Errors on the use of conditional sentences among the students of the English language education study program.

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ERRORS ON THE USE OF CONDITIONAL SENTENCES AMONG THE STUDENTS

OF THE ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

A THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

Fransisca Wuri Krissanti Student Number: 051214079

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

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ERRORS ON THE USE OF CONDITIONAL SENTENCES AMONG THE STUDENTS

OF THE ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

A THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

Fransisca Wuri Krissanti Student Number: 051214079

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

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PAGE OF DEDICATION

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ABSTRACT

Krissanti, Fransisca Wuri. 2011. Errors on The Use of Conditional Sentences among the Students of the English Language Education Study Program. Yogyakarta: Sanata Dharma University.

Conditional sentences topic is one of the important topics learnt in English Education Study Program. It has three types which make conditional sentences difficult to understand. Those three types have different pattern and meaning. This case makes the students of the English Language Education Study Program still make errors. Whereas, they are prepared to be English teachers who have to master them.

There are two research questions which are presented in this study: (1) What are the errors made by the fifth semester students of the English Language Study Program of Sanata Dharma University in the use of conditional sentences? and (2) What are the factors which cause the students to make errors in the use of conditional sentences? In order to answer those research questions, the writer used survey as her method research. The participants of this research were the fifth semester students of the English Language Education Study Program. The writer conducted the research in two classes in Structure V class in the academic year 2010/2011.

The writer constructed test and questionnaire as the instruments of this research. The test was arranged to measure the students’ understanding on conditional sentences. Besides, the writer also used questionnaire as the instrument. The questionnaire was used to find out the factors which cause the students to make errors in the use of conditional sentences.

Based on the gathered data, the writer found that there were many students who still had problems in using conditional sentences. There were only 29.82% of the total students who fulfilled the minimum standard score of mastery which was written in the academic regulation of Sanata Dharma University. Based on the analized data of the test, it can be seen that they faced difficulties when they had to complete the conditional sentences. They also had the problem in making conditional sentences by using the correct type and tense when they were given the fact. Then, they also shared their problems by answering questions in the questionnaire which was constructed based on some criteria. Based on their responses in the questionnaire, most of the students agreed that conditional sentences topic was an important and difficult topic. Nevertheless, most of them could understand conditional sentences at the time they learn. It is because they have already known conditional sentences before. In the next criterion, some of them had high motivation in learning conditional sentences, but some of them had no motivation. Moreover, some of them agreed that having more exercise could help them to understand conditional sentences. Besides, the appropriate method in explaining conditional sentences is also have big role in helping them to understand conditional sentences. The last, they admitted that time, class, and social really affect their teaching-learning activities. Besides, there were seven

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problems which cause the students to make errors. They are memorizing, differentiating, understanding, class influence, practicing, mood, and presence.

Based on the result of the data analysis, there is conclusion that there were many students who had problem in understanding conditional sentences. It can be influenced by many factors mentioned above. Therefore, there were also the suggestions for the lecturers, students, and other researchers. For the lecturers, it is recommended to give more attention to students’ understanding and ability. For the students, it is recommended to pay attention to the lecturers when the lecturers give the explanation. The last was the suggestion for the other researchers. It is recommended to explore or modify this research in order to have the better result.

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viii ABSTRAK

Krissanti, Fransisca Wuri. 2011. Errors on The Use of Conditional Sentences among the Students of the English Language Education Study Program. Yogyakarta: Universitas Sanata Dharma.

Kalimat pengandaian adalah salah satu topik penting yang dipelajari di Program Studi Bahasa Inggris. Kalimat pengandaian mempunyai tiga tipe yang membuatnya susah untuk dipahami. Ketiga tipe tersebut mempunyai pola dan arti yang berbeda. Hal ini membuat mahasiswa Program Studi Pendidikan Bahasa Inggris masih saja membuat kesalahan. Padahal mereka dipersiapkan untuk menjadi guru yang harus bisa menguasainya.

Ada dua pertanyaan dalam penelitian ini: (1) Kesalahan apakah yang dibuat oleh mahasiswa semester lima program studi Pendidikan Bahasa Inggris dalam penggunaan kalimat pengandaian? dan (2) Apa saja faktor-faktor yang menyebabkan mahasiswa membuat kesalahan dalam penggunaan kalimat pengandaian? Untuk menjawab pertanyaan-pertanyaan tersebut, penulis menggunakan survey sebagai metode peneliannya. Partisipan dalam penelitian ini adalah mahasiswa semester lima Program Studi Pendidikan Bahasa Inggris. Penulis melakukan penelitian di dua kelas dalam kelas Structure V tahun ajaran 2010/2011.

Penulis membuat tes dan kuesioner sebagai instrumen penelitian. Tes disusun untuk mengukur pemahaman mahasiswa tentang kalimat pengandaian. Selain itu, penulis juga memakai kuesioner sebagai instrumen. Kuesioner digunakan untuk menemukan faktor-faktor yang memungkinkan yang menyebabkan mahasiswa membuat kesalahan dalam penggunaan kalimat pengandaian.

Berdasarkan data yang terkumpul, penulis menemukan bahwa masih banyak mahasiswa yang masih mempunyai masalah dalam penggunaan kalimat pengandaian. Dari data tersebut, hanya ada 29.82% dari total mahasiswa yang bisa memenuhi standard nilai minimum penguasaan seperti yang di tuliskan dalam Peraturan Akademik Universitas Sanata Dharma. Dari hasil analisis data dari tes, dapat dilihat bahwa mereka mengalami kesulitan ketika mereka harus melengkapi kalimat pengandaian. Mereka juga mempunyai malasah dalam membuat kalimat pengandaian dengan menggunakan pola dan bentuk waktu yang tepat ketika mereka diberikan fakta. Selain itu, mahasiswa juga membagikan masalah mereka dengan menjawab pertanyaan-pertanyaan di kuesioner yang disusun berdasarkan beberapa kriteria. Berdasarkan respon mereka dalam menanggapi pertanyaan-pertanyaan di kuesioner, sebagian besar mahasiswa setuju bahwa kalimat pengandaian merupakan topik yang penting dan susah. Meskipun begitu, sebagian besar dari mereka dapat memahami kalimat pengandaian pada waktu mereka mempelajarinya. Hal itu dikarenakan mereka sudah mengenal kalimat pengandaian sebelumnya. Pada kriteria berikutnya, beberapa mahasiswa mempunyai motivasi tinggi dalam belajar kalimat pengandaian, tetapi beberapa dari mereka tidak mempunyai motivasi. Selanjutnya, beberapa mahasiswa setuju bahwa dengan melakukan banyak latihan dapat membantu mereka untuk

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memahami kalimat pengandaian. Selain itu, pemilihan metode yang cocok dalam menjelaskan kalimat pengandaian juga mempunyai peranan besar dalam membantu mereka untuk memahami kalimat pengandaian. Yang terakhir, mereka mengakui bahwa waktu, kelas, dan sosial sangat mempengaruhi kegiatan belajar-mengajar. Selain itu, ada tujuh masalah yang menyebabkan mahasiswa membuat kesalahan. Hal-hal tersebut adalah mengingat, membedakan, memahami, pengaruh kelas, latihan, suasana hati, dan kehadiran.

