The Ability Of Using Conditional Sentences By The Students Of Sma Cahaya Medan
THE ABILITY OF USING CONDITIONAL SENTENCES BY THE STUDENTS OF SMA CAHAYA MEDAN
A THESIS
BY :
HANNA M PANGGABEAN REG. NO. : 110705046
DEPARTMENT OF ENGLISH
FACULTY OF CULTURAL STUDIES UNIVERSITY OF SUMATERA UTARA MEDAN 2015
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Approved by the Department of English, Faculty of Cultural Studies of University of Sumatera Utara (USU) Medan as thesis for The Sarjana Sastra Examination.
Head, Secretary,
Dr. H. Muhizar Muchtar, M. S.
NIP. 195411171980031002 NIP. 197502092008121002
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v
AUTHOR’S DECLARATION
I, HANNA M PANGGABEAN, DECLARE THAT I AM THE SOLE AUTHOR OF THIS THESIS EXCEPT WHERE REFERENCE IS MADE IN THE TEXT OF THIS THESIS. THIS THESIS CONTAINS NO MATERIAL PUBLISHED ELSEWHERE OR EXTRACTED IN WHOLE OR IN PART FROM A THESIS BY WHICH I HAVE QUALIFIED FOR OR AWARDED ANOTHER DEGREE. NO OTHER PERSON’S WORK HAS BEEN USED WITHOUT DUE ACKNOWLEDGMENTS IN THE MAIN TEXT OF THIS THESIS. THIS THESIS HAS NOT BEEN SUBMITTED FOR THE AWARD OF ANOTHER DEGREE IN ANY TERTIARY EDUCATION.
Signed :
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COPYRIGHT DECLARATION
NAME : HANNA M PANGGABEAN
TITLE OF THESIS : THE ABILITY OF USING CONDITIONAL
SENTENCES BY THE STUDENTS OF SMA CAHAYA MEDAN
QUALIFICATION : S-1/SARJANA SASTRA
DEPARTMENT : ENGLISH
I AM WILLING THAT MY THESIS SHOULD BE AVAILABLE FOR REPRODUCTION AT THE DISCRETION OF THE LIBRARIAN OF DEPARTMENT OF ENGLISH, FACULTY OF CULTURAL STUDIES, UNIVERSITY OF SUMATERA UTARA ON THE UNDERSTANDING THAT USERS ARE MADE AWARE OF THEIR OBLIGATION UNDER THE LAW OF THE REPUBLIC OF INDONESIA.
Signed :
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vii ACKNOWLEDGEMENTS
First of all, the researcher thank all who in one way or another contributed in the completion of this thesis. The researcher give thanks to Jesus Christ for protection and ability in finishing this thesis as requirement to finish her study in Deparment of English, Faculty of Cultural Studies, University of Sumatera Utara.
Special and heartily thanks to her supervisor, Dr. Roswita Silalahi, Dip. TESOL M. Hum and her co-supervisor Drs. Yulianus Harefa, M. Ed. TESOL who given time, guidance and help this thesis towards a completion. The researcher is also thankful to Dr. Syahron Lubis, M. A., the Dean of Faculty of Cultural Studies, Dr. H. Muhizar Muchtar, M. S., the chief of Department of English, Rahmadsyah Rangkuti, M. A., Ph. D as secretary of Department of English, University of Sumatera Utara. The researcher also thankful to all lecturers and staffs who had given their useful and valuable knowledge during her academic years. The researcher wishes to thank Sr. Ludovika Situmorang, S. Psi, the headmaster of SMA Cahaya Medan for having allowed the students in grade XI as respondents of her study and entire teacher.
Deep gratitude to her parents, Manat M. Panggabean and Anita R. Siahaan and her brother, Todo Lukas Panggabean who encouraged me and prayed for me throughout the time of my research. This research is heartily dedicated to her parents who took the lead to heaven before the completion of this work. May the Almighty God richly bless all of you.
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viii The researcher would like to acknowledge her fellows Sheila, Mariaty and Atika who giving ideas, comments and productive critics. Sweet thanks for her bestfriend Dj, Irna and Septalia for treating the friendship during the past 4 years and I hope it never be the end of the story. Specially thanks for Maya and also thanks for all her friends and classmates for supporting her in finishing this research.
Finally, I do appreciate any recommendations and suggestions to make this research better. Therefore, I cordially welcome any critics and comments. I do hope this research will be useful for those who want to enhance and expand his/her knowledge on the concept of ability.
Medan, July 2nd, 2015
Hanna M Panggabean REG. NO. 110705046
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ix ABSTRAK
Skripsi yang berjudul “The Ability of Using Conditional Sentences by The Students of SMA Cahaya Medan” merupakan skripsi yang menganalisa kemampuan penggunaan kalimat conditional dalam mengisi pertanyaan-pertanyaan yang diberikan kepada siswa kelas XI SMA Cahaya Medan.
Tujuan dari skripsi adalah untuk mengamati bagaimana kemampuan siswa kelas XI SMA Cahaya Medan dalam menggunakan kalimat conditional dengan mengklasifikasikan kemampuan tersebut ke dalam beberapa tipe berdasarkan standar kelulusan dari SMA Cahaya Medan yaitu ‘Very Good’ (90-100), ‘Good’ (80-89), ‘Average’ (70-79), ‘Poor’ (60-69) dan ‘Very Poor’ (0-59) dan masalah apa yang dialami oleh siswa kelas XI SMA Cahaya Medan dalam menggunakan kalimat conditional.
Metode yang digunakan dalam penulisan skripsi adalah deskriptif kualitatif dan kuantitatif dengan melakukan riset lapangan di SMA Cahaya, memberikan pertanyaan yang sudah dipelajari dan mencari referensi yang berhubungan dengan judul skripsi.
Berdasarkan penelitian, dapat disimpulkan bahwa banyak siswa SMA Cahaya Medan memperoleh kemampuan ‘Very Poor’ (68,3%) dan tidak ada siswa yang memperoleh kemampuan ‘Good’ (0%). 1 siswa memperoleh kemampuan ‘Very Good’ (1,7%), 5 siswa memperoleh kemampuan ‘Average’ (8,35) dan 41 siswa memperoleh kemampuan ‘Poor’ (21,7%). Artinya, proses belajar mengajar bahasa inggris di SMA Cahaya Medan belum optimal.
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x ABSTRACT
The thesis entitled “The Ability of Using Conditional Sentences by The
Students of SMA Cahaya Medan” is a thesis that analyzed the ability of using
conditional sentences by completing the test which is given to the students of grade XI SMA Cahaya Medan.
The objective of this research is to find out the ability of students in grade XI of SMA Cahaya Medan in using conditional sentences by classifying them into score range based on KKM (Minimum Standart Scores) of SMA Cahaya Medan is 'Very Good' (90-100), 'Good' (80- 89), 'Average' (70-79), 'Poor' (60-69) and 'Very Poor' (0-59) and to find out the problems of students in grade XI of SMA Cahaya Medan in using conditional sentences.
The method which is used in the thesis is a qualitative and quantitative descriptive by conducting field research in SMA Cahaya Medan, giving them a test that have been learned and find references that relate to the title of the thesis.
Based on the research, it can be concluded that most students of SMA Cahaya Medan are in 'Very Poor' ability (68.3%) and there are no students in 'Good' ability (0%). 1 students are in 'Very Good' ability (1.7%), 5 students are in 'Average' ability (8.35) and 41 students are in 'Poor' ability (21.7%). It means the process of teaching and learning English in SMA Cahaya Medan is not optimum.
