Errors on the use of conditional sentences among the students of the English language education study program - USD Repository
ERRORS ON THE USE OF CONDITIONAL SENTENCES
AMONG THE STUDENTS
OF THE ENGLISH LANGUAGE EDUCATION STUDY PROGRAMA THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education
By Fransisca Wuri Krissanti
Student Number: 051214079
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
ERRORS ON THE USE OF CONDITIONAL SENTENCES
AMONG THE STUDENTS
OF THE ENGLISH LANGUAGE EDUCATION STUDY PROGRAMA THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education
By Fransisca Wuri Krissanti
Student Number: 051214079
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
PAGE OF DEDICATION
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ABSTRACT
Krissanti, Fransisca Wuri. 2011. Errors on The Use of Conditional Sentences
among the Students of the English Language Education Study Program .
Yogyakarta: Sanata Dharma University.Conditional sentences topic is one of the important topics learnt in English Education Study Program. It has three types which make conditional sentences difficult to understand. Those three types have different pattern and meaning. This case makes the students of the English Language Education Study Program still make errors. Whereas, they are prepared to be English teachers who have to master them.
There are two research questions which are presented in this study: (1) What are the errors made by the fifth semester students of the English Language Study Program of Sanata Dharma University in the use of conditional sentences? and (2) What are the factors which cause the students to make errors in the use of conditional sentences? In order to answer those research questions, the writer used survey as her method research. The participants of this research were the fifth semester students of the English Language Education Study Program. The writer conducted the research in two classes in Structure V class in the academic year 2010/2011.
The writer constructed test and questionnaire as the instruments of this research. The test was arranged to measure the students’ understanding on conditional sentences. Besides, the writer also used questionnaire as the instrument. The questionnaire was used to find out the factors which cause the students to make errors in the use of conditional sentences.
Based on the gathered data, the writer found that there were many students who still had problems in using conditional sentences. There were only 29.82% of the total students who fulfilled the minimum standard score of mastery which was written in the academic regulation of Sanata Dharma University. Based on the analized data of the test, it can be seen that they faced difficulties when they had to complete the conditional sentences. They also had the problem in making conditional sentences by using the correct type and tense when they were given the fact. Then, they also shared their problems by answering questions in the questionnaire which was constructed based on some criteria. Based on their responses in the questionnaire, most of the students agreed that conditional sentences topic was an important and difficult topic. Nevertheless, most of them could understand conditional sentences at the time they learn. It is because they have already known conditional sentences before. In the next criterion, some of them had high motivation in learning conditional sentences, but some of them had no motivation. Moreover, some of them agreed that having more exercise could help them to understand conditional sentences. Besides, the appropriate method in explaining conditional sentences is also have big role in helping them to understand conditional sentences. The last, they admitted that time, class, and problems which cause the students to make errors. They are memorizing, differentiating, understanding, class influence, practicing, mood, and presence.
Based on the result of the data analysis, there is conclusion that there were many students who had problem in understanding conditional sentences. It can be influenced by many factors mentioned above. Therefore, there were also the suggestions for the lecturers, students, and other researchers. For the lecturers, it is recommended to give more attention to students’ understanding and ability. For the students, it is recommended to pay attention to the lecturers when the lecturers give the explanation. The last was the suggestion for the other researchers. It is recommended to explore or modify this research in order to have the better result.
Keywords: error, conditional sentences
ABSTRAK
Krissanti, Fransisca Wuri. 2011. Errors on The Use of Conditional Sentences
among the Students of the English Language Education Study Program .
Yogyakarta: Universitas Sanata Dharma.Kalimat pengandaian adalah salah satu topik penting yang dipelajari di Program Studi Bahasa Inggris. Kalimat pengandaian mempunyai tiga tipe yang membuatnya susah untuk dipahami. Ketiga tipe tersebut mempunyai pola dan arti yang berbeda. Hal ini membuat mahasiswa Program Studi Pendidikan Bahasa Inggris masih saja membuat kesalahan. Padahal mereka dipersiapkan untuk menjadi guru yang harus bisa menguasainya.
