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.