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xi TABLE OF CONTENTS
AUTHOR’S DECLARATION... v
COPYRIGHT DECLARATION... vi
ACKNOWLEDGEMENTS... vii
ABSTRAK... ix
ABSTRACT... x
TABLE OF CONTENTS... xi
LIST OF TABLES... xiii
CHAPTER I INTRODUCTION... 1
1.1. Background of the Study... 1
1.2. Problems of the Study... 4
1.3. Objectives to the Study... 5
1.4. Scopes of the Study... 5
1.5. Significances of the Study... 5
CHAPTER II REVIEW OF LITERATURE... 6
2.1 Ability... 7
2.1.1 Factors of Ability... 8
2.2 Grade XI... 11
2.3 Conditional Sentences ... 12
2.3.1 Future Conditional (Conditional Sentence Type 1)... 13
2.3.2 Present Conditional (Conditional Sentence Type 2)... 17
2.3.3 Past Conditional (Conditional Sentence Type 3)... 20
2.4 Test... 23
2.4.1 Kinds of Test... ... 24
2.4.2 Criteria of Test... 29
2.5 A Case Study... ... 31
CHAPTER III METHOD OF RESEARCH... 32
3.1 Research Design... 32
3.2 Location and Time... 33
3.3 Population and Sample... 34
3.4 Data Collection Procedures... 35
3.5 Technique of Data Analysis... 36
CHAPTER IV ANALYSIS AND FINDINGS... 40
4.1 Data Analysis…... 40
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xii
CHAPTER VI CONCLUSIONS AND SUGGESTIONS... 55
5.1 Conclusions... 55
5.2 Suggestions... 56
REFERENCES... 57 APPENDICES
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xiii LIST OF TABLES
Table 2.1 The number of students in grade XI SMA Cahaya Medan... 12
Table 2.2 Form of future conditional and the examples... 14
Table 2.3 Form of present conditional and the examples... 18
Table 2.4 Form of past conditional and the example in sentence... 21
Table 3.1 Distribution of Research Population... 35
Table 3.2 Students’ score range in SMA Cahaya Medan... 39
Table 4.1 Conditional Sentences function and each item... 41
Table 4.2 The Highest to The Smallest Scores... 42
Table 4.3 The Students’ Score in Using Conditional Sentences... 47
Table 4.4 The Percentage of Students’ Score in Using Conditional Sentences... 48
Table 4.5 The Students’ Ability in Using Conditional Sentences... 49
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ix ABSTRAK
Skripsi yang berjudul “The Ability of Using Conditional Sentences by The Students of SMA Cahaya Medan” merupakan skripsi yang menganalisa kemampuan penggunaan kalimat conditional dalam mengisi pertanyaan-pertanyaan yang diberikan kepada siswa kelas XI SMA Cahaya Medan.
Tujuan dari skripsi adalah untuk mengamati bagaimana kemampuan siswa kelas XI SMA Cahaya Medan dalam menggunakan kalimat conditional dengan mengklasifikasikan kemampuan tersebut ke dalam beberapa tipe berdasarkan standar kelulusan dari SMA Cahaya Medan yaitu ‘Very Good’ (90-100), ‘Good’ (80-89), ‘Average’ (70-79), ‘Poor’ (60-69) dan ‘Very Poor’ (0-59) dan masalah apa yang dialami oleh siswa kelas XI SMA Cahaya Medan dalam menggunakan kalimat conditional.
Metode yang digunakan dalam penulisan skripsi adalah deskriptif kualitatif dan kuantitatif dengan melakukan riset lapangan di SMA Cahaya, memberikan pertanyaan yang sudah dipelajari dan mencari referensi yang berhubungan dengan judul skripsi.
Berdasarkan penelitian, dapat disimpulkan bahwa banyak siswa SMA Cahaya Medan memperoleh kemampuan ‘Very Poor’ (68,3%) dan tidak ada siswa yang memperoleh kemampuan ‘Good’ (0%). 1 siswa memperoleh kemampuan ‘Very Good’ (1,7%), 5 siswa memperoleh kemampuan ‘Average’ (8,35) dan 41 siswa memperoleh kemampuan ‘Poor’ (21,7%). Artinya, proses belajar mengajar bahasa inggris di SMA Cahaya Medan belum optimal.
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x ABSTRACT
The thesis entitled “The Ability of Using Conditional Sentences by The
Students of SMA Cahaya Medan” is a thesis that analyzed the ability of using
conditional sentences by completing the test which is given to the students of grade XI SMA Cahaya Medan.
The objective of this research is to find out the ability of students in grade XI of SMA Cahaya Medan in using conditional sentences by classifying them into score range based on KKM (Minimum Standart Scores) of SMA Cahaya Medan is 'Very Good' (90-100), 'Good' (80- 89), 'Average' (70-79), 'Poor' (60-69) and 'Very Poor' (0-59) and to find out the problems of students in grade XI of SMA Cahaya Medan in using conditional sentences.
The method which is used in the thesis is a qualitative and quantitative descriptive by conducting field research in SMA Cahaya Medan, giving them a test that have been learned and find references that relate to the title of the thesis.
Based on the research, it can be concluded that most students of SMA Cahaya Medan are in 'Very Poor' ability (68.3%) and there are no students in 'Good' ability (0%). 1 students are in 'Very Good' ability (1.7%), 5 students are in 'Average' ability (8.35) and 41 students are in 'Poor' ability (21.7%). It means the process of teaching and learning English in SMA Cahaya Medan is not optimum.
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1 CHAPTER I
INTRODUCTION
1.1 Background of the Study
In Indonesia, English is used as a foreign language or second language while people in the country itself use Indonesian or ethnic language as their first language. In term of first language acquisition, Indonesian or ethnic language is used as their mother tongue which is obtained naturally from mother and environment around them while second language acquisition like English is the language which is obtained by learning after acquire first language. Ortega (2009:2) says, “Second Language Acquisition is the scholarly field of inquiry that investigates the human capacity to learn languages other than first, during late childhood, adolescence, or adulthood, and once the first language or languages have been required.”
Nowadays, English language is not a strange matter for everybody because using English can be perceived all over the world. Due to those reasons, Indonesian government applies English as a core subject from elementary up to university. People also join English course (informal education) to improve language skills or language ability. In globalization era, language users force to learn English. It needs ability for Indonesia people in using another language other than their native language for making them ready to deal with competition in the global era. English is really important for Indonesians in order to be able to compete with other nations.
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2 In learning English, language ability needs to know to prove whether the individual has been able to understand the language lessons he/she learned or not. As it has been known that language ability has a great influence in increasing motivation to learn English. As Allison (1999:43) says, “Language users with the modest scores on tests of system knowledge were sometimes perceived to be more effective and accomplished than other language users who still scored higher on these test.” In addition, Allison (1999:42) says, “Language was taken to consist of a number of levels, including the levels of phonology, morphology, syntax and lexis. In language testing, efforts were made to sample language items for each level: for example, to test command of phonemic contrast, or grammatical structures, or vocabulary items. Demonstrating knowledge of these items, and of distinction between them, was taken as sufficient evidence of language ability on the part of test taker.” Then, language testing is needed to know how the language ability of students is as Lado (1961:20) says, “The same basic understanding of the facts of language learning applies to language testing. What the student has to learn constitutes the corpus of what we have to test. Since the student has to learn the language, it is the language that we must test.”
The important thing in learning English which it cannot be forgotten is using grammar as well as structure to make sentences. Folsom et al. (1838:1) says that “Grammar is the art of rightly expressing our thoughts by words” and Graham (1996:3,4) says that “Grammar includes two aspects: (1) the arrangement of words and (2) the internal structure of words.” Although grammar is not actually used in everyday life but it is often used in English test such as TOEFL, IELTS, employee recruitment, and student enrolment.
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3 One of the topics in an English test is conditional sentences. Conditional sentences or if clause is modality sentence which is used to express that the action in the main clause (without if) can only take place if a certain condition (in the clause with if) is fulfilled. Therefore, it can be concluded that conditional sentences consist of if clause as the requirement and main clause as the purpose.
As the researcher has observed some students at SMA Cahaya Medan, the researcher found that they are confused to discriminate tenses which are found in three types of conditional sentences. Then, the researcher wants to describe and analyze students’ ability in using conditional sentences at SMA Cahaya Medan.
Based on syllabus of SMA Cahaya Medan, conditional sentences are studied in grade XI. Conditional sentences divide into three; they are future conditional (conditional sentence type 1), present conditional (conditional sentence type 2) and past conditional (conditional sentence type 3). Future conditional is used to express events that have not happened so it is likely to occur if the conditions are fulfilled. Present conditional is used to declare that events may not occur because the condition may not be fulfilled. Past conditional is used to express events that may not be fulfilled because it happened in the past so that the event could not have happened.
The example of Conditional Sentences in sentence: Future conditional (Conditional Sentence Type I)
If he invites me, I will go to the party.
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4 Present conditional (Conditional Sentence Type II)
If he were in Jakarta today, he would come to my house. I would send him the letter if I knew his address.
Past conditional (Conditional Sentence Type III)
If you had gone by car, you would have arrived in Bandung.
You would have spoken English well if you had studied English seriously.
This research analyze student’s English ability of using conditional sentences in grade XI at SMA Cahaya Medan that located on Jl. Hayam Wuruk No. 11, Medan which has 3 classes of Natural Science and 3 classes of Social Science. It tests 60 students at random. The location is chosen as object of research because the terms of accessibility and the same research are never conducted in this school. Students of grade XI SMA Cahaya Medan is chosen because conditional sentences are learned at grade XI.
