berdasarkan data yang terkumpul, penulis menemukan bahwa masih banyak mahasiswa yang masih mempunyai masalah dalam penggunaan kalimat pengandaian. Dari data tersebut, hanya ada 29.82% dari total mahasiswa yang bisa memenuhi standard nilai minimum penguasaan seperti yang di tuliskan dalam Peraturan Akademik Universitas Sanata Dharma. Dari hasil analisis data dari tes, dapat dilihat bahwa mereka mengalami kesulitan ketika mereka harus melengkapi kalimat pengandaian. Mereka juga mempunyai malasah dalam membuat kalimat pengandaian dengan menggunakan pola dan bentuk waktu yang tepat ketika mereka diberikan fakta. Selain itu, mahasiswa juga membagikan masalah mereka dengan menjawab pertanyaan-pertanyaan di kuesioner yang disusun berdasarkan beberapa kriteria. Berdasarkan respon mereka dalam menanggapi pertanyaan-pertanyaan di kuesioner, sebagian besar mahasiswa setuju bahwa kalimat pengandaian merupakan topik yang penting dan susah. Meskipun begitu, sebagian besar dari mereka dapat memahami kalimat pengandaian pada waktu mereka mempelajarinya. Hal itu dikarenakan mereka sudah mengenal kalimat pengandaian sebelumnya. Pada kriteria berikutnya, beberapa mahasiswa mempunyai motivasi tinggi dalam belajar kalimat pengandaian, tetapi beberapa dari mereka tidak mempunyai motivasi. Selanjutnya, beberapa mahasiswa setuju bahwa dengan melakukan banyak latihan dapat membantu mereka untuk


ix

memahami kalimat pengandaian. Selain itu, pemilihan metode yang cocok dalam menjelaskan kalimat pengandaian juga mempunyai peranan besar dalam membantu mereka untuk memahami kalimat pengandaian. Yang terakhir, mereka mengakui bahwa waktu, kelas, dan sosial sangat mempengaruhi kegiatan belajar-mengajar. Selain itu, ada tujuh masalah yang menyebabkan mahasiswa membuat kesalahan. Hal-hal tersebut adalah mengingat, membedakan, memahami, pengaruh kelas, latihan, suasana hati, dan kehadiran.

Berdasarkan hasil analisis data, ada kesimpulan yang bisa ditarik yaitu bahwa ada banyak mahasiswa yang mempunyai masalah dalam pemahaman kalimat pengandaian. Hal itu bisa dipengaruhi oleh banyak faktor seperti telah disebutkan diatas. Oleh karena itu, ada juga saran-saran untuk dosen, mahasiswa, dan peneliti lain. Untuk dosen, disarankan untuk memberikan perhatian lebih pada pemahaman dan kemampuan siswa. Untuk mahasiswa disarankan untuk memperhatikan dosen ketika dosen sedang menjelaskan dan mencoba untuk mencari cara lain untuk meningkatkan pemahaman mereka. Yang terakhir untuk peneliti lain. Disarankan untuk bisa melakukan penelitian lebih atau memodifikasi penelitian ini untuk bisa mendapatkan hasil yang lebih baik. Kata kunci: kesalahan, kalimat pengandaian


xi

ACKNOWLEDGEMENTS

I would like to dedicate my deepest and greatest attitude to Jesus Christ

for everything he has given to me. His blessings and everlasting love have

strengthened me in the difficult situation. I also thank to Mother Mary for her

companion in my hard time.

My deepest appreciation goes to my major sponsor, Made Frida Yulia

S.Pd., M.Pd., for her willingness to spend her precious time to read and check my

thesis. Her advices, criticisms, suggestions help me to accomplish this thesis. I

also thank her for her patience in guiding me.

My sincere appreciation goes to Caecilia Tutyandari, S.Pd., M.Pd. and

Dra. Sri Joeliantini for the permission to administer the test in their classes. I

would like to thank all the fifth semester students of the English Language

Education Study Program for their willingness to be the participants for this

research.

I would like to express my deepest love and appreciation to my parents,

Ignatius Suhardi and Anastasia Sudarti for their love, patience, support,

encouragement and never ending prayers. I could not finish my study without

them. My sincere gratitude goes to my brother and sister for always encouraging

me to finish my study. Thanks for their advices, support, prayers and love.

My special thanks go to my beloved boyfriend, Immanuel Brahma

Adhyaksa Rubianto for his love, prayers and support in my difficult time. I

thank to his family who always supports me. My sincere gratitude goes to my best


xii

friends, Gabriela Bunga Pramudhita, Wuri Krisharyanti , Melati Sunarsari

Suryani, Ria Agatha Cindy Stefani, and Agustina Ari Wisudawati for their

support and advices given. I also thank them for the precious and unforgettable

time we have spent together. I could not understand the importance of having and

being a good friend without them. Our friendship has made me understand the

meaning of togetherness.

I would like to thank to my classmates, Sano, Molen, Panda, Ruma,

Sancrut, Taju , Antris , Bunga, Indro , Andre, Rindang, Putri , Rere, Adit ,

Toto, Puri , Mega, Dinar , Angga, Mui , Mayang, and Agung. My special thanks

go to Rindang and Bunga for their willingness to read my thesis draft. Besides, I

also thank Wahyu, Mas Andre, Thomas, Miss Suzi, Tyo and Mas Panji for

their support and prayers. I would also like to express my gratitude to Pranti ,

Mujmuj, Penpen and Sisca for their support and companion. I thank them for the

time we have spent together to laugh and share many precious stories.

Finally, I would like to express my gratitude to those whose names I

cannot mention here one by one. God bless them all.

Fransisca Wuri Krissanti


xiii

TABLE OF CONTENTS

Page

TITLE PAGE ...................................................................................................... i

APPROVAL PAGES .......................................................................................... ii

PAGE OF DEDICATION................................................................................... iv

STATEMENT OF WORK’S ORIGINALITY ................................................... v

ABSTRACT ........................................................................................................ vi

ABSTRAK ............................................................................................................ viii

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH

UNTUK KEPENTINGAN AKADEMIS ............................................................... x

ACKNOWLEDGEMENTS ................................................................................ xi

TABLE OF CONTENTS .................................................................................... xiii

LIST OF TABLES .............................................................................................. xvii

LIST OF FIGURES ............................................................................................xviii

LIST OF APPENDICES ..................................................................................... xix

CHAPTER I. INTRODUCTION .................................................................... 1

A. Research Background ........................................................ 1

B. Problem Formulation ......................................................... 4

C. Problem Limitation ............................................................ 5

D. Research Objective ............................................................ 6

E. Research Benefits ............................................................... 6

F. Definition of Terms ............................................................ 7


xiv

CHAPTER II. REVIEW OF RELATED LITERATURE ................................ 11

A. Theoretical Description ...................................................... 11

1. Conditional Sentences ................................................. 11

a. Definitions ................................................................... 11

b. Types of Conditional Sentences .................................. 11

1) Conditional Sentences Type 0 .................................... 12




5) Mixed Conditionals ..................................................... 13

c. Grammatical Changes ................................................. 13

1) Tense ........................................................................... 13

2) Modal Auxiliary .......................................................... 16

3) General Truth .............................................................. 17

4) Connectors .................................................................. 17

2. Errors ........................................................................... 18

a. Definition .................................................................... 18

b. The Purpose of the Study of Errors ............................. 19

3. Mistakes ...................................................................... 19

4. Errors Versus Mistakes ............................................... 19

B. Theoretical Framework ...................................................... 20


xv

CHAPTER III. METHODOLOGY .................................................................... 23

A. Research Method................................................................ 23

B. Research Participants ......................................................... 24

C. Research Instruments ......................................................... 25

1. Validity ....................................................................... 27

a. Content Validity .......................................................... 27

b. Construct Validity ....................................................... 28

c. Face Validity ............................................................... 28

2. Reliability .................................................................... 29

D. Data Gathering Technique ................................................. 30

E. Data Analysis Technique ................................................... 31

F. Research Procedure ............................................................ 32

CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION ........................ 34

A. Data Presentation ............................................................... 34

1. The Test ...................................................................... 34

a. The Students’ Achievements in Each Part of the Test 35

b. The Students’ Total Scores of the Whole Part of the

Test .............................................................................. 37

c. The Questionnaire ....................................................... 39

B. Discussion .......................................................................... 40

1. The Errors Made by the Fifth Semester Students ....... 40

a. Conditional Sentences Type 1 .................................... 40


xvi

1) Part A .......................................................................... 41

2) Part B .......................................................................... 44

b. Conditional Sentences Type 2 .................................... 46

1) Part A .......................................................................... 46

2) Part B .......................................................................... 49

c. Conditional Sentences Type 3 .................................... 52

1) Part A .......................................................................... 52

2) Part B .......................................................................... 55

2. The Factors Which Cause the Students to Make

Errors ........................................................................... 57

CHAPTER V. CONCLUSIONS AND SUGGESTIONS ................................. 66

A. Conclusions ........................................................................ 66

B. Suggestions ........................................................................ 68

1. Suggestions for the Lecturers of the English

Language Education Study Program .......................... 68

2. Suggestions for the Students of the English

Language Education Study Program .......................... 69

3. Suggestions for Other Researchers ............................. 70

REFERENCES .................................................................................................... 71

APPENDICES .................................................................................................... 74


xvii

LIST OF TABLES

Table Page

2.1 Summary of Basic Verb Form Usage in Conditional Sentences ................. 15

2.2 The Semantic Relationships Expressed by Conditional Subordinators

in English ..................................................................................................... 18

3.1 The Classification of Reliability Coefficient ............................................... 30

4.1 The Students’ Scores in Part A .................................................................... 35

4.2 The Students’ Scores in Part B .................................................................... 36

4.3 Students’ Scores in the Whole Part of the Test ............................................ 37

4.4 The Students’ Scores Based on the Score Category .................................... 39

4.5 Students’ Problems ...................................................................................... 64


xviii

LIST OF FIGURES

Figure Page

2.1 The Historically-Based Relationship of the Modal Auxiliary ..................... 16

4.1 The Percentage of the Students’ Responses on the First Aspect ................. 58

4.2 The Percentage of the Students’ Responses on the Second Aspect ............. 59

4.3 The Percentage of the Students’ Responses on the Third Aspect ................ 61

4.4 The Percentage of the Students’ Responses on the Fourth Aspect .............. 62

4.5 The Percentage of the Students’ Responses on the Fifth Aspect ................. 63


xix

LIST OF APPENDICES

Appendix 1 The Permission Letter.................................................................. 75

Appendix 2 The Blueprint of the Test ............................................................. 76

Appendix 3 The Test ....................................................................................... 78

Appendix 4 The Answers’ Key ....................................................................... 81

Appendix 5 The Blueprint of the Questionnaire ............................................. 82

Appendix 6 The Questionnaire ....................................................................... 85

Appendix 7 The Samples of the Students’ Sheet ............................................ 88

Appendix 8 The Frequency and Percentage of the Students’ Responses on the

Questionnaire ............................................................................... 98

Appendix 9 The Students’ Scores ................................................................... 99

Appendix 10 The Calculation of the Reliability ............................................... 101


1

CHAPTER I

INTRODUCTION

This chapter explains the introduction of the study. It has six parts. Those

six parts are research background, problem formulation, problem limitation,

research objectives, research benefits and definition of terms.

A. Research Background

English is an important language in educational life since it is an

international language. Many books are written using English. In this

globalization era, people need to communicate with foreigners who have different

language. Therefore, people are expected to master the English language so that

they can communicate well.

Based on that requirement, many schools provide English as one of the

subject matters in order to make their students able to master English and

communicate using English well. Reaching that goal is not easy. Schools must

provide very good facilities including the teachers. A good English teacher who

masters English well is needed very much in order to reach that goal.

As candidates of English teachers, the English Language Education Study

Program students are supposed to master all the things related to the English

language as the subject matter, including the skills and the language elements. In

the English language, there are four skills which have to be mastered by learners

and teachers. Those are listening, speaking, reading, and writing. Beside those


2

four skills, the English language also has the language elements such as grammar,

pronunciation, and vocabulary. In order to be good teachers, the teacher

candidates should master those things because good teachers are not only able to

understand the English language for themselves, but also must be able to help

their students, especially in using English grammar.

Indonesia has English language as their foreign language and the pattern

of the sentences in Indonesian and English language are different. Therefore, they

have to know well the pattern of each language which they learn. For example,

when people use Indonesian language, they use the same verb to show the actions

which have been done, is being done, and will be done. Another example is when

people want to use conditional sentences. When they use Indonesian language,

they also use the same verb and pattern without caring about the fact. Thus,

foreign language learners should pay attention to those things. In this case, based

on the writer’s experience, many students still have difficulties in understanding

and using the correct grammar. Hence, this is a challenge for teachers and teacher

candidates to overcome this problem, where the role of teachers is needed. They

have to be able to give good explanation and examples so students will understand

well. Therefore, teachers and teacher candidates should master grammar, so they

can be good teachers.

Mastering foreign language, in this case is English language, is not easy.

Many people have problem to do that. One of the problems is the grammar

mastery. Besides having sixteen tenses, the English language also has many other

topics, and one of them is conditional sentences. Many students find the


3

difficulties in understanding this topic. Therefore, teacher should be able to give

such clear explanations and examples in delivering this topic. In order to do that, a

good preparation is inevitably needed for the teacher candidates.

The teacher candidates have to master this topic, especially for senior high

school teacher candidates because they have to explain this topic. This topic is one

of difficult topics in school faced by students. Many students need repetition and

clear explanation to this topic. A clear explanation can only be transferred by a

teacher who understands the topic well. In this case, the teachers must be

competent in mastering conditional sentences so as to be able to explain it to their

students. As a matter of fact, it is important for the teachers to understand the

conditional sentences.

Based on the writer’s experience, she chooses conditional sentences

because this topic has three types which are difficult to learn. Those three types

have different pattern and different meaning. The meaning or the fact of the

conditional sentences can be true in the present or future, untrue in the present or

future and also untrue in the past. Each pattern should correspond with the fact

and it can make them difficult to be differentiated and composed. It can also be

easily forgotten by the language learners.

