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CHAPTER V CONCLUSIONS AND SUGGESTIONS
This chapter consists of two parts. The first part presents conclusion from the research results and data analysis. The second part presents suggestions for the
students, the lecturers, and future researchers.
A. Conclusions
The study was aimed to find out the mastery and the errors the students of the English Language Education Study Program of Sanata Dharma University
Yogyakarta in using the tenses. There were two research problems that were discussed in the study. They were 1 What are the errors that the students of the
English Language Education Study Program of Sanata Dharma University Yogyakarta made in using tenses? and 2 What is the mastery of tenses of the
students of the English Language Education Study Program of Sanata Dharma University Yogyakarta? To solve these two research problems, the writer used a
test as an instrument of the research. The test consisted of fifty items. It included ten tenses used in the study. They were simple present tense, present progressive
tense, simple past tense, past progressive tense, present perfect tense, present perfect progressive tense, past perfect tense, past perfect progressive tense, simple
future tense, and future progressive tense. The test results were used to determine the students’ mastery on tenses. Besides, the errors made by the students were
analyzed and then classified into some categories. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
88 The errors the students committed in using tenses were classified into three
categories. They were context-related errors, form-related errors and other errors. These three main categories were divided into several sub categories based on the
errors found in each tense. The summary of error classifications could be found in chapter IV in the Table 4.1 to 4.10.
Based on the results of the test, the mean score was 53. The score was below the minimum standard of mastery, which is 56 from the maximum score,
100. It was categorized into Insufficient D. In conclusion, the students had not mastered the tenses, especially the ten tenses which were used in the study. Their
mastery was categorized as insufficient. It meant that they still had problems in using tenses.
In addition to the mastery of the ten tenses, the writer presented the students’ achievement in each tense to know whether they had mastered each of
the tenses or not. It was also to know the difficult and the easy parts of each tense. The students’ mastery of simple present tense was 81.5. The students’ mastery
of present progressive tense was 45 , while the students’ mastery of simple past
tense was 37.9 . The students’ mastery of past progressive tense was 72.9 and
the students’ mastery of present perfect tense was 55.7. The students’ mastery of present perfect progressive tense was 40.6
. The students’ mastery of past perfect tense was 72.7
. The students’ mastery of past perfect progressive tense was 30.9
. The students’ mastery of simple future tense was 57.3, and the students’ mastery of future progressive tense was 32.8. The highest
achievement of the students in each tense fell on simple present tense. The second PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
89 rank fell on past progressive tense, and then was followed by past perfect tense
and simple future tense. Those percentages of the four tenses showed that the percentages of correct answers for each tense had reached the minimum standard
of mastery, which was 56. The others were below 56, which meant that the percentages of correct answers for each tense did not fulfill the minimum standard
of mastery. It indicated that simple present tense, past progressive tense, past perfect tense, and simple future tense were easier for the students than the other
tenses. In conclusion, even though the students had learned tenses, particularly ten
tenses at the first semester, their mastery was insufficient. The students were difficult to understand the meaning or context and form of each tense.
B. Suggestions
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