1.2 Problems of the Study
In analysing student’s ability of using conditional sentences, there are two questions that are needed to lead the researcher to explain and solve the problems. The questions that are relevant to the problems are:
1. What is the ability of SMA Cahaya Medan students in using conditional
sentences?
2. What are the problems of SMA Cahaya Medan students in using conditional
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5 1.3 Objectives of the Study
The objectives of this research are:
1. To find out the ability of SMA Cahaya Medan students in using conditional sentences.
2. To find out the problem of SMA Cahaya Medan students in using conditional
sentences.
1.4 Scopes of the Study
In writing this thesis, limitation of study should be made due to time limitation. It focus on the analysis of tenses which is found in conditional sentences; future conditional, present conditional and past conditional. This research chooses 60 students of grade XI who are studying English as one of their core subject at SMA Cahaya Medan as the baseline data.
1.5 Significances of the Study
This significance of this study is expected be useful for the researcher to understand the concept of language ability as evidence of learning outcomes, the students who want to increase knowledge about conditional sentences and for those who are interested in analysing the same kind of study. Another significance of this study, it is expected that this thesis be useful for the English teacher who want to evaluate the ability of the students in grade XI SMA Cahaya Medan especially in understanding conditional sentences.
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6 CHAPTER II
REVIEW OF LITERATURE
This research is based on some linguistic theories proposed by some prominent linguists. As the researcher have researched, there has not been any previous analysis about conditional sentences before. In relation to review of the related literature, the following books and websites are consulted as the secondary sources to find out some supportive data and information :
Understanding Second Language Acquisition (1985) by Rod Ellis. Rod Ellis
book contains how to understand second language acquisition in describing theory of SLA and giving some examples of research. In this book, it is found that SLA also means acquiring L2 grammar, as a result learners should be able to develop their grammatical knowledge. This basic explanation helps me in conducting this research.
Language Testing (1961) by Robert Lado is also useful for giving the concept
of testing the language.
English for SMA (2012) by MGMP Bahasa Inggris SMA Kota Medan is a
handbook used by student of SMA Cahaya Medan in grade XI. This book can be used as reference in describing conditional sentences.
Bimbingan Pemantapan BAHASA INGGRIS (2002) by Otong Setiawan
Djuharie describes about the kind of grammar with the explanation and also exercises to help students in understanding gramar. It is used to construct a questionnaire in testing students.
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7 There are also some researches which had analysed the same studies in language acquisition and language testing such as : An Analysis of Year IX
Primagama Student’s Ability in Mastering Elliptical Construction (a thesis) by Dona
Marlina P. (2010). The research has given me much help. This research contains how to test learners in order to know how better the learner is in mastering elliptical construction.
An Analysis on Primary School Students’ Ability to Use Personal Pronouns:
A Case Study on The Sixth Year Students of SDN No. 101878 Tg. Morawa by
Prambandari (2008), is another research that describes about the students’ ability to use personal pronouns. The writer assumed that in general there are still many language problems especially grammatical problems.
An Error Analysis of the Use of Using Present Tense Made by Students of
Second Year Junior High School of Madrasah Tsanawiyah Al Wasliyah 16
Perbaungan (a thesis) by Achirani (2011) describes about testing learner to find out
errors in grammar. This research has been one of my references to make a more comprehensive analysis for my research.
2.1 Ability
According the Hornby (2000:2), “Ability is the fact that somebody/something is able to do something.” If someone has ability then he/she is considered to be doing something effectively or it is contrary. The ability can be obtained by the way of learning and practicing continuously.
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8 According to Robbin (2007:58) capability consists of two factors, namely:
1. Intellectual ability that the skills needed to perform a variety of mental activity-thinking, reasoning and problem solving.
2. Physical ability is the ability to perform tasks that require stamina, skill, strength, and similar characteristics.
Carrol (1993) an influential psychologist in the field of educational linguistics divided the four ability components as follows:
1. Phonetic coding ability is ability to perceive distinct sounds, associate a symbol with that sound and retain that association.
2. Grammatical memory is ability to recognize the grammatical function of a
lexical element (word, phrase, etc.) in a sentence without explicit training in grammar.
3. Associative memory is ability to learn associations between words in foreign language and their meanings and retain that association.
4. Inductive learning ability is ability to infer or induce rules governing the structure of a language.
2.1.1 Factors of Ability
According to Ellis (1985), there are several factors which may affect a person's ability in learning a foreign language:
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9 1. Personal Factors are divide into three headings as follows:
a) Group dynamics
Differences level of ability of different students in understanding a foreign language can make a competition among students. This competition encourages students to learn a foreign language actively in the classroom or it repress the students so that the students have a sense of mistrust in studying a foreign language.
b) Attitudes to the teacher and course material
The role of the teacher in the class and teaching materials which is used by students also influence students' ability to learn a foreign language. Generally, most students prefer use their own learning paths such as student-student interaction in the class or democratic teaching style. Students also prefer use a variety of materials than a course book.
c) Individual learning techniques
Some students motivate themselves to be able to use a foreign language by using their own learning techniques, for example, students prepare and memorize vocabulary lists like dictionary, students pick up some vocabulary from paragraph that usually used in context, and they practice to use vocabulary in a sentence, conversation, playing games, etc.
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10 2. General Factors divide into :
a) Age
Ellis (1985) says, “...children are better language learners than adults.” It means that the ability of language acquisition at childhood is better than adulthood. Because the more we older, the more we lack of ability to acquire a foreign language. Although there are adults who are able to learn the language, and they who has the reach higher levels of proficiency.
b) Intelligence and aptitude
Intelligence and aptitude influence the ability in learning L2. Learner who has high level in intelligence and aptitude is able to understand the using of L2 rapidly. In formal teaching method, it usually used for some skills such as reading comprehension, dictation, and free writing but much less in naturalistic SLA.
c) Cognitive style
Cognitive style is a term to use the manner in which people perceive, conceptualize, organize, and recall information. It talks about the process in receiving the information (understanding of SLA).
d) Attitude and Motivation
Gardner and Lambert (1972) in Ellis (1985) define ‘motivation’ in terms of the L2 learner’s overall goal or orientation, and ‘attitude’ as the persistence shown by the learner in striving for a goal. If the learners have more or less motivation in learning L2, it will be shown in their attitude. Gardner and Lambert in Ellis (1985)
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11 divide motivation into integrative and instrumental. Integrative motivation occurs for learners who want to maintain their mother tongue when they learn a L2. It means they naturally learn L2 for having knowledge. Instrumental motivation occurs for learners who want to learn L2 for functional such as passing an examination, furthering career opportunities or facilitating study of other subject.
e) Personality
Personality refers to personal traits. In psychology, personalities divide into:
- Extroversion and Introversion: Extrovert learns L2 rapidly than introvert because they have more contacts with each other. The more we have contacts with others, the more we can use language practically and become habitual.
- Social skills : According to Strong (1983) in Ellis (1985) there are seven
social styles but only ‘talkativeness’ and responsiveness’ which more easy in learning L2 rapidly because they have interact with each other in using L2 practically.
- Inhibition: Inhibition is negative factor stated by Guiora (1972a:1972b) in Ellis (1985). It determine the way of the learners in taking risk while learning L2 and turn leads to increased self-consciousness of learners in learning L2.
2.2 Grade XI
In Indonesia, grade XI is the second grade in the senior high school. Students are typically 16 or 17 years old. The class is divided into two parts; Natural Science
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12 and Social Science. Both of them have learned grammar about conditional sentences. In SMA Cahaya Medan, there are six classes of grade XI that has been divided into 3 Natural Science classes and 3 Social Science classes. The total students of grade XI is 267 that can be described in the following table.
TABLE 2.1 The number of students in grade XI SMA Cahaya Medan
Class Students
XI IPA-1 42
XI IPA-2 45
XI IPA-3 45
XI IPS-1 44
XI IPS-2 45
XI IPS-3 46
TOTAL 267
2.3 Conditional Sentences
According to Berry (2012:246), “Conditional sentences are generally equated with sentences with ‘if’, i.e. multiple complex sentences with a subordinate, adverbial clause introduced by ‘if’”. According to Greenbaum (1999), conditional sentences tells about a direct condition that indicate the truth of host clause is dependent on the condition of conditional clause is fulfilled or not.