Ada dua pertanyaan dalam penelitian ini: (1) Kesalahan apakah yang dibuat oleh mahasiswa semester lima program studi Pendidikan Bahasa Inggris dalam penggunaan kalimat pengandaian? dan (2) Apa saja faktor-faktor yang menyebabkan mahasiswa membuat kesalahan dalam penggunaan kalimat pengandaian? Untuk menjawab pertanyaan-pertanyaan tersebut, penulis menggunakan survey sebagai metode peneliannya. Partisipan dalam penelitian ini adalah mahasiswa semester lima Program Studi Pendidikan Bahasa Inggris. Penulis melakukan penelitian di dua kelas dalam kelas Structure V tahun ajaran 2010/2011.
Penulis membuat tes dan kuesioner sebagai instrumen penelitian. Tes disusun untuk mengukur pemahaman mahasiswa tentang kalimat pengandaian. Selain itu, penulis juga memakai kuesioner sebagai instrumen. Kuesioner digunakan untuk menemukan faktor-faktor yang memungkinkan yang menyebabkan mahasiswa membuat kesalahan dalam penggunaan kalimat pengandaian.
Berdasarkan data yang terkumpul, penulis menemukan bahwa masih banyak mahasiswa yang masih mempunyai masalah dalam penggunaan kalimat pengandaian. Dari data tersebut, hanya ada 29.82% dari total mahasiswa yang bisa memenuhi standard nilai minimum penguasaan seperti yang di tuliskan dalam Peraturan Akademik Universitas Sanata Dharma. Dari hasil analisis data dari tes, dapat dilihat bahwa mereka mengalami kesulitan ketika mereka harus melengkapi kalimat pengandaian. Mereka juga mempunyai malasah dalam membuat kalimat pengandaian dengan menggunakan pola dan bentuk waktu yang tepat ketika mereka diberikan fakta. Selain itu, mahasiswa juga membagikan masalah mereka dengan menjawab pertanyaan-pertanyaan di kuesioner yang disusun berdasarkan beberapa kriteria. Berdasarkan respon mereka dalam menanggapi pertanyaan- pertanyaan di kuesioner, sebagian besar mahasiswa setuju bahwa kalimat pengandaian merupakan topik yang penting dan susah. Meskipun begitu, sebagian besar dari mereka dapat memahami kalimat pengandaian pada waktu mereka mempelajarinya. Hal itu dikarenakan mereka sudah mengenal kalimat pengandaian sebelumnya. Pada kriteria berikutnya, beberapa mahasiswa mempunyai motivasi tinggi dalam belajar kalimat pengandaian, tetapi beberapa memahami kalimat pengandaian. Selain itu, pemilihan metode yang cocok dalam menjelaskan kalimat pengandaian juga mempunyai peranan besar dalam membantu mereka untuk memahami kalimat pengandaian. Yang terakhir, mereka mengakui bahwa waktu, kelas, dan sosial sangat mempengaruhi kegiatan belajar- mengajar. Selain itu, ada tujuh masalah yang menyebabkan mahasiswa membuat kesalahan. Hal-hal tersebut adalah mengingat, membedakan, memahami, pengaruh kelas, latihan, suasana hati, dan kehadiran.
Berdasarkan hasil analisis data, ada kesimpulan yang bisa ditarik yaitu bahwa ada banyak mahasiswa yang mempunyai masalah dalam pemahaman kalimat pengandaian. Hal itu bisa dipengaruhi oleh banyak faktor seperti telah disebutkan diatas. Oleh karena itu, ada juga saran-saran untuk dosen, mahasiswa, dan peneliti lain. Untuk dosen, disarankan untuk memberikan perhatian lebih pada pemahaman dan kemampuan siswa. Untuk mahasiswa disarankan untuk memperhatikan dosen ketika dosen sedang menjelaskan dan mencoba untuk mencari cara lain untuk meningkatkan pemahaman mereka. Yang terakhir untuk peneliti lain. Disarankan untuk bisa melakukan penelitian lebih atau memodifikasi penelitian ini untuk bisa mendapatkan hasil yang lebih baik.