Furthermore, by conducting some informal interviews on the conditional

sentences, the writer also found that some of the senior students of the English

Language Education Study Program are still confused to differentiate the types of

conditional sentences and they still produce errors in the use of conditional


4

sentences. Moreover, some of them forget what conditional sentences are and how

to produce them.

Beside those reasons, the writer also empirically finds that it is very

difficult to make the students really understand the use of conditional sentences.

When the students learn each type separately, they can understand better, but they

still have difficulties and make mistakes when those three types in conditional

sentences are combined. In this case, the teachers’ knowledge is challenged. They

should master the topic, so that they are able to find a good way in teaching

conditional sentences to overcome the students’ problems.

Since the conditional sentences should be mastered by the teachers, the

English language Education Study Program students, as the teacher candidates,

should be tested on their understanding and mastery in the use of conditional

sentences. The results of this research can show their capability to use conditional

sentences and their understanding in using them. In this research, the writer

chooses the fifth semester students of the English Language Education Study

Program, with the consideration that they have learnt conditional sentences in

semester three in their Structure III course. Therefore, they are supposed to use

conditional sentences correctly. The result of the research is employed to come up

with the suggestions for the lecturers and the students in learning conditional

sentences.

B. Problem Formulation

In this study, the problems are formulated as follow.


5

1. What are the errors made by the fifth semester students of the English

Language Education Study Program of Sanata Dharma University in the use

of conditional sentences?

2. What are the factors which cause the students to make errors in the use of

conditional sentences?

C. Problem Limitation

The research is conducted to the fifth semester students of the English

Language Education Study Program of Sanata Dharma University in the academic

year of 2009/2010. They were chosen since they have learnt conditional sentences

in Structure III course. The research analyses the errors which are made by the

students in producing conditional sentences. A test and a questionnaire are utilized

as the instruments to gather the data. The results of the test are analyzed further to

see the errors which are produced by the students. Moreover, the results of the test

determine their mastery. The data from the questionnaire are used to show the

possible factors which cause the errors.

This study emphasizes the use of conditional sentences types 1, 2, and 3 to

make the scope of the discussion more specific and not too wide. It means that the

instruments made by the writer only check the students’ understanding on the use

of conditional sentences types 1, 2, and 3 and the ability of the students to produce

those types of conditional sentences correctly. Therefore, the questions in the test

check the ability of the students in the use of the conditional sentences types 1, 2,


6

and 3. Whereas, the questions in the questionnaire are used to find the possible

factors which cause the errors.

Due to the fact that the fifth semester students of the English Language

Education Study Program of Sanata Dharma University are in a great number, the

writer selects two classes as a sample which are considered to represent the

population as a whole. Then, the result of the data analysis of the sample will be

generalized to the population. The writer chooses cluster sample as the

representative sample because based on Ary, Jacob, & Razavieh (2002:168)

“cluster sample is in group, not individual, which is randomly selected”.

D. Research Objectives

The objectives of this research are:

1. To find out the errors which students make in producing conditional

sentences.

2. To find out the possible factors which cause the students to make errors.

E. Research Benefits

It is expected that this finding of the research in this study helps the

readers, the students, the lecturers, and the next researchers.

1. For the readers

This research analyzes the students’ errors and the possible causes of

making errors. The result will be discussed and written in this thesis. Besides, this


7

thesis also provides information about conditional sentences. Therefore, this

research may give the information to the readers and enrich their knowledge.

2. For the students

This study also analyzes the students’ problems in learning conditional

sentences. Based on the research finding, the writer finds some possible factors

which cause the students make errors and give the suggestions to overcome the

students to make errors again in the future. Thus, the finding of this research may

help the students of the English Language Education Study Program.

3. For the lecturers

This study analyzes the errors produced by the students and also the

possible causes. Therefore, it may help the lecturers because it may show which

become the students’ weaknesses and strengths. Based on the result of the error

analysis, the lecturers can find another way to transfer the knowledge to the

students and minimize the errors made by the students.

4. For other researchers

This study will also help other researchers. If they will conduct researches

which are almost the same, this study may help them to conduct their researches.

They can also develop this study by changing some parts of this thesis, such as the

participants, the problem limitations, instruments, or something else.

B. Definition of Terms

Related to this research, there are the terms whose definitions need to be

elaborated so as to provide understanding for the readers.


8

1. Conditional sentences

Conditional sentences are used to show the conditional phenomenon.

Conditional sentences have five types: types 0, 1, 2, 3, and mixed type. Each type

has its own fact and pattern. Conditional sentences type 0 are “the statements of

universal truth or general validity” (Graver, 1984: 89). The second type

“expresses something that can be true in present or future” (Azar, 1989: 347).

There is possibility to be truth in the future if in the present it is not true. The third

type “expresses something that is untrue in present or future” (Azar, 1989: 348). It

shows the impossible things in the present or future. The fourth type “expresses

something that has happen in the past and it is not true or it does not happen in the

past” (Azar, 1989: 349). This type shows that the fact did not happen in the past.

The last type is mixed type when we can combine the types of conditional

sentences based on the context (Alexander, 1994: 212). In this study, the

researcher focuses on the use of conditional sentences types 1, 2, and 3 which will

be combined into one test. To know the participants’ understanding, they have to

differentiate them and make good conditional sentences based on each type.

2. Error

Errors are “the flawed side of learner speech or writing” (Dullay, Burt, &

Krashen, 1982: 139). They explain that errors which are caused by fatigue and

inattention are called as performance factors and errors resulting from lack of

knowledge of the rules of the language called competence factor. On the other

hand, an error is “a noticeable deviation from the adult grammar of a native

speaker reflects the competence of the learner” (Brown, 2000: 217). In this case,


9

errors which are produced by the speaker can show their competence. In other

words, an error is caused by lack of knowledge.

In this study, the writer collects the data and analyzes the errors from the

participants’ answers. Any wrong answers in the test are counted as the students’

performance and competence. Brown (2000: 217) states that those performance

and competence factors can influence students to make errors. Whereas, Corder

says in Dullay’s book titled Language Two that “in some of the second language

literature, performance errors have been called “mistakes” while the term “errors”

was removed for the systematic deviations due to the learner’s still-developing

knowledge of the L2 rule system” (Dullay et al., 1982: 139). Nevertheless, it is

still often difficult to determine the deviation between performance and

competence errors without careful analysis. To support this statement, Dullay et

al. (1982: 139) stated that “in order to facilitate reference to deviations that have

not yet been classified as performance or competence errors, we use error to refer

to any deviation from a selected norm of language performance, no matter what

the characteristics or causes of the deviation might be.”

Sometimes, it is very difficult to judge incorrect answer is error or

mistake. Corder in Ellis’ (2003: 50) book argued that the “error analysis should be

restricted to the study of errors.” It means that mistakes should be eliminated from

the analysis. In this research, errors refer to the students’ answers which are

inappropriate from the rule of the conditional sentences without considering they

are errors or mistakes. Ellis (2003: 47) paraphrased George’s statement that “L2


10

learners’ errors are generally viewed as ‘unwanted forms’.” Therefore, in this

study any wrong answers are included as errors.


11

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents two sub-chapters of discussion. The first is the

discussion on the theories related to this study, which is presented in theoretical

description. The second part is theoretical framework which summarizes and

synthesizes the relevant theories to the study.

A. Theoretical Description

In this theoretical description, there are four things which are elaborated.

They are the theories of conditional sentences, error, and error analysis. These

theories will be the basic of the discussion and construction of the instruments.

1. Conditional Sentences

Thomson and Martinet (1986: 196) said that “conditional sentences have

two parts: the if-clause and the main clause.” It means that conditional sentences

are complex sentences that consist of two clauses which are a main clause and a

subordinate clause. The subordinate clause latter typically begins with the

adverbial subordinator if.

a. Types of Conditional Sentences

Thompson and Martinet (1986: 197) said that conditional sentences have

three types. Each type contains a different pair of tenses. There are three types of

conditional sentences and each type has different pattern and meaning. Besides,

there are other types of conditional sentences. Graver (1984: 88) stated that there


12

are four commonest and the most useful types of conditional sentences and those

are types 0, 1, 2, and 3. Furthermore, Alexander (1994: 212) also stated that there

is another type of conditional sentences beside those four types of conditional

sentences. He said that “we do not always have to stick rigidly to the ‘three types

of conditional sentences’ because there are occasions when we can use any tenses

in if clauses, depending on the context.”

1) Conditional sentences type 0

Conditional sentences type 0 is used in “factual discussions or explanatory

(particular scientific and technical) material” (Graver, 1984: 82). The fact of this

type is true because it talks about the factual condition. The tenses used in both

conditional and main clauses are the same. It can use simple present tense and

also simple past tense.

2) Conditional Sentences type 1

Conditional sentences type 1 expresses something which can be true in

present or future. There is possibility to be truth in the future if in the present it is

not true. Azar (1989: 347) also gives the pattern of the conditional sentences type

1.


Conditional sentences type 2 expresses something which is untrue in

present or future. It means that the sentences in this type show the action which

happen at that time, but they are only imagination. The real condition is

contradictory with the expected condition, so the sentences are impossible. In this

study, the “to be” used in this type is “were” because “was” is used in very


13

informal speech but it is not generally considered grammatically acceptable (Azar,

1989: 348).


Conditional sentences type 3 expresses something which has happened in

the past and it is not true or it does not happen in the past. In this type, the

sentences show that the action happened in the past and the “if clause” shows the

impossible things in the past.

5) Mixed conditionals

Beside those three types which are usually used, there is mixed

conditionals. It is called mixed conditional because it uses mixed tenses in

conditional sentences. Alexander (1994: 212) stated that “we do not always have

to rigidly to the three types of conditional sentences because there are occasions

when we can use any tenses in “if clauses”, depending on the context.”

b. Grammatical Changes

This part discusses the grammatical changes in conditional sentences. This

part will be divided into three such as tense, modal auxiliary, general truth, and

connectors. Those parts will discuss clearly and specifically about the tenses,

modal auxiliary and the general truth in conditional sentences which are discussed

in this study.

1) Tense

In conditional sentence type 1, there is no change. All the sentences use

the simple form, both the main clause and the “if clause.” On the other hand, there


14

are changes in types 2 and 3 of conditional sentences. The changes in types 2 and

3 follow these rules.

a) Type 0

Conditional sentence type 0 shows the factual conditions which means that

the fact is true. The tenses used in this type both in the conditional and main

clauses are the same (Graver, 1994: 212). The tenses used in this type can be in

simple present tense and simple past tense.

b) Type 1

Conditional sentence type 1 shows the actions which happen at that time

and the “if clause” show the possible thing which happen or will happen.

Moreover, the tense which is used in this type is simple form. When the if-clause

uses the simple present, the main clause uses the simple present future (Azar,

1989: 347).

c) Type 2

Conditional sentence type 2 shows the actions which happen at that time,

but it tells about the impossible things in the present or future. In type 2, the tenses

which are used in the main clause and in the if-clause are different. When the “if-

clause” uses the simple past, the main clause uses simple past future.

d) Type 3

Conditional sentences type 3 shows the action which happened in the past

and also tells about the impossible things in the past. In this type the tenses which

are used in the main clause and in the “if clause” are also different. When the “if-

clause” uses past perfect, the main clause uses past future perfect.


15

Azar summarized those types and the short explanations about their pattern

and meaning in Table 2.1.

Table 2.1: Summary of Basic Verb Form Usage in Conditional Sentences (Azar, 1989: 347)

MEANING OF THE “IF CLAUSE”

VERB FORM IN THE “IF CLAUSE”

VERB FORM IN THE “RESULT CLAUSE”

EXAMPLES

True in the present/future

Simple present Simple present Simple future

(a) If I have enough time, I write to may parents every week.

(b) If I have enough time tomorrow, I will write to may parents.

Untrue in the present/future

Simple past Would + simple form (c) If I had enough time now, I would write to may parents. (In truth, I do not have enough time, so I will not write to them.)

Untrue in the past

Past perfect Would have + past participle (d) If I had had enough time, I would have written to my parents. (In truth, I did not have enough time, so I did not write to them.)

e) Mixed type

Mixed conditional shows the action based on the context. This type uses

mixed type of conditional sentences. Therefore, the pattern depends on the

conditional sentences used in the sentences. We can see the examples as follow.

(1) If I am as clever as you say I am, I would have been rich by now. Type 1+3

(2) If you knew me better, you wouldn’t have said that. Type 2+3

(3) If I had had your advantages, I’d be better off now. Type 3+2


16

Besides, there are the differences between the tenses which are used in

conditional sentences and the fact. In conditional sentences type 1, there is no

change. Both the conditional sentences and the fact use the simple present. On the

contrary, types 1 and 2 have different tenses between the tense in conditional

sentences and fact. The differences are as follow.

a) If the fact is in the present, the conditional sentence uses the past form.

b) If the fact is in the past, the conditional sentence uses the past perfect form.

2) Modal Auxiliaries

Celce-Murcia and Larsen-Freeman (1983:138) describe modals formally

as tenseless auxiliaries that take no subject-verb agreement and no infinitive to

before the following verb. However, they acknowledge that modals do derive

historically from ordinary verb forms inflected for either present or past tense

because this historically-based relationship still has some semantic implications.

Historical Historical

Present Tense Past Tense

Can could

Will would

May might

Shall should

ø must, (had to)

Figure 2.1: The Historically-Based Relationship of the Modal Auxiliary (Celce-Murcia and

Larsen-Freeman 1983:138)


17

3) General Truth

In conditional sentences, the truth and the conditional sentences may be

different. In type 1, the fact in the conditional sentences is true in the present and

future or there is possibility to be true in the future, so it uses the present forms.

Examples:

[1] If I do not study hard, I will fail in the test.

The above sentence has two possible facts. The first fact is that it is true

that I do not study hard, I will fail in the test, but there is another fact. The second

fact is that there is possibility for me to fail in the test.

[2] If I had a lot of money, I would buy a big house.

The fact is that I have no money.

[3] If I had had enough time, I would have gone for picnic.

The fact is that I had no enough time.

4) Connectors

In conditional sentences, connector is an important thing. The related

connectors which are usually used in conditional sentences are:

a) Only if and Unless

“Both only if and unless mark conditions that are exclusive; that is, no

other condition will bring about the stated result. If and if … not, on the other

hand, express weaker or more neutral conditions in that they do not exclude the

possibility that other conditions might also bring about the same result” (Celce-


18

Murcia and Larsen-Freeman, 1999: 553). The semantic relationships are

presented in Table 2.2.