Based on the handbook of students in grade XI of SMA Cahaya Medan, conditional sentences is divided into three as follows:
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13 2.3.1 Future conditional (Conditional Sentence Type 1)
Future conditional or conditional sentence type 1 expresses the activity that might happen in the future if the condition is fulfilled.
Example:
a. I will go if he gives me money.
b. If he has a lot of money, he will build a house.
Here further explanation about future conditional:
According to Azar (1989:114), future conditional expresses the true and factual idea in the present or in the future (real or possible).
Djuharie (2007:73) said that conditional type 1 explains something probably occurs in the future or now if certain conditions are fulfilled.
Future conditional consist of two clauses; if clause and main clause. Here the basic form of future conditional by Djuharie (2007:73):
IF CLAUSE (SIMPLE PRESENT) + MAIN CLAUSE (PRESENT FUTURE)
NOTE: We use ‘comma’ if the if clause is in the beginning of the sentence.
OR
MAIN CLAUSE (PRESENT FUTURE) + IF CLAUSE (SIMPLE PRESENT)
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14 In the future conditional, the modal ‘will’ appears in the main clause and ‘V1’ appears in the if clause. Here are some examples:
• If you come with me for a joyride tonight, you will have a great fun.
• If you don’t have any money, you may borrow from me.
• You must study hard if you want to enter favorite university.
• If we finish the assignment today, we can have a free time next week.
• If you leave now, you’ll be able to catch the 5 o’clock train.
• We will need more chairs if we are going to invite so many people to the performance.
Table 2.2 Form of future conditional and the examples
Situation If Clause Main Clause
Time in the present/future
Simple Present Present Future
If Subject + Verb 1 / be + Object/Complement,
Subject + Modal (will, can, shall) + Verb 1 +
Object/Complement
If we finish the assignment
today,
we can have a free time next week
According to Surayin (2009:328), there are variant forms of future conditional as follows:
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15 Variant of main clause.
A. IF + PRESENT + MAY/MIGHT
If the rain gets heavier the rice, fields may/might be flooded.
If the dry season becomes longer, the famine may/might happen
B. IF + PRESENT + MAY / CAN
.
If your documents are in order, you may/can leave at once.
If it stops raining, we can go out
C. IF + PRESENT + MUST, SHOULD
.
If you want to lose weight, you must/should eat less bread.
If you want to lose weight, you had better eat less bread.
If you want to lose weight, eat less bread
D. IF + PRESENT + ANOTHER PRESENT TENSE
.
If you heat ice, it turns to water.
If there is a shortage of any product, prices of that product go up
A. IF + PRESENT CONTINUOUS
.
Variant of If clause.
If you are waiting for a bus, you’d better join the queue.
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16 If you are staying for another night
B. IF + PRESENT PERFECT
, I’ll ask the manager to give you a better room.
If you have finished dinner, I’ll ask the waiter for the bill.
If he has written the letter
a. To express aspects of persuasion, giving warning and making threats. , I’ll post it.
According to Martin Parrot (2006:232), there are some functions of future conditional which is explained as follows:
Persuasion: I’ll take the children to the party if you collect them from school.
Warning: If you try to take a short cut, you’ll get lost.
Threat: If you poke your brother again, I’ll thrash you.
b. To give advice or instruction.
IF + PRESENT, IMPERATIVE
If you go to the supermarket, bring back a carton of milk please.
c. To arranged future.
IF + PRESENT CONTINUOUS
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17 d. To plan future events.
IF + GOING TO
They’re going to take their mother to the old house if she remembers where it is.
IF + PRESENT PERFECT
If it hasn’t rained by the weekend, we’ll have to water the garden.
IF + PRESENT CONTINUOUS
If they’re watching TV, they won’t hear you.
2.3.1 Present Conditional (Conditional Sentence Type 2)
A present conditional or conditional sentence type 2 expresses the activity which is contrary to the fact in the present time.
Example:
a. I would go if he gave me money.
b. If he had a lot of money, he would build a house.
Here further explanation about present conditional:
According to Parrot (2006:233), present conditional refer to something that is (or that we perceive to be) impossible or ‘contrary to fact’.
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18 According to Djuharie (2007:74), present conditional explains something that is contrary to what is / is happening now or later.
Here the basic form of present conditional by Djuharie (2007:74):
IF CLAUSE (SIMPLE PAST) + MAIN CLAUSE (PAST FUTURE)
OR
MAIN CLAUSE (PAST FUTURE) + IF CLAUSE (SIMPLE PAST)
NOTE: We only use ‘were’ to all subject.
In present conditional, the modal ‘would’ appears in the main clause and ‘V2’ appears in the if clause. Here are some examples:
• If I had time, I would go to the beach with you this weekend.
• He would tell you about it if he were here.
Table 2.3 Form of present conditional and the examples
Situation If Clause Main Clause
Time in Past/ Future
Simple Past Past Future
If S + Verb 2 / be +
Object/Complement
S + Modal (would, could, should) + Verb 1 + Object/Complement
If I knew they were honest I would gladly lend them the
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19 According to Surayin (2009:331), there are variant forms of if clause in present conditional as follows:
A. IF + PAST CONTINUOUS
If we were going by boat, I would feel much happier.
If my car was working
B. IF + PAST PERFECT
, I would/could drive you to the station.
If he had taken my advice
a. To an unlikely or hypothetical condition and its probable result. , he would be a rich man now.
Here some functions of present conditional as follows:
If the weather wasn't so bad, we would go to the park. (But the weather is bad so we can't go.)
If I was the Queen of England, I would give everyone a chicken. (But I am not the Queen.)
b. To expresses an unfinished or continuing action or situation.
I would be working in Italy if I spoke Italian. (But I don't speak Italian, so I am not working in Italy)
She wouldn't be living with Jack if she lived with her parents. (But she is living with Jack and not with her parents).
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20 2.3.2 Past Conditional (Conditional sentence type 3)
A past conditional or conditional sentence type 3 expresses the activity which is contrary to the fact in the past time.
a. I would have gone if he had given me a lot of money.
b. If he had had a lot of money, he would have built a house.
Here further explanation about past conditional:
According to Parrot (2006:235), past conditional sentence is to speculate past events, and about how things that happened or didn’t happen might have affected other things.
According to Djuharie (2007:75), past conditional sentence explain something that is contrary to what has happened / something that has passed.
Past conditional consist of two clauses; if clause and main clause. Here the basic form of present conditional by Djuharie (2007:75):
IF CLAUSE (PAST PERFECT) + MAIN CLAUSE (PAST FUTURE
PERFECT)
OR
MAIN CLAUSE (PAST FUTURE PERFECT) + IF CLAUSE (PAST
PERFECT)
In past conditional, the modal ‘would’ appears in the main clause and ‘V3’ appears in the if clause. Here are some examples:
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21 • If I had known you were there, I would have written you a letter.
• If you had asked me, I would have told you the whole story.
Table 2.4 Form of past conditional and the examples
Situation If Clause Main Clause
Time in Past Perfect/Future
Past Perfect Past Future Perfect
If Subject + had V3/been +
Object/Complement
Subject + Modal (would, could, should) + have V3/been + Object/Complement
If I had known that you were in
Bandung
I would have written you a letter.
According to Surayin (2009:332), there are the possible variations of basic form that can be seen below:
A. Could or might be used instead of would.
If we had found him earlier, we could have saved his life. (Ability)
If we had found him earlier, we might have saved his life. (Possibility)
If our document had been in order, we could have left at once. (Ability or Permission)
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22 B. The continuous form of the perfect conditional may be used.
At the time of the accident I was sitting in the back of the car, because Tom’s little boy was sitting beside him in front. “If Tom’s boy had not been there I would have been sitting in front.”
C. We can use the past perfect continuous in the if clause.
I was wearing a seat belt. “If I hadn’t been wearing one, I would have been seriously injured.”
D. A combination of type 2 and 3 is possible.
The plane I intended to catch crashed and everyone was killed. “If I had caught that plane, I would be dead now or I would have been killed.”
If I had worked harder at school, I would be sitting in a comfortable office now; I wouldn’t be sweeping the streets.
E. ‘Had’ can be placed first and the if omitted.
If you had obeyed orders, this disaster would not have happened.
Here some functions of Past Conditional:
a. To express the impossible condition in the past and its probable result in the past.
If I had worked harder I would have passed the exam. (But I didn't work hard, and I didn't pass the exam.)
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23 If I had known you were coming I would have baked a cake. (But I didn't know and I didn't bake a cake.)
b. To express criticism or regret.
