ERRORS MADE BY SECOND YEAR STUDENTS IN LEARNING CONDITIONAL SENTENCES AT MAN 1 MALANG IN THE ACADEMIC YEAR OF 2012/2013
ERRORS MADE BY SECOND YEAR STUDENTS IN LEARNING
CONDITIONAL SENTENCES AT MAN 1 MALANG IN THE
ACADEMIC YEAR OF 2012/2013
THESIS
BY:
DANA PUSPITANINGRUM
09360034
ENGLISH DEPARTMENT
FACULTY TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
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ERRORS MADE BY SECOND YEAR STUDENTS IN LEARNING
CONDITIONAL SENTENCES AT MAN 1 MALANG IN THE
ACADEMIC YEAR OF 2012/2013
THESIS
BY:
DANA PUSPITANINGRUM
09360034
ENGLISH DEPARTMENT
FACULTY TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
(3)
ERRORS MADE BY SECOND YEAR STUDENTS IN LEARNING
CONDITIONAL SENTENCES AT MAN 1 MALANG IN THE
ACADEMIC YEAR OF 2012/2013
THESIS
This thesis is submitted to meet one of the requirements to achieve
Sarjana Degree in English Education
BY:
DANA PUSPITANINGRUM
09360034
ENGLISH DEPARTMENT
FACULTY TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
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This thesis written by Dana Puspitaningrum was approved on July29, 2013
By: Advisor II,
Drs. Imam Mahfud.
Advisor I,
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This thesis was defended in front of the examiners of the Faculty of Teacher Training and Education of University of Muhammadiyah Malang
and accepted as one of the requirements to achieve
Sarjana Degree in English Education on July 29, 2013
Approved by:
Faculty of Teacher Training and Education
University of Muhammadiyah Malang
Dean,
Dr. M. Syaifuddin, M.M
Examiners: Signatures:
1. Riza Elfana, M.A. . 1. ... 2. Riski Lestiono, M.A. 2. ... 3. Dr. Hartono, M.Pd. 3. ... 4. Drs. Imam Mahfudz. 4. ...
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MOTTO AND DEDICATION
Sayangilah orang tuamu, maka Allah SWT akanmenyayangimu. Jika Allah SWT menyayangimu, makamudahlahsemuaurusanmu, insyAllah.
“Doa orang tuauntukanaknyalaksanadoanabiuntuk umatnya”
(HR. Ad-Dailami)
DEDICATION:
I dedicated this thesis to: My beloved mother and father, My sister and brother, My two beautiful nieces, My beloved fiance, And my best friends
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ACKNOWLEDGEMENT
Alhamdulillahirabbil’alamin, all praise to Allah, the Merciful and Charitable. The writer can finish this thesis because of guidance, blessing, and affection.
The writer would like to thank Dr. Hartono, M.Pd as the first advisor and Drs. Imam Mahfudz as the second advisor who gave their patience, time, guidence, advice, suggestion, and correction during the completion of this thesis.
The writer also would like to express her gratitude and appreciation to the English teacher and head master of MAN 1 Malang who gave the permission to conduct the research. The writer also thankthe students of IPA, IPS and Agama class who helped the writer to get the data of this research.
Finally, special thanks are delivered to her beloved mother (Ida Nurmawati), father (Suyono) who give love, affection, support, advice, prayer and also the financial support. Her gratitude also goes to her older sister (Dian RahmaFajarKurnia) and her younger brother (SuryoWicaksono), her beloved fiance (Bagoes Chandra Septianto), her best friends for their love, affection, support, and advices who always help her so she can finish her thesis.