Table 2.2: The Semantic Relationships Expressed by Conditional Subordinators in English (Celce-Murcia and Larsen-Freeman, 1999: 553)

Affirmative Negative open (unmarked) conditions If if … not

exclusive (marked) conditions only if (sometimes: if and only if) unless (=except if)

Examples:

[4] I will stay home if it rains. (unmarked)

[5] I will stay home only if it rains. (exclusive)

[6] I will stay home even if it rains. (emphatic)

[7] I will stay home if it doesn’t rain. (negative)

[8] I will stay home unless it rains. (exclusive negative)

2. Error

This part is divided into two. The first discusses the definition of errors

which are proposed by some writers. The second part discusses the purpose of the

study of errors.

a) Definition

“Errors are the flawed side of learner speech or writing” (Dullay et al.,

1982: 138). They are those parts of conversation or composition that deviate from

some selected norm of mature language performance. Dullay et al. (1982: 139)

distinguish errors become two, such as “errors caused by fact such as fatigue and

inattention called performance factors and errors resulting from lack of knowledge

the rules of the language called competence factors. ”


19

Dullay (1982: 145) has another description of errors which is named as

accurate description of error. He says that error is “ a separate activity from the

task of inferring the sources of those errors.” On the other hand, Brown (2000:

217) says that errors can reflect a competence of the learner. He gives the

definition of an error as “a noticeable deviation from the adult grammar of a

native speaker, reflects the competence of the learner.” Ellis (2003: 47) stated that

“learners make errors in both comprehension and production.”

b) The Purpose of the Study of Errors

Studying learner’s errors serves two major purposes, such as: (1) “it

provides data from which inferences about the nature of the language learning

process can be made; and (2) it indicates to teachers and curriculum developers

which part of the target language students have most difficulty producing

correctly and which error types detract most from a learner’s ability to

communicate effectively” (Dullay et al., 1982:138).

3. Mistake

Brown (2000: 217) states in his book that a mistake “refers to a

performance error that is either a random guess or a “slip,” in that it is a failure to

utilize a known system correctly.” It means that a mistake is not caused by the

lack of knowledge. A mistake is caused by unintentional error.

4. Errors Versus Mistakes

There is a difference between errors and mistakes. Many people are

confused to differentiate error and mistake. According to James (1998: 83), “an


20

error cannot be self-corrected, while mistakes can be self-corrected if the

deviation is pointed out to the speaker.” On the other hand, Brown (2000: 218)

states that “the learner’s capacity for self correction is objectively observable only

if the learner actually self-corrects; therefore, if no such self-correction occurs, we

are still left with no means to identify errors versus mistake.”

Lewis (2002: 8) also gives an explanation that “an error arises when

students communicate in more complicated language than they have so far

learned, where as a mistake is something they can correct for themselves if they

take the time.” It means that a mistake can still be corrected because it is not

caused by the lack of knowledge. Moreover, error cannot be self corrected

because knowledge has the role. It needs somebody else to correct it.

B. Theoretical Framework

One of the language elements which should be learnt by the English

Language Education Study Program students is grammar. A conditional sentence

is one of them. Conditional sentence is one of the difficult topics. Conditional

sentences topic has been taught in the second grade of senior high school, but it is

explained clearer and deeper in the third semester.

A conditional sentence is a complex sentence that consists of a main clause

and a subordinate clause; they latter typically begins with the adverbial

subordinator if. It has two parts: the main clause and sub-clause. In this study,

conditional sentence is one of the materials that should be learnt by the students of


21

the English Education Study Program of Sanata Dharma University in semester

three.

In this study, there are two problems regarding the fifth semester students’

mastery and errors of conditional sentences. This study uses a test to collect the

information and also to discuss the problem formulations. For the first problem,

which is to figure out how far the fifth semester students have mastered

conditional sentences, this study performs necessary statistical computation. The

result of the test is obtained by counting the correct answer. Furthermore, the

focus in this study is the errors made by the students. Therefore, any wrong

answers in the test are considered as errors without considering whether they are

mistakes or errors. Later, the result of the computation is compared to the standard

of mastery stated in the academic regulation of Sanata Dharma University. The

students’ mastery on conditional sentences is found out from their scores in the

test. These scores are then compared to the minimum standard of mastery stated in

the academic regulation of Sanata Dharma University. If their achievement in

conditional sentences is low according to that academic regulation, it means that

they still have difficulties in mastering conditional sentences. If their achievement

is high and fulfilled the minimum standard score of mastery written in academic

regulation of Sanata Dharma University, they are considered to master the

material of conditional sentences.

Concerning the second problem, which is to figure out the types of errors

that students made in conditional sentences, this study uses the students’ answers

to analyze what types of errors they made. The fifth semester students are also


22

asked to complete the questionnaire by answering the questions. Then, the

students’ answers will be analyzed and it will answer the question on the students’

problems in learning conditional sentences.


23

CHAPTER III

METHODOLOGY

This chapter discusses the methodology of the study, such as the research

method, participants, instruments, data gathering technique, data analysis

technique and research procedure.

A. Research Method

The method utilized in this research was a survey. Brown and Rodgers

(2002: 142) state that surveys are “procedures which are used to gather and

describe the characteristics, attitudes, views, opinions, etc of people who are

important to a study.” Ary et al. (2002: 142) say that “surveys typically take the

form of interviews or questionnaires or both.” Therefore, the writer used a test and

a questionnaire to gather the data. In this research, the writer intended to find out

the errors which the fifth semester students made and the possible causes of the

errors in using conditional sentences.

The writer constructed test and questionnaire to answer the research

questions. The tests were frequently used as criterion measures of language

abilities in second language acquisition research. It could also be valuable sources

of information about the effectiveness of learning and teaching. Besides, language

teachers also usually used tests “to help in diagnosing students’ strengths and

weaknesses, to assess students’ progress, and to assist in evaluating students’

achievement” (Bachman, 1995: 2-3). Moreover, questionnaire is “commonly used


24 for data collection in survey research” (Wiersma, 1969: 179). Backstrom and

Cesar (1981: 187) state in their book that the questionnaire is “the physical form

of all theories, hypotheses, and hunches that have gone into planning the survey.”

Therefore, the writer used test and questionnaire as the instruments for collecting

data.

B. Research Participants

The participants of this study were the fifth semester students of the

English Language Education Study Program of Sanata Dharma University in the

academic year of 2010/2011. They were chosen since they had learnt conditional

sentence in Structure III course. As they had learnt conditional sentences, it was

assumed that they would not make a lot of errors in the conditional sentences test.

Because the fifth semester students of the English Language Education

Study Program of Sanata Dharma University were in a great number, the writer

selected a sample to represent the population as a whole. In choosing the sample,

the writer chose the cluster sampling procedure. Wiersma (1995: 292) gives the

definition of cluster sampling in his book as “a procedure of selection which

involves the random selection of clusters from the larger population.” The writer

chose this sampling because this sampling is in groups, not individuals, were

randomly selected. Therefore, the writer did not need to make new cluster.

Besides, the existing cluster consisted of the fifth semester students who had

learnt conditional sentences in the same semester, and it was supposed to have the


25 same level of understanding conditional sentences. Although there would be

difference, it would be no big difference among them.

The population of the fifth semester students was divided into four

structure classes. Because of the reasons explained above, the writer thought that

cluster sample is the appropriate one. Therefore, in this research, the writer chose

two classes as the sample of the research.

C. Research Instruments

The instruments used to gather the data in this study were a test and a

questionnaire. Hague (1995: 2) mentioned the four objectives of questionnaire.

“First, it is used to obtain the accurate information from the respondent. Second, it

gives the design in interview. Third, it gives the standard format of fact, comment,

and attitude recording. The last is to ease the data processing.”

The questionnaire used as the instrument in this research consisted two

parts. The first part was thirty items of close-ended responses. In this part, the

participants were required to choose the number which showed their opinion on

the statements given. The second part was one item of open-ended response. In

this part, the participants were required to answer the question based on their own

opinion with explanations on their opinion and suggestions. Those questions were

related to the possible factors causing errors.

The questionnaire was made by investigating five elements, such as

students’ perceptions, abilities, motivations, teaching learning activities and also

time and social influences. Ellis (1997: 4) identified two factors influencing the


26 language learners in learning second language such as internal and external

factors. Therefore, the writer divided those five elements into two, which are

internal and external factors. Ellis also gives the examples of each factor. Social

conditions and input are external factors. On the other hand, Ellis (1997: 4-5)

classified the cognitive mechanism and knowledge into the internal factors. Based

on that theory, the writer classified those five elements such as: internal factors,

which included the students’ perceptions, abilities, and motivations, and external

factors, which included teaching learning activities and time and social influences.

On the other hand, the writer also used the test to gather the data. A test is

“a method to measure the students’ ability or knowledge and it also can provide

the information about the achievement of group of learners” (Hughes, 1989: 4).

The test was arranged to measure the students’ understanding on conditional

sentence. Therefore, the test was essential part of the research. Based on those

facts, the writer chose a test and questionnaire as the instruments to gather the

data.

The test consisted of thirty items and it was divided into two parts. The

first part consisted of fifteen items. In this part, the students were required to fill

in the blanks with the correct answers based on the rule in conditional sentences.

The objective of this part was that the students were able to recognize which type

of conditional sentences used in the questions and demonstrate the correct pattern

of conditional sentences. This would “show the participants’ ability to recognize

the grammatical functions of words in sentences structures” (Freeman and Long,

1991: 167). The second part consisted of fifteen items. In this part, the students


27 were required to make the conditional sentences based on the given facts. The

objective of this part was that the students were able to recognize the correlation

between the fact and the conditional sentences and demonstrate the correct pattern

of conditional sentences based on the given facts. This kind of test “provided a

better indication of students’ real achievements in learning” (Ebel, 1979: 96).

Because of its essential role in the research, the test should meet the

requirements of measurement. Those are validity and reliability.

1. Validity

Validity is one of the important things in constructing the test. A test is

said to be valid if “it measures accurately what it is intended to measure”

(Hughes, 1989: 22). There are four types of validity in test. Those are:

a. Content Validity

A test is said to have content validity if its content constitutes as

representative sample of the language skills, structures, and so on with which it is

meant to be concerned. The test would have content validity only if it included a

proper sample of relevant structures. Therefore, in order to have high content

validity, the test should contain the items which are intended to be measured on

the test. The importances of content validity are: “first, the greater a test’s content

validity, the more likely it is to be an accurate measure of what it is supposed to

measure. Second, such a test is likely to have a harmful backwash effect”

(Hughes, 1989: 22-23). The details of the content of the test are presented in the

Appendix 2.


28

The table in the Appendix 2 shows the content of the test. It is clear that all

the types of conditional sentences were present in the test. Therefore, it could be

concluded that the test fulfilled the content validity.

b. Construct Validity

A test, a part of a test, or a testing technique is said to have construct

validity if “it can be demonstrated that it measures just the ability which it is

supposed to measure. The word ‘construct’ refers to any underlying ability (or

trait) which is hypothesize, for example, that the ability to read involves a number

of sub-abilities, such as the ability to guess the meaning of unknown words from

the context in which they are met” (Hughes, 1989: 26). The test, which was used

as the instrument, required the students’ ability on recognizing and making a good

conditional sentence for each item. Therefore, the test can be concluded that it

fulfilled the construct validity.

c. Face Validity

A test is said to have face validity if it looks as if it measures what it is

supposed to measure. “Face validity is hardly a scientific concept, yet it is very

important. A test which does not have face validity may not be accepted by

candidates, teachers, education authorities or employers” (Hughes, 1989: 27).

Best (1981: 153) says that in research, validity is “that quality of a data gathering

instrument or procedure that enables it to determine what it was designed to

determine.” In this case, the writer showed the format of the test and the

questionnaire to her sponsor and asked for her comment about the format of the


29 test and the questionnaire. The test and the questionnaire are separated in different

page but they were bundled together.

2. Reliability

According to Brown (2004: 20), “a reliable test is consistent and

dependable.” It means that the results of the test, which was administered to two

different groups, should be more or less similar. In research, reliability is “the

quality of consistency that the instrument or procedure demonstrates over a period

of time” (Best, 1981: 154).

To calculate the reliability of the whole test was the writer used K-R 20

formula because this formula is used to determine the homogeneity which is based

on the proportion of correct and incorrect responses (Ary et al., 2002: 258). The

test also scored based on the correct and incorrect responses, therefore the writer

chose this formula. The formula is as follows.

rxx=

−−

∑2

2

1 x

x

s

pqs

K

K

Where:

rxx = the reliability of the whole test

K = number of items in the test

sx2= variance of the total scores (squared standard deviation)

p =proportion of correct responses on a single item

q = proportion of incorrect responses on the same item


30

In order to know whether the test was reliable or not, the writer used the

table of the value of reliability coefficient. The classification is presented in Table

3.1.

Table 3.1: The Classification of Reliability Coefficient (Best, 1981: 255)

Coefficient (r) Relationship

0.00 to 0.20 Negligible

0.20 to 0.40 Low

0.40 to 0.60 Moderate

0.60 to 0.80 Substantial

0.80 to 1.0 High to very high

Before the real test was administered, the researcher administered the pilot

test to the two classes of the fifth semester students of the English Language

Education Study Program in Structure V class. The result of the pilot test showed

that the reliability coefficient was 0.86. Based on the classification of the

reliability coefficient, this result indicates that the test had high reliability.

D. Data Gathering Technique

The researcher used a test of conditional sentences and a questionnaire to

gather the data. The test was conducted in two classes of the fifth semester

students during Structure IV lesson. In conducting the test, there were some steps

done in gathering the data.


31

The first step was the test papers and questionnaires were distributed to the

students. Second, before doing the test, the students were given an explanation to

make sure that they understood the test instructions. The time allotment to do the

test was sixty minutes. Third, after finishing the test, the test papers with the

students’ answers were collected. Last, students’ answers were scored to find out

the students’ mastery on conditional sentence and analyzed to identify the types of

errors of conditional sentence. Meanwhile, the students’ answers on

questionnaires were used to know the factors causing the errors. Because this

study focused on the fifth semester students, the writer sorted the fifth semester

students’ sheets. The other test takers, who were not in the fifth semester, were

not part of the sample and their answers were not scored and analyzed.