Criticism: If you had driven more carefully, you would not have had an accident. (You had an accident because you didn’t drive carefully)
Regret: If we had played a little better, we could have won the game. (We didn’t play well, so we lost the game.)
2.4 Test
According to Ellis (1985:112), the purpose of test is to measure the abilities of learners, to discriminate the meaningful sounds of language, to associate sounds with written symbols, and to identify the grammatical regularities of a language. Through the test, students can know how good their ability in learning foreign languages, especially in understanding grammar of conditional sentences in order to students can improve their performance to become expert.
According to U.S Congress (1992:5), “A test is an estimate. It is based on sampling what the test taker knows or can do. For example, by asking a sample of questions (drawn from all the material that has been taught), a biology test is used to estimate how much biology that student has learned. Tests can provide valuable information about an individual’s competence, knowledge, skill, or behavior”
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24 As stated by Depdikbud, Dirjen Dikti, 1983/1994, PPS, & 15 with its guidelines “To determine whether students are regarded successful, at least 75% must get score 60 or more if less than 75% students get this score, they are considered to have failed”. Then the results of the test compared to the Department of Education standardization.
2.4.1 Kinds of Test
According to Lado (1961:32), there are 5 types of tests as follows:
1. Translation
Translation test a test to test the skill of transfer meaning from one language to another language. Examiner will give a text in the form of paragraphs and then examinees should translate the source language into the target language or the target language into the source language. Translation test are used to measure general achievement in foreign language courses, as a measure of proficiency to determine entrance in school that require a foreign language. A translation test is a valid test of ability to translate. In scoring a translation can be made objective if those people trust the translation test as the best testing device.
2. Essay
Essay or composition test is a test that require students to answer a question in the form of describing, explaining, discussing, comparing, giving reasons, and other similar forms by using words and language itself. Examinees will be given a few questions that must be done in a way to express ideas in a narrative text.
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25 Characteristic of the test is the answer not provided by the people who construct the items, but supplied by the examinees. Examinees are free to construct the answer. Each participant tests can select, connect, or convey their ideas by using their own words. Essay is used as a test of the ability to write essays.
3. Dictation
Dictation is a test which the examiner dictates a text and examinees rewrite the text which is read out. Examiner will read out sentence by sentence slowly then he/she gives a break while the examinees rewrite a text which is heard. The reading material is usually used in the form of a narrative text. In this test, participants practice listening and writing skill such as letter formation to spelling, punctuation and lay-out, vocabulary, syntax, and grammar.
4. Objective Tests
Objective tests is a test that consist of questions that can be answered by the examinees by selecting one or more of several possible answers that have been attached to the each items or by the way of writing the answer in a space that has been provided. Objective test is also known as short answer test, yes-no test and new type test. Objective test examine the entire range of the sound system of a language, or the major grammatical patterns, or representative sample of the vocabulary for short in time which is taught during a whole year or several year. They can score easily.
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26 Generally, the objective tests can be divided into six kinds namely:
a. Completion test: Completion test is a test which ask student to complete/fill the test. Completion test consists of sentences that some parts had been removed (already eliminated). It was replaced by space (....). The space should be filled or completed or perfected by examinees.
b. Short answer: The short answer test is kind of test which the items can be answered by statements with a single word, a phrase, a number or a formula.
c. True-false: True-false test is a test which the items is given in a statement; there is a true statement and false statement. Then examinees will be asked to determine which statements is true or false.
d. Multiple choice: Multiple choice test is a test that consists of possible answers or alternatives which is sorted by a, b, c, d. Examinees will be asked to choose which one is the right answer.
e. Matching: Matching test is a test which consist of a series of items and a series of answers. Examinees ask to find the right answer and match to the right item.
f. Rearrangement exercise: Rearrangement test is a test which consist of some sentences are not arranged coherently, so that the original form unrecognizable. Examinees are asked to rearrange the sentence in accordance with the correct sequence.
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27 5. Auditory Comprehension Tests
Auditory comprehension test is a test to practice listening skill. Examinees are required to listen paragraphs or sentences or an essay which is read out loudly by the examiner then examinees choose the right answer of multiple choice responses.
In testing student's ability, there are two ways that can be used to obtain the the baseline data. In this research, the researcher uses two kind of test that consist of multiple choice and completion test.
The examples of conditional sentences on multiple choice: Future conditional
“What if your father asks you about the scratch on his new car?” “I_____that it’s my fault.”
(A) simply told him
(B) am simply telling him
(C) will simply tell him
(D) would simply told him
(E) would simply have told him
The correct answer is (C).
Present conditional
If you were going to participate in a big athletic contest or give an important business presentation, you _____ the same way.
(A) will feel
(B) had felt
(C) would feel
(D) feel
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28 The correct answer is (C)
Past conditional
If he _____ more confident during the interview, he might have got the job he wanted.
(A) were
(B) would be
(C) could have been
(D) had been
(E) was being
The correct answer is (D)
The examples of conditional sentences in completion test: Future conditional
If they _____ (come) on time, I will talk to them. The correct answer: If they come, I will talk to them.
Present conditional
If I _____ (fail) in my present job, I would think about another career.
The correct answer: If I failed in my present job, I would think about another career.
Past conditional
If I _____ (know) that she was in the hospital, I would have visit her.
The correct answer: If I had known that she was in the hospital, I would have visited her.
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29 2.4.2 Criteria of Test
According to Lado (1961:30), criteria to evaluate language tests describe as follows:
a. Validity
According to Lado (1961:30), “Validity in language tests depends on the linguistic content of the test and on the situation or technique used to test this content.” and “Validity can be achieved and verified indirectly by correlating the scores on a test with those of another test or criterion which is valid.” It means that the items which is formulated should be suitable with the level of examinees' ability. Due to the reason, the items should have components that can be answered by examinees who have studied the material. In addition, tests is valid, if all examinees have the opportunity to demonstrate the knowledges, skills, and attitudes which they have understood.
b. Reliability
Reliability is one of the characteristics of good test. It refers to the consistency of the measurement. Lado (1961:31) says, “Reliability is measured by a correlation between the scores of the same set of students on two consecutive administrations of the test.” It means that if the scores of the students which are applied are stable by different people or on different occasions then it can be concluded that the test is reliable. But, if the score tends to fluctuate too much, the test is unreliable.
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30 c. Scorability
Scorability is the most basic thing to determine which evaluation is valid. It means that which a test can be score accurately so that the results which are obtained are valid. In the evaluation test, examiner should be careful in giving score. According to Lado (1961:31), “Objective tests are easy to score.” Evaluation can be made objectively by eliminating the personal opinion of the examiner. If a test gets evaluation results steadily, with the same result, does not change even if the evaluation was to be performed by different examiners, the test is valid.
d. Economy
Lado (1961:31) said that it will be practical and economical if the test measures what is needed in a reasonable time with consider the situation. In giving a test, the researcher should have consider a reasonable time; it is not too fast and not too long. The test should provide sufficient information in accordance with the time which is given in order to obtain the result which is expected.
e. Administrability
Lado (1961:32) states, “Can the test be given under the condition that prevail and by the personnel that is available? That is, if we do not have a record player, a test on record cannot be administered.” It means that the test should have the instruments in order to the test can be administered.
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31 2.5 A Case Study
Hasan (2002:15) says, “A case study is a research on the status of the study subjects related to a specific phase or typical of the whole personality.” It means that case study aims to describe the subject which is examined as a 'case'.
Case study focuses on one particular subject as a case to be studied deeply to answer the reality of phenomenon. In this case the subject can be individuals, groups, organizations and communities. Case study concern on certain cases specifically such as certain phenomena in a certain place and a certain time. The advantage of the case studies can be used as a reference to develop investigation of subject’s background, emphasizing the studied approach in understanding the subjects or can be useful to solve problems or it could be used to define the kind of difficulties or problems of subjects.
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32 CHAPTER III
METHOD OF RESEARCH
3.1 Research Design
In this thesis, two methods of research that consist of descriptive qualitative and quantitative is applied.
Calderon and Gonzales (2007:61) states, “Descriptive research describes and interprets what is. It is concerned with conditions of relationships that exist; practices that prevail; beliefs; processes that are going on; effects that are being felt, or trends that are developing. The process of descriptive research goes beyond mere gathering and tabulation of data. It involves the elements or interpretation of the meaning or significance of what is described. Thus description is often combined with comparison and contrast involving measurements, classifications, interpretation and evaluation.”
