An analysis on students’ errors in using conditional sentences type II: a case study on second grade of natural sciences students of national senior high school 9 Kota Tangerang Selatan
AN ANALYSIS ON STUDEN
TS’ E
RRORS IN USING
CONDITIONAL SENTENCES TYPE II
(A Case Study on Second Grade of Natural Sciences Students of National Senior High School 9 Kota Tangerang Selatan)
Written By:
Fitri Rahmawati NIM: 108014000027
DEPARTMENT OF ENGLISH EDUCATION
THE FACULTY OF TARBIYAH AND TEACHER’S TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA 2014
(2)
(3)
(4)
(5)
English Education Department at Faculty of Tarbiyah and Teacher’s Training of State Islamic University Syarif Hidayatullah Jakarta.
Keywords: Error, Error Analysis, Types of Error, Frequency of Occurrence, Causes of Errors.
The objective of this study is to identify and to classify the error types, to find out the occurrence frequency of each error types and to find out the causes of errors of conditional sentence type II in Second Grade of Natural Science of National Senior High School 9 Kota Tangerang Selatan.
The method used in this study is qualitative method. The qualitative design applied in this study was case study. This study is also conducted using error analysis procedures started from data collection, identification of errors, description of errors, explanation of errors, and evaluation of errors. In this study, the data were collected using observation, test, and interview (both teacher’s and
students’ interview).
The result is known that the students committed four kinds of errors, i.e.: omission, addition, misformation and misorder. From those, the students’ errors are mostly in misformation. It took 54, 89%. Moreover, 35,33% errors fell into addition and 9,02% errors fell into omission; whereas, for misorder, it only took 0,76% errors.
(6)
Department at Faculty of Tarbiyah and Teacher’s Training of State Islamic University Syarif Hidayatullah Jakarta.
Keywords: Error, Error Analysis, Types of Error, Frequency of Occurrence, Causes of Errors.
Tujuan dari penelitian ini adalah untuk menganalisa dan untuk menggolongkan tipe-tipe kesalahan, untuk menemukan frekuensi terjadinya kesalahan-kesalahan disetiap tipe dan untuk menemukan penyebab terjadinya kesalahan dalam penggunaan kalimat pengandaian tipe kedua di kelas 2 IPA SMAN 9 Kota Tangerang Selatan.
Metode yang digunakan dalam penelitian ini adalah metode kualitatif. Desain kualitatif yang diterapkan dalam penelitian berupa studi kasus. Penelitian ini juga dilakukan dengan menggunakan prosedur error analysis mulai dari pengumpulan data, identifikasi kesalahan, penjabaran kesalahan, penjelasan kesalahan, dan evaluasi kesalahan. Dalam penelitian ini, data didapat melalui pengamatan, tes, dan wawancara (baik wawancara guru maupun wawancara siswa).
Hasil Penelitian menunjukkan bahwa siswa melakukan empat jenis kesalahan, yakni omission, addition, misformation dan misorder. Dari keempat jenis kesalahan tersebut, kesalahan terbanyak terletak pada misformation. Terdapat sebanyak 54, 89%. Lebih lanjut, diketahui bahwa 35,33% terjadi pada addition dan 9,02% terjadi pada omission; sementara hanya ditemukan sebanyak 0,76% pada misorder.
(7)
ACKNOWLEDGEMENT
ــــــــيحرلا ــــــــ نمحرلا هــــــ
ــل ل ا
ــــــــسب
In the name of Allah, the Most Gracious and the Most Merciful
Praise be to Allah who has given the writer His love and compassion to finish the last assignment in her study. Peace and salutation be upon the prophet Muhammad SAW, his family, his companion, and his adherence.
Alhamdulillah by the grace of Allah, the writer could finish her research paper. It would not be possible without the guidance and the help of several individuals who in one way or another contributed and extended their valuable assistance in the preparation and completion of this study.
The writer’s sincere gratitude goes to:
1. Her parents and husband for supporting her throughout all her studies at University.
2. Dr. Fahriany, M. Pd., and Ummi Kultsum, M. Pd., whose sincerity, encouragement, scholarly suggestions and critical remarks have enabled the writer to refine this research paper.
3. All lecturers
4. Drs. Syauki, M. Pd., the Head of English Education Department and Zahril Anasy, M. Hum., the Secretary of English Education Department.
5. Dra. Nurlena, MA, Ph. D., the Dean of the Faculty of Tarbiyah and Teachers’ Training Syarif Hidayatullah State Islamic University Jakarta. 6. Then, the writer offers his regards and blessings to all of those who have
supported her in any respect during the completion of the study.
For the last, she realizes that her research paper might be not perfect, so she will accept any constructive suggestions to make this research paper better.
Jakarta, March 2014 The Writer
(8)
TABLE OF CONTENTS
ABSTRACT ... i
ACKNOWLDEGEMENT ... iii
TABLE OF CONTENTS... iv
LIST OF TABLES ... vi
LIST OF FIGURES ... vii
LIST OF APPENDIXES ... viii
CHAPTER I : INTRODUCTION ... 1
A. Background of Study ... 1
B. Limitation of the Problem ... 3
C. Formulation of Problem ... 3
D. Objective of Study... 3
E. Significance of Study ... 4
CHAPTER II : THEORETICAL FRAMEWORK ... 5
A. Error Analysis ... 5
1. The Definition of Error ... 5
2. The Definition of Error Analysis ... 7
3. The Causes of Errors ... 9
4. Type of Errors ... 11
5. Procedure of Error Analysis... 16
B. Conditional Sentence ... 20
1. The Definition of Conditional Sentence ... 20
2. Types of Conditional Sentence ... 21
3. Conditional Sentence Type II... 25
CHAPTER III : RESEARCH METHODOLOGY ... 27
A. Place and Time of the Research ... 27
B. The Subject of the Study ... 27
C. Research Design ... 27
(9)
D. Instrument ... 29
E. The Technique of Collecting Data ... 29
F. The Technique of Data Analysis ... 30
CHAPTER IV : RESEARCH FINDING ... 33
A. The Data Description ... 33
1. The Result of Observation ... 33
2. The Result of Test ... 34
3. The result of Interview ... 38
B. Data Analysis ... 40
1. Description of Errors ... 40
2. Explanation of Errors ... 54
3. Evaluation of Errors ... 55
CHAPTER V : CONCLUSION AND SUGGESTION... 56
A. Conclusions ... 56
B. Suggestions ... 57
REFERENCES ... 58 APPENDIXES
(10)
LIST OF TABLES
Table 2.1 Conditional Sentence Type I... 21
Table 2.2 Conditional Sentence Type II ... 22
Table 2.3 Conditional Sentence Type III ... 23
Table 2.4 Mixed Conditional Sentence ... 24
Table 3.1 Table Specification of Test ... 30
Table 3.2 Description of Errors... 31
Table 4.1 The Incorrect Item of Student’s Answers ... 35
Table 4.2 The Description of Error: Omission ... 41
Table 4.3 The Description of Error: Addition... 42
Table 4.4 The Description of Error: Misformation ... 45
Table 4.5 The Description of Error: Misorder ... 48
Table 4.6 The Frequency of Each Error Type... 49
(11)
LIST OF FIGURES
Figure 2.1 Error Analysis, Contrastive Analysis and Transfer Analysis ... 8
(12)
LIST OF APPENDIXES
Appendix 1a Interview for The English Teacher ... 61
Appendix 1b The Result of English Teacher Interview ... 62
Appendix 2a Interview for The Student ... 63
Appendix 2b The result of Students’ Interview ... 64
Appendix 3a Test Instrument ... 65
(13)
CHAPTER 1
INTRODUCTION
A. Background of Study
English is a part of international language. It is commonly used all over the world and it becomes one of the reasons why many people learn English. According to Brown1, there are four basic skills required to master English, namely listening, speaking, reading and writing. However, English consists of several elements that cannot be separated from one another, such as grammar, vocabulary and pronunciation.
As a tool of communication, English can be used to share, to give and to exchange information and opinion. Basically, there are two ways to share, give and exchange information and opinion, namely speaking and writing.
To have good communication both in speaking and writing English, people need to learn grammar. Grammar refers to the fundamental principles and structure of the language, including clear and correct sentence construction and the proper forms of words.2 Grammar is the rules that should be obeyed, because grammar has important role in communication. Using grammar incorrectly can lead miscommunication. Moreover, grammar involves some linguistic constituents. One of them is conditional sentences.
It is important to use conditional sentences, because consciously or unconsciously people often use conditional sentences in their daily life to dream, to imagine and to wish. For example:
I wish I had enough money to buy new shoes or
If I had enough money, I would buy new shoes.
1
H. Douglas Brown, Principles of Language Learning and Teaching, Fourth Edition, (New York: Addison Weasley Longman, Inc., 2000), p. 31.