E. Data Analysis Technique

In analyzing the data, the first thing to do was to find out the students’

result of the test and also the errors the students made by checking the students’

works. This step was started by collecting the students’ answers. Then, the

students’ answers were checked to show the correct and the incorrect answers.

Both the correct and incorrect answers were given different check marks, the tick

(√) mark for the correct answers and the cross (x) mark for the incorrect answers.

After checking the answers, each item of the test was scored. Each item in

Part A and B has the same score. For the correct answer it was given one (1) point

each number and for the incorrect answers it was given zero (0) point for each

item. To obtain the final score, the total score achieved by the students was


32 divided by the total number of the items, and then the result was multiplied by

100. Then the result was made in the percentage. The result showed the mastery

of students on conditional sentence. Based on the academic regulation of Sanata

Dharma University which was written in Peraturan Akademik Universitas Sanata

Dharma (2002: 14), the students master the certain subject if they reach 56% of

the total score.

In order to discuss the errors, the writer classified the errors made by the

students based on the classification of errors proposed by Dullay (1982: 146),

such as linguistic category, surface strategy, comparative analysis, and

communicative effect, the grammatical changes of conditional sentences, and the

types of conditional sentences.

On the other hand, in order to discuss the possible causes that influence

students to make errors, the writer analyzed the questionnaires which were

completed by the students. After analyzed the questionnaire, the writer found the

result. Then, the result showed the students’ problems in learning conditional

sentences.

F. Research Procedure

There were some steps done in conducting this research. First, the

researcher asked the permission from the lecturer of Structure V. Second, the

researcher conducted the pilot test. This test was aimed to know the weakness of

the test so that the writer was able to revise it. Third, the research was conducted

in two classes. After conducting the test, the researcher separated the fifth


33 semester students’ papers from the non-fifth semester students’ papers because the

sample was only the fifth semester students. Fifth, the data gathered from the

research were analyzed and finally its interpretation was written into this thesis to

discuss the problem formulations.


34

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

This chapter discusses the research findings and discussion. This part

consists of three parts. The first part is the data presentation from the administered

test including the presentation of the students’ achievement. The second part is the

data analysis and the last part is the discussion which is dealing with the research

questions.

A. Data Presentation

The data of this study were collected from the test and questionnaire which

were administered to two classes of the fifth semester students of the English

Language Study Program of Sanata Dharma University in the academic year

2010/2011 on October 4th, 2010. Therefore, this part consists of two parts. The

first part is the data presentation of the test and the second part is the data

presentation of the questionnaire.

1. The Test

The test consisted of two parts and each part consisted of fifteen items. In

the first part, the students were required to put the given verbs into the correct

forms. The objective of this part was that the students were able to recognize

which type of conditional sentences used in the questions and demonstrate the

correct pattern of conditional sentences. In the second part, the students were

required to make conditional sentences based on the given facts. The objective of


35 this part was that the students were able to recognize the correlation between the

fact and the conditional sentences and demonstrate the correct pattern of

conditional sentences based on the given facts. The detailed information about the

students’ achievement in the test was presented as follows.

a. The Students’ Achievement in Each Part of the Test

The data of the students’ achievement in Part A of the test was presented

in Table 4.1. The score was determined from the total correct answer and then it

was divided by the total number. After that, the result was multiplied by 100.

Table 4.1: The Students’ Scores in Part A

Range of Scores Number of Students Achieving Range of Scores

90-100

80-89

70-79

60-69

50-59

40-49

30-39

20-29

10-19

0-9

1

5

2

9

6

17

7

7

2

1

From Table 4.1, it can be seen that the seventeen students achieved 40-49.

The highest range of score was only achieved by one student. On the other hand,

there was the lowest range of scores which was 0-49 and it was achieved by one


36 student. From Table 4.1, it can be seen that there were many students who still

made errors and those were shown by achieving the low range of scores.

Table 4.2: The Students’ Score in Part B


90-100

80-89

70-79

60-69

50-59

40-49

30-39

20-29

10-19

0-9

0

2

4

7

6

4

5

19

7

3

Table 4.2 shows that there was no student achieved the highest range of

scores which was 90-100. Yet, the highest range of scores achieved by students

was 80-89 and there were only two students. In the lowest range of scores, there

were three students. Most of the students achieved the range of scores 20-29 and

there were nineteen students. It means that there were only two students who

understood and were able to produce the conditional sentences based on the given

fact. From Table 4.2, it can be seen that there are many students still made errors

which are shown by achieving the low range of scores.


37 b. The Students’ Total Scores of the Whole Part of the Test

The total scores were obtained by counting the total number of the correct

answers and then it was divided by the total number of the item. After that, the

result was multiplied by 100. It means that the total score was achieved by

counting the total number of the correct answers and then it was divided by thirty

and the result was multiplied by 100.

Table 4.3: Students’ Score in the Whole Part of the Test


90-100

80-89

70-79

60-69

50-59

40-49

30-39

20-29

10-19

0-9

1

2

4

8

6

6

15

10

4

1

Table 4.3 shows that there is only one student who achieved the highest

range of scores. Furthermore, there is only one student who achieved the lowest

range of scores. Most of the students achieved the range of scores 30-39, whose

total was fifteen students. In the second order, there were ten students who

achieved the range of scores 20-29.


38

There was the minimum standard of mastery. It means that someone

masters the topic if he obtains the score above the minimum standard. Based on

the minimum standard score of mastery as written in academic regulation of

Sanata Dharma University (2002: 14), it should be 56% of the total score. The

scoring level was presented as follows.

Score Category

80-100 very good (A)

70-79 good (B)

56-69 sufficient (C)

50-55 insufficient (D)

≤49 poor (E)

Based on that category, the students’ achievement in the test was classified

into five categories. The first category was very good (A), which was obtained by

the students who achieved the range of scores 80-100. The second category was

good (B). This category was obtained by the students who achieved the range of

scores 70-79. The third category was sufficient (C), which was obtained by the

students who achieved the range of scores 56-69. The students who obtained this

category of score were still considered as passing the exam or mastering the topic.

The fourth category was insufficient, which was obtained by the students who

achieved the range of scores 50-55. The last category was poor (E), which was

obtained by the students who achieved the range of scores bellow 50. The students

who obtained the last two categories of score were considered failed. The

classification of the students’ achievement was presented as follows.


39

Table 4.4: The Students’ Scores Based on the Score Category

Score Category Number of Students’

Achieving the Category

80-100 A 3

70-79 B 4

56-69 C 10

50-55 D 4

≥49 E 36

From Table 4.4, it can be seen that there were three students (5.26%) who

got score A. On the category B, there were four students (7.02%). Ten students

(17.54%) fell on the category of score C. The next score category was category D

and there were four students (7.02%). The last category was E and most of the

students fell on this category. There were thirty six students (63.16%) on the last

category. From the data, it can be seen that there were only seventeen students

who fulfilled the minimum standard score of mastery. It means that there were

less than 50% of the total students who could pass it.

c. The Questionnaire

The questionnaire consisted of two parts. In the first part, it consisted of

thirty items of close ended responses. In this part, the students were required to

circle the number which represented their real experience. Meanwhile, the second

part consisted of two items of open-ended responses. In this part, the students

were required to share their problems in learning conditional sentences and give


40 the suggestion to teach conditional sentences clearly. Their answers in the

questionnaire are presented in the Appendix 7.

B. Discussion

This part deals with the research question. The research question is (1)

What are the errors made by the fifth semester students of the English Language

Education Study Program of Sanata Dharma University in the use of conditional

sentences?, and (2) What are the factors which cause the students to make errors

in the use of conditional sentences? Those questions will be discussed based on

the collected data.

1. The Errors Made by the Students on the Use of Conditional Sentences

Errors are “the flawed side of learner speech or writing” (Dullay et al,

1982: 139). In this study, errors refer to the incorrect answers. It means that

answer which is not suitable with the rule is considered as error. The errors will be

discussed based on the type of conditional sentences and part of the test. Each

item will be discussed clearly and given the correct answer. The participant

numbers were also be attached by using symbol “P#.” The participant number is

from the order of the students’ number from the smallest to the largest.

a. Conditional Sentences Type 1

Conditional sentences type 1 use simple present in the “if clause” and

simple present or simple future in the “result clause.” It is used to show the

possible things or the real fact. Conditional sentences in this type will not change


41 the meaning although the conditional sentences are changed into positive or

negative form.

1) Part A

In this part of the test, the participants were required to fill in the blank

with the given verb. Their task was changing the given verb into the correct form

based on the pattern of conditional sentences type 1. This part was aimed to check

the participants’ ability to recognize the conditional sentences type 1. The fact of

conditional sentences type 1 was the fact or the possibility. In fact, some of them

still make the errors.

[1] a. Questions: If I have enough apples, I ... (bake) apple pie this

afternoon.

b. Student’s answer: If I have enough apples, I would bake apple pie

this afternoon. (P#. 4)

c. Intended answer: If I have enough apples, I will bake apple pie this

afternoon.

This sentence used the conditional sentences type 1, whose pattern is the

“if clause” uses simple present and the “result clause” use simple present or

simple future. In sentence [1a], the “if clause” which used simple present tense, so

the “result clause” should be in simple present or simple future. In fact, in

sentence [1b] the student made an error by using the conditional sentences type 2.

It should be in sentence [1c] which the “if clause” and the “result clause” used

simple present and simple future.

[5] a. Question: If Sally ... (be) at home tomorrow, I ... (visit) her.


42

b. Student’s answer: If Sally were at home tomorrow, I would visit

her. (P#. 1)

c. Intended answer: If Sally is at home tomorrow, I will visit her.

Basically, the pattern of the students’ answer in sentence [5b] was correct,

but it can be seen deeper that the question used the first type of conditional

sentences. Both clauses were in the blanks. In this case, the students had to see

deeper the question. Different from question [1a], question [5a] did not give a clue

in one of the clause. This sentence had the possibility fact. From sentence [5a] it

can be seen that there was the adverb of time used in this question, but in sentence

[5b], the student did not recognize the adverb of time.

[9] a. Question: If she ... (have) enough money, she will go with you.

b. Student’s answer: If she have enough money, she will go with you.

(P#. 2)

c. Intended answer: If she has enough money, she will go with you.

In sentence [9b], the student chose the correct type. He could recognize the

type correctly. In question [5a], there was a clue in the “result clause”, so the

student had to choose the simple present or future to fill the blank. Yet, in this

case, the student chose the verb without considering the subject. The subject in

this question was “she”, so the following verb should be “has.”

[10] a. Question: You ... (ill) if you ... (eat) so much.

b. Student’s answer: You would be ill if you ate so much. (P#. 3)

c. Intended answer: You will be ill if you eat so much.


43

The sentence [10a] was almost the same as the question [2a]. There was no

clue in one of the clause. This question can be guessed by looking for the fact.

The fact of the student’s answer in sentence [10b] was “you are not ill now.” Yet,

in question [10a], there was no the fact given, so there was no the certain fact yet.

Therefore, the type of conditional sentences used in sentence [10c] was type 1. It

is because there is possibility that somebody will be ill if they eat so much, but

there is also possibility that somebody will not be ill. Besides, some students also

gave the wrong answer although they used the correct type. Some of them missed

“be” for the “result clause.”

[15] a. Question: I’ll look for your notebook and if I ... (find) it, I ... (give)

you a ring.

b. Student’s answer: I’ll look for your notebook and if I find it, I

would give you a ring. (P#. 7)

c. Intended answer: I’ll look for your notebook and if I find it, I will

give you a ring.

In question [15a], the student gave the incorrect answer. He used simple

present for the “if clause” and used “would + simple form” for the “result clause.”

In sentence [15b], the pattern was not suitable, because if the “if clause” used

simple present, the “result clause” should use the simple future. Moreover, there

was a clue in the clause before “I’ll look for your notebook.” It can be seen that

the action is not done yet, and it shows that logically, if he finds the notebook, he

will give his friend a ring.


44 2) Part B

In this part of the test, the participants were required to make conditional

sentences type 1 based on the given facts. This part was aimed to check the

participants’ ability to produce conditional sentences type 1 based on the given

fact. In this part, the student may produce the conditional sentences type 1 in both

negative and positive because it will not change the fact. In fact, some of them

still make the errors.

[17] a. Question: I don’t eat breakfast, maybe I will get hungry.

b. Student’s answer: I wouldn’t get hungry if I did eat breakfast. (P#.

9)

c. Intended answer: I will get hungry if I don’t eat breakfast or I will

not get hungry if I eat breakfast.

From question [17a], it can be seen that there was possibility on the result

of “I don’t eat breakfast.” The possibility was “I will get hungry” or “I will not get

hungry.” The student’s answer in sentence [17b] was considered incorrect,

because he used the conditional sentences type whose fact was true in the present.

In fact, the fact of sentence [17a] was still any possibility.

[20] a. Question: The water freezes in the temperature 0˚C.

b. Student’s answer: If the temperature were 0˚C, the water would be

freeze. (P#. 31)

c. Intended answer: If the temperature is 0˚C, the water will freeze.

Question [20a] shows the fact. To show the fact, conditional sentences

type 1 is used. It was the predictable fact that in the temperature 0˚C, water will


45 freeze. In fact, in sentence [20b] the student gave the incorrect answer because it

showed that the water does not freeze.

[23] a. Question: Bring the jacket or you will feel cold.

b. Student’s answer: Bring the jacket if you won’t feel cold. (P#. 8)

c. Intended answer: If you don’t bring the jacket, you will feel cold or

if you bring the jacket, you will not feel cold.

The question [23a] also had the possibility result. There were two

possibilities from the clause “you don’t bring the jacket.” Therefore, it should use

conditional sentences type 1. The thing that made sentence [23b] incorrect was

that the student also wrote will not in the “if clause”, which was an incorrect

pattern.

[25] a. Question: He has time and he will help me.

b. Student’s answer: If he had no time, he would not help me. (P#. 14)

c. Intended answer: If he has time, he will help me or if he doesn’t

have time, he will not help me.

The fact of sentence [25a] was that he has time and he will help me.