Douglas (2000:255) states, “There are numeruous statistical, quantitative techniques for analyzing the test performance of groups of test taker. Which ones are appropriate for any given test will be determined by whether it contains objectively scored tasks, such as multiple-choice, true-false, error-recognition, or subjectively scored tasks, as in writing and speaking tests. Typical techniques of quantitative analysis which might be employed include... a technique useful for matching the difficulty of multiple-choice items with varying ability levels among the test takers; standart distribution statistics, including the mean, standart deviation, and standars
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33 error of measurement; ... for the purpose of determining what abilities are being measured.”
Douglas (2000:256) also states, “Qualitative methods generally focus more on the individual than on groups, and on verbal rather than numerical data. Techniques such as observations, questionnaires, interviews, verbal report, and think-aloud studies can be used with the trial candidates to gain information about the quality of the test rubric, the instructions, time allotment, and the prompt, the appropriateness and level of the content, the process of responding to tasks, and general satisfaction with the format of the test.”
Descriptive qualitative method is used to do evaluation about the students’ ability in using conditional sentences. The resesarcher do collecting the data by giving the test of multiple choice and completion test. Descriptive quantitative method is used to do measurement about the data of students’ ability in using conditional sentences. The researcher do analysing the data with some formulation to find the result of the test.
Library research was done to find the data of theory and to help in analysing the research with reading some books related to the subject of analysis (about conditional sentences and ability) and field research was done when collecting the data from the school.
3.2 Location and Time
This research was held at SMA Cahaya Medan which is located on Jl. Hayam Wuruk no. 11, Medan, April 4th – May 4th, 2015.
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34 3.3 Population and Sample
Arikunto (1993:102) says, “Population is the whole number of the subject or people under observation in research.”
In this research, the population is the grade XI students of SMA Cahaya Medan that consist of 42 students in grade XI IPA 1, 45 students in grade XI IPA 2, 45 students in grade XI IPA 3, 44 students in grade XI IPS 1, 45 students in grade XI IPS 2, and 46 students in grade XI IPS 3. The total of population in grade XI of SMA Cahaya are 267 students.
For limited the time, the data of all population can not be analyzed but some of them can be taken as a sample which has represented the student’s ability. Arikunto (1993:109) says, “A sample is a limited number of elements selected from a population to be representative of that population”. Random sampling is used to gives students a chance of being selected as the sample. As Gay (1987:104) states, “Random sampling is the best single way to obtain a representative sample. This procedure guarantees a higher probably than any other way.” and Lado (1961:20) says, “The sample should ordinarily be randomly selected.” Then it is decided to take them in random sampling by lottre.
In this study, there are 6 classes of SMA Cahaya Medan students in grade XI and it was choosen 60 students as sample (about 25% of population). It is considered representative enough and relevant as Arikunto (1993:107) said that the size of sample is 10%-15% or 20%-25% the population is relative large. It was choosen 30 students from XI IPA 3 and 30 students from XI IPS 1 at random. Here are the following table of sample in grade XI SMA Cahaya Medan students.
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35 Table 3.1 Distribution of Research Population
No. Class Number of Students
1. XI IPA 3 30
2. XI IPS 1 30
TOTAL 60
3.4 Data Collection Procedure
According to Wikipedia, “Data is a set of values of qualitative or quantitative variables; restated, pieces of data are individual pieces of information. Data is measured, collected and reported, and analyzed, where upon it can be visualized using graphs or images.” It means that the data is instrument for researcher to measure, reported and analyzed the problems to be information to solve the problems. Based on the explanation, it is needed some baseline data that represent student’s ability with giving them a test about conditional sentences. It was done by the grade XI students of SMA Cahaya Medan by giving them 15 items of multiple choice and 15 items of completion test. In scoring the test, it was given one point for one item. So, there are 30 items which was conducted in 60 minutes. It is enough because Lado (1961:20) says, “We must test in one hour what has been learned in a month or a year or five years”.
Then, the researcher arranged the instrument of research as follows : 1. Test on the use of Future Conditional, number 1,2,3,4,5 in multiple choice and
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36 2. Test on the use of Present Conditional, number 6,7,8,9,10 in multiple choice and
completion test.
3. Test on the use of Past Conditional, number 11,12,13,14,15 in multiple choice and completion test.
In this research, the test was given to them which should be filled by sixty students who are selected at random. After doing the test, the answer-sheets were collected.
3.5 Technique of Data Analysis
After collecting the baseline data, it was used several steps to analyze the data as follows :
1. First, scoring the test with use the formula of Nurkancana and Sumartana (1986) as follows:
X = R x 100 N In which:
X = the individual score
R = the number of correct answers N = the number of questions
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37 3. To make sure that the test is good, find out the reliability of the test with some
formulation as follows:
First, find out standard deviation with following formula:
SD = 1 }
N
Where,
SD = standard deviation
∑X = the total of correct answer
N = the number of respondents
∑X2 = the quadrate of the total score
Second, find out the mean of the total of correct answer:
= ∑X
N
Then, calculate coeffisient of reliability :
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38 In which:
r = the reliability of the instrument
k = the number questions
M = the mean of the test score
S2 = the standard deviation
3. Then, it is needed to find out the percentage of the number of students get score ≥ 60, the number of students get score <60 and also to find out the percentage of the students’ ability in answering the test which is calculated by using the formula of Sudijono (1991:41) as follows:
P= f x 100% n
In which:
P = the percentage
f = the number of frequency
n = the total numbers of respondents
4. To categorize the level of the students’ ability of using conditional sentences, the following scale is used:
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39 Table 3.2 Students’ score range in SMA Cahaya Medan
(Adapted from KKM (Minimum Standard Scores) of English subject) Categories Score
Very good 90-100
Good 80-89
Average 70-79
Poor 60-69
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40 CHAPTER IV
ANALYSIS AND FINDINGS
4.1 Data Analysis
The researcher gave a multiple choice test and completion test, which was focused on conditional sentences. This test consists of 30 items, each of conditional sentences type has certain items; future conditional or conditional sentence type I, it has five items of multiple choice and five items of completion test, present conditional or conditional sentence type II has five items of multiple choice and five items of completion test and past conditional or conditional sentence type III has five items of multiple choice and five items of completion test. The researcher put the items down at random as it can be seen below.
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41 Table 4.1 Conditional Sentences function and each item
No Type of Conditional Sentences Multiple Choice Completion Test Number of Items
1 Future conditional or
conditional sentence type I
1,2,3,4,5 1,2,3,4,5 10
2 Present conditional or
conditional sentence type II
6,7,8,9,10 6,7,8,910 10
3 Past conditional or
conditional sentence type III
11,12,13,14,15 11,12,13,14,15 10
First, it is needed to tabulate the scores of each student. In scoring the test, the researcher used the formula of Nurkancana and Sumartana (1986) as follows:
X = R x 100 N In which:
X = the individual score
R = the number of correct answers N = the umber of questions
Table 4.2 are arranged based on the result of scoring the test and it is arranged on the highest to the lowest to distribute students’ scores in sequence as follows.
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42 Table 4.2 The Highest to The Smallest Scores
No Name
(Initial)
Total of the Correct Answer
Score (X)
X2
1 30 Fi XI 28 93 8.649
2 18 Un XI 22 73 5.329
3 26 My XI 22 73 5.329
4 08 Vi XI 21 70 4.900
5 13 Pu XI 21 70 4.900
6 47 Ab XI 21 70 4.900
7 27 Vi XI 20 66 4.356
8 45 Cl XI 20 66 4.356
9 07 Ar XI 19 63 3.969
10 25 Ra XI 19 63 3.969
11 48 Jo XI 19 63 3.969
12 28 Ma XI 19 63 3.969
13 29 Yo XI 19 63 3.969
14 03 Lo XI 18 60 3.600
15 06 Ant XI 18 60 3.600
16 17 Ko XI 18 60 3.600
17 24 Di XI 18 60 3.600
18 35 Er XI 18 60 3.600
19 43 Au XI 18 60 3.600
20 09 Jo XI 17 56 3.136
21 10 Lu XI 17 56 3.136
22 20 Ra XI 17 56 3.136
23 21 Fr XI 17 56 3.136
24 22 Ma XI 17 56 3.136
25 23 So XI 17 56 3.136
26 33 St XI 17 56 3.136
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43
No Name
(Initial)
Total of the Correct Answer
Score (X)
X2
28 44 No XI 17 56 3.136
29 50 Vi XI 17 56 3.136
30 01 Wid XI 16 53 3.136
31 02 Be XI 16 53 3.136
32 12 Ja XI 16 53 3.136
33 34 Ek XI 16 53 3.136
34 60 Ma XI 16 53 3.136
35 31 Ra XI 15 50 2.500
36 32 Ju XI 14 46 2.116
37 39 No XI 14 46 2.116
38 49 Ho XI 14 46 2.116
39 04 He XI 13 43 1.849
40 41 Am XI 13 43 1.849
41 46 Sa XI 13 43 1.849
42 51 Mi XI 13 43 1.849
43 52 Ke XI 13 43 1.849
44 15 Cr XI 12 40 1.600
45 16 Je XI 12 40 1.600
46 36 Ci XI 12 40 1.600
47 42 He XI 12 40 1.600
48 55 Eg XI 12 40 1.600
49 56 Gr XI 12 40 1.600
50 05 Ev XI 11 36 1.296
51 11 Pe XI 11 36 1.296
52 14 In XI 11 36 1.296
53 38 Cy XI 10 33 1.089
54 40 Jo XI 10 33 1.089
55 57 Ri XI 10 33 1.089
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44 After being ranked, the highest score of the students’ test result in using conditional sentences is 93 and the lowest score is 23. It is also found that there are 922 the correct answers of 60 students which describe the correct answer on average 15 and the total of score is 3.077 which describe students on average 51,2 and the quadrate of total score is 170.370.