2
Ann Batko,When Bad Grammar Happens to Good People-How to Avoid Common Errors in English, (California: Book-Mart Press, 2004), p. 24
(14)
Furthermore, conditional sentence can be used as a sentence which allows speakers to learn from the past, and use the past to teach3. For example: if the city had fixed the lights, the accident would have been
avoided.
Penston said that conditional sentence is divided into three types: First is type 1 for future conditional, next is type 2 for present conditional and the last is type 3 for past conditional4. However, the only one type that exactly has the same meaning between Indonesian language and English is type one. Meanwhile, type two and type three have different meaning and condition. Therefore, learners may do errors and mistakes when forming a word uses conditional sentences type two.
The national curriculum of Indonesia also includes the conditional sentence into it. According to Kurikulum Tingkat Satuan Pendidikan
(KTSP) 2006, one of the standard competences of English teaching and learning for second grade of Senior High School in Indonesia is
“Mengungkapkan makna dalam teks fungsional pendek dan esei berbentuk
narrative, spoof dan hortatory exposition dalam konteks kehidupan sehari-
hari.”. In addition, learners need to understand the structure and function
of conditional sentences type two in order to interpret meaning.
The writer would like to analyze students’ errors in using conditional sentences type two, entitled “An Analysis on Students’ Errors in Using Conditional Sentences Type II (A Case Study on Second Grade
of Natural Sciences Students of SMAN 9 Kota Tangerang Selatan).
Throughout this paper, she wants to know what types and causes of errors are encountered by the students in using conditional sentences type two.
3
Hryhorij Dyczok, Building Grammar Skills for the TOEFL iBT, p. 165. 4
Tony Penston, A Concise Grammar for English Language Teachers, (Ireland: TP Publication, 2005), p.89
(15)
B. Limitation of Problem
The writer limits the discussion on analyzing the students’ errors in using conditional sentences type two.
C. Formulation of Problem
Based on the research background, the writer formulates the problem statements as follow:
1. Do the students encounter any errors in using conditional sentence type II?
2. What is the occurrence frequency of each error type encountered by the students in using conditional sentence type II?
3. What are the causes of errors encountered by the students in using conditional sentence type II?
D. Objective of Study
Based on the problem statements, the objectives of the study in this research are:
1. To identify and to classify the types of errors encountered by the students in using conditional sentence type II.
2. To find out the occurrence frequency of each error type encountered by the students in using conditional sentence type II.
3. To find the causes of errors encountered by the students in using conditional sentences type two.
(16)
E. Significance of Study
The results of the study will hopefully give advantages to the English teachers, students, other researchers and the readers.
For the English teachers, this study may help them to know what types of errors are encountered by the students in using conditional sentences type two. So, they may be aware of the students’ needs and be more focus on their teaching.
For the students, the study may be used as a source of information about the errors that are usually encountered by learners in terms of learning conditional sentences type 2. By knowing this, the students are hoped to be able to avoid the same errors.
For other researchers, the result may serve as a guideline for the future study related to the subject. And hopefully, they can do a better research.
For the readers, they can broaden their knowledge especially about conditional sentences and their common errors.
(17)
CHAPTER II
THEORETICAL FRAMEWORK
In this chapter, it will be explained the definition of error analysis, definition of conditional sentence, and theories related to this study.
A. Error Analysis
1. The Definition of Error
The identification of an error is more than explaining the definition of error. However, as language experts give attention to the differences between an error and a mistake, it is necessary to review it.
Many expert have tried to explain the uniqueness of errors done by human beings. James defines error as “an instance of language that is unintentionally deviant and is not self-corrigible by its author. A mistake is both intentionally or unintentionally deviant and self-corrigible”.1 In simple words, when the learners make error they do not recognize it and even if they know about the error they do, they cannot correct it by themselves. Otherwise, when the learner do a mistake, and we show the mistake they did, they can correct it by themselves.
Meanwhile, Norrish states that an error is a systematic deviation occurs when a learner has not learnt something and consistently gets it wrong. And a mistake, in other side, is the inconsistent deviation made when a learner has noticed or has been taught about something.2 In other words, Norrish differentiated error and mistake in the term of learning: whether someone has learnt or not about something. If the learners do incorrectly about something that they have not learnt before, they do error. Otherwise, if the learners do incorrectly about something that they have learnt, they do mistake.
1
Carl James, Errors in Language Learning and Use – Exploring Error Analysis, (New York: Addison Wesley Longman, 1998), p.78.
2
John Norris, Language Learners and Their Errors, (London: The Macmillan Press. Ltd, 1983), p. 7.
(18)
Furthermore, Brown stated that mistakes 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 mistake can be self-corrected when attention is called. Whereas, an error is the use of linguistic item in a way that a fluent or native speaker of the language regards it as showing faulty or incomplete learning.3 In other words, it occurs because the learner does not know what is correct, and thus it cannot be self-corrected.
To distinguish between an error and mistake, Ellis suggests two ways. The first one is to check the consistency of learner‟s performance. If he sometimes uses the correct form and sometimes the wrong one, it is a mistake. However, if he always uses it incorrectly, it is then an error. The second way is to ask learner to try to correct his own deviant utterance. Where he is unable to, the deviations are errors; where he is successful, they are mistakes.4
From the definition above, it can be concluded that an error made by a student because they might not know what the correct form and believe what they are writing or speaking is correct. Whereas a mistake is slip of the tongue or pen. They might make a mistake because of their carelessness, less concentration or quick writing. And to be able to distinguish error and mistake the students do, we can check the consistency of learners‟ performance and their ability in to correct it by themselves.
3
H. Douglas Brown, Principles of Language Learning and Teaching: Fourth edition, (New York: Adisson Weasley Longman, Inc, 2000), p. 217
4
(19)
2. The Definition of Error Analysis
Corder and his colleagues set up the field of Error Analysis (EA) in Second Language Acquisition (SLA).5 They stated that the key factor of EA, which cause the learners‟ errors, has been the misunderstanding of the rules of the new language.
EA is a type of linguistic study that focuses on the errors‟ learners make. It consists of a comparison between the errors made in Target Language (TL) and within that TL itself.6 Corder presented a completely different point of view. He stated that those errors are “important in and of themselves”.7 In his opinion, language learners‟ errors that are systematically analyzed make it possible to be determined and reinforced in teaching- learning process.
EA emphasizes “the significance of errors in learners‟ interlanguages system”.8 The term interlanguages introduced by Selinker refers to the systematic knowledge of an L2 which is independent on both the learner‟s L1 and the TL. Nemser referred to it as the Approximate System, and Corder as the Idiosyncratic Dialect or Transitional Competence.9
To be able to do Error Analysis properly, we have to be able to differentiate it from other analysis as Contrastive Analysis and Transfer Analysis. James described the differences as shown in the following diagram10:
5
Patsy M. Lightbown and Nina Spada, How Languages are Learned, (Oxford: Oxford University Press, 2006), p. 79.
6
Susan M. Gass & Larry Selinker, Second Language Acquisition, (London: Routledge, 2008), p. 102
7
Ibid. 8
H. Douglas Brown, Principles of Language Learning and Teaching: Fourth edition, (New Jersey: Prentice Hall. Inc, 2000), p. 217.
9
Jarek Fisiak, Contrastive Linguistics and The Language Teacher, (Oxford: Pergamon Press. Ltd, 1981), p. 227.
10
(20)
Figure 2.1 Error Analysis, Contrastive Analysis and Transfer Analysis (Adopted from: Carl James)
L1/MT FL/SL (TL)
Interlanguage (IL)
MT:TL Comparisons (Contrastive Analysis) IL:TL Comparisons (Error Analysis)
MT:IL Comparisons (Transfer Analysis)
Notes:
MT = Mother Tongue TL = Target Language IL = Interlanguage FL = Foreign Language SL = Second Language
From the diagram above, we can see that the differences among the analysis lies on what are compared. In Contrastive Analysis, the languages are compared between Mother Language and Target Language. Meanwhile, in Transfer Analysis, we compare Mother Language and Interlanguage. Then, in Error Analysis, we compare between Interlanguage and Target Language.
(21)
3. The Causes of Errors
There are several popular ideas from experts and language teachers about the cause of students‟ error in learning language.11
1. Carelessness
Carelessness usually relates to lack of motivation. It might happen to the student because the material or the styles of presentation do not suit him. 2. First language interference
Learning a language was a matter of habit formation. According to Skinner based on behaviorist theory, language is a set of habit, then when we try to learn new habits the old ones will interfere with the new ones. For example:
Child : Nobody don‟t like me Parent : No, say „nobody likes me‟. Child : Nobody don‟t like me.
Parent : No, now listen carefully; say „nobody likes me‟. Child : Nobody don‟t like me.