Berdasarkan hasil analisis data, ada kesimpulan yang bisa ditarik yaitu bahwa ada banyak mahasiswa yang mempunyai masalah dalam pemahaman kalimat pengandaian. Hal itu bisa dipengaruhi oleh banyak faktor seperti telah disebutkan diatas. Oleh karena itu, ada juga saran-saran untuk dosen, mahasiswa, dan peneliti lain. Untuk dosen, disarankan untuk memberikan perhatian lebih pada pemahaman dan kemampuan siswa. Untuk mahasiswa disarankan untuk memperhatikan dosen ketika dosen sedang menjelaskan dan mencoba untuk mencari cara lain untuk meningkatkan pemahaman mereka. Yang terakhir untuk peneliti lain. Disarankan untuk bisa melakukan penelitian lebih atau memodifikasi penelitian ini untuk bisa mendapatkan hasil yang lebih baik.

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ACKNOWLEDGEMENTS

I would like to dedicate my deepest and greatest attitude to Jesus Christ

for everything he has given to me. His blessings and everlasting love have strengthened me in the difficult situation. I also thank to Mother Mary for her companion in my hard time.

My deepest appreciation goes to my major sponsor, Made Frida Yulia S.Pd., M.Pd., for her willingness to spend her precious time to read and check my thesis. Her advices, criticisms, suggestions help me to accomplish this thesis. I also thank her for her patience in guiding me.

My sincere appreciation goes to Caecilia Tutyandari, S.Pd., M.Pd. and

Dra. Sri Joeliantini for the permission to administer the test in their classes. I would like to thank all the fifth semester students of the English Language Education Study Program for their willingness to be the participants for this research.

I would like to express my deepest love and appreciation to my parents,

Ignatius Suhardi and Anastasia Sudarti for their love, patience, support, encouragement and never ending prayers. I could not finish my study without them. My sincere gratitude goes to my brother and sister for always encouraging me to finish my study. Thanks for their advices, support, prayers and love.

My special thanks go to my beloved boyfriend, Immanuel Brahma Adhyaksa Rubianto for his love, prayers and support in my difficult time. I thank to his family who always supports me. My sincere gratitude goes to my best

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friends, Gabriela Bunga Pramudhita, Wuri Krisharyanti, Melati Sunarsari Suryani, Ria Agatha Cindy Stefani, and Agustina Ari Wisudawati for their support and advices given. I also thank them for the precious and unforgettable time we have spent together. I could not understand the importance of having and being a good friend without them. Our friendship has made me understand the meaning of togetherness.

I would like to thank to my classmates, Sano, Molen, Panda, Ruma,

Sancrut, Taju, Antris, Bunga, Indro, Andre, Rindang, Putri, Rere, Adit,

Toto, Puri, Mega, Dinar, Angga, Mui, Mayang, and Agung. My special thanks go to Rindang and Bunga for their willingness to read my thesis draft. Besides, I also thank Wahyu, Mas Andre, Thomas, Miss Suzi, Tyo and Mas Panji for their support and prayers. I would also like to express my gratitude to Pranti,

Mujmuj,Penpen and Sisca for their support and companion. I thank them for the time we have spent together to laugh and share many precious stories.

Finally, I would like to express my gratitude to those whose names I cannot mention here one by one. God bless them all.

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TABLE OF CONTENTS

Page

TITLE PAGE ... i

APPROVAL PAGES ... ii

PAGE OF DEDICATION... iv

STATEMENT OF WORK’S ORIGINALITY ... v

ABSTRACT ... vi

ABSTRAK ... viii

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS ... x

ACKNOWLEDGEMENTS ... xi

TABLE OF CONTENTS ... xiii

LIST OF TABLES ... xvii

LIST OF FIGURES ...xviii

LIST OF APPENDICES ... xix

CHAPTER I. INTRODUCTION ... 1

A. Research Background ... 1

B. Problem Formulation ... 4

C. Problem Limitation ... 5

D. Research Objective ... 6

E. Research Benefits ... 6

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CHAPTER II. REVIEW OF RELATED LITERATURE ... 11

A. Theoretical Description ... 11

1. Conditional Sentences ... 11

a. Definitions ... 11

b. Types of Conditional Sentences ... 11

1) Conditional Sentences Type 0 ... 12

2) Conditional Sentences Type 1 ... 12

3) Conditional Sentences Type 2 ... 12

4) Conditional Sentences Type 3 ... 13

5) Mixed Conditionals ... 13

c. Grammatical Changes ... 13

1) Tense ... 13

2) Modal Auxiliary ... 16

3) General Truth ... 17

4) Connectors ... 17

2. Errors ... 18

a. Definition ... 18

b. The Purpose of the Study of Errors ... 19

3. Mistakes ... 19

4. Errors Versus Mistakes ... 19

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CHAPTER III. METHODOLOGY ... 23

A. Research Method... 23

B. Research Participants ... 24

C. Research Instruments ... 25

1. Validity ... 27

a. Content Validity ... 27

b. Construct Validity ... 28

c. Face Validity ... 28

2. Reliability ... 29

D. Data Gathering Technique ... 30

E. Data Analysis Technique ... 31

F. Research Procedure ... 32

CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION ... 34

A. Data Presentation ... 34

1. The Test ... 34

a. The Students’ Achievements in Each Part of the Test 35 b. The Students’ Total Scores of the Whole Part of the Test ... 37

c. The Questionnaire ... 39

B. Discussion ... 40

1. The Errors Made by the Fifth Semester Students ... 40

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1) Part A ... 41

2) Part B ... 44

b. Conditional Sentences Type 2 ... 46

1) Part A ... 46

2) Part B ... 49

c. Conditional Sentences Type 3 ... 52

1) Part A ... 52

2) Part B ... 55

2. The Factors Which Cause the Students to Make Errors ... 57

CHAPTER V. CONCLUSIONS AND SUGGESTIONS ... 66

A. Conclusions ... 66

B. Suggestions ... 68

1. Suggestions for the Lecturers of the English Language Education Study Program ... 68

2. Suggestions for the Students of the English Language Education Study Program ... 69

3. Suggestions for Other Researchers ... 70

REFERENCES ... 71

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LIST OF TABLES

Table Page

2.1 Summary of Basic Verb Form Usage in Conditional Sentences ... 15

2.2 The Semantic Relationships Expressed by Conditional Subordinators in English ... 18

3.1 The Classification of Reliability Coefficient ... 30

4.1 The Students’ Scores in Part A ... 35

4.2 The Students’ Scores in Part B ... 36

4.3 Students’ Scores in the Whole Part of the Test ... 37

4.4 The Students’ Scores Based on the Score Category ... 39

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LIST OF FIGURES

Figure Page

2.1 The Historically-Based Relationship of the Modal Auxiliary ... 16

4.1 The Percentage of the Students’ Responses on the First Aspect ... 58

4.2 The Percentage of the Students’ Responses on the Second Aspect ... 59

4.3 The Percentage of the Students’ Responses on the Third Aspect ... 61

4.4 The Percentage of the Students’ Responses on the Fourth Aspect ... 62

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LIST OF APPENDICES

Appendix 1 The Permission Letter... 75

Appendix 2 The Blueprint of the Test ... 76

Appendix 3 The Test ... 78

Appendix 4 The Answers’ Key ... 81

Appendix 5 The Blueprint of the Questionnaire ... 82

Appendix 6 The Questionnaire ... 85

Appendix 7 The Samples of the Students’ Sheet ... 88

Appendix 8 The Frequency and Percentage of the Students’ Responses on the Questionnaire ... 98

Appendix 9 The Students’ Scores ... 99

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CHAPTER I INTRODUCTION

This chapter explains the introduction of the study. It has six parts. Those six parts are research background, problem formulation, problem limitation, research objectives, research benefits and definition of terms.