Kata kunci: kesalahan, kalimat pengandaian
ACKNOWLEDGEMENTS
I would like to dedicate my deepest and greatest attitude to Jesus Christ for everything he has given to me. His blessings and everlasting love have strengthened me in the difficult situation. I also thank to Mother Mary for her companion in my hard time.
My deepest appreciation goes to my major sponsor, Made Frida Yulia
S.Pd., M.Pd. , for her willingness to spend her precious time to read and check my
thesis. Her advices, criticisms, suggestions help me to accomplish this thesis. I also thank her for her patience in guiding me.
My sincere appreciation goes to Caecilia Tutyandari, S.Pd., M.Pd. and
Dra. Sri Joeliantini for the permission to administer the test in their classes. I
would like to thank all the fifth semester students of the English Language Education Study Program for their willingness to be the participants for this research.
I would like to express my deepest love and appreciation to my parents,
Ignatius Suhardi and Anastasia Sudarti for their love, patience, support,
encouragement and never ending prayers. I could not finish my study without them. My sincere gratitude goes to my brother and sister for always encouraging me to finish my study. Thanks for their advices, support, prayers and love.
My special thanks go to my beloved boyfriend, Immanuel Brahma
Adhyaksa Rubianto for his love, prayers and support in my difficult time. I friends, Gabriela Bunga Pramudhita, Wuri Krisharyanti, Melati Sunarsari
Suryani , Ria Agatha Cindy Stefani, and Agustina Ari Wisudawati for their
support and advices given. I also thank them for the precious and unforgettable time we have spent together. I could not understand the importance of having and being a good friend without them. Our friendship has made me understand the meaning of togetherness.
I would like to thank to my classmates, Sano, Molen, Panda, Ruma,
Sancrut , Taju, Antris, Bunga, Indro, Andre, Rindang, Putri, Rere, Adit,
, Puri, Mega, Dinar, Angga, Mui, Mayang, and Agung. My special thanks
Toto
go to Rindang and Bunga for their willingness to read my thesis draft. Besides, I also thank Wahyu, Mas Andre, Thomas, Miss Suzi, Tyo and Mas Panji for their support and prayers. I would also like to express my gratitude to Pranti,
Mujmuj, Penpen and Sisca for their support and companion. I thank them for the
time we have spent together to laugh and share many precious stories.Finally, I would like to express my gratitude to those whose names I cannot mention here one by one. God bless them all.
Fransisca Wuri Krissanti
TABLE OF CONTENTS
Page TITLE PAGE ...................................................................................................... i APPROVAL PAGES .......................................................................................... ii PAGE OF DEDICATION................................................................................... iv STATEMENT OF WORK’S ORIGINALITY ................................................... v ABSTRACT ........................................................................................................ vi
ABSTRAK ............................................................................................................ viii
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAHUNTUK KEPENTINGAN AKADEMIS ............................................................... x
ACKNOWLEDGEMENTS ................................................................................ xi TABLE OF CONTENTS .................................................................................... xiii LIST OF TABLES .............................................................................................. xvii LIST OF FIGURES ............................................................................................xviii LIST OF APPENDICES ..................................................................................... xix CHAPTER I. INTRODUCTION ....................................................................