Therefore it can be two kinds of conditional sentences which both used the

conditional sentences type 1. In fact the student made an error in sentence [25b],

because he used past perfect in the “if clause” and “would + simple present” in the

“result clause. In this case, he used incorrect pattern of conditional sentences.

There was no such kind of pattern in conditional sentences.

[30] a. Question: John will come to the meeting, so I see him.


46

b. Student’s answer: If Jim did not come to the meeting, I would not

see him. (P#. 10)

c. Intended answer: If Jim comes to the meeting, I will see him or If

Jim doesn’t come to the meeting, I will not see him.

The pattern of the student’s answer in sentence [30b] in this question was

already correct, but it was not suitable with the given fact. The fact was Jim will

come to the meeting, so it was true in the future. Therefore, the correct pattern

was conditional sentences type 1. If the student used the pattern of conditional

sentences type 2, the fact would be Jim will come and I certainly meet him. It can

also be correct, because he used the positive form, but if it was changed into the

negative form the meaning will be different. Therefore, the most appropriate

answer was using conditional sentences type 1. It was because, both in negative

and positive forms, it will not change the meaning.

b. Conditional Sentences Type 2

Conditional sentences type 2 used simple past in the “if clause” and

“would + simple present” in the “result clause.” This type is used to show the

impossible things in the present or future. It means that if a sentence uses this type

of conditional sentence, the fact is impossible or does not happen in the present or

future.

1) Part A

In this part of the test, the participants were required to fill in the blank



47 based on the pattern of conditional sentences type 2. This part was aimed to check


conditional sentences type 2 was untrue in the present or future, so the use of the

tense and the adverb of time should be carefully. In fact, some of them still make

the errors.

[2] a. Question: If I taught that class, I ... (give) a lot of quizzes.

b. Student’s answer: If I taught that class, I would have give a lot of

quizzes. (P#. 18)

c. Intended answer: If I taught that class, I would give a lot of quizzes.

This student not only gave the incorrect pattern of conditional sentences

type 2 in sentence [2b], but he also answered grammatically incorrect.

Grammatically, “have” is always followed by verb three. Then, the second

problem was this question had already given a clue, which was in the first clause

“if I taught that class”. In the “if clause”, the tense used was simple past, so the

“result clause” should be “would + simple form.”

[4] a. Question: It’s too bad Helen isn’t here. If she ... (be) here, she ...

(know) what to do.

b. Student’s answer: It’s too bad Helen isn’t here. If she is here, she

will know what to do. (P#. 11)

c. Intended answer: It’s too bad Helen isn’t here. If she were here, she

would know what to do.

From the student’s answer in sentence [4b], it can be seen that the student

had used the correct pattern of conditional sentences, but it was not suitable with


48 the sentence before. The sentence before showed that the conditional sentence was

untrue in the present, so it should be used conditional sentences type 2. In this

question, many students change “be” into “was.” In fact, in conditional sentences,

“was” is used in very informal speech but it is not generally considered

grammatically acceptable (Azar, 1989: 348).

[7] a. Question: If we had the choice, we ... (live) in the country.

b. Student’s answer: If we had the choice, we would have lived in the

country. (P#. 13)

c. Intended answer: If we had the choice, we would live in the

country.

In question [7a], it can be seen that “had” was the verb of the first clause.

Therefore, it can be seen that this sentence was conditional sentences type 2,

which the” result clause” should be “would + simple present.” From the student’s

answer in sentence [7b], it can be seen that he must be think that this “had” was

the pattern of conditional sentences type 3.

[13] a. Question: George is fourteen, but he is in a full-time job. If he …

(be) fourteen, he still … (be) at school.

b. Student’s answer: George is fourteen, but he is in a full-time job. If

he is not fourteen, he still will be at school. (P#. 24)

c. Intended answer: George is fourteen, but he is in a full-time job. If

he were fourteen, he still would be at school.

Question [13a] was almost the same as question [4a]. There was a sentence

before which told the real condition and it can be seen that the fact was untrue in


49 the present. Therefore, the conditional sentence should use the pattern of

conditional sentences type 2 [13c]. In fact, the student chose the pattern of

conditional sentences type 1 [13b].

[14] a. Question: If the earth suddenly … (stop) spinning, we all … (fly)

off it.

b. Student’s answer: If the earth suddenly stops spinning, we all will

fly off it. (P#. 15)

c. Intended answer: If the earth suddenly stopped spinning, we all

would fly off it.

From question [14a], it was known that it was impossible sentence.

Therefore, sentence [14b] was incorrect because the type conditional sentences

used was type 1. Whereas, if the conditional sentence was like in sentence [14b],

the fact was there is possibility or maybe that is true that the earth stops spinning.

In fact the earth still spinning and will not stop. Thus, sentence [14c] is the most

appropriate conditional sentence.

2) Part B




fact. However, some of them still make the errors.

[19] a. Question: Mother doesn’t think it is going to rain so she doesn’t

bring an umbrella.


50

b. Student’s answer: If mother think it is going to rain, she is going to

bring an umbrella. (P#. 12)

c. Intended answer: If mother thought it was going to rain, she would

bring an umbrella.

Sentence [19b] means that there is still possibility. Yet, from the sentence

[19a] it can be seen that there is a certain fact. Therefore, the conditional sentence

should be in sentence [19c].

[22] a. Question: We don’t visit you very often, because you live so far

away.

b. Student’s answer: If you don’t live so far away, we will visit you

very often. (P#. 16)

c. Intended answer: If you didn’t live so far, we would visit you more

often/if you live nearby, we would visit you more often.

Sentence [22b] was using conditional sentences type 1 which meant that

there was still any possibility. Whereas, in sentence [22a] there was a certain fact

which was untrue in the present. Therefore, the correct answer should use

conditional sentence type 2.

[26] a. Question: That book is too expensive, so I’m not going to buy it.

b. Student’s answer: If that book were not too expensive, I would

being go to buy it. (P#. 21)

c. Intended answer: If the book weren’t so expensive, I would buy

it/if the book were cheaper, I would buy it.


51

From sentence [26b], it can be seen that the student had already known

that the sentence should use the conditional sentence type 2. The problem was he

gave incorrect answer by giving the incorrect grammatically order. Modal

auxiliary is always followed by base verb. Therefore, sentence [26b] was

considered incorrect.

[28] a. Question: My mother doesn’t buy me new shoes, because I don’t

get a good mark.

b. Student’s answer: If I get a good mark, my mother will buy me new

shoes. (P#. 19)

c. Intended answer: If I got a good mark, my mother would buy me

new shoes.

The student’s answer in sentence [28b] was incorrect, because he chose the

wrong type of conditional sentences. It was not suitable with the fact given in

sentence [28a]. Therefore, sentence [28b] was incorrect.

[29] a. Question: I have to work tomorrow evening, so I can’t meet you.

b. Student’s answer: If I had not had to work tomorrow evening, I

could meet you. (P#. 40)

c. Intended answer: If I didn’t have to work tomorrow evening, I

would/could meet you.

Sentence [29a] showed that the action has not been done. Yet, in sentence

[29b], it showed that the fact of it did not happen in the past. Thus, sentence [29b]

was incorrect because it used conditional sentence type 3.


52 c. Conditional Sentences Type 3

Conditional sentences type 3 used past perfect tense in the “if clause” and

“would have + simple present” in the “result clause.” This type is used to show

the impossible things in the past. It means that this sentence had been done in the

past and it was impossible.

1) Part A

In this part of the test, the participants were required to fill in the blanks


based on the pattern of conditional sentences type 2. This part was aimed to check


conditional sentences type 2 was untrue in the present or future, so the tense and

the adverb of time should be paid more attention. In fact, some of them still make

the errors.

[3] a. Question: I wasn’t tired last night. If I … (be) tired, I … (go) home

earlier.

b. Student’s answer: I wasn’t tired last night. If I had been tired, I

would had gone home earlier. (P#. 57)

c. Intended answer: I wasn’t tired last night. If I had been tired, I

would have gone home earlier.

Sentence [3b] had a clue that it did not happen in the past. In the “if clause,

sentence [3b] was correct, but in the “result clause” it was grammatically

incorrect. It was the same as sentence [26b]. Modal auxiliary is always followed

by a base verb. Therefore, sentence [3b] was considered as the incorrect answer.


53

[6] a. Question: Ken got to the station in time to catch his train. If he …

(miss) it, he … (be) late for his interview.

b. Student’s answer: Ken got to the station in time to catch his train. If

he missed it, he would be late for his interview. (P#. 47)

c. Intended answer: Ken got to the station in time to catch his train. If

he had missed it, he would have been late for his interview.

The problem of sentence [6b] was the incorrect pattern. It used conditional

sentence type 2. Thus, the fact of that sentence would be different from the fact

given before.

[8] a. Question: Why didn’t you say that you were short of money? If I

… (know), I … (lend) you some.

b. Student’s answer: Why didn’t you say that you were short of

money? If I knew, I would lend you some. (P#. 38)

c. Intended answer: Why didn’t you say that you were short of

money? If I had known, I would have lent you some.

Sentence [8b] had the same problem with sentence [6b]. It used the

incorrect pattern without considering the fact given before. Therefore, sentence

[8b] was considered incorrect.

[11] a. Question: I didn’t recognize him at first because he was wearing

dark glasses; if he … (be, not wear) them, I … (recognize) him

immediately.


54

b. Student’s answer: I didn’t recognize him at first because he was

wearing dark glasses; if he was not wear them, I would have

recognized him immediately. (P#. 29)

c. Intended answer: I didn’t recognize him at first because he was

wearing dark glasses; if he had not been wearing them, I

would/should have recognized him immediately.

From sentence [11b], it can be seen that there were some incorrect

answers. The first was the incorrect verb which follows “was.” In fact, “to be” can

only be followed by verb –ing and verb three. The second was in conditional

sentences, “was” is not used. The third, in the “result clause” this sentence had

already used the correct pattern, but in the “if clause” it still used the incorrect

pattern. In other words, the pattern in the “if clause” and in the “result clause” was

not suitable. Therefore, sentence [11b] was considered wrong.

[12] a. Question: She was sent to the prison only because she refused to

pay the fine; if she … (pay) the fine, she … (not, be) sent to prison.

b. Student’s answer: She was sent to the prison only because she

refused to pay the fine; if she payed the fine, she would not have

been sent to prison. (P#. 43)

c. Intended answer: She was sent to the prison only because she

refused to pay the fine; if she had paid the fine, she would not have

been sent to prison.

In sentence [12b], it can also be found some incorrect answers. The case

was almost the same as sentence [11b]. The “result clause” was correct, but in the


55 “if clause” there were some incorrectness. The first was the past form of verb

“pay.” The second, it should use past perfect tense.

2) Part B




fact.

[16] a. Question: The accident happened because the driver in front

stopped so suddenly.

b. Student’s answer: If the driver in front didn’t stop so suddenly, the

accident wouldn’t have happened. (P#. 35)

c. Intended answer: If the driver in front hadn’t stopped so suddenly,

the accident wouldn’t have happened.

Sentence [16b] had the incorrect pattern. It used the pattern of conditional

sentence type 2 in the “if clause” and pattern of conditional sentence type 3 in the

“result clause. Therefore, it was not suitable between them. Whereas, it should use

the pattern of conditional sentence type 3 in both clauses.

[18] a. Question: Margaret wasn’t injured in the crash because she was

wearing a seatbelt.

b. Student’s answer: If Margaret wasn’t injured in the crash, she had

been wearing a seatbelt. (P#. 53)

c. Intended answer: If Margaret hadn’t been wearing seat belt, she

would have been injured.


56

From sentence [18b], it can be seen that there was illogical conditional

sentence. Based on the fact in the sentence [18a], it consists of the cause and the

result. Therefore, sentence [18b] was not suitable with the fact. The “result

clause” of the correct conditional sentence should be “was not injured”, but in

sentence [18b] the “result clause” was “wearing seatbelt.” Besides, the pattern of

the conditional sentence used was incorrect.

[21] a. Question: I didn’t get a taxi because I didn’t have any money on

me.

b. Student’s answer: If I had any money on me, I would have got a

taxi. (P#. 42)

c. Intended answer: If I had had some money, I would have got a taxi.

Basically, the pattern in sentence [21b] was already correct. Although the

pattern was already correct, this sentence was still considered wrong. In sentence

[21b], the student forgot the word “any”, which should be changed into some.

“Any” is used for negative sentences and “some is used for positive sentences

(Murphy, 1985: 168).

[24] a. Question: I was able to buy the car only because Jim lent me the

money.

b. Student’s answer: If Jim had not lent me the money, I would have

been able to buy the car. (P#. 37)

c. Intended answer: If Jim hadn’t lent me the money, I wouldn’t have

been able to buy the car.


57

Sentence [24b] had already used the correct pattern. The problem was the

meaning of sentence [24b] was different from the fact given. It should be included

“not” in the “result clause” after “would.”

[27] a. Question: He took the taxi, so he caught the plane.

b. Student’s answer: If he had taken the taxi, he would caught the

plane. (P#. 46)

c. Intended answer: If he hadn’t taken the taxi, he wouldn’t have

caught the plane.

Grammatically, sentence [27b] was incorrect. The verb followed the

auxiliary verb was incorrect. Moreover, if the conditional sentence was in positive

form, the fact would be in the negative form. Therefore, sentence [27b] was

incorrect.

2. The Factors Which Cause the Students to Make Errors

The factors which cause the fifth semester students of English Education

Study Program of Sanata Dharma university was obtained from collecting the data

of students’ experience. In this case, the researcher used questionnaire to collect

the answers. After that the writer analyzed the students’ responses. The

presentation of the students’ responses was divided into five criteria based on the

aspect of investigation. The first was the students’ perception, the second was the

students’ ability the third was the students’ motivation and effort, the fourth was

the teaching-learning activities and the last was the time, class and social

influences. Each criterion consisted of six numbers. The results were presented as

follow.


58

Figure 4.1: The Percentage of the Students’ Responses on the First Aspect

Figure 4.1 shows the percentage of the students’ response on the first

criterion. The first criterion was aimed to know the students’ perception on the

conditional sentences generally. From the result, it can be seen that on the first

item there were 49.12% of the students agreed and 50.88% of the students

strongly agreed with the given statement. It means that all of the fifth semester

students of the English Language Education Study Program agreed that

conditional sentences topic was important to learn. The second item, there were

four different answers, but most of the students agreed with the given statement.