Malang, July 29, 2013
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TABLE OF CONTENTS
APPROVAL ... i
MOTTO AND DEDICATION ... iii
ACKNOWLEDGMENT ... iv
ABSTRACT ... v
TABLE OF CONTENTS ... vi
I. CHAPTER I ... 1
1.1Background of Study ... 1
1.2Research Problems ... 4
1.3Research Objectives ... 5
1.4Significance of the Study ... 5
1.5Scope and Limitation of the Study ... 6
1.6Definition of the Key terms ... 6
II. CHAPTER II ... 8
2.1 The Concept of Error ... 8
2.2 Types of Errors ... 9
2.2.1 Linguistic Category Taxonomy ... 9
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2.2.3 Comparative Taxonomy ... 12
2.2.4 Communivative Taxonomy ... 13
2.3 Causes of Error ... 15
2.2.1 Interlingual Transfer... 15
2.2.2 Intralingual Transfer... 16
2.2.3 Context of Learning ... 16
2.2.4 Communication Strategies ... 16
2.4 Error and Error Analysis ... 17
2.5 The Conditional Sentences ... 18
2.6 Classification of Conditional Sentences ... 19
2.6.1 True in the Present or Future ... 19
2.6.2 Untrue (contrary to fact) in the present or future ... 20
2.6.3 Untrue (contrary to fact) in the past ... 21
III. CHAPTER III ... 23
3.1 Research Design ... 23
3.2 Population and Sample ... 24
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3.4 Data Collection... 27
3.5 Data Analysis ... 27
IV. CHAPTER IV ... 30
4.1 Finding ... 30
4.1.1 The Errors Made by the Students ... 30
4.1.2 Frequency of the Occurrence of Errors Made by Students ... 34
4.1.3 The Causes of Errors ... 35
4.2 Discussion ... 37
V. CHAPTER V ... 40
5.1 Conclusion ... 40
5.2 Suggestion ... 42
REFERENCES
APPENDIX
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REFERENCES
Arikunto, S. 2002. Prosedur Penelitian: Suatu Pendekatan Praktik. Jakarta: PT. Melton Putra.
Ary, Donald, Jacobs, Lucy Cheser, Razavieh, Ashgar, and Sorensen, Chris. 2010.
Introduction to Research in Education-Eight Edition. USA: Wadsworth. Azzar, Betty Schrampfer. 2002. Understanding and Using English Grammar. New
York: Longman.
Brown, H. Douglas. 2000. Principles of language learning and teaching, Fourth edition. San Francisco State University: Addition Wesley Longman, Inc. Dulay, H., Burt Marina and Krashen Stephen. 1982. Language Two. New York:
Oxford University Press Inc.
Ellis, Rod. 2003. The Study of Second Language Acquisition, Tenth edition. New York: Oxford University Press.
Fani Septialindar.2009. The Mastery of Conditional Sentences : A case study of the Students of Faculty of Letters at Second Grade in Gunadarma University. Thesis. English Department. Faculty of Letters. Gunadarma University.
Hall, J. Eugene. 1993. Grammar for Use; a realistic approach to grammar study for immediate and practical application. Jakarta: Bina Rupa Aksara.
Keraf , Gorys. (1991). Tata Bahasa Indonesia. Jakarta: Nusa Indah, 1991.
Lukman, Emalia iragiliati. (et al). 2004. Headlight: An Extensive Exposure to English Learning for SMA Students. Jakarta: Erlangga.
Murcia, Celce, Diane, Murcia and Freeman, Larsen. 1983. The Grammar Book: An ESL/EFL Teacher Course. London: Newbury House Publisher, Inc.
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Richard and Schmidt. 2002. Longman Dictionary of Language Teaching and Applied Linguistics. London: Pearson Education Lmt.
Sudarwati, Th. M and Grace, Eudia. 2007. Look Ahead for Senior High School Students Year XI. Jakarta: Erlangga.
Sugiyono. 2010. Metode Penelitian Pendidikan. Bandung: Alfabeta.
Swan, Michael. 1995. Practical English Usage. New York: Oxford University Press. Tarigan, Henry Guntur and Tarigan, Djago. 1995. Pengajaran tata bahasa kasus.
Bandung: Angkasa
Teschner, Richard V and Evans, Eston E. 2007. Analyzing the Grammar of English-Third Edition. Washington D.C: Georgetown University Press
Weireesh, S. 1991. How to analyse interlanguage. Journal of Psychology and Education. 9 : 113-22.
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1 CHAPTER I INTRODUCTION
This chapter presents the introduction of the research which covers background of the study, research problems, research objectives, significance of the study, scope and limitation of the study, and definition of the key terms.