3. Translation
Translation becomes „cause of errors‟ because students usually translate something from mother tongue to target language, whereas they do not know the appropriate expression or structure. For example: enter wind
(masuk angin), don‟t look look (jangan liat-liat), book new (buku baru),
etc.
4. Overgeneralization
The error might be made as a result of blending structures learns early in the learning sequence. For example, we are visit the zoo, she must goes, etc.
5. Incomplete application of rules
The error might appear from the inability of the learners to apply the rules of language completely. For example:
Teacher: Do you read much?
11
(22)
Student: Yes, I read much. Or
Teacher: Ask her where she lives. Student: where you (she) live(s)? 6. Material-induced errors
Errors can be influenced by the teaching materials. There are two types of these errors:
The „false concept‟;
False concept occurs when the learner does not fully understand a distinction in the target language. For example:
if I had enough money, I will buy a new car.
In this sentence, the learner is false to completely understand the use of conditional sentence. So, she/he applied it in the conditional type two and one.
Ignorance of rule restriction.
It is closely related to overgeneralization of deviant structure. It involves the application of rules to context where they do not apply. For example: I am liking Apple
Selinker observes a learner‟s “interlanguage” and assumes that there is a latent psychological structure in the brain of learner, which is activated when he attempts to learn a second language12.
Richards stated that there are 4 causes of intralingual (developmental) errors:13
1. Overgeneralization
2. Ignorance of rules restrictions 3. Incomplete application of rules
12
Betty Wallace Robinet & Jacquelin Schachter, Second Language Learning: Contrastive Analysis, Error Analysis, & Related Aspects, (Michigan: The University of Michigan, 1986), p. 175
13
Jack C. Richards, Error Analysis: Perspectives on Second Language Acquisition, (London: Longman Group Limited, 1980), pp. 174-178.
(23)
4. False concepts hypotheses.
4. Types of Errors
Dulay, Burt, and Krashen divided types of error into four types. They are linguistic category, surface strategy, comparative analysis, and communicative effect.14
a. Error types based on linguistic category
Many error taxonomies have been based on the linguistic item which is influenced by an error. The linguistic category classifies errors according to either or both the language component or the particular linguistic constituent the error effects.15
Language components include phonology (pronunciation), syntax and morphology (grammar), semantic and lexicon (meaning and vocabulary), and discourse (style). Whereas constituent, it includes the element that comprise each language component. For example, in syntax, error is in the main or subordinate clause. Whereas in a clause, which constituent is affected, e.g. the noun phrase, the auxiliary, the verb phrase, the preposition, the adverb, the adjective, and so on.16
b. Error types based on surface strategy taxonomy
Surface strategy taxonomy emphasize on the way surface structures are changed. Students may omit necessary item or add
unnecessary one, they may misform items or misorder them. The errors which they made are not a result of laziness or sloppy thinking, but the use of temporary principle to produce a new language. It is a part of cognitive process. So, it is logic if students make errors.17
14
Heidi S. Dullay, Marina Burt, Stephen Krashen, Language Two, (New York: Oxford University Press, 1982), pp. 146–193.
15
Ibid. 16
Ibid. 17
(24)
There is further information about errors that may be made by students. 1) Omission
Omission errors are the absence of an item that must appear in a well formed utterance.18
Content morphemes carry the bulk of the referential meaning of a sentence: nouns, verbs, adjectives, adverbs. For example, in the sentence
Mary is the president of the new company.
The words Mary, president, new, and company are the content morphemes that carry the burden of meaning. If the sentence to be like this,
Mary president to be like this
It could deduce a meaningful sentence, while if the sentence to be like this one,
Is the of the
The last example, it cannot be understood by the speaker. 2) Additions
Addition is the presence of an item which must not appear in a well-formed utterance. It means that the learner adds unnecessary items in her/his sentences. Additional is categorized into three types, namely double markings, regularizations, and simple addition.19
a) Double markings
Double markings are two items rather than one are marked for the same feature.20 For example in tense, he doesn’t knows my family or
we didn’t went there.
b) Regularizations
Regularization is a marker that is typically added to a linguistic item is wrongly added to exceptional items of the given class that do not
18
Ibid. p. 154. 19
Ibid. p. 156. 20
(25)
take a marker.21 For example, the verb eat does not become eated, but ate; the noun sheep is also sheep in the plural, not sheeps.
c) Simple additions
Simple addition is the use of an item which should not appear in a well-formed utterance.22 For example, the fishes doesn’t live in the water (for the 3rd person singular) or a this (for article).
3) Misformation
Misformation is the use of the wrong form of the morpheme or structure. As in additions, Misformation has three types error. There are regularizations, archi-forms, and alternating forms.23
a) Regularizations
Regular marker is used in place of an irregular one, as in runned for
ran, gooses for geese, mouses for mice.24
b) Archi-forms
Archi-forms are the selection of one member of a class of forms to represent others in the class. For example, learners may also select one member of the class of personal pronouns to function for several others in the class, me hungry.25
c) Alternating forms
Defines as fairly free alternation of various members of a class with each other.26 For example in the case of pronouns:
Masculine for feminine (vice versa), as in he for she
Plural for singular (vice versa), as in they for it
Accusative for nominative case (vice versa) her for she
In the case of verb:
I seen her yesterday 21
Ibid, p. 157. 22
Ibid, p. 158. 23
Ibid. 24
Ibid.
25
Ibid, p. 160. 26
(26)
He would have saw them
4) Misordering
Misordering is the incorrect placement of a morpheme or group of morphemes in an utterance.27 In simple words, put the words in utterance in the wrong order. For example , in the utterance
He is all the time late (all the time is misordered) In declarative sentence
I don‟t know what is that (is is misordered)
c. Comparative taxonomy
Comparative taxonomy is comparisons between the structure of l2 errors and certain other types of constructions. This type of error usually compares errors that are made by children learning the target language as their first language and sentences in the learner‟s mother tongue. These comparisons have produced the two major error categories in this taxonomy: developmental errors and interlingual errors. The other categories are ambiguous errors, which are classifiable as either developmental or interlingual, and other errors.28
1) Developmental errors
Developmental errors are errors similar to those made by children learning the target language. For example, dog eat it. The omissions here are in the article and in the past tense marker. It is classified as a developmental because these are also found in the speech of children learning English as their first language.
The important thing in the developmental errors is since children acquiring first language, they have no experienced learning a previous language. So, the errors they make cannot possibly be due to any interference from another language.
27
Ibid, p. 162. 28
(27)
2) Interlingual errors
Interlingual errors are similar in structure to a semantically equivalent phrase or sentence in the learner‟s native language. For example, the man skinny. The error reflect to the word order of Spanish adjectival phrases (e.g. el hombre flaco).
To identify interlingual errors, researchers usually translate the grammatical form of the learner‟s phrase or sentence into the learner‟s first language to see if similarities exist.
3) Ambiguous errors
Ambiguous errors are those that could be classified well as developmental or interlingual. That is because the errors reflect the learners native language structure, and at the same time, they found in the speech children acquiring a first language. For example, I no have a car.
4) Other errors
Other errors are items that do not fit into other category. For example,
She do hungry. The speaker did not use her native Spanish structure or
an L2 developmental form such as She hungry where the auxiliary is omitted altogether.
d. Communicative effect taxonomy
Communicative effect taxonomy focuses on distinguishing between errors that seem to cause miscommunication and those that don‟t. There are two types of error according to communicative effect taxonomy, namely global error and local error.29
1) Global errors
Global errors are errors that affect overall sentence organization significantly hinder communication. There are four types of global errors. They are:
a) Wrong order of major constituents
29
(28)
e.g. English language use many people.
b) Missing, wrong, or misplaced sentence connectors e.g. (if) not take the bus, we late for school
c) Missing cues to signal obligatory exceptions to pervasive syntactic rules
e.g. the student‟s proposal (was) looked into (by) the principle. d) Regularization of pervasive syntactic rules to exceptions
e.g. We amused that movie very much. That movie amused us very much.) 2) Local errors
Local errors are errors that affect single elements (constituents) in a sentence. It does not usually hinder communication. These include errors in noun and verb inflections, articles, auxiliaries, and the formation of quantifiers. For example, why like we each other? and why we like each other?
5. Procedure of Error Analysis
In this section, the writer will review the procedure for error analysis (EA). In doing so, she will follow the steps identified by Corder .30
1. Collection of a sample of learner language
The earliest step for an EA is to collect a sample of learner language. In order to do this, Corder in Ellis‟s book distinguishes two kinds of elicitation of errors.31 There are:
a) Clinical elicitation where the informant is asked to produce data
b) Experimental elicitation where special instrument are designed to elicit the data.
c) In addition, Saville-Troike suggests that the data can be collected crosssectionally or longitudinally.32
30
Ellis, op. cit., pp. 49-63. 31
Ibid
32
Muriel Saville-Troike, Second Language Acquisition, (Singapore: Craft Print International Ltd, 2009). p 39.