1 A. Research Background ........................................................
1 B. Problem Formulation .........................................................
4 C. Problem Limitation ............................................................
5 D. Research Objective ............................................................
6 E. Research Benefits ...............................................................
6
CHAPTER II. REVIEW OF RELATED LITERATURE ................................ 11 A. Theoretical Description ...................................................... 11
1. Conditional Sentences ................................................. 11
a. Definitions ................................................................... 11
b. Types of Conditional Sentences .................................. 11 1) Conditional Sentences Type 0 .................................... 12 2) Conditional Sentences Type 1 .................................... 12 3) Conditional Sentences Type 2 .................................... 12 4) Conditional Sentences Type 3 .................................... 13 5) Mixed Conditionals ..................................................... 13
c. Grammatical Changes ................................................. 13 1) Tense ........................................................................... 13 2) Modal Auxiliary .......................................................... 16 3) General Truth .............................................................. 17 4) Connectors .................................................................. 17
2. Errors ........................................................................... 18
a. Definition .................................................................... 18
b. The Purpose of the Study of Errors ............................. 19
3. Mistakes ...................................................................... 19
4. Errors Versus Mistakes ............................................... 19
B. Theoretical Framework ...................................................... 20
CHAPTER III. METHODOLOGY .................................................................... 23 A. Research Method................................................................ 23 B. Research Participants ......................................................... 24 C. Research Instruments ......................................................... 25
1. Validity ....................................................................... 27
a. Content Validity .......................................................... 27
b. Construct Validity ....................................................... 28
c. Face Validity ............................................................... 28
2. Reliability .................................................................... 29
D. Data Gathering Technique ................................................. 30
E. Data Analysis Technique ................................................... 31
F. Research Procedure ............................................................ 32
CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION ........................ 34 A. Data Presentation ............................................................... 34
1. The Test ...................................................................... 34
a. The Students’ Achievements in Each Part of the Test 35
b. The Students’ Total Scores of the Whole Part of the Test .............................................................................. 37
c. The Questionnaire ....................................................... 39
B. Discussion .......................................................................... 40
1. The Errors Made by the Fifth Semester Students ....... 40
1) Part A .......................................................................... 41 2) Part B .......................................................................... 44
b. Conditional Sentences Type 2 .................................... 46 1) Part A .......................................................................... 46 2) Part B .......................................................................... 49
c. Conditional Sentences Type 3 .................................... 52 1) Part A .......................................................................... 52 2) Part B .......................................................................... 55
2. The Factors Which Cause the Students to Make Errors ........................................................................... 57
CHAPTER V. CONCLUSIONS AND SUGGESTIONS ................................. 66 A. Conclusions ........................................................................ 66 B. Suggestions ........................................................................ 68
1. Suggestions for the Lecturers of the English Language Education Study Program .......................... 68
2. Suggestions for the Students of the English Language Education Study Program .......................... 69
3. Suggestions for Other Researchers ............................. 70 REFERENCES .................................................................................................... 71 APPENDICES .................................................................................................... 74
LIST OF TABLES
Table Page
2.1 Summary of Basic Verb Form Usage in Conditional Sentences ................. 15
2.2 The Semantic Relationships Expressed by Conditional Subordinators in English ..................................................................................................... 18
3.1 The Classification of Reliability Coefficient ............................................... 30
4.1 The Students’ Scores in Part A .................................................................... 35
4.2 The Students’ Scores in Part B .................................................................... 36
4.3 Students’ Scores in the Whole Part of the Test ............................................ 37
4.4 The Students’ Scores Based on the Score Category .................................... 39
4.5 Students’ Problems ...................................................................................... 64
LIST OF FIGURES
Figure Page
2.1 The Historically-Based Relationship of the Modal Auxiliary ..................... 16
4.1 The Percentage of the Students’ Responses on the First Aspect ................. 58
4.2 The Percentage of the Students’ Responses on the Second Aspect ............. 59
4.3 The Percentage of the Students’ Responses on the Third Aspect ................ 61
4.4 The Percentage of the Students’ Responses on the Fourth Aspect .............. 62
4.5 The Percentage of the Students’ Responses on the Fifth Aspect ................. 63
LIST OF APPENDICES
Appendix 1 The Permission Letter.................................................................. 75 Appendix 2 The Blueprint of the Test ............................................................. 76 Appendix 3 The Test ....................................................................................... 78 Appendix 4 The Answers’ Key ....................................................................... 81 Appendix 5 The Blueprint of the Questionnaire ............................................. 82 Appendix 6 The Questionnaire ....................................................................... 85 Appendix 7 The Samples of the Students’ Sheet ............................................ 88 Appendix 8 The Frequency and Percentage of the Students’ Responses on the
Questionnaire ............................................................................... 98 Appendix 9 The Students’ Scores ................................................................... 99 Appendix 10 The Calculation of the Reliability ............................................... 101
CHAPTER I INTRODUCTION This chapter explains the introduction of the study. It has six parts. Those
six parts are research background, problem formulation, problem limitation, research objectives, research benefits and definition of terms.