There were 59.65% of the students agreed that conditional sentences were a

difficult topic. Besides, there were 14.04% of the students who strongly agreed

with the given statement. Then, most of the students agreed that conditional

sentences were confusing. It can be known from the third group of bars. The

0

10

20

30

40

50

60

70

1 2 3 4 5 6

perc

enta

ge o

f stu

dent

s' r

epon

ses

item number

strongly disagree

disagree

agree

strongly agree


59 figure shows that 64.91% of the students agreed that conditional sentences were

confusing. On the fourth item, there were 59.65% of the students who agreed that

conditional sentences were complicated. Although most of the students agreed

that conditional sentences were difficult, complicated and confusing, they were

still interested in learning the. It can be seen from the fourth group of bars that

there were 57.89% of the students who agreed and 17.54% of the students who

strongly agreed with the given statement. The last item on this first aspect showed

that 49.12% of the students were curious to learn conditional sentences topic more

because of its many types.

Figure 4.2: The Percentage of the Students’ Responses on the Second Aspect

The second criterion was students’ ability. This criterion was aimed to

know the students’ ability in learning conditional sentences. Figure 4.2 shows that

0

10

20

30

40

50

60

70

7 8 9 10 11 12

perc

enta

ge o

f stu

dent

s' re

spon

ses

item number

strongly disagree

disagree

agree

strongly agree


60 most of the students admitted that they have already known conditional sentences

before they entered to the university. It can be seen from the figure that 49.12% of

the students agreed with the given statement. The result on the next item shows

that most of the students faced difficulty in learning conditional sentences because

of the differences pattern of conditional sentences in their second language and

first language. It can be seen from the Figure 4.2 that there were 43.86% of the

students who agreed with the given statement. Although they faced difficulty,

there were 49.12% of the students who agreed that they could automatically

determine the types and patterns of conditional sentences by looking the question.

In fact, they were still confused in determining the types and patterns. In order to

understand conditional sentences well, 50.88% of the students strongly agreed that

they need to review it again at home. From Table 4.9 it also can be seen that there

were 59.65% of the students who agreed that they could easily understand the

types of conditional sentences by only studying class. Yet, there were 45.61% of

the students who agreed that they could easily understand conditional sentences

by learning them at home themselves. Besides, 45.61% of the students disagreed

with that statement.

The third criterion was students’ motivation and effort and it was

presented in Figure 4.3. Most of the students had high motivation in learning

conditional sentences because they liked the topic. There were 50.87% of the

students who agreed that they had high motivation. After that, 57.89% of the

students were challenged to learn conditional sentences because they were

difficult. There were 61.40% of the students who disagreed that they had no


61 motivation in learning conditional sentences because the confusing conditional

sentences. Beside their motivation above, there were 42.11% of the students who

tried to ask to the lecturer when they faced difficulties in learning conditional

sentences. Yet, some of the students still had no effort to find other literatures to

help them to understand conditional sentences. It can be seen from the Figure 4.3

that there were 42.11% of the students disagreed with the given statement. The

next result shows that 63.16% of the students disagreed that they were diligent in

learning conditional sentences. That was the reason why the fifth semester

students of the English Language Education Study Program faced the problem

such as easy to forget and difficult to understand the conditional sentences.

Figure 4.3: The Percentage of the Students’ Responses on the Third Aspect

0

10

20

30

40

50

60

70

13 14 15 16 17 18

pe

rce

nta

ge

of

stu

de

nts

' re

spo

nse

s

item number

strongly disagree

disagree

agree

strongly agree


62

Figure 4.4: The Percentage of the Students’ Responses on the Fourth Aspect

The next criterion was the teaching-learning activities. There were 64.91%

of the students who agreed with the given statement that the lecturers explained

conditional sentences clearly until all students really understood. Then, 63.16% of

the students also agreed that they obtained enough examples in learning

conditional sentences. Besides, there were 52.63% of the students who also agreed

that they obtained enough exercises so they could understand conditional

sentences well. Moreover, there were 70.18% of the students who agreed that the

lecturers used the appropriate method in explaining conditional sentences. Next,

there were 47.37% of the students who also agreed that the facilities given

supported the learning conditional sentences. Most students agreed that they had

good books that really helped them in learning conditional sentences and they

were 52.63% of the students.

0

10

20

30

40

50

60

70

80

19 20 21 22 23 24

pe

rce

nta

ge

of

stu

de

nts

' re

spo

nse

s

item number

strongly disagree

disagree

agree

strongly agree


63

Figure 4.5: The Percentage of the Students’ Responses on the Fifth Aspect

The last criterion used in the questionnaire was the time, class, and social

influences. From Figure 4.5, it can be seen that 59.65% of the students disagreed

that the time given to discuss conditional sentences was too short. Some students

also agreed that the comparison between the time given and the assignment did

not balance and there were 70.18%. Another influence was situation of the

classroom and around it. There were 40.35% of the students who agreed that the

classroom and situation around it made them comfortable to study conditional

sentences. Another statement was that the class gave the opportunity and 64.91%

of the students agreed with that. Achieving success was not only caused by those

reasons, but the students also agreed that the time gave the influence in their

success. Therefore, there were 56.14% of the students who disagreed that they did

not have time to learn conditional sentences again at home. The last was that there

0

10

20

30

40

50

60

70

80

25 26 27 28 29 30

pe

rce

nta

ge

of

stu

de

nts

' re

spo

nse

s

item number

strongly disagree

disagree

agree

strongly agree


64 were 47.37% of the students who admitted that they did not make study group

with their friends so they could not share and help each other in learning

conditional sentences.

Besides, there were other reasons and problems found from the

questionnaire. In the open ended-response part, the participants share their own

problems. Those problems can be seen in Table 4.5.

Table 4.5: Students’ Problem

No Problems Frequency Percentage

1 Memorizing 29 50.88

2 Differentitaing 14 24.56

3 Understanding 13 22.81

4 Class influence 2 3.51

5 Practicing 1 1.75

6 Mood 4 7.02

7 Presence 1 1.75

8 No Problem 2 3.51

From Table 4.5, it can be seen that most of the students had problems in

memorizing. It can be seen that 50.88% of the students had problem in

memorizing. This problem occurred when they were learning conditional

sentences and after learning conditional sentences. They were easy to forget after

they learnt another topic. After that, there were 24.56% of the students who had

problems in differentiating the type and pattern of conditional sentences. They

said that they were confused in differentiating the type of conditional sentences.

There were 22.81% of the students who had problem in understanding the type

and pattern of conditional sentences. It means that they had not really understood


65 conditional sentences when they learnt conditional sentences. They needed extra

time and clearer explanation in understanding conditional sentences. Another

3.51% of the students said that the class situation influenced their understanding

conditional sentences. There were also 1.75% students said that they had problem

in learning and understanding conditional sentences because they did not practice

in their daily life. Some of them also said that their mood really influenced their

learning activities. Some of them said that they were lazy and lack of

concentration and there were 7.02%. Next, there were 1.75% of the students who

said that they faced difficulties in understanding conditional sentences because

they were absence when discussing conditional sentences. Besides, there were

also some students who said that they did not have problem in understanding

conditional sentences and there were 3.51%.


66

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter consists of two parts. The first part is the conclusion from the

research result and the data analysis. The second part is the suggestions for the

students of the English Language Education Study Program of Sanata Dharma

University, the lecturers of the English Language Education Study Program and

the future researchers.

A. Conclusions

The objective of this study was to find out the errors made by the fifth

semester students of the English Language Education Study Program of Sanata

Dharma University and the possible factors which cause the students to make

errors in conditional sentences. There were two research questions that were

discussed in this study. In order to answer the research questions, the writer used a

test and a questionnaire as the instruments of the research. The gathered data from

the test was discussed further and the result was used to determine how far the

students understood the conditional sentences. Moreover, the gathered data from

the questionnaire was used to find out the factors which were caused the students

to make errors in the use of conditional sentences.

Based on the gathered data from the test, it can be found that the fifth

semester students of the English Language Education Study Program still made

errors in the use of conditional sentences. There were only 29.82% of the students


67

who could pass the minimum standard score of mastery. Most of the errors

committed in the use of conditional sentences were in choosing the correct tense.

They chose the incorrect tense in making conditional sentences. In part A, they

gave incorrect answers in filling in the blanks. It seems that they were still

confused in making and deciding the tense used in the “if clause” if there were

“result clause” and vice versa. Moreover, in part B, the students still made errors

in making conditional sentences based on the given facts. The errors committed in

this part were also in choosing the tense.

In order to answer the second research question, the writer used

questionnaire. The gathered data was analyzed to find out the possible factors

which made the students to make errors in learning conditional sentences. The

analyzed data showed the factors which caused the students to make errors in the

use of conditional sentences. Those factors were memorizing, class influence,

practicing, mood, and presence. Based on the data, there were 50.88% of the

students who said that the important factor in learning conditional sentences was

in memorizing. Yet, they had the problems in memorizing the pattern, type and

the rule of conditional sentences. When they had problem in memorizing, they

would be difficult in differentiating the type of conditional sentences. Another

factor was the class influence. From the data, there were 3.51% of the students

who said that the class had an influence. The next factor was the lack of practicing

and 1.75% of the students said that they did not practice a lot and they needed

more practice to improve their understanding the conditional sentences. Mood

also had the effect in understanding conditional sentences. Some of the students


68

(7.02%) said that their mood had the effect in learning conditional sentences. The

last factor was the students’ presence in the class. Although there was only one

student said it, he really felt the effect of it.

In conclusion, the data showed that although the students had already

learnt conditional sentences in the third semester, they still made errors. The

students still made errors in completing the incomplete conditional sentences and

in producing conditional sentences based on the given facts. There were only

some of them that were able to pass the minimum standard of mastery.

B. Suggestions

The followings are the suggestions proposed based on the result of the

research. The suggestions are addressed to the lecturers of the English Language

Education Study program and the students of the English language Education

Study Program and other researchers. Moreover, there are also some suggestions

for other researchers.

1. Suggestions for the Lecturers of the English Language Education Study

Program

Considering the fact that the fifth semester students of the English

Language Education Study program still made errors in the use of conditional

sentences, the lecturers should give more attention on students’ understanding.

Some of the students said that they did not obtain the same treatment from the

lecturers. They said that some explanations were too fast because the lecturers


69

only followed the clever students when they explained conditional sentences. In

fact, there were some students who had not understood yet.

The lecturers should also use appropriate and interesting method and

technique in explaining conditional sentences. They can use game or other

interesting medias to explain the topic. When the students are interested to

something, it will be helpful for them to remember. Besides, the lecturers need to

provide adequate exercises, so the students can practice and apply their

knowledge. It is better if the lecturers discuss the students’ answers and give the

correct answers with giving clear explanations. Another problem is that the

students recently do not have self awareness to study in group. Therefore, the

lecturers can also ask the students to make study group then give the score later.

The aim of this task is to make the students work in group to learn together and

share their problems in understanding the topics they learnt. The lecturers can also

give homework to find out the conditional sentences from the newspapers,

advertisements, magazines, etc.

2. Suggestions for the Students of the English Language Education Study

Program

The students should pay attention to the lecturers when the lecturers give

the explanation. Besides, the students need to be active in class during the

teaching learning process. The students have to ask to the lecturers when they do

not understand so that the lecturers can help them. It is better if the students make

a study group to discuss what they have learnt in class or at least they ask to other


70

friends who understand the topic well, so their understanding will be improved.

Another effort which has to be done by the students is finding other sources to

improve the knowledge. It can be finding other books or materials from the

internet. Besides, the students have to spend their time to learn the topic again at

home and not to be lazy. The students have to do the assignments given well and

seriously.

3. Suggestions for Other Researchers

Other researchers who are interested in conducting research on conditional

sentences can explore more or modify this research. It can be changing the

participants, developing the problem formulation, developing the instruments of

the research to gather the data, for example by doing some interviews. Other

researchers can also conduct the research on conditional sentences by improving

the instrument, such as in writing.


71

REFERENCES

Alexander, L. G. 1994. Longman English Grammar Practice for Intermediate Students. New York: Longman Publishing.

Ary, D., Jacobs, L. C., and Razavieh, A. 2002. Introduction to Research in Education. 6th ed. Belmont: Wadsworth / Thomson Learning.

Azar, B. S.1989. Understanding and Using English Grammar. 2nd ed. New Jersey: Prentice-Hall, Inc.

Bachman, L. F. 1995. Fundamental Considerations in Language Testing. New York: Oxford University Press.

Backstrom, C. H. and Cesar, G. H. 1981. Survey Research. 2nd ed. Canada: John Wiley and Sons, Inc.

Best, J. W. 1981. Research in Education. 4th ed. New Jersey: Prentice-Hall, Inc.

Brown, D. H. 2000. Principles of Language Learning and Teaching. 4th ed. New York: Addison Wesley Longman, Inc.

Brown, D. H. 2004. Language Assessment Principles and Classroom Practice. New York: Pearson Education, Inc.

Brown, J. D. 1996. Testing in Language Programs. New Jersey: Prentice Hall Regents.

Brown, J. D. and Rogers, T. S. 2004. Doing Second Language Research. New York: Oxford University Press.

Celce-Murcia, M. and Larsen-Freeman, D. 1999. The Grammar Book: An ESL/EFL Teacher’s Course. New York: Heinle & Heinle Publisher.


72

Corder, P. S. 1973. Introducing Applied Linguistics. England: Hazel Watseon and Viney Lts.

Dullay, H., Burt, M., and Krashen, S. 1982. Language Two. New York: Oxford University Press.

Ebel, R. L. 1979. Essentials of Educational Measurement. 3rd ed. New Jersey: Pretince Hall Inc.

Ellis, R. 2003. The Study of Second Language Acquisition. New York: Oxford University Press.

Ellis, R. 1997. Second Language Acquisition. New York: Oxford University Press.

Fraenkel, J. R., and Wallen, N. E. 1983. How to Design and Evaluate Research in Education. 2nd ed. Singapore: McGraw-Hill, Inc.

Freeman, D. L., and Long, M. H. 1991. An Introduction to Second Language Acquisition Research. New York: Longman Group.

Graver, B. D. 1984. Advanced English Practice. 2nd ed. New York: Oxford University Press.

