72 Yes. The lecturers should not only explain the material generally, but also
explain it explicitly. They should not only ask us to open dictionary but also introduce more to us what phrasal verb is.
As stated before that mastering grammar is a very important aspect in learning languages as it becomes the basis of four skills. Thus, the EFL or ESL
students should master the English phrasal verbs as a part of English grammar. Moreover, as an English teacher candidate, they should also be able to be a good
model to their students as stated by the fifth respondent of the interview as follows.
“Ya supaya tidak menjerumuskan siswanya kalo misalnya memberikan informasi.” R5
Yes of course, so we will not give the students the wrong information
b. Lack of Concentration
Besides having lack of knowledge, the students conveyed that having lack of concentration became another cause underlying errors. They said that they were
not ready to have a test. Then, the time limitation made them cannot concentrate because they were troubled with the time limitation, as said by an interviewee as
follows. “Kalo kemaren itu nggak konsen, dan waktunya kan terbatas trus
sama, aku dah lama nggak ngulang-ngulang yang kayak gitu lagi.”R1
73 “At that time, I could not concentrate well, and the time was
inadequate, wasn’t it? And I have forgotten them. It has been long time I do not try to learn them again.”
When they did the test, they could not concentrate well because of anxiety since it was so sudden and most of them have forgotten the rules and the way to construct
sentences with phrasal verbs. Thus, the lack of concentration led them to carelessness which made them produce ungrammatical sentences.
Based on the interview result, it was indeed true that they said that they lacked concentration during the test. However, based on the researcher’s
observation, the researcher inferred that their lack of concentration was merely caused by the late comers who distracted the students who were working on the
test. The late comers undoubtedly interfered in students’ attempt to concentrate well because the late comers, who came in different times, distracted the students’
attention to the test. Further, the late comers were not given additional time, so they were too hurried to do the test and they could not concentrate well because of
it. Additionally, during the test the students were also observed to sometimes
pause to think hard and even try to ask their friends.
74
CHAPTER V CONCLUSIONS AND SUGGESTIONS
This chapter consists of two main parts. The first part deals with the conclusions drawn by the researcher from the research results and the data
analysis. The second part then presents some suggestions to the lecturers, the students, and the future researchers.
A. Conclusions
The research was aimed to find out the mastery of phrasal verbs, especially the separable and the inseparable phrasal verbs, among the sixth
semester students of ELESP of Sanata Dharma University. There were two research questions which were answered in the research. They were 1 How well
have the sixth semester students of ELESP mastered two types of the English Phrasal Verbs, the separable and the inseparable phrasal verbs? and 2 What are
the possible causes of the students’ errors in using the separable and the inseparable phrasal verbs? In order to answer those research questions, the
researcher employed two kinds of instruments. They were a test and an interview. To answer the first research question, the researcher administered a test
which was divided into three parts and consisted of forty 40 items. The errors committed by the students in each part of the test were discussed further. In part I,
in which they should associate the verbs with corresponding particles and put the particles in correct positions, the errors were mostly caused by associating the