(29)
2. Identification of errors
An error can be defined as a deviation from the norms of the target language. This definition raises a number of questions. They are:
a. Should grammaticality serve as the criteria? For example, an utterance may be grammatically correct but pragmatically unacceptable.
b. Should there be a distinction between errors and mistakes? c. Should errors be identified as overt and covert errors? d. Should infectious uses of the L2 be considered erroneous?33
After indicating the possible difficulties of applying above definitions to actual data, Corder proposes the following procedure for identifying errors:34
a) Normal interpretation, which occurs when the analyst is able to assign a meaning to an utterance on the basis of the rules of the target language and in such cases an utterance is „not apparently erroneous‟, although it may still be right „by chance‟.
b) Authoritative interpretation, which involves asking the learner (if available) to say what the utterance means and, by doing so, make an
„authoritative reconstruction‟.
c) Plausible interpretation, which can be obtained by referring to the context in which the utterance was produced or by translating the sentence literally into the learner‟s L1.
3. Description of errors
Ellis states that two descriptive taxonomies can be used in describing errors: linguistic taxonomy and surface strategy taxonomy. Firstly, errors of morphology, syntax, and vocabulary can be categorized under a linguistic taxonomy. Blaas found that there were three times as
33
Ellis, op. cit., pp. 51-52 34
(30)
many lexical errors as grammatical errors in one corpus of errors. It can be concluded that errors in vocabulary are more common in L2 learning.35
Secondly, surface strategy taxonomy indicates how the surface structure is altered through operations as omissions, additions, misinformation, or misordering (Dulay, Burt, and Krashen cited in Ellis, 2008). Dulay, Burt, and Krashen also claim that this approach provides an indication of the learner‟s cognitive process in reconstructing the L2.36 Ellis states that linguistic and surface strategy taxonomies of errors provide pedagogic value (i.e. indicates the frequency of the errors and therefore their need of attention in the class) however they provide little information on how L2 is acquired. Corder suggests that learner errors can be placed in three basic categories that can also provide information on how learner acquires L2. They are:37
a. Pre-systematic errors, which are made by a learner who is unaware of the existence of the particular rule in the target language, these errors are random.
b. Systematic errors, which occur when the learner has formed an inaccurate hypothesis about the target language
c. Post-systematic errors, which are the temporary forgetting of a point that had been previously understood.
4. Explanation of errors
As Ellis states, explanation of errors is an EA stage where the source of the error is sought.38 From a wider perspective of explaining the learner errors, Taylor suggests that the error sources can be: psycholinguistic sources that concern the nature of L2 knowledge system and learner difficulties in target language production; sociolinguistic sources that involve the learner‟s ability to adjust his/her language in
35
Ibid., p. 54 36
Ibid., p. 55 37
Ibid., p. 56 38
(31)
accordance with the social context; epistemic sources that concern the learners‟ lack of world knowledge, and discourse sources that involve problems in the organization of information into a coherent „text‟.39
Form a more specific viewpoint; Corder states that the explanation of errors is a matter for the psychology of second language learning process. In agreement with this point, Richards suggests that there are three possible explanations for the learner errors. They are:40
a. Interference errors. Language transfer from L1 causes interlingual errors. Moreover, in a more up to date work, Saville-Troike suggests that the most likely causes of L2 errors are interlingual factors that result from negative transfer or interference from L1.41
b. Intralingual errors. They do not reflect the features of the L1 and they are not attributable to cross-linguistic influence, but they result from learning process itself such faulty generalisation, incomplete application of rules, and failure to learn conditions under which the rules apply.42 c. Faulty teaching techniques or materials. Corder states that when learner
errors do not fall into inter-lingual or intra-lingual categories they can be assigned to this category of explanation. It is called false concept hypothesize which means the learners does not fully understand a distinction in the target language.43
5. Evaluation of errors
The final stage in error analysis is to evaluate the errors. In so doing, Burt suggests that errors can be evaluated as global errors that affect overall sentence organization, or local errors that affect single elements in a sentence (i.e. morphology or grammatical functors).44 Ellis indicates to this
39
Ibid. 40
Ibid., p. 58 41
Saville-Troike. loc. cit. 42
Ellis, op. cit., p. 58 43
Ibid., p. 59 44
(32)
point and states that studies concerning error evaluation have addressed three main research questions. They are:45
a. Are some errors judged to be more problematic than the others?
b. Are there differences in the evaluations made by Native Speakers (NS) and Non Native Speakers (NNS)?
c. What criteria do judges use in evaluating learners‟ errors?
Ellis also states that error evaluation studies have often been pedagogically motivated and error judgment essentially affects the ways in which errors are prioritized and dealt with by the teachers.46 Depending on who the judge is, teaching priorities may change. For example, as Ellis states, NSs judge lexical errors to be more serious than grammatical errors, whereas NNSs appear to be especially hard on morphological errors.47 In agreement with the problematic nature of error evaluation Khalil suggests three criteria in assessing error gravity. They are:48
a. Intelligibility; concerned with the extent to which sentences containing different kinds of error can be comprehended
b. Acceptability; indicating the seriousness of the error
c. Irritation; concerned with the emotional response of an addressee, and is related to the frequency of error occurrence.
B. Conditional Sentences
1. The Definition of Conditional Sentence
Conditional Sentence describes situations that occur (or do not occur) because of certain conditions.49 They consist of two clauses, the if-clause and the main clause50. If suggests that situation is real – that is, the situation is or
45
Ibid. 46
Ibid., p. 67 47
Ibid., p. 66 48
Ibid.
49
Jay Maurer, Focus on Grammar: An Integrated Skills approach: Third Edition, (New York: Pearson Education, 2006). p. 409.
50
A. J. Thomson & A. V. Martinet, A Practice of English Grammar: Fourth Edition, (New York: Oxford University Press, 1986). p. 197.
(33)
was true, or may have been or may become true.51 In the sentence if it rains I shall stay at home „If it rains‟ is the if-clause, and „I shall stay at home „is the main clause.
2. Types of Conditional Sentence
There are 3 (three) types of conditional sentences, each type contains a different pair of tenses52.
1. Conditional Sentence Type 1
The verb in the if-clause is in the present tense, the verb in the main clause uses will and the infinitive, or simple present.
Table 2.1 Conditional Sentence Type 1
TYPE IF CLAUSE MAIN CLAUSE MEANING
Type 1
Simple present
If you work hard,
Simple present
you succeed.
True in the present or possible in future
It‟s possible to happen in the future
Simple future
you will succeed.
Function:
a. We use conditional sentence type 1 to talk about possible situations in the present or future.
1) If you leave earlier, you will not be late.
2) If you open the windows, the room will get some fresh air. b. We often use conditional type 1 to talk about facts or processes:
1) If you heat water to 100 degrees, it will boil.
2) If we stare into the sun, we will hurt our eyes.
51
Martin Hewings, Advanced Grammar in Use, (Cambridge: Cambridge University Press, 2002). p. 198
52
(34)
Note:
Other modal verbs can also be used in place of will and would.
a. If it rains like this all day, the river might flood. (might = will possibly) b. If it rains like this all day, the river could flood. (could = will be able to)
2. Conditional Sentence Type 2
The if-clause is in the simple past or the past continuous tense, the main clause uses would and the infinitive, or would be and the present participle (Verb-ing).
Table 2.2 Conditional Sentence Type 2
TYPE IF CLAUSE MAIN CLAUSE MEANING
Type 2
Simple past
If you worked
hard,
would + simple form
you would succeed.
Untrue in the present Fact: You don‟t work hard, so you don‟t succeed
Past continuous
If it were not
raining now,
would be + present participle
I would be going out
for a walk.
Fact: It‟s raining now, so I‟m not going out for a walk.
Conditional sentence type 2 is used to talk about actions or situations that are not taking place in the present or future, but we can imagine the probable result.
1) If we didn‟t live in a big city, we would not have to breathe polluted air every day. (In truth, we live in a big city)
(35)
Note:
1) „Were‟ is used for both singular and plural subjects.
2) The use of type 2 conditional in “If I were you, I would ………” is a common form of advice.
3. Conditional Sentence Type 3
The if-clause is in the past perfect or the past perfect continuous tense, the main clause uses would have and past participle (Verb 3), or would have been and present participle (Verb-ing).
Table 2.3 Conditional Sentence Type 3
TYPE IF CLAUSE MAIN CLAUSE MEANING
Type 3
Past perfect
If you had
worked hard,
would have + past participle
you would have
succeeded.
Untrue in the past Fact: You didn‟t work hard, so you didn‟t succeed.
