Table 2.13 The Tense Combination of Present unreal
53
Dependent Subordinate clause Independent Main Clause Simple Past would, could, might, should +
main verb Past Continuous could, had to + main verb
would Example:
If John studied, he would pass the test If John were studying, he might pass the test
If John could study, he could pass the test If John would study, he could pass the test
Note: Neither will nor would can be used in the if clause when they are used with
a future meaning.
e The Difficulties in using Type Two of Conditional Sentences
The conditional sentence s are provided by the students’ textbooks and
reference grammars with information which is difficult to grasp by the students.
54
In line with preceeding sentence, Marianne C. Murcia wrote that “the second conditional sentences or imaginative conditional sentences are perhaps the most
problematic of three main types”.
55
53
Caroll Washington Pollock, Communicate What You Mean, New Jersey: Prentice Hall Inc., 1982, p. 213.
54
Marianne C. Murcia, The Grammar Book,... p. 545.
55
Marianne C. Murcia, The Grammar Book,... p. 551.
There are two subtypes of imaginative conditional hypothetical and counterfactuals. Hypothetical conditionals express unlikely yet possible events or
state in the if clause: If Joe had the time, he would go to the mexico.
The if clause is not strongly negated here. There is an outside chance that Jope has or will have the time. On the other hand, counterfactual conditionals
express impossible events or states in the if clause: If Napoleon were alive today, he would be fighting the Soviets.
The If clause is strongly negated i.e., Napoleon is not alive today nor will he be alive in the future.
Occasionally, the difference between using a future conditional and a hypothetical conditional is a matter of speaker choice:
Future : If it rains, I will stay at home.
Hypothetical : If it were toshould rain, I would stay home.
56
The choice reflects the degree of confidence in the speaker’s mind comcerning the fulfillment of the condition; the future conditional expresses a greater degree of
confidence that the condition is a real possibility than does the hypothetical conditional.
Besides, another problem is that ESLEFL students, who have learned to associate past tense with past time, often find it hard to believe that in type two of
conditional sentences refers to present and not past time. Therefore, they get confused, because they hear and read many types of conditional sentences which
are not included in three structures usually taught. To avoid many of these problems, present and practice conditional in
realistic context is necessary.
56
Marianne C. Murcia, The Grammar Book..., p. 552.
36
CHAPTER III RESEARCH METHODOLOGY
A. The Purposes of the Research
The purposes of this research are toobtain clear information about the students’ errors and to know the reason why the students make errors in using
type two of conditional sentences in using type two of conditional sentences at SMA Dua Mei Ciputat.
B. The Time and Place of the Research
The research took place at SMA Dua Mei Ciputat located at Jl.H. Abdul
Gani No. 135 Cempaka PutihCiputat Timur —Tangerang—Banten.
The research was carried onSeptember 12
th
– September 29
th
2011.
C. The Population of the Research
The population of the research is the entire second grade students of SMA Dua Mei Ciputat in which there are 30 students from two classes; XI Social and
XI Science Class. Actually, there are 54 more students at the school, but 24 students were out of town when the writer conducted the research to attend
training for selected students at Puncak. The writer took the whole studentswho came to the class because the subject of the study is less than 100, so the research
is called population research. Moreover, if the sum of the subject is bigger, a researcher can take 15, or 20-25 and more
, depending on the researcher’s ability in terms of fund, time, and energy. Also, whether the research area from
each subject is wide or narrow is the factor and the risks that can be carried on by the researcher might be considered.
1
1
SuharsimiArikunto, Dasar-Dasar Evaluasi Pendidikan; 4
th
Revised Edition, Jakarta: Bumi Aksara, 2009, p. 134.
D. The Method of the Research
The writer used the descriptive analysis method and used the procedures of errors analysis itself. The method was intended to analyze problems or cases
happened. Next, it involved accumulating, analyzing, and classifying data with various techniques, also interpreting data. On the final step, the writer had to
conclude the result of research. The study was also based on field research. Through field research, the writer explained the use of type two of conditional
sentences in the classand examinedthe second grade students of SMA Dua Mei Ciputat by delivering the test to the students to get some data. In addition, it was
also supported by many books related to the topic.
E. The Instrument of the Research
To get the data, the writer gave a test to the second grade students of SMA Dua Mei Ciputat. Before making the test, the writer made ‘kisi-kisisoal’ focused
on the use of type two of conditional sentences. Here is the table:
Table 3.1 The Tenses Area and Each Item
No. Tenses area
Number of item
1. The form of type two of conditional
sentences a
Irregular verb b
Modal + base form of verb
c Inversion
Part I
1,3,4,6,10 2,5,8,9,11,12
13,14 7,15
2. The sentences of type two of
conditional sentences Part II
1- 5
No. Tenses area
Number of item
3. True False questions regarding the
positive and negative forms of type two of conditional sentences
Part III 1-10
After making the test, the writer made the items of test referring to it. There were 30 test items given to the students.
F. The Technique of Data Collecting
To collect data, the writer used some techniques such as book literature and test instrument. Before conducting the research, the writer searched for some
books and other references related to the research. Then, the writer conducted a test to investigate the students’ errors in using type two of conditional sentences.
The writer enclosed the test on the appendices section.
G. The Techniques of Data Analysis
After collecting the data from the test, the writer analyzed the students’
errors by focusing on their grammatical errors in using type two of conditional sentences from the students’ answer sheets. The techniques of data analysis used
by the writer in this research are descriptive analysis technique because the writer describes
some students’ errors and quantitative because the writer uses numerical data in
this ‘skripsi’. Here is the table of average errors formula on the next page:
Table 3.2 The AverageErrors Formula
P = Percentage F = Frequency of Errors
C = Correct Answers P=
F C + F
x 100