After finishing the tabulation of the raw scores, the standard deviation of the test result is found out in following formulation:
SD = 1 }
N
Where,
SD = standard deviation
∑X = the total of correct answer
N = the number of respondents
∑X2 = the quadrate of the total score
No Name
(Initial)
Total of the Correct Answer
Score (X)
X2
57 53 Fe XI 9 30 900
58 54 El XI 9 30 900
59 59 Ch XI 9 30 900
60 19 Dw XI 7 23 529
(60)
45 So,
SD = 1 }
N
= 1 √ {60 x 170.370) – (3.077)2} 60
= 1 √ 10.222.200 – 9.467.929 60
= 1 √ 754.271 60
= 1 (868,49) 6
= 14,47
= 14 (rounded)
The calculation of mean is:
= ∑X
N
= 922
60
= 15,36
= 15 (rounded)
After knowing the mean and the standard Deviation, then the coefficient of the reliability is calculated:
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46
(KR)r =
]
=
]
=
]
=
]
=
1,034 ( 1 – 0,038 )= 1,034 x 0,962
= 0,99
The calculation above shows that the reliability of the test is 0,99. So, the reliability of the test is very high. It is based on Arikunto (1986:93), the standard of reliability is:
0,00 – 0,40 = The reliability is low
0,41 – 0,70 = The reliability is significant
0,71 – 0,90 = The reliability is high
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47 4.2 Findings
After analysing the data, table 4.3 describe the ability of grade XI students of SMA Cahaya Medan to use conditional sentences in the multiple choice and completion test with tabulating their grade and the percentage.
Table 4.3 The Students’ Score in Using Conditional Sentences No Score for each student
(x)
Frequency (f)
Fx
1 93 1 93
2 73 2 146
3 70 3 210
4 66 2 132
5 63 5 315
6 60 6 360
7 56 10 560
8 53 5 265
9 50 1 50
10 46 3 138
11 43 5 215
12 40 6 240
13 36 3 108
14 33 4 132
15 30 3 90
16 23 1 23
TOTAL ∑f = 60 ∑f x = 3.077
Based on the table 4.3, it is found that the frequency is 60 and total score is 3.077. Then, to find out the mean score of the students’ ability in using conditional sentences, it is calculated by using this following formula:
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48
=
∑f x
∑
f
= 3.077
Classification
60
= 51,2
Thus, the mean score of the students’ ability is 51,2 of + 14 (from standard deviation)
Then, the researcher tabulates the percentage of students’ score based on KKM (Minimum Standard Scores of English subject) that can be seen at table 4.4.
Table 4.4 The Percentage of Students’ Score in using Conditional Sentences
Frequency Percentage
(%) Level of
Ability
Range
Very good 90-100 1 1,7
Good 80-89 0 0
Average 70-79 5 8,3
Poor 60-69 13 21,7
Very poor 0-59 41 68,3
Total 60 100
From the table 4.5, it shows that 1 student (1,7% of the respondents) have very good ability, 0 students (0% of the respondents) has good ability, 5 students
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49
respondents) have poor ability and 41 students (68,3% of the respondents) have
very poor ability.
Based on classification criteria (Table 4.4) above, then it is reconstituted the student's ability as in table 4.5 as follows.
Table 4.5 The Students’ Ability in Using Conditional Sentences
No Name
(Initial)
Total of the Correct Answer
Score (X)
Level of Ability
1 01 Wid XI 16 53 Very poor
2 02 Be XI 16 53 Very poor
3 03 Lo XI 18 60 Poor
4 04 He XI 13 43 Very poor
5 05 Ev XI 11 36 Very poor
6 06 Ant XI 18 60 Poor
7 07 Ar XI 19 63 Poor
8 08 Vi XI 21 70 Average
9 09 Jo XI 17 56 Very poor
10 10 Lu XI 17 56 Very poor
11 11 Pe XI 11 36 Very poor
12 12 Ja XI 16 53 Very poor
13 13 Pu XI 21 70 Average
14 14 In XI 11 36 Very poor
15 15 Cr XI 12 40 Very poor
16 16 Je XI 12 40 Very poor
17 17 Ko XI 18 60 Poor
18 18 Un XI 22 73 Average
19 19 Dw XI 7 23 Very poor
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50
No Name
(Initial)
Total of the Correct Answer
Score (X)
Level of Ability
21 21 Fr XI 17 56 Very poor
22 22 Ma XI 17 56 Very poor
23 23 So XI 17 56 Very poor
24 24 Di XI 18 60 Poor
25 25 Ra XI 19 63 Poor
26 26 My XI 22 73 Average
27 27 Vi XI 20 66 Poor
28 28 Ma XI 19 63 Poor
29 29 Yo XI 19 63 Poor
30 30 Fi XI 28 93 Very good
31 31 Ra XI 15 50 Very poor
32 32 Ju XI 14 46 Very poor
33 33 St XI 17 56 Very poor
34 34 Ek XI 16 53 Very poor
35 35 Er XI 18 60 Poor
36 36 Ci XI 12 40 Very poor
37 37 Du XI 17 56 Very poor
38 38 Cy XI 10 33 Very poor
39 39 No XI 14 46 Very poor
40 40 Jo XI 10 33 Very poor
41 41 Am XI 13 43 Very poor
42 42 He XI 12 40 Very poor
43 43 Au XI 18 60 Poor
44 44 No XI 17 56 Very poor
45 45 Cl XI 20 66 Poor
46 46 Sa XI 13 43 Very poor
47 47 Ab XI 21 70 Average
48 48 Jo XI 19 63 Very poor
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51
No Name
(Initial)
Total of the Correct Answer
Score (X)
Level of Ability
50 50 Vi XI 17 56 Very poor
51 51 Mi XI 13 43 Very poor
52 52 Ke XI 13 43 Very poor
53 53 Fe XI 9 30 Very poor
54 54 El XI 9 30 Very poor
55 55 Eg XI 12 40 Very poor
56 56 Gr XI 12 40 Very poor
57 57 Ri XI 10 33 Very poor
58 58 Me XI 10 33 Very poor
59 59 Ch XI 9 30 Very poor
60 60 Ma XI 16 53 Very poor
Total 3077
Mean Score 51,2
From Table 4.6, it can be reviewed distribution of students' ability as the following chart.
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52 According to the chart above, the ability of the grades XI students of SMA Cahaya Medan, it is stated that:
• 1 student (1,7% of the respondents) has very good ability in using conditional sentences.
• 0 students (0% of the respondents) have good ability in using conditional sentences.
• 5 students (8,3% of the respondents) have average ability in using conditional sentences.
• 13 students (21,7% of the respondents) have poor ability in using conditional sentences.
• 41 students (68,3% of the respondents) have very poor ability in using
conditional sentences.