Past perfect continuous
If it had not been raining
yesterday afternoon,
would have been + present participle I
would have been
going out for a walk.
Fact: It was raining yesterday afternoon. I was not going out for a walk.
Function:
Conditional sentence type 3 is used to talk about actions or situations that did not take or were not taking place in the past, but we can imagine the probable result.
1) If you had come to the party last night, you would have met my cousin. (In truth, you didn‟t come to the party last night).
(36)
2) If he had not been late this morning, his teacher would not have punished him. (In truth, he was late).
Some books added others type of conditional sentences like mixed conditional sentence.
4. Mixed Conditional Sentence
Mixed conditional sentence is a combination of conditional sentence type 2 and conditional sentence type 3.
Table 2.4 Mixed Conditional Sentences
TYPE IF CLAUSE MAIN CLAUSE MEANING
Mixed Type
Simple past
If I were a bird,
would have + past participle
I would have flown to
your place last night.
Untrue in the present or future.
Fact: I am not a bird, so I didn‟t fly to your place.
Past perfect
If you had
worked hard,
would + simple form
you would succeed.
Untrue in the past. Fact: You didn‟t work hard. Now, you don‟t succeed.
Function:
Mixed conditional sentence is used to talk about actions or situations that did not take or were not taking place in the past, but we can imagine the probable result in the present, or actions or situations that do not take place in the present, but we can imagine the probable result in the past.
(37)
3. Conditional Sentences Type II
a. Definition of second conditional
Second conditional uses present unreal conditional to talk about unreal, untrue, imagined, or impossible conditions and their results. Use the simple past form of the verb in the if clause, if the verb is be, use were for all persons. Use could, might, or would + the best form of the verb in the result clause53. The pattern is if + past tense, +would + verb54. For example:
1) If you left me, I would die of a broken heart.
2) If I were you, I would not recommend this book to my friends. 3) I might watch the video if I had the day off.
There is no difference in time between the first and second types of conditional sentence. Type 2 like type 1, refers to the present or future and the past tense in the if clause is not a true past but a subjunctive, which indicates unreality.
b. Second conditional is usually used:55
1) When the supposition is contrary to known facts:
If I were you, I would plant some trees round the house. (But I am not you).
2) When we don‟t expect the action in the if clause to take place:
If a burglar came into my room at night, I would scream. (But I don‟t expect the burglar come in).
c. Possible variations of the basic form56
Variations of the main clause
1) Might or could may be used instead of would:
If you tried again you would succeed. (Certain result)
If you tried again you might succeed. (Possible result)
53
Jay Maurer, op. cit., p. 410. 54
Louis Hashemi and Barbara Thomas, Grammar for first certificate, (New York: Cambridge University Press, 2006), p. 166.
55
A. J. Thomson & A. V. Martinet, Loc. Cit. 56
(38)
If I knew her number I could ring her up. (Ability)
If he had a permit he could get a job. (Ability or permission) 2) The continuous conditional form may be used instead of the simple
conditional form:
Peter is on holiday; he is touring Italy.
If I were on holiday, I would/might be touring Italy too.
3) If + past tense can be followed by another past tense when we wish to express automatic or habitual reactions in the past:
If anyone interrupted him he got angry. (Whenever anyone interrupted him).
4) When if is used to mean “as” or “since”, a variety of tenses is possible in the main clause. If + past tense here has a past meaning. The sentence is not true conditional
The pills made him dizzy. All the same he bought/has bought/is buying some more. ~ if they made him dizzy why did he buy/has he bought/is he buying more?
I knew she was short of money. ~ If you knew she was short of money you should have lent her some. / Why didn‟t you lend her some?
(39)
CHAPTER III RESEARCH
METHODOLOGY
A. Place and Time of the Research
1. Place of the Research
This research was conducted at National Senior High School 9 Kota Tangerang Selatan which is located on Jl. Hidup Baru No. 31, Serua Raya
Ciputat 15614 - Tangerang Selatan.
2. Time of The Research
The writer conducted the research from 20th – 26th of February 2013.
B. The Subject of the Study
The subjects in this study were the Second Grade of Natural Science Students of National Senior High School 9 Kota Tangerang Selatan which is divided into three classes i.e.: Natural Science 1, 2, 3. The writer took only one class from all classes as the subjects of the research. It was the Second Grade of Natural Science 1.
C. Research Design
The writer design this research in a case study. Furthermore, as it is stated by Meriam, Yin, and Stake in Bogdan and Biklen‟s book a case study is explained as detailed examination of one setting, or a single subject, a single depository of documents, or one particular event.1 It means that a case study is a detailed study of one or at most a few individuals or other social units, such as a classroom, a school, or a neighborhood. It also can be a study of an event, an activity, or an ongoing process.
1
Robert C. Bogdan and Sari Knopp Biklen, Qualitative Research for Education: an Introduction to Theories and Methods, (Boston: Pearson, 2007), p. 59.
(40)
Bogdan proposed general design model of a case study as a funnel. The detail of the model is as follow:
1. The researchers look for possible place and people that could be subject or source of data.
2. The researchers find the location that they want to study, then try to check the feasibility of the data source for their purposes.
3. Look for clues on how researchers might proceed and what might be feasible to do.
4. Begin to collect data, reviewing and exploring them and make decision about how to do the study.
5. Decide how to distribute their time, who to interview and what to explore in great detail.
6. The researchers may leave the old idea with the exception and plans and develop new ones.
7. The researchers continually modify the design and choose procedures as they learn more about the topic study.
8. In time, the researchers make a specific decisions on what aspect of the setting, subject or data source they will study.
9. The researcher make questions.
10. The data collection and research activities narrow to particular sites, subjects, materials, topics, questions, and themes.
11. The researchers move to more directed data collection and analysis.2
Whereas, the writer used qualitative method. Bogdan and Biklen state that qualitative is descriptive. The data collected take in the form of words or pictures and seldom involve numbers.3
2
Bogdan and Biklen. Loc. Cit.
3
(41)
D. Instrument
In order to collect the data, the writer will use observation; it is used to observe the teaching learning process that is organized by the English teachers, then test: it is used to know students‟ errors in using conditional sentences type two, and interview; it is used to know the causes of errors that are encountered by the second grade of natural sciences students of SMAN 9 Kota Tangerang Selatan in learning second conditional.
E. The Technique of Collecting Data
Data refers to the rough materials researchers collect from the world they are studying. Data are both evidence and clues. They serve as the stubborn facts that save the writing you will do from unfounded speculation.4
In completing the data, the writer used some techniques such as observation, interview and test. The completely explanation as follows:
a. Observation
In this case, the writer came to the classroom as an observer to see the teacher‟s performance and method in explaining conditional sentence type II during the classroom activity.
b. Interview
An interview is a purposeful conversation, usually between two people but sometimes involving more, that is directed by one in order to get information from the other.5
In qualitative research, interviews may be used in two ways. They may be the dominant strategy for data collection, or they may be employed in conjunction with participant observation, document analysis, or other techniques.
In this research, the interview is as supporting data to know difficulties and problem in using conditional sentence type II. The interview will be carried out after giving the test and it will be given to the students.
4
Ibid., p. 117. 5
(42)
c. Test
The writer will give two types of test: Completion and Transformation which focus on conditional sentences type two. This test consists of 25 items, 20 items for Completion and 5 items for Transformation.
Before making a test, the writer made a “specification of test”. Here is the
“specification of test”:
Table 3.1 “Specification of test”
No Tenses Area Types of
Question
Number of Items
Amount
1. The form of conditional sentence type two (II)
a. Regular verb b. Irregular verb c. Modal verb d. Inversion
Fill in the blank (FB)
1, 4, 8, 12, 16 2, 6, 10, 14, 18 3, 7, 13, 17, 20 5, 9, 11, 15, 19
5 FB 5 FB 5 FB 5 FB
2. The sentences of
conditional sentence type two (II)
Transformation
(T) 1-5 5 T
F. The Technique of Data Analysis
To analyze data, the writer used procedure of errors based on Ellis.6 First, collection of a sample of learner language. She collects data by doing observation, test and interview. Observation and interview is used as supporting data to find out the sources of errors. Whereas the test, it is used to find out the type of errors.
Second, identification of errors. To identify errors easier, the writer compare the wrong answer with the right one. As what Ellis stated that “to identify errors we have to compare the sentences learners produce with what seem
6
Muriel Saville-Troike, Second Language Acquisition, (Singapore: Craft Print International Ltd, 2009), p 39.