A. Research Background
English is an important language in educational life since it is an international language. Many books are written using English. In this globalization era, people need to communicate with foreigners who have different language. Therefore, people are expected to master the English language so that they can communicate well.
Based on that requirement, many schools provide English as one of the subject matters in order to make their students able to master English and communicate using English well. Reaching that goal is not easy. Schools must provide very good facilities including the teachers. A good English teacher who masters English well is needed very much in order to reach that goal.
As candidates of English teachers, the English Language Education Study Program students are supposed to master all the things related to the English language as the subject matter, including the skills and the language elements. In the English language, there are four skills which have to be mastered by learners four skills, the English language also has the language elements such as grammar, pronunciation, and vocabulary. In order to be good teachers, the teacher candidates should master those things because good teachers are not only able to understand the English language for themselves, but also must be able to help their students, especially in using English grammar.
Indonesia has English language as their foreign language and the pattern of the sentences in Indonesian and English language are different. Therefore, they have to know well the pattern of each language which they learn. For example, when people use Indonesian language, they use the same verb to show the actions which have been done, is being done, and will be done. Another example is when people want to use conditional sentences. When they use Indonesian language, they also use the same verb and pattern without caring about the fact. Thus, foreign language learners should pay attention to those things. In this case, based on the writer’s experience, many students still have difficulties in understanding and using the correct grammar. Hence, this is a challenge for teachers and teacher candidates to overcome this problem, where the role of teachers is needed. They have to be able to give good explanation and examples so students will understand well. Therefore, teachers and teacher candidates should master grammar, so they can be good teachers.
Mastering foreign language, in this case is English language, is not easy. Many people have problem to do that. One of the problems is the grammar mastery. Besides having sixteen tenses, the English language also has many other difficulties in understanding this topic. Therefore, teacher should be able to give such clear explanations and examples in delivering this topic. In order to do that, a good preparation is inevitably needed for the teacher candidates.
The teacher candidates have to master this topic, especially for senior high school teacher candidates because they have to explain this topic. This topic is one of difficult topics in school faced by students. Many students need repetition and clear explanation to this topic. A clear explanation can only be transferred by a teacher who understands the topic well. In this case, the teachers must be competent in mastering conditional sentences so as to be able to explain it to their students. As a matter of fact, it is important for the teachers to understand the conditional sentences.
Based on the writer’s experience, she chooses conditional sentences because this topic has three types which are difficult to learn. Those three types have different pattern and different meaning. The meaning or the fact of the conditional sentences can be true in the present or future, untrue in the present or future and also untrue in the past. Each pattern should correspond with the fact and it can make them difficult to be differentiated and composed. It can also be easily forgotten by the language learners.
Furthermore, by conducting some informal interviews on the conditional sentences, the writer also found that some of the senior students of the English Language Education Study Program are still confused to differentiate the types of conditional sentences and they still produce errors in the use of conditional sentences. Moreover, some of them forget what conditional sentences are and how to produce them.
Beside those reasons, the writer also empirically finds that it is very difficult to make the students really understand the use of conditional sentences.
When the students learn each type separately, they can understand better, but they still have difficulties and make mistakes when those three types in conditional sentences are combined. In this case, the teachers’ knowledge is challenged. They should master the topic, so that they are able to find a good way in teaching conditional sentences to overcome the students’ problems.
