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CHAPTER IV RESEARCH FINDINGS
This chapter presents about research finding before, during, and after the implementation of classroom action research to improve students
‟ ability in using conditional sentence type III through interactive technique.
It also discusses about the interpretation of the results.
A. The Description of Data
1. Before Implementing the Action
Before implementing the action, the writer collected some information which were gathered through pre-interview, pre-observation,
and pre-test.
a. The result of pre-interview
The interview was conducted on Friday, 23
th
September 2016. It was started from 9.00 a.m until 10.00 a.m. The writer asked to the English
teacher about the English teaching in general, the difficulties which were faced by the students, and also about the technique or method for the
teaching and learning activities. The aim of the interview is to get further description about the condition of st
udents‟learning or to find the problems in English language teaching, especially from the view of the content.
Based on the result of the interview, there were two main problems which appeared during the learning activity. The first is about the material
of the lesson. The most difficult material in English lesson especially for the eleventh grade is conditional sentence. Based on the
teacher‟s explanation, the students often feel confuse to differentiate a conditional
sentence on each type, especially for the third type of conditional sentence.It happened because the students did not accustomed to use
conditional sentence in their daily life, for example : In Indonesia, people seldom use a conditional sentence by emphasizing the use of the time with
detail, such as an event which happen in the past and unreal.Whereas for English, the time is precisely categorized into present, future, or past,
because of this, students felt confuse in understanding about the third type of conditional sentence
Another reasonwhich made the students felt confuse was about the complicated tense.The students did not know about the changes of the
tenses because they did not understand about the context of the time for conditional sentence. For example, the third type of conditional sentence is
categorized as “past unreal”, It means that it happened along time ago in the past and the sentence was unreal, such as, if I had studied harder, I
would have passed the test. The meaning of the sentence would be : I did not study harder, so I would not pass the test. There were some changes
for the if clause from past perfect to be past tense and for the main clause from future perfect to be past future. Therefore, it also made them had to
memorize about the pattern. Not only about the pattern that they need to remember, but also about the verb in regular or irregular changes in
present, past, or past participle. That‟s why it became so difficult for them.
In addition, the students also did not know that the third type of conditional sentence is not similar with the sentence that was given. The
meaning of the sentence is always unreal contrary to the fact. Second, students often complained and got bored when they were
learning English, especially in grammar. It became so monotonous because the teacher did not provide various media for faciltating the
teaching and learning activities, for example : They just learned about the pattern manually through a whiteboard and also tried to memorize the
formula of the conditional sentence on each type. Therefore, the students did not show their willngness and enthusiasm in learning English. They
also have a paradigm that learning english especially about conditional sentence was uninteresting because they just learned to do a kind of rote
learning. For instance, on a day the students got the task to memorize the
pattern and did an exercise. Therefore, they did not use it in their daily life and they were not familiar with it.
b. The result of observation
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