(43)
to be the normal „correct‟ sentences in the target language which correspond with them”.7
Next, description of errors. After errors are identified, the writer can describe and classify them into types of errors. She used types of errors which are adopted from Dulay, Burt and Krashen. However, she only takes the error types based on surface strategy taxonomy categories. Below is the table for description of errors modified from Heidi Dulay, Marina Burt, and Stephen Krashen.8
Table 3.2 Description of Errors
Error Type: Omission/Addition/Misformtion/Misorder
Question Type Question No.
Student’s No. Errors Correct
Fill in the Blank Transformation
Furthermore, for showing the occurrence frequency of each error type encountered by the students in using conditional sentence type II, the writer used descriptive analysis technique (percentage) by using the formula as below:9
% = x 100%
Note % = Percentage
f = Frequency of error made n = Sum of the errors
7
Rod Ellis, Second Language Acquisition, (Oxford: Oxford University Press, 2003), p. 16 8
Heidi Dulay, Marina Burt, and Stephen Krashen, Language Two, (New York: Oxford University Press, 1982), pp. 154-162.
9
Allan G Bluman, Elementary Statistics: A Step by Step Aproach, 5th Edition, (New York: The McGraw-Hill Companies, Inc., 2004), p. 68
(44)
Finally, the last step is explanation of errors. The writer explains why errors occur. She classified them into the causes of errors which is adopted from Richards.
(45)
CHAPTER IV
RESEARCH FINDING
A.
The Data Description
The technique of completing the data have been mentioned clearly in the precious chapter. Furthermore, the result of collecting data could be seen as below:
1. The Result of Observation
The observation was conducted on 20th of February 2013. It was held at SMAN 9 Kota Tangerang Selatan in the Second Grade of Natural Science Students which consists of 40 students.
There were two main aspects observed in that occasion. Fist, the teacher‟s performance in delivering learning subject. Second, the students‟ response (s) concerning the teacher‟s performance in delivering the learning subject.
The teacher started the lesson by reviewing the previous lesson, i.e.: conditional sentence type I. After she was sure that all of students understood about conditional sentence type I, she continued explaining that there are three types of conditional sentences. And they were going to learn the second one.
The teacher began to explain that English verb (s) is different with Indonesian verb (s) in term of verb form used. She explained that there are three types of verb forms used in English: infinitive, past form, and past participle. The teacher looked around the students. She tried to make sure that the students understood what she was explaining. Then, she explained that past form is used in conditional sentence type II. She gave some examples of past forms, and most of them are regular verbs.
After that, the teacher asked the students by mentioning several verbs. However, only few students participated this activity, the rest of them seemed to be silent. The teacher continued explaining by writing the formula of conditional sentence type II. After that, she asked the students to copy it into their books. Then, after all of the students finished writing, she explained the function of it. She also gave some
(46)
sentences as example. Next, the teacher wrote ten sentences: five sentences in conditional sentence type I, and five in Bahasa Indonesia. She asked the students to change the sentences into conditional sentence type II. She gave 20 minutes to the students to finish the exercise. After the students finished, the teacher collect the papers.
From the observation, the writer assume two things that might cause students‟ errors in using conditional sentence type II. First, the students‟ ability of past form might be still very low. The teacher seemed not to give sufficient time, explanation and practice in mastering past form. Moreover, in the beginning of the lesson, she only gave few example of irregular verb. Second, the use of translation „jika’ might have caused the students translate the sentence literally (the students did not use the formula of conditional sentence type II).
2. Test
The writer has given the test about conditional sentence type II to 40 students of the second grade of natural sciences students of National Senior High School 9 Kota Tangerang Selatan on 22nd of February 2013.
This test consists of 25 items, 20 items for completion, which asked students to fill the blanks with the right answer, and 5 items for transformation, which asked students to construct conditional sentences type II.
After conducting the test, the writer analyzed the data to find out the errors that students made. The result of this identification can be seen as the following table.
(47)
Table 4.1
The Incorrect Item of Student’s Answer
No Name of Students Item
Fill in the Blank (Part I) Transformation (Part II)
1 Student 1 2, 3, 4, 5, 7, 9, 10, 12, 13,
14, 15, 16
1, 2, 3, 4, 5
2 Student 2 1, 5, 8, 9,14, 15, 16, 17, 18 1, 2, 3, 4, 5
3 Student 3 2, 3, 4,5, 6, 7, 8, 9, 11, 14,
15, 16, 17, 19, 20
1, 3, 4
4 Student 4 1, 3, 4, 7, 8, 9, 10, 13, 14,
15, 16, 17, 19
1, 3. 4
5 Student 5 1, 3, 4, 5, 6, 7, 8, 9, 10, 11,
12, 13, 14, 15, 16, 17, 18, 19, 20
1, 2, 3, 4, 5
6 Student 6 1, 2, 3, 4, 5, 6, 7, 8, 9, 10,
11, 12, 13, 14, 15, 16, 17, 18, 19, 20
1, 2, 3
7 Student 7 1, 2, 3, 4, 5, 6, 7, 8, 9, 10,
11, 12, 13, 14, 15, 16, 17, 18, 19, 20
1, 3, 4, 5
8 Student 8 1, 2, 3, 4, 5, 6, 8, 9, 10, 11,
12, 14, 15, 16, 17, 18, 19
1, 3, 4
9 Student 9 1, 2, 3, 4, 5, 9, 11, 13, 14,
15, 16, 17, 18, 19, 20
1, 2, 3, 4, 5
10 Student 10 1, 3, 4, 5, 7, 8, 9, 10, 11,
12, 13, 14, 15, 16, 17, 19
3, 4, 5
11 Student 11 1, 2, 3, 4, 5, 8, 9, 10, 11,
12, 13, 14, 15, 16, 19
3, 4, 5
12 Student 12 1, 2, 3, 4, 5, 7, 9, 11, 13,
14, 15, 16, 17, 18, 19, 20
(48)
13 Student 13 2, 3, 4, 5, 7, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19
1, 2, 3, 4
14 Student 14 1, 2, 3, 4, 6, 8, 10, 11, 12,
14, 15, 16, 17, 18, 19
1, 2, 3, 4, 5
15 Student 15 1, 2, 3, 4, 5, 6, 7, 8, 9, 10,
11, 12, 13, 14, 15, 16, 17, 18, 19, 20
1, 2, 3, 4, 5
16 Student 16 3, 5, 8, 9, 10, 11, 13, 14,
15, 17, 18, 19, 20
2, 3, 4, 5
17 Student 17 2, 3, 4, 5, 6, 7, 9, 10, 11,
12, 13, 14, 15, 17, 18, 19, 20
1, 3, 4
18 Student 18 2, 3, 4, 5, 6, 7, 9, 10, 11,
12, 13, 14, 15, 16, 17, 18, 19, 20
1, 3, 4
19 Student 19 1, 2, 3, 4, 5, 6, 7, 9, 11, 12,
14, 15, 16, 17, 18, 19, 20
1, 3, 4, 5
20 Student 20 1, 3, 4, 5, 7, 9, 10, 11, 13,
14, 15, 16, 17, 18, 19
1, 2, 3, 4, 5
21 Student 21 2, 3, 4, 5, 6, 7, 8, 9, 10, 11,
12, 13, 14, 15, 16, 17, 18, 19, 20
4
22 Student 22 1, 2, 3, 4, 5, 14, 15, 16 1, 3, 4
23 Student 23 1, 2, 3, 4, 5, 6, 7, 9, 10, 11,
12, 13, 14, 16, 17, 19, 20
1, 3, 4, 5
24 Student 24 3, 4, 5, 8, 9, 11, 13, 14, 15,
16, 17, 18, 19, 20
3, 4, 5
25 Student 25 1, 2, 3, 4, 5, 6, 7, 8, 9, 10,
11, 12, 13, 14, 15, 16, 18, 19, 20
(49)
26 Student 26 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 13, 14, 15, 16, 17, 18, 19, 20
1, 2, 3, 4, 5
27 Student 27 1, 2, 4, 5, 7, 8, 9, 10, 11,
12, 14, 15, 16, 18, 19
1, 2, 3, 4, 5
28 Student 28 1, 2, 3, 5, 6, 7, 8, 9, 10, 11,
13, 14, 15, 16, 17, 18, 19, 20
1, 2, 3, 4, 5
29 Student 29 1, 2, 3, 4, 5, 7, 9, 10, 11,
12, 13, 14, 15, 16, 17, 19, 20
1, 2, 3, 4, 5
30 Student 30 1, 3, 4, 5, 7, 8, 9, 11, 13,
14, 15, 16, 17, 18, 19, 20
1, 3, 4, 5
31 Student 31 1, 3, 4, 5, 8, 9, 10, 12, 14,
15, 16, 17, 18
1, 2, 3, 4, 5
32 Student 32 1, 3, 4, 5, 6, 7, 9, 10, 11,
12, 14, 15, 16, 17, 18, 20
1, 2, 3, 4, 5
33 Student 33 1, 2, 3, 4, 5, 7, 8, 9, 10, 11,
12, 13, 14, 15, 16, 17, 18, 19, 20
1, 2, 3, 4, 5
34 Student 34 1, 2, 3, 5, 7, 8, 9, 10, 11,
12, 13, 14, 15, 16, 17, 19, 20
1, 3, 4, 5
35 Student 35 1, 2, 4, 5, 8, 9, 10, 11, 12,
14, 15, 16, 17, 18, 19
1, 2, 3, 4, 5
36 Student 36 1, 3, 4, 5, 7, 9, 11, 13, 14,
15, 16, 17, 19, 20
1, 3, 4, 5
37 Student 37 1, 2, 3, 4, 5, 6, 8, 9, 10, 11,
12, 13, 14, 15, 16, 17, 18, 19
(50)
38 Student 38 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 20
1, 2, 3, 4, 5
39 Student 39 1, 2, 3, 4, 5, 6, 7, 8, 9, 10,
11, 12, 13, 14, 15, 16, 17, 18, 19, 20
1, 2, 3, 4, 5
40 Student 40 1, 2, 3, 4, 5, 6, 7, 8, 9, 10,
11, 12, 13, 14, 15, 16, 17, 18, 19, 20
1, 2, 3, 4, 5
3. Interview
Interview is used as supporting data. The writer interviewed the teacher and the students. The teacher‟s interview was conducted on Wednesday, 20th of February 2013. The writer asked the teacher five questions. First is talked about the conditional sentences type II. It was aimed to know whether it is easy or difficult for the Second Grade of Natural Science Students. According to the teacher, conditional sentence type II is harder than conditional sentence type I. It might be because of two things; the use of regular and irregular verb (past form); the absent of equivalent formula/sentence in bahasa Indonesia.