1.1Background of the Study
In Indonesia, English as the first foreign language is a compulsory subject which is taught from junior high school to the university level. The purpose of
teaching English is to develop the students‟ ability in four language skills; they are speaking, listening, writing and reading, and to build confidence in using English in their communication. However, in learning English, the students often face some difficulties since English is very different from Indonesian, especially the grammar and structure of the language. Those difficulties can be seen from the errors that the students make in learning English. According to Brown (2000: 217), second language learning is basically a process which always involves a trial and errors in the process of acquiring the target language.
The essential part in learning English is grammar. Grammar is needed both in written and spoken forms. Even in communication, without a proper knowledge of grammar the students will get difficulties to construct sentences. However, if their grammar is good, they will communicate using English with other people more easily. According to Hall (1993:3), grammar is a description of certain organizing aspects of a particular language. It usually includes phonology (sound), morphology
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2
(word composition) and syntax (sentence composition). In order to master the four skills of English, students have to master grammar first. Grammar does not belong to those four skills. However, grammar supports them all together. For example in writing English, we have to know the grammar well in order to make a good writing. Moreover in speaking, we have to pay attention to our speech grammatically in order to avoid misunderstanding or miscommunication, especially if we interact with native speakers of English. Therefore, in order to master English, students must learn grammar intensively.
Conditional sentences are part of grammar. They are also known as conditional clauses or if clauses. Conditional sentences are complex sentences which consist of dependent and independent clauses. The dependent clause expressing the condition begins with if, while the independent clause expresses the consequence of the condition. In other words, conditional sentences are used to express the action in the independent clause that can only happen or take place if a certain condition (in the dependent clause) is fulfilled. There are three types of conditional sentences, they are: type I (true in the present or future), type II (untrue or contrary to fact in the present or future), type III (untrue in the past).
Structurally, Indonesian and English conditional sentences have similarity and difference. The similarity lies in the particular word used in the sentence that is the
word “if”. Both Indonesian and English conditional sentences use the word “if” in
constructing the conditional sentences. In Indonesian, the word “if” means jika, jikalau, seandainya, andaikata, apabila, asalkan, dan manakala. Keraf (1991) states that in Indonesian conditional sentences marked by a conjunction such as jika,
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3
andaikata, asal, asalkan, jikalau, or sekiranya. In English, conditional sentences use the word if and unless.
The difference lies in terms of patterns of the sentences. In Indonesian language, there is only one type of conditional sentences, while in English there are three basic types of conditional sentences with different patterns, and each pattern employs different meaning. Moreover, in Indonesian conditional sentence, there is no different tense used and different meaning whenever the conditional sentence is used. That is why most students get confused in learning conditional sentences so that they likely to make errors. As stated by (Murcia & Freeman 1983: 340) that syntactically and semantically conditional sentences are more complex than other many structures in English grammar, and it is hard to understand even for native speakers. Therefore,
many ESL/EFL students get difficulty in learning conditional sentences”.
By knowing the fact above, the writer needs to investigate the nature of errors commonly produced by the students in learning conditional sentences. By doing error analysis, teachers will be able to see the errors that students make in learning English. Moreover, conducting error analysis helps teachers design remedial teaching method. Weireesh (1991) proposes that error analysis is a valuable aid to identify and explain difficulties faced by learners.
Septialindar (2009), who studied the mastery of conditional sentences found out that the second semester students of Gunadarma University made errors in conditional sentences. They were 30.42% in Type I, 68.57% in Type II, and 67.85% in Type III. Based on the result, it can be concluded that the conditional sentences were hard to be understood, even for the university level, then how about the senior
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4
high school students. It seems that the students tend to make more errors in learning conditional sentences.
This research was conducted at MAN 1 Malang because MAN 1 Malang is known as a good school with the clever students. It has good reputation around Malang. However, based on the result of interview with the teacher of English of second year students, she stated that the students were still confused with the rules of conditional sentences. The students made many errors in learning conditional
sentences, for example; the students used the modal auxiliary „was‟ rather than „were‟
for the nominal sentence of conditional sentence type II. In addition, this research was conducted to the second year students because the second year of senior high school was the year where the students were already mature in term of the way of thinking and in this year the students were developing the advanced knowledge.
Based on the reason above, the writer comes to the decision to do the research entitled “The Errors Made by the Second Year Students in Learning Conditional Sentences in MAN 1 Malang in the Academic Year of 2012/2013”.