Hague, P. 1995. Merancang Kuesioner. Jakarta: PT Pustaka Binaman Pressindo.

Hughes, A. 1989. Testing for Language Teachers. Cambridge: University Press.

Lewis, M. 2002. Giving Feedback in Language Classes (portfolio series 1). Singapore: SEAMEO Regional Language Centre.

Thomson, A.J. and Martinet A.V. 1980. A Practical English Grammar exercises 2. 2nd ed. New York: Oxford University Press.

Thomson, A.J. and Martinet A.V. 1986. A Practical English Grammar. 4th ed. New York: Oxford University Press.


73

Universitas Sanata Dharma. 2002. Peraturan Akademik Universitas Sanata Dharma. Yogyakarta: Universitas Sanata Dharma.

Wiersma, W. 1995. Research Methods in Education: An Introduction. Massachusetts: Simon and Schuster Company.


74

APPENDICES


75 Appendix 1: The Permission Letter


76 Appendix 2: The Blueprint of the Test

No. Aspects to Investigate No. of Items

Total number

Test Item

1. Conditional sentences type 1

a. Recognition 5 items (1, 5, 9, 10,

15)

10 numbers 1. If I have enough apples, I … (bake) apple pie this afternoon.

5. If Sally … (be) at home tomorrow, I … (visit) her.

9. If she … (have) enough money, she will go with you.

10. You … (ill) if you … (eat) so much.

15. I’ll look for your notebook and if I … (find) it, I … (give) you a ring.

b. Production 5 items (17, 20, 23,

25, 30)

17. I don’t eat breakfast, maybe I will get hungry.

20. The water freezes in the temperature 0˚C.

23. Bring the jacket or you will feel cold.

25. He has time and he will help me.

30. John will come to the meeting, so I see him.



14)

10 numbers 2. If I taught that class, I … (give) a lot of quizzes.

4. It’s too bad Helen isn’t here. If she … (be) here, she … (know) what to do.

7. If we had the choice, we … (live) in the country.

13. George is fourteen, but he is in a full-time job. If he … (be) fourteen, he still … (be) at school.

14. If the earth suddenly … (stop) spinning, we all … (fly) off it.


28, 29)

19. Mother doesn’t think it is going to rain so she doesn’t bring an umbrella.

22. We don’t visit you very often, because you live so far away.

26. That book is too expensive, so I’m not going to buy it.

28. My mother doesn’t buy me new shoes, because I don’t get a good mark.

29. I have to work tomorrow evening, so I can’t meet you.


77

No. Aspects to Investigate No. of Items

Total number

Test Item



12)

10 numbers 3. I wasn’t tired last night. If I … (be) tired, I … (go) home earlier.

6. Ken got to the station in time to catch his train. If he … (miss) it, he … (be) late for his interview.

8. Why you didn’t say that you were short of money? If I … (know), I … (lend) you some.

11. I didn’t recognize him at first because he was wearing dark glasses; if he … (be, not wear) them, I … (recognize) him immediately.

12. She was sent to the prison only because she refused to pay the fine; if she … (pay) the fine, she … (not, be) sent to prison.


24, 27)

16. The accident happened because the driver in front stopped so suddenly.

18. Margaret wasn’t injured in the crash because she was wearing a seatbelt.

21. I didn’t get a taxi because I didn’t have any money on me.

24. I was able to buy the car only because Jim lent me the money.

27. He took the taxi, so he caught the plane.


78 Appendix 3: The Test

CONDITIONAL SENTENCESCONDITIONAL SENTENCESCONDITIONAL SENTENCESCONDITIONAL SENTENCES

Student numberStudent numberStudent numberStudent number :::: ________________________________________________________________________________________

ClassClassClassClass :::: ________________________________________________________________________________________

Part A

Put the verbs in the bracket into the correct form!

1. If I have enough apples, I ……………………… (bake) apple pie this afternoon.

2. If I taught that class, I ……………………… (give) a lot of quizzes.

3. I wasn’t tired last night. If I …………………… (be) tired, I …………………… (go) home earlier.

4. It’s too bad Helen isn’t here. If she …………………… (be) here, she …………………… (know) what to do.

5. If Sally ……………………… (be) at home tomorrow, I …………………… (visit) her.

6. Ken got to the station in time to catch his train. If he …………………… (miss) it, he ……………………… (be) late for his interview.

7. If we had the choice, we ………………………… (live) in the country.

8. Why didn’t you say that you were short of money? If I ………………………… (know) I ……………………… (lend) you some.

9. If she ……………………… (have) enough money, she will go with you.

10. You ……………………… (ill) if you ……………………… (eat) so much.

11. I didn’t recognize him at first because he was wearing dark glasses; if he ………………………… (be, not wear) them, I …………………… (recognize) him immediately.

12. She was sent to the prison only because she refused to pay the fine; if she ……………………… (pay) the fine, she ……………………… (not, be) sent to prison.

13. George is fourteen, but he is in a full-time job. If he ……………………… (be) fourteen, he still ……………………… (be) at school.

14. If the earth suddenly ……………………… (stop) spinning, we all ……………………… (fly) off it.

15. I’ll look for your notebook and if I ………………………… (find) it I ……………………… (give) you a ring.


79

Part B

Make good conditional sentences based on the given facts!

16. The accident happened because the driver in front stopped so suddenly. __________________________________________________________________________

__________________________________________________________________________

17. I don’t eat breakfast, maybe I will get hungry.

__________________________________________________________________________

__________________________________________________________________________

18. Margaret wasn’t injured in the crash because she was wearing a seatbelt.

__________________________________________________________________________

__________________________________________________________________________

19. Mother doesn’t think it is going to rain so she doesn’t bring an umbrella.

__________________________________________________________________________

__________________________________________________________________________

20. The water freeze in the temperature 0˚C.

__________________________________________________________________________

__________________________________________________________________________

21. I didn’t get a taxi because I didn’t have any money on me.

__________________________________________________________________________

__________________________________________________________________________

22. We don’t visit you very often, because you live so far away.

__________________________________________________________________________

__________________________________________________________________________

23. Bring the jacket or you will feel cold.

__________________________________________________________________________

__________________________________________________________________________

24. I was able to buy the car only because Jim lent me the money.

__________________________________________________________________________

__________________________________________________________________________

25. He has time and he will help me.

__________________________________________________________________________

__________________________________________________________________________


80

26. That book is too expensive, so I’m not going to buy it.

__________________________________________________________________________

__________________________________________________________________________

27. He took the taxi, so he caught the plane.

__________________________________________________________________________

__________________________________________________________________________

30. My mother doesn’t buy me new shoes, because I don’t get a good mark.

__________________________________________________________________________

__________________________________________________________________________

31. I have to work tomorrow evening, so I can’t meet you.

__________________________________________________________________________

__________________________________________________________________________

32. John will come to the meeting, so I see him.

__________________________________________________________________________

__________________________________________________________________________

GOOD LUCKGOOD LUCKGOOD LUCKGOOD LUCK


81 Appendix 4: The Answer Key

Part APart APart APart A

1. Will bake

2. Would give

3. Had been, would have been

4. Were, would know

5. Is, will visit

6. Had missed, would have been

7. Would live

8. Had known, would have lent

9. Has

10. Will be ill, eat

11. Had not been wearing, would/should have recognized

12. Had paid, wouldn’t have been

13. Were, would be

14. Stopped, would fly

15. Find, will give

Part BPart BPart BPart B

16. If the driver in front hadn’t stopped so suddenly, the accident wouldn’t

have happened.

17. If I don’t eat breakfast, I will get hungry.

18. If Margaret hadn’t been wearing seat belt, she would have been injured.

19. If mother thought it was going to rain, she would bring an umbrella.

20. The water will freeze if the temperature is 0˚C.

21. If I had had some money, I would have got a taxi.

22. If you didn’t live so far, we would visit you more often/if you live nearby, we

would visit you more often.

23. If you don’t bring the jacket, you will feel cold/if you bring the jacket, you

will not feel cold.

24. If Jim hadn’t lent me the money, I wouldn’t have been able to buy the car.

25. If he has time, he will help me/if he doesn’t have time, he will not help me.

26. If the book weren’t so expensive, I would buy it/if the book were cheaper, I

would buy it.

27. If he hadn’t taken the taxi, he wouldn’t have caught the plane.

28. If I got a good mark, my mother would buy me new shoes.

29. If I didn’t have to work tomorrow evening, I would meet you.

30. If John comes to the meeting, I will see him/if Jim doesn’t come to the

meeting, I will not see him.


82 Appendix 5: The Blueprint of the Questionnaire

Part No. Factors Aspect to Investigate No. of Item

Statements

I. Close-ended

1. Internal factors

1. Students’ perception. 6

1. Conditional sentences were important to learn.

2. Conditional sentences were a difficult topic.

3. Conditional sentences were confusing.

4. Conditional sentences’ types were complicated.

5. Conditional sentences were interesting to be learnt.

6. Conditional sentences had a lot of types which made me curious.

2. Students’ ability. 6 7. Basically, I had enough knowledge about conditional sentences.

8. I got difficulty in learning conditional sentences because the pattern of them is different from the pattern from my first language.

9. I could automatically determine the types and patterns of conditional sentences by looking the questions.

10. I had to review conditional sentences again at home to understand them well.

11. I could easily understand the types of conditional sentences by studying in the class.

12. I could understand conditional sentences by learning them by myself at home.


83


Statements

3. Student’s motivation and effort.

6 13. I liked learning conditional sentences so I have high motivation in learning.

14. Understanding conditional sentences was difficult, so I was challenged to master them.

15. Learning conditional sentences made me confused so I have no motivation to learn.

16. I asked to the lecturer when I have difficulties in learning conditional sentences.

17. I looked for other literatures which explain conditional sentences to help me to understand them.

18. I was diligent in learning conditional sentences.

2. External factors

1. Teaching-learning activities.

6 19. The lecturers explained conditional sentences clearly until all the students really understand.

20. I got enough examples in learning conditional sentences.

21. I got enough exercise, so I could understand conditional sentences topic well.

22. The lecturer used the appropriate method in explaining conditional sentences.

23. The facilities given, supported the learning of conditional sentences.


84


Statements

24. I had a good book that really helped me in learning conditional sentences.

2. Time, class and social influences.

6 25. The time given to discuss conditional sentences was too short so I have not understood yet.

26. The comparison between time given and the assignment was not balance.

27. The situation in class and around it made me comfortable to study conditional sentences, because it was not too noisy.

28. The class gives the opportunity to be active.

29. I don’t have enough time to study again at home.

30. I made a study group with my friends so we can share and help each other in learning conditional sentences.

II. Open-ended

1. 1. Students’ problems in learning conditional sentences, and suggestions.

2 1. Please give a brief explanation the problem you faced when you learned conditional sentences using your own word!

2. Give the suggestions how conditional sentences should be taught so that it can make you understand well!


85

Appendix 6: The Questionnaire

QUESTIONNAIREQUESTIONNAIREQUESTIONNAIREQUESTIONNAIRE

Student numberStudent numberStudent numberStudent number :::: ________________________________________________________________________________________

ClassClassClassClass :::: ________________________________________________________________________________________

A. Please circle the answers which belong to you (1=

strongly disagree, 2= disagree, 3= agree, 4= strongly

agree)!

No.No.No.No. StatementsStatementsStatementsStatements PointPointPointPoint

1. Conditional sentences were important to learn. 1 2 3 4

2. Conditional sentences were a difficult topic. 1 2 3 4

3. Conditional sentences were confusing. 1 2 3 4

4. Conditional sentences’ types were complicated. 1 2 3 4

5. Conditional sentences were interesting to be learnt. 1 2 3 4

6. Conditional sentences had a lot of types which made me curious.

1 2 3 4

7. Basically, I had enough knowledge about conditional sentences.

1 2 3 4

8. I got difficulty in learning conditional sentences because the pattern of them is different from the pattern from my first language.

1 2 3 4

9. I could automatically determine the types and patterns of conditional sentences by looking the questions.

1 2 3 4

10. I had to review conditional sentences again at home to understand them well.

1 2 3 4

11. I could easily understand the types of conditional sentences by studying in the class.

1 2 3 4

12. I could understand conditional sentences by learning them by myself at home.

1 2 3 4

13. I liked learning conditional sentences so I have high motivation in learning.

1 2 3 4

14. Understanding conditional sentences was difficult, so I was challenged to master them.

1 2 3 4

15. Learning conditional sentences made me confused so I have no motivation to learn.

1 2 3 4

16. I asked to the lecturer when I have difficulties in learning conditional sentences.

1 2 3 4

17. I looked for other literature which explain conditional 1 2 3 4


86

sentences to help me to understand them.

18. I was diligent in learning conditional sentences. 1 2 3 4

19. The lecturers explained conditional sentences clearly until all the students really understand.

1 2 3 4

20. I got enough examples in learning conditional sentences.

1 2 3 4

21. I got enough exercise, so I could understand conditional sentences topic well.

1 2 3 4

22. The lecturer used the appropriate method in explaining conditional sentences.

1 2 3 4

23. The facilities given, supported the learning of conditional sentences.

1 2 3 4

24. I had a good book that really helped me in learning conditional sentences.

1 2 3 4

25. The time given to discuss conditional sentences was too short so I have not understood yet.

1 2 3 4

26. The comparison between time given and the assignment was not balance.

1 2 3 4

27. The situation in class and around it made me comfortable to study conditional sentences, because it was not too noisy.