The second is talked about the strategy that used by teacher in delivering conditional sentence type 2. The teacher said that she reminded students about the use of past form (whether it is regular or irregular). Then she gave some examples.
Next is talked about the errors that were committed by students in learning and using conditional sentence type 2. The teacher said that she still finds errors in learning and using conditional sentence type 2.
The fourth is talked about what kinds of errors that the teacher often finds from the students. According to the teacher, students often used conditional sentence type I instead of the conditional sentence type II. The teacher also said that the students did some errors in using main clause.
(51)
The last is talked about the cause of errors. The teacher said that the students might still have difficulties in understanding the function of conditional sentence type 2. The students also find it difficult because there is no comparison on their native language. The last, students might have not fully understood in the changes of verb form.
Besides interviewing the teacher, the writer also interviewed the students which conducted after they did the test. This test is conducted on 22nd of February 2013.
The writer asked the students ten questions about problem in conditional sentence type 2. The first question talked about the students‟ in learning English. The second is talked about student‟s opinion in learning conditional sentences type 2. The third and fourth are talked about difficulties in learning conditional sentences type 2. The fifth and sixth are talked about teacher in delivering conditional sentence type 2. Next is talked about difficulties in differentiating the main clause and if clause. Eight is talked about difficulties in differentiating between conditional sentence type I and conditional sentence type II. Ninth is talked about the use of regular and irregular verb. The last is talked about the use of conditional sentence type II.
From the interview (both teacher‟s and students‟ interview), the writer found that there are three main causes of the students‟ errors in using conditional sentence type II. The first is the students‟ understanding and ability in using past form (both irregular and regular). The second is the inability of the students in differentiating between conditional sentence type I and conditional sentence type II. And the third is the absent of equal formula of conditional sentence type II in
(52)
B.
Data Analysis
Data analysis will follow the procedure of error analysis that has been explained clearly in the preceding chapter. Collecting data and identifying students errors have been done well. Moreover, the other procedures would be described clearly as follows:
1. Description of Errors
The writer classified the errors based on the Surface Taxonomy Categories to know whether these errors involve in omission, addition, misformation, and misorder. There are many students who committed errors, such as omitting necessary element and adding unnecessary element. This following example is taken from two students answer sheet (Student no 28 and 2).
Omitting unnecessary element
*If we huried, we would catch the bus.
The student committed error by omitting –r instead of –rr
Adding unnecessary element
*If we hurried up, we would catch the bus.
The student committed error by adding up, which actually it is hurried without adding up.
Beside the example above, there are other errors that are recognized by the writer such as misformation and misorder. The complete classification of errors are presented in the table as the following below.
(53)
Table 4.2
The Description of Errors
Error Type: Omission
Question Type Question No. Student’s No. Errors Correct
Fi ll i n the B la n k
1 28, 38, 40 huried hurried 16 4 recyced recycled
1 31, 33, 39 hurry hurried 4 31, 32, 33,
35, 36
rain rained
12 31, 33 click clicked 16 31 recycle recycled
8 16, 33, 38 use used
17 4 would go would not go
Tra n sf o rm at ion
5 3, 4, 8, 12 were millionaire
were a millionaire 4 10, 11, 13 like her like her 4 24, 25, 28, 34 not big
headed
were not big headed 4 33 she very big
headed
she were not very wig headed
(54)
Table 4.3
The Description of Errors
Error Type: Addition
Question Type Question No. Student’s No. Errors Correct
Fi
ll
i
n
the
B
la
n
k
1 2 hurried up hurried
1 12 would
hurried
hurried
1 14, 22 were hurried hurried 4 20, 21 were rained rained 8 5, 21, 28 would used used 8 8, 14 were used used 8 27 had used used 12 8, 10, 11, 14 were clicked clicked
12 25 would
clicked
clicked
12 27 had clicked clicked 16 7, 18 would
recycled
recycled
16 8, 14, 20 were recycled recycled 16 27 Had recycled recycled 14 3, 4, 22 Kneww Knew
2 22 would came came 2 27 had came came 6 5 would had had 10 8, 14 were got got
(55)
10 26 getten got 10 27 had got got 14 5, 7 would
knowed
knew
14 8, 14, 16, 24 were knowed knew 14 10, 11, 25 would knew knew 14 26, 34 knowed knew 14 27 had knew knew
3 19 would to play would to play 17 1 would not to
go
would not go
3 5, 6, 7, 11, 13, 14, 17, 23, 25, 28, 33, 34, 36, 37, 38, 39, 40
would played would play
3 26 would
playing
would play
7 5, 6, 7, 17, 19, 21, 23, 25, 26, 28, 33, 34, 38, 40
would invited would invite
17 7, 34 would not went
would not go
20 3, 7, 23, 25, 32, 33, 39
would ate would eat
20 36 would eaten would eat 5, 9, 11, 15, 19 19, 32, 34, 35 if were were
(56)
5, 9, 19 21 if I were were 11 21 if you were were 15 21 if we were were
Tra
n
sf
o
rm
at
ion
2 25 would
contacted
would contact
3 7 would liked would like
5 1 because I
would give
I would give
2 10 had got got
5 33 can would give
would give
1 39 would to go would go 1 1, 3, 4, 7, 8,
12, 15, 19, 22, 25, 26, 28, 30, 33, 35, 37
would goes would go
1 6, 7, 23, 25 would went would go 5 7, 25, 37 would gave would give 3 17, 18 did not felt did not feel
(57)
Table 4.4
The Description of Errors
Error Type: Misformation
Question Type Question No. Student’s No. Errors Correct
Fi
ll
i
n
the
B
la
n
k
1 5, 6, 19, 32, 35
would hurry would hurry
1 10, 11, 20, 29 were hurryed hurried 1 25 were hurry hurried 1 27 had hurry hurried 4 1, 7, 13, 18 would be rain rained 4 3, 10, 22 were rain rained 4 4, 9 was rain rained 4 20, 21 would rain rained 4 27, 37 had rain rained 8 30, 32, 35 would use used 12 1, 13, 17, 18 would click clicked 12 32, 35, 38 did click clicked 16 32, 33, 35 were recycle recycled
2 1, 8, 13, 14, 17, 18, 21, 35
would come came
2 22 were come came
6 8 were had
6 21, 38 has had
6 32 would have had 10 1, 5, 13, 17, would get got
(58)
18, 20, 29, 32, 35, 37
10 16, 31, 33, 40 get got 10 39 could get got
14 19 known knew
14 32, 33, 35 would know knew 14 37 had know knew
14 38 know knew
18 6 would did did 18 8, 14, 16, 39 does did
18 20 do did
18 21 was did
18 26 doing did
7 1, 3, 5, 27 invited would invite 13 1, 13, 17, 18,
20, 21
played would play
13 10 were played would play 17 2 did not go would not go 17 5 went would not go 17 7 didn‟t went would not go 20 5, 6, 21, 28,
34, 38
ate would eat
20 36 were eat would eat 5, 9, 11, 15, 19 1, 13, 17, 18 would be were 5, 9, 11, 15, 19 3, 5 was were 5, 9, 11, 15, 19 9, 10, 11, 12,
20, 25, 27, 36, 37
(59)
5, 15 16, 24 am were 5, 9, 11, 15, 19 26 if we where were 5, 9, 11, 15, 19 29 will be were 5, 9, 11, 15, 19 33 did were
Tra n sf o rm at ion
1 1, 13, 17, 18 were like liked 3 1, 13 were feel felt 5 2 did not a
millionaire
were a millionaire 1 3, 4, 12 he like he liked 1 5, 9 always goes would go 2 6 will contact would contact 3 8, 19 were not felt didn‟t feel
1 9 does not
hated
did not hate
4 9 did not very big headed
were not very big headed 5 9, 16, 20, 24,
25, 27, 28, 30
am a millionaire
were a millionaire 5 9, 10, 11 can give would give 3 10, 11 were feel did not feel 5 10, 11 would a
millionaire
were a millionaire
5 14 be a
millionaire
were a millionaire 2 16, 20 can contact would contact 4 17, 18 don‟t like would like 1 19, 28 he likes he liked 4 19 she is not she were not
(60)
5 19, 33, 34 was a millionaire
were a millionaire 4 20, 27 did not like would not like 5 20 can‟t gave would give 4 21 was not big
headed
were not big headed 1 23 does not hate did not hate 1 25 loves flying loved flying 4 30, 39 does not very
big headed
were not big headed 3 34 not felt did not feel 2 37 were contact would contact
(61)
Table 4.5
The Description of Errors
Error Type: Misorder
Question Type Question No. Student’s No. Errors Correct
Transformation
4 1, 2 *her would classmate like
her classmate would like
After classifying student‟s errors based on surface strategy taxonomy categories the writer calculated the number of each error types to know the frequency of occurrence of each error types. This calculation used the formulae of descriptive analysis technique as can be seen as below:
% = x 100% Note % = Percentage
f = Frequency of each error type n = Sum of the errors
(62)
Furthermore, to make it easier to read, she present it in the following table below:
Table 4.6
The Frequency of Each Error Type
No Error Types The Number of
Error Type
Frequency of Each Error Type
1 Omission 12 9.02%
2 Addition 47 35.33%
3 Misformation 73 54.89%
4 Misorder 1 0.76%
Total Number of Errors 133 100%
From the table of frequency of each error type above (table 4.6), it could be seen that there are 133 errors found in students‟ test. These errors are omission, addition, misformation and misorder.