1.2Research Problems
Based on the background of the study above, the writer formulates the problems as follows:
a. What errors did the second year students make in learning conditional sentences at MAN 1 Malang in the academic year of 2012/2013?
b. How is the frequency of errors made by the second year students in learning conditional sentences?
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c. What are the possible causes of errors made by the second year students in learning conditional sentences?
1.3Research Objectives
The purpose of the study is to find out the answers of the problems stated above. It aims:
a. To describe the errors made by the second year students in learning conditional sentences at MAN 1 Malang in the academic year of 2012/2013.
b. To describe the frequency of errors made by the second year students in learning conditional sentences.
c. To describe the possible causes of errors made by the second year students in learning conditional sentences.
1.4Significance of the Study
By doing this study, the writer hopes that the result will be useful for: a. Teachers of English
The result of this study helps them see the weaknesses of the students in learning conditional sentences so that they can evaluate their techniques, textbook, materials, and so on. It also can be a reference for them in term of selecting the techniques in teaching conditional sentences.
b. The Students
The result of this study helps students see their weaknesses in learning conditional sentences so that they can minimize their errors, and also they can improve their competence.
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6
c. The Researcher
The result of this study can be used as a reference to do further research about conditional sentences for other researchers, for example the techniques used by teachers in teaching conditional sentences.
1.5Scope and Limitation of the Study
This study is focused on the errors analysis on conditional sentences. There are three types of conditional sentence: they are Type I (simple present tense and simple future tense), Type II (simple past tense and past future tense), and Type III (past perfect tense and future perfect tense). However, the second year students of MAN 1 Malang are only required to master the Type I and Type II. Therefore, those two types are analyzed in this study.
This study is conducted at MAN 1 Malang, which is represented by the second year students of MAN 1 Malang in the second semester in the academic year of 2012/2013.
1.6Definition of the Key Terms
To avoid misunderstanding about some basic concepts throughout the study, it is necessary to provide the definition of the key terms as follows:
a. Error is any deviation from a selected norm of language performance, no matter
what the causes of the deviation might be. In this study, errors mean any deviation of language performance in using conditional sentences. According to Ellis (2003:
17), “Errors reflect gaps in a learner‟s knowledge; they occur because the learner does not know what is correct”.
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7
b. ConditionalSentence : A contingent statement is one in which the truth of
one part of the sentence depends on the truth of the other part of the sentence. The most common kind of contingent statement is the conditional sentence with if or
(1)
(word composition) and syntax (sentence composition). In order to master the four skills of English, students have to master grammar first. Grammar does not belong to those four skills. However, grammar supports them all together. For example in writing English, we have to know the grammar well in order to make a good writing. Moreover in speaking, we have to pay attention to our speech grammatically in order to avoid misunderstanding or miscommunication, especially if we interact with native speakers of English. Therefore, in order to master English, students must learn grammar intensively.
Conditional sentences are part of grammar. They are also known as conditional clauses or if clauses. Conditional sentences are complex sentences which consist of dependent and independent clauses. The dependent clause expressing the condition begins with if, while the independent clause expresses the consequence of the condition. In other words, conditional sentences are used to express the action in the independent clause that can only happen or take place if a certain condition (in the dependent clause) is fulfilled. There are three types of conditional sentences, they are: type I (true in the present or future), type II (untrue or contrary to fact in the present or future), type III (untrue in the past).
Structurally, Indonesian and English conditional sentences have similarity and difference. The similarity lies in the particular word used in the sentence that is the word “if”. Both Indonesian and English conditional sentences use the word “if” in constructing the conditional sentences. In Indonesian, the word “if” means jika, jikalau, seandainya, andaikata, apabila, asalkan, dan manakala. Keraf (1991) states that in Indonesian conditional sentences marked by a conjunction such as jika,
(2)
andaikata, asal, asalkan, jikalau, or sekiranya. In English, conditional sentences use the word if and unless.
The difference lies in terms of patterns of the sentences. In Indonesian language, there is only one type of conditional sentences, while in English there are three basic types of conditional sentences with different patterns, and each pattern employs different meaning. Moreover, in Indonesian conditional sentence, there is no different tense used and different meaning whenever the conditional sentence is used. That is why most students get confused in learning conditional sentences so that they likely to make errors. As stated by (Murcia & Freeman 1983: 340) that syntactically and semantically conditional sentences are more complex than other many structures in English grammar, and it is hard to understand even for native speakers. Therefore, many ESL/EFL students get difficulty in learning conditional sentences”.
