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
10 20
30 40
50 60
70
13 14
15 16
17 18
p e
rc e
n ta
g e
o f
st t
d e
n ts
re sp
o n
se s
item ntmber
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.
10 20
30 40
50 60
70 80
19 20
21 22
23 24
p e
rc e
n ta
g e
o f
st t
d e
n ts
r e
sp o
n se
s
item ntmber
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
10 20
30 40
50 60
70 80
25 26
27 28
29 30
p e
rc e
n ta
g e
o f
st t
d e
n ts
r e
sp o
n se
s
item ntmber
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.