A. Research Background

English is an important language in educational life since it is an international language. Many books are written using English. In this globalization era, people need to communicate with foreigners who have different language. Therefore, people are expected to master the English language so that they can communicate well.

Based on that requirement, many schools provide English as one of the subject matters in order to make their students able to master English and communicate using English well. Reaching that goal is not easy. Schools must provide very good facilities including the teachers. A good English teacher who masters English well is needed very much in order to reach that goal.

As candidates of English teachers, the English Language Education Study Program students are supposed to master all the things related to the English language as the subject matter, including the skills and the language elements. In the English language, there are four skills which have to be mastered by learners and teachers. Those are listening, speaking, reading, and writing. Beside those

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four skills, the English language also has the language elements such as grammar, pronunciation, and vocabulary. In order to be good teachers, the teacher candidates should master those things because good teachers are not only able to understand the English language for themselves, but also must be able to help their students, especially in using English grammar.

Indonesia has English language as their foreign language and the pattern of the sentences in Indonesian and English language are different. Therefore, they have to know well the pattern of each language which they learn. For example, when people use Indonesian language, they use the same verb to show the actions which have been done, is being done, and will be done. Another example is when people want to use conditional sentences. When they use Indonesian language, they also use the same verb and pattern without caring about the fact. Thus, foreign language learners should pay attention to those things. In this case, based on the writer’s experience, many students still have difficulties in understanding and using the correct grammar. Hence, this is a challenge for teachers and teacher candidates to overcome this problem, where the role of teachers is needed. They have to be able to give good explanation and examples so students will understand well. Therefore, teachers and teacher candidates should master grammar, so they can be good teachers.

Mastering foreign language, in this case is English language, is not easy. Many people have problem to do that. One of the problems is the grammar mastery. Besides having sixteen tenses, the English language also has many other topics, and one of them is conditional sentences. Many students find the

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difficulties in understanding this topic. Therefore, teacher should be able to give such clear explanations and examples in delivering this topic. In order to do that, a good preparation is inevitably needed for the teacher candidates.

The teacher candidates have to master this topic, especially for senior high school teacher candidates because they have to explain this topic. This topic is one of difficult topics in school faced by students. Many students need repetition and clear explanation to this topic. A clear explanation can only be transferred by a teacher who understands the topic well. In this case, the teachers must be competent in mastering conditional sentences so as to be able to explain it to their students. As a matter of fact, it is important for the teachers to understand the conditional sentences.

Based on the writer’s experience, she chooses conditional sentences because this topic has three types which are difficult to learn. Those three types have different pattern and different meaning. The meaning or the fact of the conditional sentences can be true in the present or future, untrue in the present or future and also untrue in the past. Each pattern should correspond with the fact and it can make them difficult to be differentiated and composed. It can also be easily forgotten by the language learners.

Furthermore, by conducting some informal interviews on the conditional sentences, the writer also found that some of the senior students of the English Language Education Study Program are still confused to differentiate the types of conditional sentences and they still produce errors in the use of conditional

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sentences. Moreover, some of them forget what conditional sentences are and how to produce them.

Beside those reasons, the writer also empirically finds that it is very difficult to make the students really understand the use of conditional sentences. When the students learn each type separately, they can understand better, but they still have difficulties and make mistakes when those three types in conditional sentences are combined. In this case, the teachers’ knowledge is challenged. They should master the topic, so that they are able to find a good way in teaching conditional sentences to overcome the students’ problems.

Since the conditional sentences should be mastered by the teachers, the English language Education Study Program students, as the teacher candidates, should be tested on their understanding and mastery in the use of conditional sentences. The results of this research can show their capability to use conditional sentences and their understanding in using them. In this research, the writer chooses the fifth semester students of the English Language Education Study Program, with the consideration that they have learnt conditional sentences in semester three in their Structure III course. Therefore, they are supposed to use conditional sentences correctly. The result of the research is employed to come up with the suggestions for the lecturers and the students in learning conditional sentences.

B. Problem Formulation

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1. What are the errors made by the fifth semester students of the English Language Education Study Program of Sanata Dharma University in the use of conditional sentences?

2. What are the factors which cause the students to make errors in the use of conditional sentences?

C. Problem Limitation

The research is conducted to the fifth semester students of the English Language Education Study Program of Sanata Dharma University in the academic year of 2009/2010. They were chosen since they have learnt conditional sentences in Structure III course. The research analyses the errors which are made by the students in producing conditional sentences. A test and a questionnaire are utilized as the instruments to gather the data. The results of the test are analyzed further to see the errors which are produced by the students. Moreover, the results of the test determine their mastery. The data from the questionnaire are used to show the possible factors which cause the errors.

This study emphasizes the use of conditional sentences types 1, 2, and 3 to make the scope of the discussion more specific and not too wide. It means that the instruments made by the writer only check the students’ understanding on the use of conditional sentences types 1, 2, and 3 and the ability of the students to produce those types of conditional sentences correctly. Therefore, the questions in the test check the ability of the students in the use of the conditional sentences types 1, 2,

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and 3. Whereas, the questions in the questionnaire are used to find the possible factors which cause the errors.

Due to the fact that the fifth semester students of the English Language Education Study Program of Sanata Dharma University are in a great number, the writer selects two classes as a sample which are considered to represent the population as a whole. Then, the result of the data analysis of the sample will be generalized to the population. The writer chooses cluster sample as the representative sample because based on Ary, Jacob, & Razavieh (2002:168) “cluster sample is in group, not individual, which is randomly selected”.

D. Research Objectives

The objectives of this research are:

1. To find out the errors which students make in producing conditional sentences.

2. To find out the possible factors which cause the students to make errors.

E. Research Benefits

It is expected that this finding of the research in this study helps the readers, the students, the lecturers, and the next researchers.

1. For the readers

This research analyzes the students’ errors and the possible causes of making errors. The result will be discussed and written in this thesis. Besides, this

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thesis also provides information about conditional sentences. Therefore, this research may give the information to the readers and enrich their knowledge. 2. For the students

This study also analyzes the students’ problems in learning conditional sentences. Based on the research finding, the writer finds some possible factors which cause the students make errors and give the suggestions to overcome the students to make errors again in the future. Thus, the finding of this research may help the students of the English Language Education Study Program.

3. For the lecturers

This study analyzes the errors produced by the students and also the possible causes. Therefore, it may help the lecturers because it may show which become the students’ weaknesses and strengths. Based on the result of the error analysis, the lecturers can find another way to transfer the knowledge to the students and minimize the errors made by the students.

4. For other researchers

This study will also help other researchers. If they will conduct researches which are almost the same, this study may help them to conduct their researches. They can also develop this study by changing some parts of this thesis, such as the participants, the problem limitations, instruments, or something else.

B. Definition of Terms

Related to this research, there are the terms whose definitions need to be elaborated so as to provide understanding for the readers.

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1. Conditional sentences

Conditional sentences are used to show the conditional phenomenon. Conditional sentences have five types: types 0, 1, 2, 3, and mixed type. Each type has its own fact and pattern. Conditional sentences type 0 are “the statements of universal truth or general validity” (Graver, 1984: 89). The second type “expresses something that can be true in present or future” (Azar, 1989: 347). There is possibility to be truth in the future if in the present it is not true. The third type “expresses something that is untrue in present or future” (Azar, 1989: 348). It shows the impossible things in the present or future. The fourth type “expresses something that has happen in the past and it is not true or it does not happen in the past” (Azar, 1989: 349). This type shows that the fact did not happen in the past. The last type is mixed type when we can combine the types of conditional sentences based on the context (Alexander, 1994: 212). In this study, the researcher focuses on the use of conditional sentences types 1, 2, and 3 which will be combined into one test. To know the participants’ understanding, they have to differentiate them and make good conditional sentences based on each type.