Since the conditional sentences should be mastered by the teachers, the English language Education Study Program students, as the teacher candidates, should be tested on their understanding and mastery in the use of conditional sentences. The results of this research can show their capability to use conditional sentences and their understanding in using them. In this research, the writer chooses the fifth semester students of the English Language Education Study Program, with the consideration that they have learnt conditional sentences in semester three in their Structure III course. Therefore, they are supposed to use conditional sentences correctly. The result of the research is employed to come up with the suggestions for the lecturers and the students in learning conditional sentences.
B. Problem Formulation
1. What are the errors made by the fifth semester students of the English Language Education Study Program of Sanata Dharma University in the use of conditional sentences?
2. What are the factors which cause the students to make errors in the use of conditional sentences?
C. Problem Limitation
The research is conducted to the fifth semester students of the English Language Education Study Program of Sanata Dharma University in the academic year of 2009/2010. They were chosen since they have learnt conditional sentences in Structure III course. The research analyses the errors which are made by the students in producing conditional sentences. A test and a questionnaire are utilized as the instruments to gather the data. The results of the test are analyzed further to see the errors which are produced by the students. Moreover, the results of the test determine their mastery. The data from the questionnaire are used to show the possible factors which cause the errors.
This study emphasizes the use of conditional sentences types 1, 2, and 3 to make the scope of the discussion more specific and not too wide. It means that the instruments made by the writer only check the students’ understanding on the use of conditional sentences types 1, 2, and 3 and the ability of the students to produce those types of conditional sentences correctly. Therefore, the questions in the test check the ability of the students in the use of the conditional sentences types 1, 2, and 3. Whereas, the questions in the questionnaire are used to find the possible factors which cause the errors.
Due to the fact that the fifth semester students of the English Language Education Study Program of Sanata Dharma University are in a great number, the writer selects two classes as a sample which are considered to represent the population as a whole. Then, the result of the data analysis of the sample will be generalized to the population. The writer chooses cluster sample as the representative sample because based on Ary, Jacob, & Razavieh (2002:168) “cluster sample is in group, not individual, which is randomly selected”.
D. Research Objectives
The objectives of this research are:
1. To find out the errors which students make in producing conditional sentences.
2. To find out the possible factors which cause the students to make errors.
E. Research Benefits
It is expected that this finding of the research in this study helps the readers, the students, the lecturers, and the next researchers.
1. For the readers This research analyzes the students’ errors and the possible causes of making errors. The result will be discussed and written in this thesis. Besides, this thesis also provides information about conditional sentences. Therefore, this research may give the information to the readers and enrich their knowledge.
2. For the students This study also analyzes the students’ problems in learning conditional sentences. Based on the research finding, the writer finds some possible factors which cause the students make errors and give the suggestions to overcome the students to make errors again in the future. Thus, the finding of this research may help the students of the English Language Education Study Program.
3. For the lecturers This study analyzes the errors produced by the students and also the possible causes. Therefore, it may help the lecturers because it may show which become the students’ weaknesses and strengths. Based on the result of the error analysis, the lecturers can find another way to transfer the knowledge to the students and minimize the errors made by the students.
4. For other researchers This study will also help other researchers. If they will conduct researches which are almost the same, this study may help them to conduct their researches.
They can also develop this study by changing some parts of this thesis, such as the participants, the problem limitations, instruments, or something else.
B. Definition of Terms
Related to this research, there are the terms whose definitions need to be
1. Conditional sentences Conditional sentences are used to show the conditional phenomenon.
Conditional sentences have five types: types 0, 1, 2, 3, and mixed type. Each type has its own fact and pattern. Conditional sentences type 0 are “the statements of universal truth or general validity” (Graver, 1984: 89). The second type “expresses something that can be true in present or future” (Azar, 1989: 347).