By knowing the fact above, the writer needs to investigate the nature of errors commonly produced by the students in learning conditional sentences. By doing error analysis, teachers will be able to see the errors that students make in learning English. Moreover, conducting error analysis helps teachers design remedial teaching method. Weireesh (1991) proposes that error analysis is a valuable aid to identify and explain difficulties faced by learners.
Septialindar (2009), who studied the mastery of conditional sentences found out that the second semester students of Gunadarma University made errors in conditional sentences. They were 30.42% in Type I, 68.57% in Type II, and 67.85% in Type III. Based on the result, it can be concluded that the conditional sentences were hard to be understood, even for the university level, then how about the senior
(3)
high school students. It seems that the students tend to make more errors in learning conditional sentences.
This research was conducted at MAN 1 Malang because MAN 1 Malang is known as a good school with the clever students. It has good reputation around Malang. However, based on the result of interview with the teacher of English of second year students, she stated that the students were still confused with the rules of conditional sentences. The students made many errors in learning conditional sentences, for example; the students used the modal auxiliary „was‟ rather than „were‟ for the nominal sentence of conditional sentence type II. In addition, this research was conducted to the second year students because the second year of senior high school was the year where the students were already mature in term of the way of thinking and in this year the students were developing the advanced knowledge.
Based on the reason above, the writer comes to the decision to do the research entitled “The Errors Made by the Second Year Students in Learning Conditional Sentences in MAN 1 Malang in the Academic Year of 2012/2013”.
1.2Research Problems
Based on the background of the study above, the writer formulates the problems as follows:
a. What errors did the second year students make in learning conditional sentences at MAN 1 Malang in the academic year of 2012/2013?
b. How is the frequency of errors made by the second year students in learning conditional sentences?
(4)
c. What are the possible causes of errors made by the second year students in learning conditional sentences?
1.3Research Objectives
The purpose of the study is to find out the answers of the problems stated above. It aims:
a. To describe the errors made by the second year students in learning conditional sentences at MAN 1 Malang in the academic year of 2012/2013.
b. To describe the frequency of errors made by the second year students in learning conditional sentences.
c. To describe the possible causes of errors made by the second year students in learning conditional sentences.
1.4Significance of the Study
By doing this study, the writer hopes that the result will be useful for: a. Teachers of English
The result of this study helps them see the weaknesses of the students in learning conditional sentences so that they can evaluate their techniques, textbook, materials, and so on. It also can be a reference for them in term of selecting the techniques in teaching conditional sentences.
b. The Students
The result of this study helps students see their weaknesses in learning conditional sentences so that they can minimize their errors, and also they can improve their competence.
(5)
c. The Researcher
The result of this study can be used as a reference to do further research about conditional sentences for other researchers, for example the techniques used by teachers in teaching conditional sentences.
1.5Scope and Limitation of the Study
This study is focused on the errors analysis on conditional sentences. There are three types of conditional sentence: they are Type I (simple present tense and simple future tense), Type II (simple past tense and past future tense), and Type III (past perfect tense and future perfect tense). However, the second year students of MAN 1 Malang are only required to master the Type I and Type II. Therefore, those two types are analyzed in this study.
This study is conducted at MAN 1 Malang, which is represented by the second year students of MAN 1 Malang in the second semester in the academic year of 2012/2013.
1.6Definition of the Key Terms
To avoid misunderstanding about some basic concepts throughout the study, it is necessary to provide the definition of the key terms as follows:
a. Error is any deviation from a selected norm of language performance, no matter what the causes of the deviation might be. In this study, errors mean any deviation of language performance in using conditional sentences. According to Ellis (2003: 17), “Errors reflect gaps in a learner‟s knowledge; they occur because the learner does not know what is correct”.
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b. ConditionalSentence : A contingent statement is one in which the truth of one part of the sentence depends on the truth of the other part of the sentence. The most common kind of contingent statement is the conditional sentence with if or unless Hall (1993: 276).