2. Error

Errors are “the flawed side of learner speech or writing” (Dullay, Burt, & Krashen, 1982: 139). They explain that errors which are caused by fatigue and inattention are called as performance factors and errors resulting from lack of knowledge of the rules of the language called competence factor. On the other hand, an error is “a noticeable deviation from the adult grammar of a native speaker reflects the competence of the learner” (Brown, 2000: 217). In this case,

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errors which are produced by the speaker can show their competence. In other words, an error is caused by lack of knowledge.

In this study, the writer collects the data and analyzes the errors from the participants’ answers. Any wrong answers in the test are counted as the students’ performance and competence. Brown (2000: 217) states that those performance and competence factors can influence students to make errors. Whereas, Corder says in Dullay’s book titled Language Two that “in some of the second language literature, performance errors have been called “mistakes” while the term “errors” was removed for the systematic deviations due to the learner’s still-developing knowledge of the L2 rule system” (Dullay et al., 1982: 139). Nevertheless, it is still often difficult to determine the deviation between performance and competence errors without careful analysis. To support this statement, Dullay et al. (1982: 139) stated that “in order to facilitate reference to deviations that have not yet been classified as performance or competence errors, we use error to refer to any deviation from a selected norm of language performance, no matter what the characteristics or causes of the deviation might be.”

Sometimes, it is very difficult to judge incorrect answer is error or mistake. Corder in Ellis’ (2003: 50) book argued that the “error analysis should be restricted to the study of errors.” It means that mistakes should be eliminated from the analysis. In this research, errors refer to the students’ answers which are inappropriate from the rule of the conditional sentences without considering they are errors or mistakes. Ellis (2003: 47) paraphrased George’s statement that “L2

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learners’ errors are generally viewed as ‘unwanted forms’.” Therefore, in this study any wrong answers are included as errors.

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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents two sub-chapters of discussion. The first is the discussion on the theories related to this study, which is presented in theoretical description. The second part is theoretical framework which summarizes and synthesizes the relevant theories to the study.

A. Theoretical Description

In this theoretical description, there are four things which are elaborated. They are the theories of conditional sentences, error, and error analysis. These theories will be the basic of the discussion and construction of the instruments.

1. Conditional Sentences

Thomson and Martinet (1986: 196) said that “conditional sentences have two parts: the if-clause and the main clause.” It means that conditional sentences are complex sentences that consist of two clauses which are a main clause and a subordinate clause. The subordinate clause latter typically begins with the adverbial subordinator if.

a. Types of Conditional Sentences

Thompson and Martinet (1986: 197) said that conditional sentences have three types. Each type contains a different pair of tenses. There are three types of conditional sentences and each type has different pattern and meaning. Besides, there are other types of conditional sentences. Graver (1984: 88) stated that there

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are four commonest and the most useful types of conditional sentences and those are types 0, 1, 2, and 3. Furthermore, Alexander (1994: 212) also stated that there is another type of conditional sentences beside those four types of conditional sentences. He said that “we do not always have to stick rigidly to the ‘three types of conditional sentences’ because there are occasions when we can use any tenses in if clauses, depending on the context.”

1) Conditional sentences type 0

Conditional sentences type 0 is used in “factual discussions or explanatory (particular scientific and technical) material” (Graver, 1984: 82). The fact of this type is true because it talks about the factual condition. The tenses used in both conditional and main clauses are the same. It can use simple present tense and also simple past tense.

2) Conditional Sentences type 1

Conditional sentences type 1 expresses something which can be true in present or future. There is possibility to be truth in the future if in the present it is not true. Azar (1989: 347) also gives the pattern of the conditional sentences type 1.

3) Conditional sentences type 2

Conditional sentences type 2 expresses something which is untrue in present or future. It means that the sentences in this type show the action which happen at that time, but they are only imagination. The real condition is contradictory with the expected condition, so the sentences are impossible. In this study, the “to be” used in this type is “were” because “was” is used in very

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informal speech but it is not generally considered grammatically acceptable (Azar, 1989: 348).

4) Conditional sentences type 3

Conditional sentences type 3 expresses something which has happened in the past and it is not true or it does not happen in the past. In this type, the sentences show that the action happened in the past and the “if clause” shows the impossible things in the past.

5) Mixed conditionals

Beside those three types which are usually used, there is mixed conditionals. It is called mixed conditional because it uses mixed tenses in conditional sentences. Alexander (1994: 212) stated that “we do not always have to rigidly to the three types of conditional sentences because there are occasions when we can use any tenses in “if clauses”, depending on the context.”

b. Grammatical Changes

This part discusses the grammatical changes in conditional sentences. This part will be divided into three such as tense, modal auxiliary, general truth, and connectors. Those parts will discuss clearly and specifically about the tenses, modal auxiliary and the general truth in conditional sentences which are discussed in this study.

1) Tense

In conditional sentence type 1, there is no change. All the sentences use the simple form, both the main clause and the “if clause.” On the other hand, there

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are changes in types 2 and 3 of conditional sentences. The changes in types 2 and 3 follow these rules.

a) Type 0

Conditional sentence type 0 shows the factual conditions which means that the fact is true. The tenses used in this type both in the conditional and main clauses are the same (Graver, 1994: 212). The tenses used in this type can be in simple present tense and simple past tense.

b) Type 1

Conditional sentence type 1 shows the actions which happen at that time and the “if clause” show the possible thing which happen or will happen. Moreover, the tense which is used in this type is simple form. When the if-clause uses the simple present, the main clause uses the simple present future (Azar, 1989: 347).

c) Type 2

Conditional sentence type 2 shows the actions which happen at that time, but it tells about the impossible things in the present or future. In type 2, the tenses which are used in the main clause and in the if-clause are different. When the “if-clause” uses the simple past, the main clause uses simple past future.

d) Type 3

Conditional sentences type 3 shows the action which happened in the past and also tells about the impossible things in the past. In this type the tenses which are used in the main clause and in the “if clause” are also different. When the “if-clause” uses past perfect, the main clause uses past future perfect.

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Azar summarized those types and the short explanations about their pattern and meaning in Table 2.1.

Table 2.1: Summary of Basic Verb Form Usage in Conditional Sentences (Azar, 1989: 347)

MEANING OF THE “IF

CLAUSE”

VERB FORM IN THE “IF

CLAUSE”

VERB FORM IN THE “RESULT CLAUSE”

EXAMPLES

True in the present/future

Simple present Simple present Simple future

(a) If I have enough time, I write to may parents every week. (b) If I have enough time

tomorrow, I will write to may parents. Untrue in the

present/future

Simple past Would + simple form (c) If I had enough time now, I would write to may parents. (In truth, I do not have enough time, so I will not write to them.) Untrue in the

past

Past perfect Would have + past participle (d) If I had had enough time, I would have written to my parents. (In truth, I did not have enough time, so I did not write to them.)

e) Mixed type

Mixed conditional shows the action based on the context. This type uses mixed type of conditional sentences. Therefore, the pattern depends on the conditional sentences used in the sentences. We can see the examples as follow. (1) If I am as clever as you say I am, I would have been rich by now. Type 1+3 (2) If you knew me better, you wouldn’t have said that. Type 2+3 (3) If I had had your advantages, I’d be better off now. Type 3+2

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Besides, there are the differences between the tenses which are used in conditional sentences and the fact. In conditional sentences type 1, there is no change. Both the conditional sentences and the fact use the simple present. On the contrary, types 1 and 2 have different tenses between the tense in conditional sentences and fact. The differences are as follow.

a) If the fact is in the present, the conditional sentence uses the past form. b) If the fact is in the past, the conditional sentence uses the past perfect form.

