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Students have responsibilities to organize and to develop the learning process
The ‘setting’ of learning process is contextually.
C. The Previous Related Studies of Conditional Sentence Type
2.
Many researchers have taken conditional sentence type 2 for their research to get the students‟ problems in learning it. The previous
researchers used various methods in solving students‟ problems.
Widji Widjayanti stated that “the students who learn conditional
sentence may understand the syntactic change of each type, but they may have difficulties in understanding the semantic all types
”.
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Conditional sentence type 1 may be easier to understand since it has same meaning in
Indonesian, but both conditional sentence type 2 and conditional sentences type 3 may cause problems since according to the students these types do
not exist in Indonesian language. Indonesian students do not realize that unlike conditional sentence type 1, both conditional sentence type 2 and
conditional sentence type 3 cannot be translated as jika, but seandainya. As in If I had wings, I would fly to the moon, which should be translated as
seandainya not jika saya punya sayap, saya akan terbang ke bulan.
Students‟ awareness of differences in the meaning of the three conditional sentences can be seen through the way they translate the conditional
sentence. From the stated above the writer concluded that the students still
have difficulties in the form and usage of conditional sentence type2, and they often make the mistakes that conditional sentence type 2 refers to
present not past time.
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Widji Widjayanti “ An Analysis on the Difficulties by the Students in Learning Conditional Sentence Type 2 at MAN Cibinong Bogor
”, Skripsi of UIN Syarif Hidayatullah Jakarta, Jakarta: Perpustakaan UIN Syarif Hidayatullah Jakarta, 2009, p. 3.
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In another studies, Lia Nurshohifah stated that “conditional sentence
type 2 is difficult for the students to understand since the grammatical rule in terms the verb form of English and Indonesian language is totally
different ”.
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It can be said that Indonesian language has no change in verb form between present and past time, although in English it has a change of
verb form between present and past time. In this research the writer tries to apply Contextual Teaching and
Learning to improve students‟ ability in using conditional sentence type 2.
The way of writer‟s teaching is totally different from the previous researcher. She related the subject material with the students‟ real life.
By using contextual teaching and learning the writer connects the students‟ materials with their real life, such as what they were facing in their
life, what they knew about the current issues around them, the most popular figure they knew, their experience and so on. It would make them creative
and critical thinking to relate the subject matter. The writer begins the lesson by reminding the students about the
irregular verb, because this was related to the material would be explained, that is Conditional Sentence Type 2. Besides, she wants to increase their
vocabularies. She presents a slide within a picture of popular singer. The aim is to connect students
‟ real life with the subject material. Then she gives them a question related to Conditional Sentence Type 2. Then she begins to
explain the pattern and the use of conditional sentence type 2. She also explains the changes of the verb.
The students are divided into some groups. One student of each group becomes a model to presents what they had got in group work.
Because of modeling is one of Contextual Teaching and Learning components. She also gives some questions related to the conditional
sentence type 2. Its aim is to get the respond from the students with the
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Lia Nurshohifah, “ Improving Students’ Ability in Learning Conditional Sentence Type 2 through Songs”, Skripsi of UIN Syarif Hidayatullah Jakarta, Jakarta: Library of UIN Syarif
Hidayatullah Jakarta, 2011, p. 3