1 2 3 4

28. The class gave the opportunity to be active. 1 2 3 4

29. I didn’t have enough time to study again at home. 1 2 3 4

30. I made a study group with my friends so we can share and help each other in learning conditional sentences.

1 2 3 4

B. Answer the following questions clearly! 1. Please give a brief explanation the problem you faced when you learned

conditional sentences using your own words! __________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

2. Give the suggestions how conditional sentences should be taught so that it can make you understand well!

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________


87

__________________________________________________________________________

__________________________________________________________________________


88 Appendix 7: The Samples of the Students’ Sheet


89


90


91


92


93


94


95


96


97


98 Appendix 8: The Frequency and Percentage of the Students’ Responses on the Questionnaire

category

frequency strongly disagree

1

frequency disagree

2

frequency agree 3

frequency strongly agree 4

percent strongly disagree

1

percent disagree

2

percent agree 3

percent strongly agree 4

item 1 0 0 28 29 0.00 0.00 49.12 50.88

item 2 3 12 34 8 5.26 21.05 59.65 14.04

item 3 1 11 37 8 1.75 19.30 64.91 14.04

item 4 0 13 34 10 0.00 22.81 59.65 17.54

item 5 2 12 33 10 3.51 21.05 57.89 17.54

item 6 2 20 28 7 3.51 35.09 49.12 12.28

item 7 2 19 28 8 3.51 33.33 49.12 14.04

item 8 3 14 25 15 5.26 24.56 43.86 26.32

item 9 3 25 28 1 5.26 43.86 49.12 1.75

item 10 2 7 19 29 3.51 12.28 33.33 50.88

item 11 0 16 34 7 0.00 28.07 59.65 12.28

item 12 2 16 29 10 3.51 28.07 50.88 17.54

item 13 2 26 26 3 3.51 45.61 45.61 5.26

item 14 2 16 33 6 3.51 28.07 57.89 10.53

item 15 15 35 7 0 26.32 61.40 12.28 0.00

item 16 3 21 24 9 5.26 36.84 42.11 15.79

item 17 7 24 19 7 12.28 42.11 33.33 12.28

item 18 9 36 11 1 15.79 63.16 19.30 1.75

item 19 1 6 37 13 1.75 10.53 64.91 22.81

item 20 1 12 36 8 1.75 21.05 63.16 14.04

item 21 0 18 30 9 0.00 31.58 52.63 15.79

item 22 1 6 40 10 1.75 10.53 70.18 17.54

item 23 2 26 27 2 3.51 45.61 47.37 3.51

item 24 2 23 30 2 3.51 40.35 52.63 3.51

item 25 5 34 17 1 8.77 59.65 29.82 1.75

item 26 4 40 10 3 7.02 70.18 17.54 5.26

item 27 8 22 23 4 14.04 38.60 40.35 7.02

item 28 0 9 37 11 0.00 15.79 64.91 19.30

item 29 6 32 16 3 10.53 56.14 28.07 5.26

item 30 9 27 19 2 15.79 47.37 33.33 3.51


99 Appendix 9: The Students’ Scores

item

1 item

2 item

3 item

4 item

5 item

6 item

7 item

8 item

9 item 10

item 11

item 12

item 13

item 14

item 15

item 16

item 17

item 18

item 19

1 0 0 0 0 0 0 0 0 1 0 0 0 0 1 1 0 0 0 0 2 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 0 0 3 1 0 0 0 0 0 1 0 0 0 0 0 0 0 1 0 0 0 0 4 1 1 1 0 1 1 1 1 1 0 1 1 0 0 1 1 0 1 0 5 1 1 0 0 0 0 1 0 1 0 0 0 0 0 1 0 0 0 0 6 1 1 0 0 1 0 1 0 1 1 0 0 0 0 1 1 0 0 0 7 1 1 0 0 1 0 1 0 1 0 0 0 0 0 1 0 0 0 0 8 1 1 0 1 1 1 0 0 1 0 0 0 1 0 1 0 0 0 0 9 1 0 0 0 0 0 0 1 1 0 0 0 0 0 1 0 1 0 0 10 1 1 0 0 0 0 1 0 0 0 0 0 0 1 0 0 0 0 0 11 1 0 0 0 1 0 1 0 1 0 0 0 0 0 1 0 1 0 0 12 1 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 13 1 1 1 1 1 1 1 1 1 1 0 1 1 0 1 1 0 0 0 14 1 1 0 0 1 0 1 1 1 0 0 0 1 0 1 0 0 1 0 15 1 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 16 1 0 0 0 0 0 0 1 1 0 0 0 0 0 0 0 0 0 1 17 1 1 1 0 0 1 1 0 0 1 1 0 0 1 1 0 0 0 0 18 0 0 0 0 1 0 0 0 1 1 0 0 0 0 1 0 1 0 0 19 0 1 1 0 1 1 0 1 1 0 0 1 0 0 0 1 1 0 0 20 0 1 0 0 1 0 1 0 1 0 0 0 0 0 1 0 1 0 0 21 1 1 0 0 1 0 1 1 1 0 0 0 0 0 1 0 0 0 0 22 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 0 1 0 23 1 1 0 0 1 0 0 0 1 1 0 0 0 0 1 0 1 0 0 24 1 1 1 1 1 1 1 1 1 0 0 1 1 0 1 1 0 1 1 25 1 1 0 0 0 0 1 0 0 0 0 0 1 0 1 0 0 0 0 26 1 1 0 1 1 0 0 1 1 1 0 1 1 0 1 1 0 1 1 27 1 1 0 0 1 0 1 0 1 0 0 0 1 0 1 0 1 0 0 28 0 1 0 1 1 0 0 1 1 1 0 0 1 0 1 0 0 0 0 29 1 1 0 0 1 0 1 1 1 1 0 0 0 0 1 0 1 0 0 30 1 1 1 1 1 1 1 1 0 1 0 0 0 0 1 0 0 0 0 31 1 0 0 0 1 0 0 0 1 0 0 0 0 0 1 0 1 0 0 32 0 1 0 1 0 0 0 0 0 0 0 0 0 0 1 0 1 0 0 33 1 1 0 0 1 0 1 0 1 0 0 0 0 1 1 0 1 0 0 34 0 1 0 0 1 0 0 1 0 0 0 0 0 0 0 0 0 0 0 35 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 36 1 1 0 1 1 0 1 1 0 0 0 0 0 0 1 0 0 0 0 37 1 1 0 0 1 0 0 1 1 1 0 0 0 0 1 0 1 0 0 38 1 1 1 1 1 1 1 1 1 0 0 1 1 1 0 1 0 1 1 39 1 1 0 0 1 0 0 0 1 1 0 0 0 0 1 0 1 1 0 40 0 1 0 0 0 0 0 0 0 1 0 0 0 0 1 1 1 0 0 41 1 1 0 0 1 0 1 0 0 1 0 0 0 0 1 0 1 0 0 42 0 1 0 0 0 0 1 1 0 0 0 0 0 0 0 0 0 0 0 43 0 1 0 1 1 0 1 0 1 0 0 0 0 0 1 0 1 0 0 44 1 1 1 0 1 1 0 1 1 1 1 1 1 0 1 1 0 1 1 45 0 1 0 0 0 0 1 0 0 1 0 0 0 0 1 0 1 0 0 46 1 1 0 0 1 1 0 0 0 0 0 0 1 0 1 1 0 0 0 47 1 0 0 0 1 0 0 0 0 1 0 0 0 1 0 0 0 1 1 48 1 1 0 0 1 0 0 0 0 1 0 0 0 0 1 0 0 0 1 49 1 1 0 1 1 0 0 0 0 1 0 0 0 0 0 0 0 0 0 50 1 0 0 0 1 1 1 0 1 0 1 0 1 0 1 1 0 0 0 51 1 1 0 0 1 0 0 0 1 0 0 0 0 1 1 0 1 0 0 52 1 1 1 1 1 1 1 0 1 0 1 1 1 0 1 1 1 1 0 53 1 1 0 1 0 0 1 0 1 1 0 0 0 0 1 0 0 0 0 41 42 11 15 37 14 30 20 35 21 7 10 15 7 42 14 21 10 7

M 0.77 0.79 0.21 0.28 0.70 0.26 0.57 0.38 0.66 0.40 0.13 0.19 0.28 0.13 0.79 0.26 0.40 0.19 0.13


100

item 20

item 21

item 22

item 23

item 24

item 25

item 26

item 27

item 28

item 29

item 30

total score grade difference squared

difference 1 0 0 0 0 0 1 0 0 0 0 0 4 1.3 E -7.13 50.87 2 1 1 0 1 1 1 0 1 1 0 0 23 7.7 B 11.87 140.85 3 0 0 0 0 0 0 0 0 0 0 0 3 1 E -8.13 66.13 4 0 0 1 0 1 0 0 1 1 1 0 18 6 C 6.87 47.17 5 0 0 1 0 0 1 0 0 0 1 0 8 2.7 E -3.13 9.81 6 1 0 0 1 0 1 0 0 0 0 1 12 4 E 0.87 0.75 7 0 0 0 1 0 1 0 0 0 0 0 8 2.7 E -3.13 9.81 8 0 0 0 1 0 1 0 1 1 0 0 12 4 E 0.87 0.75 9 0 0 0 1 0 0 0 0 0 0 0 6 2 E -5.13 26.34 10 0 0 0 0 0 0 0 0 0 0 0 4 1.3 E -7.13 50.87 11 1 0 0 0 0 1 0 0 0 0 0 8 2.7 E -3.13 9.81 12 0 0 0 1 0 1 0 0 0 0 1 6 2 E -5.13 26.34 13 1 0 0 1 0 0 0 0 0 0 0 16 5.3 D 4.87 23.70 14 0 1 1 0 0 0 0 1 1 0 1 14 4.7 E 2.87 8.22 15 1 0 0 1 0 0 0 0 1 1 0 6 2 E -5.13 26.34 16 1 0 0 1 0 0 0 0 1 1 0 8 2.7 E -3.13 9.81 17 1 0 0 1 0 0 0 0 0 0 0 11 3.7 E -0.13 0.02 18 1 0 0 1 0 1 0 0 0 0 0 8 2.7 E -3.13 9.81 19 1 0 0 1 1 0 1 1 1 0 1 16 5.3 D 4.87 23.70 20 0 0 0 1 0 1 0 0 0 0 1 9 30 E -2.13 4.55 21 1 1 1 0 1 0 0 0 1 1 0 13 43.3 E 1.87 3.49 22 1 1 1 0 1 0 0 1 1 1 1 24 80 A 12.87 165.58 23 1 0 0 1 0 1 0 0 0 0 0 10 33.3 E -1.13 1.28 24 1 1 1 1 1 0 1 1 1 1 1 25 83.3 A 13.87 192.32 25 1 0 0 1 0 1 0 0 0 0 1 9 30 E -2.13 4.55 26 1 0 1 1 1 1 0 1 1 0 1 21 70 B 9.87 97.38 27 1 0 0 1 0 1 0 0 0 0 1 12 40 E 0.87 0.75 28 1 0 0 0 0 0 0 0 1 0 0 10 33.3 E -1.13 1.28 29 1 0 0 0 0 0 0 0 0 0 0 10 33.3 E -1.13 1.28 30 1 0 1 1 0 0 1 0 1 1 1 17 56.7 D 5.87 34.43 31 1 0 0 1 0 1 0 0 0 0 1 9 30 E -2.13 4.55 32 0 0 0 1 0 1 0 0 0 0 1 7 23.3 E -4.13 17.07 33 1 0 0 1 0 1 0 0 0 0 1 12 40 E 0.87 0.75 34 0 0 0 0 0 1 0 0 0 0 0 4 13.3 E -7.13 50.87 35 0 0 0 0 0 0 0 0 0 0 0 1 0.3 E -10.13 102.66 36 0 0 1 0 0 0 0 0 1 0 1 10 33.3 E -1.13 1.28 37 1 0 0 1 0 1 0 0 1 0 0 12 40 E 0.87 0.75 38 0 1 1 0 1 0 0 0 1 1 0 20 66.7 C 8.87 78.64 39 0 1 1 0 1 0 0 0 1 0 0 12 40 E 0.87 0.75 40 0 0 0 0 0 0 0 0 0 0 0 5 16.7 E -6.13 37.60 41 1 0 0 1 0 1 0 0 0 0 1 11 36.7 E -0.13 0.02 42 0 0 0 0 0 0 0 0 1 0 0 4 13.3 E -7.13 50.87 43 1 0 0 1 0 0 0 0 0 0 0 9 30 E -2.13 4.55 44 0 1 1 0 1 0 1 1 1 1 0 22 73.3 B 10.87 118.11 45 1 0 0 1 0 1 0 0 1 1 0 10 33.3 E -1.13 1.28 46 1 0 1 0 1 0 0 0 1 0 0 11 36.7 E -0.13 0.02 47 0 0 0 0 0 0 0 0 0 0 0 6 20 E -5.13 26.34 48 1 0 0 1 0 1 0 1 0 0 1 11 36.7 E -0.13 0.02 49 0 0 0 0 0 0 0 0 0 0 0 5 16.7 E -6.13 37.60 50 0 0 0 1 1 1 1 0 1 0 1 15 50 D 3.87 14.96 51 1 0 0 1 0 1 0 0 0 0 0 10 33.3 E -1.13 1.28 52 1 1 0 1 1 1 0 1 1 0 1 23 76.7 B 11.87 140.85 53 1 0 0 0 0 1 0 0 0 0 1 10 33.3 E -1.13 1.28 30 9 13 30 13 26 5 11 23 11 20 590 ∑(x-M) 2= 1740.08

M 0.57 0.17 0.25 0.57 0.25 0.49 0.09 0.21 0.43 0.21 0.38 11.13 sx2= 32.83


101 Appendix 10: The Calculation of Reliability

Student Scores Item Scores Item Variances

Score Frequency Score Frequency p q pq

25 1 42 2 0.79 0.21 0.33

24 1 41 1 0.77 0.23 0.18

23 2 37 1 0.70 0.30 0.21

22 1 35 1 0.66 0.34 0.22

21 1 30 3 0.57 0.43 0.74

20 1 26 1 0.49 0.51 0.25

18 1 23 1 0.43 0.57 0.25

17 1 21 2 0.40 0.60 0.48

16 2 20 2 0.38 0.62 0.47

15 1 15 2 0.28 0.72 0.41

14 1 14 2 0.26 0.74 0.39

13 1 13 2 0.25 0.75 0.37

12 6 11 3 0.21 0.79 0.49

11 4 10 2 0.19 0.81 0.31

10 7 9 1 0.17 0.83 0.14

9 4 7 3 0.13 0.87 0.34

8 5 5 1 0.09 0.91 0.09

7 1

6 4

5 2

4 4

3 1

1 1

n= 53 k= 30 ∑pq= 5.65

sx2= 32.83

rxx=

=

= = 1.03 x 0.83 = 0.855

−−

∑2

2

1 x

x

s

pqs

K

K

−− 83.32

65.583.32

130

30

83.32

18.2703.1


PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI - USD ...

Documents

Transcript of PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI - USD ...