2) Modal Auxiliaries

Celce-Murcia and Larsen-Freeman (1983:138) describe modals formally as tenseless auxiliaries that take no subject-verb agreement and no infinitive to

before the following verb. However, they acknowledge that modals do derive historically from ordinary verb forms inflected for either present or past tense because this historically-based relationship still has some semantic implications.

Historical Historical

Present Tense Past Tense

Can could

Will would

May might

Shall should

must, (had to)

Figure 2.1: The Historically-Based Relationship of the Modal Auxiliary (Celce-Murcia and

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3) General Truth

In conditional sentences, the truth and the conditional sentences may be different. In type 1, the fact in the conditional sentences is true in the present and future or there is possibility to be true in the future, so it uses the present forms.

Examples:

[1] If I do not study hard, I will fail in the test.

The above sentence has two possible facts. The first fact is that it is true that I do not study hard, I will fail in the test, but there is another fact. The second fact is that there is possibility for me to fail in the test.

[2] If I had a lot of money, I would buy a big house. The fact is that I have no money.

[3] If I had had enough time, I would have gone for picnic. The fact is that I had no enough time.

4) Connectors

In conditional sentences, connector is an important thing. The related connectors which are usually used in conditional sentences are:

a) Only if and Unless

“Both only if and unless mark conditions that are exclusive; that is, no other condition will bring about the stated result. If and if … not, on the other hand, express weaker or more neutral conditions in that they do not exclude the possibility that other conditions might also bring about the same result”

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(Celce-Murcia and Larsen-Freeman, 1999: 553). The semantic relationships are presented in Table 2.2.

Table 2.2: The Semantic Relationships Expressed by Conditional Subordinators in English (Celce-Murcia and Larsen-Freeman, 1999: 553)

Affirmative Negative

open (unmarked) conditions If if … not exclusive (marked) conditions only if (sometimes: if and only if) unless (=except if)

Examples:

[4] I will stay home if it rains. (unmarked) [5] I will stay home only if it rains. (exclusive) [6] I will stay home even if it rains. (emphatic) [7] I will stay home if it doesn’t rain. (negative)

[8] I will stay home unless it rains. (exclusive negative)

2. Error

This part is divided into two. The first discusses the definition of errors which are proposed by some writers. The second part discusses the purpose of the study of errors.

a) Definition

“Errors are the flawed side of learner speech or writing” (Dullay et al., 1982: 138). They are those parts of conversation or composition that deviate from some selected norm of mature language performance. Dullay et al. (1982: 139) distinguish errors become two, such as “errors caused by fact such as fatigue and inattention called performance factors and errors resulting from lack of knowledge the rules of the language called competence factors. ”

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Dullay (1982: 145) has another description of errors which is named as accurate description of error. He says that error is “a separate activity from the task of inferring the sources of those errors.” On the other hand, Brown (2000: 217) says that errors can reflect a competence of the learner. He gives the definition of an error as “a noticeable deviation from the adult grammar of a native speaker, reflects the competence of the learner.”Ellis (2003: 47) stated that “learners make errors in both comprehension and production.”

b) The Purpose of the Study of Errors

Studying learner’s errors serves two major purposes, such as: (1) “it provides data from which inferences about the nature of the language learning process can be made; and (2) it indicates to teachers and curriculum developers which part of the target language students have most difficulty producing correctly and which error types detract most from a learner’s ability to communicate effectively” (Dullay et al., 1982:138).

3. Mistake

Brown (2000: 217) states in his book that a mistake “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 that a mistake is not caused by the lack of knowledge. A mistake is caused by unintentional error.

4. Errors Versus Mistakes

There is a difference between errors and mistakes. Many people are confused to differentiate error and mistake. According to James (1998: 83), “an

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error cannot be self-corrected, while mistakes can be self-corrected if the deviation is pointed out to the speaker.” On the other hand, Brown (2000: 218) states that “the learner’s capacity for self correction is objectively observable only if the learner actually self-corrects; therefore, if no such self-correction occurs, we are still left with no means to identify errors versus mistake.”

Lewis (2002: 8) also gives an explanation that “an error arises when students communicate in more complicated language than they have so far learned, where as a mistake is something they can correct for themselves if they take the time.” It means that a mistake can still be corrected because it is not caused by the lack of knowledge. Moreover, error cannot be self corrected because knowledge has the role. It needs somebody else to correct it.

B. Theoretical Framework

One of the language elements which should be learnt by the English Language Education Study Program students is grammar. A conditional sentence is one of them. Conditional sentence is one of the difficult topics. Conditional sentences topic has been taught in the second grade of senior high school, but it is explained clearer and deeper in the third semester.

A conditional sentence is a complex sentence that consists of a main clause and a subordinate clause; they latter typically begins with the adverbial subordinator if. It has two parts: the main clause and sub-clause. In this study, conditional sentence is one of the materials that should be learnt by the students of

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the English Education Study Program of Sanata Dharma University in semester three.

In this study, there are two problems regarding the fifth semester students’ mastery and errors of conditional sentences. This study uses a test to collect the information and also to discuss the problem formulations. For the first problem, which is to figure out how far the fifth semester students have mastered conditional sentences, this study performs necessary statistical computation. The result of the test is obtained by counting the correct answer. Furthermore, the focus in this study is the errors made by the students. Therefore, any wrong answers in the test are considered as errors without considering whether they are mistakes or errors. Later, the result of the computation is compared to the standard of mastery stated in the academic regulation of Sanata Dharma University. The students’ mastery on conditional sentences is found out from their scores in the test. These scores are then compared to the minimum standard of mastery stated in the academic regulation of Sanata Dharma University. If their achievement in conditional sentences is low according to that academic regulation, it means that they still have difficulties in mastering conditional sentences. If their achievement is high and fulfilled the minimum standard score of mastery written in academic regulation of Sanata Dharma University, they are considered to master the material of conditional sentences.

Concerning the second problem, which is to figure out the types of errors that students made in conditional sentences, this study uses the students’ answers to analyze what types of errors they made. The fifth semester students are also

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asked to complete the questionnaire by answering the questions. Then, the students’ answers will be analyzed and it will answer the question on the students’ problems in learning conditional sentences.

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CHAPTER III METHODOLOGY

This chapter discusses the methodology of the study, such as the research method, participants, instruments, data gathering technique, data analysis technique and research procedure.

A. Research Method

The method utilized in this research was a survey. Brown and Rodgers (2002: 142) state that surveys are “procedures which are used to gather and describe the characteristics, attitudes, views, opinions, etc of people who are important to a study.” Ary et al. (2002: 142) say that “surveys typically take the form of interviews or questionnaires or both.” Therefore, the writer used a test and a questionnaire to gather the data. In this research, the writer intended to find out the errors which the fifth semester students made and the possible causes of the errors in using conditional sentences.

The writer constructed test and questionnaire to answer the research questions. The tests were frequently used as criterion measures of language abilities in second language acquisition research. It could also be valuable sources of information about the effectiveness of learning and teaching. Besides, language teachers also usually used tests “to help in diagnosing students’ strengths and weaknesses, to assess students’ progress, and to assist in evaluating students’ achievement” (Bachman, 1995: 2-3). Moreover, questionnaire is “commonly used

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for data collection in survey research” (Wiersma, 1969: 179). Backstrom and Cesar (1981: 187) state in their book that the questionnaire is “the physical form of all theories, hypotheses, and hunches that have gone into planning the survey.” Therefore, the writer used test and questionnaire as the instruments for collecting data.

