Students’ Number
Number of Test Items
Correct Answers
Frequency of Errors
Percentage of Errors
9. 15
6 9
11.39 10.
15 13
2 2.53
11. 15
12 3
3.8 12.
15 11
4 5.06
13. 15
11 4
5.06 14.
15 13
2 2.53
15. 15
10 5
6.32 16.
15 11
4 5.06
17. 15
12 3
3.8 18.
15 13
2 2.53
19. 15
12 3
3.8 20.
15 11
4 5.06
21. 15
15 22.
15 15
23. 15
15 24.
15 15
25. 15
15 26.
15 15
27. 15
15 28.
15 15
29. 15
15 30.
15 15
TOTAL 371
79 100
To find out thepercentage of the students’ errors in part one of the test, the writer used the formula below:
P= Frequency of Errors
Frequency of Errors + Correct Answers x 100
= 79
79 + 371 x 100
= 7900
450 =17.56
From the data above, the writer can conclude that the average of the students’ errors in using type two of conditional sentences is 17.56, and it can
be concluded that the rest is 82.44, which means that the majority of the students did not do errors on the test.
After the writer got the description of Part I above, he would like to analyze the data description of
the students’ errors in Part II, as follows:
Table 4.37 The Frequency and Percentage of
the Students’ Errors in the Form of Type Two of Conditional Sentences in Part II
Students ’
Number Number of
Test Items Correct
Answers Frequency
of Errors Percentage
of Errors
1. 5
3 2
5.71 2.
5 2
3 8.57
3. 5
5 4.
5 5
5. 5
5
Students’ Number
Number of Test Items
Correct Answers
Frequency of Errors
Percentage of Errors
6. 5
5 7.
5 3
2 5.71
8. 5
4 1
2.86 9.
5 5
10. 5
3 2
5.71 11.
5 3
2 5.71
12. 5
4 1
2.86 13.
5 4
1 2.86
14. 5
4 1
2.86 15.
5 5
14.3 16.
5 1
4 11.42
17. 5
2 3
8.57 18.
5 2
3 8.57
19. 5
4 1
2.86 20.
5 1
4 11.43
21. 5
5 22.
5 5
23. 5
5 24.
5 5
25. 5
5 26.
5 5
27. 5
5 28.
5 5
29. 5
5 30.
5 5
TOTAL 115
35 100
To find out the percentage of the students’ errors in part two of the test, the
writer used the formula: P=
Frequency of Errors Frequency of Errors + Correct Answers
x 100
= 35
35 + 115 x 100
= 3500
150 =23.33
From the data above, the writer can conclude that the average of the students’ errors in using type two of conditional sentences is 23.43, and it can
be concluded that the rest is 76.67, which means that the majority of the students did not do errors on the test.
After the writer got the description of Part II above, he would like to analyze the data description of the students’ errors in Part III, as follows:
Table 4.38 The Frequency and Percentag
e of the Students’ Errors in the Form of Type Two of Conditional Sentences in Part III
Students’ Number
Number of Test Items
Correct Answers
Frequency of Errors
Percentage of Errors
1. 10
7 3
3.26 2.
10 7
3 3.26
3. 10
7 3
3.26 4.
10 7
3 3.26
5. 10
7 3
3.26 6.
10 7
3 3.26
Students’ Number
Number of Test Items
Correct Answers
Frequency of Errors
Percentage of Errors
7. 10
7 3
3.26 8.
10 7
3 3.26
9. 10
7 3
3.26 10.
10 7
3 3.26
11. 10
7 3
3.26 12.
10 7
3 3.26
13. 10
7 3
3.26 14.
10 7
3 3.26
15. 10
8 2
2.17 16.
10 10
17. 10
10 18.
10 10
19. 10
10 20.
10 10
21. 10
4 6
6.52 22.
10 4
6 6.52
23. 10
4 6
6.52 24.
10 4
6 6.52
25. 10
4 6
6.52 26.
10 4
6 6.52
27. 10
7 3
3.26 28.
10 7
3 3.26
29. 10
7 3
3.26 30.
10 7
3 3.26
TOTAL 208
92 100
To find out the percentage of the students’ erors in part three of the test, the
writer used the formula: P=
Frequency of Errors Frequency of Errors + Correct Answers
x 100
= 92
92 + 208 x 100
= 9200
300 =30.67
From the data above, the writer can conclude that the average of the students’ errors in using type two of conditional sentences is 30.67, and it can
be concluded that the rest is 69.33, which means that the majority of the students did not errors on the test.
C. The Data Interpretation
Based on the analysis of the results above, It can be observed that word choiceerrors are the highest with 115 errors and the percentage is 55.83. It
means that most students choose words that should not be put in sentences on the test. Next, there are 82 errors in verb tense with 39.8, 4 errors in omit a word
with 1.94, 2 errors in add a word, 2 errors in meaning not clear, and 1 error in word form with 0.48.
In addition, it can be concluded that inter-lingual transfer is the cause of errors that interference the students most with 46.61, which occur due to the
influences of the students’ mother tongue in forming type two of conditional sentences. Then, the context of learning is at the second position with 38.3, and
there is intra-lingual transfer with 14.7. At last, there is an error caused by communication strategies with 0.49.
The writer summarizes that the errors made by the students are word choice with the percentage 55.83, verb tense with 39.8, omit a word with 1.94, Add
a word with 0.97, meaning not clear with 0.97, and word form with 0.48. Then, 46.61 of the students make the errors caused by inter-lingual transfer in
which the system, rules, and patterns of the students’ native language distract their
target language. Next, 38.83 of the students make the errors caused by context of learning in which either the teachers, textbooks, or the patterns are improperly
contextualized. There are 14.07 of the students make the errors caused by intra- lingual transfer in which the students create hypotheses which are not related to
their first and target language. At last, 0.49 of the student makes the errors caused by communication strategies in which the student has own way to do with
the native and target language inappropriately.
87
CHAPTER V CONCLUSIONS AND SUGGESTIONS
A. Conclusions
1. Based on the explanations on research findings, so the errors made by the students
consisting of word choice with the percentage 55.8, verb tense with 39.8, omit a word with 1.94, add a word with 0.97, meaning not clear with 0.97, and word
form with the percentage 0.48. 2.
The reason why the students make errors in using type two of conditional sentences caused by inter-lingual transfer in which the system, rules, and patterns of the
students’ native language distract their target language with the percentage 46.61. Next, the students make the errors caused by context of learning in which either the
teachers, textbooks, or the patterns are improperly contextualized with the percentage 38.83. There are 14.07 of the students make the errors caused by intra-lingual
transfer in which the students create hypotheses, that are not related to their first and target language. At last, 0.49 of the student makes the errors caused by
communication strategies in which the student has own way to do inappropriately.
B. Suggestions
Based on the students’ errors using type two of conditional sentences, the writer would like to deliver some suggestions, as follows:
1. The teacher should give motivation for students in using type two of conditional
sentences because some students assume that English is one of the most difficult subject matters in their study.
2. The teacher should give more exercises and practices to the students regarding any
kinds of examples of type two of conditional sentences. 3.
The teacher should encourage the students to use type two of conditional sentences in school neighborhood in order that they might be able to get along with how to
use it well. 4.
The students remember that the future conditional is likely to happen than the hypothetical conditional.
5. The students should memorize regular and irregular verbs and do more exercises
by themselves and pay attention more to the teachers’ explanation regarding type
two of conditional sentences.
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