Based on the data analysis, it is found that the ability of using conditional sentences by students of SMA Cahaya Medan is mostly very poor. Then, the researcher find out the problems of students of SMA Cahaya Medan in using conditional sentences by distributing questionnaire which some items as follows:
1. Did you learn the conditional sentences? a. Yes
b. No
c. I did know
2. Is the conditional sentences studied with exercises? a. Yes
b. No
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53 3. Do you think the conditional sentences is difficult to understand?
a. Difficult to understand b. Easy to understand c. I do not know
4. Can you understand when the conditional sentences given in one meeting?
a. Yes b. No
c. I do not know
Table 4.6 the Percentage of Questionnaire Items
No Items Answers
(Percentage)
Explanation
A B C
1 Did you learn the conditional sentences?
66,6 25 8,4 Choosing A
greater than B and C 2 Is the conditional sentences studied
with exercises?
8,3 66,6 25 Choosing B
greater than A and C 3 Do you think the conditional
sentences is difficult to understand?
83,3 6,7 10 Choosing A
greater than B and C
4 Can you understand when the
conditional sentences given in one meeting?
5 83,3 11,7 Choosing B
greater than A and C
Processed from Questionnaire
Based on Table 4.6, there are 40 students (66,6% of respondents) who choose A, 15 students (25% of respondents) who choose B, and 5 students (8,4% of respondents) who choose C in the first item. In the second item, there are 5 students (8,3% of respondents) who choose A, 40 students (66,6% of respondents) who choose B and 15 students (25% of respondents) who choose C. In the third item, 50
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54 students (83,3% of respondents) who choose A, 4 students (6,7% of respondents) who choose B, and 6 students (10% of respondents) who choose C. In the fourth item, 3 students (5% of respondents) who choose B, 50 students (83,3% of respondents) who choose A, and 7 students (11,7% of respondents) who choose C.
In addition, the researcher also conducted interviews with English teachers. Answers were obtained generally equal to the results of the questionnaire submitted by the students. It is found that the teaching of conditional sentences is delivered in one meeting and the teacher didn’t give the exercises as much as possible so that the students did not drill the tenses which is found in conditional sentences.
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55 CHAPTER V
CONCLUSIONS AND SUGGESTIONS 5.1 Conclusions
Having analyzed the data, the researcher answers the problem with some conclusions. It is to find out the problem of SMA Cahaya Medan students in using conditional sentences and to find out the ability of SMA Cahaya Medan students in using conditional sentences. Here are the results as follows:
1. Based on the result, the ability of using conditional sentences by students of SMA Cahaya Medan is:
Most of students are in very poor ability (68,3%) and there are no student in good ability (0%). 1 student is in very good ability (1,7%), 5 students are in average ability (8,3%), and 13 students are in poor ability (21,7%). It is concluded that the process of teaching and learning English in SMA Cahaya Medan is not good.
2. Based on Department of Education standarization (Depdikbud, Dirjen Dikti, 1983/1994, PPS, & 15), there are 68,3% (41 students) got > 60 and 41,7% (19 students) got <60 from 60 students as sample. So in this research, it is concluded that the score of the students of grade XI of SMA Cahaya Medan have not reached the standarization set by the Department of Education.
3. Meanwhile, the total score of the whole respondents in using conditional sentences is 3.077. It means that the mean score of the whole respondents is
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56 51,2 + 14 (from standard deviation). The coefficient of reliability is 0,99 means the reliability of the test is very high.
4. Based on the questionnaire, the problem of SMA Cahaya Medan students in using conditional sentences is:
The students are still difficult to understand the material of conditional sentences because the teaching of conditional sentences delivered in one meeting without exercises.
5.2 Suggestions
Related to the data analysis, teachers should give a special attention in teaching English by describing conditional sentences more than one meeting, giving them more English exercises to make students drill the structure of conditional sentences diligently, asking students if they do not understand, giving them a quiz by answering the questions about conditional sentences, giving visual pictures, videos or movies that related to the conditional sentences and creating discussion group which discuss the conditional sentences. Teachers should pay attention to the learning process, not merely providing score evaluation of school success, but it should always be evaluated based on the standardization set by the government, or in this case, the Department of Education. Students should also pay more attention in English component especially conditional sentences which is not understood, be active to ask questions and practice a lot about English grammar especially conditional sentences because it is very important for their future.
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57
REFERENCES
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Routledge.
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Mastering Elliptical Construction. Medan.
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58 Prambandari. 2008. An Analysis On Primary School Students’ Ability To Use
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APPENDICES
Name :
Class :
Date :
Time : 60 minutes
CONDITIONAL SENTENCES I. Choose the best answer
1. “Will you come to the meeting?”
“If you come, I _____”
a. come c. do e. too
b. will d. am
2. If you use a city map, you _____ your way.
a. are not losing c. did not lose e. would not lose
b. will not lose d. have not lose
3. If you _____ I shall be very happy.
a. weren’t going c. hadn’t gone e. didn’t go
b. don’t go d. hadn’t been going
4. “ I’m sure he will be successful in his job.” “Yes, _____.”
a. if he should work hard enough b. if he works hard enough c. if he worked hard enough d. if he work hard enough e. if he had worked hard enough
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5. “What if your father asks you about the scratch on his new car?” “I _____ that it’s my fault.”
a. simply told him b. am simply telling him c. will simply tell him d. would simply told him e. would simply have told him
6. If he prepared his lessons, he _____ his examination.
a. passed c. would be passed e. had passed b. would have passed d. would pass
7. Rieka : What would you give me if you’re sent abroad? Reza : If I were sent abroad, I _____ a dictionary for you. a. bought c. would buy e. would have bought b. will buy d. will have bought
8. If you were going to participate in a big athletic contest or give an important business presentation, you _____ the same way.
a. will feel c. would feel e. felt b. had felt d. feel
9. My younger brother thinks that everybody can become an astrounaut. He often asks himself. “What _____ if I were an astronaut?”
a. do I do c. would I do e. am I going to do b. will I do d. am I doing
10. If he prepared his lesson, he _____ his examination.
a. passed c. would be passed e. had passed b. would have passed d. would pass
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11. Sue : I know you got a bad mark for the English test. What’s wrong with you?
Chris : If I _____ that there was a test, I would have prepared for it well. a. know c. had known e. would know
b. knew d. have known
12. “Did you buy the computer?”
“No, but I would have if my father _____.” a. had given me the money
b. would have given me the money c. would give me the money d. was giving me the money e. gave me the money
13. If the mechanic had done his work properly, you _____ no problems with your car yesterday.
a. would have had c. will have e. had had b. would have d. have had
14. If they _____, they would have found me.
a. wait c. had waited e. were waiting b. waited d. would wait
15. I’ve finished cleaning the houses, but if Ratu had not helped me, I _____ it so quickly.
a. could never have done b. could never do
c. have never done d. can never do
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(Source : Bimbingan Pemantapan Bahasa Inggris by Otong Setiawan Djuharie, 2007)
II. Complete the sentences with the correct form of the verbs of parentheses.
For example : If you leave now, you _____will be
1. If you boil the water, it _______________ (disappear) into the atmosphere as vapor.
______ (be) able to catch the 5 o’clock train.
2. If I finish the dress before Saturday, I _______________ (give) it to my sister for her birthday.
3. If she __________ (win) the prize, it will be because she writes very well. 4. The teacher will not accept our work if we __________ (turn) it in late. 5. I _______________ (accept) if they invite me to the party.
6. She would call you immediately if she _______________ (need) help. 7. If I had time, I _______________ (go) to the beach with you this weekend. 8. He would understand it if you __________ (explain) it to him more slowly. 9. If I were you, I _______________ (start) packing now.
10. He would tell you about it if he __________ (be) here. 11. If he had left already, he ____________________ (call) us.
12. If I had seen the movie, I ____________________ (talk) you about it last night. 13. She would have sold the house if she ______________ (find) the right buyer. 14. If we _______________ (know) that you were there, we would have written you
a letter.
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(Source : TOEFL Preparation Guide by Michael A. Pyle and Mary Ellen Munoz, 1982) Kuisioner untuk mengetahui masalah siswa dalam memahami pelajaran conditional sentences pada kelas XI SMA Cahaya Medan.
1. Apakah Anda pernah mempelajari materi conditional sentences? a. Pernah
b. Tidak c. Tidak tahu
2. Apakah materi conditional sentences ini dipelajari dengan beberapa contoh pengayaan materi melalui latihan-latihan?
a. Ya b. Tidak c. Tidak tahu
3. Menurut Anda, apakah materi conditional sentences ini merupakan materi yang sulit dipahami?
a. Sulit dipahami b. Mudah dipahami c. Tidak tahu
4. Apakah Anda mengerti materi conditional sentences yang diberikan dalam satu kali pertemuan?
a. Ya b. Tidak c. Tidak tahu
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