B. Research Participants

The participants of this study were the fifth semester students of the English Language Education Study Program of Sanata Dharma University in the academic year of 2010/2011. They were chosen since they had learnt conditional sentence in Structure III course. As they had learnt conditional sentences, it was assumed that they would not make a lot of errors in the conditional sentences test.

Because the fifth semester students of the English Language Education Study Program of Sanata Dharma University were in a great number, the writer selected a sample to represent the population as a whole. In choosing the sample, the writer chose the cluster sampling procedure. Wiersma (1995: 292) gives the definition of cluster sampling in his book as “a procedure of selection which involves the random selection of clusters from the larger population.” The writer chose this sampling because this sampling is in groups, not individuals, were randomly selected. Therefore, the writer did not need to make new cluster. Besides, the existing cluster consisted of the fifth semester students who had learnt conditional sentences in the same semester, and it was supposed to have the

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same level of understanding conditional sentences. Although there would be difference, it would be no big difference among them.

The population of the fifth semester students was divided into four structure classes. Because of the reasons explained above, the writer thought that cluster sample is the appropriate one. Therefore, in this research, the writer chose two classes as the sample of the research.

C. Research Instruments

The instruments used to gather the data in this study were a test and a questionnaire. Hague (1995: 2) mentioned the four objectives of questionnaire. “First, it is used to obtain the accurate information from the respondent. Second, it gives the design in interview. Third, it gives the standard format of fact, comment, and attitude recording. The last is to ease the data processing.”

The questionnaire used as the instrument in this research consisted two parts. The first part was thirty items of close-ended responses. In this part, the participants were required to choose the number which showed their opinion on the statements given. The second part was one item of open-ended response. In this part, the participants were required to answer the question based on their own opinion with explanations on their opinion and suggestions. Those questions were related to the possible factors causing errors.

The questionnaire was made by investigating five elements, such as students’ perceptions, abilities, motivations, teaching learning activities and also time and social influences. Ellis (1997: 4) identified two factors influencing the

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language learners in learning second language such as internal and external factors. Therefore, the writer divided those five elements into two, which are internal and external factors. Ellis also gives the examples of each factor. Social conditions and input are external factors. On the other hand, Ellis (1997: 4-5) classified the cognitive mechanism and knowledge into the internal factors. Based on that theory, the writer classified those five elements such as: internal factors, which included the students’ perceptions, abilities, and motivations, and external factors, which included teaching learning activities and time and social influences. On the other hand, the writer also used the test to gather the data. A test is “a method to measure the students’ ability or knowledge and it also can provide the information about the achievement of group of learners” (Hughes, 1989: 4). The test was arranged to measure the students’ understanding on conditional sentence. Therefore, the test was essential part of the research. Based on those facts, the writer chose a test and questionnaire as the instruments to gather the data.

The test consisted of thirty items and it was divided into two parts. The first part consisted of fifteen items. In this part, the students were required to fill in the blanks with the correct answers based on the rule in conditional sentences. The objective of this part was that the students were able to recognize which type of conditional sentences used in the questions and demonstrate the correct pattern of conditional sentences. This would “show the participants’ ability to recognize the grammatical functions of words in sentences structures” (Freeman and Long, 1991: 167). The second part consisted of fifteen items. In this part, the students

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were required to make the conditional sentences based on the given facts. The objective of this part was that the students were able to recognize the correlation between the fact and the conditional sentences and demonstrate the correct pattern of conditional sentences based on the given facts. This kind of test “provided a better indication of students’ real achievements in learning” (Ebel, 1979: 96).

Because of its essential role in the research, the test should meet the requirements of measurement. Those are validity and reliability.

1. Validity

Validity is one of the important things in constructing the test. A test is said to be valid if “it measures accurately what it is intended to measure” (Hughes, 1989: 22). There are four types of validity in test. Those are:

a. Content Validity

A test is said to have content validity if its content constitutes as representative sample of the language skills, structures, and so on with which it is meant to be concerned. The test would have content validity only if it included a proper sample of relevant structures. Therefore, in order to have high content validity, the test should contain the items which are intended to be measured on the test. The importances of content validity are: “first, the greater a test’s content validity, the more likely it is to be an accurate measure of what it is supposed to measure. Second, such a test is likely to have a harmful backwash effect” (Hughes, 1989: 22-23). The details of the content of the test are presented in the Appendix 2.

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The table in the Appendix 2 shows the content of the test. It is clear that all the types of conditional sentences were present in the test. Therefore, it could be concluded that the test fulfilled the content validity.

b. Construct Validity

A test, a part of a test, or a testing technique is said to have construct validity if “it can be demonstrated that it measures just the ability which it is supposed to measure. The word ‘construct’ refers to any underlying ability (or trait) which is hypothesize, for example, that the ability to read involves a number of sub-abilities, such as the ability to guess the meaning of unknown words from the context in which they are met” (Hughes, 1989: 26). The test, which was used as the instrument, required the students’ ability on recognizing and making a good conditional sentence for each item. Therefore, the test can be concluded that it fulfilled the construct validity.

c. Face Validity

A test is said to have face validity if it looks as if it measures what it is supposed to measure. “Face validity is hardly a scientific concept, yet it is very important. A test which does not have face validity may not be accepted by candidates, teachers, education authorities or employers” (Hughes, 1989: 27). Best (1981: 153) says that in research, validity is “that quality of a data gathering instrument or procedure that enables it to determine what it was designed to determine.” In this case, the writer showed the format of the test and the questionnaire to her sponsor and asked for her comment about the format of the

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test and the questionnaire. The test and the questionnaire are separated in different page but they were bundled together.

2. Reliability

According to Brown (2004: 20), “a reliable test is consistent and dependable.” It means that the results of the test, which was administered to two different groups, should be more or less similar. In research, reliability is “the quality of consistency that the instrument or procedure demonstrates over a period of time” (Best, 1981: 154).

To calculate the reliability of the whole test was the writer used K-R 20 formula because this formula is used to determine the homogeneity which is based on the proportion of correct and incorrect responses (Ary et al., 2002: 258). The test also scored based on the correct and incorrect responses, therefore the writer chose this formula. The formula is as follows.

rxx= _

      ₋ −

∑

2 2 1 _x x s pq s K K Where:

rxx= the reliability of the whole test

K = number of items in the test

sx2= variance of the total scores (squared standard deviation)

p =proportion of correct responses on a single item

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In order to know whether the test was reliable or not, the writer used the table of the value of reliability coefficient. The classification is presented in Table 3.1.

Table 3.1: The Classification of Reliability Coefficient (Best, 1981: 255)

Coefficient (r) Relationship

0.00 to 0.20 Negligible

0.20 to 0.40 Low

0.40 to 0.60 Moderate

0.60 to 0.80 Substantial 0.80 to 1.0 High to very high

Before the real test was administered, the researcher administered the pilot test to the two classes of the fifth semester students of the English Language Education Study Program in Structure V class. The result of the pilot test showed that the reliability coefficient was 0.86. Based on the classification of the reliability coefficient, this result indicates that the test had high reliability.

D. Data Gathering Technique

The researcher used a test of conditional sentences and a questionnaire to gather the data. The test was conducted in two classes of the fifth semester students during Structure IV lesson. In conducting the test, there were some steps done in gathering the data.

