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.
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: OmissionAdditionMisformtionMisorder
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, 5
th
Edition, New York: The McGraw-Hill Companies, Inc., 2004, p. 68
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.
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