Moreover, for detail explanation, the writer would explain briefly as the following.
a. Omission
Omission occurs when the learner omitted necessary item of word. There are 12 occurrences or 9.02% of all students‟ errors. Some students also committed errors by omitting an item that must appear within a morpheme. For example: 1) *If we huried, we would catch the bus. (Committed by students 28, 38, 40) 2) *We could reduce rubbish if we recyced these cans. (Committed by student 4)
Suggested correction
1) If we hurried, we would catch the bus.
(1)
Appendix 1a: Interview for The English Teacher
The Question Guide to Interview the English Teacher
1. Menurut ibu materi conditional sentence tipe II yang diajarkan di kelas XI IPA 1 termasuk mudah atau susah untuk di pahami siswa?
2. Bagaimana ibu mengajarkan materi ini kepada siswa?
3. Apakah ibu menemukan kesalahan-kesalahan siswa pada saat belajar atau menggunakan conditional sentence tipe II?
4. Kesalahan seperti apa yang sering ibu temukan?
(2)
Appendix 1b: The Result of English Teacher Interview
1. Menurut saya diantara tiga jenis conditional sentence tipe kedua ini memang lebih sulit untuk di pahami siswa. Hal ini mungkin di karenakan oleh 2 hal: pertama, digunakannya kata kerja bentuk ke dua, nah kata kerja bentuk kedua ini itu kan ada regular dan irregular. Terkadang siswa bingung untuk menentukannya. Yang kedua, dari sisi makna conditional sentence tipe ke2 itu sendiri. Siswa seringkali lebih kebingungan untuk memahami maknanya hal ini mungkin dikarenakan tidak adanya pembanding dalam bahasa asli mereka.
2. Pertama tentunya saya mengingatkan akan penggunaan kata kerja ke dua baik regular maupun irregular. Selanjutnya saya mencontohkan penggunaannya dalam bentuk kalimat.
3. Ia tentu saja.
4. Pertama mereka seringkali masih menggunakan conditional sentence tipe satu bukannya tipe II. Kedua, mereka banyak melakukan kesalahan dalam penggunaan main clause atau kalimat utama.
5. Pertama mungkin siswa masih belum terlalu memahami fungsi dari conditional sentence tipe II. Kedua, mungkin karena tidak adanya pembanding dalam bahasa ibunya. Ketiga, mungkin mereka belum memahami perubahan kata kerja kedua.
(3)
Appendix 2a: Interview for the Student
The Question Guide to Interview the Student
1. Bagaimana pendapatmu tentang pelajaran bahasa Inggris?
2. Bagaimana pendapatmu tentang materi conditional sentences tipe 2?
3. Apakah kamu mengalami kesulitan dalam membuat kalimat pengandaian tipe 2 (conditional sentence type 2)?
4. Kesulitan-kesulitan apa saja yang muncul dalam membuat kalimat pengandaian tipe 2 (conditional sentence type 2)?
5. Bagaimana guru kamu mengajarkan materi conditional sentence tipe 2?
6. Apakah kamu mengerti penjelasan guru tentang kalimat pengandaian tipe 2 (conditional sentence type 2)?
7. Apakah kamu kesulitan dalam membedakan kalimat inti (main clause) dengan anak kalimat (subordinate clause/if clause)?
8. Apakah kamu sering mengalami kesulitan dalam menentukan jenis kalimat pengandaian yang harus digunakan; tipe 1 atau tipe 2? Mengapa?
9. Apakah kamu dapat menggunakan regular and irregular verb?
10. Apakah kamu dapat mengaplikasikan atau menggunakan rumus pengandaian tipe 2?
(4)
Appendix 2b: The Result of Students’ Interview Student 1
1. Memusingkan
2. Saya masih belum paham 3. Ia
4. Menentukan bentuk kata kerja keduanya terutama yang tidak beraturan, lalu saya juga belum terlalu hafal semua vocabulary nya.
5. Memberikan contoh conditional sentence tipe II. 6. Kurang bisa dipahami. Saya masih belum mengerti. 7. Ia, masih bingung.
8. Ia, soalnya belum hapal rumusnya.
9. Terkadang bisa, terkadang juga tidak. Tergantung verbnya. 10. Tidak terlalu bisa.
Student 2
1. Menarik namun sedikit memusingkan. 2. Agak sulit untuk dipahami.
3. Ia
4. Rumusnya yang berpasangan. Saya masih belum terlalu mengerti. 5. Kurang detail, jadi saya masih kebingungan.
6. Belum terlalu paham. 7. Ia
8. Ia, masih bingung saja kapan harus pakai tipe 1 kapan harus pakai tipe 2. 9. Bisa
(5)
Name: Class:
I. Complete the sentences with the bold verbs. Use conditional sentences type II. For example: We would get up on time if we (have) an alarm clock.
We would get up on time if we had an alarm clock. 1. If we (hurry), we would catch the bus.
2. I would prepare dinner if I (come) home earlier.
3. Dono and Doni (play) in our football team if they were older. 4. Nina would take an umbrella with her if it _(rain).
5. (be) they to arrive tomorrow, we would have to buy some food. 6. If my father (have) a car, I would take Anton to Puncak.
7. I (invite) him to my birthday party if he (be) my friend. 8. If you (use) a pencil, the drawing would be perfect.
9. (be) I to win the prize, I would not spend it on things I don’t need. 10. If Roni (get) more pocket money, he would ask Rani out for dinner. 11. (be) I you, I would stop smoking.
12. You would cancel the download if you (click) the red button. 13. They (play) in the school basketball if they were old enough. 14. If Tony (know) her phone number, he would not give it to Frank. 15. (be) you to change your mind, we would be delight.
16. We could reduce rubbish if we (recycle) these cans. 17. If I were you, I (not/go) to Eric’s party.
18. If he (do) not print the document, I would not correct it. 19. (be) I in your position, I would accept it.
(6)
II. Imagine what would happen if the situation was different. Write sentences in the second conditional.
For example:
Tina does not say yes because Marco does not ask her out. Tina would say yes If Marco asked her out.
1. Luke never goes abroad because he hates flying.
Luke………
2. I can’t contact him because he doesn’t have any mobile phone.
If………
3. I can’t go to school because I feel ill.
If……….
4. Vina’s classmates don’t like her because she’s very big headed.
If………
5. I cannot give you some money because I am not a millionaire.