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The first step was the test papers and questionnaires were distributed to the students. Second, before doing the test, the students were given an explanation to make sure that they understood the test instructions. The time allotment to do the test was sixty minutes. Third, after finishing the test, the test papers with the students’ answers were collected. Last, students’ answers were scored to find out the students’ mastery on conditional sentence and analyzed to identify the types of errors of conditional sentence. Meanwhile, the students’ answers on questionnaires were used to know the factors causing the errors. Because this study focused on the fifth semester students, the writer sorted the fifth semester students’ sheets. The other test takers, who were not in the fifth semester, were not part of the sample and their answers were not scored and analyzed.

E. Data Analysis Technique

In analyzing the data, the first thing to do was to find out the students’ result of the test and also the errors the students made by checking the students’ works. This step was started by collecting the students’ answers. Then, the students’ answers were checked to show the correct and the incorrect answers. Both the correct and incorrect answers were given different check marks, the tick (√) mark for the correct answers and the cross (x) mark for the incorrect answers.

After checking the answers, each item of the test was scored. Each item in Part A and B has the same score. For the correct answer it was given one (1) point each number and for the incorrect answers it was given zero (0) point for each item. To obtain the final score, the total score achieved by the students was

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divided by the total number of the items, and then the result was multiplied by 100. Then the result was made in the percentage. The result showed the mastery of students on conditional sentence. Based on the academic regulation of Sanata Dharma University which was written in Peraturan Akademik Universitas Sanata Dharma (2002: 14), the students master the certain subject if they reach 56% of the total score.

In order to discuss the errors, the writer classified the errors made by the students based on the classification of errors proposed by Dullay (1982: 146), such as linguistic category, surface strategy, comparative analysis, and communicative effect, the grammatical changes of conditional sentences, and the types of conditional sentences.

On the other hand, in order to discuss the possible causes that influence students to make errors, the writer analyzed the questionnaires which were completed by the students. After analyzed the questionnaire, the writer found the result. Then, the result showed the students’ problems in learning conditional sentences.

F. Research Procedure

There were some steps done in conducting this research. First, the researcher asked the permission from the lecturer of Structure V. Second, the researcher conducted the pilot test. This test was aimed to know the weakness of the test so that the writer was able to revise it. Third, the research was conducted in two classes. After conducting the test, the researcher separated the fifth

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semester students’ papers from the non-fifth semester students’ papers because the sample was only the fifth semester students. Fifth, the data gathered from the research were analyzed and finally its interpretation was written into this thesis to discuss the problem formulations.

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CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

This chapter discusses the research findings and discussion. This part consists of three parts. The first part is the data presentation from the administered test including the presentation of the students’ achievement. The second part is the data analysis and the last part is the discussion which is dealing with the research questions.

A. Data Presentation

The data of this study were collected from the test and questionnaire which were administered to two classes of the fifth semester students of the English Language Study Program of Sanata Dharma University in the academic year 2010/2011 on October 4th, 2010. Therefore, this part consists of two parts. The first part is the data presentation of the test and the second part is the data presentation of the questionnaire.

1. The Test

The test consisted of two parts and each part consisted of fifteen items. In the first part, the students were required to put the given verbs into the correct forms. The objective of this part was that the students were able to recognize which type of conditional sentences used in the questions and demonstrate the correct pattern of conditional sentences. In the second part, the students were required to make conditional sentences based on the given facts. The objective of

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this part was that the students were able to recognize the correlation between the fact and the conditional sentences and demonstrate the correct pattern of conditional sentences based on the given facts. The detailed information about the students’ achievement in the test was presented as follows.

a. The Students’ Achievement in Each Part of the Test

The data of the students’ achievement in Part A of the test was presented in Table 4.1. The score was determined from the total correct answer and then it was divided by the total number. After that, the result was multiplied by 100.

Table 4.1: The Students’ Scores in Part A

Range of Scores Number of Students Achieving Range of Scores

90-100 80-89 70-79 60-69 50-59 40-49 30-39 20-29 10-19 0-9

1 5 2 9 6 17

7 7 2 1

From Table 4.1, it can be seen that the seventeen students achieved 40-49. The highest range of score was only achieved by one student. On the other hand, there was the lowest range of scores which was 0-49 and it was achieved by one

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student. From Table 4.1, it can be seen that there were many students who still made errors and those were shown by achieving the low range of scores.

Table 4.2: The Students’ Score in Part B

Range of Scores Number of Students Achieving Range of Scores

90-100 80-89 70-79 60-69 50-59 40-49 30-39 20-29 10-19 0-9

0 2 4 7 6 4 5 19

7 3

Table 4.2 shows that there was no student achieved the highest range of scores which was 90-100. Yet, the highest range of scores achieved by students was 80-89 and there were only two students. In the lowest range of scores, there were three students. Most of the students achieved the range of scores 20-29 and there were nineteen students. It means that there were only two students who understood and were able to produce the conditional sentences based on the given fact. From Table 4.2, it can be seen that there are many students still made errors which are shown by achieving the low range of scores.

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b. The Students’ Total Scores of the Whole Part of the Test

The total scores were obtained by counting the total number of the correct answers and then it was divided by the total number of the item. After that, the result was multiplied by 100. It means that the total score was achieved by counting the total number of the correct answers and then it was divided by thirty and the result was multiplied by 100.

Table 4.3: Students’ Score in the Whole Part of the Test

Range of Scores Number of Students Achieving Range of Scores

90-100 80-89 70-79 60-69 50-59 40-49 30-39 20-29 10-19 0-9

1 2 4 8 6 6 15 10 4 1

Table 4.3 shows that there is only one student who achieved the highest range of scores. Furthermore, there is only one student who achieved the lowest range of scores. Most of the students achieved the range of scores 30-39, whose total was fifteen students. In the second order, there were ten students who achieved the range of scores 20-29.

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There was the minimum standard of mastery. It means that someone masters the topic if he obtains the score above the minimum standard. Based on the minimum standard score of mastery as written in academic regulation of Sanata Dharma University (2002: 14), it should be 56% of the total score. The scoring level was presented as follows.

Score Category

80-100 very good (A)

70-79 good (B)

56-69 sufficient (C)

50-55 insufficient (D)

≤₄₉ _{poor (E)}

Based on that category, the students’ achievement in the test was classified into five categories. The first category was very good (A), which was obtained by the students who achieved the range of scores 80-100. The second category was good (B). This category was obtained by the students who achieved the range of scores 70-79. The third category was sufficient (C), which was obtained by the students who achieved the range of scores 56-69. The students who obtained this category of score were still considered as passing the exam or mastering the topic. The fourth category was insufficient, which was obtained by the students who achieved the range of scores 50-55. The last category was poor (E), which was obtained by the students who achieved the range of scores bellow 50. The students who obtained the last two categories of score were considered failed. The classification of the students’ achievement was presented as follows.