There is possibility to be truth in the future if in the present it is not true. The third type “expresses something that is untrue in present or future” (Azar, 1989: 348). It shows the impossible things in the present or future. The fourth type “expresses something that has happen in the past and it is not true or it does not happen in the past” (Azar, 1989: 349). This type shows that the fact did not happen in the past. The last type is mixed type when we can combine the types of conditional sentences based on the context (Alexander, 1994: 212). In this study, the researcher focuses on the use of conditional sentences types 1, 2, and 3 which will be combined into one test. To know the participants’ understanding, they have to differentiate them and make good conditional sentences based on each type.
2. Error Errors are “the flawed side of learner speech or writing” (Dullay, Burt, &
Krashen, 1982: 139). They explain that errors which are caused by fatigue and inattention are called as performance factors and errors resulting from lack of knowledge of the rules of the language called competence factor. On the other hand, an error is “a noticeable deviation from the adult grammar of a native errors which are produced by the speaker can show their competence. In other words, an error is caused by lack of knowledge.
In this study, the writer collects the data and analyzes the errors from the participants’ answers. Any wrong answers in the test are counted as the students’ performance and competence. Brown (2000: 217) states that those performance and competence factors can influence students to make errors. Whereas, Corder says in Dullay’s book titled Language Two that “in some of the second language literature, performance errors have been called “mistakes” while the term “errors” was removed for the systematic deviations due to the learner’s still-developing knowledge of the L2 rule system” (Dullay et al., 1982: 139). Nevertheless, it is still often difficult to determine the deviation between performance and competence errors without careful analysis. To support this statement, Dullay et al. (1982: 139) stated that “in order to facilitate reference to deviations that have not yet been classified as performance or competence errors, we use error to refer to any deviation from a selected norm of language performance, no matter what the characteristics or causes of the deviation might be.”
Sometimes, it is very difficult to judge incorrect answer is error or mistake. Corder in Ellis’ (2003: 50) book argued that the “error analysis should be restricted to the study of errors.” It means that mistakes should be eliminated from the analysis. In this research, errors refer to the students’ answers which are inappropriate from the rule of the conditional sentences without considering they are errors or mistakes. Ellis (2003: 47) paraphrased George’s statement that “L2 learners’ errors are generally viewed as ‘unwanted forms’.” Therefore, in this study any wrong answers are included as errors.
CHAPTER II REVIEW OF RELATED LITERATURE This chapter presents two sub-chapters of discussion. The first is the
discussion on the theories related to this study, which is presented in theoretical description. The second part is theoretical framework which summarizes and synthesizes the relevant theories to the study.
A. Theoretical Description In this theoretical description, there are four things which are elaborated.
They are the theories of conditional sentences, error, and error analysis. These theories will be the basic of the discussion and construction of the instruments.
1. Conditional Sentences
Thomson and Martinet (1986: 196) said that “conditional sentences have two parts: the if-clause and the main clause.” It means that conditional sentences are complex sentences that consist of two clauses which are a main clause and a subordinate clause. The subordinate clause latter typically begins with the adverbial subordinator if.
a. Types of Conditional Sentences
Thompson and Martinet (1986: 197) said that conditional sentences have three types. Each type contains a different pair of tenses. There are three types of conditional sentences and each type has different pattern and meaning. Besides, are four commonest and the most useful types of conditional sentences and those are types 0, 1, 2, and 3. Furthermore, Alexander (1994: 212) also stated that there is another type of conditional sentences beside those four types of conditional sentences. He said that “we do not always have to stick rigidly to the ‘three types of conditional sentences’ because there are occasions when we can use any tenses in if clauses, depending on the context.” 1) Conditional sentences type 0
Conditional sentences type 0 is used in “factual discussions or explanatory (particular scientific and technical) material” (Graver, 1984: 82). The fact of this type is true because it talks about the factual condition. The tenses used in both conditional and main clauses are the same. It can use simple present tense and also simple past tense.
2) Conditional Sentences type 1 Conditional sentences type 1 expresses something which can be true in present or future. There is possibility to be truth in the future if in the present it is not true. Azar (1989: 347) also gives the pattern of the conditional sentences type 1.