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Table 4.4: The Students’ Scores Based on the Score Category

Score Category

Number of Students’

Achieving the Category

80-100 A 3

70-79 B 4

56-69 C 10

50-55 D 4

≥49 E 36

From Table 4.4, it can be seen that there were three students (5.26%) who got score A. On the category B, there were four students (7.02%). Ten students (17.54%) fell on the category of score C. The next score category was category D and there were four students (7.02%). The last category was E and most of the students fell on this category. There were thirty six students (63.16%) on the last category. From the data, it can be seen that there were only seventeen students who fulfilled the minimum standard score of mastery. It means that there were less than 50% of the total students who could pass it.

c. The Questionnaire

The questionnaire consisted of two parts. In the first part, it consisted of thirty items of close ended responses. In this part, the students were required to circle the number which represented their real experience. Meanwhile, the second part consisted of two items of open-ended responses. In this part, the students were required to share their problems in learning conditional sentences and give

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item 20 item 21 item 22 item 23 item 24 item 25 item 26 item 27 item 28 item 29 item

30 total score grade difference

squared difference

1 0 0 0 0 0 1 0 0 0 0 0 4 1.3 E -7.13 50.87

2 1 1 0 1 1 1 0 1 1 0 0 23 7.7 B 11.87 140.85

3 0 0 0 0 0 0 0 0 0 0 0 3 1 E -8.13 66.13

4 0 0 1 0 1 0 0 1 1 1 0 18 6 C 6.87 47.17

5 0 0 1 0 0 1 0 0 0 1 0 8 2.7 E -3.13 9.81

6 1 0 0 1 0 1 0 0 0 0 1 12 4 E 0.87 0.75

7 0 0 0 1 0 1 0 0 0 0 0 8 2.7 E -3.13 9.81

8 0 0 0 1 0 1 0 1 1 0 0 12 4 E 0.87 0.75

9 0 0 0 1 0 0 0 0 0 0 0 6 2 E -5.13 26.34

10 0 0 0 0 0 0 0 0 0 0 0 4 1.3 E -7.13 50.87

11 1 0 0 0 0 1 0 0 0 0 0 8 2.7 E -3.13 9.81

12 0 0 0 1 0 1 0 0 0 0 1 6 2 E -5.13 26.34

13 1 0 0 1 0 0 0 0 0 0 0 16 5.3 D 4.87 23.70

14 0 1 1 0 0 0 0 1 1 0 1 14 4.7 E 2.87 8.22

15 1 0 0 1 0 0 0 0 1 1 0 6 2 E -5.13 26.34

16 1 0 0 1 0 0 0 0 1 1 0 8 2.7 E -3.13 9.81

17 1 0 0 1 0 0 0 0 0 0 0 11 3.7 E -0.13 0.02

18 1 0 0 1 0 1 0 0 0 0 0 8 2.7 E -3.13 9.81

19 1 0 0 1 1 0 1 1 1 0 1 16 5.3 D 4.87 23.70

20 0 0 0 1 0 1 0 0 0 0 1 9 30 E -2.13 4.55

21 1 1 1 0 1 0 0 0 1 1 0 13 43.3 E 1.87 3.49

22 1 1 1 0 1 0 0 1 1 1 1 24 80 A 12.87 165.58

23 1 0 0 1 0 1 0 0 0 0 0 10 33.3 E -1.13 1.28

24 1 1 1 1 1 0 1 1 1 1 1 25 83.3 A 13.87 192.32

25 1 0 0 1 0 1 0 0 0 0 1 9 30 E -2.13 4.55

26 1 0 1 1 1 1 0 1 1 0 1 21 70 B 9.87 97.38

27 1 0 0 1 0 1 0 0 0 0 1 12 40 E 0.87 0.75

28 1 0 0 0 0 0 0 0 1 0 0 10 33.3 E -1.13 1.28

29 1 0 0 0 0 0 0 0 0 0 0 10 33.3 E -1.13 1.28

30 1 0 1 1 0 0 1 0 1 1 1 17 56.7 D 5.87 34.43

31 1 0 0 1 0 1 0 0 0 0 1 9 30 E -2.13 4.55

32 0 0 0 1 0 1 0 0 0 0 1 7 23.3 E -4.13 17.07

33 1 0 0 1 0 1 0 0 0 0 1 12 40 E 0.87 0.75

34 0 0 0 0 0 1 0 0 0 0 0 4 13.3 E -7.13 50.87

35 0 0 0 0 0 0 0 0 0 0 0 1 0.3 E -10.13 102.66

36 0 0 1 0 0 0 0 0 1 0 1 10 33.3 E -1.13 1.28

37 1 0 0 1 0 1 0 0 1 0 0 12 40 E 0.87 0.75

38 0 1 1 0 1 0 0 0 1 1 0 20 66.7 C 8.87 78.64

39 0 1 1 0 1 0 0 0 1 0 0 12 40 E 0.87 0.75

40 0 0 0 0 0 0 0 0 0 0 0 5 16.7 E -6.13 37.60

41 1 0 0 1 0 1 0 0 0 0 1 11 36.7 E -0.13 0.02

42 0 0 0 0 0 0 0 0 1 0 0 4 13.3 E -7.13 50.87

43 1 0 0 1 0 0 0 0 0 0 0 9 30 E -2.13 4.55

44 0 1 1 0 1 0 1 1 1 1 0 22 73.3 B 10.87 118.11

45 1 0 0 1 0 1 0 0 1 1 0 10 33.3 E -1.13 1.28

46 1 0 1 0 1 0 0 0 1 0 0 11 36.7 E -0.13 0.02

47 0 0 0 0 0 0 0 0 0 0 0 6 20 E -5.13 26.34

48 1 0 0 1 0 1 0 1 0 0 1 11 36.7 E -0.13 0.02

49 0 0 0 0 0 0 0 0 0 0 0 5 16.7 E -6.13 37.60

50 0 0 0 1 1 1 1 0 1 0 1 15 50 D 3.87 14.96

51 1 0 0 1 0 1 0 0 0 0 0 10 33.3 E -1.13 1.28

52 1 1 0 1 1 1 0 1 1 0 1 23 76.7 B 11.87 140.85

53 1 0 0 0 0 1 0 0 0 0 1 10 33.3 E -1.13 1.28

30 9 13 30 13 26 5 11 23 11 20 590 ∑(x-M)2= 1740.08

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Appendix 10: The Calculation of Reliability

Student Scores Item Scores Item Variances Score Frequency Score Frequency p q pq

25 1 42 2 0.79 0.21 0.33

24 1 41 1 0.77 0.23 0.18

23 2 37 1 0.70 0.30 0.21

22 1 35 1 0.66 0.34 0.22

21 1 30 3 0.57 0.43 0.74

20 1 26 1 0.49 0.51 0.25

18 1 23 1 0.43 0.57 0.25

17 1 21 2 0.40 0.60 0.48

16 2 20 2 0.38 0.62 0.47

15 1 15 2 0.28 0.72 0.41

14 1 14 2 0.26 0.74 0.39

13 1 13 2 0.25 0.75 0.37

12 6 11 3 0.21 0.79 0.49

11 4 10 2 0.19 0.81 0.31

10 7 9 1 0.17 0.83 0.14

9 4 7 3 0.13 0.87 0.34

8 5 5 1 0.09 0.91 0.09

7 1

6 4

5 2

4 4

3 1

1 1

n= 53 k= 30 ∑pq= 5.65

sx2= 32.83

rxx=

= = 1.03 x 0.83 = 0.855         ₋ −

∑

2 2 1 _x x s pq s K K       −

− 32.83 65 . 5 83 . 32 1 30 30       83 . 32 18 . 27 03 . 1

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vi ABSTRACT

Krissanti, Fransisca Wuri. 2011. Errors on The Use of Conditional Sentences among the Students of the English Language Education Study Program. Yogyakarta: Sanata Dharma University.

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vii

problems which cause the students to make errors. They are memorizing, differentiating, understanding, class influence, practicing, mood, and presence.

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viii

ABSTRAK

Krissanti, Fransisca Wuri. 2011. Errors on The Use of Conditional Sentences among the Students of the English Language Education Study Program. Yogyakarta: Universitas Sanata Dharma.

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