3) Conditional sentences type 2 Conditional sentences type 2 expresses something which is untrue in present or future. It means that the sentences in this type show the action which happen at that time, but they are only imagination. The real condition is contradictory with the expected condition, so the sentences are impossible. In this informal speech but it is not generally considered grammatically acceptable (Azar, 1989: 348).
4) Conditional sentences type 3 Conditional sentences type 3 expresses something which has happened in the past and it is not true or it does not happen in the past. In this type, the sentences show that the action happened in the past and the “if clause” shows the impossible things in the past.
5) Mixed conditionals Beside those three types which are usually used, there is mixed conditionals. It is called mixed conditional because it uses mixed tenses in conditional sentences. Alexander (1994: 212) stated that “we do not always have to rigidly to the three types of conditional sentences because there are occasions when we can use any tenses in “if clauses”, depending on the context.”
b. Grammatical Changes
This part discusses the grammatical changes in conditional sentences. This part will be divided into three such as tense, modal auxiliary, general truth, and connectors. Those parts will discuss clearly and specifically about the tenses, modal auxiliary and the general truth in conditional sentences which are discussed in this study.
1) Tense
In conditional sentence type 1, there is no change. All the sentences use are changes in types 2 and 3 of conditional sentences. The changes in types 2 and 3 follow these rules.
a) Type 0 Conditional sentence type 0 shows the factual conditions which means that the fact is true. The tenses used in this type both in the conditional and main clauses are the same (Graver, 1994: 212). The tenses used in this type can be in simple present tense and simple past tense.
b) Type 1 Conditional sentence type 1 shows the actions which happen at that time and the “if clause” show the possible thing which happen or will happen.
Moreover, the tense which is used in this type is simple form. When the if-clause uses the simple present, the main clause uses the simple present future (Azar, 1989: 347).
c) Type 2 Conditional sentence type 2 shows the actions which happen at that time, but it tells about the impossible things in the present or future. In type 2, the tenses which are used in the main clause and in the if-clause are different. When the “if- clause” uses the simple past, the main clause uses simple past future.
d) Type 3 Conditional sentences type 3 shows the action which happened in the past and also tells about the impossible things in the past. In this type the tenses which are used in the main clause and in the “if clause” are also different. When the “if-
Azar summarized those types and the short explanations about their pattern and meaning in Table 2.1.
Table 2.1: Summary of Basic Verb Form Usage in Conditional Sentences (Azar, 1989: 347)
MEANING
VERB FORM
VERB FORM IN THE EXAMPLES OF THE “IF
IN THE “IF “RESULT CLAUSE”
CLAUSE ” CLAUSE ”
True in the Simple present Simple present (a) If I have enough time, I write to may present/future Simple future parents every week.
(b) If I have enough time tomorrow, I will write to may parents.
Untrue in the Simple past Would + simple form (c) If I had enough time present/future now, I would write to may parents. (In
truth, I do not have enough time, so I will not write to them. )
Untrue in the Past perfect Would have + past participle (d) If I had had enough past time, I would have written to my parents.
(In truth, I did not
have enough time, so I did not write to them. )
e) Mixed type Mixed conditional shows the action based on the context. This type uses mixed type of conditional sentences. Therefore, the pattern depends on the conditional sentences used in the sentences. We can see the examples as follow. (1) If I am as clever as you say I am, I would have been rich by now. Type 1+3 (2) If you knew me better, you wouldn’t have said that. Type 2+3 (3) If I had had your advantages, I’d be better off now. Type 3+2
Besides, there are the differences between the tenses which are used in conditional sentences and the fact. In conditional sentences type 1, there is no change. Both the conditional sentences and the fact use the simple present. On the contrary, types 1 and 2 have different tenses between the tense in conditional sentences and fact. The differences are as follow.
a) If the fact is in the present, the conditional sentence uses the past form.
b) If the fact is in the past, the conditional sentence uses the past perfect form.